Interpreting Transnational Education Standards: The Locus of Control
Under ‘National Protocols’ established for higher education Australian universities are required to meet a consistent set of standards “regardless of whether its higher education students are located in Australia or offshore.” (MCEETYA, 2007, p.2). In this context we report in this paper approaches...
| Main Authors: | , , , , , , |
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| Format: | Conference Paper |
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Australian Universities Quality Agency
2011
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| Online Access: | http://www.auqa.edu.au/files/auqf/paper/paper_a2.pdf http://hdl.handle.net/20.500.11937/32690 |
| _version_ | 1848753733175869440 |
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| author | Yeo, Shelley Ling, P. Mazzolini, M. Giridharan, Beena Goerke, Veronica Hall, D. Lueckenhausen, G. |
| author2 | Anne L Martin |
| author_facet | Anne L Martin Yeo, Shelley Ling, P. Mazzolini, M. Giridharan, Beena Goerke, Veronica Hall, D. Lueckenhausen, G. |
| author_sort | Yeo, Shelley |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Under ‘National Protocols’ established for higher education Australian universities are required to meet a consistent set of standards “regardless of whether its higher education students are located in Australia or offshore.” (MCEETYA, 2007, p.2). In this context we report in this paper approaches to curriculum and assessment decision-making encountered in an investigation of transnational education and internationalisation. The investigation is a component of the Australian Learning and Teaching Council (ALTC) project ‘Learning without borders: Linking development of transnational leadership roles to international and cross-cultural teaching excellence’; a project conducted by Curtin University and Swinburne University of Technology in Australia and in Sarawak. Meeting the same criteria specified in the National Protocols onshore and offshore can be and is addressed in different ways, even within the same higher education institution. In this paper we distinguish four approaches to curriculum decision-making designed to ensure the same standards are met. These may be styled: (a) home campus curriculum control, (b) limited branch campus learning, teaching and assessment contextualisation, (c) substantial branch campus learning, teaching and assessment contribution constrained by a requirement to attain the same learning outcomes, and (d) branch campus curriculum design. The locus of control varies between these approaches with implications for both the student experience and the professional experience and responsibilities of staff. |
| first_indexed | 2025-11-14T08:29:12Z |
| format | Conference Paper |
| id | curtin-20.500.11937-32690 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:29:12Z |
| publishDate | 2011 |
| publisher | Australian Universities Quality Agency |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-326902017-03-08T13:19:02Z Interpreting Transnational Education Standards: The Locus of Control Yeo, Shelley Ling, P. Mazzolini, M. Giridharan, Beena Goerke, Veronica Hall, D. Lueckenhausen, G. Anne L Martin Transnational education curriculum quality control Under ‘National Protocols’ established for higher education Australian universities are required to meet a consistent set of standards “regardless of whether its higher education students are located in Australia or offshore.” (MCEETYA, 2007, p.2). In this context we report in this paper approaches to curriculum and assessment decision-making encountered in an investigation of transnational education and internationalisation. The investigation is a component of the Australian Learning and Teaching Council (ALTC) project ‘Learning without borders: Linking development of transnational leadership roles to international and cross-cultural teaching excellence’; a project conducted by Curtin University and Swinburne University of Technology in Australia and in Sarawak. Meeting the same criteria specified in the National Protocols onshore and offshore can be and is addressed in different ways, even within the same higher education institution. In this paper we distinguish four approaches to curriculum decision-making designed to ensure the same standards are met. These may be styled: (a) home campus curriculum control, (b) limited branch campus learning, teaching and assessment contextualisation, (c) substantial branch campus learning, teaching and assessment contribution constrained by a requirement to attain the same learning outcomes, and (d) branch campus curriculum design. The locus of control varies between these approaches with implications for both the student experience and the professional experience and responsibilities of staff. 2011 Conference Paper http://hdl.handle.net/20.500.11937/32690 http://www.auqa.edu.au/files/auqf/paper/paper_a2.pdf Australian Universities Quality Agency restricted |
| spellingShingle | Transnational education curriculum quality control Yeo, Shelley Ling, P. Mazzolini, M. Giridharan, Beena Goerke, Veronica Hall, D. Lueckenhausen, G. Interpreting Transnational Education Standards: The Locus of Control |
| title | Interpreting Transnational Education Standards: The Locus of Control |
| title_full | Interpreting Transnational Education Standards: The Locus of Control |
| title_fullStr | Interpreting Transnational Education Standards: The Locus of Control |
| title_full_unstemmed | Interpreting Transnational Education Standards: The Locus of Control |
| title_short | Interpreting Transnational Education Standards: The Locus of Control |
| title_sort | interpreting transnational education standards: the locus of control |
| topic | Transnational education curriculum quality control |
| url | http://www.auqa.edu.au/files/auqf/paper/paper_a2.pdf http://hdl.handle.net/20.500.11937/32690 |