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Australia’s Transnational Education Quality
Strategy
Anne Forster President
Open & Distance Learning Association of Australia
International Forum on Online Education(IFOE 2006) : Quality Assurance October 14-15, 2006, Beijing, China
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Five key points
• Online learning is integrated in all forms of delivery in Australia with parity of esteem in qualifications
• The link between Quality and perceived value creates multiple perspectives and QA approaches
• Australia’s dependence on cross border education trade is reflected in increasing rigor of QA processes
• Australia’s TNE Quality strategy is aimed at enhancing learning outcomes, improving practice and growing market share in both Vocational education and higher education
• Professional development and shared resources to improve practices and integrity of TNE established in key centres of excellence: eg AII, IDP, IEAA and TNEF
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Online study guides
Physical resources: books, labs,
Classrooms &study groups
Blended Learning
Online Collaborative workspaces
Same timediscussions
Web based resources
Online-learning?
“Interaction and independence,
getting the mixture right”
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Globalisation, the knowledge economy and education
• World-wide flow and integration of people, knowledge and money
• Participation as a basic human right• Access, affordability, lifelong learning• Elite and mass education divide• Quality based on brand/price/research rankings• Quality based on performance outcomes to fit
the purpose
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PRICE
VALUE QUALITY
PRODUCT
CUSTOMERSERVICE
TEACHING&
LEARNING
CONTENT/LEARNING
RESOURCES
ACCREDITATION
E-COMMERCE
LEARNERSUPPORT
(adapted from source: Standing Stones Consulting Ltd, 2000)
Buyer: Individual, family, corporation, government?
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COMPLEXITY
Graduation/ CRM
Community Building
Researchers & experts
Development banks
ICT providers GovernmentsPolicy makersQuality
Agencies
External Partners
RecruitmentInformation
& AdviceMarketing &
ResearchCustomer/
Sales
Assessment
Interaction
Teaching
Product Identificatio
n
Initiation
Design
Development
Production
Delivery
Resources Process
E- Business Process
Lifelong learning
Professional learning
Career change
Private Investors
Mod
el a
dapt
ed fr
om S
tand
ing
Ston
es 2
000
Delivery process
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A quality framework for technology and learning processes:
CEN/ISSS Workshop on Learning Technologies
• Strategic Planning• Program framework,
– blueprint
• Course development: – infrastructure, – design, – pedagogy,
• Motivation: – materials, – assessments, – student support, – evaluation
• Marketing and student recruitment strategy and processes
• Induction and orientation• Realisation/implementation• Cooperation with experts,
sponsors, instructors, industry• Student support• Teacher support• Evaluation • Central database
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Selecting a quality system
• CEN model for the classification of quality approaches in eLearning: CWA 15533 (2006)
• European Committee for Standardisation
ELearning is complex and context specific
There is a diversity of quality
approaches
1. Analyse quality needs2. Analyse different quality approaches3. Select best fit4. Adapt, apply and recycle
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Context and diversity
• Elite online– protect
competitiveness– Closed re intellectual
property– Brand & Research
rankings– Income $
• Mass online– protect effectiveness &
efficiency– Open education
resources– Access, affordability,
equivalence– Learning Outcomes
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Top 100 research universities 2005 data from Shanghai Jiao Tong University Institute of Higher
Education
USA 53
UK 11
Germany 5
Japan 5
Canada 4
France 4
Sweden 4
Switzerland 3
Netherlands 2
Australia 2
others 7
Others: Israel, Finland, Denmark, Austria, Norway, Russia, Italy each 1.
Source Simon Marginson
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Mega Universities (<100,000 students)
Indira Gandhi National Open University 1,400,000
Shanghai Television University 1,300,000
Anadolu University Turkey 600,000
Bangaladesh Open University 600,000
China Central Radio and TV University 500,000
Allama Iqbal Open University 448,512
Universidad Nacional Autonoma de Mexico 290,000
University of South Africa 250,000
Korea National Open University 210,578
Universidad Nacional de Educacion a Distancia, Spain 200,000
Payame Noor University Iran 183,000
Open University UK 180,000
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Impact of brand rankingsref: Marginson 2006
• Rankings perpetuate biases,– favour English-speaking science-strong universities
• Rankings use data based on student choice &– financial inputs
– Research publications/citations
– student-staff ratios
• Data does not reveal – the quality of teaching or
– professional preparation
• Rankings reflect and manufacture university reputation. – They are self-reinforcing
– They block genuine merit and upward mobility
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A culture of quality
QA survey of mega universities (Jung, 2005)• An institutional culture that
– Promotes internal QA system– Values capacity building for implementing QA– Stresses link between QA and public
accountanbility– Focuses on learning rather than teaching
• See also Commonwealth of learning; www.col.org
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Institution & program level Accreditation & quality processes
• CHEA: Council for Higher Education Accreditation (USA)– Reviews Q of Distance (online) Learning through the accreditation
process
– External review of institutions & programs
– Diverse approaches
• EFMD CEL: European Foundation for Management Development Accreditation of eLearning enhanced management courses– Programme strategy: stakeholder relevance of ICT?
– Pedagogy: added value of ICT to the learning?
– Economics: efficient and effective?
– Organisation: appropriate systems?
– Technology: functionality and accessibility?
– Culture: Change and innovation considerations?
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Australia’s QA Culture
• AQF articulates vocational education and HE• Parity of qualifications independent of mode of
delivery• Universities are self-accrediting: subject to
external and internal QA• Government QA through research and teaching
performance fund• External audit agencies (AUQA) and professional
accreditation• Alignment with international standards and
approaches, eg Bologna process
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Transnational education: defined
• UNESCO and OECD guidelines for Quality Provision in Cross-Border Higher education:
• …when students follow a course or programme of study that has been produced, and is continuing to be maintained, in a country different from the one in which they are residing…
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Exporters of cross-border degrees
2003 OECD data
USA 28%
UK 12%
Germany 11%France 10%
Australia 9%
Japan 4%
Russian Fed. 3%
Spain 3%
others 20%
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Largest Australian providers
Institution* More than 50% of international students off-shore
International students 2004
International fee revenues 2004 $sm
Proportion of all revenues 2004
1 Monash U 17,077 160.3 19.5%
2 RMIT U * 15,132 122.8 25.2%
3 Curtin UT * 14,319 96.4 23.2%
4 Central Queensland U 10,460 97.1 39.5%
5 U South Australia * 10,257 51.3 16.2%
6 U Sydney 9806 124.3 12.7%
7 U NSW 9481 116.4 15.0%
8 U Melbourne 9215 154.8 14.7%
9 Macquarie U 8725 83.6 24.5%
10 Charles Sturt U * 8429 13.7 6.4%
11 U Southern Queensland *
8333 20.9 16.0%
12 U Wollongong 7940 55.2 20.6%
U Southern California (2004-05)
6846
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Australia’s Commitment to Quality in the Global Education Market
• Preserving Australia’s competitive position. • Australia is the third largest exporter of
education in the world. • Education is Australia’s sixth largest export
earner ($5.7 billion in 2004). • Australia’s commitment to quality and to the
integrity of its transnational education provision, is upheld by Federal and State governments and by all 44 approved providers.
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Australia’s trading position
• Current focus on capacity to sustain competitive position in the elite market
• Global future will depend on capacity to shift to being a mass supplier– Leverage existing capacity– Scale design of programs– Develop cost effective distribution and support
systems– Manage partnerships
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Australia’s TNE strategy:key areas for action
• better communication of Australia’s QA arrangements to all stakeholders;
• increased access to data and information;
• strengthened national quality framework.
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Identifying good practice
• Industry-led projects commissioned by the Australian Vice-Chancellors’ Committee
• Good practice in quality delivery of education to students residing outside Australia. – selection and management of partners; – determining the equivalence of the student
experience; – delivery in languages other than English; and – staff development and training.