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International and Development Portfolio
Transnational Education (TNE) at RMIT
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Overview
Overview of RMIT’s offshore partnership programs
What encompasses transnational education (TNE) at RMIT and where does it fit strategically?
Processes for establishing new offshore partners and programs
Who is involved in the administration and support of offshore programs?
Policies and regulatory frameworks relating to the delivery of TNE programs
Processes for ensuring ongoing partnerships meet quality and accreditation requirements
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Transnational Education Team
Executive Director, International
Ailsa Lamont
Transnational EducationScott Crighton,
Assistant Director
Business ServicesJulia Hoon,
Assistant Director
Celia HuangManager, Partnerships
Elizabeth KempManager, Partnerships
Caryn NeryManager, Partnerships
Int’l Marketing and Recruitment
Carolyn Chong, Assistant Director
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RMIT – 2011 – 2015 Strategic goals & priorities
The 3 goals of the University plan are:
Global in attitude, action and presence, offering our students a global passport to learning and work.
Urban in orientation and creativity, shaping sustainable cities and drawing inspiration from the challenges and opportunities they provide.
Connected through active partnerships with professions, industries and organisations to support the quality, reach and impact of our education and research.
TNE connects to all 3 of these goals and many of the associated strategic priorities.
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I&D Portfolio Plan 2011
The key TNE objectives in the I&D 2011 portfolio plan are to:
Optimise current partner arrangements – including the finalisation of new agreements & identification and delivery of new programs.
Identify new markets, partners and modes of delivery – including the completion of the Transnational Strategy Development Project, and the finalisation of new partnership agreements.
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(Statistics and Reporting April 2011)
RMIT student population 2010 (head count)
Total student enrolment: 73,907
20,554 VET
53,353 Higher Education
Total international student number: 29,006
11,915 international students in Melbourne
17,091 students studying in other countries
(11,389 students with RMIT offshore partners
and 5,702 in Vietnam campuses)
39% of total student enrolment is international
23% of total student enrolment is offshore
(including Vietnam)
16% of total student enrolment is onshore
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RMIT Transnational Education partners 2011
CHINA: 1
HONG KONG: 4
SRI LANKA: 1
LAOS: 1
SINGAPORE: 2
MALAYSIA: 1
Belgium: 1
China
Shanghai Institute of Foreign Trade (SIFT)
Singapore
Singapore Institute of Management (SIM)
The Stansfield Group
Malaysia
Taylors University
Sri Lanka
Brandix
Hong Kong
Hong Kong Art School
Hong Kong Management Association
Mandarin Oriental Hotel Group
Vocational Training Council of Hong Kong
Laos
MinMetals
Belgium
University of Leuven, Sint Lucas School in Ghent - doctoral architecture program
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TNE Student Numbers by country 2006-2010
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TNE’s role: contract and partnership management
Transnational Education (TNE) is responsible for:
Identifying potential offshore partners in consultation with Schools, Colleges and other stakeholders, and in line with University’s strategy
Coordinating the development of new offshore programs and partnerships, including approval processes
Coordinating interactions with offshore partners
Coordinating decisions on contract renewal and partnership termination
Monitoring and reporting on offshore award partnerships (including financial monitoring)
Issue resolution related to offshore partnership programs
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Establishing an offshore program: stages
The process of establishing a new offshore partnership or program includes Identification and initial assessmentExpression of Interest (EOI), including minor due diligence Business Case (International Implementation Plan), including more extensive due diligence, market analysis, costing, etc.Academic Case Contract development, negotiation and finalisationIn-country approvals (as required)Promotion and program start
Note: It is not required that Collaborative Articulation Programs (CAPs) progress through all of these stages.
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Establishing an offshore program: EOI
The process of establishing a new partnership or program commences with submission of an Expression of Interest (EOI) to the Transnational Education Unit.
School College DVC I&D via TNE
If the Expression of Interest (EOI) is approved by the DVC I&D, the project is registered, roles are assigned (including a Partnership Manager).
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Establishing an offshore program: business and academic case
Following approval of the EOI, an International Implementation Plan is prepared by the school with support from TNE Unit and College office.
The IIP / business case goes through the Vice-Chancellor’s Executive for approval.
SchoolCollege & FSG DVC I&D via TNE
The academic case (including program guide and associated documentation) goes through College approvals (Academic Development Committee) to Policy and Programs Committee and to finally Academic Board.
VCE
SchoolCollege/
ADCPolicy and Programs
Committee Academic Board
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Offshore teaching models and program architecture policy
Teaching models for RMIT HE and TAFE award programs offshore Ensures consistency & quality in award programs delivered offshore
PrinciplesEquivalence of learning outcomes, competencies and capabilitiesLanguage of instruction is normally EnglishRMIT academic policies apply both on and offshore
Offshore teaching modelsModel 1- RMIT deliveredModel 2 – jointly delivered
Teaching & assessmentContextualisation of learning materials/ moderation of assessment by RMIT
English language support – pre-commencement, concurrent, embedded
http://www.rmit.edu.au/browse;ID=8p7zirg38po6z
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TNE Stakeholders
College
PVC AcademicA PVC Int’lA PVC L&TCollege officeMarketingFinance
University Services
DVC Int’l & DevelopmentTNE Unit / Partnership managersDVC Academic – Learning and Teaching, Library, Educational TechnologyStudents Portfolio – ARG, Student Services, Policy and PlanningFinancial ServicesInformation and Web ServicesHuman Resources
SchoolHead of SchoolD HoS L&TDiscipline LeaderProgram DirectorSchool ManagerProgram AdministratorTeaching staffMarketing/ Communications staffFinance staff
Offshore Partner
ManagementProgram DirectorTeaching staffStudentsAdministrative staffStudent servicesMarketing QA / HR
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TNE Responsibilities Matrix
Key activities - Business development and contract management
Areas/ groups involved in TNE
Responsibility levelsResponsible for outcome
Responsible for process
Input required
*Input may be required
http://mams.rmit.edu.au/15g4vpku8r3v.pdf
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TNE Responsibilities Matrix
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Quality assurance of TNE
Internal
Program-level QA
Course Experience Surveys
School and College audits
Univesity reviews
Internal Audit and Risk Management audits
Program Annual Review (PAR)
Financial reviews
External
AUQA and AQF (TEQSA)
Professional accreditation bodies, eg:
Engineering: eg Engineers Australia, Institution of Engineers Singapore, Hong Kong Institution of Engineers
Construction Management: Australian Institute of Building (AIB), the Australian Institute of Quantity Surveyors (AIQS) and the Royal Institution of Chartered Surveyors (RICS)
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External regulatory frameworks governing TNE
In-country regulatory frameworks
Singapore – Council for Private Education
Hong Kong – Hong Kong Education Bureau’s Non-Local Courses Registry administered by HKCAAVQ
China – Provincial government and central government (Ministry of Education)
Malaysia – Ministry of Higher Education's Malaysian Qualifications Agency
Implications for RMIT programs and staff teaching on RMIT programs
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Questions?