1

Quality Assurance for Transnational Higher Education: Lessons Learned from the UK’s QAA and Australia’s TEQSA

Dr. Linda ChiangProfessorDepartment of EducationNational U of Tainanlcchiang@mail.nutn.edu.twOct 3, 2014

Government

Study Abroad

TNHEProviders/

Source Country

TNHE Host

Higher education

Market

Government

HE Market

Government

HE Market

TNHE Providers

Government

HE Market

Source Country

Domestic provision

2

3

4

5

6

1

Definition

Academic programs offered by awarding institutions of one country to learners who are located in another country

National Quality Assurance Mechanisms and Policies

1. Local HE programs and institutions QA Information exchange

3. Local HEI set up TNHE programs and institutions overseas

Edu. Service Mode 1 & Mode 3

QA Information exchange Edu. Service Mode

1 & Mode 3

2. TNHE programs and branch campus at home

QA Information exchange

Conceptual Framework for National QA in TNHE

Developing QA for TNHEGlobal Alliance for Transnational Educatio

n (GATE) (1995~2003): To develop and promote principles of good practice and accrediting quality TNHE

The ‘UNESCO/OECD Guidelines for Quality Provision in Cross-border Higher Education’: the 1st int’l document approved by government representatives that offers guidelines for QA in TNHE.

To provide an int’l framework to protect students and other stakeholders from low-quality provision and disreputable providers.To sustain the development of quality cross-border HE that meets human, social, economic and cultural needs.

The conventional practices

Little QA and accreditation criteria for TNHE

Adopting minimum-requirement procedure: TNHE providers should be accredited by their home accreditation bodies

Adopting further requirement to fit to national needs and goals: e.g. Joint cooperation/ partnership e.g. Submitting annual report e.g . Renewing registration licence

Argument of the Study

National QA mechanisms and policies should assume the responsibility to develop appropriate frameworks for quality provision of HE across borders .

The Development of TNHE

Massive demand for TNHE: While internationally mobile students have been predicted to grow approximately 5.8 million by 2020 (British Council, 2012), the number students, considerably in excess of 100 million, continue to study home.

Set to grow faster than student mobility over the next decade

Implications for HE

At the leading edge of the most fundamental changes taking place in HE today (McBurnie and Ziguras (2007: 1)

An innovation begins in-depth transformation of HE in the long term (Vincent-Lancrin, 2009: 69)

This Study Aim

To identify key issues regarding QA of TNHE

To discuss the lessons learned from 2 TNHE leadersUK’s QAAAustralia’s TEQSA (formerly

AUQA)

Issues Imposition of practices and philosophies

associated with the home program: the current approach to QA in TNHE promotes educational imperialism (Pyvis, 2011)

Quality culture of both nations need to be considered (Eldridge & Cranston, 2009)

Applying the same quality procedures and standards, regardless of location and diverse forms of TNHE

Data availability: inadequate Recognition of TNHE qualifications: an area

of relative weakness.

The Current QA of TNHE (1)British council (2013): About 2/3 of

the study countries have some TNHE QA systems in place. Registration of TNHE with host country

MoE TNHE provider is accredited in home

country TNHE provider must get approval/license

from host country MoE to operate QA reviewed/accredited the same as

domestic HEIs since TNHE considered as part of the host education system

The Current QA of TNHE (2)British council (2014): QA of TNHE

undertaken: By local institutions (69%) By local QA bodies (54%) By partner/parent institutions (41%) and

their QA bodies (35%)Most TNHE programs and providers

are undergoing some type of local- and partner-level QA process.

UK Experience

QAA has conducted audit of overseas provisions since 2006

By far, QAA conducted a review in China (2006, 2013), in India (2009), Malaysia (2010) and Singapore (2011)

Australia ExperienceSince 2001, AUQA has audited all Australian

Unis, including their overseas activities.Depending on the nature of the operations

and areas of risk, AUQA determines what needs further examination: by 2010, 155 offshore visits (partners and campuses)

TEQSA undertook one quality assessment in 2013, focused on third party arrangements : Using the findings to inform TEQSA‘s regulatory work and guidance.

QA in TNHE practices Reviewing HEI’s QA framework, policies and

procedures in place for its TNHE’s QA Undergoing an evidence‐based annual self‐

review for TNHE programs Review panel delegation visiting overseas

partnerships The focus concern of QA in TNHE:

For QAA: to protect the interests of everyone working towards a UK HE award, regardless of how or where they study, within the UK or overseas.

For AUQA: to assure equivalence of degrees offered offshore compared to those offered onshore.

Conclusion:Progress in the QA of TNHEFrom largely unregulated to regulated:

TNHE becomes a regulated activityNot only National QA systems for TNHE

in place, QA practices have improved enormously over the last 10 years

Diverse TNHE forms and the context of host country/ institutions started to be considered.

Thanks for your listening

Time for Q&A

19