The rapid expansion of Australian university transnational education, with courses being delivered offshore and onshore in a variety of formats and configurations, and in collaboration with a range of overseas partners, is changing the nature of teaching and learning in the tertiary sector. Transnational courses in some cases are delivered in full in the host country, and in other cases allow or require students to complete part of their degree onshore. Transnational activities include moderated programmes, where a local overseas institution teaches its own programme, with quality assurance provided by an Australian university. The university then offers ‘advanced standing’ to graduates of the local programme. This paper reports a qualitative case study of the perspectives of key academic stakeholders involved in one such moderated programme regarding the issues that arise for them with respect to quality teaching and learning. The findings are presented in terms of three key emergent themes, namely, welfare, curriculum and pedagogy.
|Keywords:||Transnational Education, Higher Education, Teaching and Learning, Quality Assurance|
Associate Professor, Graduate School of Education, The University of Western Australia, Perth, WA, Australia
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