Teaching and Learning in Australian University Transnational Education

By Anne Chapman.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 1, pp.315-322. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.158MB).

Anne Chapman

Associate Professor, Graduate School of Education, The University of Western Australia, Perth, WA, Australia

Anne Chapman is an Associate Professor in the Graduate School of Education at The University of Western Australia, where she teaches in the areas of qualitative research methods, youth culture, and language and literacy. She is involved in the design and delivery of units in the school’s masters and doctoral transnational programmes. Her main research interests are in the areas of the internationalisation of higher education and the social semiotics of classroom learning. Her current research focuses on the dynamics of educational communities and student identity in the context of the internationalisation of Australian universities.


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