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Damian Sullivan

Developing an effective quality assurance model

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SwinburneDeveloping an effective quality assurance model

- 2005- Four proposals

- Two in China - Two in Vietnam

Purpose to deliver in partnership Swinburne University programs

In Business/Information Technology / Design/Engineering

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Background

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SwinburneDeveloping an effective quality assurance model

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The process

Our Knowledge of the institutions/ regions

Was poor

In essence we didn’t know what to expect

Developed a two year curriculum

A key point was English Development and

A subject called Innovation of Change

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SwinburneDeveloping an effective quality assurance model

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What we did

The urgency of the situation was paramount

We needed to understand

The views / culture of our partners

What were their expectations??

The expectations of their

University leaders

Teaching staff

Students

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SwinburneDeveloping an effective quality assurance model

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The reality of the situation

Our partners saw Trans National Education

To be compliant with the plans of provincial Government

As means to develop their staff

To improve their University Ranking

To provide opportunities for their students

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SwinburneDeveloping an effective quality assurance model

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Practice

Every body was expected to pass!

Classes were not taught totally in English

Staff were employed on the basis of :

how quiet their class rooms

And their students pass rates

Rote learning

Plagiarism was rife

Students were cross credited for the SUT qualification

We had a conflict between staff ongoing employment and our program

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SwinburneDeveloping an effective quality assurance model

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Students Expectations

“Students had paid Top dollar”

For a western experience

For classes to be conducted in English

For a qualification that could be used

for admission into other universities

to gain future employment

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SwinburneDeveloping an effective quality assurance model

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Our expectations

Curriculum consistency

Professional Development for our staff

Internationalisation of the Curriculum

Cross cultural experience

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SwinburneDeveloping an effective quality assurance model

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The process

The first few semesters were extremely difficult

What our partner thought and what we expected were quite divergent

We needed to build trust……. more trust and not be educational imperialists

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SwinburneDeveloping an effective quality assurance model

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Finding and developing key people

We found key champions for TNE

at the off shore

and within our own organisation

Staff from both institutions were targeted because of their experience teaching off shore /studying off shore

Explanation of our pedagogy

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SwinburneDeveloping an effective quality assurance model

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Staff Training Professional Development

SUT Staff

Cultural awareness

Cross cultural communication

Travel to partner institutions for one on one training

Explicit training and learning guides developed

Assessment techniques revisited

Assessment matrix developed

Extremely detailed marking guides developed

Curriculum consistency wherever a subject was developed taught our subject leader was in charge and responsible

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SwinburneDeveloping an effective quality assurance model

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Partner staff Training

Key staff came to SUT for 4 weeks training (7 per year)

Over view of Australian education

Support measures for Int students

Class observation

Assessment dual marking

Audit participation

Staff training by our staff in china

Weekly staff communication

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SwinburneDeveloping an effective quality assurance model

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Students

One day induction into the aims and objectives and expectations of the course plus further training on plagiarism and examination cheating

Each student was given clear and concise subject outlines

Subject outlines included Australian contact numbers

At the end of the semester students participated in Focus group discussions/ surveys etc

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SwinburneDeveloping an effective quality assurance model

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Key partner staff

Wanted assurance that we were fair trustworthy

They required evidence of this fairness

Evidence evidence

Early in partnership supported staff

overtime backed both staff and students

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SwinburneDeveloping an effective quality assurance model

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Swinburne

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The Not Negotiable

Compulsory participation in PD

Pass rates

Plagiarism

Cheating

Teaching in Chinese

Silence !!

Participation in Audits in Australia

Developing an effective quality assurance model

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Swinburne

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Procedures that we developed

• Entry criteria

• Subject outlines

• Moderation of assessment

• Results Entry spreadsheets

• Mentoring forms

• Academic reports

• Students at risk

• Assessment misconduct

• Counselling forms

• Field of study panels

Developing an effective quality assurance model

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Swinburne

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Sample Subject Moderation

zzzz Short Test 20 marks

SC Test moderated mark

zzzzz Mid semester Test 20 marks

SC Test moderated mark

zzzz Exam 60 marks

SC Exam moderated mark

zzzz Total 100 marks

SC Moderated Total

SC Final Grade

ID Number Start Date

6821855 1/03/2010 13.5 13.5 17 17 37 33 67.5 63P6821596 1/03/2010 14.5 14.5 16 16 36 32 66.5 62P6821448 1/03/2010 16.5 16.5 16 16 38 34 70.5 66C6822010 1/03/2010 14.5 14.5 17 17 35 31 66.5 62P

682191X 1/03/2010 14.5 14.5 14 14 51 47 79.5 75D6821405 1/03/2010 15 15 12 12 51 47 78 74C6821758 1/03/2010 15 15 17 17 53 49 85 81D6821812 1/03/2010 17 17 15 15 44.5 40.5 76.5 72C6821553 1/03/2010 14 14 16 16 37 33 67 63P

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Swinburne

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Our partners Communicate with other Educational Institutions TOO

Need to be aware that Chinese Universities Communicate and

Discuss other Australian Institutions approaches

The importance of our networks

The same message the same assurance

Developing an effective quality assurance model

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SwinburneDeveloping an effective quality assurance model

Networks

QUALITY ASSURANCE INTRANSNATIONAL VOCATIONALEDUCATION PROGRAMS

© Victorian TAFE InternationalPO Box 2195 Caulfield Junction Victoria Australia 3161www.vti.edu.au

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