International and Development Portfolio Transnational Education (TNE) at RMIT

1International & Development Portfolio

International and Development Portfolio

Transnational Education (TNE) at RMIT


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


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


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.

International & Development Portfolio


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


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


TNE Student Numbers by country 2006-2010


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


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.


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).


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


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


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


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


TNE Responsibilities Matrix


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)


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


Questions?

Documents

International and Development Portfolio Transnational Education (TNE) at RMIT