Quality Assurance in the Domestic Third-Party Arrangement in Australia

Autor/inn/en	Shah, Mahsood; Lim, Choon Boey
Titel	Quality Assurance in the Domestic Third-Party Arrangement in Australia
Quelle	In: International Journal of Educational Management, 35 (2021) 4, S.866-878 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Mahsood)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-04-2020-0173
Schlagwörter	Educational Quality; Quality Assurance; College Faculty; Universities; Art Education; Institutional Cooperation; International Education; Teacher Attitudes; Graduate Students; Metropolitan Areas; Foreign Students; Faculty Development; Teacher Orientation; Standards; Institutional Characteristics; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätssicherung; Fakultät; University; Universität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Institute; Co-operation; Cooperation; Institut; Kooperation; Internationale Erziehung; Lehrerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ballungsraum; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Standard; Ausland; Australien
Abstract	Purpose: Third-party arrangements where a university offers its degrees in collaboration with another institution are not a new phenomenon, particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education). Drawing on a critical review of the literature available on quality assurance of domestic third-party arrangements and through the use of interviews with the sessional teaching staff, the paper offers theoretical as well as practical views on the domestic third-party arrangement and seeks to inform key stakeholders in the academic management of such collaboration. Design/methodology/approach: The study was undertaken with 40 sessional academics who are involved in teaching postgraduate courses at several third-party education providers and universities with metropolitan campuses in Australia. Focus group interviews were conducted with 8-10 participants in each group. The qualitative study included seven open-ended questions. Each focus group interview was between 45- 60 minutes. Findings: The study found 11 universities in Australia offering courses in third-party arrangement with a focus on international students. Online third-party arrangement is also gaining momentum. The study found the following areas that require attention: induction and professional development, quality assurance arrangements, maintenance of standards, adequacy of resources and infrastructure and risk related to academic quality. Research limitations/implications: Limited study has been conducted on third-party arrangements where a university, usually located far from the city vicinity, works in a collaborative mode with another institution, primarily a private institution, to offer degrees at metropolitan city areas in the same country. Further research is needed with a large number of participants. Originality/value: The study is undertaken for the first time in Australia. No research has been undertaken on the growth and quality assurance of a third-party arrangement in Australia and other developed countries. The study involves the engagement of the sessional academic staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01