Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?

Autor/in	Bordogna, Claudia M.
Titel	Are Degree-Awarding Institutions Doing Enough to Support the Implementation of Quality Assurance in Transnational Higher Education Partnerships?
Quelle	In: Journal of Studies in International Education, 24 (2020) 3, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bordogna, Claudia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319888458
Schlagwörter	International Education; Institutional Characteristics; Educational Quality; Quality Assurance; Partnerships in Education; Educational Cooperation; International Cooperation; Public Agencies; Standards; Guidelines; Barriers; Cultural Differences; College Administration; Educational Policy; Administrator Role; Higher Education; Time; Foreign Countries; China; United Kingdom + Suchen Sie Ihr Suchwort? Internationale Erziehung; Quality of education; Bildungsqualität; Qualitätssicherung; Hochschulpartnerschaft; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Öffentliche Einrichtung; Standard; Richtlinien; Kultureller Unterschied; College administrators; Hochschulverwaltung; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeit; Ausland; Großbritannien
Abstract	As transnational education grows in complexity, it is imperative degree-awarding institutions develop ways to ensure the quality of their offshore provision. Although agencies, such as the Quality Assurance Agency (QAA) in the United Kingdom and Tertiary Education Quality and Standards Agency (TEQSA) in Australia, safeguard standards through guidelines and reviews, it is vital degree-awarding institutions consider their own actions in the pursuit of academic quality. Although codes of conduct can guide quality assurance, this article suggests these documents are not enough to ensure quality education occurs. Offering a study of two Chinese-British transnational partnerships, this article identifies two key challenges that can affect the implementation of quality assurance at the operational level: time and cultural difference. The findings suggest that senior managers at degree-awarding institutions should consider how their structures and policies encourage and support the implementation of quality assurance at the operational level. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01