Research On Quality Assurance System Of Australian Transnational Higher Education

Beginning in the 1990 s,developed countries and regions such as North America,Western Europe,Australia,and Japan took the lead.Many developing countries in Latin America,Asia,and Africa actively participated,forming an unprecedented global internationalization of higher education.With the trend,the world’s transnational higher education has entered a stage of rapid development characterized by "franchising,project cooperation,distance education,and overseas branch schools".Since then,international higher education services have rapidly evolved toward the coexistence and integration of public welfare and profitability,and the subsequent quality of education has gradually become the focus of attention of various countries.From the perspective of theoretical and practical research,the paper uses literature analysis to integrate and analyze the latest information on transnational higher education and Australia’s transnational higher education quality assurance system,and elaborates on the federal,state,and state governments as the main body of quality assurance and supervision of Australian transnational higher education.Quality assurance strategies and operations of third-party institutions and universities.At the same time,using comparative research methods to compare the development concepts,quality assurance systems and policies of Australian and Chinese transnational higher education,it is found that Australia has a process of paying attention to student learning,implementing risk monitoring and evaluation in terms of quality assurance of transnational higher education.Transparency,science,and other advanced features,while at the same time there are deficiencies such as too much emphasis on the economic services of transnational schools,ignoring the improvement of teaching quality,and excessive government intervention.In view of my country’s national conditions,the above findings will help to further propose optimization strategies suitable for Chinese transnational higher education quality assurance.To develop a third-party certification agency in China,not only requires the government to take the initiative to withdraw from the education field,but also requires the government to play a leading role in this process,by promulgating laws and regulations to maintain the independent status of the third-party certification agency,and enabling it get certain management power through authorization and entrustment,and take measures to provide financial support and due relief,establish a complete information system to ensure the scientific nature of the evaluation agency;Chinese-foreign cooperative education institutions and projects pay more attention to the evaluation of student learning results,pay attention to the evaluation of students’ employment quality,vocational qualification certificates and social integration,and incorporate these important contents into the quality evaluation index system,and strictly control the enrollment,training process and graduation results,reflecting the student-oriented Value concept;in addition,a sound supervision mechanism should be established to be transparent and scientific in the quality evaluation process,establish risk files for school institutions and project sites,and implement process monitoring.