A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education: The Synthesis of an Australian Case

A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education: The Synthesis of an Australian Case

S. M. Riad Shams (Marketing Advisor, Exel Car Rental, Marrickville, Australia)
Copyright: © 2013 |Pages: 11
DOI: 10.4018/ijtem.2013070103
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Abstract

The Central Queensland University (CQU), Australia operates multiple campuses, where the students of various campuses undertake the same programs, to the same standards, utilize the same teaching and learning materials that ensure the consistency and transparency across all campuses. A case study is undertaken to recognize how the CQU have been delivering quality higher education concurrently in their multiple campuses. In association with the Campus Group Holdings (CGH), CQU established C Management Services (CMS) in 1994. Underlying the CGH’s management expertise, CMS implement the University’s academic programs in the international campuses. More recently, CQU have acquired the CMS from their partner CGH, where CMS continue to implement academic programs in the international campuses. The findings outline the innovative effort of CQU, which appears as prolific to deliver quality higher education concurrently in multiple campuses, as CQU have earned and sustained five star ratings in various aspects of higher education.
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Evaluative Viewpoint, Aim And Methodology

“Multi-campus universities are complex organizations that require carefully crafted and detailed management systems to govern the many-faceted relationships of the main and regional campuses” (Tong & Kisby, 2009, p. 133). Schneider (2001) described that there was little known about how the regional, metropolitan and other campuses of a multi-campus university offer their services to the community, alongside their main campus. Since 2001 the body of knowledge in the area of dealing with the issues relevant to a multi-campus approach has been expanding (Tong & Kisby, 2009).

However the quality assurance is a challenging effort in the higher education, especially for a multi-campus university, Scott, Grebenikov and Jhonston (2007) described that many researchers (Elson-Green, 2006a; Wimshurst, Wortley, Bates, & Allard, 2006, Harman, 2006; Davis, 2005; Abbott & Doucouliagos, 2003; Gamage & Mininberg, 2003; Harman & Harman, 2003; Blunden, 2002; Calvert, 2001; Bundy, 1998) illustrated the success stories of the organization of multi-campus approach of some institutions in their analysis from the perspective of quality and diversity in higher education. Scott, Grebenikov and Jhonston (2007) further demonstrated that the ways in which universities are organized geographically, as well as they classified them into three main categories, such as a university with:

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