Professional development for quality
enhancement of learning and teaching

Professional Development Toolkit - Induction

Introduction

This Induction Toolbox was collaboratively developed by a Transnational Team from RMIT University and Vietnam as part of a project funded by the Australian Government’s Office for Learning and Teaching. Project activity was supported by the Deputy Pro Vice Chancellor (Learning and Teaching), College of Business, RMIT University. The team comprised the Senior Manager, Academic Development Group, College of Business and the Senior Advisor Learning and Teaching, RMIT International University, Vietnam, supported by academics in both campuses.

The development of the toolbox began with an investigation into processes currently used by academic staff in Melbourne and Vietnam to build and maintain quality equivalent and comparable curriculum in both locations.

The semi-structured interviews undertaken with lecturers, course coordinators and program managers revealed examples of transnational teaching teams’ activities, practices, challenges and successes.

The team’s analysis and interpretation of the interview responses facilitated the development of objectives and learning outcomes for a comprehensive induction toolbox.

While the objectives and learning outcomes have been developed on the basis of primary data gathered by staff engaged in a transnational campus-delivery model, the guides included in this toolbox have been developed in such a way as to be generalizable, to encourage their use and interpretation by staff in universities with partnership or other transnational delivery models.

Toolbox aims

This toolbox provides a professional development program and associated resources that will support academic developers and course/unit coordinators of transnational teaching teams to:

  • Facilitate the enhanced understanding of issues associated with transnational teaching teams for co-teachers and course/unit coordinators
  • Provide good practice models of professional development for transnational teaching teams
  • Use a collaboratively developed and flexibly delivered curriculum

How to use the Resources

The resources in this toolbox are in four sections. Section 4 includes five sub-sections.

  • Section 1 — Unpacking Effective Transnational Teaching Teams. This case study provides insight into the nature of a dual transnational campus and defines the relationship with Vietnam. The RMIT project team designed a model that identifies the links between four key functions of effective transnational teams.
  • Section 2 — Developing Induction Processes for Transnational Teaching Teams. This case study describes the process of creating and developing the induction program outline, objectives and learning outcomes.
  • Section 3 — An Induction Program Outline for Course/Unit Coordinators. This outlines the objectives and learning outcomes for each of the four key functions of the model.
  • Section 4 — Facilitator’s Notes: An Induction Program for Course/Unit Coordinators: The four functions are further explained, with additional tips for facilitators, further reading and a brief example of good practice identified in the course of the research process.
  • Section 4.1 — Working Effectively: outlines and expands on the model and includes examples of good teaching practice.
  • Section 4.2 — Course/Unit Coordination Roles and Responsibilities: identifies key tasks required of transnational course / unit coordinators at three stages of the academic calendar: before, during and after each semester.
  • Section 4.3 — Evaluating transnational course/unit design and delivery: includes reference to national and institutional quality frameworks.
  • Section 4.4 — FAQs cover key aspects transnational teaching team members need to know when first meeting or starting to teach.
  • Section 4.5 — Further Reading: recent publications.

Resources

Sample Materials

Background Materials