The corporate strategy approach to articulation and credit transfer

Paez, D. and Byrnes, J. and Blacker, J. and Jackson, A. and Dwyer, C. (2011) The corporate strategy approach to articulation and credit transfer. Other monograph. Department of Education, Employment and Workplace Relations , Canberra, Australia. [Report]

Text (Published Version) Corporate-Strategy.pdf Download (1307Kb)

Abstract

A guide to managing and coordinating educational institution articulation for strategic benefit.
This approach encompasses a key facilitator at senior management level in both vocational and higher education to negotiate articulation and credit transfer arrangements. The approach embeds articulation and credit transfer in the strategic direction and 'business model' of the institution and is more effective and efficient for all stakeholders.

Corporate Strategy utilises tools such as Memoranda of Understanding which outline a governance structure; typically joint committees or advisory groups, to support curriculum mapping and course design.

The resource is of specific interest to education and training executives and government bodies.

Statistics for this ePrint Item

Item Type:	Report (Other monograph)
Item Status:	Live Archive
Additional Information:	© 2011 Department of Education, Employment and Workplace Relations.
Faculty / Department / School:	Current - USQ Other
Date Deposited:	02 Jul 2013 02:12
Last Modified:	30 Jan 2017 00:26
Uncontrolled Keywords:	articulation; education; vocational; higher education; pathways; credit transfer; strategy; corporate administration systems
Fields of Research :	13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1301 Education Systems > 130108 Technical, Further and Workplace Education 13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective:	B Economic Development > 91 Economic Framework > 9101 Macroeconomics > 910107 Macro Labour Market Issues
URI:	http://eprints.usq.edu.au/id/eprint/20414

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