Abstract

This case study of a Doctor of Education program in a transnational setting is contextualized in Australian national policies for international higher education and influences of regionalization and globalization. The doctorate was designed to meet aspirations of professional practitioners in Australia and South East Asia where the School had productive partnerships. The longitudinal case study discusses factors influencing revision of the program in response to federal government policies, student feedback over two reviews and considerations of quality delivery in the transnational setting. Finally, it presents an analysis of the perceived current success of the program and threats to its future viability.

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