Program Directors and the Quality Agenda Lucy Schulz, Director: Student and Academic Services June 2002 Educating Professionals - Creating and Applying Knowledge - Serving the Community UNIVERSITY OF SOUTH AUSTRALIA

Outline of presentation The current quality agenda in higher education The current quality agenda in higher education What we know about AUQA What we know about AUQA What we think is important for AUQA What we think is important for AUQA Lessons from other places Lessons from other places Some guiding principles Some guiding principles Features of a quality system Features of a quality system The audit process The audit process UniSA’s response so far UniSA’s response so far Areas of potential strength and weakness Areas of potential strength and weakness

The current quality agenda in higher education A significant change in public funding A significant change in public funding Increased competition Increased competition A growing consumer rights movement A growing consumer rights movement Increased performance data in the public arena Increased performance data in the public arena Closer external scrutiny Closer external scrutiny Rapid developments in IT-enabled learning Rapid developments in IT-enabled learning

While there is widespread acceptance that the standard of higher education is being maintained in a period of rapid growth and change, attention is being paid to such matters as selection procedures for admission, curricula, student attrition rates, length of study, staff qualifications, financing and costs of study, and research capability. It is in the interest of higher education to be able to present evidence systematically on the ways in which these and like matters are being addressed. (Skilbeck and Connell, 2000; 3)

What we know about AUQA Full audits have commenced (Curtin and Adelaide are two of the universities to be audited in 2002) Full audits have commenced (Curtin and Adelaide are two of the universities to be audited in 2002) AUQA is a company owned by State and Territory Ministers of Education. The Board consists of 12 members including 3 Commonwealth Govt. nominees, 3 State and Territory nominees, 4 elected representatives from the self accrediting Universities, 1 elected representative from the non self accrediting institutions and the CEO of the Agency AUQA is a company owned by State and Territory Ministers of Education. The Board consists of 12 members including 3 Commonwealth Govt. nominees, 3 State and Territory nominees, 4 elected representatives from the self accrediting Universities, 1 elected representative from the non self accrediting institutions and the CEO of the Agency The CEO is David Woodhouse who was formerly Head of the NZ Academic Audit Unit The CEO is David Woodhouse who was formerly Head of the NZ Academic Audit Unit AUQA website is AUQA website is

More about AUQA The agency has a small core of staff and appoints experts to panels as required (Ruth Grant, Michael Rowan, Kym Adey and Bruce King are all trained external auditors) The agency has a small core of staff and appoints experts to panels as required (Ruth Grant, Michael Rowan, Kym Adey and Bruce King are all trained external auditors) Audits are based on broad criteria, and are conducted against each institution’s mission/ goals (what do we say about ourselves and our aspirations) Audits are based on broad criteria, and are conducted against each institution’s mission/ goals (what do we say about ourselves and our aspirations) Audit reports will be published in the public domain Audit reports will be published in the public domain Audits to be conducted every five years and to be based on a detailed self assessment (portfolio prepared by the University being audited) Audits to be conducted every five years and to be based on a detailed self assessment (portfolio prepared by the University being audited)

Issues of importance to AUQA – today’s list International activities International activities On line learning On line learning Operations through other parties Operations through other parties New relationships, networks and partnerships New relationships, networks and partnerships Complaints and grievances Complaints and grievances Standards Standards Risk Management Risk Management

Lessons from other places The UK experience The UK experience Institutional and discipline based reviews Institutional and discipline based reviews Adversarial rather than helpful Adversarial rather than helpful The HK experience The HK experience Oldest quality accreditation agency Oldest quality accreditation agency Rigorous and well funded approach Rigorous and well funded approach Woodhouse was formerly a Deputy Director Woodhouse was formerly a Deputy Director US and Canada US and Canada No national system No national system Disaggregated with different quality agencies Disaggregated with different quality agencies

Lessons from other places The NZ experience The NZ experience Academic Audit Unit established by NZ VCs Academic Audit Unit established by NZ VCs Very similar to CCQAHE in Australia during the early 1990s Very similar to CCQAHE in Australia during the early 1990s National and institutional themes National and institutional themes Commences with self assessment Commences with self assessment Audits every two years Audits every two years

A principled approach A shared language and understanding of the University’s approach to quality A shared language and understanding of the University’s approach to quality Integrated development of academic and support systems Integrated development of academic and support systems Evidence based decisions and priorities Evidence based decisions and priorities Efficient and focused tracking measures Efficient and focused tracking measures Attention to mission and reputation Attention to mission and reputation

A principled approach Agreed quality development priorities are addressed promptly, innovatively and collaboratively Agreed quality development priorities are addressed promptly, innovatively and collaboratively Leadership at all levels of the organisation Leadership at all levels of the organisation Attracting and retaining quality staff Attracting and retaining quality staff Change is organisational learning Change is organisational learning Quality assurance and improvement occur in a cyclical not linear fashion Quality assurance and improvement occur in a cyclical not linear fashion

Features of a quality system (AUQA manual 2001) Proximity (well designed systems and processes, quality and its assurance involve both professional and management functions) Proximity (well designed systems and processes, quality and its assurance involve both professional and management functions) Feedback (QA is a continuous, active and responsive process) Feedback (QA is a continuous, active and responsive process) Indicators (outcomes make reference to standards) Indicators (outcomes make reference to standards) Externality (external points of reference, responsive to national and international contexts) Externality (external points of reference, responsive to national and international contexts)

The audit process What is the University’s system for assuring the quality of what we do? Consider these four dimensions: What is the University’s system for assuring the quality of what we do? Consider these four dimensions: Approach (what are we trying to achieve, do we understand our context and capabilities, from mission to specific strategy) Approach (what are we trying to achieve, do we understand our context and capabilities, from mission to specific strategy) Deployment (how effectively is the approach being implemented, are staff able to undertake requirements, are there adequate resources) Deployment (how effectively is the approach being implemented, are staff able to undertake requirements, are there adequate resources) Results (how well are we achieving what we set out to do, what are the results for our stated objectives) Results (how well are we achieving what we set out to do, what are the results for our stated objectives) Improvement (do we know how we can improve and in what areas, what information are we using) Improvement (do we know how we can improve and in what areas, what information are we using)

Developing a UniSA response Documented our quality framework - see our website at Documented our quality framework - see our website at Understanding our strengths and weaknesses and identifying gaps Understanding our strengths and weaknesses and identifying gaps Refining our planning and review processes Refining our planning and review processes A stronger emphasis on assurance and revisions to policies eg. A35A. A stronger emphasis on assurance and revisions to policies eg. A35A. Self assessment in the lead up to AUQA audits Self assessment in the lead up to AUQA audits

Areas of potential strength and weakness? Community and stakeholder relationships (industry links, operations of advisory c’tees, professions etc) Community and stakeholder relationships (industry links, operations of advisory c’tees, professions etc) Relationships with VET sector Relationships with VET sector Benchmarking (especially internationally) Benchmarking (especially internationally) Quality rhetoric versus reality Quality rhetoric versus reality Tracking performance over time Tracking performance over time Graduate qualities strategy – across the University Graduate qualities strategy – across the University Processes for reviewing progress in accordance with Statement of Strategic Intent Processes for reviewing progress in accordance with Statement of Strategic Intent Quality of transnational programs and their management Quality of transnational programs and their management Student feedback Student feedback

Australia is part of a global community delivering higher education and the increased emphasis on quality assurance is a global phenomenon. We must have a national quality assurance framework that is internationally credible. (Kemp in Skilbeck and Connell, 2000; 59)