1. A turnaround moment for higher education? - an Australian perspective - Good ideas with no ideas on how to implement them are wasted ideas A turnaround moment for higher education? - an Australian perspective - Good ideas with no ideas on how to implement them are wasted ideas Geoff Scott PVC Quality, UWS

2. Focus A turnaround moment for higher education?A turnaround moment for higher education? Opportunity and excellence: growth & qualityOpportunity and excellence: growth & quality ‘Good ideas’ and the capacity to deliver them‘Good ideas’ and the capacity to deliver them Change doesn’t happen – it must be ledChange doesn’t happen – it must be led Internationalisation – what is it and how do we manage risk in this area?Internationalisation – what is it and how do we manage risk in this area? The role of universities in addressing key issues of social, economic & environmental sustainabilityThe role of universities in addressing key issues of social, economic & environmental sustainability

3. A turnaround moment for higher education in Australia External change forces GFC, climate change, new players, exit baby boomers, IT revolution, fractious divisions HE Specific change forces User pays - students as consumers, International student market, new sources of income, TEQSA, Compacts, increased diversity, growth with quality and high standards Implications New role for universities - opportunity and excellence, sustainability, practical judgement, growth and capacity to deliver with high quality, more change capable & deft

4. Opportunity UWS QM framework for student transition & retention

5. Excellence Tertiary Education Quality & Standards Agency (TEQSA) Proportionate risk & a new approach to quality Provider standardsProvider standards Qualification standardsQualification standards L&T standardsL&T standards Information standardsInformation standards Research standardsResearch standards

6. 1. Design 2. Support 3. Delivery 4. Impact The ‘what’: the UWS Academic standards framework

7. 4. Impact UWS Academic Standards and Assessment Framework For Learning and Teaching 4. Impact – Academic Learning Standards Validation Retention Assessment Quality Progression Employability Further study

8. 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient UWS Academic Standards and Assessment Framework For Learning and Teaching 1. Design 4. Impact 4. Impact – Academic Learning Standards Validation Retention Assessment Quality Progression Employability Further study

9. 2. Support standards  Orientation  Library  Learning Guide Standards  vUWS & ICT standards  Staff selection & training  Peer support  First year adviser  Learning support standards 2. Support standards  Orientation  Library  Learning Guide Standards  vUWS & ICT standards  Staff selection & training  Peer support  First year adviser  Learning support standards 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient UWS Academic Standards and Assessment Framework For Learning and Teaching 1. Design 2. Support 4. Impact 4. Impact – Academic Learning Standards Validation Retention Assessment Quality Progression Employability Further study

10. 3. Delivery standards  Staff accessibility, responsiveness and skills  Consistency and quality of delivery of support systems  Consistency of delivery of design features 3. Delivery standards  Staff accessibility, responsiveness and skills  Consistency and quality of delivery of support systems  Consistency of delivery of design features 1. Design 2. Support 3. Delivery 2. Support standards  Orientation  Library  Learning Guide Standards  vUWS & ICT standards  Staff selection & training  Peer support  First year adviser  Learning support standards 2. Support standards  Orientation  Library  Learning Guide Standards  vUWS & ICT standards  Staff selection & training  Peer support  First year adviser  Learning support standards 4. Impact 4. Impact – Academic Learning Standards Validation Retention Assessment Quality Progression Employability Further study 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient 1.Course design standards  Relevance  Active Learning including eLearning  Theory-practice links  Expectations clear  Direction & unit links clear  Capabilities that count are the focus  Learning pathways are flexible  Assessment is clear, relevant, reliably marked with helpful feedback  Staff are capable, responsive & effective teachers  Support is aligned  Access is convenient UWS Academic Standards and Assessment Framework For Learning and Teaching

11. The ‘how’: key lessons on effective implementation Staff - high quality & fit for purposeStaff - high quality & fit for purpose Consensus around the data not around the tableConsensus around the data not around the table A small number of agreed priorities for actionA small number of agreed priorities for action Steered engagementSteered engagement ‘Why don’t we’ not ‘why don’t you’‘Why don’t we’ not ‘why don’t you’ Change is learningChange is learning

12. Change doesn’t just happen – it must be led the Learning Leaders research (n=500) Listen, link then leadListen, link then lead Model, teach and learnModel, teach and learn A change capable culture is built by change capable leadersA change capable culture is built by change capable leaders Everyone is a leader in their own area of expertise and responsibilityEveryone is a leader in their own area of expertise and responsibility Most challenged when things go wrong – this is when you learnMost challenged when things go wrong – this is when you learn Key findings are available for every roleKey findings are available for every role

13. Higher education leadership capability framework Helen please insert the five circles Personal Capabilities Interpersonal Capabilities Cognitive Capabilities Role-specific Competencies Generic Competencies Capability Competency

14. Internationalisation Still a fuzzy concept – much more than ‘the higher education export market’ (now a high risk area?)Still a fuzzy concept – much more than ‘the higher education export market’ (now a high risk area?) PartnershipsPartnerships –Small in number –Benchmarking for improvement around common priorities –Two-way, integrated & around multiple links that give mutual benefit Use of the local region as a living laboratory for learning how to work productively with diversityUse of the local region as a living laboratory for learning how to work productively with diversity Social sustainability researchSocial sustainability research

16. Short Courses Majors & Submajors Undergraduate Degrees Postgraduate Courses Pathways

17. Implications One key strategic priority for follow-upOne key strategic priority for follow-up One area for further clarificationOne area for further clarification

18. Further reading Fullan, M & Scott, G (2009): Turnaround Leadership for higher education, Jossey Bass, San Francisco Scott, G (2008): University student engagement & satisfaction, commissioned report to the Bradley Review Scott, G, Coates, H & Anderson, M (2008): Learning leaders in times of change, ALTC Scott, G & Hawke, I (2003): Using an external quality audit as a lever for institutional change, Assessment & Evaluation in Higher Educations, 22 (3)