Transcript PowerPoint - University of Adelaide

A Snapshot of TEQSA
Dr Carol Nicoll
Chief Commissioner
Festival of Learning and Teaching
University of Adelaide
Tuesday 6 November 2012
AUSTRALIAN HE REGULATORY FRAMEWORK
≈1.22m students (≈26% international)
≈1.15m in university sector
National
regulation
(TEQSA/standards)
172 providers
Provider self
regulation
(QA/QI)
129 HEPs (125 non SAA; 4
SAA)
40 universities
1 university of specialisation
Professional
regulation
(standards/QA)
Market
regulation
2 overseas universities
(student demand,
funding schemes)
High quality and relevant graduate outcomes
| Slide 2
LEARNING AND TEACHING ARE
FUNDAMENTAL CONCERNS TO
TEQSA
| Slide 3
TEQSA’s Objects
Ensure national consistency in the regulation of
higher education using a standards-based quality
framework and applying three regulatory principles
Protect and enhance Australia’s reputation for
quality higher education and excellence, innovation
and diversity
Protect students undertaking higher education
Ensure that students have access to information
relating to higher education.
Encourage and promote a higher education
system that is appropriate to meet Australia’s social
and economic needs
| Slide 4
Basic Principles of Regulation
Standards-based approach
Regulation is based on the principles of:
Regulatory Necessity
Reflecting Risk
Proportionate Regulation
| Slide 5
STANDARDS FRAMEWORK
Threshold Standards


Other Standards
Provider Standards
 Provider Registration
 Provider Category
 Course Accreditation

Teaching and Learning
Standards

Research Standards
Qualifications Standards

Information Standards
Higher Education Standards Panel:
Responsible for development and review of the
Higher Education Standards Framework
Independent from TEQSA
| Slide 6
TEACHING AND LEARNING IN THE
THRESHOLD STANDARDS
| Slide 7
Provider Registration Standards
1.3 The higher education provider takes responsibility
for the quality of every course of study leading to the
higher education award it is accredited to award.
Section 4: The higher education provider maintains
academic quality and integrity in its higher education
operations.
4.3 The higher education provider protects academic
integrity in higher education through effective policies
and measures to:
ensure the integrity of student assessment;
prevent, detect and address academic misconduct
by students or staff, including cheating and
plagiarism.
| Slide 8
Provider Registration Standards
cont…
4.5 Third party arrangements - ensure student
learning outcomes are equivalent to those for the
same or a cognate course of study when
delivered by the higher education provider.
5.6 The higher education provider compares its
performance on teaching, student learning
outcomes, graduate outcomes, and research with
other higher education providers, and uses
regular, valid and reliable feedback from internal
and external stakeholders to improve its higher
education operations.
| Slide 9
Provider Registration Standards
cont…
6.5 The higher education provider identifies and
adequately meets the varying learning needs of
all its students, including
the provision of orientation courses and
transition support; and,
ongoing academic language and learning
support.
| Slide 10
Provider Category Standards
1.3 The higher education provider delivers teaching and
learning that engage with advanced knowledge and
inquiry.
1.4 The higher education provider’s academic staff are
active in scholarship that inform their teaching, and are
active in research when engaged in research student
supervision.
2.5 The higher education provider demonstrates
sustained scholarship that informs teaching and learning
in all fields in which courses of study are offered.
2.6 The higher education provider identifies and
implements good practices in student teaching and
learning, including those that have the potential for wider
dissemination nationally.
| Slide 11
Course Accreditation Standards
Standards for each higher education award:
Course design is appropriate and meets the
Qualification Standards
Course resourcing and information are adequate
Admission criteria are appropriate
Teaching and learning are of high quality
Assessment is effective and expected student
learning outcomes are achieved
Course monitoring, review, updating and
termination are appropriately managed
| Slide 12
TEQSA’s REGULATORY FRAMEWORK
TEQSA Act
Threshold Standards
Regulatory principles - reflecting risk, proportionate regulation and regulatory necessity
INPUTS
ANALYSIS
MODES OF
FORMAL
INQUIRY
COMMISSION
ACTIONS
Regulatory Decisions
Regulatory Risk
Management
Information and
Data Gathering
Reviews
Quality Assessments
Provider Case
Management
Regulatory Actions
Non-Regulatory
Actions
National Register
| Slide 13
Regulatory Risk Framework
TEQSA’s Regulatory Risk Framework will
underpin TEQSA’s regulatory and quality
assurance activities.
It is a regulatory tool to assess risk to quality in
higher education and guide regulatory action in
response.
The overall risk assessment focuses on 3 priority
risk areas:
Risk to students
Risk of provider collapse
Risk to national reputation
| Slide 14
Regulatory Risk Framework
cont…
TEQSA is taking a holistic approach to risk
assessment, balancing quantitative and
qualitative information to develop ‘Risk
Profiles’, and is committed to two-way
dialogue with providers
Risk assessments will be undertaken annually
Risk assessments are not public documents
| Slide 15
Regulatory Risk Framework
cont…
TEQSA’s regulatory risk analysts focus on range of
quantitative and qualitative indicators, including:
signals about the academic culture in an organisation and
its quality assurance program.
investment by the provider in senior academic leadership
to drive and support improved teaching and learning in
each field in which a provider offers courses;
sufficient teaching staff to support students and ensure a
manageable teaching workload;
teaching staff with appropriate qualifications to support
quality teaching and learning; and
| Slide 16
admission standards, and progress and outcomes of
students.
Interaction with TEQSA
Material changes
CRICOS matters
Renewal of registration and accreditation, if
necessary
Risk assessment and Provider Information
Request
Quality Assessments
| Slide 17
Register of Experts
Demonstrated expertise as individual, not members
of a panel
Providing input on specific, identified elements of
applications or quality assessments
Will not make recommendations to the Commission
Interim Register is currently in place
Open and transparent selection process for the
development of the permanent Register
Call for applications opened 31 October 2012
Permanent Register in place from early 2013
Information on the selection process will be
available on www.teqsa.gov.au/experts
| Slide 18
What sort of regulator do we aspire
to be?
Proactive
Independent
Focused on prevention
Student welfare & outcomes central
Conscientiously apply regulatory principles
Regulate a sector where most providers are
‘self-regulating’ & meet the Threshold Standards
Direct contact with providers to understand
context & particular issues
Listens & responds to constructive criticism –
active stakeholder engagement
| Slide 19
Further information and updates:
teqsa.gov.au
| Slide 20