1 / 43

Quality and Standards in Higher Education: Recent Australian Developments

Ako Aotearoa Academy of Tertiary Teaching Excellence Symposium2010 1-3 December 2010. Quality and Standards in Higher Education: Recent Australian Developments. Professor Sally Kift ALTC Discipline Scholar: Law ALTC Senior Fellow

bayard
Télécharger la présentation

Quality and Standards in Higher Education: Recent Australian Developments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ako Aotearoa Academy of Tertiary Teaching Excellence Symposium2010 1-3 December 2010 Quality and Standards in Higher Education: Recent Australian Developments Professor Sally Kift ALTC Discipline Scholar: Law ALTC Senior Fellow Queensland University of Technology, AUSTRALIA Learning and Teaching Academic Standards Project The Australian Learning and Teaching Council has received funding from the Australian Government for this project. The views expressed in this material do not necessarily reflect the views of the Australian Learning and Teaching Council or the Australian Government.

  2. 1. Australian Higher Education: Current Context February 11 2010

  3. http://www.chrisevans.alp.org.au/ Australian Higher Education 2010 • Overall drop out rates ~28% (Bradley, 2009) • 10+ years chronic underfunding  dramatic increases in staff:student ratios – • 12.9:1 (1990), 15.6:1 (1996), 20:1 (2006), ... 25:1(2010)? • Proportion of 25-34 yr olds with degrees is 9/30 OECD • NB state variation • No growth in equity group participation since 1989 – eg • First Australians 1.3% (2.3%) • Disabled 4% (8%) • Low SES 15% (25%) • Regional & Remote 18% (25%) http://www.smh.com.au/news/national/bill-to-kill-workchoices/2008/11/25/1227491522653.html AUSTRALIAN LEARNING AND TEACHING COUNCIL

  4. Learning & Teaching 2010: A perfect storm http://www.deewr.gov.au/HigherEducation/Pages/TransformingAustraliasHESystem.aspx Current Australian Higher Education Context • Transforming Australia’s HE System (2009) • Implementing the Bradley Review of Australian HE • Widening participation and diversity targets • ‘AUQA plus’ – new Tertiary Education Quality & Standards Agency (TEQSA) • Globalisation of higher education; ‘Brand Australia’ • Indicator Framework for HE Performance Funding Performance categories (October, 2010) • Participation and social inclusion • Student experience • Quality of learning outcomes • http://www.deewr.gov.au/HigherEducation/Policy/Documents/RewardFundingPaymentTable.pdf AUSTRALIAN LEARNING AND TEACHING COUNCIL

  5. A perfect storm: focussing attention on... • Quality of teaching and learning • Student experience and student engagement • ‘Quality, attainment and participation’ • ‘Academic standards’ • Targets – • By 2025, 40% of Australian 25-34 year olds will have a bachelor level or above • By 2020, 20% of higher education enrolments at undergraduate level should be from low socio-economic backgrounds • Increased connectivity with and articulation from alternate pathways http://www.unisa.edu.au/unisanews/2008/FebMarch/images/Bradley.jpg AUSTRALIAN LEARNING AND TEACHING COUNCIL

  6. Quality Drivers for Sector • National context • Respond to quality concerns • ‘Standards are falling’ • Protect ‘Brand Australia’ • Currently measuring weak proxies • Inputs (eg. Staff/Student Ratio) • Indirect evidence of output (eg. student feedback) • Increasing and widening • Student participation • Range of Higher Education Institutions/Providers • International trends • Greater graduate mobility • Assuring quality AUSTRALIAN LEARNING AND TEACHING COUNCIL

  7. International discipline standards agenda Tuning Europe Since 1999 46 countries 29 subjects ‘Dublin Descriptors’ distinguish levels Tuning Latin America Since 2003 19 countries UK 57 subjects Subject benchmark statements Threshold/minimum and typical outcomes OECD Assessment of HE Learning Outcomes (AHELO) Generic testing www.oecd.org/edu/ahelo http://globalhighered.wordpress.com/2009/04/28/tuning-usa-reforming-higher-education-in-the-us-europe-style/ AUSTRALIAN LEARNING AND TEACHING COUNCIL

  8. http://www.theaustralian.com.au/higher-education/opinion-analysis/funding-guidelines-all-smoke-and-mirrors/story-e6frgcko-1225954654277http://www.theaustralian.com.au/higher-education/opinion-analysis/funding-guidelines-all-smoke-and-mirrors/story-e6frgcko-1225954654277 The latest thing… The CLA: Collegiate Learning Assessment http://www.collegiatelearningassessment.org/ AUSTRALIAN LEARNING AND TEACHING COUNCIL

  9. 2. Learning and Teaching Academic Standards (LTAS) Project February 11 2010

  10. Australian Government Blueprint http://www.smh.com.au/news/national/bill-to-kill-workchoices/2008/11/25/1227491522653.html AUSTRALIAN LEARNING AND TEACHING COUNCIL

  11. Government Blueprint New HE Quality & Regulatory Framework in development Tertiary Education Quality and Standards Agency (TEQSA) Establish 5 Framework elements http://www.deewr.gov.au/HigherEducation/Policy/teqsa/Documents/HIEDArrangements_Diagram.pdf

  12. Australian Qualifications Framework Level/ Degree Descriptors (Certificate 1 to PhD) Graduates at the Bachelor degree level (AQF level 7) will have: Systematic and coherent knowledge and skills for professional work and for further learning Graduates at the Masters degree level (AQF level 9) will have: Mastery of a complex specialised knowledge and skills for research, professional practice and for further learning http://www.aqf.edu.au/Portals/0/Documents/Australian%20Qualifications%20Framework%20-%20pending%20MCTEE%20approval%202010.pdf AUSTRALIAN LEARNING AND TEACHING COUNCIL

  13. Government Blueprint (cont) How still being negotiated “will ‘own’ and take responsibility for implementing teaching and learning standards (working with professional bodies and other stakeholders where appropriate) within the academic traditions of collegiality, peer review, pre-eminence of disciplines and, importantly, academic autonomy” (Transforming Australia’s HE System, DEEWR 2009, p. 32). TEQSA • Evaluate degrees against nationally-agreed standards (measured by threshold learning outcomes) • Evaluate at-risk areas • Use a range of measures to promote high quality HEIs may pursue diverse learning outcomes beyond threshold standards Discipline communities develop clearly articulated learning outcomes AUSTRALIAN LEARNING AND TEACHING COUNCIL

  14. LTAS Project: Phase 1 of preparing for TEQSA • ALTC LTAS Steering Group established • Early 2010 • Standards Forum advised Discipline Scholars • Feb 2010 • Agreed Threshold LOs provided to DEEWR • By Nov 2010 • Commence development of peer reviewed Repository to aid with implementation • By end 2010 • Report on process across disciplines to inform future • By end 2010 http://www.altc.edu.au/standards AUSTRALIAN LEARNING AND TEACHING COUNCIL

  15. aslkn http://www.altc.edu.au/standards * To report mid 2011

  16. How it will impact? Phase 1: Disciplines setting academic standards – LTAS demonstration project Phase 2a: Sector and TEQSA negotiating protocols and processes for demonstrating that standards are being met Phase 2b: Institutions and disciplines mapping curricula and assessment against standards and refining systems for recording achievement Ewan, AUQF2010 AUSTRALIAN LEARNING AND TEACHING COUNCIL

  17. LTAS ‘Standards’ & ‘Learning Outcomes’ • ‘Standards’: the thresholdlearning outcomes that a student of a particular discipline, program, or course of study can be expected to demonstrate upon graduation • Australian Qualification Framework (AQF) definition (p 4) ‘Learning outcomes are clear statements of what a graduate is expected to know, understand and be able to do as a result of learning’ • EU Tuning definition ‘Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning’ European Credit Transfer System (ECTS) User’s Guide (2005) as agreed to by the 46 countries in the Bologna Process AUSTRALIAN LEARNING AND TEACHING COUNCIL

  18. 4-6 TLOs developed

  19. 3. LTAS: Law Project February 11 2010

  20. The Discipline Scholar’s Guide to Learning Outcomes Learning and Teaching Academic Standards Project Anon Wild Australia [Ten Performers Including Children Riding Donkeys], 1910-1920s. Colour lithograph, 51.6 x 75.5cm. Repaired old folds and minor tears, slight foxing to margins. Linen-backed.Text includes "Twice daily, 3 & 8. Doors open 2:30 & 7:30. Admission 6d to 5/-." From a rare series of posters illustrating Australian performers in action. http://www.joseflebovicgallery.com/Catalogue/CL_135_2009/Pages/pg07.html: 15/10/10

  21. LTAS Law Consult with all relevant stakeholders (academic, professional and students) Work with Expert Advisory and Disciplinary Reference Groups (EAG & DRG) Draft six TLOs for Bachelor degree (LLB) In ‘harmony’ with Australian federal government initiatives (AQF) Disciplinary needs (CALD) Professional accreditation (LACC) University policies (Graduate Attributes) Other DSs (Convergence) International comparators (Tuning; Dublin Descriptors; UK QAA; ABA; etc) AUSTRALIAN LEARNING AND TEACHING COUNCIL

  22. Drafting the Law TLOs: Guided by relevant national & international statements EG: AUSTRALIAN LEARNING AND TEACHING COUNCIL

  23. LTAS Phase 1: a discipline consensus ‘engage [the] discipline communit[y] (professional, academic, regulatory, educational)’ • Consultation and communication strategy • Advisory/ Reference Groups • Meetings • Fora/ Hubs/ Workshops • National and international experts • ALTC website (Resources, Updates, Hub Schedule) • http://www.altc.edu.au/standards/disciplines/law • Groups – including Associate Deans Learning and Teaching Group ; Australian Law Deans Group

  24. ALTC Websitehttp://www.altc.edu.au/standards/disciplines/law

  25. Reference Groups • Academics • Council of Australian Law Deans • Associate Deans’ National Forum • Academics through Regional Hubs • Australasian Law Teachers’ Association • Australasian Professional Legal Education Council • Australian Academy of Law • Profession • Law Council of Australia • Law Admissions Consultative Committee • Young Lawyers Group • Judiciary • Australian Academy of Law • Students • Australian Law Students’ Association

  26. LTAS: Law Consultation Paper Creative & Performing Arts http://www.altc.edu.au/system/files/DSLawDraft3ConsultationFINAL.pdf

  27. Drafting http://www.williamcronon.net/researching/writingimages/marked_up_drafts_img_1287_medres.jpg • Drafting Principles for TLOs • Not too general; not too prescriptive • Are appropriately pitched • Can be implemented • Can be assessed and measured • Consistent with the range of professional contexts for Law graduates • Learning outcomes developed at threshold level – that is • Must achieve/ minimum • CF: should achieve; nice to achieve; typical or aspirational AUSTRALIAN LEARNING AND TEACHING COUNCIL

  28. Being careful to avoid Perverse consequences Standardisation of curricula ‘Teaching to the test’ Stifling of innovation Focus on low-order outcomes Perceived homogeneity Imposing too great a burden Multiple sets of standards not meshing or articulating Too heavy an evidential burden on Law Schools at audit www.zazzle.com/perverse_tshirt-235155989825786328 AUSTRALIAN LEARNING AND TEACHING COUNCIL

  29. Law TLOs: Minimalist or Detailed? In favour of minimalist Draft 1.1 – eg • “…identified ‘minimalist’ TLOs allow individual institutions to develop curricula that support the outcomes, but remain responsive to changes in thinking and developments in learning science...” • “...ticking off of a ‘laundry list’ of objectives comes close to the present situation with PLT where competencies have to be addressed and this leaves little room for developing the substance of the course...” • “…Detailed TLOs are required to provide adequate guidance for curriculum development...” • “... part of the function is to encourage good practice rather than simply compliance...” In favour of detailed Draft 1.1 – eg

  30. A Middle Path with Accompanying Notes Consensus: a ‘middle’ drafting approach, to be supplemented by ‘Notes on the TLOs’ to provide further explanation and guidance. Role of Notes: Positive and constructive to support greater Clarity in the interpretation of the TLOs developed Flexibility to allow interpretation of the TLOs as developed in 2010 to evolve over time Legitimacy by involving stakeholders in TLOs’ evolution Notes – eg: Provenance Terminology Examples of TLOs in action Identification of resources for a LTAS: Law Repository (eg http://www.altc.edu.au/standards/disciplines/law/resources ) AUSTRALIAN LEARNING AND TEACHING COUNCIL

  31. Road testing the TLOs Martin Sharp (Australian, b.1942). Nimrod 10, 1980. Colour screenprint, initialled “S” in image lower right, signed in ink on image lower right, 88.1 x 73.9cm. Repaired pinholes and minor tears to edges. Linen-backed Learning and Teaching Academic Standards Project

  32. Discussion Questions • Is each of these TLOs – • Set at the threshold level ? • Not too general? • Not too prescriptive? • Stated clearly? • Consistent with the range of professional contexts for Law graduates? • What would minimum acceptable achievement of each of the TLOs look like? What kind of evidence would you present to TEQSA? • What level of guidance might be needed for each TLO in the proposed Notes on the TLOs? For example: • terms that need to be explained? • examples or resources that might assist with implementation of the proposed TLOs? • concrete examples of what students ought to be able to do upon graduation as regards any of the TLOs? AUSTRALIAN LEARNING AND TEACHING COUNCIL

  33. Phase 2: Assuring Standards What will TEQSA do? • What sampling strategy (if any) will be used to check achievement of academic standards within an institution and/or discipline? • What evidence will be sought to verify degree’s claims re achievement of TLOs? • Who is going to do this assessment/ auditing against the TLOs? (peer reviewing discipline experts?) AUSTRALIAN LEARNING AND TEACHING COUNCIL

  34. How will we implement the TLOs? What evidence of student achievement? Learning and Teaching Academic Standards Project AnonWild Australia [Four Performers Including Women Holding Snakes And Crocodiles], 1910-1920s. Colour lithograph, 31.4 x 59.5cm. Repaired tears to image, some repainting to margins, minor foxing and old folds. Linen-backed. http://www.joseflebovicgallery.com/Catalogue/CL_135_2009/Pages/pg07.html

  35. 3. Law’s TLOs February 11 2010

  36. Law TLOs : Bachelor of Laws(Not evenly weighted: structured and integrated across whole-of-curriculum ) Knowledge Ethics and Professional Responsibility Thinking Skills Research Skills Communication and Collaboration Self Management AUSTRALIAN LEARNING AND TEACHING COUNCIL

  37. With a Preamble... The Council of Australian Law Deans welcomes the development of Threshold Learning Outcomes (TLOs).  The Council is, however, concerned that the implementation of the TLOs recognises the healthy diversity within Australian law courses and that the fundamental importance of universities as self-accrediting institutions is fully respected. The Council notes the very real potential for law schools to be subjected to multiple layers of regulation and review in the offering of a law course through: Internal university course approval and related processes State and Territory course accreditation processes for admission to legal practice Council of Law Deans accreditation process for Australian law schools TEQSA review processes informed by the Australian Qualifications Framework, and Proposed new national regulatory regime for the Australian legal profession. In this environment, it is essential that external review, approval and accreditation processes are fully coordinated and ideally conducted via a single mechanism accepted by each relevant agency.  Subject to reserving its right to revisit its position in light of the further development of the holistic regulatory regime for law schools and law courses, the Council has resolved at its meeting of 22 November 2010 as follows: AUSTRALIAN LEARNING AND TEACHING COUNCIL

  38. Where to go from here? Learning and Teaching Academic Standards Project Anon Mother Goose 1950s. Color Lithograph, 76.5 x 101.7 cm Linen backed

  39. Implications for practice • Diversity is protected • Between disciplines • Disciplines develop the TLOs • Between institutions • Individual HEI can choose more & higher learning outcomes • Autonomy is protected • Disciplines develop the TLOs • Individual HEI choose how to deliver and assess • Reputations are protected • Trailing edge of sector is lifted • Supports professional accreditation & benchmarking • Professionals and academics working together AUSTRALIAN LEARNING AND TEACHING COUNCIL

  40. Sent to us by a Law LTAS admirer 12/5/2010 Michael Leunig, Sydney Morning Herald, 13-14 March 2010, News Review 14.

  41. Thank you PO Box 2375 Strawberry Hills NSW 2012 Australia Telephone 02 8667 8500 Facsimile 02 8667 8515 www.altc.edu.au www.altc.edu.au/standards http://www.altc.edu.au/standards/disciplines/law

More Related