Australian Research Training Landscape: Legislation , Audit and Enhancing Quality.

1. Australian Research Training Landscape: Legislation, Audit and Enhancing Quality.

2. Some Background • Three types of Research Degrees. • PhD 3-4 years, Professional Doctorate 3-4 years, Research Masters 1-2 years. Know as Higher Degree by Research (HDR) candidates. Content must be 66% or more Research. • A thesis is produced and examined by two or more examiners. • NO FEESfor domestic students but is change coming?? • $3900/$1700 per year proposed for domestic students?? • Federal Government funds a Research Training Scheme to support domestic HDRs. QUT = $19.5m for 1100 EFTS. • RTS is allocated on the basis of Completions (50%), Research Income (40%), Publications (10%). Performance based.

3. Some Background • Historically, Australian Universities have been self-accrediting. • However, the 07-13 Labor Government introduced legislation establishing the Higher Education Standards Panel to provide independent advice to the Minister regarding accreditation of higher education providers . • The Rule Maker = • The Gov also established the Tertiary Education Quality and Standards Agency (TEQSA) with monitoring and enforcement functions. Criticised for being very heavy handed. • The Police =

4. Some Background • Nov 2013: Change of Government. • Revised standards are out for consultation after approval from the new Minister. Feedback closed last Friday. • TEQSA: budget trimmed, senior personnel left or on leave, light touch approach approved, red tape to be reduced.

5. The Standards • 4.2 Research Training • 1. Research training is provided in a supervisory and study environment of research activity or other creative endeavour, enquiry and scholarship, and is guided by an institutional research training policy framework (described further on). • 2. Students are admitted to research training only if the resources required for their project will be available and continuity of supervision is assured.

6. The Standards • 4.2 Research Training • 3. Each research student is supported by continuing supervisory arrangements, including: • a. a principal supervisor who holds a doctoral degree or has equivalent research experience, is active in research and is publishing in a relevant field or discipline • b. at least one associate supervisor with relevant research expertise, and • c. at least one of the supervisors is a member of the staff of the higher education provider or is otherwise formally contracted to the provider for supervisory duties.

7. The Standards • 4.2 Research Training • 4. Research students participate in an induction to research that includes codes of conduct, ethics, occupational health and safety, intellectual property and any additional matters that are necessary for the type of research to be undertaken. • 5. Coursework that is formally included in a course of study that involves research training, whether as a component of or an adjunct to the research training, meets the academic governance and quality assurance requirements required of other coursework offered by the higher education provider.

8. The Standards • D/E 14 An institutional research training policy framework includes: • a. the rights and responsibilities of research students and supervisors • b. induction and orientation of research students and supervisors • c. monitoring and maintaining research student progress • d. assessment and examination of students’ work • e. the independence of examiners • f. presentation and communication of research outputs, and • g. resolution of disputes.

9. The Standards • 1.5 Learning Outcomes and Assessment • 5. On completion of research training, students will have demonstrated specific and generic learning outcomes related to research, including: • a. a detailed understanding of the specific topic of their research, within a broad understanding of the field of research • b. capacity to scope, design and conduct research projects independently • c. technical research skills and competence in the application of research methods, and • d. skills in analysis, criticism and reporting of research and presentation and publication of their research.

10. The Standards • 1.5 Learning Outcomes and Assessment • 6. Assessment of major assessable research outputs for higher degrees by research incorporates external assessment by: • a. for doctoral degrees, at least two independent experts with international standing in the field of research who are external to the higher education provider, are competent to undertake the assessment and do not have a conflict of interest, and • b. for masters degrees, at least two independent experts who are competent to undertake the assessment and do not have a conflict of interest, at least one of whom is external to the higher education provider and has international standing in the field of research.

11. The Standards • 1.5 Learning Outcomes and Assessment • 7. The outputs arising from research training contribute to the development of the field of research, practice or creative field and, in the case of doctoral degrees, demonstrate a significant original contribution. • Reference Points • i. Australian Code for the Responsible Conduct of Research (Australian Government 2007). • ii. Good Practice Principles of Graduate Research developed by the Council of Deans and Directors of Graduate Studies (DDOGS). Deans only deal with research degrees not coursework.

12. The DDOGS Principles • The following principles are Reference Points noted in the Standards that should be addressed by Universities for accreditation/under audit. • Six Good Practice Principles + 32 Sub-Principles • 1. Admission requirements and processes for entry to graduate research programs should be transparent and clearly documented. (2 Sub-Principles: clear admission criteria; appropriate fit between applicant, research environment, resources and supervision capacity).

13. The DDOGS Principles • 2. Supportfor graduate research candidates should focus on facilitating a successful completion within a reasonable timeframe. (5 Sub-Principles: induction; reviewing progress; feedback from candidates; complaints resolution; personal support). • 3. Graduate research candidates are supported to undertake original research and scholarly activities whilst developing key employability skills. (5 Sub-Principles: career skills, milestone education, research skills, experience diverse research environments; review processes and outcomes). • 4. Graduate research candidates have access to information on the resources required for the timely completion of a quality research project, and have an opportunity to engage with scholarly communities both within the university and globally. (6 Sub-Principles: infrastructure policies, required resources; third party support; scholarships; engagement; engage socially).

14. The DDOGS Principles • 5. Supervisory teams are established to provide guidance to graduate research candidates in the design, conduct and timely completion of the research project; support in publication and dissemination of research findings; and advise on the acquisition of a range of research and other skills as appropriate to the discipline and background of the candidate (7 Sub-Principles: supervisory team; workload allocation; active researchers; eligibility criteria; appointment issues; managing supervisor conduct).

15. The DDOGS Principles • 6. Thesis examination is conducted by at least two experts of international standing in the discipline who are external to the enrolling institution, independent of the conduct of the research; and without any real or perceived conflict of interest in reaching their decision. (7 Sub-Principles: research integrity, appointment processes; examiner qualifications; confidentiality, written recommendations; processes for dealing with the results; open access).

16. www.ddogs.edu.auGraduate Research Good Practice Principles

17. TEQSA • Universities/Private Providers are accredited/audited every 5 years by TEQSA . • Universities/Private Providers prepare performance portfolios and an audit panel will visit for 3-5 days. • Deans will develop a Research Training Portfolio which addresses each of the Standards and the DDoGS principles. • The portfolio will provide evidence as the how the University meets or addresses each of the Standards and Principles. • The University will receive commendations, affirmations and recommendations.

18. Good Practice Framework: Facilitating High Quality Research Training • Professor Joe Luca from Edit Cowan University, in consultation with DDOGS, developed the Good Practice Framework for Research Training. • The Framework is a quality enhancing, developmental tool used to assess and benchmarka University’s current practice against good practice. It has 9 Dimensions each with Components .

19. Good Practice Framework: Facilitating High Quality Research Training • Dimension 1: Governance • Components • 1.1 HDR Committee • 1.2 Policies • 1.3 Candidate Representation • 1.4 Grievance Procedures and Appeals • 1.5 Collaborative Research Support

20. Good Practice Framework: Facilitating High Quality Research Training • 1.1 HDR Committee • A central HDR committee defined by clear terms of reference provides leadership for the delivery of postgraduate research training across the university, and reports to a higher governing body within the institution. It is responsible for: • •Overseeing rules, policies and procedures for candidates; • •Monitoring candidate performance; • •Promoting quality research training environment and outcomes; and • •Overseeing new, and reviewing current HDR programs

21. Good Practice Framework: Facilitating High Quality Research Training • 1.1 HDR Committee • Gap Analysis Template

22. Good Practice Framework: Facilitating High Quality Research Training • Dimension 2: Program and Outcomes • Components • 2.1 HDR Program Evaluation • 2.2 Candidate Outcome • 2.3 Coursework and Research Training Skills • 2.4 Professional Skill Development • 2.5 Candidate Feedback Mechanisms

23. Good Practice Framework: Facilitating High Quality Research Training • Dimension 3: Selection and Admission • Components • 3.1 Initial Enquiry • 3.2 Entry Pathways • 3.3 Transfer and Advanced Standing • 3.4 Matching Needs, Resources and Supervision • 3.5 Selection, Approval and Offer

24. Good Practice Framework: Facilitating High Quality Research Training • Dimension 4: Supervision • Components • 4.1 Supervision Capacity • 4.2 Supervisor Eligibility • 4.3 Supervisory Team Compliance • 4.4 Supervisor Development and Support

25. Good Practice Framework: Facilitating High Quality Research Training • Dimension 5: Candidature Management • Components • 5.1 Supervisor and Candidate Responsibilities • 5.2 Orientation and Induction • 5.3 Confirmation of Candidature • 5.4 Candidate Progression • 5.5 Variations to Candidature

26. Good Practice Framework: Facilitating High Quality Research Training • Dimension 6: Responsible Conduct of Research • Components • 6.1 Responsible Research and Academic Integrity • 6.2 Ethics • 6.3 Intellectual Property

27. Good Practice Framework: Facilitating High Quality Research Training • Dimension 7: Candidate Support • Components • 7.1 Scholarships • 7.2 Research Culture and Engagement • 7.3 Resources and Infrastructure • 7.4 Travel Support • 7.5 Pastoral Care • 7.6 Support Services for Diversity • 7.7 Post Thesis Submission Support

28. Good Practice Framework: Facilitating High Quality Research Training • Dimension 8: Employability Skills Development • Components • 8.1 Curriculum Vitae and Portfolio • 8.2 Career Development • 8.3 Networking • 8.4 Interdisciplinary Awareness • 8.5 Mobility and International Awareness

29. Good Practice Framework: Facilitating High Quality Research Training • Dimension 9: Examination • Components • 9.1 Pre Submission Review • 9.2 Appointment of Examiners • 9.3 Examination of Thesis • 9.4 Conferral of Award

30. Good Practice Framework: Facilitating High Quality Research Training • http://www.ecu.edu.au/centres/graduate-research-school/good-practice-framework-for-research-training • Key words for Google: • ECU Good Practice Framework

31. Summary Characterisation of The Australian Research Training Landscape • Political. • Performance Matters. • Legislative. • Academic input via Principles is valued. • Focus on quality and good practice. • Timely completions are highly valued .