Australian Universities Quality Agency (AUQA) Audit Cycle 2

1. Australian Universities Quality Agency (AUQA) Audit Cycle 2

2. Cycle 2 focus • Fitness FOR Purpose and Fitness OF Purpose • ‘Narrow & Deep’ rather than ‘Broad & Shallow’

3. Cycle 2 focus • Performance portfolio will focus on major areas: • Update on progress since Cycle 1 audit • Internationalisation / international activities • Admission, progression, retention of students

4. Approach to Cycle 2 audit preparation and presentation • For each area, provide details of: • activities • evidence (strength/availability of documentation) • comparisons / external benchmarks • effectiveness of processes • management of risk • areas for improvement

5. Progress on the 19 Cycle 1 recommendations? • Some recommendations acted upon and finalised (with supporting documentation) • e.g. Rec #13: Ensure compliance with policy on minimum resources for postgraduate students (action: new code of practice) • Some recommendations partially implemented • e.g. Rec #15: Establish and implement a specific system for assuring quality of all programs delivered off-shore • Some recommendations no longer relevant • e.g. Rec #10: Review strategic intentions regarding maintaining a leadership role in Problem-Based Learning (now use a range of learning approaches)

6. Aspects of “Internationalisation” • Internationalisation of curriculum • International students: on-shore • International students: off-shore • Local students on exchange • International staffing profile • Staff working off-shore • Staff training & awareness of cultural diversity • International research activities / collaborations

7. Aspects of “Admission, progression, retention of undergraduate and postgraduate students” • Admissions criteria • Admission processes • Articulation and credit transfer • Learning and personal support for students • Equity groups • Retention and success/progress for different cohorts

8. Key features of Cycle 2 What are the planned targets and outcomes and the actual performance outcomes? • How robust are the measures/evidence ? • Quantitative • Qualitative • How do we measure up to external requirements/benchmarks, such as: • National Governance Protocols • AVCC Principles for Education, August 2005 (see examples on next slide)

9. AVCC Principles for Education, August 2005 - some examples and challenges for measurement Universities should : • provide suitable learning experiences and opportunities such that students will be stimulated to reach their highest levels of intellectual attainment. • select students by fair and open procedures with published criteria outlining access for all levels of candidacy. The principles upon which selection decisions are made should be stated clearly and adhered to by the university. • provide a learning environment appropriate to the reasonable needs and levels of the students (undergraduate, honours, postgraduate), according to the characteristics of their students. • provide students with opportunities to realise their learning potential and to prepare themselves for lifelong learning.

10. Assessment of the Self-Audit and Performance Portfolio • show evidence of a genuine, useful self-review • make appropriate use of standards and benchmarks • clearly identify strengths and weaknesses • propose appropriate actions on identified weaknesses • explain how major risks are being managed

11. Timeline and activities