Australian Universities Quality Agency Research Articles

A Role of Assessment in Transformation Towards Sustaining in Quality of Higher Education

Education plays a significant role in the economic development and growth of a country. Higher education refers to education imparted by higher secondary institutions, colleges and universities. The main function of higher education is to provide the students with advanced knowledge which forms the foundation of a country’s economic development. Higher education is a dynamic, determinedly developing concept that keeps adapting to the most up-to-date changes. Likewise, the methodology and style used in teaching and research is equally momentary in nature and demands up-to-date approaches as well. Educationists need to absorb the fundamental nature of the evolutionary character of higher education in academic curriculum, empowering students and scholars to create an updated learning process that is pragmatic, effective and methodically impactful. In the present era of knowledge and technology driven, every educational institute must have to improve the quality of education for the better future in competitive world. The primary objective of this paper is to explore the perceptions of both the higher education institutions on the various quality deliverables in the Indian higher education system along with careful observation of the role of National Assessment and Accreditation Council (NAAC) , Internal Quality Assurance Cell (IQAC), Asia Pacific Quality Network (APQN), Australian Universities Quality Agency (AUQA).

Mapping government reforms in quality against higher education theory: is the relationship symbiotic?

In Australia, a review of the higher education sector is usually triggered by a change in government leadership, followed by the development and implementation of the government’s response in the form of a reform package to enact change. The aim of this study was to conduct an independent evaluation of a large-scale national government policy implementation. This article concludes that the 2003 Government Reform Package was successful in bringing attention to learning and teaching practice in the Australian higher education sector through three national initiatives: (1) Learning and Teaching Performance Fund; (2) Australian Learning and Teaching Council; (3) Australian Universities Quality Agency. These initiatives were implemented with the full delivery of the initial funding cycle, each initiative applied a different model of quality and these models were found to be aligned to Bigg’s theoretical model of teaching and learning and to have a symbiotic relationship.

Transnational education as an internationalisation strategy: meeting the institutional management challenges

ABSTRACTThe importance of transnational programmes as part of the internationalisation of higher education has grown rapidly in importance in recent years. In this paper, transnational higher education is defined as the delivery of programmes overseas by a parent institution either operating directly or in association with an international partner. Whilst such programmes have been considered from a paedagogic perspective, their impact on institutional management is under-researched. Yet, it is clear that management practice is critical to success or failure. This paper is based on a detailed analysis of institutional audit reports prepared by the Australian Universities Quality Agency in the period 2008–12. The reports are used to identify key issues for institutional management. Building on this analysis, the paper aims to offer a theoretical insight into governance and leadership of transnational programmes and thereby provide practical guidance for strategy formation.

Partners or opponents: the engagement of students in a compliance driven quality assessment

The Australian government recently established a national regulator with responsibilities of registration and accreditation of all kinds of higher education providers including universities. The Tertiary Education Quality and Standards Agency (TEQSA) subsumes the functions of the previous Australian Universities Quality Agency (AUQA) with legislative powers to place sanctions on institutions for non-compliance. One of the key changes in relation to quality assurance and external reviews is a shift of focus from an improvement-led audit to a compliance driven assessment using externally set standards and risk based reviews. The new quality and regulatory framework introduced by the government is extensively based on the review of documentation and institutional performance on various metrics to identify compliance or non-compliance against standards and analysis of risk using risk indicators. Unfortunately, unlike the previous AUQA audit, TEQSA's quality assessment does not engage students in the review process as a way to identify areas of good practice and areas needing improvement. This paper argues the need for the national regulator to engage students in the review process rather than assessing the quality of student experience solely based on paper trail and documentation review. Failure to engage students in the assessment of quality raises questions on the role of students in external review, and whether the national regulator is established to serve the purpose of the government only in advancing quality and or transforming student learning and enhancing their experience.

The effectiveness of external quality audits: a study of Australian universities

External quality audits have been introduced in many countries as part of higher education reforms. This article is based on research on 30 Australian universities to assess the extent to which audits by the Australian Universities Quality Agency (AUQA) have improved quality assurance in the core and support areas of the universities. The article analyses the views of 120 respondents including senior members of the universities and some AUQA auditors and evaluates university satisfaction with the external quality audit process. The study finds that the audit process used by AUQA in Australia is satisfactory due to its enhancement-led reviews. The findings indicate that external quality audits alone cannot be credited for improving quality assurance in universities. A combination of external quality audits together with the internal and external operating environment has significantly contributed to improving quality assurance in universities. While external audits have led to an improvement in systems and processes in Australian universities, this study finds that they have not improved education outcomes and the student experience.

Quality assurance improvements in Australian university libraries

PurposeThe purpose of this paper is to examine the growth in quality assurance maturity within the six Australian and New Zealand university libraries which make up the Libraries of the Australian Technology Network (LATN).Design/methodology/approachThe paper is based on benchmarking surveys of library quality assurance commissioned by LATN in 2005/2006, with a follow up study in 2010. The author led the conduct and analysis of both surveys. The 2005/2006 study reviewed quality assurance practices at the member libraries, to draw out examples of best practice and identify gaps and possible areas for improvement within the libraries. It was based on a review of member libraries’ websites, a questionnaire completed by a nominee from each member library, and follow‐up in‐person interviews with each nominee and the University Librarian of each institution. In 2009/2010 the same questionnaire was re‐administered to investigate whether changes had occurred in the intervening period, including what improvements had been made and where there were still gaps. Had the conduct of quality audits by the Australian Universities Quality Agency had an impact? Had members made improvements to their quality assurance processes based on the findings of the first study or for other reasons? To elicit additional information, follow‐up interviews are being carried out in 2011.FindingsIn 2005/2006 the reviewers found three models of responsibility for quality assurance: centralised, within a manager's portfolio and devolved. Each was appropriate to a different level of quality maturity, with a centralised model considered to be most appropriate at the early stages of development. Whereas in 2005/2006 only one library had a centralised model, by 2010 three libraries had adopted this model and one had moved on from it. The paper compares applications of these models in the libraries and looks at the extent to which growth in quality assurance in the libraries is associated with adoption of the centralised model. It distinguishes the formal creation and appointment of a quality officer position from the ad hoc individual efforts in quality which can and do occur in many libraries. In 2005/2006 only two libraries had a functioning and well‐maintained quality framework which the LATN reviewers considered to be a hallmark of best practice in quality assurance. By 2010 this number had doubled to four. The paper looks at the quality, planning and/or performance frameworks in place and whether they were selected or developed by the library or imposed by their parent university. The impact of the adoption of a framework on the development of quality policies, procedures and documentation to achieve comprehensiveness, standardisation and repeatability in quality assurance are considered. A notable change between the 2005/2006 and the 2010 surveys was the growth in individual work planning and performance review, which was identified by the LATN reviewers as a sector‐wide gap in 2005/2006. Ideally, use of such plans and assessments should assist in the taking quality beyond library management, to develop amongst the library staff a culture of continuous improvement.Originality/value – The paper provides real examples of how quality assurance can and has been improved in libraries, within a five year timeframe. While it is based on the experience of Australian and New Zealand libraries, it addresses concerns and provides solutions which are appropriate internationally. It provides a range of options which an individual library could adopt depending on its own context.

Engaging international students

PurposeAustralia has enjoyed two decades of growth in international student enrolments. This phenomenon, combined with the evolution of quality assurance policy frameworks, has stimulated interest in the social and academic experiences of international students and their educational outcomes. The Australian Universities Quality Agency's (AUQA) second round of quality audits assessed and reported on the performance of Australian universities in the area of “internationalisation”. AUQA findings and recommendations for required action send powerful messages to guide university priorities, practices and strategies in pursuit of quality enhancement in relation to student engagement. This paper seeks to address these issues.Design/methodology/approachThis study uses a thematic analysis approach to explore “internationalisation” in 14 AUQA audit reports published between 2006 and 2010.FindingsThis paper identifies three key areas arising from AUQA audit reports that form a basis for discussion in this paper. These areas are: the social and academic engagement of both international and local students, and matters relating to English language standards and support. Observations arising from AUQA university reports direct attention to examples of initiatives that appear to be enriching the quality of the student engagement and indicate where further development may be required.Practical implicationsIn seeking strategies for enhanced student experience, AUQA supports collaboration across universities in devising models for identifying student needs and creating mechanisms that bring about quality student experience, engagement and language outcomes. This analysis of the reports will likely assist those stakeholders working in universities who wish to identify successful approaches to promote the engagement of international students and refine existing useful and positive strategies in implementing and developing ideas in their own individual university contexts.Originality/valueAnalysis of the substantial text of AUQA reports have been underexploited by researchers to date. This paper is likely to be of interest to those stakeholders of international education in universities, not only in Australia but in other national contexts where international students are significantly represented.

Matters arising. Australian University Quality Agency feedback in relation to the academic engagement of international students enrolled in onshore university programmes

It is now commonplace to find quality audit processes being applied in universities internationally as a means of assessing the quality of teaching and learning. This article draws upon a thematic analysis of 14 second-round Australian Universities Quality Agency reports in order to explore matters arising from the academic engagement of international students against the backdrop of ‘internationalisation’. Given rising international enrolments in universities globally, the discussion in this article is likely to be relevant to other national contexts. The study reveals that university reports and Australian Universities Quality Agency feedback tend to focus discussion of international student engagement and internationalisation around three areas: institutional approaches to defining and responding to internationalisation; the internationalisation of the curriculum; and, in relation to progress, attrition, performance and academic support.

Ten ‘Good Practice Principles’ … ten key questions: considerations in addressing the English language needs of higher education students

In response to social, political and educational imperatives, Australian universities are currently reviewing the way in which they provide for the growing number of students for whom English is not a first language. A document recently published by the Department of Education, Employment and Workplace Relations has increased the sense of urgency surrounding this activity, for it looks set to form the basis of future audits conducted by the Australian Universities Quality Agency. This paper considers how, in attempting to respond to the document and more effectively meet the needs of this student cohort, universities will need to reflect on a number of fundamental questions. In light of the increasingly global nature of education and the resulting multicultural and multilingual student populations that have become commonplace in higher education, these questions are likely to have resonance not only in Australia, but elsewhere, where English-medium universities face similar issues.

English Language Perplexity: articulating the tensions in the AUQA Good Practice Principles

In 2009, the Australian Universities Quality Agency (AUQA) published the Good practice principles for English language proficiency for international students in Australian universities. While the sector has generally welcomed these Good Practice Principles (GPPs), universities have been somewhat slow in implementing them and the literature has remained relatively silent in response. One important article—Murray (2010), published in The International Journal of the First Year in Higher Education—discusses several problems inherent in the report in order to recommend a coherent approach to implementing the guidelines. This paper challenges aspects of Murray’s article and extends his critique of the AUQA GPPs by focussing on three key points of tension: the group of students the report discusses; its definition of English language proficiency, and its conflicting discourses of inclusion and exclusion. The aim here is to offer universities points for discussion as they work to translate this complex report into practice.

Re-spect, Peer Review, and then there is Audit (Provocation.1.)

In 2009, on recommendation of a major review of higher education, the Australian Government announced its plans for a new, empowered regulatory authority. The review panel had remarked, among many other points, that current processes of the Australian Universities Quality Agency, AUQA, were ‘not sufficiently rigorous’ for the demanding, globally competitive future. Australia’s new Tertiary Education Quality and Standards Agency (TEQSA) was confirmed and development activity is flowing into 2011. At January, Interim Advisory Arrangements are in place, and controversial invitation-only consultation meetings have commenced. TEQSA is charged to achieve a new regulatory approach – it is to integrate regulation and quality assurance (and 'standards') through risk assessment and ongoing monitoring by 'a national agency with teeth and escalating sanctions'. What baseline standards is a vexed issue, plus the length of the watchdog's teeth. The Minister says audit will be proportional to risk – low risk providers (universities?) will not be 'unnecessarily burdened'. TEQSA will subsume AUQA and will extend in due course to vocational education quality and standards. The Government’s emphasis on bringing together sectors separated by the traditions of educators (more than needs and intentions of individuals and industries), is a strategic and productivity breakthrough for Australians, and a gauntlet for educators. This paper, updated from the SSRN 2009 version, considers why a sharp shift from AUQA peer-based collegiate review of quality of university performance suddenly appeared vital. It also opens questions about 'risk' facets of peer review in academic practice.

“Checking the pulse”

Purpose – Growing numbers of international students on Australian university campuses in the last decade have generated interest, change and quality challenges. Research suggests that the future success of Australian universities rests on their ability to meet the challenge of providing a stimulating and rewarding higher education experience for domestic and international students alike. The Australian Universities Quality Agency (AUQA) has sought, through its second round of quality reviews, to focus on the performance of Australian universities with regard to international activities. Specifically, this paper seeks to establish the “pulse” in relation to the issues and strategies aimed at the social engagement of international students as part of their wider experience on campus.Design/methodology/approach – A thematic analysis approach was adopted to explore “internationalisation” in 14 AUQA audit reports published between 2006 and 2010.Findings – The findings of the study have led to first, the develo...

Australia: Evaluation and Quality in Higher Education

Modern Australia evolved from separate colonies, which came together as a federation a century ago. The balance of state/federal responsibilities is relevant to most aspects of Australian life. This includes higher education, where universities are largely state owned but federally funded (with government funding declining), while the other higher education institutions are largely under state oversight. The article begins by describing the evolution of the higher education sector and the various approaches taken to addressing its quality over the years. Ten years ago, the Australian Universities Quality Agency (AUQA) was established as the national quality agency with responsibility for auditing universities (emphasising good processes and achievement of objectives within the universities, and diversity between them) and the state accreditation agencies (with emphasis on national consistency of treatment of the non-university institutions). The article describes AUQA's approach and actions that have led to effectiveness nationally and internationally, and an international reputation. The article also refers to other issues, including funding, rankings and standards. It concludes with an outline of the Federal Government's current plans to bring AUQA and the state agencies into a single national agency.

The contradictory managerialism of university quality assurance

This paper investigates how Australian universities are being disciplined to behave as commercial enterprises by the Australian Universities Quality Agency (AUQA). The manual produced by AUQA, for the purpose of conducting audits of Australian universities, is analysed. I use an analytical framework that provides a means by which a text from the ‘manual’ genre can be analysed with respect to social and political contexts, using Critical Discourse Analysis. I analyse changes in the language used in subsequent editions of the manual, drawing inferences about how the AUQA manual constructs universities to behave as particular kinds of business entities. Depictions of the globalised and virtualised university are silenced in the texts. Contrary to the rhetoric of the university being a flexible, globalised enterprise, I find that universities are constructed as localised businesses appearing to be independent of direct government control but nevertheless constrained in the scope of their operation.

Auditors of the managerial university: neo‐liberal business advisers or paternal controllers?

Universities are increasingly being seen as commercial enterprises, and are represented as particular types of business entities in manuals provided to university managers. Critical discourse analysis is employed in this paper to construct an analytical framework for the study of managerial advice, which is then used to examine the manual provided to Australian universities for the conduct of institutional audit by the Australian Universities Quality Agency (AUQA). Institutions are represented as businesses, but contrary to the rhetoric of universities being colonised by ‘new managerialism’, the manual constructs institutions more as localised and constrained businesses than globally networked entities.

Strategy, Planning, Quality: Well done is Better than well Said: Strategic Planning in the Australian Higher Education Sector

Between 2002 and 2007, forty two Higher Education Providers were audited by the Australian Universities Quality Agency. These reports provide a wealth of information on current strategy, planning and quality assurance processes activity in Universities. This paper explores the themes of strategy, quality and planning in Australian Universities, providing a snapshot of both current and emerging practices. We also consider the developing sophistication of skills in the areas of strategy, planning and quality in the higher education sector.

Quis Custodiet Ipsos Custodes? The Review of the Australian Universities Quality Agency

A review of the performance of the Australian Universities Quality Agency (AUQA) was undertaken in 2005–2006. It was commissioned by AUQA and the review report was published in May 2006. This article explores whether the AUQA review can be regarded internationally as an exemplar and thus used with confidence by governments or other principals as a reliable means of measuring higher education quality assurance agency performance. It pays particular attention to the method of analysis employed by the review team. The article argues that the AUQA review was flawed, in this and other respects, to a degree which renders it inadequate as a global exemplar. Its conclusions must thus be treated with caution by higher education policy‐makers, departments of state, universities, businesses, students and other institutions in Australia and internationally.

Publish and Graduate?: Earning a PhD by Published Papers in Australia

In the field of film and television studies there are numerous ways one can obtain a PhD. An alternative to the traditional PhD consisting of an 80–100,000 word thesis is the PhD by Publications. From the unearned honorary doctorate in film and television purchased on the Internet, to honorary doctorates bestowed according to film and television celebrity, to PhDs by Publications given to candidates who package together a number of films produced before enrolment to PhDs by Publications in which the submitted papers must be generated during candidacy, the range in requirements for this type of degree is huge. This paper argues for recognition of their varying status.

The Quality of Transnational Education: A provider view

While scholars have been peripatetic since the creation of the very first universities, a phenomenon of more recent years is the mobility of education, where it is the educational provision rather than the scholar that crosses national borders. This is termed ‘transnational’ or cross‐border’ education. Attendant on this new phenomenon is the need to ensure the quality of this education. At present, some countries are more commonly the source of transnational education, whereas others are more commonly recipients. This paper presents the quality assurance procedures for transnational education that are used by one nation (Australia) that is mainly a provider, and concludes with an outline of the extent to which the Australian Universities Quality Agency complies with the UNESCO/OECD Guidelines on Cross‐Border Education.

Quality Assurance, Open and Distance Learning, and Australian Universities

<P>Open and distance education has integrated quality assurance processes since its inception. Recently, the increased use of distance teaching systems, technologies, and pedagogies by universities without a distance education heritage has enabled them to provide flexible learning opportunities. They have done this in addition to, or instead of, face-to-face instruction, yet the practice of quality assurance processes as a fundamental component of distance education provision has not necessarily followed these changes. </P> <P>This paper considers the relationship between notions of quality assurance and open and distance education, between quality assurance and higher education more broadly, and between quality assurance and the implementation of recent quality audits in Australian universities. The paper compares quality portfolios submitted to the Australian Universities Quality Agency by two universities, one involved in distance education, the other not involved. This comparison demonstrates that the relationship is variable, and suggests that reasons for this have more to do with business drivers than with educational rationales. </P> <P><STRONG>Keywords: </STRONG>distance education, quality assurance, online learning, e-learning, audit, higher education</P>