1. Ms Leigh Tabrett PSM is Assistant Director-General (External Portfolio Relations) in the Queensland Department of Education, with responsibilities for higher education, non-state schools, relationships with Statutory Bodies and Education Queensland International. Before taking up this appointment in July 2001, she was Director of the Office of Higher Education, with responsibilities for advice to the Minister on higher education policy and planning matters in Queensland, and for Commonwealth/State liaison on higher education planning and funding issues. Leigh is chair of the Joint Committee on Higher Education, the body which advises the Ministerial Council on Employment, Education, Training and Youth Affairs on higher education, and in February 2001, was appointed by the State and Territory Ministers as a Director of the Australian Universities Quality Agency for a period of 3 years. From August 1990 to December 1995, Leigh served as a part-time member of the Higher Education Council of the National Board of Employment, Education and Training, and as a member and Chair of the Council’s Equity Working Party, and the Women’s Employment, Education and Training Advisory Group. Leigh served (in 1999) as Executive Office to the review of accreditation and accountability arrangements for non-state Schools in Queensland, the outcomes of which are currently being implemented in State legislation. Leigh is an honorary member of the Queensland Branch of the Association for Tertiary Education Management, a member of the Board of Tertiary Entrance Procedures Authority, and Executive Officer of the Queensland Tertiary Education Foundation, which works in co-operation with all Queensland universities and the State Government to promote Queensland’s universities internationally. Prior to her appointment as Director of the Office of Higher Education she worked for 13 years at Griffith University, as Academic Secretary and Acting Registrar. The following PowerPoint presentation was presented by: Ms Leigh Tabrett, Assistant Director-General, External Portfolio Relations, Education Queensland at the GIHE “Quality in Practice” Symposium - November 7, 2002

2. Quality Assurance in Universities The AUQA Experience

3. Australian Higher Education Quality Assurance Framework Universities Set standards States Authorise, accredit C’wealth Funding.performance data, quality plans AUQA Aust. Qualifications Framework Protocols

4. The overall approach Audit Whole of institution = academic activities and what underpins them “Fitness for purpose” Assessment of achievements against objectives Good outcomes require good processes

5. Audit is… An independent investigation of whether:  Planned arrangements will achieve goals  Practice conforms to arrangements and policies  Desired outcomes are achieved  Review/self-evaluation of actions and outcomes lead to learning and improvement

6. The key steps Self-study Performance Portfolio Panel process/visit Report Institutional action plan

7. The self-study Attitude to disclosure What lens you wish to be viewed through What you want to focus your own lens on Process and Cost The most valued part of the activity

8. Performance Portfolio Product of the self-study Presentation of evidence 20 000 words + supporting documentation Ease of use/reference for the panel important

9. Panel process Panel meeting off-campus Further information request Chair and Director Visit (one day) Panel visit (3-4 days) Summary feedback Draft Report to institution Report approved by Board Final report published

10. What we thought about the process Well managed and rigorous process Responsive to report comments Report OK Not enough time to pursue some issues adequately Some weak recommendations Interaction of agency with clients an issue The room/space matters

11. What we learned Self-assessment process would be enhanced by “critical friend” Need more structured process for collecting performance data and client feedback More structured summative reflection Client participation enhanced relationship Time invested on design/set up of qa processes saves effort

12. Some observations common to institutions Evidence on performance is weak Goals unsupported by vision/strategy Poor diffusion/adoption of vision and policy Without regular review processes, performance becomes uneven Poor quality control of partnering activities