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1:30 – 2:30. TEQSA: A New Regulatory Agency for Australian Higher Education Marian Thakur Regulatory Risk and Information.

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Presentation on theme: "1:30 – 2:30. TEQSA: A New Regulatory Agency for Australian Higher Education Marian Thakur Regulatory Risk and Information."— Presentation transcript:

1 1:30 – 2:30

2 TEQSA: A New Regulatory Agency for Australian Higher Education Marian Thakur Regulatory Risk and Information

3 A new world On 29 January 2012, TEQSA assumed its full regulatory powers. What has changed?  nine government regulators’ powers now assumed by a single, independent, national regulator  all higher education providers to be regulated by TEQSA, including universities  AUQA operations ceased at the end of 2011

4 A Snapshot of TEQSA One national scheme ▫ broad coverage (n=170+) ▫ common rules (Threshold Standards) Commission model Regulation AND quality improvement Up to 7 year cycle Continuous disclosure of material changes Annual cycle of risk assessments and data collections Unscheduled reviews High stakes consequences – cancel, suspend, restrict Scaled process and response – proportionate, risk-based and necessary regulation Reviewable decisions

5 Basic Principles of Regulation Standards-based approach Regulation is based on the principles of:  Regulatory Necessity  Reflecting Risk  Proportionate Regulation

6 Standards Framework Threshold Standards Provider Standards Provider Registration Provider Category Course Accreditation Qualifications Standards Other Standards Teaching and Learning Standards Research Standards Information Standards

7 Regulatory Risk Framework TEQSA’s Regulatory Risk Framework will underpin TEQSA’s regulatory and quality assurance activities. It is a regulatory tool to assess risk to quality higher education and guide regulatory action in response. TEQSA is taking a holistic approach to risk assessment, balancing quantitative and qualitative information to develop ‘Risk Profiles’, and is committed to two-way dialogue with providers.

8 Scheduled Reviews Non-scheduled Reviews Quality Assessments (Sector and Provider) Scheduled Reviews Non-scheduled Reviews Quality Assessments (Sector and Provider) Regulatory Risk Management Provider Case Management Information and Data Collection - Scheduled and non-scheduled reviews -DIISRTE data collections -Other national and international sources -Material change notifications - Providers - Other Information and Data Collection - Scheduled and non-scheduled reviews -DIISRTE data collections -Other national and international sources -Material change notifications - Providers - Other Regulatory Decisions - Register - Accredit - Impose conditions Regulatory Actions - Monitor - Inquire - Investigate - Enforce Non-regulatory Activities - Disseminate Information - Advise Ministers - International Cooperation Regulatory Decisions - Register - Accredit - Impose conditions Regulatory Actions - Monitor - Inquire - Investigate - Enforce Non-regulatory Activities - Disseminate Information - Advise Ministers - International Cooperation INPUTSANALYSIS MODES OF FORMAL INQUIRY COMMISSION ACTIONS Information flow TEQSA Act Threshold Standards Regulatory principles - reflecting risk, proportionate regulation and regulatory necessity TEQSA Act Threshold Standards Regulatory principles - reflecting risk, proportionate regulation and regulatory necessity Sector and Provider Profiles Public Disclosure - National Register - CRICOS Public Disclosure - National Register - CRICOS External Expert Advice TEQSA’s REGULATORY FRAMEWORK

9 Risk assessment methodology The overall risk assessment focuses on 3 priority risk areas: ▫ Risk to students ▫ Risk of provider collapse ▫ Risk to national reputation 46 risk indicators in 7 risk categories based on the Threshold Standards Risk thresholds applied across sector, traffic light approach Weighting applied

10 Risk assessment methodology Priority risk area Risk to students Risk category (Threshold Standard) Responsibilities to students (Provider Registration Standard 6) Risk indicators F6 – Unit satisfaction F7 – Graduate course satisfaction F8 – Graduate employment /Further study

11 Provider Information Request 2012 To carry out its regulatory functions, TEQSA requires access to complete and up-to-date provider information TEQSA proposes to ▫ rely on data in the public domain or reported to other agencies or departments, e.g. DIISRTE and GCA ▫ ask for information directly from those registered providers:  that currently do not report to DIISRTE and GCA; and  where the reported data does not fully meet TEQSA’s requirements.

12 Provider Information Request 2012

13 Student Surveys will only be collected from providers that do not currently participate in the Australian Graduate Survey (AGS) via Graduate Careers Australia (GCA) with the exception of: All providers are asked to provide existing internal reports of the outcomes and process of unit evaluations.

14 Provider Information Request 2012 Student Surveys Providers are asked to provide existing internal reports of the outcomes and process of student surveys conducted with respect to unit evaluation, course evaluation, student experience and graduate outcomes. TEQSA will not specify standard statistical parameters for surveys in the 2012 request.

15 Working with the sector ▫ TEQSA will continue to work closely with DIISRTE and other key stakeholder groups to establish a comprehensive data sharing capability in order to minimise the reporting burden on providers. ▫ TEQSA will establish in the near term an Expert Reference Group on data. Membership will be on the basis of expert knowledge and comprised of nominees from the four peak bodies and other expert members. ▫ TEQSA will continue to work with DIISRTE and the Advancing Quality in Higher Education Reference Group for the development of performance measurement instruments in higher education.

16 Further information and updates

17 QUESTIONS


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