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A Snapshot of TEQSA Dr Carol Nicoll Chief Commissioner Festival of Learning and Teaching University of Adelaide Tuesday 6 November 2012
AUSTRALIAN HE REGULATORY FRAMEWORK 172 providers 129 HEPs (125 non SAA; 4 SAA) 40 universities 1 university of specialisation 2 overseas universities High quality and relevant graduate outcomes National regulation (TEQSA/standards) National regulation (TEQSA/standards) Professional regulation (standards/QA) Provider self regulation (QA/QI) Provider self regulation (QA/QI) Market regulation (student demand, funding schemes) Market regulation (student demand, funding schemes) ≈1.22m students (≈26% international) ≈ 1.15m in university sector | Slide 2
LEARNING AND TEACHING ARE FUNDAMENTAL CONCERNS TO TEQSA | Slide 3
Ensure national consistency in the regulation of higher education using a standards-based quality framework and applying three regulatory principles Protect and enhance Australia’s reputation for quality higher education and excellence, innovation and diversity Protect students undertaking higher education Ensure that students have access to information relating to higher education. Encourage and promote a higher education system that is appropriate to meet Australia’s social and economic needs TEQSA’s Objects | Slide 4
Basic Principles of Regulation Standards-based approach Regulation is based on the principles of: Regulatory Necessity Reflecting Risk Proportionate Regulation | Slide 5
STANDARDS FRAMEWORK Threshold Standards Provider Standards Provider Registration Provider Category Course Accreditation Qualifications Standards Other Standards Teaching and Learning Standards Research Standards Information Standards Higher Education Standards Panel: Responsible for development and review of the Higher Education Standards Framework Independent from TEQSA | Slide 6
TEACHING AND LEARNING IN THE THRESHOLD STANDARDS | Slide 7
Provider Registration Standards 1.3 The higher education provider takes responsibility for the quality of every course of study leading to the higher education award it is accredited to award. Section 4: The higher education provider maintains academic quality and integrity in its higher education operations. 4.3 The higher education provider protects academic integrity in higher education through effective policies and measures to: ensure the integrity of student assessment; prevent, detect and address academic misconduct by students or staff, including cheating and plagiarism. | Slide 8
Provider Registration Standards cont… 4.5 Third party arrangements - ensure student learning outcomes are equivalent to those for the same or a cognate course of study when delivered by the higher education provider. 5.6The higher education provider compares its performance on teaching, student learning outcomes, graduate outcomes, and research with other higher education providers, and uses regular, valid and reliable feedback from internal and external stakeholders to improve its higher education operations. | Slide 9
Provider Registration Standards cont… 6.5 The higher education provider identifies and adequately meets the varying learning needs of all its students, including the provision of orientation courses and transition support; and, ongoing academic language and learning support. | Slide 10
Provider Category Standards 1.3 The higher education provider delivers teaching and learning that engage with advanced knowledge and inquiry. 1.4 The higher education provider’s academic staff are active in scholarship that inform their teaching, and are active in research when engaged in research student supervision. 2.5 The higher education provider demonstrates sustained scholarship that informs teaching and learning in all fields in which courses of study are offered. 2.6 The higher education provider identifies and implements good practices in student teaching and learning, including those that have the potential for wider dissemination nationally. | Slide 11
Course Accreditation Standards Standards for each higher education award: Course design is appropriate and meets the Qualification Standards Course resourcing and information are adequate Admission criteria are appropriate Teaching and learning are of high quality Assessment is effective and expected student learning outcomes are achieved Course monitoring, review, updating and termination are appropriately managed | Slide 12
INPUTSANALYSIS MODES OF FORMAL INQUIRY COMMISSION ACTIONS 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 TEQSA’s REGULATORY FRAMEWORK Information and Data Gathering Regulatory Risk Management Provider Case Management Reviews Quality Assessments Regulatory Decisions Regulatory Actions Non-Regulatory Actions National Register | Slide 13
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 in higher education and guide regulatory action in response. The overall risk assessment focuses on 3 priority risk areas: Risk to students Risk of provider collapse Risk to national reputation | Slide 14
Regulatory Risk Framework cont… 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 Risk assessments will be undertaken annually Risk assessments are not public documents | Slide 15
Regulatory Risk Framework cont… TEQSA’s regulatory risk analysts focus on range of quantitative and qualitative indicators, including: signals about the academic culture in an organisation and its quality assurance program. investment by the provider in senior academic leadership to drive and support improved teaching and learning in each field in which a provider offers courses; sufficient teaching staff to support students and ensure a manageable teaching workload; teaching staff with appropriate qualifications to support quality teaching and learning; and admission standards, and progress and outcomes of students. | Slide 16
Interaction with TEQSA Material changes CRICOS matters Renewal of registration and accreditation, if necessary Risk assessment and Provider Information Request Quality Assessments | Slide 17
Register of Experts Demonstrated expertise as individual, not members of a panel Providing input on specific, identified elements of applications or quality assessments Will not make recommendations to the Commission Interim Register is currently in place Open and transparent selection process for the development of the permanent Register Call for applications opened 31 October 2012 Permanent Register in place from early 2013 Information on the selection process will be available on www.teqsa.gov.au/expertswww.teqsa.gov.au/experts | Slide 18
What sort of regulator do we aspire to be? Proactive Independent Focused on prevention Student welfare & outcomes central Conscientiously apply regulatory principles Regulate a sector where most providers are ‘self-regulating’ & meet the Threshold Standards Direct contact with providers to understand context & particular issues Listens & responds to constructive criticism – active stakeholder engagement | Slide 19
Further information and updates: teqsa.gov.au | Slide 20
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