1. University of Newcastle
Responding to risk in higher education:
the Student Ombudsman as a catalyst for systemic change
Dr Deborah Peach
Student Ombudsman
Queensland University of Technology
Brisbane, Australia
Ms Miriam Dayhew
University Ombudsman
Charles Sturt University
Wagga Wagga, Australia
National
Conference
September 28-29
2017
University of Newcastle

3. Tertiary Education Quality and Standards Agency (TEQSA)
The Tertiary Education Quality and Standards Agency (TEQSA) is an independent statutory authority established in 2011. It sits within the Education portfolio.
TEQSA registers and evaluates the performance of higher education providers against the Higher Education Standards Framework - specifically, the Threshold Standards, which all providers must meet in order to enter and remain within Australia’s higher education system.

5. Higher Education Standards Framework
7 Major Domains
Student Participation and Attainment
Learning Environment
Teaching
Research and Research Training
Institutional Quality Assurance
Governance and Accountability
Representation, Information and Information Management

6. 2.2 Learning Environment 2.1 Facilities and Infrastructure 2.3
Wellbeing and Safety
2.2
Diversity and Equity
2.4
Student Grievances and Complaints

7. 2.4 Student Grievances and Complaints
1. Access to mechanisms to resolve grievances effectively
2. Timely resolution
3. Without charge/fee
4. Consistently applied
5. Confidentiality
6. Advocacy
7. Support
8. Independent
9. Third party
10. Recorded
11. Informed in writing
12. Further avenues of appeal
13. Action required is initiated promptly

8. QUT Student Ombudsman contributions to systemic change
HES Domain
Issues/Systemic Change
1. Student Participation and Attainment
general admissions, English language requirements, advance standing, course progression, exclusion, attendance, assessment, work integrated learning, review of grade, supplementary examination, special consideration, academic integrity, grade point average, graduation/parchment, withdrawal without academic/financial penalty
2. Learning Environment
behaviour: staff (academic & professional)
& student, student discipline, financial & fee issues
3. Teaching
timetable, teaching and learning, learning resources, support, work integrated learning, HDR supervision
4. Research and Research Training
supervision
5. Institutional Quality Assurance
course progression
6. Governance and Accountability
attendance, letter of release
Representation, Information and
Information Management
post census changes, fees, timetable

9. CSU University Ombudsman contributions to systemic change
HES Domain
Issues/Systemic Change (students)
1. Student Participation and Attainment
admission – highly competitive course often give rise to complaints
credit & RPL – not a transparent process
orientation & progress – particularly failure to progress
learning outcomes & assessment
qualifications & certification
2. Learning Environment
diversity & equity – recognition of flexibility of reasonable
adjustment
3. Teaching
learning resources & educational support
4. Research and Research Training
supervision – relationships and support expectations
5. Institutional Quality Assurance
course approval & accreditation
corporate governance; corporate monitoring & accountability; academic governance
6. Governance and Accountability
Representation, Information and
Information Management
timeliness; data management i.e. security, sharing, privacy

10. Responding to risk: CSU
Subject Management Processes
An example of the University Ombudsman alerting Faculty/School staff to emerging issues
Several student complaints received regarding the delayed availability of teaching & learning resources. This was confirmed with a further cluster of complaints regarding marking and feedback for assessable materials from the same subject.
University Ombudsman coordinated response to complaints and collaborated with the Head of School who instituted a performance management approach with the lead academic.
University Ombudsman negotiated alternative options for students including: taking subject over mid-session with a small team of senior academics; alternate assessment; opportunity to withdraw without penalty and re-enrol in the following teaching session.

11. Responding to risk: QUT Fitness to study
2015
Student Ombudsman initiated stakeholder discussions regarding students with chronic health conditions and impact of some university policy and processes (e.g. assessment extensions, special consideration, withdrawal without penalty). Issues identified included timing, evidence required, increased confusion/anxiety.
What can university do for individual cases falling outside ‘standard’ policy & process parameters?
2016
University established a Concessions Working Party to investigate these concerns.
What changes might be made to policy & process?
How can students be better informed about documentary evidence requirements?
2017
University established a Working Party to investigate cases where usual support mechanisms are not adequate, and where misconduct or academic progress action is not an appropriate tool to support and manage a student with disruptive/unsafe/disturbing behaviors.
Is a policy required to manage the few cases?
Should a case management and team intervention approach be formalised ?

12. Responding to risk: QUT
Level 2 Cases – University Wide
As part of TEQSA internal monitoring an independent gap analysis of academic governance processes was initiated. The Student Ombudsman was asked to contribute to the analysis.    
Student Ombudsman subsequently initiated discussion with senior staff about current processes and possible improvements.
How are student complaints documented, escalated, collated at Faculty/Divisional level?