higher education standards panel information session – proposed higher education standards...

Higher Education Standards PanelInformation Session –

Proposed Higher Education Standards Framework

PARKROYAL Melbourne Airport, TullamarineVictoria Ballroom, Level 5Wednesday, May 14, 2014

12:30 pm Registration

1:00 pm Welcome and introduction to HES Panel: Lindsay Heywood, Panel Executive

Background to the Panel’s review of HES Framework: Alan Robson, Chair

Key features of the proposed HES Framework

2:00 pm Afternoon tea break

2:30 pm Open question and answer session: HES Panel

4:00 pm Close

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HIGHER EDUCATION STANDARDS PANELEmeritus Professor Alan Robson AO CitWA (Chair) • Adjunct and Honorary Staff (Earth and Environment), The University of

Western AustraliaProfessor Richard James• Pro Vice-Chancellor (Equity and Student Engagement), The University of

MelbourneProfessor Joanne Wright• Deputy Vice-Chancellor (Academic), The University of Queensland

Emeritus Professor David Siddle• Former Deputy Vice-Chancellor (Research), The University of Queensland

Ms Adrienne Nieuwenhuis• Principal Policy Advisor, Chancellery, University of South Australia

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_____________________________________________________________________Information Session – Melbourne 14 May 2014 © Higher Education Standards Panel 3

Proposed Higher Education Standards

Framework

Alan RobsonChair - Higher Education Standards Panel

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_____________________________________________________________________Information Session – Melbourne 14 May 2014 © Higher Education Standards Panel

Where did we start?

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_____________________________________________________________________


Higher Education Standards Framework

Threshold Standards

Non-Threshold Standards

Regulation by TEQSA

- Not written - Not for

Regulation

Now

Start Afresh …

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Some significant challenges?

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Some Key Challenges for the Panel

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•Defining a robust provider as an organisation (such as governance, finances etc) – relatively easy to reach agreement, but don’t want to prescribe how to manage

• Specifying sound provision of HE – harder to articulate, very complex setting, more diverse views, don’t wish to over specify or stifle diversity and innovation

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•Appropriate academic/learning outcomes – all agree this is important – hard to articulate, consensus much more difficult•Outcomes vs input/process – desirable, can’t always do • Standards ‘owned’ by and helpful to providers – but still

suitable for regulation

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• Taking account of the broader policy agenda including ESOS, AQF, HESA, deregulation …

• Acknowledging the Objects and Principles of Regulation of the TEQSA Act – including not increasing regulatory burden

• Specifying the application of the Standards for regulatory purposes – new ground

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What is proposed?

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_____________________________________________________________________



Part AStandards

for Higher

Education

Part BCriteria

for Higher Education Providers

Part CApplication of HESF for Regulatory Purposes

Part DDefinitions

and Explanation

of Terms

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Part A: Standards for Higher Education

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• Create a single set of standards for HE• Replace (most of) Threshold Standards• Simplify form and style• Eliminate repetition and overlap• Incorporate teaching, learning, research and information

explicitly• Recognise the objects and principles of the Act• ‘Harmonise’ if practicable e.g. ESOS Code

Intent

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Proposed Content – 7 Domains

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Part A: Standards for Higher Education1. Student Participation & Attainment2. Learning Environment3. Teaching4. Research & Research Training5. Quality Assurance6. Governance7. Representation, Information & Information Management

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Part A: Standards for Higher Education

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• Structured on the provision and outcomes of HE• Inform internal monitoring and regulation• Minimum ‘set’ – not low• Apply to all providers• Anticipate peer review where warranted• No barriers to diversity and innovation• Student focus – informed decision making• Outcomes vs process/input if practicable

Principles

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Part B

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_____________________________________________________________________



Part AStandards

for Higher

Education

Part BCriteria



Part DDefinitions

and Explanation

of Terms

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Part B: Criteria for Higher Education Providers

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Separates certain characteristics of providers from the quality of education they provide

• Encompasses: - eligibility to apply for registration- self accrediting authority - provider classification (‘categories’)

Intent

New

Similar

Not Yet

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Part B: Criteria for Higher Education Providers

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• Criteria reflect characteristics of providers, not the education they provide

• Standards for HE apply irrespective of type of provider• For SAA use reference to Standards rather than invoke

‘standards-like’ criteria where practicable• Defer substantive revisions to category standards for

the time being.

Principles

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Part C

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_____________________________________________________________________



Part AStandards

for Higher

Education

Part BCriteria



Part DDefinitions

and Explanation

of Terms

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Part C: Application for Regulatory Purposes

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• Replace specific regulatory intent inherent in structure of Threshold Standards

• Reduce current overlap• Specify application for particular regulatory purposes:

- registration- course accreditation

• Take account of regulatory principles of Act

Intent

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Table C3:Accreditation of a Course of Study for a Registered Higher Education Provider

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Part C: Application for Regulatory Purposes

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• Specification of a sub-set of Standards for particular purposes is helpful to providers and necessary for the regulator

• Regulatory application should reflect the objects and principles of regulation in the Act

• Nothing should preclude flexible application of the Standards for regulatory purposes according to particular circumstances

• Regulatory harmonisation is desirable

Principles

Will require so

me legislative

amendments

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Part D

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_____________________________________________________________________



Part AStandards

for Higher

Education

Part BCriteria



Part DDefinitions

and Explanation

of Terms

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Part D: Definitions and Explanations of Terms

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Intent is largely self evident:

- Define terms in context

- Define and elaborate detail of terms used in Standards*

- Explain terms and concepts

Intent

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Particular Issues

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Standards based on the characteristics of HE

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Enhanced focus on students

Culturally cognate with HE

Standards addressed in

ordinary business

Evidence gathered as

part of normal

activities

Useful for internal

monitoring and review

‘Ownership’ of Standards encouraged

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Value to students (prospective and enrolled):

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Student focus – Panel hopes students will wish to engage with the Framework, particularly Part A

• Standards for HE focus on:- What can be expected from registered providers- Addressing significant risks to student success

- Enabling and supporting informed decision making and participation- Responsible representation by providers

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General regulatory application of Framework:

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• Specification for specific regulatory purposes is necessary to replace current regulatory structure of Threshold Standards e.g. course accreditation standards• Desirable to circumscribe those regulatory purposes• Requested by sector• Proposed approach focuses on the intent of the regulatory

principles of the Act

Act requires all Standards to be met – the

regulator can draw on other Standards if

necessary e.g. for a compliance audit (S 59).

- Unusual circumstances, according to

specific risk(s)

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AQF

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Three approaches:1. Mandatory consistency of AQF qualifications with the

level classification of the AQF

2. Incorporation of relevant ‘policy’ intent of the AQF into the HE Standards

3. AQF as a reference point in some Standards

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ESOS National Code

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Four approaches:1. In general HE Standards should apply to all students wherever

practicable

2. Seek to harmonise Standards and the education-related content of the Code – no conflict

3. Not include immigration-related intent of Code

4. List Code as a reference point for all providers

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Different character of Standards for HE:

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Student Participation and Attainment

Certified Qualification

Admission

Learning Environment

Academic

Activities

Governance

Quality Assurance

Information and

Representation

Students’ Educational Experiences

and Expectations

Provider’s Actions –

detailed and specific

Internal Monitoring and

Accountability - overarching

Public face – informed

decision making

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Minister

Final Draft Standards

PanelConsults Sector and other Stakeholders

Legislative Instruments

Consultation on Panel’s Draft Standards

Timing ? Two-Part Process

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2014? 2015?

Transitional

Arrangements

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Next Steps

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1. Formal call for comment period continues to June 27

2. Concurrent consultation with representative bodies

3. Submissions analysed and response published – August

4. Further forums depending on feedback received

5. Iterative consultation if needed

6. Final drafts prepared for Minister

7. Ministerial consultations 2015

8. Transitional arrangements planned 2015

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Different character of Standards for HE:

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Student Participation and Attainment

Certified Qualification

Admission

Learning Environment

Academic

Activities

Governance

Quality Assurance

Information and

Representation

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Website: http://www.HEstandards.gov.au

Email: [email protected]

DISCUSSION

http://www.hestandards.gov.au/



mailto:[email protected]

higher education standards panel information session – proposed higher education standards...

Documents

hes panel

information session

threshold standards

panel executive background

regulation slide

answer session

pmclose slide

innovation slide