Geoff Scott PVC Quality, UWS
description
Transcript of Geoff Scott PVC Quality, UWS
A turnaround moment for higher education?
- an Australian perspective -
Good ideas with no ideas on how to implement them are wasted ideas
Geoff ScottPVC Quality, UWS
Focus
• A turnaround moment for higher education?• Opportunity and excellence: growth & quality• ‘Good ideas’ and the capacity to deliver them• Change doesn’t happen – it must be led• Internationalisation – what is it and how do we
manage risk in this area? • The role of universities in addressing key issues
of social, economic & environmental sustainability
A turnaround moment for higher education in Australia
External change forces
GFC, climate change, new players, exit baby boomers, IT revolution, fractious divisions
HE Specific change forces
User pays - students as consumers, International student market, new sources of income, TEQSA, Compacts, increased diversity, growth with quality and high standards
Implications
New role for universities - opportunity and excellence, sustainability, practical judgement, growth and capacity to deliver with high quality, more change capable & deft
OpportunityUWS QM framework for student transition & retention
ExcellenceTertiary Education Quality & Standards Agency (TEQSA)
Proportionate risk & a new approach to quality
• Provider standards• Qualification standards• L&T standards• Information standards• Research standards
1. Design
2. Support3. Delivery
4. Impact
The ‘what’: the UWS Academic standards framework
4. Impact
UWS Academic Standards and Assessment FrameworkFor Learning and Teaching
4. Impact – Academic Learning Standards • Validation
• Retention• Assessment Quality• Progression• Employability• Further study
1. Course design standards
· Relevance· Active Learning including
eLearning· Theory-practice links· Expectations clear· Direction & unit links clear· Capabilities that count are
the focus· Learning pathways are
flexible· Assessment is clear,
relevant, reliably marked with helpful feedback
· Staff are capable, responsive & effective teachers
· Support is aligned· Access is convenient
UWS Academic Standards and Assessment FrameworkFor Learning and Teaching
1. Design
4. Impact
4. Impact – Academic Learning Standards
• Validation• Retention• Assessment Quality• Progression• Employability• Further study
2. Support standards
· Orientation· Library· Learning Guide Standards· vUWS & ICT standards· Staff selection & training· Peer support· First year adviser· Learning support standards
1. Course design standards
· Relevance· Active Learning including
eLearning· Theory-practice links· Expectations clear· Direction & unit links clear· Capabilities that count are
the focus· Learning pathways are
flexible· Assessment is clear,
relevant, reliably marked with helpful feedback
· Staff are capable, responsive & effective teachers
· Support is aligned· Access is convenient
UWS Academic Standards and Assessment FrameworkFor Learning and Teaching
1. Design
2. Support
4. Impact
4. Impact – Academic Learning Standards
• Validation• Retention• Assessment Quality• Progression• Employability• Further study
3. Delivery standards
· Staff accessibility, responsiveness and skills
· Consistency and quality of delivery of support systems
· Consistency of delivery of design features
1. Design
2. Support3. Delivery
2. Support standards
· Orientation· Library· Learning Guide Standards· vUWS & ICT standards· Staff selection & training· Peer support· First year adviser· Learning support standards
4. Impact
4. Impact – Academic Learning Standards
• Validation• Retention• Assessment Quality• Progression• Employability• Further study
1. Course design standards
· Relevance· Active Learning including
eLearning· Theory-practice links· Expectations clear· Direction & unit links clear· Capabilities that count are
the focus· Learning pathways are
flexible· Assessment is clear,
relevant, reliably marked with helpful feedback
· Staff are capable, responsive & effective teachers
· Support is aligned· Access is convenient
UWS Academic Standards and Assessment FrameworkFor Learning and Teaching
The ‘how’: key lessons on effective implementation
• Staff - high quality & fit for purpose• Consensus around the data not around the
table• A small number of agreed priorities for
action• Steered engagement • ‘Why don’t we’ not ‘why don’t you’• Change is learning
Change doesn’t just happen – it must be led the Learning Leaders research (n=500)
• Listen, link then lead• Model, teach and learn• A change capable culture is built by change
capable leaders• Everyone is a leader in their own area of expertise
and responsibility• Most challenged when things go wrong – this is
when you learn• Key findings are available for every role
Higher education leadership capability framework
• Helen please insert the five circles
PersonalCapabilities
InterpersonalCapabilities
CognitiveCapabilities
Role-specificCompetencies
GenericCompetencies
Capability
Competency
Internationalisation
• Still a fuzzy concept – much more than ‘the higher education export market’ (now a high risk area?)
• Partnerships– Small in number– Benchmarking for improvement around common
priorities– Two-way, integrated & around multiple links that give
mutual benefit• Use of the local region as a living laboratory for learning
how to work productively with diversity• Social sustainability research
Short CoursesMajors & SubmajorsUndergraduate DegreesPostgraduate CoursesPathways
Implications
• One key strategic priority for follow-up• One area for further clarification
Further reading
• Fullan, M & Scott, G (2009): Turnaround Leadership for higher education, Jossey Bass, San Francisco
• Scott, G (2008): University student engagement & satisfaction, commissioned report to the Bradley Review
• Scott, G, Coates, H & Anderson, M (2008): Learning leaders in times of change, ALTC
• Scott, G & Hawke, I (2003): Using an external quality audit as a lever for institutional change, Assessment & Evaluation in Higher Educations, 22 (3)