Geoff Scott PVC Quality, UWS

1. A turnaround moment for higher education?- an Australian perspective -Good ideas with no ideas on how to implement them are wasted ideas Geoff Scott PVC Quality, UWS

2. 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

3. 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

4. Opportunity UWS QM framework for student transition & retention

5. ExcellenceTertiary Education Quality & Standards Agency (TEQSA) Proportionate risk & a new approach to quality • Provider standards • Qualification standards • L&T standards • Information standards • Research standards

6. The ‘what’: the UWS Academic standards framework 2. Support 3. Delivery 4. Impact 1. Design

7. UWS Academic Standards and Assessment Framework For Learning and Teaching 4. Impact 4. Impact – Academic Learning Standards • Validation • Retention • Assessment Quality • Progression • Employability • Further study

8. UWS Academic Standards and Assessment Framework For Learning and Teaching 4. Impact 1. Design 4. Impact – Academic Learning Standards • 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 • Validation • Retention • Assessment Quality • Progression • Employability • Further study

9. UWS Academic Standards and Assessment Framework For Learning and Teaching 2. Support standards • Orientation • Library • Learning Guide Standards • vUWS & ICT standards • Staff selection & training • Peer support • First year adviser • Learning support standards 2. Support 4. Impact 1. Design 4. Impact – Academic Learning Standards • 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 • Validation • Retention • Assessment Quality • Progression • Employability • Further study

10. UWS Academic Standards and Assessment Framework For Learning and Teaching 2. Support standards • Orientation • Library • Learning Guide Standards • vUWS & ICT standards • Staff selection & training • Peer support • First year adviser • Learning support standards 3. Delivery standards • Staff accessibility, responsiveness and skills • Consistency and quality of delivery of support systems • Consistency of delivery of design features 3. Delivery 2. Support 4. Impact 1. Design 4. Impact – Academic Learning Standards • 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 • Validation • Retention • Assessment Quality • Progression • Employability • Further study

11. 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

12. 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

13. Higher education leadership capability framework • Helen please insert the five circles Interpersonal Capabilities Cognitive Capabilities Personal Capabilities Capability Role-specific Competencies Generic Competencies Competency

14. 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

16. Short Courses Majors & Submajors Undergraduate Degrees Postgraduate Courses Pathways

17. Implications • One key strategic priority for follow-up • One area for further clarification

18. 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)