Higher Education Standards Panel Information Session –

1. Higher Education Standards Panel Information Session – Proposed Higher Education Standards Framework PARKROYAL Melbourne Airport, Tullamarine Victoria Ballroom, Level 5

2. HIGHER EDUCATION STANDARDS PANEL Emeritus Professor Alan Robson AO CitWA (Chair) • Adjunct and Honorary Staff (Earth and Environment), The University of Western Australia Professor Richard James • Pro Vice-Chancellor (Equity and Student Engagement), The University of Melbourne Professor 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 2

3. Proposed Higher Education Standards Framework Alan Robson Chair - Higher Education Standards Panel

4. Where did we start?

5. Now Regulation by TEQSA - Not written - Not for Regulation Higher Education Standards Framework Start Afresh … Threshold Standards Non-Threshold Standards

6. Some significant challenges?

7. Some Key Challenges for the Panel 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

8. Some Key Challenges for the Panel 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

9. Some Key Challenges for the Panel 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

10. What is proposed?

11. Proposed Higher Education Standards Framework Part A Standards for Higher Education Part D Definitionsand Explanation of Terms Part C Application of HESF for Regulatory Purposes Part B Criteria for Higher Education Providers

12. Intent Part A: Standards for Higher Education 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

13. Proposed Content – 7 Domains

14. Principles Part A: Standards for Higher Education 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

15. Part B

16. Proposed Higher Education Standards Framework Part A Standards for Higher Education Part D Definitionsand Explanation of Terms Part C Application of HESF for Regulatory Purposes Part B Criteria for Higher Education Providers

17. Intent Part B: Criteria for Higher Education Providers Separates certain characteristics of providers from the quality of education they provide Encompasses: - eligibility to apply for registration - self accrediting authority - provider classification (‘categories’) New Similar Not Yet

18. Principles Part B: Criteria for Higher Education Providers 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.

19. Part C

20. Proposed Higher Education Standards Framework Part A Standards for Higher Education Part D Definitionsand Explanation of Terms Part C Application of HESF for Regulatory Purposes Part B Criteria for Higher Education Providers

21. Intent Part C: Application for Regulatory Purposes 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

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

23. Principles Part C: Application for Regulatory Purposes 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 Will require some legislative amendments

24. Part D

25. Proposed Higher Education Standards Framework Part A Standards for Higher Education Part D Definitionsand Explanation of Terms Part C Application of HESF for Regulatory Purposes Part B Criteria for Higher Education Providers

26. Intent Part D: Definitions and Explanations of Terms Intent is largely self evident: - Define terms in context - Define and elaborate detail of terms used in Standards* - Explain terms and concepts

27. Particular Issues

28. Standards based on the characteristics of HE Culturally cognate with HE Enhanced focus on students ‘Ownership’ of Standards encouraged Evidence gathered as part of normal activities Useful for internal monitoring and review Standards addressed in ordinary business

29. Value to students (prospective and enrolled): 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

30. General regulatory application of Framework: 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) 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

31. AQF Three approaches: Mandatory consistency of AQF qualifications with the level classification of the AQF Incorporation of relevant ‘policy’ intent of the AQF into the HE Standards AQF as a reference point in some Standards

32. ESOS National Code Four approaches: In general HE Standards should apply to all students wherever practicable Seek to harmonise Standards and the education-related content of the Code – no conflict Not include immigration-related intent of Code List Code as a reference point for all providers

33. Different character of Standards for HE: Students’ Educational Experiences and Expectations Student Participation and Attainment Certified Qualification Admission Information and Representation Provider’s Actions – detailed and specific Learning Environment Public face – informed decision making Internal Monitoring and Accountability - overarching Quality Assurance Academic Activities Governance

34. Timing ? Two-Part Process Minister Panel Consults Sector and other Stakeholders Consultation on Panel’s Draft Standards Transitional Arrangements Final Draft Standards Legislative Instruments 2014? 2015?

35. Next Steps

36. Formal call for comment period continues to June 27 Concurrent consultation with representative bodies Submissions analysed and response published – August Further forums depending on feedback received Iterative consultation if needed Final drafts prepared for Minister Ministerial consultations 2015 Transitional arrangements planned 2015

37. Different character of Standards for HE: Student Participation and Attainment Certified Qualification Admission Information and Representation Learning Environment Quality Assurance Academic Activities Governance

38. DISCUSSION Website: http://www.HEstandards.gov.au Email: info@HEstandards.gov.au