Managing The Academic Endeavour @

1. Managing The Academic Endeavour @

2. The Academic Statute • Is made by Council and pursuant to Section 194 of the Education Act 1989. • Applies to all staff, students and Council members of UCOL • Prescribes the conditions under which the awards of UCOL are granted.

3. The Academic Quality Management System (AQMS) • The manual provides a coherent and reliable operational framework. • It allows all parts of our organisation to contribute to the provision of quality education and services to our communities. • Currently, our AQMS is referenced against the Academic Quality Standards developed by the Institutes of Technology and Polytechnics of New Zealand (more about this later).

4. Institutes of Technology and Polytechnics Quality (ITPQ) ITP Quality is an independent committee of ITP New Zealand (ITPNZ) Under delegated authority from NZQA, approves ITP (Institutes of Technology and Polytechnics) programmes and accredits ITPs to deliver approved programmes. www.itpq.ac.nz

5. Mission Statement “ITP Quality aims to assist ITPs to demonstrate their fitness as accredited providers of quality tertiary education programmes and services. We do this through effective quality assurance processes of approval, accreditation, monitoring and audit.” Purpose “ITP Quality's mission is to provide an excellent quality assurance service to Institutes of Technology and Polytechnics (ITPs) in New Zealand.”

6. Goals To achieve their mission, ITPQ is committed to: maintaining an efficient, knowledgeable and impartial approval, accreditation, and audit agency; fostering the development of quality strategies, programmes and procedures in ITPs; promoting a quality systems approach in ITPs that is consistent with NZQA's Register of Quality Assured Qualifications, which includes the National Qualifications Framework; www.itpq.ac.nz

7. providing ITPs with leadership and support in quality assurance matters, including a system of audit with qualified knowledgeable accreditation and audit panels; training provision for Institutes of Technology and Polytechnics on all relevant aspects of quality assurance; promoting public confidence in the quality of ITP programmes. www.itpq.ac.nz

8. Principles The following principles and values underpin all of ITPQ’s activities: a commitment to excellent quality education and training among ITPs; a respect for the autonomy of each institution, and the diversity within the ITP sector; support for the concept of continuous quality enhancement; www.itpq.ac.nz

9. a commitment to working in an impartial, fair and open manner; recognition of the need to work closely with the NZQA and other quality assurance bodies; a commitment to work closely with ITOs, industry bodies and professional groups. www.itpq.ac.nz

10. ITPQ, since 2000, has been conducting academic audits in the ITP (Institutes of Technology and Polytechnics) sector against academic audit standards. The ITP Quality audit process is based on 12 academic standards that were developed by the ITP sector (see your AQMS manual).

11. Audit Status • When an Institution has successfully met the 12 standards, ITP Quality grants the award of “Quality Assured Status” for a period of four years. • “Provisional Quality Assured Status” may be granted to Institutions that have met all of the standards but where significant corrective action is required (where there is risk to student learning). • Provisional Quality Assured Status is usually granted for 12 months once the non-compliances have been eliminated and requires the Institution to undergo another full audit within that 12-month period.

12. By adopting our Academic Quality Management System (AQMS), we are ensuring that quality checks and balances are incorporated into every aspect of UCOL. The AQMS manual consists of core policies and procedures which enable UCOL to operate effectively and efficiently and to meet the requirements of its Academic Statute . Through our AQMS, we are able to give students, other stakeholders and external agencies (including ITPQ) confidence that our academic programmes and services will meet established standards reliably and consistently.

13. Hot off the press! • We are in the process of change. • Late 2004, Government signalled its decision to enhance the effectiveness of teaching and learning in the tertiary sector. • One of the elements of this was to enhance QA and risk management practices. • Move away from the audit model to SAEER model (Self Assessment and External Evaluation and Review).

14. SAEER focuses on outcomes and the processes that support those outcomes. • Evaluation – asking questions and forming judgements about the quality, value and importance of outcomes for learners and stakeholders. • Trials took place in 2008. • UCOL is phasing in SAEER from 2009. • Four-year transition period, fully implemented by 2013 – key foci for initial period are management and support for international students.

15. Key evaluation questions: • How well do learners achieve? • What is the value of the outcomes for key stakeholders, including learners? • How well do programmes and activities match the needs of the learners? • How effective is the teaching? • How well are learners guided and supported? • How effective are governance and management in supporting educational achievement?

16. Accessing Policies and Procedures

22. Accessing Your Curriculum Document