The Flinders University of South Australia
1. The quality process
The University's quality assurance process is designed to achieve a coherence of unity and purpose between the University’s aims, planning objectives and policy directions and to define principles and objectives for the conduct of our operations and the assessment of our performance.
The process is based on an expectation of continuous improvement, however high the level of performance may be at the start. The underlying philosophy is straightforward: defined objectives; university-wide framework policies; (devolved) implementation with some local flexibility; review; report; improve; review. The Vice-Chancellor is involved to varying degrees in every step of the process.
The process, as it relates to academic activities, involves the following:
- the development, led by the Vice-Chancellor, of a 'Statement of Intent' which sets out what we aim to achieve as a university, how we will go about it and what policies we need to have in place to achieve our objectives;
- development of identified framework policies and indicators, led by the Vice-Chancellor;
- implementation at local level, with adjustment for the particular circumstances in each of the diverse faculties;
- central collection and analysis of performance data following which a report is prepared for the Vice-Chancellor;
- formal discussions involving senior staff of the faculty and the Vice-Chancellor, using the supporting data as a focus. Faculties report on the actions which will be undertaken to improve performance. These reports provide the basis for future academic planning and course development.
- in November each year, faculties submit an annual report to the Academic Senate. The reports include a strategic overview from the faculty heads, drawing on the faculty's responses to the performance reports and foreshadowing improvements, new courses or research directions. They also indicate the extent of their compliance with overall university policies.
- in March each year, the policies are reviewed in the light of usage, and improvements made where necessary.
The process as outlined provides the University with a core set of data which is produced routinely and which is used as a basis for all academic review processes in the University, including five-yearly course and discipline reviews and reviews of research objectives and priorities. This ensures that the University has a consistent set of data over time, enabling it to develop some benchmarks against which it can assess its current performance.
2. Objectives in relation to quality
The University's Statement of Intent defines what Flinders wants to achieve, how it will go about it, and how it will know how well it is performing. It provides the basis for all policy and planning in the University. (Attachment A refers).
The University's comprehensive Education and Research Policies, collated and given to all staff, outlines the principles and objectives which underpin education and research at Flinders. The Education policies include: principles for effective teaching and learning, including assessment principles and learning outcomes; a policy on student workload to ensure that there is a consistent expectation of unit value across the University; criteria for performance review; responsibilities and rights of staff and of students; policies on student representation and consultation; and grievance and appeal procedures. The Research policies include statements of research objectives and expectations of research training and research higher degrees. In the area of research training, responsibilities of the University, the academic unit, supervisors and candidates are clearly laid out.
3. Assessment of performance
The University has identified twenty-six measures of performance for its own use and to identify steps leading to improvement. They are grouped into five areas: teaching and learning; research; community involvement; equity; and management.
3.1 Performance in teaching and learning
Retention rates
The University uses retention rates to measure the ratio of returning students to the total enrolment of the previous year. Retention rates are examined on a course-by-course basis.
Student:staff ratios
The University compiles student:staff ratios for each faculty and department and compares them with national figures for each field of study. These ratios provide one measure of the teaching and learning environment.
Student satisfaction survey
This survey is conducted every three years and provides us with information on student learning experiences and outcomes and the quality of the learning environment.
Participation in academic staff development
The University has an academic staff development program for teaching development: teaching performance is a key element in the University's promotions criteria. Compulsory student evaluation of teaching is conducted each year for each staff member and the University is currently looking at implementing other forms of evaluation eg. by peers. The level of participation in different types of teaching development activities, by faculty, department and gender, is monitored on an annual basis.
Demand for courses offered through SATAC
School leaver entry scores
Data on demand for our courses and on the school leaver entry scores which apply to each course are used to evaluate the success of the University in achieving quality academic programs across a range of disciplines, and the effectiveness of changes to our course profile.
Analysis of student results success rate by academic unit
Success rates are analysed by each academic unit and compared over time. They provide a measure of student progression and performance and of the quality of the teaching and learning environment.
Flexible delivery of topics
The University monitors the number of topics which are offered by alternative modes of delivery, as a measure of our responsiveness to changing student expectations of access.
Course Experience Questionnaire (CEQ)
Analysis of results of the CEQ provides a measure of graduates’ satisfaction with their course.
Survey of employers
Employment rates of graduates
The University monitors the employment rates of graduates annually and compares them with State and national figures. A survey of employers is conducted every five years to provide information on the quality of our courses and graduates. The University invites employers to rate its graduates against seventeen attributes as follows: communication/presentation skills; capacity to learn new skills and procedures; capacity to make decisions; ability to apply knowledge to the workplace; adequacy of knowledge in appropriate field; capacity to work with minimum supervision; capacity for cooperation and teamwork; writing/report-writing skills; time management; management/supervisory skills; word processing skills; other computer skills; adaptability/capacity to cope with change; analytical/problem-solving skills; ability to access and use relevant information; capacity to appreciate different viewpoints and cultural perspectives; and ability to think creatively.
3.2 Performance in research
Research income from all external sources per FTE
Research income from national competitive grants, other government sources and industry contracts per FTE
Research publications and outputs
Research is monitored in terms of quality, outputs, processes, research areas and external collaborations. The University takes care to evaluate its performance not just on a per capita basis but also in absolute terms so that it can be compared with much larger institutions.
Research income per higher degree student
The University allocates a significant proportion of its research budget to the development and promotion of high quality research training. Funding of research training includes: provision of facilities and equipment; scholarships, fellowships and awards; a research student maintenance allowance; and conference funds. Competitive allocation of funds on the basis of merit is provided for by the Scholarships Committee and in relevant policies.
Entry qualifications of PhD students
Completion rates of research higher degree students
These measures allow us to monitor the quality of the overall experience, and the success, of our research students. The University has a number of procedures in place to promote high quality research training. All research students undergo a process of induction and are required to undergo an annual review of candidature. Research supervisors are required to have relevant experience and joint supervision arrangements provide for staff to gain supervisory experience.
3.3 Community involvement
External input into courses
This allows the University to receive direct community feedback on its course offerings.
External representation on major committees
This ensures community input into University decision-making and course approval and review processes.
3.4 Equity
Access, participation, success, retention of target equity groups
The University's Equity Plan and Indigenous Education Strategy set objectives, targets and strategies in each of the above areas; the University reviews its performance against these targets annually.
3.5 Management
Budget performance
Short term financial position: current assets ratio; liquidity ratio
Costs of maintaining and operating facilities (Australasian Association of Higher Education Facilities Officers)
These provide a measure of the University’s operating efficiency and are reviewed annually.
The University has a comprehensive range of policies for financial, human resources and information technology management. Senior management reports to Council annually against an agreed set of management accountabilities.
Affirmative Action Agency rating
Gender balance on major committees
The percentage of female staff at Level C or Higher Education Officer (HEO) 8 and above
These provide a measure of the University’s success in increasing the participation of women in the life of the University. They are reviewed every three years as part of a wider review of the University's Affirmative Action Plan.
4. Outcomes
There is not room in this document to include outcomes in respect of all the above measures, although this is done annually in the University’s report to DETYA. Here, the University highlights just four: demand for our courses; graduate satisfaction as measured by the Course Experience Questionnaire; satisfaction of employers as measured by the Survey of Employers; and comparative research performance. All of these formed part of the annual November review which has just been completed.
Demand
Following the upward trend of the previous two periods, demand for Flinders’ courses has remained strong for the 1998-99 admissions period. The share of first preferences for Flinders and the targets the University has set itself with respect to its share of first preferences are highlighted in the table below.
