RMIT
University
University goal for quality
RMIT University has committed itself to continuous
improvement and quality management as indicated in its overarching strategic goal:
"RMIT’s goal is to create and sustain a
distinctive world-class university at the forefront of technical and professional
education and real-world research, through continuous improvement and with all staff
committed to quality management processes" (1998-2002 RMIT University Strategic
Plan).
This strategic goal is reflected in the following
specific approaches:
- The integration of quality improvement processes throughout RMIT
University;
- The implementation of the RMIT University quality system and its
International Organisation for Standardization (ISO) certification;
- Specific approaches to quality assurance of core activities
including teaching and learning, research and development, community service and the
activities of the commercial arms of the University;
- Improvement of the University’s overall management practices
in ways consistent with application for an Australian Quality Award;
- The involvement and commitment of all staff in quality
improvements; and
- Support for the Australian Quality Awards for Business Excellence
process.
Institutional
support
Quality improvement is supported by several
strategies including:
- Commitment and involvement of senior management and RMIT Council in
quality management improvement;
- Incorporation of a quality improvement advisory and support
function with a University-wide portfolio within the Office of the Vice-Chancellor (the
Quality Development Unit);
- Several support functions throughout the University, for example,
the Educational Program Improvement Group;
- Funding programs for strategic improvements;
- Recognition of specific quality roles, for example, Directors of
Teaching Quality to support improvements;
- Celebration of quality improvements, for example, the RMIT
University Quality Awards;
- Specific quality responsibilities at Council level, for example,
the Quality and Performance Committee; and
- The establishment of a Centre for Management Quality Research to
work on quality management projects of importance to Australian and international
industries.
Teaching and learning
Graduate attributes
The University’s Teaching and Learning
Strategy 1998-2000 states that RMIT University graduates will be knowledgeable, creative,
critical, responsible and employable (in a broad sense) as well as being life-long
learners and potential leaders.
Curriculum design, content
and organisation objectives
To graduate students of world class standing who demonstrate
leadership by contributing creatively, critically and responsibly to their professions and
vocations and to the community; and
To equip students for employment, further learning and active
citizenship through the provision of soundly based, relevant and forward-looking criteria.
Key Indicators |
Current Outcomes |
Intended Improvements |
| Course approvals
process outcomes |
Course approvals
process in place that ensures appropriate structures, objectives and that graduate
attributes are achieved |
Improvement in
outcomes |
Teaching, learning and
assessment objectives
To graduate students of world class standing who demonstrate
leadership by contributing creatively, critically and responsibly to their professions and
vocations and to the community:
- to design learning programs which attract and develop graduates who
are knowledgeable, critical and creative and responsible, and therefore equipped for
professional practice in a global, technological society;
- to improve the quality and resource efficiency and effectiveness of
all courses by utilising expertise both outside and across RMIT in the design and delivery
of courses, subjects or modules within subjects;
- to facilitate multiple entry and exit points and to increase the
range and flexibility of awards offered by RMIT to meet diverse needs.
- To enable all staff to contribute to the development of teaching
and learning at RMIT and to recognise these contributions:
- to create an environment which recognises achievement in teaching
and learning activities, supports teamwork and models and shares good practice;
- to develop and document criteria, organisational principles and
structures for improving learning;
- to extend the program of international staff exchange for RMIT
staff.
Key
Indicators |
Current
Outcomes |
Intended
Improvements |
| The outcomes of teaching
quality and general course reviews through the educational quality assurance process |
All courses are reviewed
according to the educational quality assurance process in a five-year cycle. Audits
completed on 66 courses to date |
All courses audited with
positive outcomes. Implementation of revisions to the educational quality assurance
process arising from the review of the process conducted in 1996 |
| Course Experience Questionnaire
(CEQ) mean score and standard deviation on good teaching questions compared to national
data |
Scores available by each
course and faculty. Mean scores in 28 undergraduate higher education courses (a total of
73 courses) are above the national means for those disciplines University ranked in 2 stars band on teaching-graduate rating in the Good
Universities Guide, 1998.
When using the DETYA methodology of combining levels 3, 4 and 5 in
the responses (ie %>=3):
1994 1995 1996
70% 71% 73% |
Improvement in the CEQ
mean scores for each faculty
Improvement to at least four stars for the University as a whole
in the Good Universities Guide ranking by the year 2002 |
| CEQ mean score and standard
deviation on overall student satisfaction question compared to national data |
Mean scores in 31 undergraduate courses
are higher than the national means in those disciplines When using the DETYA methodology of combining levels 3, 4 and 5 in the
responses (ie %>=3):
1994 1995 1996
87% 86% 88% |
Improvement to at least four
stars for the university as a whole in the Good Universities Guide ranking by the year
2002 |
Student progression and
achievement objectives
To maximise opportunities for participation by students from groups
traditionally disadvantaged in their access to tertiary education:
- to provide access to learning opportunities and ongoing support for
students from diverse backgrounds;
- to review criteria and methods of student selection into all
courses;
- within the broader student management systems, develop and use
student support systems strategically to effectively support learning for disadvantaged
groups.
- To consider course performance indicators annually in the
performance review of all undergraduate courses for future development or viability.
Key
Indicators |
Current
Outcomes |
Intended
Improvements |
| First preference
applicants per quota place by course |
Figures available
for each course. Range from 0.0 to 8.8. University average first preference applicants per
place = 2.7 |
Sustain levels of
first preference demand in spite of declining school leaver application rates in the State |
| Percentage of positive graduate
outcomes |
87.7% for all university
undergraduate courses (1997)
- Proportion of graduates in full-time employment = 80% in 1995 and
79% in 1996 (DETYA data)
- Proportion of graduates in full-time study - 13% in 1995 and 14% in
1996 (DETYA data)
|
Increase through employment and
further study outcomes |
| Success rates by course and for
the University |
85.0% for all undergraduate
enrolments (1997) |
Maintain current levels and
improve those course rates with student progression rates of less than 80% |
| Retention rates for the
University |
85.7% for all undergraduate
enrolments (1997) |
Maintain current levels and
improve those course rates with retention rates of less than 80% |
Student support and
guidance objectives
To be responsive to changing education and training client
requirements for more tailored, more convenient and more cost-effective education; and
To provide a range of educational services, programs and delivery
methods that are responsive to students’ needs for education and training throughout
their careers.
Key
Indicators |
Current
Outcomes |
Intended
Improvements |
| Student perceptions of teaching
quality and course content (CEQ data) |
See above for ratings on
quality of teaching and overall satisfaction. RMIT achieved above or equal to national
average ratings in the CEQ for graduates in:
- Clear goals - in 34 out of 55 subfields
- Appropriate workload - in 29 out of 55 subfields
- Assessment - 32 out of 55 subfields
- Generic skills - 27 out of 55 subfields
When using the DETYA methodology of combining levels 3, 4 and 5 in
the responses (ie %>=3) for generic skills:
1994 1995 1996
80% 76% 74% |
Improve overall ratings in each
category of assessment of the CEQ |
| Student perceptions about
quality of support services |
No formal information collected
currently |
Implement student satisfaction
surveys on non-teaching areas, monitor results and use as basis for quality improvement |
Learning resources
objectives
To introduce cost-effective flexible learning modes using a range
of educational technologies which expand students’ learning opportunities and
encourage staff to become facilitators of learning; and
To promote scholarly and reflective practice in teaching and
learning among teaching, research and library staff.
Key
Indicators |
Current
Outcomes |
Intended
Improvements |
| Student perceptions about
quality of library resources and support and information technology support |
Student satisfaction survey
completed. Another survey to be conducted in late 1998 |
Conduct regular student
satisfaction surveys on non-teaching areas, monitor results and use as a basis for quality
improvement |
Quality assurance and
enhancement
Quality assurance and enhancement objective
- To adopt continuous quality improvement strategies;
- to review each course by course teams, industry and professions
through the educational quality assurance process to improve quality and market share.
Guidelines for reviews to be developed by the Teaching and Learning Strategy Committee;
and
- to review the RMIT graduate, postgraduate and research attributes
through key university projects conducted with Australian Technology Network (ATN)
universities. Project to involve specification of course level attributes and the trialing
of appropriate learning objectives, structures and curriculum to ensure these attributes
are achieved by all.
Key
Indicators |
Current
Outcomes |
Intended
Improvements |
| Adoption of the RMIT quality
system by the Education and Training Division |
Educational quality assurance
system implemented in all faculties. 1998 reviews in progress (target=35%). Implementation
of educational quality assurance in vocational education and training commenced. Linkages
with educational quality assurance/International Organisation for Standardization (ISO)
planned for piloting |
Piloting and validation of a
new quality assurance framework for resource-based learning |
| Extent of ISO 9000
certification across the University |
All commercial companies of
RMIT and the International Division are certified at this level. Research and Development
Division quality project scoped and implementation commenced. Prototype electronic quality
management system developed. ISO for teaching
and learning planned for implementation in 1998. Group specific projects within Resources
Division. Extensions to ISO 9001 |
University certification by
2002. All courses audited with positive outcomes |
| Self-assessment against
Australian Quality Awards criteria |
Training in Australian Quality
Awards approach in pilot areas |
Deployment of the approach
across the University. Satisfaction of all criteria |
|