University
of Southern Queensland
1. Quality processes
Central to any quality assurance mechanisms are
the planning and review processes for the University which detail the mission and goals of
the institution, analyse the operating environment and institutional performance, set
objectives, articulate strategies, assign responsibilities and timelines and detail how
performance will be assessed.
1.1 University
mission: "The University of Southern Queensland
exists as an educational community committed to the pursuit of excellence in teaching and
learning supported by appropriate scholarship and research, to the encouragement of
intellectual integrity and social responsibility, and to the promotion of professional
competence. This educational community is committed to nurturing the individual potential
of each person and the collective potential of the whole."
1.2 University planning processes: The planning processes at USQ have three clear tiers, each occurring
as part of an annual cyclical process:
Tier 1 is represented by the University
Strategic Plan and the process used to develop it. It provides the overall direction
for the University, setting institutional objectives, outlining broad institutional
strategies for a five-year timeframe and assigning responsibilities and timelines.
Tier 2 has two components:
- sectional strategic plans
which represent sectional responses
to the University Strategic Plan and provide three-to-five-year time-frames
on which to base the Operational and Resource Management (Tier 3) Plans; and
- a number of specialist institutional plans that flesh out
the University Strategic Plan in specific areas (such as flexible delivery, program
development, human resource management (HRM), research, equity and physical assets).
Tier 3 comprises the Operational
and Resource Management Plans that are developed annually by each section. This is the
stage at which the University’s vision is enacted by detailing how the allocated
resources for the coming year will be spent.
1.3 Formal
quality assurance mechanisms: The foundation quality
assurance processes for USQ are based on the routine activities of standing committees and
working parties, including the Academic Board and its subcommittees, the Information
Infrastructure and Services Committee, faculty boards, program consultative committees and
faculty assessment committees. In particular, for the teaching program the key processes
include the course accreditation process, annual review and seven-year re-accreditation
cycle – which each include input and assessment from the wider community - and
student evaluation of teaching (SET). In addition, specific quality assurance processes
are undertaken by each operational section. These include the use of client survey,
involvement in benchmarking programs and the documentation of processes. For some
sections, formal accreditation by external bodies has been sought to international quality
standards such as ISO9001 of the International Organisation for Standardization (ISO). As
an example:
Information Technology Services:
ISO quality processes
- ITS Quality Management Committee meets weekly to oversee the
QM system.
- Client Service Manager maintains the QM system through
ensuring compliance, monitoring records maintenance, auditing, managing corrective action
and reporting.
Client interface through maintaining
QM-managed help desk services.
- Appropriate procedures, documentation and record keeping.
Decision-making is based on the wide availability
of management information, including the EIS, a PC-based management information
system that is available to all managers and decision-makers.
1.4 Attributes
of a USQ graduate have been articulated as a means of
focussing the University community and informing key processes. USQ aims to
maintain a learning environment that provides the basis for developing a graduate who is a
self-starting and independent learner with an inquiring mind; who possesses practical and
relevant skills; who displays creativity, innovation and sound problem solving ability;
and who is able to function effectively as an individual or as part of a team in a dynamic
environment. USQ will strive to ensure that its graduates possess:
- A soundness in generic skills (literacy, computing, information
management).
- High level oral and written communication skills; and sound
presentation skills.
- In non-generalist awards, extensive knowledge and skill in a chosen
discipline and the demonstration of defined practical professional skills.
- A basic understanding of business and work practices.
- A willingness for application to the task with the ability to adapt
to changing circumstances.
- Time management skills and the ability to work efficiently and
effectively under stress.
- Sound research and analytical skills, with a practical and flexible
approach to problem solving and the capacity to be critical.
- An ability to be discriminating and objective in the use of
information.
- A capacity for, and appreciation of, teamwork.
- Sound interpersonal skills.
- A capacity for leadership and sound decision making based on
open-mindedness, objectivity and reasoned analysis.
- Self esteem and self confidence.
- The motivation to pursue and achieve challenging goals.
- A commitment to lifelong learning and continual self improvement.
- An appreciation of the value of diversity.
- An observance of high professional and ethical standards.
- An acknowledgment and acceptance of individual responsibility and
accountability; and a willingness to contribute in a positive way to society.
1.5 Institutional
objectives and strategies
| Guiding objectives |
Strategies
and discussion |
1.5.1 Student Profile
and Teaching. Support an educational environment that is:
- flexible: providing educational opportunities through a range of
delivery modes, entry and exit pathways and teaching strategies;
- student focussed: supporting the particular educational aims of
each student;
- pedagogically sound: providing a high quality and effective
learning experience that adds educational and intellectual value by enhancing the
capabilities of every student;
- equitable: providing opportunities for access by all groups in
Australian society and a learning environment that promotes success; and
- cost effective and relevant: producing graduates who make a
positive contribution to society and their nation’s future development.
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Articulate the desired
attributes of a USQ graduate, particularly considering employer attitudes, as a means of
focussing the University community and informing key processes.
The University’s accreditation procedures through Academic
Board and professional associations, together with such initiatives as the
University’s mandatory core curriculum (in communications, computing and Australia in
its region) and the full range of student support services, serve as assurance procedures
for the desired graduate attributes being met.
Ensure that USQ maintains its leadership role in flexible
delivery.
- USQ has secured a leadership role in web-based delivery.
- USQ was selected by the International Council for Distance
Education as the lead institution in the Australia-Pacific region and currently hosts the
ICDE Australia-Pacific Secretariat.
- Of USQ’s distance education provision, the Commonwealth
Committee for Quality Assurance in Higher Education reported in 1996 that: "An
example of excellent outcomes at the University is the program in distance education ....
The review team believes that ... the quality of the distance education program is
significant."
Conduct and ensure responsiveness to client evaluation
processes.
- USQ utilises the annual Course Experience Questionnaire and
Graduate Destination Survey results as indicators of student satisfaction and employment
performance.
- Internal surveys of client satisfaction are conducted.
- Student Evaluation of Teaching is conducted on all units in a
regular cycle. For semester 1, 1998 the overall rating of teaching on a 7-point scale from
a survey of over 7,000 students was a very favourable 5.45.
à Procedures are in place for the Distance Education Centre to
evaluate external units; typically using student evaluation. A bank of 20 questions is
used for external unit evaluation. As examples of overall performance (on a scale of 5.0)
using semester 1 1997 data: q1. ‘Clear Objectives’, mean = 4.40; q2. ‘Clear
Content’, mean = 3.88; q3. ‘Reasonable Workload’, mean = 3.75; q4.
‘Well Organised Materials’, mean = 3.86; q20. ‘Assess Overall Learning
Experience’, mean = 3.91.
à Student surveys and focus groups are also conducted regularly
by individual faculties (eg. Business) and sections (eg. Student Services) and used as
major inputs for program improvement and overall decision-making.
Encourage teaching excellence in staff.
- USQ conducts an annual ‘Awards for Excellence’ program to
encourage staff to excel in the areas of teaching, design and delivery of teaching
materials, scholarship, research and administration.
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