Victoria University of Technology The following examines the University’s progress in quality assurance and improvement processes in the four key areas of teaching and learning, research, management and community service. Strategic plan – securing the future On 7 December 1998, the Council of Victoria University of Technology (incorporating Western Melbourne Institute of TAFE) adopted a new Strategic Plan for 1999-2003. The two central planks of this Strategic Plan are:
These are supported by four key strategies, these being:
The resulting eight strategic objectives can be summarised as:
Strategic plan – the core of quality assurance and improvements The Strategic Plan will be implemented through each faculty, the TAFE Division and each administrative division producing their own strategic plan in the image of the corporate strategic plan. This process is already evident in the University’s 1999 budget. The TAFE Division has established its 1999 goals within each of the eight strategic objective areas of the Strategic Plan. Likewise, the 1999 goals of both the Faculties of Arts and Business are entirely consistent with the University’s new strategic plan. In addition, the 1999 budget demonstrates the University’s commitment to the success of its new strategic plan. In particular:
Quality assurance and improvement – the importance of external review Victoria University realises that external input and review ensure that its courses, research and other activities remain relevant to its stakeholders and the community which it is funded to serve. Accordingly, it has pursued an extensive program of external review across 1997 and 1998, and this program will continue into 1999 and beyond. Included in this extensive program of external review have been:
Victoria University ensures that this expert and considered advice is not wasted, by incorporating major recommendations into institutional practices and policies. For example, in response to the courses management review, cross-sector field of study course management teams are in the process of being implemented across the organisation. Quality assurance, core benchmarks and quality improvements in teaching and learning Victoria University’s principal strategy, its Personalised Access and Study (PAS) policy has been successfully implemented from January 1, 1998. PAS is a commitment of Victoria University to work with each student to achieve his/her personal tertiary education goals. PAS is therefore a comprehensive teaching and learning policy based upon an extensive program of learning support. A Student Compact is formalised between each student and the University. PAS begins with the University guaranteeing a TAFE or higher education student place to every adult who has either passed Year 12 or its equivalent or is mature-aged (21 years or older). The University then works with each student to define a learning path to achieve their individual learning goals, clearly described in the student’s compact with the University. The University then undertakes to provide the learning support necessary to assist the student in achieving these study goals. Regular reviews of progress towards the compact ensure that the University continues to meet these learning support commitments. The ultimate goal of this process is a successful graduate outcome in the form of progress to further study, full-time employment for those who seek it, part-time employment for those who seek it, or other non-study/non-employment outcomes defined by the student. The scope of the University’s PAS policy has been considerably broadened by the merger with Western Melbourne Institute of TAFE (WMIT). The Council and staff of WMIT have enthusiastically embraced the University’s PAS policy and its implementation across the entire post-merger organisation. PAS forms the nucleus of Victoria University’s teaching and learning quality assurance and improvement processes. However, the University recognises that PAS is not a stand-alone quality assurance and improvement process and that PAS must be supported by:
The University also acknowledges that PAS is of little long-term benefit if is not supported by quality courses that deliver relevant learning outcomes recognised and valued by both employers and students. Further, the course outcomes described in student compacts should maximise the benefits of seamless education that are supported by the dual-sector operations of Victoria University. In addition, the courses must be delivered in a manner that makes them accessible to a community in which working periods are becoming increasingly varied. The ultimate test of the comprehensive PAS policy is successful graduate outcomes. Accordingly, Victoria University’s core teaching and learning benchmark is graduate outcomes as measured by the GCCA Graduate Destination Survey (GDS). The seven graduate outcomes defined in the GDS are classified by Victoria University as follows:
Victoria University’s aim is to have satisfactory graduate outcomes at or above the national average for the 1998 PAS intake students. To support this objective, it is important that Victoria University has courses that are valued (demanded) in the marketplace, and has a good learning environment measured by good teaching, the generic skills it imparts to its students and overall student satisfaction with their course. Clearly Victoria University is not yet achieving this objective, with 1997 GDS outcomes placing it further below national averages. In the 1997 survey taken six months after course completion, 71.8 per cent of Victoria University students recorded satisfactory graduate outcomes compared to the national average of 85.2 per cent. In the under-25 age group, 68.5 per cent of Victoria University students recorded satisfactory student outcomes, compared to the national average of 84.3 per cent. These outcomes are reflected in the following table. Graduate Destinations Survey – Levels of Employment Satisfaction – All Ages
Satisfied graduates are those who are not seeking employment. They may be employed FT or PT, in further study or not available for work or study. Those "not satisfied" are those who are seeking employment, whether they are currently employed PT or FT or not It should be noted that while graduate outcomes between 1994 and 1997 declined, preliminary 1998 figures show a significant turn-around. Course relevance is measured by demand for courses by the informed market participants. Victoria University measures the quality of its teaching and learning environment through the Graduate Careers Council of Australia (GCCA) Course Experience Questionnaire (CEQ). In particular, it focuses upon the good teaching, generic skills and overall satisfaction elements of the CEQ. Victoria University recorded mixed benchmark outcomes in teaching and learning in 1997-98:
Clearly enhanced graduate outcomes are the prime focus of Victoria University’s quality improvement initiatives. To this end, the University has made strategic quality improvement decisions in response to its 1997 GDS outcomes. These include directing up to $1 million each year into a structured and comprehensive program to improve the graduate outcomes of students. In particular, these initiatives will be directed by the recommendations of the Professor Brian Wise review of Victoria University’s links to the workplace. Table QA1 in Attachment A summarises Victoria University’s quality assurance processes and outcomes in the area of teaching and learning. These initiatives will be supported by promoting desired attribute and skill outcomes in all University programs. These desired graduand attributes and skills are shown below. Their achievement will enhance the employability of Victoria University graduands.
Quality assurance, core benchmarks and quality improvements in research Productive research is most often the result of localised initiatives stimulated by the appropriate mix of staff and infrastructure. Effective research management will provide the academic and support environment conducive to such productive research outcomes. Victoria University believes that a productive research base is essential to for it to achieve recognition as an institution that pursues new knowledge and identifies new applications of existing knowledge. The total learning environment would be much the poorer without the stimulus and academic rigour provided through research activities. Victoria University’s Research Management Plan provides an excellent quality assurance and improvement framework for research activities. This was recognised in the high ranking Victoria University achieved in the 1996 Quality Assurance round. In 1997 this was confirmed when the University achieved top ranking for research management within the CHEMS international benchmarking club. Before the end of 1998 the University will complete a major review and update of its Research Management Plan. In turn, this will ensure that Victoria University maintains quality assurance and improvement practices of the highest order in research management. As a further quality assurance and improvement mechanism in research management, an external consultant has been engaged by the University to assist staff in the preparation of Australian Research Council (ARC) and other grant applications. This will help improve the quality and relevance of Victoria university applications. There is already evidence that this improvement is occurring. The three core research benchmarks adopted by Victoria University are:
After significant growth in 1996, Victoria University experienced a year of consolidation in research output achievements in 1997. In particular:
Table QA2 in Attachment A summarises Victoria University’s quality assurance processes and outcomes in research. Quality assurance, core benchmarks and quality improvements in management With the July 1 1998 merger with WMIT, Victoria University has become the sole tertiary education institution located in the western metropolitan region of Melbourne. This region is home for over 21 per cent of Melbourne’s residents and this proportion is growing. The merger results in Victoria University having a student population approaching 50 000 and a student load of over 28 000 equivalent full-time student units (EFTSU) spread equally between the higher education and TAFE sectors. A major management task across 1998-2001 will be to streamline the administration of this large organisation, including the integration of administration across sectors. Effective governance becomes even a higher priority in an organisation of this size and complexity. Therefore Council oversight of governance issues is essential, supported by a simple but effective Council committee structure. Sound financial management, facilitated by balanced annual budgets and debt maintained at minimum levels, will also be crucial to long-term success. The three core management benchmarks adopted by Victoria University are therefore:
The University has implemented the recommendations of the external review of its senior administrative structure (December 1997), and of the Merger Implementation Committee chaired by Mal Ward OA. This has resulted in a smooth merger process, ensuring continuity of service to all University clients. In addition, the University’s policy of balanced budgets supported by monthly reviews of progressive budget outcomes has ensured a continued excellent financial rating for Victoria University. Table QA3 in Attachment A summaries Victoria University’s quality assurance processes and outcomes in management. Quality assurance, core benchmarks and quality improvements in community service Victoria University enrols over 35 000 people from the western metropolitan region each year and employs more than 2000 western metropolitan residents. As a result Victoria University has a large responsibility to assist in the promotion of the arts, culture and business within this region. The University is committed to maintaining its network of eight campuses strategically located across the western metropolitan region in addition to its three City sites to ensure that it remains an active participant in each of the communities that it serves. Further, the University will ensure that it continues to understand and respond to the needs of these communities by having an active campus committee in each regional municipality. Each campus committee has majority membership from local community groups, businesses and Council, and has a direct reporting relationship to the Vice-Chancellor. This network of campus committees provides an effective quality assurance and improvement mechanism by ensuring timely and influential feedback on the impact of major university strategic and policy decisions upon the primary region that it serves. The campus committee network also encourages and assesses the University’s participation and support of major regional festivals, cultural events and promotional activities. Across 1997-98 the active involvement of campus committees has improved the quality of University strategies and policies, ensuring that they are in the best interest of its regional community. The merger with WMIT further increases the scope of the University to interact productively with this community. In turn, this interaction will improve Victoria University’s responsiveness to its regional community, thereby ensuring its long-term position as University of first choice for the residents of this region. Table QA4 in Attachment A summarises Victoria University’s quality assurance processes and outcomes in the area of community service. Professor Paul Clark |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Attachment A: Quality Assurance Tables Table QA1 - Strategic Processes and Outcomes in Teaching and Learning
Table QA2 - Strategic Processes and Outcomes in Research
|
|
Table QA3 - Strategic Processes and Outcomes in Management
Table QA4 - Strategic Processes and Outcomes in Community Service
|
||||||||||||||||||||||||||||||||||||||||||