Excellence, Diversity and Innovation: TEQSA’s contributionService Improvement and Innovation in Tertiary Education Conference, University of MelbourneFriday 1 November 2019

Anthony McClaranChief Executive

Overview

• TEQSA’s objectives

– Quality assurance

– TEQSA’s approach

• Excellence

• Diversity

• Innovation

– TEQSA

– Sector

• Looking to the future

TEQSA’s objectivesThe objects of the TEQSA Act call for us to:

• provide for national consistency in the regulation of higher education

• regulate higher education using a standards-based quality framework and principles relating to regulatory necessity, risk and proportionality

• protect and enhance Australia’s reputation for, and international competiveness in higher education, as well as the excellence, diversity and innovation in Australian higher education

• encourage and promote a higher education system that is appropriate to meet Australia’s social and economic needs for a highly educated and skilled population

• protect students undertaking, or proposing to undertake higher education by requiring the provision of quality higher education

• ensure that students have access to information relating to higher education in Australia.

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Quality assurance of higher educationThe Higher Education Standards – seven domains, student-centric

What TEQSA does

• Initial registration and renewal of registration

• Accreditation and renewal of accreditation

• Compliance assessments

• Sector assessments

• Annual risk assessments

‘Safeguards the interests of current and future students in Australia’s higher education sector’

‘We aim to protect & enhance Australia’s reputation for quality higher education, international competitiveness & excellence’

TEQSA’s approach

TEQSA approaches its responsibilities as the national regulator -

• Proportionately

• Risk-reflectively

• On basis of necessity

And using:

• Data

• Indicators

• Flexibility

• Innovation6

2013 Review of Higher Education Regulation –regulatory principles

“We believe TEQSA is equipped by its legislation to apply the regulatory

principles of risk, proportionality and necessity, but the interpretation of how it

applies these has not been clear in TEQSA carrying out its functions. We are

conscious that TEQSA Commissioners and staff believe they are bound by its

legislation to carry out particular tasks, and in a particular way.

“[For smaller providers, meeting the burdensome demands of TEQSA] …

comes at a cost to teaching and learning and students in their fees.”

Professor Kong Lee Dow AO, Professor Valerie Braithwaite, 20137

2013 Review of Higher Education Regulation –stifling innovation

Providers expressed concern that overly intrusive and

excessive regulation will stifle the sector to such a

degree that further homogenisation will be unavoidable.

Professor Kong Lee Dow AO, Professor Valerie Braithwaite, 20138

2013 Review of Higher Education Regulation – partnership

“TEQSA’s legislation does not appear to be operating in the manner intended by

Government or the sector. This is largely due to the lack of relationships in TEQSA’s

governance and structure.”

“The regulation of higher education providers needs to shift from regulating as an object,

to regulating as partners. TEQSA’s preference for paper audit rather than regulating as

a partner through conversation objectifies providers in a command and control mode.

We know it is possible to bring a better balance to the regulatory approach. Without

these conversations, TEQSA is seen by the sector to be acting in isolation.”

Professor Kong Lee Dow AO, Professor Valerie Braithwaite, 20139

Excellence in Australian higher education

• 2019 Times Higher Ed rankings – 35 top universities in Australia

• 6 Australian universities in top 100• 11 Australian universities in top 200

• 2019 Academic Ranking of World Universities (Shanghai rankings)

• 7 Australian universities in top 100• 23 Australian universities in top 500

Excellence in Australian higher education• QS University Rankings

• 7 Australian universities in top 100• 15 Australian universities rated 4 or 5 stars

• 2017-2018 OECD: • Australia spends the eighth highest proportion of its GDP on

primary to tertiary educational institutions (5.8% compared to 5% OECD average), with above-average expenditure at tertiary level

• 51% of 25-34-year-olds hold a bachelor degree, compared to 44% OECD average

• Australia attracts 10% of all international/foreign tertiary students in OECD member countries, one of the largest shares across OECD countries

Diversity of the Australian higher education sector

TEQSA’s National Register

Diversity?“ … Australia’s public universities are much the same, all committed

to research, comprehensive course offerings and large

enrolments. This is an expensive way to deliver higher education,

yet offers few meaningful choices for students about the type of

institution they attend … As technological ferment threatens the

established order, it also breaks the constraints that encourage

conformity. It may be the time to allow new choices, more

diversity. The Australian idea of a university has served us well.

It may also have run its course.”

‘The Australian Idea of a University’ (2017) Professor Glyn Davis AC

What’s in a name? Review of the Higher Education Provider Category Standards – Emeritus Professor Peter Coaldrake AO

“Although Australia already has a comprehensive and, many argue, diverse higher education sector, it is likely that Australia will continue to need an increased variety and range of offerings for the ever changing world of work. It is, and will be, critical that the higher education sector is comprised of higher education providers of different sizes, locations, and missions offering differentiated, innovative, and flexible higher education options to accommodate diverse student populations and communities. Such differentiation encourages and enables students to choose institutions that best suit their educational goals and abilities, stimulates social mobility, enables the higher education sector to meet labour market needs, and encourages competition which can help continuously lift performance of the sector.”

LH Martin Institute and the Australian Council for Educational Research. (2013). Profiling Diversity of Australian Universities. p.6.

Potential new categories:

- National Institute of Higher Education category

- ‘Greenfield’ category

2019 Review of The Australian Qualifications Framework –

Professor Peter Noonan

Innovation - TEQSA

• Extension to regulatory periods, including CORE+ from 2015

• Continued streamlining

• Maximising quality and minimising quantity of data, in partnership with the Commonwealth Department of Education

• Risk Assessment Framework –evolving in consultation with the sector

Risk Assessment Framework

• Consistent, structured and systematic assessment of key risks • Annual submission of data• Risk Assessments are performed annually and provide TEQSA

with an indication of: – Risk to students– Risk to financial position

• Measured as high risk, moderate risk or low risk• Identifies sector insights/trends

Risk findings report

In July 2019, TEQSA released the first-of-its-kind report,Key risk findings on Australia’s higher education sector

• Insights into the sector’s performance & identifies areas for development

• Informs priorities, policy work and case management operations

Focused on two areas:

• Risk to students. 86% of providers presented a low or moderate risk to students in 2018. The proportion of providers rated low risk increased.

• Risk to financial position. 93% of providers presented a low or moderate risk in 2018.

Consultation on Risk Assessment Framework

In July 2019, TEQSA released a consultative paper,Risk Assessment Framework Consultation Paper

The report coincides with TEQSA’s sector wide consultations on how its Risk Assessment Framework can be enhanced

Seeking responses and ideas from all registered higher education providers

Consultation workshops ran until September

Monitoring sector risks - here and abroad

Monitoring sector issues and responding accordingly

• Formation of Compliance and Investigations team• Formation of specialist CRICOS team• Addressing sector-wide issues and their reputational impact:

• Sexual assault and harassment• Academic integrity

Helping address sector-wide issues

TEQSA is playing an important role in addressing issues, such as:

Admissions transparency

Sexual assault and sexual harassment

Threats to academic integrity

Professional accreditation

Concerns about English language standards

Academic freedom and freedom of speech

Innovation - Sector

• HESF revised in 2015• Focuses on desired

outcome, not how to achieve them – and therefore, there is encouragement and room for innovation

• TEQSA encourages best practice through providing advice to the sector

• Good Practice Notes • Guidance Notes

TEQSA’s Good Practice Notes

Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers.- They are not intended to be ‘how to’

documents, instead they outline what TEQSA will typically expect to see when assessing providers’ compliance.

TEQSA has two Good Practice Notes:

• Addressing contract cheating to safeguard academic integrity

• Making higher education admissions transparent for prospective students

TEQSA international engagement is growing

Consolidated regulatory and quality assurance partnerships with international colleagues

Engaging with agencies - regulatory work, delegations & exchanges

In country discussions. In late 2018, TEQSA undertook its firstcountry visit with providers in Dubai. Regulatory work in the Emirates.

Positive feedback about meeting ‘in country’ more often - to be considered in other destinations such as Singapore tied in with QBBmeeting earlier this month

Project development work continues in areas of academicintegrity, student satisfaction and online learning

International guidance – promoting academic integrity

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• New Zealand: Introduced legislation outlawing the advertising or provision of cheating services

• The UK and Ireland:• Ireland moving to adopt legislation similar to New

Zealand • QAA released guidance material + complained to

the Advertising Standards Authority re essay mills• Taiwan: Launched office of research integrity• CHEA: Released statement with UNESCO on

effective practice in discouraging degree mills in higher education

International Quality Assurance Agency Staff Exchange Program

A key element of MOCs is to provide developmental opportunities for staff of both parties, to strengthen relationships and engagementExchange placements: Japan, New Zealand, China, Malaysia, Hong Kong, Singapore, Thailand

In June, TEQSA met with colleagues from the Saudi Arabian Cultural Mission as part of the program

My eQualsEnsuring international portability/recognition of degrees

• Sector-led initiative

• 39 Australian universities (and 8 New Zealand universities)

• Developed to give students, graduates, employers and third-parties access to certified degrees and transcripts

Summary: Excellence, Diversity and Innovation

- Excellence- The Australian higher education sector is renowned throughout the world, and has

grown significantly, due to its excellence - TEQSA will continue to support the sector in terms of direction, policy, and the

pursuit of excellence- Diversity

- Does the regulatory system foster it?- Do provider categories inhibit or permit diversity? Coaldrake Review- How can the sector work in partnership to support diversity?

- Innovation- TEQSA encourages innovation, and promotes best practice examples in the sector- AQF Review: Innovation of microcredentials - TEQSA’s model as a source of innovation

- UK’s Office for Students

– looking to the future

TEQSA Conference 27-29 Nov 2019Sofitel on Collins

Partnerships Driving QualityConference activities• First Experts Forum• Academic Integrity – Contract Cheating Pilot forum for

Students• HESP Forum – Provider Category Standards – Peter

Coaldrake• Conference activities include:

› Student lunch› Lunch with Case Managers› Strengthened TEQSA presence in conference program

Thank you.

May I answer any questions?

@AnthonyMcClaran

@TEQSAGov

@TEQSA

@TEQSAGovteqsaconference.org.au

Anthony.McClaran@teqsa.gov.au

Excellence, Diversity and Innovation: TEQSA’s contributionOverview TEQSA’s objectivesQuality assurance of higher educationWhat TEQSA doesTEQSA’s approach2013 Review of Higher Education Regulation – �regulatory principles 2013 Review of Higher Education Regulation – �stifling innovation2013 Review of Higher Education Regulation – partnership Excellence in Australian higher educationExcellence in Australian higher educationDiversity of the Australian higher education sectorDiversity?What’s in a name? Review of the Higher Education Provider Category Standards – Emeritus Professor Peter Coaldrake AO2019 Review of �The Australian Qualifications Framework – Professor Peter Noonan Innovation - TEQSARisk Assessment FrameworkRisk findings report Consultation on Risk Assessment FrameworkMonitoring sector risks - here and abroad Helping address sector-wide issuesInnovation - SectorTEQSA’s Good Practice NotesTEQSA international engagement is growingInternational guidance – promoting academic integrity Slide Number 26My eQualsSummary: Excellence, Diversity and InnovationTEQSA Conference �27-29 Nov 2019�Sofitel on Collins��Partnerships Driving Quality��Thank you. ���May I answer �any questions?Slide Number 31