feeding the hunger for meaningful data in the new ...aair.org.au/app/webroot/media/pdf/aair...

Feeding the hunger for meaningful

data in the new regulatory

framework:

Solutions through Dashboards

Lyndal Ross, The University of Queensland

Outline

• External reporting and regulatory environment

• University of Queensland‟s Strategic Planning Framework

• Where the Curriculum and Teaching Quality Appraisal sits

in this framework

• Demonstration of the CTQA Dashboards

• Future plans

Accountability & Benchmarking:

External

LEARNING DISCOVERY ENGAGEMENT

TEQSA

University Annual Report (State Parliament)

Institutional Performance Portfolio (DEEWR/DIISRTE)

ERA

Global Rankings (Shanghai Jiao Tong, Times HEd, QS)

Competitive Grant Rounds AUSSE, GDS, CEQ, PREQ

HERDC: • Research Income

• Publications

• RHD Students

Compact: • Low SES Participation

• Indigenous student targets

• University Engagement Survey (UES)

Key Questions:

• Where are our strengths and weaknesses?

• Are we making improvements in the areas

we‟ve been investing in?

• How are we doing compared to other

institutions?

CRICOS Provider No 00025B

Strategic Planning Framework

STRATEGIC PLAN (2012 – 2016)

Global Strategy & Internationalisation

Equity & Diversity

Abroginal and Torres Strait Islander


Key Questions:

• are we really a high quality institution?

• are we improving?

• what could we do better?

• what can we be proud of?

• where do we need to invest our energy and

resources?


Accountability & Benchmarking: Internal


Portfolio Progress & Achievement Reports

School- and Institute-based Performance Framework(SBPF/IBPF)

Curriculum and Teaching Quality Appraisal (CTQA)

dashboard & annual review cycle

QT-index

Excellence in Research for Australia (ERA)

reports & analyses

QR-index

Curriculum & Teaching Quality

Appraisal • Annual process to encourage the monitoring of teaching

quality across the university

• Schools report on key teaching and learning indicators to

their Faculties, which then compile a report for the DVC(A)

and the Teaching & Learning Committee.

• Aim of the CTQA Dashboard is to provide data that

supports this process

• „Single source of truth‟


CTQA & Student Lifecycle

Pre-entry

Application, admissions &

enrolment

Readiness for University Pathway to study

QTAC 1st Preferences in Field of Education Minimum/Median OPs & Ranks Acceptances & Enrolments

University Study

First Year

Readiness for university study 1st year experience/engagement and satisfaction with study Level of support received

Attrition after First Year AUSSE Survey (Engagement)

All Years

University experience and engagement Course satisfaction Quality of teaching & learning Student learning outcomes

SECaT Survey Student Staff Ratio Grade Distribution & Pass Rate

Final Year

Preparedness for employment and further study Achievement of skills

Graduation Rate after Normal Completion + 1 year AUSSE Survey (Outcomes)

Post-study

Completion & Graduation

Graduate satisfaction with study Overall study experience Graduate employment and further study outcomes

Australian Graduate Survey

KE

Y A

SP

EC

TS

IN

DIC

AT

OR

S

STA

GE

S

Overview

• Provides an overview of:

– “size and shape” of the student population

– academic performance of the students

– student to staff ratio

• Data sourced from the student and staff data that are

submitted to DIISRTE

• Allows for analysis at the school level and provides

comparisons with the Faculty, University, and University 5-

year trends.


Demand


– Demand (1st preferences) for UQ programs and similar programs

at other universities.

– Quality of the program intake

– Acceptance and enrolment numbers

• Programs are sorted into Field of Education Groups

– Most groups are either at the 2 digit level (eg Architecture &

Building) or 4 digit level (eg Environmental Studies)

– Some are new groupings (eg Humanities, Political Science,

Language & Literature grouped together)

– Medicine/Surgery programs manually separated

• Data sourced from QTAC


Success and Attrition

• Provides data to examine:

– Undergraduate transition (i.e. first year attrition rates)

– The extent to which undergraduates successfully complete on

time.

• Data sourced from official data reported to DIISRTE

(enrolments and completions)

• Allows for analysis at a program level and provides

comparisons with other programs, the faculty and the

University.


Student Evaluations


– Student satisfaction and perceptions of the quality of their courses

• Data sourced from the Student Evaluation of Curriculum

and Teaching Survey (SECaT)

– Administered by the Evaluations unit

– From 2010, all courses are now evaluated every offering

• Data provided for each school and study level, and it‟s

possible to compare against faculty and university results


External Surveys

• AUSSE Survey

– Provides an overview of perceptions among current students in

relation to their engagement with university study and their

outcomes.

– Data sourced from the Australasian Survey of Student

Engagement (AUSSE)

– Reported by School with Faculty, University, and Benchmark

Groups

– Filter by Year and Student Level (First, Later, All Years)

• GDS & CEQ

– Provides an overview of:

• Perceptions among graduates: overall satisfaction, perceptions

of teaching, perceptions of the skills they obtained

• Further study and employment post graduation


Future Plans

• Critically analyse the methodology behind each KPI

• Show targets and trends beyond current data

– Expected outcomes for 2013

– Continuing trend to 2020

• New version of Business Objects will enable:

– Faster and more frequent updates

– More comprehensive data

– Derivative data (% change, ratios, etc)

– Consolidated package

– Drill-down

– Mobile-ready


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