Search Results

The agencies responsible for tertiary education quality assurance in Australia and New Zealand have established regulatory regimes that increasingly intersect with tertiary institution policy management. An examination of university meta-policies identified good practices guiding university policy and policy management. Most Australian and half of New Zealand universities have developed meta-policy, or policy on policy, with the most comprehensive articulating policy definitions, range and application of policy instruments, categorisation, approval authorities and policy cycle stages. Sound meta-policy provides an essential framework for good policy-making, and is the key to the development of positive policy outcomes. Increasing tertiary sector regulation provides a contemporary imperative to embrace university meta-policy as one mechanism to embed good practice policy process to facilitate these improved policy outcomes.

Published abstract reprinted by permission of the copyright owner. Show less

The private tertiary education sector has experienced ongoing growth in Australia. Based on current trends, this sector is predicted to grow, contributing to the social and economic development of Australia and many other countries. While the private tertiary education sector is experiencing growth and tough competition from other providers, it is important and timely to revisit the quality assurance framework used in all tertiary education providers to assure internal quality and meeting external requirements. This paper is aimed to encourage debate on the need for private tertiary education institutions to develop internal capacity for quality assurance with the view to using a single framework to meet both internal and external requirements in a highly regulated tertiary education environment. The paper outlines the current dilemmas in some institutions that use a range of different quality frameworks, including the International Organization for Standardization (ISO), the vocational education and training (VET) quality framework monitored by the Australian Skills Quality Authority (ASQA), the higher education quality framework monitored by the Tertiary Education Quality and Standards Agency (TEQSA) and the National [English Language Teaching] ELT Accreditation Scheme (NEAS). [The authors] argue that there is a need for institutions to develop a single framework to meet internal and external needs that are economical, sustainable, and morally responsible in order to improve academic quality and to monitor standards.

Published abstract. Show less

In this lecture, the author argues the need to think about the Australian tertiary system moving from one which included a higher education system for the intellectual elite, and a vocational education system focused on practical skills, to one that provides a more comprehensive tertiary system for everyone. In this lecture, the author elaborates on the argument that tertiary education in Australia has not properly adapted to this new environment and therefore requires a reconceptualisation. As this lecture coincides with the radical de-regulation of higher education in the 2014 Commonwealth Budget, the author assesses these measures and whether they assist with the reconceptualisation of tertiary education.

Edited excerpts from publication. Show less

In this position paper, TAFE Directors Australia (TDA) agrees that student choice to enrol in undergraduate degrees and higher education courses should be recognised and supported by Commonwealth supported funding. It notes that, to date, Commonwealth funding is allocated almost exclusively to university students for undergraduate course enrolments and completions. The provision of higher education qualifications by 23 TAFE institutes across Australia is in direct response to increasing industry demands for work-ready graduates with specialist higher education qualifications. TDA advocates for access for non-university providers including TAFE institutes to Commonwealth Supported Places for students, with preference for areas of skills shortages. TDA also advocates that the capability of TAFEs to deliver higher education is recognised through a specific category in the Higher Education Provider Standards. This will allow wider branding capacity for those TAFE institutes operating in this area.

Excerpts from publication. Show less

This paper has argued that to achieve the goal of diversity in our post-school education system, the right place to start is to review the distortions created by our regulatory structures and then our funding systems. Once we have freed up regulation, and aligned funding to different priorities, post-school education providers have a much greater opportunity to focus on what they are good at and what their communities want of them. Once Australia has redesigned the system for regulation and funding we can sensibly address questions of system governance and stewardship.

Edited excerpt from publication. Show less

In this eclectic collection of papers, 13 essayists and four discussants consider the complexity of the tertiary education system and its underlying structures. The papers are clustered by themes: how educational matters influence the system's structures; who controls the system; how the system is governed in a competitive environment; and how individuals interact with the system to ensure they get quality offerings. Each theme is considered by a leading thinker in the area of education, policy or economics. Although a wide range of perspectives are offered, one key theme emerges - there is no simple 'market design' which would meet all the objectives of the various elements of Australia's tertiary education system.

Published abstract.

The papers are: Overview / Francesca Beddie (pages 10-13); The public good / Sharon Bell (pages 16-25); What makes education 'vocational' in an integrated tertiary sector / Steven Hodge (pages 26-35); The future of the tertiary sector workforce: a kaleidoscope of possibilities? / Michele Simons (pages 36-47); Discussion: How educational matters influence structures in the system / Kwong Lee Dow (pages 48-58); Education as an industry, and as a product / John Quiggin (pages 60-68); The drivers of industry involvement in VET reform / Richard Jenkins and Ian Curry (pages 69-82); Innovation and industry best practice: why industry skills councils are critical / Robert Dalitz and Di Dibley (pages 83-89); Discussion: Who controls the system? / Robin Shreeve (pages 90-96); How do providers respond to changes in structures in a period of reform? / Kerry Brown (pages 98-107); Mismatched gears: how federal arrangements hinder the integration of the tertiary education sector / John Ross (pages 108-118); A precipitate proposal: a participant's view of structural discussions in post-secondary education / Adrian Marron (pages 119-131); The strategic impact of industrial relations among tertiary education providers / Damian Oliver (pages 132-142); Discussion: Governance of the system in a competitive environment / Jonathan Pincus (pages 143-153); Student choice between VET and university / Yijuan Chen and Juergen Meinecke (pages 156-166); What role does price play in student behaviour? / Michael Coelli (pages 167-178); Regulating for learning in the tertiary education system / Valerie Braithwaite and Sue Fergusson (pages 179-189); Discussion: Interactions with the system / Jeff Borland (pages 190-196). Show less

In this interview, Steve Davis talks to one of the authors, Francesca Beddie, about this eclectic collection of papers, involving 13 essayists and four discussants considering the complexities of the tertiary education system and its underlying structures. A point of discussion is that although a wide range of perspectives are offered, one key theme emerges: there is no simple 'market design' which would meet all the objectives of the various elements of Australia's tertiary education system.

Published abstract. Show less

This paper argues that it is critical that all of the components of Australia's tertiary education sector be integrated and efficiently resourced in order to achieve the Commonwealth Government's objective of promoting growth in economic prosperity and social wellbeing through access to quality higher education, skills and training. The paper presents the following: recent developments in higher education resourcing and in [vocational education and training] VET resourcing; analysis and implications of income contingent loans (ICLs); the resourcing of teaching and training in the tertiary sector; and regulation. Recommendations are also provided.

Edited excerpts from publication. Show less