Benchmarking Australian and New Zealand university meta-policy in an increasingly regulated tertiary environment

Freeman, Brigid

doi:10.1080/1360080x.2013.861050

Cited by 16 publications

(10 citation statements)

References 4 publications

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“…The methodology undertaken in this study models the ACODE benchmark process itself, and reflects sector expectation surrounding benchmarking. TEQSA, Australia's higher education regulatory body, sees benchmarking as a value-added aspect of QA for universities and will be requiring evidence of universities performing benchmarking exercises (Freeman, 2014).…”

Section: Regulatory Compliance Contextual Issuesmentioning

confidence: 99%

ACODE Benchmarks for technology enhanced learning (TEL)

Sankey

Padró

2016

IJQSS

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This discussion presents findings from 24 higher education institutions (HEIs), recommendations regarding the benchmarks themselves and for university practice, potential expansion of the benchmark methodology to provide more capacity to create and use data to evidence student learning in a technology enhanced learning (TEL) environment. Design/Methodology/Approach: These are preliminary results of a major benchmarking activity that is designed to be part of a continuing program that is still under review. Results are provided through frequency distribution and illustrative qualitative information gleaned from two surveys provided participants, one during the collaborative session between participants from the 24 HEIs and nine months later. An analysis of the data in the form of recommendations is also provided. Practical implications: Firstly, Australia's Tertiary Education Quality & Standards Agency (TEQSA) is expanding the use of benchmarking activities at HEIs as part of their quality assurance practice to meet regulatory compliance requirements. The use of the ACODE Benchmarks facilitates therefore assists HEIs meet their regulatory compliance obligations. Secondly, Originality/value: ACODE is one of the few international agencies focusing on TEL benchmarks, criteria, guidelines or standards. A number of the participating HEIs are considered leading practitioners of learning and teaching in TEL and thus they not only inform but help shape the values and inform QA agencies of appropriate practice that should be embedded within the standards and/or practices that generate recognition of HEI practice.

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Section: Regulatory Compliance Contextual Issuesmentioning

confidence: 99%

ACODE Benchmarks for technology enhanced learning (TEL)

Sankey

Padró

2016

IJQSS

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“…Some scholars conducted studies on policies related to technology integration more specifically with focus on European and American higher education systems (Valcke, 2004;Jordan, 2011;Lloyd, 2008;Freeman, 2014;Kozma, 2008). Hence, evidences are still lacking especially in terms of how ICT capacity building strategies are stated in policies of higher education system from a developing country context.…”

Section: Introductionmentioning

confidence: 99%

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

Byungura

Hansson

Kamuzinzi

et al. 2016

European Journal of Open, Distance and E-Learning

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With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

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“…In Australia, benchmarking has become a useful methodology for comparing standards and HEI performance against these standards (Booth, 2012). Yet, few HEI "policy cycles include the value-adding stages of monitoring, evaluation and benchmarking" (Freeman, 2014).…”

Section: Regulatory Compliance Developments On Benchmarkingmentioning

confidence: 99%

“…TEQSA 2017is indicating an interest in the expansion of benchmarking activities at HEIs as part of their risk-based quality assurance practice to meet regulatory compliance requirements through the lens of TEQSA's threshold standards. Specifically, TEQSA is requiring evidence of active benchmarking activity implementation and formalised benchmarking relationships (Freeman, 2014). The view is that, as Garlick and Langworthy (2008) have quoted, in an HEI context:…”

Section: Regulatory Compliance Developments On Benchmarkingmentioning

confidence: 99%

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Benchmarking as an Instrument for Continuous Improvement in a Regulated Higher Education Quality Assurance Environment

Padró

Sankey

2018

Advances in Logistics, Operations, and Management Science

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Benchmarking by higher education institutions (HEIs) has been evolving for some time in Australia and New Zealand. Earlier efforts were focused on improving reputation, but now benchmarking has become a required component of higher education quality assurance, or regulatory compliance schemes. ACODE's benchmarking framework and the ACODE Benchmarks provide Australasian HEIs with the ability to review their technology enhanced learning (TEL) practices and decision-making against what is considered “good” practice. The ACODE benchmarking framework and its benchmarks also allow HEIs to inform quality audit, or regulatory compliance reporting by HEIs to maintain institutional recognition and demonstrate performance against threshold or other specific performance standards. ACODE's benchmarking framework and benchmarks are recognized as influencers in benchmarking practice. However, there is a need to generate empirical data to demonstrate its leadership role and review the benchmarks for present purposes and to determine how they are used by HEIs. Thus, in effect, this case study represents a view of the increasing importance of benchmarking in higher education quality assurance schemes—at least in some national sectors—through the lens of benchmarking the benchmarks. The case presents the ongoing efforts, providing available data from one completed round and a still to be completed second round of what has become a biennial exercise. Findings so far suggest increasing interest in using the ACODE benchmarks to assist in determining performance within HEI TEL-related issues and in HEI participation in the benchmarking the benchmarks exercise as a means of learning from each other's practice.

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Benchmarking Australian and New Zealand university meta-policy in an increasingly regulated tertiary environment

Cited by 16 publications

References 4 publications

ACODE Benchmarks for technology enhanced learning (TEL)

ACODE Benchmarks for technology enhanced learning (TEL)

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

Benchmarking as an Instrument for Continuous Improvement in a Regulated Higher Education Quality Assurance Environment

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