Corporate Plan 2004-2005 Template by WesleyL


									Teaching and Learning Strategy 2005–7
1. Introduction
This plan provides a broad overview of the strategic directions of teaching and learning in the University and the
areas of particular focus for 2005–7. It identifies the distinctive characteristics of the teaching and learning
environment, the enabling institutional processes, performance trends over time, and the emerging issues and
The approach of the University to teaching and learning was first articulated in 1993 when a Future Learning
Environment for all students was projected for 2003. There has been progressive movement towards that
environment, which is now reflected in our teaching and learning characteristics and framework outlined below.
UniSA acknowledges that this is a continuing process, involving regular reflection on our strategic directions,
infrastructure commitments, and administrative and support arrangements. Progress against these commitments
is reviewed annually.
The University undertook consultations in late 2002 to review central elements of the teaching and learning
framework we will move towards for the period 2010–2015. The key value positions and commitments of this
framework were endorsed by Academic Board in 2003 and will be articulated during the life of this strategy.
1.1        Management of UniSA’s teaching and learning environment
Overall responsibility for institution-wide teaching and learning rests with the Pro Vice Chancellor: Access and
Learning Support and with Academic Board through its two sub committees: Academic Policy and Program
Review Committee (APPRC) and the Teaching and Learning Committee (TALC). Divisions also have their own
processes for ensuring appropriate coordination and management, including School and Division Teaching and
Learning Committees, the latter convened by Divisional Deans: Teaching and Learning (see 3.2.2).
1.2        Distinctive characteristics of UniSA’s teaching and learning environment
The distinctive characteristics of teaching and learning at UniSA have been incorporated into a teaching and
learning framework (see diagram in section 1.4) and they reflect commitments which position this university as a
centre of applied education for the professions, committed to student-centred learning and focused on the
outcomes of higher education. These elements can be elaborated as follows:
1.2.1. Educating professionals
The University’s focus for teaching and learning is the education of professionals—applied programs of study
responsive to the needs of industry which provide ‘real world’ learning experiences designed to prepare students
for employability and employment (see 2.1).
1.2.2. Student-centred learning
The approach taken emphasises the role of students in actively engaging with and taking responsibility for their
own learning to construct their own understandings and skills (see 2.2).
1.2.3. Graduate Qualities
The University is committed to developing particular outcomes, known as Graduate Qualities, within its students
(see 2.3).
1.2.4. Flexible delivery
The flexible delivery of programs and courses is a key enabler of the University’s strategic intent (see 2.4).
1.2.5. Access and equity
The University has a strong commitment to, and statutory responsibility for, the provision of higher education
programs to meet the needs of groups within the community that have experienced disadvantage in education
(see 2.5).
1.2.6. Internationalisation of the curriculum
Internationalisation is a primary focus and the University is committed to an integrated approach where
international and intercultural dimensions are embedded in teaching and learning (see 2.6).

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1.2.7. Academic profile
As the University moves towards 2010 it will shape its academic profile around the following long-term priorities
(see 2.7):
          Sustainability
          Healthy lifestyles
          Modelling and managing complex systems
1.3        Institutional structures and processes to support teaching and learning
In order to support the University’s teaching and learning environment, the following critical areas of activity have
been identified and are discussed in more detail later in this strategy.
1.3.1. Quality assurance and improvement
The University recognises its obligations to provide high quality teaching and learning experiences and satisfactory
graduate employment outcomes and has in place a comprehensive and systematic approach to quality assurance.
(see 3.1)
1.3.2. Enabling infrastructure
Teaching and learning is supported by a comprehensive set of arrangements that include policies, supporting units
and committees and working groups. (see 3.2)
1.3.3. Teacher development
The development of teaching capability in academic staff is a key commitment for the University. (see 3.3)
1.4        Strategic directions and priorities in teaching and learning
Teaching and learning at the University of South Australia is a highly managed and strategically driven enterprise.
Since 1993 the University has been systematically working towards achieving a teaching and learning environment
with a number of distinctive characteristics.
In 1998 activity to these ends was summarised in a teaching and learning framework that is widely disseminated
throughout the University. The critical elements of the strategy were identified as
          student-centred learning for the professions,
          emphasising the outcomes of higher education by fostering the development of an agreed set of
           Qualities of a University of South Australia Graduate, and
          achieving these through flexible teaching and learning arrangements.
This framework continues to provide direction for activities that contribute to the distinctive characteristics of the
University’s teaching and learning environment. Goals include:
          education that is relevant to the professions and the needs of employers, and that assists graduates to
           gain employment
          active engagement of students in developing understanding and skills as well as the self management of
           their learning
          continued embedding of the Graduate Qualities in the curriculum
          provision of resource rich, technologically mediated forms of delivery that enable access
          support for the access and success of students from equity groups
          provision of culturally rich learning experiences
          contribution to the future academic profile
In 2002 the University set directions for 2010 and beyond. In terms of teaching and learning, Academic Board
confirmed our commitments to quality, diversity, sustainability, equality, ethical action and social responsibility in
the context of a global market place and in collaboration with industry and the professions. .
In order to address particular issues within these broad goals, priority areas for teaching and learning are identified
annually to further both the long term goals of the University and ensure quality improvement. (see 4.2)

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                         University of South Australia Teaching and Learning Framework
1.5        Scholarship of Teaching
Teaching is a highly valued and respected academic activity within the University. In considering teaching the
University has adopted the four scholarships framework initially promoted by Ernest Boyer. He proposed that
academic work could be considered within areas: the scholarships of discovery, teaching, integration and
application. In Boyer’s view, scholarship, in any of its forms, has a number of critical characteristics. It is a public
rather than private activity; it is open to critique and evaluation by others; and the development of a field of study
(including the teaching dimension of that field) is dependent on the contributions made by this rigorous process.
The Boyer view of the scholarship of teaching frames all aspects of the University’s teaching enterprise, from
academic induction to the more formal process required in the University’s promotions and teaching awards
processes. The development of a distinctive University-wide approach to the scholarship of teaching was identified
as a corporate project for 2004–5, within the University’s corporate planning process

2. Distinctive characteristics of UniSA’s teaching and learning environment
2.1        Educating professionals
The University’s programs are directed towards providing applied education, combining sound disciplinary
knowledge and related skills with the opportunity for students to develop a range of qualities that prepare them to
take their place as both professionals and responsible citizens. Undergraduate awards prepare students for
specific employment outcomes related to beginning professional practice. Postgraduate offerings support students
in pursuing career promotion or mobility and to gain more complex career related knowledge and attributes. In
addition to the attributes fostered through the Graduate Qualities, we pursue vocational relevance in our programs
by seeking the advice of industry stakeholders, pursuing professional accreditation where this is linked to
employability, and drawing on work-integrated learning where it is possible to do so.
The profile and elaboration of the Qualities of a University of South Australia Graduate in programs are shaped to
suit the range of professional areas taught in the University; the various skills within the qualities are designed to
meet the needs of employers and the professions.
The University’s locally branded online careers service, Experiencebank, adds value to services obtained through
commercial sites and focuses on employment areas of particular relevance to UniSA graduates and on
relationship employers. During 2004 Experiencebank was redeveloped to address:
          specific groups of students within UniSA
          specific functions that add to the information and functions available on commercial sites
          free job advertisements to targeted employers of UniSA graduates
          a register of volunteer work from local agencies as a mechanism to provide work-ready skills.

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The goal of producing highly employable graduates in professional areas is given effect through the:
          design of new programs and changes to existing programs to suit the changing needs of professions
          integration of skill development within the suitable profile of Graduate Qualities for the professional area
           and the provision of opportunities for ‘work experience’
          provision of software that enables students to record and reflect upon their achievements in the desired
           skill areas and to be able to use records of achievement in job applications
Program Directors are responsible for leading improvement activities, with enhanced graduate employment
outcomes a priority for 2004. A working group of University TALC, charged with the responsibility of improving both
employability and graduate employment , has developed a University-wide employment strategy which is being
gradually implemented through FLC Careers Service in collaboration with program directors in 20 targeted
2.2        Student centred learning
One of the key elements of the University’s approach to teaching and learning is a commitment to student-centred
learning. This approach has a number of characteristics:
          providing choices for students in relation to where, when and how they study
          fostering learning rather than teaching
          encouraging student responsibility and activity rather than teacher control and content delivery
          developing mutuality and interdependence in the teacher–learner relationship
          emphasising learning that is context-specific in which students build their own new understandings and
           skills through engagement with authentic problems based on ‘real world’ experiences
          emphasising the need for expertise in the facilitation of learning: the role of learning expert to
           complement the role of subject expert
          responding to student evaluation to achieve continuous quality improvement
          engaging in reflective teaching practice which involves an iterative process of action, reflection and
           refined action that is both informed by the practices of peers, and open to their critique.
Teaching for student-centred learning involves the facilitation and management of learning using a wide variety of
methods and resources to achieve the particular student learning outcomes outlined above. Student-centred
learning, an approach applicable to all programs and courses, is given a specific focus in a number of programs
that use problem-based learning. The application of student-centred learning approaches is a highly valued
scholarly activity which the University encourages and facilitates in various ways including through teaching
awards, promotions criteria and professional development activities.
2.3        Graduate Qualities
All UniSA students will graduate with a distinct set of qualities. Since 1996, the University has been systematically
implementing a process for embedding these graduate outcomes into the curriculum. This is, in part, a response to
the University’s commitment to its links with industry, the professions and the community.
A graduate of the University of South Australia
      1.   operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice
      2.   is prepared for lifelong learning in pursuit of personal development and excellence in professional
      3.   is an effective problem solver, capable of applying logical, critical and creative thinking to a range of
      4.   can work both autonomously and collaboratively as a professional
      5.   is committed to ethical action and social responsibility as a professional and citizen
      6.   communicates effectively in professional practice and as a member of the community
      7.   demonstrates international perspectives as a professional and as a citizen.
The qualities identified include course content (1), those traditionally identified as desirable transferable skills (2, 3,
4, 6) and those more aligned with the mission of the University (5, 7). Over time the approach has involved three
areas of focus.

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The initial focus was the design and development of curricula which identified the Graduate Qualities as specific
outcomes, and aligned the forms of delivery and assessment with these outcomes. The documentation required
for program approval adopts this approach, requiring the profiling of each new program and its component courses
to indicate its intentions against the seven qualities. Generic indicators have been provided to guide academic
staff in realising the intent of the Graduate Qualities within the specific context of their discipline. For existing
programs, Divisions have progressively scheduled redevelopment so that by 2006 all programs of the University
will have articulated their wider student learning outcomes against the seven Graduate Qualities.
The second focus encourages students to recognise and value their learning experiences and achievements in
terms of the Graduate Qualities. This involved the establishment of student operated software, Transcript 2, an
electronic system for the recording of their experiences and achievement against the Graduate Qualities. This is
directly linked to employment through the University’s online career guidance and placement service,
A further way of linking learning activities, experiences and achievements to the Graduate Qualities is to ensure
that student assessment tasks are aligned with the development and achievement of outcomes that define the
explication of particular Graduate Qualities. In 2003–2004, University teaching development funds supported
small, targeted Assessment Development Projects in all Divisions; these were aimed at strengthening the links
between Graduate Qualities and assessment practices—across programs, in transnational programs and in work-
based practicums and placements.
The third focus involves working with the University’s stakeholders—industry partners, employers, professional
associations and community organisations—to ensure to ensure their involvement in shaping the profile of desired
qualities of a graduate and general understanding of the approach being undertaken.
These three focus areas are ongoing. Their implementation is promoted through a variety of initiatives such as
University sponsored grants, development projects with a specific focus on assessment, professional
development, and supporting documentation for both students and staff.
2.4        Flexible delivery
Flexible delivery is an enabling mechanism so that the University can achieve its other teaching and learning
goals. Student-centred learning and the development of the Graduate Qualities will not occur unless the way
programs are delivered incorporates choices, the opportunity for self-management of learning, and experiences
that foster the acquisition of those attributes—skills, knowledge and values—that we seek for our students. By
flexible delivery, we mean the application of a broad range of resources and technologies to store, access and
disseminate content, and to enrich communication between staff and students. In addition, flexible delivery
provides better administrative and support services to both enhance learning and enable greater management of
learning and involvement with the University by our students.
UniSA has had a long term commitment to providing access to learning mediated through technology. Initially this
was through traditional distance education approaches which led to recognition as a national Distance Education
Centre in 1989. The University has built on this solid base by combining the values of open learning with the
development of a comprehensive online environment to facilitate global access to learning enabled by emerging
At the centre of the University’s approach is UniSAnet, an online teaching and learning system that was initially
developed as an in-house product in 1999. It provides a number of services and tools including an easy-to-use
web-based authoring platform that is universally available to staff. UniSAnet is interoperable with all other
University digital systems, scaleable to any number of students and courses, and embodies features that enable
all academic staff to be successful in online teaching.
The University’s commitment to online learning means that all programs will have some aspect delivered online.
The extent of this online activity varies from programs which can be studied online from enquiry to graduation, to
those where there is a limited online engagement. The strategic combination of learning opportunities—a blend of
traditional distance education, electronic engagement and face-to-face activity—enables learning to be tailored
towards particular student groups, both onshore and offshore, to achieve high quality learning outcomes.
Within UniSAnet, a range of electronic tools and facilities has been developed over time. Those currently available
          staff home pages
          course and program home pages
          online authoring environment including quizzes and other assessment activities
          course websites

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          electronic forms of communications such as discussion lists, chat, email and notice boards
          online assignment submission (AssignIT)
          evaluation surveys (TellUs, Course Evaluation Instrument, Student Evaluation of Teaching)
          online management tools—for example, a data base detailing the nature of the online components of
          an instrument that will enable staff to create electronic portfolios.
In addition, the University provides online:
          services for students to support study, employment and personal issues through Learning Connection
          student administrative processes such as enrolment, payment of fees, updating personal information,
           access to timetable through LookUp
          careers services known as ExperienceBank
          a credit transfer information service, which was the recipient of an IDP award in 2003
          library services
          staff induction
          professional development resources for staff.
During 2004 the University consulted widely on the discussion paper, Towards an online strategy 2005–2015, . The intention of this paper is to stimulate an understanding
of the longer term impact of online technologies on the University. While the paper discusses a broad approach to
online development and services, both educational and administrative, it includes, of necessity, a strong emphasis
on teaching and learning issues.
2.5        Access and equity
The University has a statutory obligation through its enabling legislation to provide for equity groups and
Indigenous people and this has been a major emphasis since its formation in1991. The University adopts an
inclusive approach to equity, by developing resources and providing opportunities that enrich learning for all
students, as well as making specific arrangements for those who have experienced educational disadvantage. In
2002, the structures supporting equity were revised to create a more devolved system, with increased
responsibility placed at the local level.
2.5.1      Structural arrangements
The Pro Vice Chancellor: Access and Learning Support has overall responsibility and the Equity Working Group
operates as a working group of the University Teaching and Learning Committee (TALC). At the Divisional level,
responsibility rests with either the Deans of Teaching and Learning (Information Technology, Engineering and the
Environment; Health Sciences; Business and Enterprise) or the Dean of Students (Education, Arts and Social
Sciences), and activity coordinated through Divisional Teaching and Learning Committees.
2.5.2      Equity and Indigenous goals
The equity goals of the University specified in the Equity Strategic Plan 2005–2007 emphasise the University’s
commitment to embedding equity responsibilities at the local level and to increasing educational opportunities for
students from equity backgrounds. Each of the goals below encompasses a number of objectives and strategies
which are elaborated in considerable detail in the Equity and Indigenous plans provided annually to DEST. All are
available at
          leadership in student equity
          effective entry pathways to the University for designated equity groups
          improved educational participation and outcomes for designated equity groups
          embedded responsibility for equity at all levels of the University
          the University’s activities and processes inclusive of its diverse student population
          staff at UniSA committed to the University’s equity mission
          contribution to the achievement of national reconciliation between Indigenous and non-Indigenous
           Australians through achieving equality of access, participation and outcomes for Indigenous students at
           the University and the inclusion of Indigenous perspectives across a wide range of University programs

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2.5.3      Equity and Indigenous priorities
Through the analysis of data the following have been identified as priorities for teaching and learning within the
University’s Equity and Indigenous Plans for 2005–2007:
          Strengthening relationships across educational sectors to enhance entry pathways for students who
           have experienced educational disadvantage.
          Increasing the number of school leaver and return to study entrants from low socio-economic and rural
          Increasing the access and performance of students from isolated backgrounds.
          Improving the educational outcomes for Indigenous students,
          Improving the educational outcomes for students with a disability.
          Increasing the access of women students in the fields of Engineering and Information Technology.
          Coordinating equity initiatives and monitoring their implementation to improve educational outcomes for
           designated equity groups.
          extending the range of programs offered across the University to attract Indigenous students
          ensuring that UniSA’s curricula are inclusive of the experience of Indigenous Australians
          raising retention and completion rates for Indigenous students towards University-wide average rates
2.6        Internationalisation
The University’s long-term commitment to internationalisation is reflected in core documents and processes
including the Statement of Strategic Intent, UniSA 2010 and the Graduate Qualities. In these documents the
University has undertaken to:
          prepare graduates with international perspectives, who can be active, critical participants in world society
          increase the diversity of the student population through the recruitment of domestic and international
           students from a variety of cultural and linguistic background
          become international in focus through the embedding an international and intercultural dimension in
           teaching and learning. In this context approaches to teaching and learning which value and support
           diversity and cross-cultural interaction are important goals for all programs and courses taught at UniSA.
The capacity to succeed in an international and intercultural context requires specific knowledge, skills and
attitudes. The development of these in all students and staff is the focus for the continuing process of
internationalisation of teaching and learning at UniSA.
2.6.1      Professional development for internationalisation
Internationalisation is a significant focus of professional development activities and resources provided by the
Flexible Learning Centre. A range of resources and workshops assist staff to interpret Graduate Quality #7 within
their discipline area and to internationalise curricula, teaching processes and learning outcomes while catering for
and utilising student diversity.
Internationalisation raises educational issues and challenges for University staff as they strive to provide courses
which are both internationalised and relevant to the needs of all student groups. Learning Connection provides
professional development workshops, offered several times each year, to explore some of the educational issues
associated with internationalisation and assist staff to develop practical strategies to deal with these. The
workshops focus on:
          internationalisation of the curriculum and
          inclusive teaching, learning and assessment practices across cultures.
Strategies to internationalise teaching and learning processes, content and student learning outcomes (as
described by Graduate Quality #7) include broadening the scope of courses and programs to introduce
international content and/or contact and the use of approaches to teaching and learning which assist in the
development in all students of cross-cultural communication skills and positive attitudes to cultural diversity.

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2.6.2      Priorities for internationalisation of the currciulum
Continuing directions for internationalisation of teaching and learning involve:
          improving the uptake of professional development resources to internationalise teaching and learning.
          supporing international and transnational students and staff working in cross-cultural contexts
          extending theTeaching @ UniSA program to offshore contexts with partner institutions.
          revising policy to incorporate issues relevant in transnational contexts.
          increasing international student numbers onshore
          increasing outgoing student exchange numbers to balance incoming
          continuing to improve levels of service and accommodation options to onshore international students
          developing protocols with transnational partners to ensure equitable levels of service provision to
           transnational students
          refining measures for assuring quality in transnational teaching
          rationalising transnational program administration at division level
          implementing audits of transnational programs
2.7        Academic profile
The University’s teaching and research strengths have built on those of its predecessor institutions and have given
it a distinctive and comprehensive profile in professional education in the disciplines of allied health sciences,
science and technology, art and design, business, and the social sciences
There is a strong view internationally that the future of modern applied universities will increasingly rely on their
capacity to deal with real world problems that cross traditional discipline boundaries. This institution has the
capability to make the changes that will be necessary to develop cross-disciplinary studies of this kind. In 2003 the
University endorsed the following areas as underpinnings of new curriculum and research development:
          Sustainability - including sustainable environments, sustainable societies and sustainable economies,
           with attention to issues related to water use, renewable energy, democratic citizenship, social justice,
           equity, the impact of globalised economies on work and triple bottom line approaches.
          Healthy Lifestyles - including successful ageing, food production and distribution, and the use of
           medicines and therapies to maintain health.
          Modelling and Managing Complex Systems - including e-business, e-work, e-cultures, intelligent
           manufacturing, total product life management, innovation and entrepreneurship.
During 2005–2007 the University will continue to explore how to build distinctive specialisations within the
academic profile from its current research and teaching strengths. Focus areas include program development
(new cross-disciplinary programs or double degrees), withdrawal of some programs using the University‘s existing
policy mechanisms, academic staff recruitment, and developments that strengthen the nexus between the
University’s teaching profile and its research interests.
In 2004 the review processes of the Academic Policy and Program Review Committee were strengthened by
changing its terms of reference and membership. The new Program Approval Manual will provide more guidance
for program proposals will be provided on curriculum decisions, assessment activities, support arrangements,
elements of the teaching and learning framework and business cases in a structured program approval template
that will also assist committee deliberations.
3.1        Quality assurance and improvement
The University’s commitment to quality in teaching and learning is broadly based with an emphasis on:
      1.   clear policy directions
      2.   consideration of all aspects of the institutional context
      3.   focus on programs
      4.   stakeholder satisfaction, measured through
               use of standard program development expectations
               comprehensive evaluation processes including the use standard reporting proformas
               use of standard evaluation instruments

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               links to national indicators
               consideration of resourcing as a quality issue through measures of viability
            inclusion of quality issues in international contexts within the broad quality framework
     5.    separation of course evaluation from evaluation of the teacher
     6.    relationship between quality assurance and improvement
     7.    relationship between reward systems and quality assurance
3.1.1      Policy directions
The University has a comprehensive set of policies, procedures, codes of good practice and guidelines which
identify the expectations and requirements of activity in teaching and learning. The policies are identified below as
part of the University’s teaching and learning infrastructure. They include:
          aspirational documents outlining codes of practice for teaching, research supervision (one-to-one
           teaching), and assessment
          procedures to assure quality in the program development phase
          quality assurance and improvement processes in evaluation, including a requirement to use standard
           survey instruments.
3.1.2      Institutional aspects
Quality is recognised as an institutional issue and quality assurance processes include audits and nominated
reviews to consider organisational units or broad teaching and learning themes across the University.
Program focus
The program focus includes:
          a requirement for stakeholder engagement though Division advisory structures, and in both program
           development and evaluation
          a comprehensive manual to guide development of all programs to ensure standards are met. The
           Program Approval Manual is revised at least annually to take account of new policies and other
           requirements. Programs are approved by Academic Board, on the recommendation of Academic Policy
           and Program Review Committee, on the basis of the documentation prepared in compliance with the
           Manual, and close scrutiny by APPRC of curriculum, support arrangements and business case , and in
           conformity to a program approval template which structures necessary decision taking and ensures a
           consistent basis for APPRC decisions
          the practice of benchmarking at program level using national indicators (eg GCEQ and GDS).
Stakeholder satisfaction
Stakeholder satisfaction is gauged through a range of processes including:
           comprehensive evaluation processes under Policy A-35A.9 Quality Assurance and Improvement:
            Programs, Courses and Teaching Arrangements. The policy requires that:
all courses are evaluated in some way each time they are taught.
at least 20% of all programs are fully evaluated each year and a program Evaluation Report (PER) prepared
according to the PER proforma
all programs complete a less exhaustive Annual Program Report each year, which focuses on recent program
changes, viability, internal and external evaluative information, the GCEQ, graduate employment outlines and
online developments
programs that are identified as having performed badly on the Course Experience Questionnaire for more than
one year must complete a GCEQ Appendix that focuses on analysing CEQ trend data, comparing student and
graduate feedback from different sources, and produce an improvement plan
viability of all programs against agreed indicators is measured annually and the least viable programs must
produce reports for their Division Board and include analysis in annual reviews
a number of standard instruments are used including
Course Evaluation Instrument (CEI) which must be undertaken in the identified 20% of programs evaluated each
year using the Program Evaluation Report proforma.
Student Evaluation of Teaching (SET) which must be used by staff when applying for promotion and teaching

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Student Experience Questionnaire (SEQ) which is undertaken by Planning and Assurance Services (PAS) every
two years to survey a range of student issues including satisfaction with some aspects of teaching and learning.
course data is collated to provide information about characteristics of teaching and learning at a program level as
a normal part of the process of analysis
a requirement for outcomes of modifications made in response to CEI feedback to be published on course home
pages to report to students on the impact of their feedback
          links to national indicators including the Course Experience Questionnaire (CEQ) and Graduate
           Destination Survey (GDS)
by using three of the scales as annual University Key Performance Indicators and introduction of the GCEQ
Appendix within Policy A 35-A.9 and supporting this practice with Teaching Guides
by using field corrected GDS data to target under-performing programs to improve graduate employability
          consideration of resourcing as a quality issue through measures of viability.
3.1.5      Separation of course and teacher evaluation
Processes require separation of course evaluation (CEI) from evaluation of the teacher (SET) in order to
differentiate course improvement issues from personal performance issues
3.1.6      Relationship between assurance and improvement
This is achieved by requiring that improvement plans be integral to all evaluation reports and by targeting
programs that perform below expectations
3.1.7      Relationship between reward and grant systems, and quality assurance
Consistency is achieved through:
          the requirement to use standard evaluation data for promotion and awards
          providing funds for commissioned and targeted grants to address quality issues and annually agreed
           priority areas for teaching and learning.
3.2        Enabling infrastructure
3.2.1      Policy framework
The teaching and learning activity of the University is supported by a number of academic policies, guidelines and
codes of good practice which specify standards and frameworks for activity related to academic practice.
They include:
          Assessment Policies and Procedures Manual
          Broadening Undergraduate Education Policy A - 33.6
          Credit transfer Policy Framework Policy A - 37.0
          Honours Programs Policy A - 42.7
          Quality Assurance and Improvement: Programs, Courses and Teaching Arrangements Policy A-35.A.9
          Recognition of Prior Learning for Credit, Exemption and Studies-in-Lieu Policy A - 13.8
          Review Policy A - 35.B.5
          Program Transition Policy A-45.1
          Advisory Structures Policy A-38.6
          Principles of Student Assessment
          Code of Good Practice: University Teaching
          Guidelines for Curriculum Modification for Students with Disabilities
          Guidelines for the Implementation of Recognition of Prior Learning
          Development, Amendment and Approval of University Programs Manual
3.2.2      Leadership in teaching and learning
The University’s style of management means that leadership for teaching and learning operates both within the
management framework though standard line management operational approaches, and also through collegial
frameworks which influence and facilitate.

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Division Pro Vice Chancellors, Heads of School and Program Directors
The Division Pro Vice Chancellors have management responsibility for teaching and learning within their
respective Divisions and this is exercised through the Heads of School and Program Directors.
Pro Vice Chancellor: Access and Learning Support and Deans of Teaching and Learning
The Pro Vice Chancellor: Access and Learning Support and the Deans of Teaching and Learning use more
collegial forms of leadership: the PVC: ALS through representing the wider teaching and learning concerns to
Senior Management Group and the Deans in a similar way to their respective Division Executives.
The PVC: ALS and the Deans work collectively across the University and individually across their Divisions to
provide leadership that promotes innovation and high quality teaching and learning.
Academic staff in the FLC
Academic staff in the Flexible Learning Centre provide specialist advice and professional development
opportunities as outlined above, and act as a focal point for the dissemination of information and the initiation of
internal debate about national and international developments. FLC academics publish widely, ensuring
international awareness of the University’s innovations and achievements in teaching and learning.
Three units support the work of teaching and learning across the University. These are: the Flexible Learning
Centre with locations on each metropolitan campus, the Library with locations on each Campus, and Student and
Academic Services, centrally located but responsible for the academic administration aspects of Campus Central
located on each campus. The Directors of each unit report to the PVC: Access and Learning Support.
Flexible Learning Centre
The Flexible Learning Centre plays a major policy and service role in facilitating the University’s strategic
directions for improving teaching and learning. This includes support through Learning Connection for student
learning, professional development for academic teaching staff, specialist support for distance education delivery,
development and maintenance of the online learning environment, and research and consultancy in teaching and
The FLC’s online services provide the research and development around the University’s online platform,
UniSAnet. This includes the development of a range of tools and the continual redevelopment of the UniSAnet
authoring environment.
Learning Connection offices on each campus provide careers services for students and academic support to both
staff and students in the improvement of learning. Those working with students include learning advisers,
counsellors and international student advisers. Services for staff include induction, the Introduction to Teaching
program for new staff, and a range of professional development opportunities in teaching and learning, including
support for the technical aspects of online course development. The services of Learning Connection are also
available online, providing academic support for staff and students at any hour of the day, all year round.
Major emphases for 2005 - 2007 include embedding new directions for online learning across the University,
realising the full potential of Graduate Qualities through links to assessment and career services, assisting
academic staff to achieve a greater focus on educational rather than administrative and technical concerns, and
assisting Divisions to assume a greater role in the professional development and support they provide for all their
teaching staff.
The Library contributes to student-centred learning, acquisition of the Graduate Qualities and educational change.
This contribution is underpinned by its commitment to information literacy and ongoing investigation and
implementation of new information and communications technologies to support student-centred learning and
flexible delivery. In addition to collections on each campus, it has a range of electronic resources and services that
are available 24 x 7 x 52. Staff in the Library work in collaboration with academics and staff in Learning
Connection. The Library has responded to the rapid increase of transnational activity at the University by offering
a range of services to students— some of them involving staff in visiting off shore locations.
Students studying off campus or unable to access the physical collections can request access to library resources
and services online, by telephone, fax or postal service through the Flexible Delivery Service. Guidance on how to
use the available resources is available over the phone, and through online tutorials, web pages and an online
information desk service. Through an innovative partnership with the University’s Document Services Unit the

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Library has established a Digital Resource Management Centre; course readers are made available to all UniSA
students through the Library catalogue.
In line with the increasing prominence of e-learning and reliance on digital resources in both learning and
research, the Library continues to explore, develop and exploit technological solutions appropriate to the strategic
directions of the University. This includes simultaneous searching of multiple information services, provision of
access through scholarly portals and participation in national digital initiatives such as e-print archives. Direct
client support services will continue to be increased during 2004 to 16 hours a day 7 days a week. Support will be
further extended through the establishment of collaborative arrangements with higher education institutions in
other time zones to enable the provision of 24 x 7 support services to students.
In 2005-7 the Library will explore the implementation of ICT focused Learning Commons on each metropolitan
campus library, as a collaboration between academic teachers and other academic professionals, including
Student and Academic Services
Student and Academic Services (SAS) manages academic policy and other frameworks to achieve consistent and
fair practices across the University and transparency for the University community and external stakeholders. SAS
ensures effective communication and training about relevant legislation and external requirements, incorporating
them into policy where applicable and monitoring compliance Its responsibilities include
          managing the student information system (PeopleSoft and Mercury) and timetabling software (SPlus)
           and related interfaces including policies and processes relating to access, roles and responsibilities, use,
           maintenance, documentation and training
          ongoing development and continuous improvement of the information and timetabling systems, their
           functionality and relationship to other corporate information systems
          managing program and course data in UniSAnet as well as publication of the calendar in conjunction
           with the Flexible Learning Centre which is responsible for the database and its development.
          credit transfer management and coordination
          coordination of Campus Central and other student administration operations particularly in Research
           Services and transnational units
          scholarships and prizes administration
          student reporting including DEST and Centrelink collections
          HECS and Fees office and associated processes
          support for online class level enrolment, coordination of class scheduling and associated administrative
3.2.2      Committee structure around teaching and learning
Academic Board has two committees that have formal responsibilities around teaching and learning: Academic
Policy and Program Review Committee and Teaching and Learning Committee. Within Divisions, teaching and
learning committees also operate at Division and School levels, providing a network of academic involvement in
teaching related matters.
Academic Policy and Program Review Committee (APPRC)
APPRC has significant responsibilities in the development of academic policy and in making recommendations
about new programs and amendments to existing programs to Academic Board. The committee was restructured
in 2004 with revised terms of reference and membership.
Teaching and Learning Committee (TALC)
TALC has responsibility through Academic Board for providing a critical forum for collegial discussion and
determination of the University’s academic agendas. It provides University-wide leadership in teaching and
learning by advancing corporate directions and responding to issues identified. To increase its effectiveness a
number of small, focused working groups develop strategies for improvement in key areas of teaching and
learning including: graduate employment outcomes, assessment, online evaluation instruments, support for
international students, plagiarism, articulation and credit arrangements with TAFE SA, information literacy, and
improvement of CEQ results.

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3.3        Teacher development
The University recognises that developing the capabilities of staff in terms of new and emerging requirements and
inducting new staff to the teaching and learning environment is central to high quality learning outcomes for
3.3.1      Induction
All new continuing and long-term contract staff involved in a comprehensive induction program which includes
corporate, division and school dimensions. The teaching and learning environment is a key aspect of the induction
program and includes: teaching and learning framework, policies, support services provided by FLC, Library and
Student and Academic Services, etc.
In 2004 induction was extended on a more systematic basis to staff employed by UniSA's partner organisations
offshore and includes an introduction by the FLC to UniSA’s approach to teaching and learning. Generic online
downloadable induction materials have been prepared for use offshore, with delivery of the induction managed by
the relevant program director.
3.3.2      Teaching @ UniSA
The professional development staff of the Flexible Learning Centre introduced a program for all new continuing
academic staff and selected sessional staff (those who have more than 13 contact hours per semester, and/or are
responsible for more than one third of a course) in 2003. It builds on corporate induction sessions, offers support
to academics new to teaching, and introduces experienced teachers new to UniSA to our distinctive approach to
teaching and learning, and emphasises the scholarship of teaching. The program is underpinned by the range of
Teaching Guides available online from Learning Connection. A pilot is planned for 2005 with staff of offshore
partners who teach with UniSA.
3.3.3      Professional development
The University recognises that the key to the achievement of the strategic directions for teaching and learning is
the support of staff through professional development (PD) opportunities. The professional development activities
provided through the PD staff of Learning Connection are directly related to the strategic directions of the
University and focus specifically on the learning outcomes of students. Professional development services
available through the Flexible Learning Centre include:
          Learning Connection teaching and learning resources to support course and program design and
           teaching and learning
          workshops arranged through Divisional Service Contracts to support University-wide priorities or on a
           needs basis by negotiation with Divisional Liaison Staff
          group consultations to resolve teaching and learning issues related to course and program teams
          individual consultations about matters related to an individual's teaching.
          Coordination of professional development activities with professional groups from other universities and
           professional associations.
3.3.4      Graduate Certificate in Higher Education (QUT)
Since 2000 the University has supported academic staff through time release and fee payment to undertake the
Graduate Certificate of Higher Education offered by Queensland University of Technology. The program provides
academic staff with the opportunity to complement their fields of expertise with the study of educational theory and
practice in the higher education context. The emphasis is on skills and understandings central to teaching as well
as a wider framework of understanding advantageous to career advancement through promotion and the winning
of teaching and learning grants and awards. QUT has agreed to accredit Teaching @ UniSA within the Graduate
3.3.5      Awards and grants
Recognition of good teaching as central to the University’s purposes is supported through a system of awards and
grants, overseen by the Pro Vice Chancellor: Access and Learning Support and University TALC. The Pro Vice
Chancellor instituted an external review of teaching awards and grants in 2002 with the aim of ensuring maximum
impact and systemic change through teaching grants, and recognition of the best teachers, within a framework
built on the scholarship of teaching, through the awards.
Excellence in Teaching Awards

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Excellence in Teaching Awards are made annually to not more than three applicants who can demonstrate
outstanding teaching practice, based on the evidence of student evaluations, peer review, publication and a well-
explicated personal theory of teaching.
Scholarly teaching awards
Scholarly Teaching Awards recognise the academic activity and outcomes of those, both early career and
experienced academics, who embrace and demonstrate a scholarly approach to teaching, as evidenced by a
range of professional and academic activities.
3.3.6      Teaching Grants
The University Teaching Grants fund provides up to five grants of $40,000 annually to teams who apply to
undertake significant projects that will introduce innovations into teaching practice, develop strategies to improve
student learning outcomes, or address priority issues in teaching and learning. Three grants allow applicants to
devise their own project, while two call for applications in areas that University TALC determines are priorities
within a given year. Grant recipients are required to develop strategies to disseminate their findings and ensure
systemic change within the teaching and learning practice of the University.

4. Performance against KPIs
Student satisfaction data as measured by the Graduate Course Experience Questionnaire, particularly in the core
fields of Good Teaching, Generic Skills and Overall Satisfaction, form the basis for many improvement measures
in teaching and learning. Similarly, trend data from the Graduate Destination Survey is used to target programs
with low employment outcomes. 2001-2003 trend data, with targets for 2004-5 are included in Tables 1-3.
Table 1 Student satisfaction scores and targets (GCEQ) 2004-5
                                                      2001          2002           2003          2004       2005
                                                                                                 Target     Target
Good Teaching                                         41%           39%            41%           41%        42%
Overall Satisfaction                                  63%           61%            63%           63%        65%
Generic Skills                                        65%           64%            66%           66%        67%

Table 2: Comparative satisfaction data as measured by the GCEQ core scales 2001-2003
University              Good Teaching                       Overall Satisfaction                 Generic Skills
                 2001        2002         2003         2001       2002        2003        2001      2002      2003
                 %           %            %            %          %           %           %         %         %
UniSA            41          39           41           63         61          63          65        64        66
UTS              39          35           36           67         69          70          65        64        64
QUT              41          37           38           67         61          62          59        60        60
RMIT             40          38           39           59         60          61          60        61        61
CUT              40          44           46           66         67          68          63        68        68
Flinders         49          51           50           70         70          70          65        64        66
Adelaide         46          47           45           65         70          64          59        59        64
National         43          45           46           68         68          68          64        65        64
There was a 2% increase in 2003 graduates’ satisfaction on each of the three core scales of the Graduate Course
Experience Questionnaire: Good Teaching, Generic Skills and Overall Satisfaction. Measures which influenced
these responses included:
          Teaching @ UniSA
          introduction of the GCEQ appendix within Policy A-35.A-9 Quality Assurance and Improvement:
           Programs. Courses and Teaching Arrangements; 22 programs completed the GCEQ Appendix in 2003.

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           TALC working group focus on a comprehensive approach to address poor GCEQ scores, information
            about good practice in programs with high scores, and resources to assist program directors to improve
            GCEQ scores
           considerable success with strategies to increase response rates
           continued focus on the relationship between Graduate Qualities and Assessment
           addressing issues that affect students’ overall satisfaction and were raised in the Student Experience
            Questionnaire, such as food on campus and printing and internet quotas, through the Student Services
            Advisory Committee.
Table 3 Percentage of graduates available for full-time work who are in full-time work (2002-2003) and targets
Percentage Employed               2001           2002            2003           2004             2005
                                                                                (target)         (target)
UniSA                             73.5%          75%             74.7%          78%              80%
Adelaide                          79.2%          82.2%           78.7%
Flinders                          75.5%          76%             75.0%
National                          83.1%          81.3%           80.1%

The percentage of graduates in full-time employment remained constant in 2003. University TALC set up a
working group on graduate employment which developed a comprehensive approach to addressing graduate
employability. The approach, based on a UK framework, has been trialled with 20 programs with low employment
rates and addresses four key areas:
           central support structures and processes
           graduate attributes
           provision of work opportunities
           practices around recording of graduate skills for use within portfolios and resumes.

5. Directions and priorities in teaching and learning
5.1         Strategic directions 2005–2010
The University’s vision for teaching and learning to 2010 is captured in the following quotations from UniSA 2010:
           In 2010 the University of South Australia will be…….recognised for education and research undertaken in
           collaboration with industry and the professions…..
           …..research and teaching will be conducted in many countries through innovative use of e-learning and e-
           business. Increasing numbers of the University’s students will be living interstate and overseas. We will
           develop new kinds of teaching arrangements and offshore partnerships. The education of all students will
           be enriched by intercultural learning, developing understanding of diverse cultures…
           …students will graduate with a distinct set of qualities equipping them to operate successfully in their
           chosen profession both in Australia and internationally. The University’s diverse student population will
           reflect our commitment to ethical action, access and equity, lifelong learning and internationalisation.
           In 2010 the University’s approach to teaching and learning will be student-centred, flexible and
           technologically mediated. Our programs will prepare graduates for participation within a range of
           professional contexts. Graduates will demonstrate distinctive characteristics valued by the professions,
           employers and the wider community.
           In 2010 UniSA will provide students with a blend of on-campus and online—a learning environment that is
           recognised for its accessibility and level of service. The University will be a leader in global access to
           learning that is enabled by emerging technologies.

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5.2        Teaching and learning priorities
University TALC oversees the setting of priority areas for teaching and learning in response to the changing
University environment and to the diversity of our student population and to ensure progression towards the
University’s vision for 2010.
5.2.1      Mid-term priorities
The University will continue to build and support a diverse educational community and an innovative and
responsive program profile as foreshadowed in UniSA 2010. We will maintain our focus on successful graduate
outcomes underpinned by the Qualities of a UniSA Graduate and on student-centred learning for the professions,
effected through flexibly delivered teaching and learning. Improvement strategies will concentrate on recruitment,
teaching quality, and graduate employment outcomes. Priorities in teaching and learning will include:
          developing and implementing a UniSA approach to the scholarship of teaching
          developing sustainable cross-disciplinary undergraduate and postgraduate programs in the academic
           profile priority areas of Healthy Lifestyles, Sustainability, and Modelling and Managing Complex Systems
          implementing a comprehensive online strategy addressing both teaching and learning and other uses of
           technology to provide a more efficient and effective environment within which staff and students can
          embedding quality assured online learning experiences and administrative support services—across the
           curriculum and accessible to all.
          improving the quality of teaching
          establishing robust relationships across educational sectors, leading to multiple entry pathways and
           increased applications to the University from both high achieving students and those who have
           experienced educational disadvantage.
          implementing a University-wide strategy to improve graduate employment
          increasing the range and number of work related placement opportunities available to UniSA students
          coordinating equity initiatives and monitoring their implementation to improve access, participation,
           success and retention for equity groups
          maintaining a focus on internationalisation and intercultural experiences for all UniSA students
          embedding approaches to lifelong learning and information literacy in undergraduate and postgraduate
           curricula, supported by a wide range of courses that offer continuing education to professionals
           throughout their careers.
          taking a national leadership role in addressing issues of educational integrity and prevention of
5.2.2      Priorities for 2005
During 2005, the University will continue to move towards the goals set for its academic profile and teaching and
learning framework in the period 2010–2015. Priority areas are set by TALC, and addressed by TALC working
groups, University-wide and locally-based projects, and University-sponsored teaching grants.
Scholarship of Teaching
          The Corporate Project for the Scholarship of Teaching will be implemented across the University through
           a broadly consultative process that builds on the University’s existing strengths in this area.
         Teaching Grants criteria and guidelines will be revised to emphasise the scholarships of teaching and
Qualities of a University of South Australia Graduate
          The Qualities of a University of South Australia Graduate will continue to be a key strategy for improving
           teaching and learning and graduate employment outcomes and will be specifically addressed in the
           program approval process.
          Graduate Qualities will be progressively embedded in research degrees and other postgraduate
          2003–2004 Assessment Development Projects’ outcomes will model successful strategies for
           strengthening the nexus between Graduate Qualities and assessment.

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Quality of teaching
          Teaching @ UniSA will continue to introduce new staff to the University’s teaching and learning
           environment and will be offered in offshore locations.
          The Corporate Project on the Scholarship of Teaching will promote and integrate high quality, reflective
           teaching practice built on the Boyer Scholarships.
          Strategies will be pursued to improve programs that perform below expectations on national
          Professional development workshops and Teaching Guides will focus on improving teaching quality.
Work integrated learning opportunities
          The Graduate Employment Strategy will be implemented and closely monitored.
          The FLC’s Career Service will strengthen Experiencebank and integrate the Industry Internship Program
           in order to increase work integrated learning opportunities for students.
          Targeted support will be provided for international and transnational students and for staff working in
           cross-cultural contexts.
          The Teaching @ UniSA program will be extended to offshore contexts with partner institutions.
          2004 University teaching grant outcomes will improve resources to internationalise teaching and
Recruitment and access
          Collaboration with the schools and vocational education sectors, will broaden markets, improve access
           pathways and increase credit transfer.
          The University’s recruitment strategy will address the need for more flexible entry pathways, include a
           scholarships strategy to attract a broad mix of applicants, respond strategically to the needs of the
           professions, and improve access for students from equity groups.
          The University will develop a regional engagement strategy which will have as one focus to increase the
           numbers of low SES and rural and isolated applicants.
Online strategy
          Implementation of the University’s online strategy and developments in online technologies will require
           exploration of new teaching models.
          Ongoing roll-out of assessment tools and an enhanced student portal, increased availability of e-learning
           resources will enable better student management of learning and will support innovations in teaching, as
           foreshadowed by UniSA 2010.
Equity and access
          The University Recruitment Strategy will be implemented and will include strategies specifically targeting
           access for students from equity groups.
          UNAP and UniSAPAL initiatives will be expanded to improve access and participation by students from
           low SES background, especially those over 25 years and students from a non-English speaking
          Adaptive Technology Suites will be monitored for their effectiveness in supporting the success and
           retention of students with disabilities.

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