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					Non Self-Accrediting Higher Education Institutions


          Annual Report Proforma 2010




                  Submitted by




           Report for the calendar year

  From 1 January 2009 until 31 December 2009




                                                 Page 1 of 31
INSTRUCTIONS FOR TEMPLATE
Responses within the main proforma should be concise and provide an overview. Further details may be
provided by way of an optional alpha-numerical appendix numbered as listed in the proforma. If more than
one appendix is provided per requirement, number as follows: pha-numeric (ie 7a), then appendices will be
listed as follows – 7ai, 7aii, 7aiii, etc. Observe word limits above each response area.

BACKGROUND
In October 2007 the Ministerial Council on Education, Employment and Youth Affairs (MCEETYA) approved
National Guidelines for Higher Education Approval Processes which give effect to revised National Protocols
for Higher Education Approval Processes (the Protocols). The Guidelines for the registration of non self-
accrediting higher education institutions and the accreditation of their courses (relating to Protocols A and B)
provide the framework for the regulation of non self-accrediting higher education institutions.
The Guidelines relating to Protocols A and B spell out quality assurance requirements in more detail in
Section 17.6. There is an emphasis on quality assurance processes leading to improvements in higher
education courses and their delivery. Requirements for post-approval processes, including annual reporting,
are set out on p.10, section 13.
The Government Accreditation Authorities with responsibility for the regulation of non self-accrediting higher
education institutions have developed a common format for annual reporting based on previous proformas,
which were used in selected jurisdictions in previous years.

PURPOSE
An “Annual Report” is the means by which institutions that are approved under legislation to operate as
higher education institutions and to offer higher education courses report ongoing requirements related to
their registration and accreditation.

Annual Reports are one mechanism by which Government Accreditation Authorities monitor higher
education delivered by institutions and assure the quality of higher education offerings. This is your
opportunity to advise how you are continuing to comply with the granted institutional registration and
accreditation for higher education courses.

Annual Reports are submitted every year, and include information on an institution‟s operations for the
previous calendar year (the reporting period). The Annual Reporting process has a number of benefits, both
for Government Accreditation Authorities and higher education institutions.

For Government Accreditation Authorities, the Annual Reports provide an opportunity to:

       Monitor the quality assurance and improvement of institutions‟ operations;
       Be assured of the ongoing compliance of institutions; and
       Identify and manage quality risks.

The Annual Report is a useful self-assessment tool for higher education institutions by providing an
opportunity to:

       Review the efficacy of policies and procedures;
       Reflect on the effectiveness of courses and course outcomes;
       Re-evaluate strategic plans, aims and objectives as required;
       Test and prove quality assurance systems; and
       Prepare institutions for re-registration and/or the re-accreditation of courses.

GLOSSARY
Academic Governing Body
The Academic Governing Body is the board, committee or council that has responsibility for the institution‟s
courses, and the authority to establish, review and implement basic policies to govern and carry out the
academic mission of the institution. It is not the corporate governing body of the institution.

Benchmarking
Benchmarking is an ongoing, systematic process for measuring and comparing the work processes of one
organization to those of another, by bringing an external focus to internal activities, functions, or operations
(Kempner 1993). The goal of benchmarking is to provide key personnel, in charge of processes, with an
external standard for measuring the quality and cost of internal activities, and to help identify where
                                                                                                    Page 3 of 31
opportunities for improvement may reside. For example, external marking or moderation of grades by an
external examiner; formal comparison of student outcomes with another higher education institution;
comparison of quality assurance systems or policies and procedures

Condition of registration/accreditation
A condition placed on an institution or its course(s) by the Government Accreditation Authority decision-
maker.

Corporate Governing Body
The Corporate Governing Body, generally the Board of Directors or Council, is responsible for the
governance of the institution as a business entity. It is not the academic governing body of the institution.

Course
A sequence of study leading to the award of a qualification

Course completion
Applies to students who have completed all the formal academic requirements of the course and been
issued with an academic transcript confirming this. A student who has completed a course need not have
had the relevant award formally conferred.

External mode
Mode of delivery to off-campus students

Fit and Proper Person
Refer to the definition in the Guidelines for the registration of non self-accrediting higher education
institutions and the accreditation of their courses (relating to National Protocols A and B), Appendix 3.

Government Accreditation Authorities
Those Commonwealth and state/territory agencies listed on the Australian Qualifications Framework
Register of Recognised Educational Institutions and Authorised Accreditation Agencies.

Grade Distribution
The distribution or array of grades within pre-stated parameters of grade cut-offs for assessment, for
example, 85-100% = High Distinction. This does not mean norm-referencing or bell curve distribution.
„Sectoral norm‟ refers to the distribution of grades that would be generally acceptable across the higher
education sector, for example, 50% of students who failed a course would be considered to be outside of the
sectoral norm for failure rates.

Internal mode
Mode of delivery to on-campus students

Multi mode
Mode of delivery that includes internal and external mode

Quality assurance
Quality assurance refers to the policies, attitudes, actions and procedures necessary to ensure that quality is
being maintained and enhanced. It requires actions internal to the institution, but may also involve actions of
external bodies. It includes course design, staff development and the collection and use of feedback from
students and employers. Quality assurance is also used as a general term to refer to the range of possible
approaches to addressing concern for quality in higher education. (Definition as per National Protocols)

Reporting period
The calendar year immediately before the reporting date

Senior Academic Staff
Includes the Academic Director, Dean, Head of School, Course Coordinator (or similar titles)

Subject
A subject is a distinct unit or component of study within a course. Each subject is identified by its title and
contributes a fixed percentage towards the requirements for an award. Subjects are often allocated credit
points which measure their workload. Subjects are typically completed in one semester.




                                                                                                     Page 4 of 31
                                                   TABLE OF CONTENTS




INSTRUCTIONS FOR TEMPLATE ................................................................................................. 3
BACKGROUND .............................................................................................................................. 3
PURPOSE ...................................................................................................................................... 3
GLOSSARY .................................................................................................................................... 3
TABLE OF CONTENTS .................................................................................................................. 5
PART ONE ..................................................................................................................................... 7
PART TWO ..................................................................................................................................... 9
      1) CORPORATE GOVERNANCE ............................................................................................. 9
      2) CONDITIONS OF REGISTRATION/ACCREDITATION .......................................................10
      3) ACADEMIC GOVERNANCE ...............................................................................................11
      4) FINANCIAL STATUS ...........................................................................................................12
      5)PHYSICAL FACILITIES ........................................................................................................12
      6) LIBRARY AND LEARNING RESOURCES ..........................................................................12
      7) STAFF PROFILE .................................................................................................................15
      8) STUDENT OUTCOMES AND PROFILE ..............................................................................25
      9) IMPROVEMENTS TO TEACHING AND LEARNING ...........................................................29
      10)FUTURE PLANNING ..........................................................................................................31
CHECKLIST.................................................................................................................................. 31
INSTITUTION FEEDBACK ........................................................................................................... 31
APPENDIX 2A – MODERATION & BENCHMARKING ................................................................. 35
APPENDIX 2B – RELEVANT 2011 BROCHURE PAGES............................................................. 39
APPENDIX 3B – MINUTES OF [ ] ACADEMIC BOARD IN 2009 .................................................. 41
APPENDIX 6A – PURCHASING STRATEGIES ........................................................................... 49
APPENDIX 9A – CONTINUOUS IMPROVEMENT ....................................................................... 51
APPENDIX 9C – OTHER BENCHMARKING AND IMPROVEMENT PRACTICES ....................... 61




                                                                                                                                 Page 5 of 31
                                                 PART ONE
Name of Institution – Legal Entity



Trading as (list all trading names)




The institution is approved to offer the following accredited courses:
                                              Approved Course/s
                                                    Jurisdictions          Accreditation         Registration
                Name of Course
                                                     Delivered              Expiry Date          Expiry Date
                                                         QLD
                                                         QLD
                                                         QLD
                                                         QLD
                                                         QLD
                                                         QLD
                                                         QLD


Check your address, registration and institutional details (including details of member colleges or
agents) on each jurisdiction’s website and select from the following:

          The information provided on the website/s is true and correct.

          The information provided on the website/s regarding registration, institution and/or contact details is
          incorrect and requires changes as follows:


mailto:


Check details of accredited courses (including those taught by member colleges or agents) on each
jurisdiction’s website and select from the following:

          The information provided on the website/s is true and correct.

          The information provided on the website/s regarding accredited courses is incorrect and requires
          changes as follows.




                                                                                                     Page 7 of 31
Certification of Continuing Compliance
I certify that the information in this report is accurate and that the changes and quality assurance information
provided in this report are in line with the requirements of the National Guidelines for Higher Education
Approval Processes. The institution remains compliant with the requirements of the original registration and
accreditation. This report contains information regarding each receiving jurisdiction where the institution
operates.

Signature of Chief Executive Officer                   Signature of Chair of Academic Board

Print Name:                                            Print Name:

Position:

                                                       Signature:

Signature:                                             Date: 28 May 2010

Date: 28 May 2010



Fit and Proper Person Declaration
I declare that officers, directors and substantial stakeholders who are in a position to influence the
management of [ ] remain fit and proper persons to establish and operate an institution offering higher
education courses, as defined in the Fit and Proper Person Guideline, Appendix 3 of the National
Guidelines, and in each relevant jurisdiction’s Fit and Proper Person Guideline.

Print Name:                                     Position:


Signature:                                                      Date: 28 May 2010



Sharing of Information
I authorise the receiving jurisdiction to release this Annual Report from [INSERT INSTITUTION NAME] and
any subsequent information regarding requests for information or assessment of the report to other
jurisdictions where [INSERT INSTITUTION NAME] is registered to operate as a higher education institution
and to the Commonwealth where [INSERT INSTITUTION NAME] is an approved Higher Education Provider
(HEP).




Nominate a contact person for queries regarding this report

Print Name:                             Position:

Email:                  Phone:




                                                                                                    Page 8 of 31
                                                   PART TWO


1)       CORPORATE GOVERNANCE

1a. Has there been any change to your institution’s legal status, such as a
change of registered entity name, business or trading name or                            YES             NO
incorporation of the entity?

If YES, provide details and documents verifying status
(200 words maximum)




1b. Has there been any change to your corporate structure or ownership, or
in the roles, responsibilities or membership of your institution’s corporate             YES             NO
governing body?

If YES, provide details
(400 words maximum)

Major Change to Registration:

In 2009, [ ] submitted a Major Change to Registration, seeking to change the governing body of the College
from the [ ] to [ ] . The rationale for so doing was:

        to better reflect the role the Board undertakes in relation to [ ] ; and

        to respond to a mock AUQA audit which indicated the need for greater clarity between the roles of
          the Board of Directors and [ ].

Prior to the submission, [ ] engaged in a process with [      ] which resulted in amendments to the:

        Charter of the [ ] Board of Directors: to include educational outcomes as part of the Board‟s
         responsibilities and ensure membership alignment with the National Guidelines for Higher Education
         Approval Processes;

        Delegated authorities policy/procedure: to better reflect delegations from the [ ] Board of Directors
         through to [ ];

        Membership of Board of Directors: replacing the [ ] CEO as the sole director with the [ ] Executive
         General Manager, University Programs Division (EGM, UPD) to better align with the delegated
         authorities framework;

        Academic reporting process: with a view to ensuring reporting all the way through to the [ ] Board
         of Directors (implemented September 2009);

        Constitution: to better reflect National Protocols for Higher Education Approval Processes and
         Mission and Vision.

This change to governing body was:

        endorsed by Academic Board at 26 May 2009 meeting;
        approved by the Office of Higher Education on 29 March 2010;
        approved by the Australian Securities and Investment Commission on 12 April 2010; and
        advised to DEEWR (HEP) and CRICOS on 5 May 2010.




                                                                                                       Page 9 of 31
2)      CONDITIONS OF REGISTRATION/ACCREDITATION

2a. Were there any conditions related to the registration of your institution
                                                                                   YES           NO
that were due for completion in the reporting period or beyond?

If YES, describe the steps that have been/are being taken to meet these conditions. Also provide
details of progress for those conditions due beyond the reporting period.


 Conditions/ Recommendations of registration                            Steps taken

Condition:                                          Please refer to Appendix 2a (p 35) for evidence of
[   ].                                              implementation.




2b. Were there any conditions related to the accreditation of your courses
                                                                                   YES           NO
that were due for completion in the reporting period or beyond?

If YES, describe the steps that have been/are being taken to meet these conditions
 Conditions/ Recommendation of accreditation                            Steps taken
Diploma of Information Technology

Recommendation:
[ ]                                                 Please refer to Appendix 2a (p 35) for evidence of
                                                    implementation.

Diploma of Biosciences

Recommendation:
[ ]                                                 Please refer to Appendix 2b (p39) for a copy of the []


Diploma of Engineering

Condition:
[ ]                                                 The opening of the [ ] campus has been deferred
                                                    until Semester 1, 2012. [ ] expects the capital works
                                                    to begin by early 2011.


Recommendation:
[ ]                                                 Please refer to Appendix 2b (p 39) for a copy of the
                                                    []




                                                                                              Page 10 of 31
3)       ACADEMIC GOVERNANCE

3a. Have there been any changes to the membership, role or responsibilities
                                                                                           YES            NO
of your institution’s Academic Governing Body?

If YES, provide details.
(400 words maximum)

Several membership changes have occurred in relation to the governing body of the institution. The
membership changes to the committees responsible for Academic governance are detailed below:

Academic Board:

        [ ] was replaced by [ ] as Deputy Chair, [ ] Academic Committee and Chair, [ ] Program Committee.
         As this position on [ ] Academic Board is ex officio, [ ] assumed this responsibility also.

        After a longstanding contribution to [ ] Academic Board and Program Advisory Committees, [ ]
         resigned his position due to health reasons. He was replaced in 2010 by [ ], Board Member of both
         the Queensland Tourism Industry Council and the Hospitality Training Association.

        [ ] joined Academic Board as an external representative for Engineering. Prior to his retirement in
         2009, [ ] was formerly the Dean, Teaching & Learning of [ ] Faculty of Science, Engineering,
         Environment and Technology.

Commerce and Business Program Advisory Committee:

        [ ] ceased to sit on the Committee as a representative of MSIT [ ], as the [ ] and MSIT [ ] Agreement
         relating to MSIT [ ] transferred to [ ]. Mr [ ], Director, Design Arts & Hospitality at [ ] replaced [ ] as
         the [ ] representative. This membership will cease in 2010 as the last of the Diploma of Hotel
         Management outsourced practical subjects are taught out (refer Major Change to Diploma of Hotel
         Management approved by QOHE 15 Dec 2009).

Communication and Design Program Advisory Committee:

        The Committee also noted that [ ] changed roles. Formerly, he represented [ ] casual teaching staff
         on this Committee, but has moved to represent [ ] as the Bachelor of Graphic Design Program
         Convenor.

        [ ], a lecturer and Program Advisor for the [ ] Diploma of Graphic Design, assumed the role of
         representing [ ] casual teaching staff on this Committee, in place of [ ] (who remains, however as the
         [ ] representative).



3b. Provide copies of all minutes of your academic governing body for the reporting period
Copies of minutes from the two Academic Board meetings have been included in Appendix 3b (p. 41):
            26 May 2009
            19 November 2009




                                                                                                       Page 11 of 31
4)         FINANCIAL STATUS

4a. Has there been a decline in financial ratios or financial viability since
                                                                                       YES           NO
registration was approved?

If yes provide details of changes to ratios and/or other relevant information that describes the impact
on the institution’s capacity to deliver the course/s
(250 words maximum)




5)         PHYSICAL FACILITIES

5a. Have there been any major changes to your institution’s facilities,
                                                                                       YES           NO
including changes to premises, or lease arrangements?

If yes provide details
(400 words maximum)




6)         LIBRARY AND LEARNING RESOURCES

6a. Has the institution continued to upgrade learning and information
                                                                                       YES           NO
resources, facilities and services?

If yes, summarise acquisitions and improvements
(400 words maximum)

Library:

[ ] students have access to the library across all five campuses, though [ ] is generally considered to the
primary location. Students have access to the entire [ ] collections of books, journals, magazines, DVDs and
videos to support their studies.

The [ ] Librarian responsible for [ ] receives $20,000 annually for the purchase of resources to support the
teaching programs of [ ]. As much of the [ ] and [ ] course contents are similar or the same, the actual
resources available to students is greatly enhanced.

The library also has a small number of public access terminals that [ ] students are able to use as well as
extensive study areas, a colour printer and printing, photocopying and binding facilities. The library operates
an Information Services (reference) desk that students may approach for assistance with their personal
information needs.

[ ] students may take advantage of the [ ] Intercampus Library Loan Scheme. This scheme allows students
to request titles housed on other [ ] campuses to be transferred to [ ] for borrowing.

A range of purchasing strategies have been included in Appendix 6A (p. 49) to demonstrate how [ ] & [ ] are
continually improving the learning resources.




                                                                                                  Page 12 of 31
ProQuest:

[ ] subscribes to ProQuest Journals Database, which includes a comprehensive selection of scholarly and
periodic reviews and publications on topics relevant to the programs offered. In 2009, as a result of the
accreditation of the Diploma of Biosciences and the Diploma of Engineering, [ ] increased its subscription to a
wider selection of science-based journals to support students in these programs more effectively. The cost of
this augmentation was an additional $3,125 per year.

Information Technology resources:

In Semester 1, 2009, [ ] implemented an improved online Student Portal. The system housed the
introduction of “Moodle” an online learning management system, the utilisation of “Gmail” as the primary
communication tool within the College and an upgrade to various College processes. A couple of examples
include an online Learning & Welfare Support Wiki, and a Student Sales site as a medium to sell second
hand text books, household items and even share accommodation.

With regards to infrastructure supporting the student IT environment, [ ] replaced the two servers responsible
for the student authentication process and student storage. All presenter‟s computers in lecture rooms and
two of the seven student computer labs were also due for replacement. The total expenditure on these
hardware replacements was $174,354.



6b. Provide library expenditure against budgeted amount for text and journal acquisitions, electronic
subscriptions and other learning resources for higher education in the table below.


                                                                                                      QLD
Expenditure                                                                                              *$37,125
Budgeted Amount                                                                                          *$37,125
Expenditure average over previous 3 years                                                                 $35,042

* This figure is made up of $20,000 for library resources and $17,125 for subscription to ProQuest.




                                                                                                      Page 13 of 31
7)      STAFF PROFILE

7a. Indicate your current total number of academic staff, by State of operation. For distance
education institutions, indicate which staff teach in each State or Territory (where possible).


Academic Staff in QLD                                                                         No. in QLD
Full time – permanent                                                                              6
Part time – casual                                                                                76


7b. Do the staff numbers listed above differ from those in the staffing plan
                                                                                  YES               NO
approved in your registration and accreditation processes?


If YES, explain the changes
(250 words maximum)




7c. Provide details of senior academic staff (e.g. Deans, Course Coordinators) and highlight with an
asterisk any changes that have taken place.


      Staff Name               Position             Course/main       Highest Qualification             State
                                                   teaching area      by level & discipline
                                                                      Eg: PhD Counselling

*                        Academic Director     Academic Director     MBA (currently enrolled)          Qld
                                                                     BSc, BEd, Dip Ed, Grad Dip
                                                                     Psych


*                        Deputy Academic       Commerce              Grad Cert of Higher Ed            Qld
                         Director                                    BComm (Hons)


                         Program Coordinator   Commerce              B Comm (Hons)                     Qld


                         Program Coordinator   Hotel Management      M Ed, Grad Dip Mgt (Mktg),        Qld
                                                                     Grad Dip Further Ed & Training,
                                                                     B Bus (Hosp Man), Cert IV in
                                                                     Proj Mgt


*                        Program Coordinator   Cert IV               M Training & Dev                  Qld
                                                                     Grad Cert Training & Dev
                                                                     BBSc/BA Crim


*                        Program Advisor,      Graphic Design:                                         Qld
                         Diploma of Graphic                          M Digital Design
                         Design


                         Program Advisor,      Information Tech:     PhD IT, BIT (Hons), Cert IV       Qld
                         Diploma of IT                               Workplace Assess & Training


                         Academic Advisor      Academic Skills       M Ed, Bachelor of Adult &         Qld
                                                                     Vocational Education


                         Student Advisor       English Language      B Sc (Aus.Env.Sc),                Qld
                                               Development Program   Cert IV in TESOL



                                                                                                 Page 15 of 31
7d. Have there been any changes to senior academic staff (e.g. resignations,
retirements, replacements, new appointments, changed roles and                        YES             NO
responsibilities etc)?


If yes explain the changes
(250 words maximum)

Several changes have impacted the senior staffing profile at [ ]:
2009:
       The long standing Diploma of Graphic Design Program Advisor, [ ], accepted a full-time position with
        [ ] as Program Convenor of the Bachelor of Design. As a result, another long standing teaching staff
        member, [ ] accepted the role for the remainder of the year.
2010:
        From Semester 1, 2010, [ ] retired and in his role as Program Advisor was replaced by [ ]. [ ] has
        taught across [ ] (Diploma) and [ ] (Bachelor) since 2001. [ ] subject responsibilities include
        Computer Visualisation & Image Creation and Digital Graphic Design.

       Academic Director, [ ] has accepted a promotion to College Director of 3 new [ ] Colleges opening in
        partnership with the University of Massachusetts (Boston, Lowell & Dartmouth campuses). As a
        result, Deputy Academic Director, [ ] has accepted a promotion to Academic Director.

       Program Coordinator, [ ] has made a decision to pull back to a casual teaching position.

       Three appointments have recently been made (i.e. Deputy Academic Director and 2 Program
        Coordinators), with staff commencing over the coming months.



7e. Provide general details for all academic staff development activities

(500 words maximum)

[ ] offers professional development funding for all staff including ongoing and casual, academic and
administrative.

A range of strategies are enacted to encourage staff to take up professional development opportunities:

       an Academic Staff Development policy which encourages and supports regular professional
        development activities;

       free lunchtime workshops on a range of topics directly relevant to [ ] teaching staff (e.g. classroom
        management, pronunciation of Chinese names, managing group work assessment, good practice in
        moderation);

       teaching and learning development workshops (e.g. evaluation of teaching/reflective practice; writing
        quality assessment; teaching in a multicultural classroom) conducted by experts in relevant fields
        (e.g. [ ] Institute of Higher Education);

       a professional development session is included within the Induction Program, which aims to educate
        new staff on the need to maintain currency in their discipline and in the scholarship of teaching and
        learning. The sessions also informs staff of assistance available from [ ];

       an ongoing staff member responsible for regularly promoting professional development opportunities
        and funding available (e.g. emails, posters); and

       an online Professional Development Log which acts as a depository of all activities.



                                                                                                   Page 16 of 31
Specific details of senior academic staff have been itemised at 7f; however, a general list of other staff
activities include:

   18% of academic staff members were undertaking further study:
       o PhD in relevant discipline – 6 staff members;
       o Masters in relevant discipline – 5 staff members;
       o Grad Dip in Higher Ed – 4 staff members.

   relevant industry involvement:
        o Accountant responsible for the financial management of a retail clothing company;
        o Marketing & Communications Co-ord for a fresh produce supplier;
        o Director of Research Services at an information services development company;
        o Software Engineer for a virtual schooling project;
        o Proprietor of graphic design company;
        o Software Engineer, Cityscape Prototyping Virtual Environment Project.

   membership of relevant industry bodies:
      o Association of Professional Engineers, Scientists & Managers;
      o Australian Institute of Training & Development;
      o Australian Institute of Managers;
      o Council for Australian University Tourism and Hospitality Education;
      o Queensland Teacher Registration;
      o Australian Human Resources Institute;
      o Australian Computer Society;
      o Australian Council for Computers in Education;
      o Australian Graphic Design Association;
      o Academy of World Business and Management.

   presentation of conference papers or publication of journal articles:
        o 3D Visualisation of Medical Data and it's Applications, presented at IBM Excite Open Day;
        o Editorial Committee Member of the Journal of Technology and Human Interaction;
        o "Subverting the Suit: The Street Smart Dandy" presented at the Art Association of Australia and
           New Zealand Annual Conference;
        o published in the Malaysian Journal of Computer Science;
        o Contextualising the learning of assessment practices: Meeting the academic skills needs of
           international students [Poster] presented at the Australian Learning and Teaching Council‟s First
           Year Experience Curriculum Design Symposium); and
        o attendance at a Education Network Australia seminar on ICT tools for education.




                                                                                                Page 17 of 31
7f. Provide specific details for individual senior academic staff development activities undertaken and, where relevant, any funding support from the
institution

There are many internal activities conducted by [ ] and/or [ ] which inevitably incur a cost overall (e.g. hire of facilities, catering, facilitator/trainer, time away from regular duties, travel expenses, etc). However, it is
not simple to allocate directly to those individual employees below. Instead it has simply been referred to as “Group Cost”.

     Staff Member                                                                                  Activity                                                                             Cost             [ ] funding
[]
                                 Review of publications relevant to teaching and learning in higher education and related sectors to keep up with trends in                                     Nil                   N/A
                                 higher education.
                                 AUQA Audit Preparation Workshop March 2009                                                                                                           Group Cost                    100%
                                 QUT MBA Fees 2009                                                                                                                                      $1670.00                    100%
                                 Australian Universities Quality Forum July 2009                                                                                                        $2105.18                    100%
                                 Higher Education Research and Development Society of Australasia (HERDSA) Workshop (Student Engagement) July                                             No cost                     N/A
                                 2009
                                 Proteus Leadership Breakfast                                                                                                                              $51.95                   100%
                                 Attendance at [ ] Academic Directors meeting                                                                                                           $1501.23                    100%
                                 Academic Board Member                                                                                                                                          Nil                   N/A
                                 Program Advisory Committee Member                                                                                                                              Nil                   N/A
                                 Assessment Committee Member                                                                                                                                    Nil                   N/A
[]
                                 Review of publications relevant to teaching and learning and specific disciplines to keep up with trends in higher                                             Nil                   N/A
                                 education.
                                 International Education Association Australia Symposium – Internationalisation of the Curriculum May 2009                                                $163.64                   100%
                                 AUQA Audit Preparation Workshop                                                                                                                      Group Cost                    100%
                                 Australian Education International National Briefing May 2009                                                                                            $102.27                   100%
                                 Professional Practice – Classroom Behaviour Management (In-house Workshop)                                                                               No Cost                     N/A
                                 HERDSA Conference – The Student Experience July 2009                                                                                                      $2,541                   100%
                                 First Year Experience Curriculum Design Symposium (QUT/Australian Learning and Teaching Council) Presented Poster                                         $90.45                   100%
                                 on Curriculum Design – embedding Academic Skills.
                                  [ ] Training – Writing Effective Assessment                                                                                                         Group Cost                    100%
                                 Membership to HERDSA – Standard Membership                                                                                                               $140.00                     N/A
                                 Australian Human Resource Institute Membership                                                                                                           $300.00                   100%
                                 First Year Experience Curriculum Design Symposium                                                                                                         $80.27                   100%
                                 Proteus Leadership Breakfast                                                                                                                              $51.95                   100%

                                                                                                                              Page 19 of 31
     Staff Member                                                           Activity                                                               Cost         [ ] funding
                    [ ] Program Advisory Committee Member                                                                                                 Nil            N/A
                    Attendance at a [ ] College Directors Meeting (invited as a professional development opportunity)                              $2207.82            100%
                    [ ] Course Review Working Group Member                                                                                                Nil            N/A
                    [ ] Assessment Committee Member                                                                                                       Nil            N/A
                    [ ] Executive Committee Member                                                                                                        Nil            N/A
[]
                    Review of publications relevant to teaching and learning in higher education and related sectors to keep up with trends in            Nil            N/A
                    higher education and in field relevant to role.
                    [ ] Customer Service Training                                                                                                Group Cost            100%
                    EDNA Workshop – Connecting through EDNA: Building Digital Bridges                                                               $120.00            100%
                    [ ] Lunchtime Best Practice Series: The Classroom – Good Behaviour and Good Learning                                         Group Cost            100%
                    International Education Association of Australia - Teaching and Client Management of Arab Students                              $405.46            100%
                    Office Ergonomics (Health and Safety) Training                                                                               Group Cost            100%
                    Annual Fire Safety Instruction                                                                                               Group Cost            100%
                    [ ] Lunchtime Best Practice Series – Chinese Student Names: the Yin and Yang of Pronunciation                                Group Cost            100%
                    Writing Effective Assessment Workshop                                                                                        Group Cost            100%
                    [ ] Course Review Working Group Member                                                                                          No Cost              N/A
                    [ ] Certificate IV Assessment Committee Member                                                                                  No Cost              N/A
                    [ ] Certificate IV Program Advisory Committee Member                                                                            No Cost              N/A
[]
                    Moodleposium Conference                                                                                                         $870.27            100%
                    Online Training – Office Ergonomics and Safety Training                                                                      Group Cost            100%
                    EDNA Workshop – Connecting through EDNA: Building Digital Bridges                                                               $120.00            100%
                    First Year Experience Curriculum Design Symposium (QUT/Australian Learning and Teaching Council)                                 $90.45            100%
                    Fire Warden Safety Training                                                                                                  Group Cost            100%
                    [ ] Lunchtime Best Practice Series – Chinese Student Names: the Yin and Yang of Pronunciation                                Group Cost            100%
                    [ ] Lunchtime Best Practice Series: The Classroom – Good Behaviour and Good Learning                                         Group Cost            100%
                    Industry Experience                                                                                                             No Cost              N/A
                    ISANA QLD Workshop – Navigating International Students‟ Online Behaviour: Implications for Communicating and                    No Cost              N/A
                    Providing Services for Students



                                                                                                   Page 20 of 31
     Staff Member                                                           Activity                                                  Cost        [ ] funding
[]                  Higher Education Research and Development Society of Australasia (HERDSA) Workshop (Student Engagement) July        No cost            N/A
                    2009
[]
                    Presentation Publication: 3D Visualisation of Architectural Data – IBM Open Day [ ]                                No Cost             N/A
                    Presentation Publication: 3D Visualisation of Medical Data and it‟s Applications – IBM Excite Open Day [ ]         No Cost             N/A
                    EDNA Seminar – ICT Tools for Education                                                                             $120.00           100%
                    Writing Effective Assessment Workshop                                                                            Group Cost          100%
                    Warren Centre Innovation Lecture 2009 – Google Maps and Google Wave: Dr Lars Rusmussen, Google                       $88.00          100%
                    QUESTnet 2009 Conference: The Application of 3D Virtual Worlds in Higher Education (National Conference for        No Cost             N/A
                    Networking Professionals)
                    Industry Experience                                                                                                No Cost             N/A
                    Membership to Association of Professional Engineers, Scientists and Managers Australia (APESMA)                    $425.00           100%
[]
                    English Australia and Pearson – Common European Framework and 15 Ways to Attack a Text                             $140.00           100%
                    Believe it or Not! Religion and the Classroom Seminar                                                              No Cost             N/A
                    Turn it In Training                                                                                                No Cost             N/A
                    Advanced Mind Mapping Training Seminar                                                                             $360.00           100%
                    [ ] Lunchtime Best Practice Series – Chinese Student Names: the Yin and Yang of Pronunciation                    Group Cost          100%
                    Mindwerx Seminar                                                                                                   $268.18           100%
                    ISANA Conference – The Student Experience                                                                          $532.92           100%
[]
                    Australian Graphic Design Association Membership                                                                      $247           100%
                    Industry Experience: Private Practice                                                                              No Cost             N/A
[]
                    Appeals and Grievance Committee Member                                                                             No Cost             N/A
                    Academic Department Committee                                                                                      No Cost             N/A
                    International Education Association of Australia – Conference 2009                                                 $757.96           100%
                    International Education Association of Australia - Teaching and Client Management of Arab Students                 $438.19           100%
                    AALL Conference – Learning Together: Crossing Boundaries Through Collaborative Practices Within and Beyond the     $205.45           100%
                    Tertiary Context




                                                                                                   Page 21 of 31
Page 22 of 31
7g. Provide actual academic staff development expenditure against budgeted staff development
amount


                                        QLD
                                      $47,900     Financial Year 2008/09
Expenditure
                                      $58,876     Financial Year 2009/10
                                      $55,000     Financial Year 2008/09
Budgeted Amount
                                      $72,000     Financial Year 2009/10



7h. If your institution offers research higher degrees, provide details of the research activities
(including publications, conference papers) of staff members teaching/supervising research higher
degrees.


[ ] does not offer research higher degrees




                                                                                      Page 23 of 31
8)         STUDENT OUTCOMES AND PROFILE

8a. Provide the grade cut-off parameters for subjects according to your own grading system in the
table below.

Legend
Grade Description                                 Cut-off Parameters
High Distinction                                  85-100%
Distinction                                       75-84%
Credit                                            65%-74%
Pass                                              50%-64%
Pass Conceded                                     48%-49%
Fail                                              >48%


8b. Provide a sample of grade distributions expressed as a percentage. An optional table format is
provided below.

Semester One
                            Subject Name         No of Students    F    PC     P    C        D     HD
[ ] Introduction to Computer Systems Networks          25         28%   4%    36%   28%     4%     0%
[ ] Introduction to Information Systems                43         32%   9%    40%   5%      12%    2%
[ ] Accounting Principles                             185         18%   1%    32%   22%     13%    14%
[ ] Introduction to Marketing                         271         19%   1%    37%   24%     15%    4%
[ ] Digital Visualisation                              95         12%   0%    71%   17%     0%     0%
[ ] Modernism and Post-modernism                      100         17%   0%    39%   27%     13%    4%
[ ]Rooms Division Management                          176         19%   6%    66%   7%      2%     0%
[ ] Management Concepts                               145         21%   0%    47%   22%     9%     1%

Semester Two
                            Subject Name         No of Students    F    PC     P     C       D     HD
[ ] Web Design & Development                           55         30%   9%    35%   22%    2%      2%
[ ] Programming 2                                      27         22%   11%   48%   15%    0%      4%
[ ] Business Statistics                               214         25%   2%    42%   13%    12%     6%
[ ] Employment Relations                              223         24%   2%    39%   20%    11%     4%
[ ] Computer Studies 1                                 78         14%   0%    68%   17%     1%      0%
[ ] Typographic Design 1                               72         9%    1%    47%   35%     7%      1%
[ ] Accounting for Decision Making                    167         14%   0%    47%   21%     13%     5%
[ ] Information Systems for Service Management        141         14%   6%    60%   17%     3%      0%

Semester Three
                            Subject Name         No of Students    F    PC     P     C       D     HD
[ ] Discrete Structures                                27         25%   0%    41%   19%     4%     11%
[ ] ICT Programming                                    15         7%    0%    53%   13%     7%     20%
[ ] Business Information Systems                      166         14%   4%    36%   28%     13%     5%
[ ] Business Statistics                               191         21%   5%    40%   16%     10%     8%
[ ] Reading the Visual                                 45         14%   0%    40%   24%     18%     4%
[ ] Communication Design 1                             47         2%    0%    49%   32%     15%     2%
[ ] Academic & Professional Skills Development        203         11%   0%    52%   25%     11%     1%
[ ] Food Production Management                        147         8%    0%    35%   40%     16%     1%




                                                                                          Page 25 of 31
8c. Did your institution have any grade distributions that were outside of
your acceptable indicators and/or the higher education sectoral norm? Eg.                YES           NO
50% High Distinction would constitute an unusual concentration of grades.

If YES, provide comment on any grade distributions that were outside of your acceptable indicators
and/or the higher education sectoral norm and outline what action was taken to address this
(500 words maximum)


   [ ] Introduction to Computer Systems and Networks: While the failure rates for this course fall outside our
    target range of 20%, this is not atypical for this course. Benchmarking outcomes with the same course
    delivered at [ ] indicated similar results.

   [ ] Introduction to Information Systems: The failure rate in this course was unusually high across
    semesters 1 and 2 of 2009. However closer examination of the performance of each student in the fail
    category for these semesters, indicates that over half of the students in this range elected not to submit
    multiple assessment items. In other words, they did not seriously engage in the course. It is difficult to
    determine why this might have been the case, given there was no real indication in the students
    evaluation of the course that there were problems with the course. It is assumed therefore that the
    students may not have been coping with their overall study load [in their first semester of study] and
    simply made a pragmatic decision to disengage with the course, leaving greater time to concentrate on
    their three other courses. Assuming this to be the case, teachers have been advised to counsel students
    earlier in the semester to advise them of the „reduced load‟ options.

   [ ] Web Design & Development: The high failure rate in this course in 2, 2009 was unusual. This was
    only the second offering of the course, the first resulting in a failure rate of less than 5%. The course was
    not due to be offered again until 1, 2010. Results for the current semester will be assessed in light of the
    significant differences in the two previous offerings.

   [ ] Business Statistics: The failure rate for this course was only just outside the target range. Across the
    three semesters the course was offered in 2009, the failure rate was over 20% only once. As there was
    no changes to the course or to the staff, and as the distribution is only marginally outside the acceptable
    range, no action was warranted.

   [ ] Discrete Structures: The failure rate in this course, while outside the general target range of 20%, is
    not unusual for this course, or for the equivalent course at [ ].


In general, the results across the Information Technology program for 2009 were not as pleasing as they
were for other [ ] programs. However, advice from [ ] representatives on the [ ] Program Advisory Committee
indicates that the outcomes are not unlike those of the [ ] first year Bachelor of IT outcomes. Additionally, a
benchmarking exercise indicated that lower pass rates in IT Diploma were not atypical.




                                                                                                    Page 26 of 31
8d. Provide actual enrolment numbers for each course in the table/s below.                                                              Include primary
jurisdiction and each relevant secondary.


                                                      200901                               200902                                        200903
                                            New              Cont                New            Cont                          New              Cont

Programs                                D         I      D      I      T     D         I    D          I         T        D         I      D       I         T
Diploma of Commerce                     41    199       18     304    562   19      132     45     370          566       7     121        40     351       519
Diploma of Hotel Management             15    133        7     262    417    3      88      20     269          380       1     131        11     260       403
Diploma of Graphic Design               42     46        2      17    107    5      16      40     79           140       0         0      6      61        67
Diploma of Information Technology       13     30        5      38    86     6      14      10     46            76       0        10      11     41        62
Total by semester                      111    408       32     621   1172   33      250    115     764          1162      8     262        68     713       1051
Total by semester                                       1172                                1162                                           1051

New       Students in their first semester with [ ]
Cont      Student continuing from previous semesters with [ ]
D         Domestic students
I         International students
T         Total number of students per course per semester


8e. Course completion statistics - for each course, enter the number of students commencing and the
number of students completing in the reporting period (irrespective of mode of study and timing of
commencement or completion)


                                                      Course completion statistics
                                                         Course duration in months                           Students                       Students
                    Course                                    (full-time mode)                             commencing                      completing
                                                                                                       901        902         903        901      902        903

Diploma of Commerce                                                  8-12 months*                      240        151         128        161      128        132

Diploma of Hotel Mgt                                                 8-12 months*                      148           91       132        118       60        46
Diploma of Graphic Design                                            8-12 months*                          88        21        0         113       84        95
Diploma of IT                                                        8-12 months*                          43        20       10          21       13        15

*3 or 4 courses are considered to be equivalent to a full-time load


8f. How many grievances were formally dealt with in this reporting period?


                                                        EXCLUSION APPEALS

Stage of Appeal                               Number                         Upheld                                  Overturned
                                                                                                                                                        #
Stage 2 – Written Appeal                      71                             36                                      34 (15 with condition )

Stage 3 – Appeals Committee                   10                             6                                       4

Stage 4 – External Appeal                     2                              0*                                      0*

* The Migration Review Tribunal will not typically advise the provider of the outcome. However, they may
request documentation to assist decision-making. Therefore, the Tribunal requests received in 2009 have
not had an outcome recorded.
#
  Where a student’s appeal suggests that they have made every attempt to succeed (e.g. good attendance,
regular consultation with teaching staff and/or academic advisors), but have not been able to meet the GPA
3.0 (see commentary below); the Academic Director may overturn the exclusion but refuse re-enrolment.
Instead the student is counselled to seek admittance to another course which better meets their academic

                                                                                                                                               Page 27 of 31
                                          EXCLUSION APPEALS
capabilities (e.g. TAFE).
NB: One student’s case may be recorded up to 3 times, if he/she chooses to progress through the stages of
appeal. Conversely, students who lodge external appeals are not always those who have engaged in the
internal appeals process.
Commentary –
[ ] implements a structured Program Progression Policy (PPP), with requirements for students to maintain a
GPA higher than 3.0 and attendance higher than 80%. A range of intervention strategies are enacted,
including two semesters of academic probation, before a student would be eligible for exclusion. Exclusions
under the PPP represent approximately 1% of the student population.

Where an international student is excluded for failing to meet program progression requirements, the College
is required under the ESOS Act to report this to the Department of Immigration & Citizenship. This is
considered to be a breach of visa conditions, which may have significant implications for an international
student‟s future in Australia.

Under these circumstances, it is not unexpected that a large number of appeals are received from
international students that notified of an intention to exclude.



                                 TRANSFER OF PROVIDER APPEALS

Stage of Appeal                      Number                 Upheld                 Overturned

Stage 2 – Written Appeal             21                     18                     3

Stage 3 – Appeals Committee          8                      3                      5

Stage 4 – External Appeal            1                      1                      0

Commentary –
International students that accept an offer from a provider, which leads to the issuance of a student visa, are
required to complete 6 months of study prior to transferring to another provider. Some international students
arrive in Australia, and due to advice from new friends or migration agents, decide that a TAFE qualification is
a quicker route to permanent residency. Generally, changes of mind are not supported.
Procedures and document templates in relation to this policy have not been changed in the last two years.
The number of applications and Stage 2 appeals has remained steady in comparison to the 2008 academic
year. Interestingly, Stage 3 appeals have decreased by more than half, and external appeals by 75%.


                                    CANCELLATION FEE APPEALS

Stage of Appeal                      Number                 Upheld                 Overturned

Stage 2 – Written Appeal             6                      6                      0

Stage 3 – Appeals Committee          0                      N/A                    N/A

Stage 4 – External Appeal            0                      N/A                    N/A

Commentary –
On occasion, a student will be disappointed with the amount of refund that they receive on withdrawal.
During 2009, all appeals in relation to cancellation fees were found to be made in accordance with the [ ]
Refund Policy.




                                                                                                  Page 28 of 31
9)      IMPROVEMENTS TO TEACHING AND LEARNING

9a. Outline the cycle of improvement that has been employed in your institution and comment on:
         Staff and student feedback;
         Outcomes and findings; and
         Resulting improvements to teaching and learning.

(500 words maximum)

Evaluation mechanisms include:
           student evaluation of courses and teaching (each semester);
           general student satisfaction surveys (each semester);
           Course Review Working Group;
           graduate surveys;
           International Student Barometer Survey (every 2 years – conducted in 2009);
           benchmarking of [ ] graduate outcomes against other [ ] students in the same degree;
           benchmarking of [ ] outcomes at the College and [ ] with those of other [ ] colleges (annual
            process introduced in 2009);
           internal and external [ ] moderation and benchmarking of results, exams, exam scripts and
            distribution of grades;
           program re-accreditation through the Office of Higher Education;
           Staff Voice Climate Survey (externally developed and administered with outcomes benchmarked
            against previous [ ] outcomes and the [ ] ).


Governance structure responsibilities:
         consideration of Program Performance Reports, including evaluation mechanism outcomes,
          benchmarking outcomes, distribution of grades, program demand, attrition and retention,
          academic misconduct and poor program progression;
         critical review of programs to ensure industry relevancy and currency;
         review of minor and major program changes;
         review of accreditations and reaccreditation applications to the Office of Higher Education.


Further detail is attached at Appendix 9A (p. 51) including:
           the [ ] continuous improvement cycle;
           changes in 2009 as a result of moderation practices and benchmarking activities;
           changes in 2009 as a result of the Course Review Working Group, student feedback and
            informal discussions between [ ] Course Coordinators and [ ] Course Convenors.



9b. Describe how your institution is ensuring that the course/s reflect current advances in
scholarship within the relevant field/s of study.

(250 words maximum)

[ ] employs teaching staff who are engaged in many activities which ensures that they remain progressive in
their fields:

           further study within their field of expertise;
           working in the industry relating to their discipline expertise;
           maintaining membership in relevant professional bodies;
           teaching in other universities;
           undertaking research and/or engaging in scholarly writing, such as academic texts or journal
            articles;
           conference attendance and/or presentation of papers;
           regular review of websites, journal articles and/or trade magazine.




                                                                                               Page 29 of 31
[ ] regularly changes and updates textbooks used in courses to ensure that students are exposed to the
latest information in the relevant fields. Please refer to Appendix 9A (p. 51) to view a full audit of text book
changes in 2009.


[ ] Governance Committee structure also supports the inclusion of industry representatives, professional
body representatives and student representation. Committee members are drawn from the following
sources:
          Senior staff from[ ] , including:
                     Dean (Learning and Teaching); Deputy Chair University Academic Committee;
                        Heads of Schools and the Chair of University Programs Committee;
          Qld Tourism Industry Council and Hospitality Training Assoc (hospitality/ tourism);
          Endeavour Foundation (IT);
          Halo Solutions (accounting/ business consulting) (former PWC partner);
          Hospitality Industry Partnerships;
          Births, Deaths & Marriages Revitalisation Project, Dpt Justice & Attorney General, (IT);
          Brave Creative (graphic design);
          Software Engineer, Mincom Ltd (IT);
          Retired Engineer and academic;
          Chamber of Commerce and Industry Queensland.



9c. Describe formal and informal benchmarking activities or improvement practices that have been
implemented and not described above.

(250 words maximum)

Please refer to Appendix 9C (p. 61) for details regarding other benchmarking and improvement practices.




                                                                                                   Page 30 of 31
10)     FUTURE PLANNING

 10a. Outline any major changes or new courses you are considering applying for in the
 future to assist us with planning

(500 words maximum)


 [ ] plans to open a Gold Coast campus have been delayed until Semester 1, 2012. The impetus for this
 decision is due to the ambitious capital works program currently underway on [ ] campus. Unfortunately,
 the campus space constraints were not able to accommodate [ ] graduate pipeline until 2013.

 As a result of the delay in capital works, the accreditation process for new programs to be opened on this
 campus have been delayed (i.e. Diploma of Health Sciences, Diploma of Health Care and Diploma of
 Media & Communication).


CHECKLIST

        Appendices have been attached.
        Word limits have been observed.
        Fit and Proper Person Declaration has been signed for all jurisdictions in which the institution is operating.



INSTITUTION FEEDBACK
Please comment on the Annual Reporting process and suggest any improvements




                                             Office Use Only
Date Received                    Policy Officer Responsible




                                                                                                    Page 31 of 31

				
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