Teaching and learning quality assurance

The University Framework for Quality Assurance outlines the major features of the University's quality system for teaching and learning:

Review
Course review is undertaken at department level, where academic staff look at the way a course was taught to decide on any improvements or changes to be made. Feedback from students may form part of this process.

The University reviews its programmes and its departments and schools regularly. All new University qualifications undergo a University Review in advance of being assessed by the Committee on University Academic Programmes Graduating Year Review process.

Existing University programmes may be reviewed internally by faculties. Programmes with large enrolments or of strategic importance are reviewed on a ten-year cycle under the University’s Guidelines for Programme Reviews.

More information about Programme Reviews

Departments, divisions and schools are reviewed by an external panel of peers on a seven-ten year cycle under the Guidelines for Department Reviews.

More information about Department Reviews

Quality and standards of the courses taught at the University is the responsibility of all academic staff. Academic staff are expected to have or to develop the skills of effective and excellent teachers. The quality of teaching is assured in part through the Academic Performance Review process. The University provides training and professional development opportunities through the Centre for Academic Development.

Activities, mechanisms and areas that support quality assurance include:

• Student evaluation of courses and teaching
• Student surveys
• Academic Performance Review
• Centre for Academic Development (CAD)
• External academic audit

The University’s Strategic Plan 2005-2012 contains three major objectives for teaching and learning:

• Objective 7: Achieve a high quality student body with an annual growth rate of equivalent full-time students of 1 per cent. This student body to be composed as follows: 78 per cent in undergraduate, 12 percent in taught postgraduate and 10 percent in research postgraduate programmes
• Objective 8: Create a curriculum meeting the highest standards of excellence across the University
• Objective 9: Create and maintain an outstanding teaching and learning environment

These objectives provide a framework for faculties and service divisions to report on their teaching and learning activities. Annual Plans and Reports are prepared by faculties and service divisions.

In addition, each of the University’s eight faculties is required to prepare a Teaching and Learning Plan which demonstrates how the faculty proposes to carry out and enhance its teaching and learning activities. These plans have a three year time-frame and are reviewed by Teaching and Learning Quality Committee. Faculties report annually to the Teaching and Learning Quality Committee (TLQC) against this plan.

Three-year rolling plans are prepared at Departmental level for student evaluation of courses and teaching. The aggregate results of student evaluations of courses are reported to the Teaching and Learning Quality Committee and each faculty receives an aggregate report on student evaluation results.

Student statistics, including pass rates, are reported to the SMT and Education Committee. Data collected on postgraduate and doctoral students are reported to the Board of Graduate Studies.

Planning and accountability: framework for planning and the annual cycle of planning and reporting at The University of Auckland.

The leadership and management of teaching and learning at the University is shared among Deans, Associate Deans (Academic), Academic Heads and academic and professional staff in faculties and departments, and by key people and committees with responsibility for teaching and learning in central parts of the University.

The Deputy Vice-Chancellor (Academic) is responsible for strategic direction and leadership of teaching and learning across the University. The responsibilities of the Deputy Vice-Chancellor (Academic) include academic planning, the maintenance of academic standards, and enhancing the academic profile of the University nationally and internationally.

Senate is the main decision-making body for academic matters in the University. Reporting to Senate are other important committees for teaching and learning, including: Education Committee, Academic Programmes Committee, and the Board of Graduate Studies.

Teaching and Learning Quality Committee (TLQC) is a key committee for decisions related to the quality assurance of teaching and learning, and reports to Education Committee.

TLQC is chaired by the Deputy Vice-Chancellor (Academic), meets every two months during the academic year, and has representation from across the faculties. TLQC has two sub-committees, the Teaching and Learning Technologies Committee and the Teaching and Room Utilisation Timetabling Committee.

The key committees for teaching and learning have important roles in developing, approving, monitoring and reviewing academic policies and guidelines.