Learning and teaching quality assurance
Here you’ll find information related to the quality assurance, planning, reporting and review of learning and teaching at the University of Auckland.
Learning and Teaching Quality: Enhancement and Assurance Framework
The Learning and Teaching Quality: Enhancement and Assurance Framework outlines the major features of the University's quality system for teaching and learning:
Key features of quality assurance of learning and teaching
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 10-year cycle under the University’s Guidelines for Programme Reviews.
Academic unit and disciplinary area reviews
Academic units with responsibilities for teaching and research are reviewed by a panel with external and internal membership within a 7 to 10-year cycle, under the Guidelines for External Review of Academic Units and Disciplinary Areas.
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 Learning and Research in Higher Education (CLeaR).
Activities, mechanisms and areas that support quality assurance include:
Planning and reporting
The University’s Strategic Plan 2013-2020 contains the following objectives for teaching and learning:
- Objective 4: A diverse student body of the highest possible academic potential.
- Objective 5: A student body growing at 1% per annum with increased proportions of international, postgraduate taught and postgraduate research students.
- Objective 6: A substantial increase in annual completions of taught masters, research masters and doctorates.
- Objective 7: A high quality learning environment that maximises the opportunity for all our students to succeed and provides them with an inclusive, intellectually challenging and transformative educational experience.
- Objective 11: Partnerships in which the University and Māori work together to achieve their shared aspirations.
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.Teaching and learning planning is the responsibility of faculties. Every year faculties present their priority objectives to Teaching and Learning Quality Committee, and then report at the end of the year on progress on these objectives.
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.
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.
The key committees for teaching and learning have important roles in developing, approving, monitoring and reviewing academic policies and guidelines.