Building sustainable and effective assurance of learning processes in a changing higher education environment

In a study of assuring learning in Australian Business Schools, 25 Teaching and Learning Associate Deans were interviewed to identify current issues in developing and measuring the quality of teaching and learning outcomes. Results indicate that for most institutions developing a perspective on graduate attributes and mapping assessments to measure outcomes across an entire program required knowledge creation and the building of new inclusive processes. Common elements of effective practice, namely those which offered consistently superior outcomes, included: inclusive processes; and embedded graduate attributes throughout a program; alongside consistent and appropriate assessment. Results indicate that assurance of learning processes are proliferating nationally while quality of teaching and learning outcomes and in the processes for assuring it is increasing as a result

Hunters and gatherers: Strategies for curriculum mapping and data collection for assuring learning

Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. Assurance of learning is a process that articulates explicit program outcomes and standards, and systematically gathers evidence to determine the extent to which performance matches expectations. Benefits accrue to the institution through the systematic assessment of whole of program goals. Data may be used for continuous improvement, program development, and to inform external accreditation and evaluation bodies. Recent developments, including the introduction of the Tertiary Education and Quality Standards Agency (TEQSA) will require universities to review the methods they use to assure learning outcomes. This project investigates two critical elements of assurance of learning: 1. the mapping of graduate attributes throughout a program; and 2. the collection of assurance data. An audit was conducted with twenty five Business Schools in Australian universities to identify current methods of mapping graduate attributes across degree programs and their impact on the curriculum, followed by a review of the systems used to collect and store data. Our findings indicate that external drivers like professional body accreditation (for example: Chartered Professional Accountants (CPA); Association to Advance Collegiate Schools of Business (AACSB)) and TEQSA are important motivators for assuring learning, and those who were undertaking AACSB accreditation had more robust assurance of learning systems in place. It was reassuring to see that the majority of institutions (96%) had adopted an embedding approach to assuring learning rather than opting for independent standardised testing. The main challenges that were evident were the development of sustainable processes not considered a burden to academic staff, and obtainment of academic buy in to the benefits of assuring learning rather than assurance being seen as a tick box exercise. This cultural change is the real challenge in assurance of learning practice

Engaging industry: Embedding professional learning in the business curriculum

Professional learning has become a feature of business curricula in universities throughout Australia and around the world. ‘Professional learning’ is often used to denote educational programs that are explicitly linked to industry and professional bodies through industry placements, industry projects and teaching approaches that highlight contemporary industry issues. Professional learning encompasses the skills, qualities and attributes that are required by a profession and the processes through which those skills are learnt: that is, the methods of teaching – case studies, role plays, field trips, work placement and the like. Professional learning encourages deep learning in relation to the student’s future profession, and includes industry engagement, work‐integrated learning and authentic learning environments..

Assessing for futures: Can professional learning provide a sustainable assessment platform to support learning beyond graduation

Recent evidence suggests that assessment in higher education is predominantly focused on certifying learning (Australian Learning and Teaching Council, 2008), and that the assessment methodologies adopted do not necessarily focus on ‘driving’ learning (Ramsden, 1993; Bransford et al., 2000). The notion that assessment should reach beyond graduation to nurture attitudes, skills and knowledge for life (Boud et al., 2010) requires that it be used to do more than just measure learning objectives. Instead it should be designed to be sustainable, to inform judgment, to encourage reflexive learning and to develop students to become practitioners. This paper is based on an Australian Learning and Teaching Council–funded project entitled ‘Engaging industry: embedding professionally relevant learning in the business curriculum’. Through a series of surveys, focus groups and interviews, a framework was developed to categorise professional learning practices within the business curriculum and to provide exemplars of good practice for each category. This framework and the related examples were then used to develop resources to support academics using professional learning in their teaching, including ‘enablers and impediments’ as well as good practice principles and assessment guidelines. In this paper the guidelines will be discussed alongside examples of good practice from universities across Australia that use professional learning practices to support learning beyond graduation

Hunters and gatherers: Strategies for curriculum mapping and data collection for assuring learning

Assurance of learning is a predominant feature in both quality enhancement and assurance in higher education. It involves making program expectations and standards explicit, then systematically gathering, and interpreting evidence to determine how well performance matches those expectations. This benefits the institution, ensuring program aims are evaluated and used for program development, and is important for external scrutiny (AUQA, TEQSA, professional bodies). This project aims to investigate two elements of assurance of learning: (1) mapping graduate attributes throughout a program; and (2) collecting assurance data. It will conduct an audit across disciplines subject to accreditation in Australian universities to evaluate current methods of mapping graduate attributes and their impact on the curriculum, and also the systems used to collect and store data. This information will be critically analysed to develop strategy on curriculum mapping and data collection. It will draw upon the use of existing software packages (e.g., SOS - mapping; ReView, SPARKPLUS collection) to support the efficient and effective implementation strategies

Engaging industry: embedding professional learning in the business curriculum: final report 2011

Professional learning has become a feature of business curricula in universities throughout Australia and around the world. \u27Professional learning\u27 is often used to denote educational programs that are explicitly linked to industry and professional bodies through industry placements, industry projects and teaching approaches that highlight contemporary industry issues. Professional learning encompasses the skills, qualities and attributes that are required by a profession and the processes through which those skills are learnt: that is, the methods of teaching - case studies, role plays, field trips, work placement and the like. Professional learning encourages deep learning in relation to the student\u27s future profession, and includes industry engagement, work‐integrated learning and authentic learning environments

A comparison of tools to support faculty-wide approaches to assurance of learning – Avoiding reinventing the wheel!

In the new landscape of Australian higher education (Nicoll, 2012), universities are increasingly expected to provide evidence of the achievement of graduate outcomes. While often driven by accountability imperatives, there is a concerted effort developing among the teaching and learning community to use the process of assurance of learning for pedagogical purposes to encourage continuous improvement of the processes and outcomes of education (Lawson et al., 2012). Given the need for an efficiency and effective ness in a streamlined process that does not negatively impact on workload, while cognitively engaging staff and students , the tools that offer support to the process , need to be examined (Freeman, 2010). This paper showcases a range of tools available for curriculum mapping and data collection in assurance of learning and asks if there is an off the shelf solution for all contexts or is there a need for further in - house tool development to suit individual institutional needs? An effective faculty - wide approach to assurance of learning may require the support of a fit for purpose tool solution. While developed commercial products exist, many universities are engaged in developing in - house software that addresses their needs. This OLT Strategic Priority Project reviewed a number of available tools, examining technical features and functionality while investigating how they fit into a faculty - wide approach for enhancing student learning and engaging teaching staff. The presentation will emphasise the connection between tools and the organisational processes that make effective assurance of learning possible

Hunting and gathering: new imperatives in mapping and collecting student learning data to assure quality outcomes

© 2014 HERDSA. Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n = 25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes

Hunting and gathering takes the whole tribe: Assurance of learning master classes

The effective implementation of assurance of learning in Australian business schools remains a challenge . This session will present the findings of the Office of Learning and Teaching funded project ‘Hunters and Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of L earning’ developed into a set of master - classes. Emphasising the importance of staff engagement, this session cover s good practice in fostering an inclusive process of curriculum mapping, data collection, and closing the loop. Engaging academics in assurance of learning is key to a sustainable process, yet this is a long term process that requires institutional commitment to teaching and learning improvement. Drawing on the common elements identified by participants, this session will present a s et of good practices for making assuring student learning everyone’ s business. Effective engagement begins with the process of curriculum mapping , which is at its best an interactive and collaborative process of aligning a program for the best possible student learning outcomes. This session will share some of the principles used by Australian business schools to embed graduate attributes into their programs. Some schools are engaged in collecting data on student learning outcomes. The second part of the workshop will work through the principles applied to enable the effective collection of data through embedding student learning outcomes into assessments. By providing all students feedback on their performance against explicit student learning outcomes, data collection can form a pedagogical purpose and a source of information for curriculum improvement. The final and most vital stage of assurance is the process of closing the loop, which requires a collaborative approach to reviewing the implications of the data collected. This section will explore the principles used by business schools that have built this into the normal process of course review, resulting in robust discussion about how to improve student outcomes

Assurance of learning – Are academics and senior management singing from the same hymn sheet?

Assurance of learning (AoL) is an important process in quality education, designed to measure the accomplishment of educational aims at the core of an institution’s programs, whilst encouraging faculty to continuously develop and improve the programs and courses. This paper reports on a study of Australian business schools to investigate current AoL practices through semi structured interviews with senior faculty leaders followed by focus group interviews with groups of senior program leaders and groups of academic teaching staff. Initial findings indicate there are significant challenges in encouraging academic staff to commit to the process and recognise the benefits of assuring learning. The differences in understanding between the various leaders and the academics were highlighted through the different focus groups. Leaders’ stressed strategic issues such as staff engagement and change, while academics focussed on process issues such as teaching graduate attributes and external accreditation. Understanding the differences in the perspectives of leaders and faculty is important, as without a shared understanding between the two groups, there is likely to be limited engagement, which creates difficulties in developing effective assurance of learning processes. Findings indicate that successful strategies developed to foster shared values on assurance of learning include: strong senior leaders’ commitment; developing champions among program and unit level staff; providing professional development opportunities; promoting and celebrating success and effectiveness; and ensuring an inclusive process with academics of all levels collaborating in the development and implementation of the process