Policy Division Academic Program Reports Guidelines

Division Academic Program Reports Guidelines


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Introduction

The Division Academic Program Report (DAPR) captures the Divisions’ reflection on their collective academic program performance. It draws on the evidence in the Divisions’ suite of Course Performance Reports (CPRs) course performance data and underpinning data sets.

The completion of DAPRs is an important part of JCU's cycle of continuous improvement.  The DAPR, to be compiled by the Divisional academic management teams, provides an opportunity to present significant academic program matters across courses – achievements to be celebrated, issues to be managed, and quality activities to be considered to enhance our course offerings. These analyses feed directly into the development of the Divisional Plans, the Academic Course Review process, and will be used to ensure that the University meets the requirements of the TEQSA (Tertiary Education Quality and Standards Agency) Threshold Standards. They will also be used by Associate Deans of Learning and Teaching (ADLTs), Learning, Teaching and Student Engagement Directorate, Deputy Vice Chancellors (DVCs), and the broader university community to enhance resourcing and student experience.

Role

Responsibility

Course Coordinators

  • Completion of CPRs in   collaboration with teaching team, Academic  Head and ADLT
  • Support Division in preparation of DAPR

Associate Deans Learning and Teaching

  • Support Division in preparation of DAPR

Academic Head

  • Consultation in development of CPR
  • Where expressly nominated to do so by the   College Dean, Sign off the CPRs (after review by the ADLT

College Deans

  • Sign off CPRs (after review    by theADLT)
  • Support Division in preparation of DAPR

Directors Academic Quality and Strategy

  • Sign off CPRs
  • Co-ordination of DAPR completion by Division
  • Provision of final DAPR to QPA

Learning, Teaching and Student Engagement Directorate

  • Support Division in preparation of DAPR

Division academic management team (Course Coordinators, ADLTs, Deans, DAQS)

  • Construction of DAPR

DVC Academic

  • Academic collaboration

Quality, Planning and Analytics

  • Develop and maintain   Cognos reporting service
  • Co-ordinate CPR and   DAPR agenda items to Committees
  • Advisory to Divisions   in preparation of DAPR

Education Committee

  • Monitoring and oversight of academic governance

Academic Board

  • Monitoring and oversight of academic governance

Report structure

The DAPR content should be aligned directly with that of the CPRs (as per below table) and in consideration of the Cognos Course Performance Report data pack (see Appendix), with a focus on exception reporting to highlight those aspects of the Division’s academic program performance that are either exceeding or not meeting expectations, and the actions required to address these. The requirements below are a ‘minimum’ in order to provide consistency. Further analysis may be added. The quality of decisions made based on CPR and DAPR data will be enhanced with the use of additional pertinent data and evidence sources.

Heading: Division

Executive summary

A concise summary of the key findings.

Accreditation – External / Internal

Highlight any key issues or risks relating to professional accreditation status of courses.

For courses with no Advisory Boards/External Reference Groups – recent review of curriculum, benchmarking undertaken

Entrystandards

Provideanalysis witha focus on the following thematic areas from the CPRs:

  • Key trends   in entry standards
  • Benchmarking of entry standards
  • Impact of entry   standards on the course
  • English languageand   proficiency development and assessment
  • Quality improvement actions implemented   and planned

Assessment and moderation

Provideanalysis witha focus on the following thematic areas from the CPRs:

  • Initiativesto improve quality of assessment
  • Assessment planning and design
  • Assessmentmoderation
  • Validation and benchmarking
  • Quality improvement actions implemented   and planned

Staff Capability

Provideanalysis witha focus on the following thematic areas from the CPRs:

Appropriate staff qualifications and discipline knowledge

Scholarship activities

Professional development plans

Staff and student readiness to participate in blended learning activities

Blended learning

Provideanalysis witha focus on the following thematic areas from the CPRs:

  • Methodologiesused
  • Learning technologiesused

Quality improvement actions implemented and planned

Work Integrated Learning (WIL) and Graduate Employability

Provideanalysis witha focus on the following thematic areas from the CPRs:

  • WIL opportunities embedded in courses
  • Employmentoutcomes
  • Industry consultation/reference
  • New partnerships of projects with industry in the last year

Quality improvement actions implemented and planned

Course improvement cycle

Provideanalysis witha focus on previous accreditation and quality review data where relevant.

Student satisfaction/feedback and actions to improve

Key plans for course improvement or innovation

Any resourcing issues

Any issues with specialist teaching facilities adequate for course of study

Additional Comments

Any additional information that the Divisions would like to include in the DAPR which may have been outside the scope of the CPRs.

Courses

This list is drawn from the courses identified in the CPR for reporting. To be included as an appendix.

Appendix

Cognos Course Performance Report Data Pack Contents

Course Performance Report Data

  1. Course Demand and Viability
    • Commencing student load (EFTSL);
    • Total student load (EFTSL);
    • Enrolments commencing;
    • Total enrolments;
    • Enrolments commencing domestic;
    • Enrolments commencing international;
    • Enrolments commencing low SES;
    • Enrolments commencing Indigenous;
    • Enrolments commencing rural and remote;
    • Average load (Part Time Ratio);
    • First preferences (QTAC);
    • Conversion of offers to enrolments (QTAC);
    • Indicative course revenue;
    • Fee scholarships

  2. Commencing Domestic OP Distribution
    • 1-5
    • 6-10
    • 11-15
    • 16+
    • No OP
  3. Retention
    • Course retention
    • University retention
    • Student achievement (Subject success rate)
  1. Outcomes
    • Total Completions;
    • Domestic completions
    • International completions
    • Completion rate
    • GDS – Full time employment
    • GDS – full time study
    • Median graduate salary
  2. Student Experience
  • 5.1 YourJCU Subject Survey:
    • Overall subject satisfaction
    • Clear learning outcomes
    • Use of delivery methods for understanding
    • The subject was well organised
    • Assessment activities for understanding
    • Timely feedback
  • 5.2  Course Evaluation Questionnaire (CEQ):
    • Overall satisfaction;
    • Good teaching;
    • Generic skills;
    • Graduate qualities
  • 5.3  Student Experience Survey (SES):
    • Teacher quality
    • Learner engagement
    • Learning Resources
    • Student Support
    • Skills Development

First Pass Academic Course Review Assessment

  1. Course Accreditation Profile
  2. Course learning Outcomes (incomplete)
  3. Course assessment (incomplete)
  4. Student Experience
  5. Industry Linkage
  6. Scale: Overall size
  7. Student Commencing enrolment trend
  8. Student Completion (Pathway) or Retention (UG and PG C/W)
  9. Financial Performance

Related documents, legislation or JCU Statutes

Course Performance Reports and Division Academic Program Reports – Policy

Course Performance Reports – Procedures

Administration

NOTE: Printed copies of this policy are uncontrolled, and currency can only be assured at the time of printing.

Approval Details

Guideline Sponsor:

Director Quality, Planning and Analytics

Guideline Approval authority:

Director Quality, Planning and Analytics

Version no:

19-1

Date for next review:

30/11/2019

Modification History

NOTE: A minor amendment will not result in a change of the next major review date.

Version

Approval date:

Implementation date:

Details

19-1

25/02/2019

01/03/2019

Timelines removed from guidelines and published separately on intranet

18-1

06/03/2018

07/03/2018

Updates to annual reporting requirements.

16-2

21/12/2016

02/02/2017

Updates to annual reporting requirements

16-1

14/02/2016

15/02/2016

Guideline established - Updates to annual

reporting requirements