Division Academic Program Reports Guidelines

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
Entry standards	Provide analysis with a 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 language and proficiency development and assessment Quality improvement actions implemented and planned
Assessment and moderation	Provide analysis with a focus on the following thematic areas from the CPRs: Initiatives to improve quality of assessment Assessment planning and design Assessmentmoderation Validation and benchmarking Quality improvement actions implemented and planned
Staff Capability		Provide analysis with a 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		Provide analysis with a focus on the following thematic areas from the CPRs: Methodologies used Learning technologies used Quality improvement actions implemented and planned
Work Integrated Learning (WIL) and Graduate Employability		Provide analysis with a focus on the following thematic areas from the CPRs: WIL opportunities embedded in courses Employment outcomes Industry consultation/reference New partnerships of projects with industry in the last year Quality improvement actions implemented and planned
Course improvement cycle		Provide analysis with a 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

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
Commencing Domestic OP Distribution
- 1-5
- 6-10
- 11-15
- 16+
- No OP
Retention
- Course retention
- University retention
- Student achievement (Subject success rate)

Outcomes
- Total Completions;
- Domestic completions
- International completions
- Completion rate
- GDS – Full time employment
- GDS – full time study
- Median graduate salary
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

Course Accreditation Profile
Course learning Outcomes (incomplete)
Course assessment (incomplete)
Student Experience
Industry Linkage
Scale: Overall size
Student Commencing enrolment trend
Student Completion (Pathway) or Retention (UG and PG C/W)
Financial Performance

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:	25/02/2020

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

Division Academic Program Reports Guidelines

Introduction

Report structure

Appendix

Related documents, legislation or JCU Statutes

Administration