Theme 6: Teaching Quality

Introduction

The following is a collection of AQA resources and selected external weblinks intended to assist New Zealand universities in facilitating excellent student experience and learning outcomes. These pages relate to each of the seven academic activity themes of Cycle 5, plus the overarching topic of 'self-review'. It should be noted that useful and relevant resources are not necessarily limited to those included here. In addition, because of the historical and reflective nature of audit, new or different practices may have emerged including within universities not identified here.

Please note: Where a resource does not derive from an AQA activity, we offer these on the basis that have been assessed or validated by another reputable agency. Readers should note that good practice takes place in context; any activity identified as good practice must be assessed by potential users for relevance and applicability to the context in which it might be used.

Theme 6: Teaching Quality

The Cycle 5 academic audit framework included six Guideline Statements under this Academic Activity Theme:

6.1 Staff recruitment and induction
Universities’ processes for recruitment and induction should ensure that all teaching staff are appropriately qualified, according to the level(s) at which they will be teaching (i.e. degree level; postgraduate; sub-degree) and that all teaching staff receive assistance to become familiar with their university’s academic expectations. (See also 7.1 re thesis supervision).

6.2 Research-active staff
Universities’ workload management processes should ensure that degree-level students are taught mainly by staff who are research-active.

6.3 Teaching quality
Universities should use processes for assessing teaching quality and for monitoring and enhancing individual teaching capability of all teaching staff. (See also 6.5, and 7.1 re thesis supervision).

6.4 Teaching development
Universities should provide opportunities for staff to develop their teaching practice, including application of contemporary pedagogical research, use of learning management systems and use of new technologies. (See also 7.1 re thesis supervision).

6.5 Teaching support on other campuses
Universities should have formal mechanisms to ensure appropriate teaching support is provided for staff in programmes taught on other campuses and/or with partner institutions, including those which are overseas.

6.6 Teaching recognition
Universities’ reward processes (promotion; special awards) should recognize teaching capability.

AQA Resources

AQA, 2014. New Zealand University Cycle 5 academic audit reports. (see recommendations, commendations and affirmations) 

AQA, 2014. USP Academic Audit 2013.

AQA, 2013. Cycle 5 Academic Audit Handbook for Universities.

AQA, 2013. Academic Quality in New Zealand Universities: An analysis of academic audit findings 2008 - 2012.

AQA, 2008 - 2012. Cycle 4 academic audit reports. (see recommendations, commendations and affirmations)

Other Resources

Ako Aotearoa, 2013. Tertiary Teaching Excellence Awards 2013 Excellence. 

BERL - report to Universities New Zealand - Te Pokai Tara, 2010. Academic Workforce Planning - Towards 2010.

Dr Pete Cannell and Dr Alison Gilmour, 2013. Staff: Enhancing Teaching. Enhancement Theme project (Scotland) with a number of outcomes, including 2013 publication of survey findings.

Centre for the Study of Higher Education (Australia), 2010 onwards. Research publications (link to resources).

Grattan Institute, 2013. Taking University Teaching Seriously.

Ministry of Education (NZ), 2013. The Changing Structure of the Public Tertiary Education Workforce.

OECD, 2012. Guidelines for quality provision in cross-border higher education: where do we stand? (see page 59 - Guidelines for higher education institutions/providers).

OECD, 2012. Fostering Quality Teaching in Higher Education: Policies and Practices.

Office for Learning and Teaching (Australia), various. Good Practice Resources (searchable database).

Professor Belinda Probert - commissioned by the Office for Learning and Teaching (Australia), 2013. Teaching-focused academic appointments in Australian universities: recognition, specialisation or stratification?

David Pyvis, 2013. Applying quality principles to Australian university transnational teaching and learning. Office of Learning and Teaching project led by Curtin University. Partner institutions: University of Adelaide, University of Western Australia, and Victoria University.

QAA, 2013. UK Quality Code for Higher Education. (see B3: Learning and Teaching and B10: Managing higher education provision with others)

Dr Deborah Southwell - commissioned by the Australian Learning and Teaching Council, 2012. Good Practice Report: Revistalising the Academic Workforce.

 

Last updated: July 2018