Academic Standards and Auditing Bodies Tuesday, 30 August 2011

Cambridge UP acquires Australian Academic Press titles

Cambridge University Press acquires 19 Australian Academic Press journals. Release Date: 27/02/2012

Press release
CAUL Executive – Cathrine Harboe-Ree, President, Ainslie Dewe, Judy Stokker (by teleconference?), Graham Black, Philip Kent, Diane Costello



Prepared by Ruth Quinn (CDU) and Sue Own (Deakin)

At the CLTAC teleconference (held 16 Dec 2010) Ruth Quinn was given the task of compiling a list of Learning and Teaching standards and auditing bodies, both Australian and overseas.


Tertiary Education Quality and Standards Agency (TEQSA) – new body to incorporate AUQA as well as ALTC and standards: “Risk-based, proportionate approach using threshold standards”. According to latest sector update (, a national consultation about teaching and learning standards will take place in 2011. The legislation to establish TEQSA has been passed by Parliament. Links to the legislation itself, the Provider standards, and the Teaching and Learning Standards Discussion is available from the TEQSA website: 

Australian Learning and Teaching Council (ALTC).  Discipline Standards project - status of this project in uncertain given the demise of ALTC. Project aims to establish statements of minimum discipline knowledge, discipline specific skills and professional capabilities including attitudes and professional values that are expected of a graduate in a specific discipline area. Areas involved are:

  • Architecture
  • Building
  • Arts, Social Sciences and Humanities (so far: Geography, History)
  • Business, Management and Economics (so far: Accounting)
  • Creative and Performing Arts (one statement encompassing creative writing, dance, music and sounds, screen and media, drama and performance, visual arts)
  • Engineering and ICT
  • Health, Medicine and Veterinary Science
  • Law
  • Science

ALTC Learning and Teaching Academic Standards (LTAS) project
Council for the Humanities, Arts and Social Sciences
Room 11B7, Building 11
University of Canberra ACT 2617
Australian Learning and Teaching Academic Standards in Arts, Social Sciences and Humanities
Three newsletters have been produced. They are available at:
The first newsletter reports on the Australian National Learning and Teaching Academic Standards (LTAS) project as it relates to the disciplines grouped under the general title Arts, Social Sciences and Humanities (ASSH). These notes set out some background information on the context and purpose of the project

The Dec 2010 update includes the project’s Learning and Teaching Academic Standards Statement for Geography and the Learning and Teaching Academic Standards Statement for History

Australian Qualifications Framework (AQF) – quality assured national framework of qualifications in the school, VET and HE sectors in Australia. Recently reviewed and amendments approved – see the discussion paper: Strengthening the AQF consultation paper:

Universities Australia – submission to the Setting and monitoring academic standards for Australian Higher Education, entitled “Academic standards for Australian higher education”, available from:

Australian Graduate Survey (AGS) – national census of newly qualified HE graduates; comprises Graduate Destination Survey (GDS) and either Course Experience Questionnaire (CEQ) or Postgraduate Research Experience Questionnaire (PREQ):

International Student Barometer (ISB) report: a benchmarking instrument for the experiences and expectations of international students pursuing higher education in Australian universities. Latest report (2010) is available:

Australian Survey of Student Engagement (AUSSE) – conducted annually (?), various reports available on website: Provides information on the time and effort students devote to educationally purposeful activities and on students’ perceptions of the quality of other aspects of their university experience. Results can be used to improve student outcomes, manage and monitor resources, programs and services, and help identify how to attract and retain students.

Advancing Quality in Higher Education, a DEEWR initiative aimed to improve outcomes for student and pursue national quality, participation and attainment objectives. A reference groups was recently established (Aug 2011) to advice on development of integrated performance measurement instruments that will include the University Experience Survey (UES) based on the Collegiate Learning Assessment (CLA) in the US, the composite Teaching Quality Indicator and the Review of the Australian Graduate Survey. More info:

Selected International

UK Quality Assurance Agency – subject benchmarks -

Tuning Educational Structures in Europe -
TUNING Educational Structures in Europe started in 2000 as a project to link the political objectives of theBolognaProcess and at a later stage theLisbonStrategy to the higher educational sector. Over time Tuning has developed into a Process, an approach to (re-)designing, develop, implement, evaluate and enhance quality first, second and third cycle degree programmes. The Tuning outcomes as well as its tools are presented in a range ofTuningpublications, which institutions and their academics are invited to test and use in their own setting. The Tuning approach has been developed by and is meant for higher education institutions.

US Department of Education - information on accreditation system in the US: The DoE’s Office of Post Secondary Education has information available regarding accredited bodies: but has no specific role.The Council of Higher Education Accreditation ( is an organisation with 3,000 members (degree-granting colleges and universities) that oversees self-regulation of academic quality. They provide a directory of regional accrediting organisations (60 in all!):
Following is a comment from a contact in the US: As budgets are strained, there has been an increase in accountability issues and a bit of a tug between whether the government should be more involved in accrediting or certifying. If you search the literature,the Chronicle of Higher Education and Inside Higher Education online newsletters have plenty of articles as to whether we should be shifting from self-managed accreditation to more government involvement….”

US Collegiate Learning Assessment (CLA) - continuous improvement model that recognises faculty as central actors in educational improvement efforts. CLA helps institutions improve undergraduate education through assessment, professional development, best practices and collaboration. There are two programmatic areas that support educational improvement: CLA Assessment Services, and CLA Education (professional development). More information on their webpage: This is of interest to CLATAC as the new University Experience Questionnaire will be based on the CLA.


Association of Universities and Colleges in Canada (AUCC)
AUCC principles of institutional quality assurance in Canadian higher education.

Provincial / regional QA in Canada

Overview of provincial and regional quality assurance mechanisms in higher education


The following resources may be of value for ongoing environmental scans relating to quality and academic standards.

Quality Update International

QUI is a newsletter covering a selection of information and news relating to higher education and quality assurance around the world. It is produced by the International Collaboration team at QAA

Association of Universities and Colleges in Canada

University policies and practices
This site is a mine of information, linking to extensive details of dozens of Canadian universities