This project will concentrate on two elements of the assurance of learning process (related to points ii and v from the AACSB 2007 white paper):
1.Mapping learning objectives that relate to graduate attributes across suitable units of study in the program (where possible allowing for introduction, further development and then assurance of the objectives)
2. Collecting data on student performance in relation to each learning objective. The emphasis will be on informing strategy in a way that supports efficient and manageable assurance mechanisms for academic staff. These elements will be considered through a sector wide audit which will include:
- Institutional, national and international experiences of mapping and data collection for assurance of learning
- Mechanisms employed to capture assurance of learning data.
- The impact of mapping on the curriculum and on teaching practice, addressing issues of balance between content and graduate attributes
- Identifying individual responses from teaching academics and from an administration level through focus group discussions, in order to capture data that highlights areas of good practice and areas for development The audit will examine not only the regulatory practice of mapping and data collection but also provide a platform for innovation and change principles.
This audit will then be critically analysed to investigate:
- The range of approaches for mapping and collecting assurance of learning data adopted by Australian universities, identifying standard approaches, as well as contrasting approaches.
- How the current Australian methods compare with international systems and requirements for assuring learning, for example, Quality Assurance Agency (QAA), Association to Advance Collegiate Schools of Business (AACSB)
- Opportunities for innovative practice and change management.
Finally a series of resources and existing tools will be collated to improve efficiency in mapping and data collection of assurance of learning and practical strategies to improve current practice.