Background

Good practice examples from the Hunters project show that academics experience the implementation of assurance of learning strategies as a change management process. Cases that achieved most success attended to the following good practice processes: strong senior management commitment and leadership demonstrating a constant and high level drive for staff engagement until change becomes an institutional norm; developing leadership and champions to share practices and promote the benefits of the process; providing professional development opportunities to discuss and resolve tensions around change; demonstrating success and effectiveness by selling staff on the evidence that change makes a difference; and making the process inclusive with academics collaborating in the development and implementation of the process (aligning with Kotter, 2002). Therefore change in practice can be facilitated through effective distributive leadership that considers these facets.
This activity will draw on the Leadership Master class series from the Hunters project to provide professional development opportunities for academic leaders throughout the regional university network.
Sadler (2012) discusses commonly used options in assuring achievement including: overall results, external examiner systems, threshold standards and standardised testing, but stresses problems with each of these methods unless a moderation and calibration process is included. This builds upon good practice strategies outlined in the Hunters
project and enables evidence-based decision-making through continuous comparison and improvement against national and international standards. Embedding benchmarking within universities core offerings will enable regional universities to offer internationally recognised Business programs.
This activity will provide a forum for comparing ‘best practice’ across regional universities which is critical to identify areas where program improvements can be made.