Victoria University of Wellington. Te Whare Wānanga o Te Ūpoko o Te Ika a Māui. Academic audit report

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Victoria University of

Wellington

Te Whare Wānanga o

Te Ūpoko o Te Ika a Māui

Academic audit report

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New Zealand Universities Academic Audit Unit

Te Wāhanga Tātari

Victoria University of Wellington

Te Whare Wānanga o

Te Ūpoko o Te Ika a Māui

Academic audit report

Cycle 4

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This audit report is the third report of Cycle 4 academic audits to be administered by the New Zealand Universities Academic Audit Unit-Te Wāhanga Tātari during the period

2008-2012

Cycle 4 academic audits are whole of institution reports, and follow Cycle 1 audits on whole of institution in 1995-1998; Cycle 2 audits on research, research students, and research-teaching

nexus in 2000-2001; and Cycle 3 audits on teaching quality, programme delivery, and the achievement of learning outcomes in 2003-2006.

The hardcopy printed version of this report is the version authorised by the Board. An electronic version of the report is posted on the Unit’s website as a portable document

format (PDF) file.

Postal address: P O Box 9747 Marion Square Wellington 6141 New Zealand Location: Level 3 West Block Education House 178 Willis Street Wellington New Zealand Website: http://www.nzuaau.ac.nz ISBN 978 – 0 – 9582872 – 3 – 4 Q:NZUAAU\040\07\Report\VictoriaReportFinal

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Preface

Background

The New Zealand Universities Academic Audit Unit was established in 1993 to consider and review New Zealand universities' mechanisms for monitoring and enhancing the academic quality and standards which are necessary for achieving their stated aims and objectives, and to comment on the extent to which procedures in place are applied effectively and reflect good practice in maintaining quality.1 Since its establishment, the Unit has administered three complete cycles of academic audit.

▪ _{Cycle 1 academic audits were full institutional audits of the then seven universities; they were} conducted during the period 1995-1998.

▪ _{Cycle 2 academic audits focussed on research policy and management, the research-teaching} nexus and the support of postgraduate students, as well as a theme specific to each university; they were conducted during the period 2000-2001. In 2001, a full institutional academic audit was conducted at the eighth New Zealand university - the newly-created Auckland University of Technology.

▪ _{Cycle 3 academic audits focussed on teaching quality, programme delivery, and the} achievement of learning outcomes; they were conducted during the period 2003-2008.

The present cycle of academic audits – Cycle 4, of which this is the third – are full institutional audits, and are being administered over the period 2008-2012.2

The process of audit

The process of audit requires a self-assessment which informs an audit Portfolio (structured with respect to the Cycle 4 indicative framework) in which the university evaluates its progress towards achieving its goals and objectives related to the focus of the audit, identifies areas for improvement, and details intended plans, strategies and activities with respect to enhancement initiatives. After examining the Portfolio, and seeking further information if necessary, the audit panel conducts interviews in a site visit to the university to seek verification of materials read, and to inform an audit report which is structured in accordance with the framework for the conduct of Cycle 4 audits as set down in the Unit's 2007 Academic

audit manual.3 The report commends good practice and makes recommendations intended to assist the university in its own programme of continuous improvement of quality and added value in the activities identified by the Unit as the focus of Cycle 4 audits.

Soon after the publication of the audit report, the Unit discusses with the university the preferred procedures to be used in the follow-up to audit and the monitoring of follow-up activities.

Victoria University of Wellington academic audit

The Victoria University of Wellington agreed to an academic audit site visit in August 2009, requiring the submission of the self-review Portfolio by early June 2009. The panel appointed to carry out the academic audit of the University met in Wellington on 9 July 2009 for a preliminary meeting at which it evaluated the material it had received, and determined further materials required. The Chair of the panel and the Director of the Unit undertook a Planning Visit to the University on 22 July 2009 to discuss the

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See Appendix 2 for the Unit's complete terms of reference, its vision and its objective with respect to academic audit.

2

See Appendix 3 for the framework for Cycle 4 academic audits.

3

John M. Jennings (compiler), Academic audit manual for use in Cycle 4 academic audits by the New Zealand

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supply of the further materials requested as well as arrangements for the site visit. The four-day site visit by the whole panel to Victoria University of Wellington took place on 11-14 August 2009 hosted by the Vice-Chancellor, Professor Pat Walsh. During the site visits, the panel interviewed 141 people – members of Council, staff, students and stakeholders.

The findings of the panel as expressed in this report are based on the written information supplied by the University and on the information gained through interviews conducted during the site visit.

John M. Jennings

Director November 2009

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Summary

General

Victoria University of Wellington

The University conducts research and delivers its academic programmes on four campuses in Wellington City. There has been considerable change over the past four years, some of it driven by the recommendations in the 2005 Cycle 3 academic audit report. The 2009 audit site visit was at a time when the University was in the middle of a long-term change project. The University is commended for the evidence of positive change in confidence since the 2005 cycle 3 academic audit.

Strategic plan The Strategic plan 2009-2014 provides a clearer identity for the University, and the University is commended for the alignment of the Strategic plan with planning documents and for the extent of understanding and acceptance by the University community. The Strategic plan lacks targets or measures of progress, and the panel recommends that key performance indicators and targets be developed and a more robust regime to monitor and measure progress be developed and embedded.

Management structure

The management structure appears rather complex and it is recommended that the Faculty and School management and administrative structures and responsibilities and the balance of tasks between the ‘centre’ and the Faculties and Schools be reviewed.

Devolution The University is aware that devolution is resulting in variability of practices and interpretations of policy, and the University seeks to centralise some processes with pan-University approaches to implementing policies and plans in research, learning and teaching and administration in order to align practices without losing the strengths of devolution.

Equity The University is considering the framework and infrastructure around equity issues, and the University’s intention to co-ordinate current endeavours to improve Māori and Pacific student retention is affirmed. It appears that strong leadership for Pacific students and staff is required, and it is recommended that the Strategic plan includes objectives and associated targets for Māori under Te Tiriti o Waitangi, and for Pacific under equity. The ‘women in leadership’ programme was noted.

Teaching and learning

Learning and teaching plan

The implementation of Pathways to success had involved considerable curriculum changes. The University’s attention has now turned to continuous improvement in learning and teaching to gain more consistency in the learning experiences of students. It is recommended that the Learning and teaching plan includes a clearly defined process to monitor the implementation of the plan and to measure the effectiveness and impact on the student learning experience.

Curriculum development

Curriculum changes have impacted greatly on several degree programmes with some agreement on point values of courses, and have prompted reviews of the content and delivery in a number of courses. Changes have also required the successful embedding of graduate attributes. The attributes of leadership and

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communication are being highlighted in the Victoria Plus Award and the Victoria International Leadership Programme which are both commended, as is the recognition of extra-curricular activities in preparing graduates for leadership positions in society.

Learning environment

Course information. The University intends to improve students’ access to information and course planning.

Teaching quality. The University recognises the challenges to teaching quality arising from factors such as the growth in class sizes and associated workload, and coping adequately with the diversity of students’ abilities. The University recognises the need for the development and adoption of a set of defined responsibilities in teaching, and the fostering of reflection on teaching and innovative practice.

The Library. The University is commended for the positive comments by those interviewed about the effectiveness and positive impact of the investment in the Library since the 2005 Cycle 3 academic audit with enhancements to facilities, resources and services.

Information technology. Improvement to access to the internet, provision of self-service kiosks, the development of flexible delivery and learning spaces, and the collaborative access to teachers were noted, although it was not clear whether there has been enough strategic thinking around learning technologies generally.

Learner support The Student Services Group brings together all agencies that provide support for students during their time at the University, and they are proactive in seeking to work with Faculties and students given the devolved nature of the University. The high quality of student learning support with Student Services is commended as evidenced by the high regard in which they are held by staff and students. Student Learning Support Services provides assistance in developing academic learning strategies, and the programmes in place to assist Māori and Pacific students and the outreach programme into schools to provide Māori and Pacific students with skills and support were noted.

Research environment

Research quality an performance

The University has set itself the goal of a ‘dramatic’ improvement in overall research performance and the Research Office is central to the institutional drive in research. The University is commended for the reported success of the establishment and administration of the Research Trust Victoria which manages funds acquired for and committed to research and scholarship. Research reviews and an internal Performance-Based Research Fund round are providing guidance to further practical steps to be undertaken in research activities across the University.

Research students and research supervision

The University has created a ‘virtual’ faculty, the Faculty of Graduate Research, to bring consistency to the administration of PhD candidates and to ensure efficiency and effectiveness of services to students, and it is recommended that in support of high-level co-ordination and co-operation among faculties and Central Service Units, the work of the Faculty be monitored to ensure it assists Faculties and Schools to improve consistency in administration and to strengthen a student-focussed approach to PhD students and their progress.

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Summary

Teaching and learning within a research

environment

The interdependence of research and teaching was the subject of an earlier academic audit. It was acknowledged in interviews that with the recent focus on research and curriculum, the present focus on enhancing the learning and teaching environment would be an appropriate time to revitalise discussion on the research-teaching nexus.

Te Tiriti o Waitangi

Stakeholder engagement

A Māori stakeholder engagement framework has been developed to ensure the University is informed by, and responds to, the needs of key Māori stakeholders.

Māori students The University is concerned by the stable enrolment and retention statistics for Māori and it is recommended that the Strategic plan includes a goal, and operational plans contain actions and targets to bring the issue to the attention of the University community and to support and direct the responses of Faculties and Schools.

Māori staff Toihuarewa, which includes Māori staff, Māori student representatives and non-Māori academics undertaking research or teaching with significant non-Māori content, has been operating for 10 years and has had a positive impact in supporting Māori academic staff to be better teachers. The University intends to review and enhance the support provided for Māori general staff.

Māori research The Research strategy for Māori @ Victoria has set targets for the University. An annual Toihurewa symposium since 2008 has showcased Māori-related research. The University is encouraged to ‘grow’ its own researchers so that there is less need to recruit Māori research leaders from outside the University.

University staff

Workload allocation

The University’s workload system has been specifically driven by the need for consistency and equity. The University’s intention is to complete the development of a workload assessment system that satisfies stakeholders.

Professional development

The recent Human Resources Staff Development Policy brings together activities across three main agencies, the most important of those being the University Teaching Development Centre. The contribution of the Centre to professional development is valued by academic staff. Its impact is limited by the number of staff in the Centre. The Centre is looking for ways to improve the liaison with Faculties in order to provide more assistance for individuals and disciplines.

Staff appraisal The Professional Development and Career Planning scheme is considered useful and identifies needs associated with staff being able to achieve their goals.

Leadership The Leading People programme is providing leadership training, and the University’s intention to maintain a database of those who have completed leadership programmes from which to draw to fill a range of leadership roles is affirmed.

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Institutional quality assurance

Quality assurance framework

The processes that constitute an overall system of quality assurance are partly devolved but with central monitoring of the overall University goals. There is little or no cross-faculty comparison of standards given the present level of Faculty autonomy. The University recognises it needs better data and analysis, and is aware of the variability of practice and student experience arising from devolution. It is recommended that the University determines an appropriate institution-wide infrastructure and leadership for quality assurance and quality enhancement which builds on existing mechanisms and procedures, facilitates ownership by the whole University community, and provides assurance of institution-wide quality.

Student evaluations Follow-up on information provided by student evaluations of teachings and

courses and feedback to students is left to individual staff members. Feedback to students is uneven. The University is exploring ways of using data provided by the Australasian Survey of Student Engagement (AUSSE).

Community engagement

Engagement with the community

Connections with the city have grown over recent years, and the University is now more engaged with the region. The University intends to be more strategic, linking current initiatives to specific objectives and identifying new initiatives and procedures.

Value of graduates There is agreement that the quality of graduates was generally acceptable to employers, and the Career Development and Employment section of Student Services offers a range of services linking students with employers.

External academic collaborations and partnerships

Educational collaborations

The University’s academic programmes in some areas benefit from the University’s situation in the capital city.

Internationalisation The highest profile in internationalisation is given to increasing the number of

international students on campus. The University has an ambitious internationalisation plan through which the University appears to be seeking to take a more institutionally managed approach.

Offshore delivery The University understands and is practising appropriate quality assurance arrangements with respect to the delivery of a University academic programme in Vietnam and to a twinning arrangement with the Malaysian government.

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Commendations, affirmations and recommendations

Commendations, recommendations and

affirmations

Key: C = Commendations R = Recommendations A = Affirmations

NOTE: The words ‘the University’ in each recommendation are intended to refer to the agency within Victoria

University of Wellington that the University itself deems to be the one most appropriate to address and progress the recommendation.

General

Victoria University of Wellington

C 1 p.2 The panel commends the University for the evidence of positive change in confidence since the time of the Cycle 3 academic audit in 2005, for the strengthening of academic processes, and for the staff awareness of the new strategic directions of the University.

C 2 p.2 The panel commends the University for the alignment of the Strategic plan with planning documents, and the extent of understanding and acceptance of the plan by the University community.

R 1 p.3 The panel recommends that in support of enhancement initiative 701 which promotes the development of an integrated set of institutional data to inform decision-making to achieve the goals of the Strategic plan, the University, as a

matter of urgency:

▪ _{develops key performance indicators and targets for all objectives}

relating to the goals of the Strategic plan,

▪ _{develops and embeds a more robust regime to monitor and measure}

progress towards objectives relating to the Strategic plan, and to

monitor and measure the relevance, impact and effectiveness of new developments as well as continuing activities in research, learning, teaching and community engagement.

Management structure

R 2 p.5 The panel recommends that the University reviews Faculty and School management and administrative structures and responsibilities and the balance of tasks between the ‘centre’ and the Faculties and Schools in order to:

▪ _{protect the research interests of academics in managerial positions,} ▪ _{ensure Heads of School can focus on the leadership and management}

of the academic work of their Schools, and

▪ _{gain efficiencies,}

Equity

A 1 p.7 The panel affirms the University’s intention (University enhancement initiative 301) to co-ordinate current endeavours to improve Māori and Pacific student retention.

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R 3 p.7 The panel recommends that, in support of any findings that might result from the Māori and Pacific Equity Taskforce, the University:

▪ _{develops appropriate objectives and associated targets and indicators}

with respect to enhancing leadership and support for Māori and Pacific staff and students, and

▪ _{recognises that these two groups must be differentiated in the}

Strategic plan with Māori and Pacific peoples’ needs being addressed

within the equity framework, and Māori needs being specifically addressed under Te Tiriti o Waitangi.

Learning and teaching

Learning and teaching plan

R 4 p.10 The panel recommends that the University ensures the Learning and teaching

plan (informed to be finalised by the time of the release of this report)

includes a clearly defined process to monitor the implementation of the plan and to measure its effectiveness and its impact on the enhancement of learning and teaching and on the student learning experience across the University.

Curriculum development

C 3 p.11 The panel commends the University for the development of the Victoria Plus Award and the Victoria International Leadership Programme and for the recognition of extra-curricular activities in preparing graduates for leadership positions in society.

Learning environment

C 4 p.13 The panel commends the University for the effectiveness and positive impact of the investment in the Library since the 2005 Cycle 3 academic audit, with the enhancement to the physical environment, to electronic and other resources, and to the services in support of staff and student research, teaching and learning activities, as evidenced by the overall positive comments of those interviewed.

Learner support

C 5 p.15 The panel commends the University for the high quality of student learning support within the Student Services Group as evidenced by the high regard in which they are held by staff and students.

Research environment

Research quality and performance

C 6 p.18 The University is commended for the establishment and administration of the Research Trust Victoria which consolidates research funding; provides greater transparency; has enhanced both the processes for, and outcomes of, the management of research funding; and has restored confidence by improving the information researchers have about their funds.

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Commendations, affirmations and recommendations

Research students and research supervision

R 5 p.19 The panel recommends that, in support of the intention (University

enhancement initiative 202) to ensure a high level of ordination and co-operation among all faculties and Central Service Units in managing research postgraduate students, the University monitors the work of the Faculty of Graduate Research to ensure it assists Faculties and Schools to improve consistency in administration and to strengthen a student-focussed approach to PhD students and their progress.

Tiriti o Waitangi

Māori students

R 6 p.22 The panel recommends that the University includes a goal regarding Māori student retention and achievement in the Strategic plan and associated actions

and targets in the relevant operational plans which would bring the issue to the attention of the University community and which would support and direct the responses of Faculties and Schools to this issue.

University staff

Leadership

A 2 p.27 The panel affirms the University’s intention (University enhancement initiative 501) to maintain a database of those who have completed leadership programmes with a view to drawing on their motivation and skill in filling a range of leadership roles in the University as they emerge.

Institutional quality assurance

Quality assurance framework

R 7 p.31 The panel recommends that the University continues to develop and

implement an appropriate institution-wide quality assurance infrastructure and institutional leadership for quality assurance and quality enhancement activities that:

▪ _{builds on and enhances those existing mechanisms and procedures}

that are effective in supporting a quality culture,

▪ _{facilitates ownership of, and engagement with, quality and}

continuous improvement activities by the whole University community, and

▪ provides assurance of institution-wide quality in research, teaching, learning and community engagement.

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Preamble

▪ The self-assessment Portfolio

In mid 2008, Victoria University of Wellington discussed the structure of the self-assessment Portfolio with the Unit, and it was confirmed that the University would follow the topics and activities in the indicative framework for Cycle 4 academic audits.4 The Cycle 4 indicative framework asks questions about the output/outcome data and other evidence used to determine strengths and to judge progress, and about the mechanisms and processes used to monitor ongoing quality and provide input into continuous improvement. It also requires an evaluation of the relevance and effectiveness of evidence, mechanisms and processes.

The Academic audit portfolio 2009 [Portfolio] as submitted by the University followed the agreed structure and provided material that addressed the indicative framework. The Portfolio was descriptive of mechanisms and processes, and was uneven in the evaluations of their relevance and effectiveness. More evidence was sought by the panel and was readily provided at the time of the site visit, and that evidence was supplemented by information elicited during interviews.

A summary report on progress on the 25 recommendations included in the 2005 Cycle 3 academic audit report was provided with the Portolio. This was a significant programme for the University to achieve, and since the Cycle 3 academic audit, the University has also undertaken several major initiatives in addition to the recommendations – such as the development of a Strategic plan, and completion of the

Pathways to success review of undergraduate and honours programmes and the resulting report which required significant curriculum changes. In its report on the Cycle 3 recommendations, the University indicated that 17 of them had been progressed and actions taken. Of the remaining eight recommendations in which development was still underway, three were about the implementation of plans and policies and the collection and analysis of data to provide effective monitoring of progress towards institutional goals and objectives; two were about the need for an appropriate insitution-wide infrastructure and leadership for quality assurance and quality enhancement activities and the dissemination of good practice; two were about student evaluation processes and feedback to students; and one was about benchmarking and performance indicators. During the site visit, further discussion of these issues enabled the panel to understand how these remaining eight recommendations are being addressed.

The Portfolio included 16 enhancement initiatives covering all areas, and set within the context of the challenges being faced by the University. The initiatives had arisen out of the work associated with the self-assessment review and the writing of the Portfolio. They were brought together by the Audit Working Group, were considered by the Senior Management Team and Academic Board, and were approved by those responsible for achieving them, in particular the Pro Vice-Chancellors and Directors of Central Service Units.

▪ The academic audit report

The structure of this report follows that of the indicative framework for Cycle 4 academic audits, with one adjustment – ‘Academic and support staff’ and ‘Management and administrative support’ are brought together under one heading, ‘University staff’. Appendix 1 of the report has the full list of enhancement initiatives, and the panel supports their advancement by the University. In the text of the report, the panel has included ‘affirmations’ only for those initiatives which, in its view, are of greatest significance to the future strategic direction of the University.

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General

1 General

1.1 Victoria University of Wellington

The Victoria University of Wellington undertakes research and delivers its academic programmes on four campuses in Wellington City, administered by seven Faculties:

▪ _{Kelburn Campus:} _{Faculty of Humanities and Social Sciences (12,395 enrolments)}5 Faculty of Science and Faculty of Engineering (2,604),

▪ _{Te Aro Campus:} _{Faculty of Architecture and Design (1,380),} ▪ _{Pipitea Campus:} _{Faculty of Law (1,941),}

Faculty of Commerce and Administration (5,028), and ▪ _{Karori Campus:} _{Faculty of Education (959).}

Schools are the primary organisational units within Faculties which are responsible for the research and the teaching of academic programmes. The New Zealand School of Music is a joint venture with Massey University. As well, the University operates off-shore at the University of Economics in Ho Chi Minh City, Vietnam, and has a twinning arrangement with the Ministry of Education, Malaysia.

The mission of the University is to play a leading role in shaping New Zealand’s future by: ▪ _{adding significantly to the knowledge and understanding of natural phenomena, society,}

culture and technology through research, teaching and interdisciplinary perspectives,

▪ _{engaging with local, national and international communities in creating, disseminating}

and applying knowledge that has scholarly or societal impact,

▪ _{developing graduates with skills in leadership, communication, and critical and creative}

thinking.

The University’s special character is embedded in the interplay of four factors:

▪ _{a set of interdisciplinary strengths, emanating from long-standing disciplinary}

strengths, applied to addressing complex problems and issues,

▪ _{a demonstrable record of successful collaboration,} ▪ _{a supportive community of higher learning,}

▪ _{the unique advantage and opportunities that stem from being located in Wellington, the}

capital city of New Zealand.

The 2005 Cycle 3 academic audit report provided the University with 25 recommendations, and the response to the audit report had been a key driver of change. The self-assessment Portfolio

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The 2008 statistics taken from the Annual report 2008. Figures include enrolments by students in more than one Faculty and are therefore greater than total enrolled students.

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for the 2009 audit reported that action had been taken on the majority of the recommendations, with development still underway on eight of them. Observations on the outstanding recommendations are made at appropriate points in this report. Nevertheless, much has been achieved, notably the investment in the Library to address serious shortfalls identified in the 2005 Cycle 3 academic audit. Additionally, there have been significant Universtiy initiatives not driven by the report, notably the Strategic plan 2009-2014 [Strategic plan], a new Faculty of Graduate Research to bring greater consistency to PhD candidature, and the creation of a new position of Deputy Vice-Chancellor (Academic) to bring leadership to learning and teaching. Thus, there has been considerable change and progress in the last four years, and it was evident to the panel that the audit site visit was at a time when the University was in the middle of a long-term change project. Although most Cycle 3 recommendations have been addressed, it was not clear to the panel as to how the relevance, impact and effectiveness of changes arising from the recommendations are being measured and monitored, and the panel encourages the University to put a regime in place as soon as possible to monitor the recent and new developments as part of the ongoing business of assessing institutional performance. However, while some of the Cycle 3 recommendations are still in the developmental stage, the panel recognises that the University made conscious decisions about its priorities in the way it addressed the Cycle 3 report. With changes outlined above, and after evaluating the written materials and the information provided in interviews, the panel is of the view that the University is moving forward in a measured and methodical way and should succeed in its programme of development.

Commendation

C 1 The panel commends the University for the evidence of positive change in confidence since the time of the Cycle 3 academic audit in 2005, for the strengthening of academic processes, and for the staff awareness of the new strategic directions of the University.

1.2 Strategic plan

The Strategic plan was developed in consultation with the University community and external stakeholders and includes the University’s values, mission and goals. The Strategic plan is high level and directional (rather than directive), with broad goals, a representative range of actions and some qualitiative measures of success. It provides a clearer identity for the University and a strong sense of community, the context for the ongoing work of the University, and an indication of where the University must improve. The goals and actions could well require further development as the 2009-2014 timeframe progresses. From discussions during the site visit, the panel came to the view that the Strategic plan is providing strategic direction for the University as a whole, is a platform for Faculties, Schools and units, and is informing other planning documents. There appears to be good buy-in by the University community which, it was evident, appreciate being aware of the high-level expectations of the University and the pressures it faces.

Commendation

C 2 The panel commends the University for the alignment of the Strategic plan with

planning documents, and the extent of understanding and acceptance of the plan by the University community.

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General

The plan itself does not contain targets or measure of progress, but the Investment plan as agreed with the Tertiary Education Commission has key performance indicators which are aligned with the goals of the Strategic plan. Key performance indicators are used to report to Council, reported against six-monthy by the Deans, and reported in the University’s Annual report. The self-assessment Portfolio included a University enhancement initiative (701) to develop further

an integrated set of institutional data to inform decision-making to achieve the goals of the University Strategic plan, and at the same time provide data for performance indicators for external reporting. At the time of the site visit, the panel was told that the University was

working on establishing specific targets for the Strategic plan. The panel was not clear where particular datasets were held and whether the central administration had access to all data held by Faculties. From interviews, the panel came to the view that the University must have access to, and make much more deliberate use of, all data collected throughout the University in institutional-level decision making processes, especially those decisions that lead to the enhancement of learning and teaching and research.

Recommendation

R 1 The panel recommends that in support of enhancement initiative 701 which promotes the development of an integrated set of institutional data to inform decision-making to achieve the goals of the Strategic plan, the University, as a

matter of urgency:

▪_{develops key performance indicators and targets for all objectives relating to} the goals of the Strategic plan,

▪_{develops and embeds a more robust regime to monitor and measure progress} towards objectives relating to the Strategic plan, and to monitor and measure

the relevance, impact and effectiveness of new developments as well as continuing activities in research, learning, teaching and community engagement.

1.3 Management structure

The Senior Management Team, who advise the Vice-Chancellor, include the Deputy and Pro Vice-Chancellors as well as the Chief Operating Officer, and the Directors of Finance and Human Resources.

The Deputy Vice-Chancellors have pan-University responsibilities. The position of Deputy Chancellor (Research) was created in 2005 and is supported by the Assistant Vice-Chancellor (Research) to provide senior institutional leadership in developing the University’s research capability. A parallel structure in learning and teaching was implemented in January 2009 with the appointment of a Deputy Vice-Chancellor (Academic) – with responsibilities also for Equity – supported by the existing Assistant Vice-Chancellor (Academic), thus bringing a better balance between the two core activities of research and teaching. The position of Deputy Vice-Chancellor was disestablished on the retirement of the incumbent with many of the administrative areas of that role becoming the responsibility of the Chief Operating Officer. Other positions with pan-University responsibility are the Pro Vice-Chancellor (Māori) and Pro Vice-Chancellor (International). As with all such positions, they provide leadership and have responsibilities for defining institutional policy in their areas of responsibility.

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Implementation of such policies and other intitiatives, however, are undertaken by the Faculties in which research, teaching and learning take place.

The University has seven teaching Faculties, each headed by a Dean assisted by Faculty managers, with responsibilities for administering the academic programmes. Four Pro Vice-Chancellors are also Deans of Faculties, and a fifth Pro Vice-Chancellor has three Faculties, being Dean of one of them, and being supported by two further Deans for the other two Faculties. Faculties have boards and committees, variously named, responsible for academic matters (for example, Academic Learning and Teaching Committee, Academic Development Committee, Curriculum Committee) and, similarly, committees responsible for research matters (Research Committee, Research Development Committee, Research and Postgraduate Committee), and many Faculties have Associate and/or Deputy Deans when the scale and needs of Faculties require additional leadership.

The allocation of resources to the Schools within these Faculties is the responsibility of the five Pro Vice-Chancellors. Pro Vice-Chancellors lead, facilitate and monitor the implementation of the Strategic plan in accordance with Faculty and School plans which interpret the Strategic plan in ways best suited to their discipline areas. The Pro Vice-Chancellors see the development of research as a pre-eminent focus and one of the major changes in recent years. Curriculum review generally, and degree changes specifically, have been necessary to ensure academic programmes maintain their relevance and facilitate student choice.

Each Faculty comprises several Schools, and there are 27 Schools across the University. Schools arise from the bringing together of disciplinary units of similar interests, or may arise from ‘strategic alliances’ around shared interests. Heads of School, assisted by School Managers, carry heavy workloads and have a large range of responsibilities. School administration may not replicate Faculty administration, but in many aspects there appears to be duplicate responsibilities with the Schools managing the day-to-day operational activities associated with the delivery and teaching of academic progammes, and the daily management of staff, budgets and facilities. Some School Managers in particular were of the view that the processes associated with administration were unnecessarily complex and could be simplified in ways that might avoid duplication of effort, and remove ‘low value’ activities and tasks.

Additional to the seven research and teaching Faculties, there are two pan-University ‘virtual’ Faculties – the Faculty of Graduate Research which administers doctoral research candidature, headed by a Dean; and Toihuarewa mostly comprising Māori academic staff, headed by the Pro Vice-Chancellor (Māori).

From documentation and interviews, the panel came to the view that the management structure appears rather complex, and that the devolution to Faculties and Schools in so many areas (discussed more fully in section 1.4) might require reconsideration of the layers of management. The Heads of Schools interviewed reported heavy workloads.

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General

Recommendation

R 2 The panel recommends that the University reviews Faculty and School management and administrative structures and responsibilities and the balance of tasks between the ‘centre’ and the Faculties and Schools in order to:

▪_{protect the research interests of academics in managerial positions,}

▪_{ensure Heads of School can focus on the leadership and management of the} academic work of their Schools, and

▪_{gain efficiencies.}

The management team is supported by a well-informed Council. Council members reported involvement in the development of the Strategic plan but had less input into the Investment plan (required by, and agreed with, the Tertiary Education Commission) which was considered appropriate as the Investment plan builds out of the Strategic plan. The Council sees the two plans and annual report as interlinked. The Council has least input into the Annual report. The Council looks to a number of sources for indicators of performance – such as programme review reports, levels of research publications and academic awards, and Academic Board minutes and papers.

The Council was satisfied with its induction processes and regularly surveyed its members about the performance of the Council. Minutes of Council meetings indicate that the Council is very much involved in discussions about the work and operations of the University, and seeks additional assurance where necessary. The Council is well aware of risks facing the University with the increasing numbers of postgraduate and Engineering students (both types of students more costly to support), the upskilling and lifting of research performance in the Faculty of Education, the ‘dramatic improvement’ in research output required of the University, maintaining good resourcing to ensure high quality teaching, and attracting high quality academic staff to the University over the next generation.

1.4 Devolution

The University acknowledges in its self-assessment Portfolio that while there are clear responsibilities and expectations of compliance with policies, procedures and guidelines throughout the University, devolved responsibility in a high-trust professional environment does not, of itself, guarantee that policies and procedures are being complied with, or guidelines followed. At present, the central administration monitors for trends rather than exceptions. The panel was informed on a number of occasions and from a range of sources that the University is highly devolved, and was informed of the variability of practices and interpretations of policy. The panel understands the University’s need to centralise some processes, and notes the introduction of a pan-University approach to implementing policies and plans in research, learning and teaching and administration (particularly through the leadership of the Deputy Vice-Chancellors and the Chief Operating Officer) in order to align practices without losing the strengths of devolution. In order to mitigate risk, the University needs to consider the degree of variation which is acceptable.

Administrators from Faculties and Schools interviewed by the panel viewed the balance between devolution and centralisation in a variety of ways, with some calling for a stronger institutional culture which they considered to be weak. For some administrators, student orientation was no

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longer meaningful when the University is split among four campuses, each with distinctive combinations of Faculties and disciplinary cultures.

It was evident that the University acknowledges that some initiatives need to be driven both at a central and at Faculty/School level. For example, the recent internal round of Performance-Based Research Fund appraisal was University-driven, but the follow-up, providing support for staff to improve their scores, must be the responsibility of the Faculties and Schools.

The panel heard how devolution had served the University well in the recent past with initiatives by individual Faculties and Schools moving the University forward, but now this needed to be reconsidered. The University intends that there should be stronger linkages between the academic activities of Faculties and the institutional strategic direction, and it was hoped that the successful implementation of the Strategic plan across the University would help. Deans, for example, acknowledged the difficulty in changing the culture and attitudes of people outside of management, and the difficulties of gaining buy-in to the strategic messages with those who worked outside of the administration.

In summary, devolution can provide, and has provided, an effective approach for the University in implementing change. However, in a more resource constrained environment, the University will have to balance devolution with ensuring efficiency in its systems, processes, planning and decision making to make best use of its resources. That is likely to require the University to review the extent of devolution in the current external environment, especially now that much of the ‘surge’ of internal change has been implemented.

1.5 Equity

The issue of equity has become a responsibility of the newly-appointed Deputy Vice-Chancellor (Academic). An Equity Strategy Group has been established to plan and consider infrastructure around equity issues for staff and students. An equity framework has been developed and a plan will be in place by the end of 2009. The panel noted that this was an important and necessary initiative, given the absence of an existing plan, structure or systematic reporting mechanism, The panel was told that the most important groups who come under the equity umbrella are Māori students and staff, Pacific students and staff, students and staff with disabilities (including those who have impairments to sight or hearing, mental health conditions, injuries, medical conditions or specific learning disabilities), men or women in professions or disciplines where barriers exist to participation or where they are under-represented, and students and people from socio-economically disadvantaged backgrounds.

The University Senior Management is concerned about the lack of improvement in recruitment, retention and achievement statistics for Māori and Pacific students who make up 7.9 and 4.7 percent respectively of the total student enrolment. It has dedicated funding to the work of a recently established Māori and Pacific Equity Taskforce, convened by the Pro Vice-Chancellor (Māori) with the support of the Deputy Vice-Chancellor (Academic) and the Pacific community. Māori and Pacific have similar yet distinctive needs, and it should be noted that there are some areas where there have been considerable achievements by Māori students at both undergraduate and postgraduate levels.

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General

Affirmation

A 1 The panel affirms the University’s intention (University enhancement initiative 301) to co-ordinate current endeavours to improve Māori and Pacific student retention.

It is recognised within the general issue of ‘equity’ that Pacific students and staff need more support. There is a Pacific Support Co-ordinator for Pacific students in need of assistance who self refer or who are referred by Faculty staff, and the Co-ordinator refers students to the appropriate mentoring or learning support section. There is no body for Pacific staff comparable to Toihuarewa for Māori staff (see section 4.3 of this report) and Pacific staff and students rely heavily on the generosity of Pacific people within the University community for support.

The panel was told that senior Pacific staff willingly undertake networking and pastoral care beyond their own disciplines which places them under personal pressure, and which also impacts on their time for research. While the University recognises the need for support, the panel could not find any indication as to the intentions of the University with respect to enhancing the leadership and support of Pacific students and staff, and it is of the view that the University should signal its intentions with the inclusion of an objective (with associated targets and indicators) in the Strategic plan. There are no objectives for either Māori or Pacific in the

Strategic plan, although there is a statement of commitment to Te Tiriti o Waitangi. Recommendation

R 3 The panel recommends that, in support of any findings that might result from the Māori and Pacific Equity Taskforce, the University:

▪_{develops appropriate objectives and associated targets and indicators with} respect to enhancing leadership and support for Māori and Pacific staff and students, and

▪_{recognises that these two groups must be differentiated in the}_{Strategic plan} with Māori and Pacific peoples’ needs being addressed within the equity framework, and Māori needs being specifically addressed under Te Tiriti o Waitangi.

Of the other areas of priority in the equity area, students with disabilities find assistance with computer hardware and software to be the biggest call. Disability Support Services provides assistance with this and it also administers disability awareness courses for staff to assist them understand the circumstances and needs of students with disabilities. Disabilities Support Services consider that it is well in control of services for students, but that staff with disabilities within the University are not catered for adequately at present.

The University has been offering a ‘women in leadership’ programme, and the panel was informed that the programme was relevant and helpful. The number of women in senior positions is being monitored by the University with hopes expressed that in the future more women will be able to put themselves forward for consideration.

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Learning and teaching

2 Learning and teaching

2.1 Goal and commitment

The University’s goal for teaching and learning is:

Strengthen Victoria’s high quality research-led learning and teaching environment, and reward and celebrate learning and teaching excellence in all its forms. [SP 2]6 The University is committed to:

▪ _{complete implementation of}_{Pathways to success and embed new practice in teaching}

and learning,

▪ _{progressively implement one or more internationally benchmarked instruments of}

student engagement and achievement to raise awareness of areas that require further exploration and action in teaching and learning,

▪ _{implement relevant recommendations from programme reviews and from the New}

Zealand Universities Academic Audit Unit academic audits,

▪ _{establish teaching projects (courses or collaborations across courses) that explore}

integrated approaches to academic problems using perspectives from different disciplines,

▪ _{acknowledge the importance of teaching excellence and maintain the status and}

importance of local and national tertiary teaching excellence awards.

The University’s goal for the student learning experience is to:

Engage students as active and lifelong members of an inclusive and supportive community of higher learning through an outstanding academic, social and cultural experience that equips them to make a significant contribution to local, national and international communities. [SP 3] The University is committed to:

▪ _{ensure that the University offers a first-rate student experience through high quality and}

challenging academic programmes, excellent facilities, responsive student services, and opportunities for stimulating social and cultural experiences,

▪ _{recognise the different learning needs of students by using a variety of teaching}

approaches and showing sensitivity to cultural issues.

6

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2.2 Learning and teaching plan

The 2005 Cycle 3 academic audit report noted that a Learning and teaching plan had been prepared by the Office of the then Assistant Vice-Chancellor (Academic), discussed and approved that year, although it had been unclear how the plan would be implemented. A Learning and Teaching Committee had been disbanded at the end of 2004 in favour of a network of responsive and flexible learning and teaching delivery mechanisms, and at the time of the 2005 site visit a new committee was to be established and an implementation plan developed. There were recommendations around the linking of the plan to budgets (R8), clarification of the accountability for learning and teaching (R9) and appropriate relevant performance measures and indicators in the learning and teaching plan to chart progress towards the achievement of the plan’s objectives (R10).

It was evident to the panel that, after the Cycle 3 academic audit, the Pathways to success review and report and subsequent curriculum changes had been prioritised and that, as a consequence, much has been achieved in programme restructure and curriculum development. The University recognised that there is now an urgent need to support the implementation of the restructured curriculum through attention to continuous improvement in learning and teaching to gain more consistency in the learning experiences of students. The appointment of a Deputy Vice-Chancellor (Academic) is a recognition of the need for academic leadership in this area, and the subsequent establishment of a high-level Learning and Teaching Strategy Group by the Deputy Vice-Chancellor will lead to the development of a Learning and teaching plan by the time of the public release of this report.

The panel considers that this is an important and urgently needed development and encourages the University to capitalise on the positive things that have been happening within the University as the plan is discussed and developed. Of particular significance will be the enhancement of the processes for the dissemination of existing and future good practice in teaching and learning, and for the monitoring of the implementation of the plan.

Recommendation

R 4 The panel recommends that the University ensures that the Learning and teaching plan (informed to be finalised by the time of the release of this report) includes a

clearly defined process to monitor the implementation of the plan and to measure its effectiveness and its impact on the enhancement of learning and teaching and on the student learning experience across the University.

2.3 Curriculum development

Pathways to success 2007 led to reforms in the undergraduate programme, designed to achieve four goals: a greater transparency and consistency in the structure and outcomes of degree programmes; clearer communication to students about pathway options; defining and fostering good practice in teaching and learning; and establishing evaluation measures in order to know what is being achieved. Arising from this, the degrees of Bachelor of Commerce and Administration (BCA), Bachelor of Science (BSc) and Bachelor of Arts (BA) were restructured, with some agreement on point values of courses. This, in turn, prompted reviews of the content and delivery in a number of courses. The general trend has been to broaden undergraduate education, allowing, for example, a major to be included from another Faculty.

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Learning and teaching

At the time of the 2005 Cycle 3 academic audit, the University intended to ‘map’ the development of new graduate attributes including leadership, communication and critical and creative thinking onto programmes of study and to align these with course learning outcomes and graduate attributes. The process of curriculum change in recent years has required the embedding of graduate attributes, and it is intended that academic programme reviews will monitor the achievement and assessment of attributes in programme and course delivery. In the view of the panel, the introduction of graduate attributes has been an example where diverse and devolved Faculties have been able to respond to a centralised and university-wide initiative in a consistent and useful manner.

The attributes of leadership and communication that are essential ingredients in the graduate attributes are further developed through two programmes. The Victoria Plus Award gives formal recognition to students’ extra-curricular activities, especially those that promote leadership skills and have elements of social responsibility. The Victoria International Leadership Programmes involves seminars, presentations and activities that focus on intercultural awareness and international knowledge. Several of the students interviewed had participated in the programmes and had found them very useful as preparation for the world of work.

Commendation

C 3 The panel commends the University for the development of the Victoria Plus Award and the Victoria International Leadership Programme and for the recognition of extra-curricular activities in preparing graduates for leadership positions in society.

2.4 Learning environment

Course information

The successful delivery of courses and programmes requires student access to information about course planning and course requirements. The myVictoria portal is a secure web portal for students and staff to access web-based e-mail, University information, news, the Library, teaching and research information. In identifying two related enhancement initiatives around the

provision for academic staff and students with access to progress information and course planning facilities online (enhancement initiative 702) and the establishment of a system to manage efficiently and consistently the production of information for students and staff about courses and enrolment (enhancement initiative 703), the University recognises the need for

improvements to accessing information and to ensuring the efficient use of resources. Challenges to teaching quality

Academic staff identified a number of challenges facing the University at this time in ensuring an engaging learning environment. Of particular note was the growth of class sizes and the impact on workload and the interaction between teachers and students; the ability of teachers to nurture low-level performers and stimulate high-level performers; and the ability to cope simultaneously with major and rapid change in recent years, the management of better learning spaces, and issues around staff retention. The University recognises the importance of teaching quality in the Strategic plan, and has set itself two initiatives arising from the self-assessment associated with this audit. The panel noted, however, that interviews with students indicated that they were generally positive about their learning experience and the relevance of academic programmes,

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One (enhancement initiative 102) is for the development and adoption of a set of defined

responsibilities in teaching at University, Faculty, School and programme level, that are aligned with the University statement of quality in teaching; and the integration of existing policies and processes with reference to the statement of quality in teaching. The University

has reported to the panel that the enhancement initiative is to align existing descriptions with a new statement of teaching quality, and as such it represents added value to what is already there. The other (enhancement initiative 101) is that, in consultation with academic staff, the

University foster reflection on teaching and innovative practice by reviewing promotions guidelines and by establishing a systematic process for responding to student feedback. The

panel noted that the University at the time of the 2005 Cycle 3 academic audit had as one of its objectives to ‘achieve distinction as New Zealand’s highest quality teaching and learning university’,7 and the report resulting from that audit contained a recommendation (R18) in support of the University’s own proposed initiative around the enhanced interpretation and use of results of evaluations. The University has reported to the panel that the use of student feedback has been reviewed and so has the application of the promotion criteria. The University is not convinced that these are yet as good as they can be, and so the enhancement initiative is intended to go further with the process. The panel is of the view that a culture of reflective teaching and innovative practice is necessary if highest quality teaching is to support and enhance students’ learning.

The panel noted that both these enhancement initiatives demonstrated that the University’s recent prioritisation of research and curriculum change had left a significant agenda for change in relation to teaching and learning. The panel recognises the challenges in achieving these two initiatives; they are fundamental in improving learning and teaching practices at the University, and they should be dealt with as part of the programme of change linked to the current development and implementation of the Learning and teaching plan.

The Library

The most valuable and valued support for research, learning and teaching in a university is the Library. The 2005 Cycle 3 academic audit report noted the deficiencies of the Library, and the planned enhancement projects alongside the developmental and strategic planning of the Library. The panel recommended (R23):

that the University indicates clearly its priority with respect to the provision of resources to the Library that will enable it to provide the hardcopy and electronic resources and services required in order for the university to achieve its stated learning and teaching goals and objectives.

Since the time of the 2005 Cycle 3 academic audit, the Library has been a strategic priority with the University significantly increasing resources to meet research, teaching and learning needs. The panel supports the strategic approach of the University Librarian to the provision of quality Library services. The Library’s strategic plan prioritises relationship building and engagement with the academic communities, and provides a framework for feedback and action as well as looking to improve communications. A strong network with other Wellington-based libraries – public, national, parliamentary, Massey University – has been developed. Work has begun on Library redevelopment and a Campus Hub.

Victoria University of Wellington. Te Whare Wānanga o Te Ūpoko o Te Ika a Māui. Academic audit report

Victoria University of

Wellington

Te Whare Wānanga o

Te Ūpoko o Te Ika a Māui

Academic audit report

New Zealand Universities Academic Audit Unit

Te Wāhanga Tātari

Victoria University of Wellington

Te Whare Wānanga o

Te Ūpoko o Te Ika a Māui

Academic audit report

Cycle 4

Preface

Contents

Summary

Commendations, recommendations and

affirmations

Preamble

1

General

2

Learning and teaching