Access to the CTQRA dashboards and reports

You can request access by emailing the completed request form to learninganalytics@uq.edu.au

 
 


 View School Course and Faculty Program Dashboards here (restricted user access)

 

Online Response System

Responses and proposed action plans will need to be documented for courses and programs with a revised risk rating of ‘increasing-‘ or ‘at-risk’ and/or as indicated by the Dean, ADA or Head of School.

To simplify this process, an online response form has been developed. The form will allow you to create new records or edit and update your existing records. The response online site will then be locked for editing to allow the Learning Analytics team to consolidate the responses and produce the annual CTQRA Consolidated Faculty/School Reports for Deans and ADAs.

 

  • Updates

    Annual process schedule - An updated schedule has been published to take into account a delay in the release of the 2016 Graduate Outcome Survey (GOS) data and a request from the UQ Teaching and Learning Committee (TLC) to have the ability to review and provide feedback on Programs and Courses as soon as relevant data becomes available.

    Implementaton of the enhanced CTQRA model (2017) - Following endorsement from the TLC, the enhanced model has been implemented which impacts all dashboards, reports and online feedback system.

    Reports and Dashboards updates - School of Earth Sciences and School of Geography, Planning and Environmental Management have been combined as the School of Earth and Environmental Sciences (1 February 2017)

  • Key dates

    Schedule for the 2017 annual process annual process 

    The annual process will commence following the release of the National Graduate Outcomes Survey (GOS), data by the Planning and Business Intelligence team (PBI) each year:

    2017 CTQRA Schedule

    The schedule for 2018 may be updated to commence the Program level review earlier in the year if appropriate. This is due to the expectation that the 2017 GOS data will be released earlier by PBI than the 2016 data.

    1. ADAs will be given access to Program and Course dashboards and an initial risk rating. ADAs will contextualise the risk rating for programs or courses within their faculty and may request a revised risk rating. A revised risk rating will be documented via the online feedback form.
    2. Programs and courses that maintain a revised rating of minimal-risk will require no further action.
    3. Programs and courses that maintain a revised rating of ‘increasing-‘ or ‘at-risk’ must be referred to the relevant staff member (e.g. Head of School, Teaching and Learning Chair, Program Director and/or Course Coordinator) who must produce an action plan for improvement by day one in Semester two.
    4. Feedback and action plans will be documented in the CTQRA feedback and actions online site http://www.uq.edu.au/teach/ctqra_new. Executive Deans will sign off and monitor these actions. Feedback and action plans will be accessed by ITaLI staff and an aggregated report will be prepared for the University Teaching and Learning Committee, ADAs and Executive Deans.
    5. If a program or course remains in the at-risk category for a period of three consecutive years, the Executive Dean will bring this to the attention of the DVCA.
  • What is CTQRA?

    CTQRA is a process to ensure that the programs and curricula are reviewed annually. The CTQRA process enables a focused evidence-based reflection on the overall quality of all teaching programs and courses. Internal and external standards and benchmarks as appropriate, such as the Go8 benchmarks and TEQSA’s Risk Assessment Framework provide sources of evidence to inform the process.

  • What is the purpose of CTQRA?

    The purpose of the process is to:

    • Provide contextualised information regarding curriculum, teaching and program quality and risk in four categories: viability, quality, outcomes and structure
    • Identify the strengths and weaknesses of teaching and learning at UQ at the program and course levels, both to allow for recognition and reward as well as supporting development needs
    • Enable evidence-based reflection and feedback about curriculum design and teaching in programs and courses
    • Centralise the collection of feedback and plans detailing proposed improvement strategies and the timelines to address them
    • Enable annual consolidation and review of feedback, as well as assessing the effectiveness of improvement strategies
    • Contribute to quinquennial cycles of Academic Program Reviews
    • Improve the robustness of data to inform and monitor teaching enhancement strategies.

    The new process makes use of the relevant data available and presents them in user-friendly formats which enable evidence-based reflection on the risks associated with overall quality of the programs and courses offered by the Faculty or School. The risk indicators used to identify the possible minimal-, neutral-, increasing- or at-risk programs/courses are selected based on the UQ policies, procedures and KPIs, the Higher Education Standards Framework (Department of Industry, Innovation, Science, Research and Tertiary Education, 2011), and Tertiary Education Quality and Standards Agency’s Risk Assessment Framework Version 2.0 (TEQSA, 2014).

    The new process is aligned to the following principles:

    • Commitment to quality curriculum and teaching aligned to the University’s Policies and Quality Framework
    • Accountability and responsibility for quality though an annual reproducible and transparent process
    • Development and enhancement of staff capability informed by curriculum and teaching indicators and feedback
    • Consistent approaches to data collection, analysis, reporting and communication of information and measurement of the effects of action planning
    • Enhancement and evolution of practices and processes to ensure their ongoing suitability and adequacy
    • Proactive and adaptive risk mitigation measures and indicators.

    The new process involves four major steps as outlined below:

    The process will be structured around defined reporting which includes actions, monitoring and assessment of effectiveness.

    To assist staff who are new to the process, the Protocols for Curriculum and Teaching Quality and Risk Appraisal document which outlines the process, model and highlight areas of special interest is available.

  • Staff involvement

    Who is responsible?

    The CTQRA process will be conducted annually by faculties and schools. The process is overseen by the Associate Dean (Academic) (ADA) in consultation with the Executive Dean and Heads of School, supported by the Faculty Teaching and Learning Committee and School Teaching and Learning Chairs.

    The risk reports ensure that teaching and learning indicators are considered across programs and courses on an annual basis. The data will be used to identify areas of concern that can be further investigated and contextualised at faculty or school level.

    The annual process is aligned with the release of new data from sources such as semester enrolment and SECaT responses, and with annual national survey data such as the Student Experience Survey.

    Stage one of the process is commenced by ITaLI following the release of the annual data by the Department of Education and Training during March each year.

    • ADAs and Heads of School under the guidance of the Executive Deans review the relevant dashboards and reports to contextualise the data and modeled risk. Faculty and school staff may be asked to further investigate reports or additional data and to provide feedback/response or to develop action plans using the online feedback form where appropriate. During a standard  annual process, this stage will be completed prior to the commencement of Semester two. ITaLI staff will then collate the feedback and action plans from the consolidated faculty reports.
    • In stage two of the process consolidated faculty reports are approved by the Executive Dean prior to endorsement by the Deputy Vice-Chancellor (Academic) (DVCA) as the Chair of the University Teaching and Learning Committee. These consolidated faculty reports can be used for reward and recognition. The standard CTQRA annual process will be completed by the end of November each year.
    • Data collected by the annual process is incorporated into the following year cyclical reports and resources.
    • Course level report data will be updated at the completion of each Semester’s SECaT process. These reports will be available for staff at any stage throughout the year with the appropriate Semester’s latest data.
  • Program and Course risk models (detailed explanation)

    These guides have been developed to support staff in understanding the models used for risk identification and calculations for programs and courses. These can be accessed with the links below:


    View Program Risk Model Guide Here
     


    View Course Risk Guide Here

  • Faculty (Program) and School (Course) dashboards

    The Learning Analytics team prepares Faculty and School dashboards for access by Senior Executives, Executive Deans, Associate Deans (Academic), Heads of School, and Teaching and Learning Chairs. A Faculty dashboard provides a visual representation of the annual program risk scores for all programs offered in a Faculty by year. Similarly, a School dashboard provides a visual representation of the overall course risk scores for all courses offered in a School by semester/year. Both dashboards provide a quick snapshot of the trend of risk over different offering periods.

    Programs and courses are identified as neutral-, minimal-, increasing-, and at-risk based on the selected risk indicators. The indicators are approved by the Deputy Vice-Chancellor (Academic) and are expected to evolve. Additionally, indicators may change to align to updated processes (such as SECaTs) or institutional drivers and strategies.

  • CTQRA detailed Program and Course reports (via Reportal)

    'Detailed Undergraduate Program Reports' and  'Detailed Postgraduate Program Reports' provide detailed information related to each individual program. The primary purpose of the Detailed Program Reports is to prompt an annual check of each program’s risk with respect to viability, quality, outcomes and structure.  A secondary purpose of Detailed Program Reports is to provide academic staff with existing sources of data to support the Academic Program Review process.

    The following guide provides detailed instructions for accessing and configuring the Program and Course reports.

     
     
     


    View Undergraduate Program Report here

     


    View Postgraduate Program Report here


    'Detailed Course Reports' provide information related to each individual course.  They are designed to enable course coordinators and teaching staff to make appropriate decisions associated with delivery and student support.

     

    Reporting for programs and courses is critical as is diagnostic analysis focusing on significant trends and issues and proposed actions and expected outcomes. Analysis of the Detailed Program and Course Reports will highlight areas that may need to be contextualised or addressed during the annual appraisal process. Documented actions and contextualised feedback will be incorporated in future reports.  

    Where appropriate, suitable strategies should be developed and implemented based on the context of the indicator(s) being flagged and may include one or a combination of the following:

    • Awards and recognition
    • Staff professional development
    • Curriculum redesign
    • Management activities.

    The series of individual reports, associated summaries and feedback built up year-by-year is also used by the University executives, and the Teaching and Learning Committee for corporate review of academic programs over the period. 

  • Faculty/School consolidated reports

    At the conclusion of the annual CTQRA process, the Learning Analytic team will prepare consolidated school and faculty reports based on the online responses and action plans received. These reports will be approved by the Executive Dean prior to endorsement by the Deputy Vice-Chancellor (Academic) (DVCA). These consolidated faculty reports can be used for reward and recognition.

  • Resources
  • Contacts

    The Learning Analytics team at ITaLI
    Email: learninganalytics@uq.edu.au