CTQRA is a process to ensure that UQ's programs and curricula are reviewed annually.

The Curriculum and Teaching Quality and Risk Appraisal process enables a focused, evidence-based reflection on the overall quality of all teaching programs and courses. Internal and external standards and benchmarks, such as the Go8 benchmarks and TEQSA’s Risk Assessment Framework, provide sources of evidence to inform the process.

You can request access to CTQRA dashboards and reports by emailing the completed request form (PDF, 660KB) to learninganalytics@uq.edu.au.

Key dates

The 2018 CTQRA process has been completed. The schedule for the 2019 CTQRA process will be available in early 2019.

What is the purpose of CTQRA?

The CTQRA process is designed to:

  • Provide contextualised information regarding curriculum, teaching and program quality and risk in four categories:
    • viability
    • quality
    • outcomes
    • 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 process makes use of the relevant data available and presents them in user-friendly formats. This enables 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 1. minimal, 2. neutral, 3. increasing or 4. at-risk programs/courses are selected based on:

  • UQ policies, procedures and KPIs
  • Higher Education Standards Framework (Department of Industry, Innovation, Science, Research and Tertiary Education, 2011)
  • Tertiary Education Quality and Standards Agency’s Risk Assessment Framework Version 2.0 (TEQSA, 2014).

Core principles

The 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 through 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 process

There are four major steps in the CTQRA process:

  1. Review of data: data signal risks around the viability, quality, outcomes and resources of programs/courses.
  2. Contextualisation of risks: faculties/schools contextualise the identified risks.
  3. Documentation of responses and actions: record responses and actions that will be undertaken to minimise the risks via an online response system.
  4. Endorsement and review: Executive Deans, Associate Deans (Academic) and Heads of School manage and review the consolidated reports.

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

To assist staff who are unfamiliar with the appraisal, CTQRA Protocols (PDF, 776KB) outlines the process.

Roles and responsibilities

The CTQRA process is conducted annually by faculties and schools. The process is overseen by the Associate Deans (Academic) in consultation with the Executive Deans, Heads of School, and 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 1 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.

  • The Associate Deans (Academic) and Heads of School, under the guidance of the Executive Deans, review the relevant dashboards and reports to contextualise the data and modelled 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 where appropriate. During a standard annual process, this stage will be completed prior to Semester 2. ITaLI staff will then collate the feedback and action plans from the consolidated faculty reports.
  • In stage 2 of the process, consolidated faculty reports are approved by the Executive Dean prior to endorsement by the DVC(A). 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's 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.

Reports

Detailed Program and Course Reports (via the UQ Reportal)

Detailed Undergraduate Program Reports and Detailed Postgraduate Program Reports provide information related to each individual program. The primary purpose of the reports is to prompt an annual check of each program’s risk with respect to viability, quality, outcomes and structure.

A secondary purpose of the reports is to provide academic staff with existing sources of data to support the Academic Program Review process.

The Guide to Accessing Program and Course Reports on Reportal (PDF, 672KB) provides detailed instructions for accessing and configuring reports.
 
View Undergraduate Program Report
 
View Postgraduate Program Report

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.

View Course Report
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 Analytics 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 DVC(A). These consolidated faculty reports can be used for reward and recognition.

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 1. neutral, 2. minimal, 3. increasing, and 4. at-risk based on the selected risk indicators. The indicators are approved by the DVC(A) and are expected to evolve. Additionally, indicators may change to align to updated processes (such as SECaTs) or institutional drivers and strategies.

All Associate Deans (Academic), Heads of School and Teaching and Learning Chairs will be given access to the Faculty and School Dashboards, which show the initial risk ratings for the relevant programs and courses. The 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 response system.

  • Programs and courses that maintain a revised rating of minimal-risk will require no further action.
  • 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 the first day of Semester 2.
  • Responses and action plans will be documented in the CTQRA online response system. The Executive Deans/ADAs will sign off and monitor these actions. Responses and action plans will be accessed by ITaLI staff, and a consolidated report will be prepared for the University Teaching and Learning Committee, Executive Deans and ADAs.
  • 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.

View the CTQRA Dashboards Access Guide (PDF, 958KB)

View Faculty Program and School Course Dashboards (restricted 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 Executive Deans, Associate Deans (Academic), Heads of School or Teaching and Learning Chairs.

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.

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