Operationalising Think: Strategic Planning
and Quality Management Framework
This webpage outlines various systems and processes currently used to operationalise the Strategic Planning and Quality Management framework at Think: Colleges in an effective and consistent manner.
The main purpose of the Think: Strategic Planning & Quality Management framework is as follows:
- Using strategic planning and quality management as a driver for change, innovation and improvements
- Linking strategic planning and quality management together in our core business of learning and teaching
- Consistent approach to quality management in all our colleges
- Using Approach, Deployment, Results and Improvement (ADRI) quality cycle to ensure that our strategic planning and quality management approach is effectively deployed, monitored and further improved.
Access to key documents on this website are restricted to staff only.
Think: Approach (Planning)
Approach includes the colleges planning process which leads to the development of the college’s strategic plan (Think: Education Group- Strategic Plan 2008-10) including our vision, mission and our purpose in both higher and vocational education. The plan outlines our future and how to get there and effective risk management processes to identify, assess and manage risks.
The long-term strategic goals and priorities for the Group are outlined in Forward Thinking: 2010 Strategic Plan for Think: Education Group.
Key documents (staff access)
Think: Strategic Plan 2010
Think: Risk Management Plan
Think: Deployment (Implementation)
Deployment means how effectively the Group has implemented its strategic plan into action. This dimension outlines our governance structure, key policies and procedures which enable effective operation of the college, appropriate resourcing and infrastructure (human, capital and physical) of the colleges to effectively achieve the key priorities of the strategic plan.
Governance Structure
As a growing organisation, the Group has developed, and continues to refine, its governance and management structures to enable it to operate effectively in an increasingly competitive and changing environment.
The Group operates on the principles of good governance, including:
- Clearly defined responsibility and accountability
- Evidence-based decision-making
- Transparency
- A consultative and communicative approach; and
- Ongoing monitoring and improvement.
In 2008–9, the Group formally reviewed its academic governance structures. The review was undertaken in the context of the Group’s growth in terms of new courses, campuses and modes of delivery, and it represented a key part of the self-assessment in 2008. The Governance website provides detailed information on Academic Charter, Governance Structure and memberships of the Academic Board.
Policies and Procedures
The Group recognises that a coherent and integrated policy framework is critical for effective and consistent governance and management. In 2008, the Group undertook a significant policy review to underpin the effective, consistent and integrated operations of the Group and to ensure compliance with higher and vocational education regulations. Academic policies are approved by the relevant Sub-Committees of the Academic Board.
Think: Results (Reviews)
Result dimension looks at the college’s results or performance as a means of determining how well the deployment is achieving the planned approach. This dimension includes how effectively the college is tracking and monitoring its progress.
Think: College uses a number of mechanisms to measure its performance. Key performance indicators, internal self assessments, range of surveys targeted to students, employers & staff, Australian Quality Training Framework (AQTF) quality indicators, staff performance reviews, benchmarking and five year cyclical external audits are some of the strategies currently used to track and monitor progress.
Key Educational Key Performance Indicators (EKPIs)
As part of its Strategic Planning and Quality Management Framework, the Group prepares Educational Key Performance Indicators (EKPIs) on each College twice a year. The EKPI provides a snapshot on performance data at College level.
Some of the performance indicators used include: staff-student ratio, staff satisfaction, percentage of staff with postgraduate qualifications, retention rates, completion rates, overall student satisfaction, course experience questionnaire (CEQ), subject satisfaction, student withdrawal, student grievances and complaints, graduate destination, employer satisfaction and percentage of courses with a work-engaged learning component.
Key Document (staff access)
EKPI reporting template
Internal Self Assessments/Reviews
The Group undertakes self assessments and reviews as part of its quality assurance and continuous improvement. In 2008 and 2009, the Group conducted internal reviews in areas including: Review of Governance Structure, Self Assessment of the Academic Board and Sub Committees, whole of organisation self assessment as part of Australian Universities Quality Agency (AUQA) audit preparations, self review against Australian Quality Training Framework (AQTF) 2007 and National Code 2007 and self review against the National Protocols for Higher Education Approval Processes 2007.
Key Documents (staff access)
Report on the Self Assessment of the Academic Board and Sub Committees
Report of whole of Organisation Self Assessment
Report on Self Review against the National Protocols 2007
Student Satisfaction Survey (SSS)
The SSS measures the total student experience of the College, which includes student satisfaction of the course, teacher, admissions and enrolments, resource centre/library, information technology, student support, learning infrastructure, social activities and other services provided.
Key Documents (staff access)
Report on Student Satisfaction Survey 2008/09
Australian Graduate Survey (AGS)
Think: Colleges participates in the AGS survey, which consists of the national Course Experience Questionnaire (CEQ) and the Graduate Destination Survey (GDS).
Student Evaluation of Subject and Lecturer (SESL)
The SESL survey measures student satisfaction of the subject and the teacher in a single instrument. As part of the self-assessment in late 2008, the reporting of data on SESL was further enhanced to allow easier interpretation of the results at the College level. Since late 2008, SESL results have been reported using traffic light colours with benchmarking of performance at each subject/unit level.
Key Documents (staff access)
Report on Individual College SESL Survey November 2008
Employer Survey
The Employer Survey is aimed to systematically collect feedback from employers on their satisfaction with the Group’s graduates on a range of generic capabilities. The survey also indicates key trends and changes in the industry and profession.
Key Documents (staff access)
Report on Employer Survey
Staff Survey
The aim of the survey is to gather staff feedback on two key areas: their views about the Group and College; and their satisfaction with the Divisions that provide services to staff and students.
AQTF Quality Indicators
AQTF Quality Indicators was implemented in 2009. The AQTF is reported to State Department of Education on annual basis. The two surveys used include Learner Engagement Survey and Employer Satisfaction Survey.
Staff Performance Reviews
The Group uses Staff Performance Review to monitor performance at individual level. Individual staff performance is aligned to the strategic goals outlines in the Group Strategic Plan.
Benchmarking
Benchmarking within the Group is embedded in the new Strategic Planning and Quality Management Framework. The Group uses benchmarking to assess its offerings against other institutions and to continually improve its organisational governance, teaching and learning and administrative support areas.
Key Document (staff access)
Think: Colleges Guidelines for Benchmarking
Post Orientation Survey
The Post-Orientation Survey is used to evaluate student satisfaction of the orientation program. The survey results help Student Services to identify areas of good practice and areas needing improvement.
Key Documents (staff access)
Report on Post Orientation Survey 2009
External Quality Audits (AUQA and AQTF)
The Group is subject to five yearly cyclical higher and vocational education quality audits by AUQA and State Departments of Education. Both AUQA and AQTF audit was undertaken in 2009.
Key Document (staff access)
Think: Colleges Pty Ltd Performance Portfolio to AUQA
Think: Improvement
The Quality Committee provides oversight on improvements as a result of internal and external reviews including survey outcomes. The results of all surveys are reported to the Executive Leadership Team and Quality Committee. As a direct result of reviews and surveys, the Colleges communicate the key improvements with students through a poster campaign, Feedback – It Matters, which is placed in all classrooms, the resource centre/library and other locations where students gather. The survey results and improvements are communicated with the Student Representative Council (SRC).
Key Document (staff access)
Feedback- It Matters: Poster
The Group has actioned on key recommendations as a result of various internal reviews undertaken recently. As part of AUQA and AQTF audit, the college will develop an action plan to address the affirmations, recommendations and other suggested areas needing improvements.
Contact in relation to Planning and Quality Management Framework
Mahsood Shah
Director, Quality and Improvement
mshah@think.edu.au
