Use of Data in Higher Education: A Case Study

10.6197/HEED.2016.1001.04

Alan Wu

Quality Indicator ； Risk Indicator ； Quality Assurance ； Institutional Research ； Risk Management

Higher Education Evaluation and Development

10卷1期（2016 / 06 / 01）

75 - 91

英文

This paper discusses the interrelationship between quality assurance, institutional research and risk management in the context of higher education. These are three very common themes in the current higher education landscape. It is pointed out that although they originated from different perspectives, they are now converging to adopt similar methodologies. In particular, they share a common feature of increasingly using data to inform decision-making. A more data-driven approach is considered essential for identifying genuine issues that may prevent an institution from achieving its objectives, and important for enhancing transparency and consistency of the deliberation process leading to decision. Using the TEQSA's risk assessment framework as a case study, this paper discusses some of the challenges and opportunities in developing a more data-driven approach to quality assurance. The TEQSA's risk assessment framework is selected because it is probably the first one developed to cover both public and private institutions, and also because TEQSA, as a regulator, has been empowered by legislation to impose conditions on publicly funded universities, including restricting or removing their self-accrediting power. Using publicly available information, the paper looks at the evolution of the framework, and highlights areas of learning that may be useful for developing a more data-driven approach to quality assurance.

1. Universities Australia. (2013). Universities Australia submission to the review of higher education regulation. Retrieved July 11, 2015, from https://www.universitiesaustralia.edu.au/ArticleDocuments/208/UA%20Submission%20to%20the%20Review%20of%20Higher%20Education%20Regulation%20050713.pdf.aspx
2. Higher Education Funding Council for England. (2015b). Policy guide: Assessing and assuring quality. Retrieved July 11, 2015, from http://www.hefce.ac.uk/reg/assuring/risk/
3. ISO. (2009). ISO 31000: 2009 Risk management -- Principles and guidelines. Retrieved July 11, 2015, from https://www.iso.org/obp/ui/#iso:std:iso:31000:ed-1:v1:en
4. Conway, M.(2012).Using causal layered analysis to explore the relationship between academics and administrators in universities.Journal of Futures Studies,17(2),37-58.
5. Fincher, C.(1978).Institutional research as organizational intelligence.Research in Higher Education,8(2),189-192.
6. Higher Education Funding Council for England(2015).,未出版
7. Saupe, J. L.(1990).The functions of institutional research.Tallahassee, FL:Association for Institutional Research.
8. Terenzini, P. T.(1993).On the nature of institutional research and the knowledge and skills it requires.Research in Higher Education,34(1),1-10.
9. Tertiary Education Quality and Standard Agency(2014).,未出版
10. Volkwein, J. F.(2011).,未出版

1. (2017).Development of the college-attendance value scale for second-year students in Taiwan.高教評鑑與發展,11(1),38-54.
2. (2018)。澳洲TEQSA品質保證與規範對跨國高等教育的影響：追求精進或打安全牌？。比較教育，85，12-20。