Benchmarking Australian enabling programmes: assuring quality, comparability and transparency

Abstract

Cross institutional benchmarking provides the opportunity to ensure comparability of standards by comparing learning outcomes and assessment practices, and acts as a catalyst for change and improved practice. The comparability of standards is crucial for the transparency and portability of qualifications as well as the assurance of quality student learning outcomes. In Australia there are 48 enabling programmes which provide non-award preparatory study for students who would otherwise be excluded from higher education. Given the diversity of programmes and offerings, this pilot study investigated whether it was possible to establish common learning outcomes and standards across three regional Australian enabling programmes that could set the stage for a national benchmarking framework. Three Australian enabling programmes benchmarked their learning outcomes, curriculum and assessment practices in three subjects: study skills preparation, academic communication and mathematics. The findings clearly indicated that despite differences in offerings and programme structure, there were common learning outcomes and standards, the assessments and assessment practices were comparable and rigorous, and that best practice could be shared and adapted to the benefit of students, staff and institutions.

Keywords:

• Benchmarking
• enabling
• bridging
• quality
• standards

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Suzi Syme

Dr. Suzi Syme is a senior lecturer in enabling education at Southern Cross University.

Charmaine Davis

Charmaine Davis is a lecturer in enabling education at the University of Southern Queensland.

Chris Cook

Chris Cook is a lecturer in enabling education at CQUniversity.