The evidence for a risk-based approach to Australian higher education regulation and quality assurance

Abstract

This paper explores the nascent field of risk management in higher education, which is of particular relevance in Australia currently, as the Commonwealth Government implements its plans for a risk-based approach to higher education regulation and quality assurance. The literature outlines the concept of risk management and risk-based approaches to quality assurance across numerous private and public sector environments, primarily in the United Kingdom and Australian contexts. The objective is to shed some light on the appropriateness of such an approach, based on the success (or otherwise) of risk-based quality assurance models deployed elsewhere. In the final analysis, in seeking to find answers to the research question posed, this paper throws up many questions about this relatively new field. In doing so, it provides some sense of how this issue can be further explored to enhance the possibilities for achievement of Australia's higher education objectives.

Keywords:

• higher education regulation
• risk-based quality assurance
• risk management
• Tertiary Education Standards and Quality Agency
• university management

Acknowledgements

This paper is an edited version of a paper submitted to The University of Melbourne as part of a final project for the Master's of Tertiary Education Management.

I wish to acknowledge Associate Prof Leo Goedegebuure at the LH Martin Institute for Higher Education Leadership and Management at The University of Melbourne for his supervision of this project and his advice throughout its research and writing phases. His mentoring throughout the course, as well as that from Dr Geoff Sharrock, Jon File and the late Doug Toma has been appreciated. The friendship and professional guidance given by my fellow classmates in the Master of Tertiary Education Management program is also greatly valued.

I am grateful to Dr Daniel Edwards from ACER and Assoc Prof Elaine Stratford from the University of Tasmania for their kind advice on earlier drafts.

I must also thank Prof Greg Craven, Vice-Chancellor at Australian Catholic University and my direct professional supervisor, for sponsoring me to undertake this Master's degree and allowing me the time and space to complete this work. I emphasise that my work on this paper was coincidental and unconnected to his involvement in the Universities Australia Working Party on the Establishment of TEQSA.