PARTNER MANUAL OFFSHORE PROGRAMS 2018
Contents CEO Welcome... 2 Overview... 3 Purpose of the Partner Manual... 3 Interaction with other Melbourne Polytechnic documents... 3 Priority of regulatory requirements... 4 Updates to the Partner Manual... 4 Partner Manual application to Institute Accredited Courses (IAC)... 4 Section 1. Policy and Procedural Framework... 5 Australian Qualifications Framework (AQF)... 5 Higher Education (HE)... 6 Vocational Education and Training (VET)... 7 Institute Accredited Courses (IAC)... 7 Section 2. Governance and Management... 8 Partner Operations... 8 Melbourne Polytechnic Governance Structure... 8 Melbourne Polytechnic and Partner Governance and Management... 10 Joint Management Committee (JMC) (China programs only*)... 10 Partner Advisory Committee (PAC) (Non-China programs only*)... 13 Section 3. Quality Assurance, Reviews and Audits... 16 Educational Quality... 16 Quality Reviews and Audit Cycle... 16 Privacy... 18 Section 4. Course Design and Delivery... 19 Course Design... 19 Information for Prospective and Current Students... 19 Marketing and Publicity... 20 Learning and Teaching... 21 Section 5. Student Facilities, Resources and Student Support Services... 24 Partner Facilities and Resources... 24 Student Complaints and Appeals... 25 Section 6. Staffing... 26 Staffing... 26 Melbourne Polytechnic Policies and Procedures... 27 Date: 13 December 2017; Edition: 1 Page: 1 of 28
CEO Welcome Melbourne Polytechnic is delighted to be entering into a partnership arrangement with you and your organisation and teams. We see this partnership as crucial to strengthening ties across our organisations and to supporting successful outcomes for students in their higher and/or vocational educational program in locations and countries outside Australia. The enduring value of a Melbourne Polytechnic qualification or Institute Accredited Course is underpinned by the integrity and quality of the Policies and processes used to conduct the delivery of our courses. This Partner Manual provides a broad overview of the regulatory and governance framework we work within at Melbourne Polytechnic and within Australia more generally. It also frames the academic governance requirements needed by both of our organisations to support the fulfilment of our commitments to each other. By outlining these frameworks and obligations and associated policies and procedures, this document forms a key foundation for the partnership we are entering into for the delivery of Student Courses at offshore locations. We trust that as we pursue this partnership together, these important aspects of our agreement continue to positively reinforce our shared commitment to the students who will ultimately benefit from this agreement. Once again, thank you for meeting us in partnership for this important course delivery. We very much look forward to working with you and your organisation to deliver outstanding results for our students. <insert signature> Frances Coppolillo Chief Executive Officer Melbourne Polytechnic Date: 13 December 2017; Edition: 1 Page: 2 of 28
Overview With a proud history of providing vocational education to Victorians that spans more than 100 years, Melbourne Polytechnic has grown beyond the scope of a traditional TAFE (Training and Further Education) institute to a training model that blends practical learning and traditional theory with increased pathways to higher education. Melbourne Polytechnic is: a TAFE institute established under Victorian legislation called the Education and Training Reform Act 2006 (Vic) and located in Melbourne, Australia, subject to regulation by the Australian Skills Quality Authority (ASQA); a registered Higher Education provider subject to regulation by the Tertiary Education Quality and Standards Agency (TEQSA); and a registered training organisation (RTO) subject to regulation by the Australian Skills Quality Authority (ASQA). Melbourne Polytechnic has a number of global partnerships by which Australian accredited certificates, diplomas and bachelor degrees are offered to students studying offshore. These courses are delivered in partnership with international third party providers (Partners) and meet the requirements of applicable Australian standards. Purpose of the Partner Manual Melbourne Polytechnic welcomes the introduction of International Program Agreements (IPA or Agreement) with all Partners. Melbourne Polytechnic works to establish a clear framework to guide the operation of the partnership, such that both parties are able to demonstrate commitment to delivering courses that comply with applicable Australian standards. The Partner Manual is incorporated into each IPA to provide more detailed information about the responsibilities and accountabilities of Melbourne Polytechnic and the Partner (subject to the Partner s IPA). This package of documents is seen to support and guide the collaborative work within the partnership and compliance with it is a requirement under the IPA. The information set out in the Partner Manual provides guidance by which Melbourne Polytechnic shall engage in teaching partnerships with Partners in a manner that supports Melbourne Polytechnic to meet its obligations under Australian standards with regard to achieving and demonstrating: robust quality assurance in all aspects of course delivery; governance and accountability; institutional collaboration with partner staff in course planning, design, delivery and assessment; and the provision of an educational experience that focuses on students. The Partner Manual sets out clear requirements for: legislative and regulatory compliance; academic governance and accountability; institutional quality assurance; student participation and attainment; the provision of course information and the learning environment; student admission, support and progression; learning and teaching outcomes; and the roles and responsibilities of each party. Unless otherwise indicated, terms used in the Partner Manual have the meanings given in the IPA. Interaction with other Melbourne Polytechnic documents Melbourne Polytechnic is keen to further support and strengthen the partnership. Feedback from you regarding improving our documents and agreements is welcome. Please contact Melbourne Polytechnic for further information or to provide feedback in this regard as the partnership progresses. The Partner Manual must be read in conjunction with, and subject to, the IPA. The Melbourne Polytechnic Policies and procedures specified at the end of this document (Policies) are incorporated by reference within the Partner Manual. Date: 13 December 2017; Edition: 1 Page: 3 of 28
Further details about the specific obligations of Melbourne Polytechnic and the Partner with respect to specific courses will be agreed and outlined in a Student Course Attachment and Responsibility Matrix under the IPA. Priority of regulatory requirements As noted above, Melbourne Polytechnic is: a registered higher education provider subject to regulation by TEQSA; and a registered training organisation subject to regulation by ASQA. At all times, this Partner Manual is subject to the requirements of the standards that are set, regulated and enforced by TEQSA and ASQA (as applicable). Nothing in this Partner Manual should be construed by either a Partner or Melbourne Polytechnic as limiting, varying or derogating from, the applicable regulatory standards. Melbourne Polytechnic and the Partner commit to ensuring that courses delivered offshore meet the same high standards as those delivered within Australia. In the delivery, all Partners are also equally required to meet the applicable Australian standards to the extent that they deliver any course on behalf of Melbourne Polytechnic. The standards administered by TEQSA and ASQA (as applicable) apply to the delivery of all Australian accredited courses, regardless of the mode or location of delivery. Where courses are delivered through third parties (such as international Partners), Melbourne Polytechnic, working with the Partner, will ensure that the courses meet all relevant Australian standards by putting in place approved Policies and procedures that regulate all aspects of third party delivery of courses. Consistent with this commitment, the Policy framework that Melbourne Polytechnic has established for offshore delivery is as follows: as a baseline, the Policies apply and Partners must ensure that courses are delivered in accordance with the Policies; and the specific requirements in the Partner Manual augment the Policies by establishing specific requirements applying to offshore delivery. If there is any inconsistency between the requirements of any Policy and the Partner Manual, then the requirements of the Partner Manual will apply unless otherwise advised by Melbourne Polytechnic. All Partners agree to comply with all directions given by Melbourne Polytechnic for the purposes of achieving compliance with the Policy framework. Updates to the Partner Manual The Partner Manual, including the Policies, may be amended or replaced by Melbourne Polytechnic at any time by giving written notice to the Partner. Where a Partner has online access to the Partner Manual (including the Policies), then any amendment or replacement will be effective from the time of online publication of the relevant document, or as otherwise directed by Melbourne Polytechnic. In all other instances, Partners must comply with any updated documents at the time of communication by Melbourne Polytechnic to the Partner. Partner Manual application to Institute Accredited Courses (IAC) Where Melbourne Polytechnic and a Partner agree to the offshore delivery of an IAC, this Partner Manual can be used as a guide in managing their relationship in the delivery of that IAC. Date: 13 December 2017; Edition: 1 Page: 4 of 28
Section 1. Policy and Procedural Framework Melbourne Polytechnic provides a diverse range of education and training including: Higher Education (HE) courses and qualifications, Vocational Education and Training (VET) courses and qualifications, and Institute Accredited Courses (IACs). Melbourne Polytechnic is aware that many Partners are also required to meet the regulatory frameworks specific to local circumstances. Melbourne Polytechnic commits to work collaboratively across these different regulatory environments, wherever possible, to support meeting our Partners needs. Australian Qualifications Framework (AQF) The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was introduced in 1995 to underpin the national system of qualifications in Australia. AQF Level Higher Education VET Summary Level 1 Certificate I Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning Level 2 Certificate II Graduates at this level will have knowledge and skills for work in a defined context and/or further learning Level 3 Certificate III Graduates at this level will have theoretical and practical knowledge and skills for work and/or further learning Level 4 Certificate IV Graduates at this level will have theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning Level 5 Diploma (Higher Education) Diploma Graduates at this level will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning Level 6 Associate Degree Advanced Diploma Graduates at this level will have broad knowledge and skills for paraprofessional/highly skilled work and/or further learning Level 7 Bachelor Degree Graduates at this level will have broad and coherent knowledge and skills for professional work and/or further learning Level 8 Bachelor Honours Degree Graduate Certificate Graduate Diploma Graduates at this level will have advanced knowledge and skills for professional highly skilled work and/or further learning Level 9 Masters Degree Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning Level 10 Doctoral Degree Graduates at this level will have systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice Source: Australian Qualifications Framework, 2 nd Edition, January 2013 Date: 13 December 2017; Edition: 1 Page: 5 of 28
Higher Education (HE) Higher Education Standards Framework As a registered Higher Education provider, Melbourne Polytechnic must comply with the Higher Education Standards Framework (Threshold Standards 2015) (HES Framework). This framework covers the following standards legislated to capture data and report requirements applicable to providers in accordance with the Tertiary Education Quality and Standards Agency Act 2011 (Cth): the Provider Registration Standards; the Provider Category Standards; the Provider Course Accreditation Standards; and the Qualification Standards. The HES Framework describes the higher education provider and course requirements across the following domains: 1. Student Participation and Attainment 2. Learning Environment 3. Teaching 4. Research and Research Training (this standard does not apply to Melbourne Polytechnic) 5. Institutional Quality Assurance 6. Governance and Accountability 7. Representation, Information and Information Management. The HES Framework applies to Australian higher education courses irrespective of the location of delivery, meaning that Melbourne Polytechnic accredited higher education programs delivered outside of Australia (offshore) must meet the same standards as delivery within Australia (onshore). Tertiary Education Quality and Standards Agency (TEQSA) TEQSA was established under the Tertiary Education Quality and Standards Agency Act 2011 (Cth) as an independent national regulatory body responsible for higher education regulation and quality assurance. TEQSA is responsible for the registration of Australian higher education providers and the accreditation of higher education courses. TEQSA s regulatory approach is standards and risk-based, guided by three regulatory principles: regulatory necessity, reflecting risk, and proportion regulation. TEQSA undertakes compliance and quality assessments with the authority to audit higher education programs delivered offshore. Date: 13 December 2017; Edition: 1 Page: 6 of 28
Vocational Education and Training (VET) VET Quality Framework As a registered RTO and VET provider, Melbourne Polytechnic is recognised as a provider of quality-assured and nationally recognised training and qualifications. To deliver nationally recognised courses and accredited AQF VET qualifications, Melbourne Polytechnic must comply with the Australian VET Quality Framework, including the Standards for Registered Training Organisations (RTOs) 2015 (Cth) (RTO Standards) and the Data Provision Requirements 2012 (Cth) legislation that covers the data capture and report requirements applicable to RTOs. The RTO Standards consist of 8 standards covering these areas: Training and assessment 1. Responsive to industry and learner needs 2. Quality assured operations 3. AQF certification documentation Obligations to learners and clients 4. Information about services 5. Informed and protected learners 6. Complaints and appeals RTO governance and administration 7. Effective governance and administration 8. Legal compliance Australian Skills Quality Authority (ASQA) ASQA is the national regulatory body responsible for the VET sector, effective regulation of VET providers, and accredited VET courses. ASQA s regulatory approach is risk-based, responding proportionately to systemic risk and provider risk. ASQA has the authority to audit VET programs delivered offshore. Institute Accredited Courses (IAC) An Institute Accredited Course (IAC) is a training course or program that has been developed and/or customised by Melbourne Polytechnic in order to respond to client needs. An IAC is created when an existing nationally recognised qualification (NRQ), State Accredited course, Unit of Competency (UoC) or combination of UoCs do not adequately meet client needs. An IAC is not a nationally recognised qualification. An IAC is comprised of specifically developed training that meets client or industry needs and that is assessed by course criteria set by Melbourne Polytechnic such as: a combination of elements of competence from one or more UoCs (provided that the combination does not amount to a UoC); or customised elements of a UoCs that are assessed based on Melbourne Polytechnic s course requirements. On successful completion of an IAC, a student is provided with a Statement of Attainment issued by Melbourne Polytechnic. Date: 13 December 2017; Edition: 1 Page: 7 of 28
Section 2. Governance and Management Partner Operations Before entering into an IPA with a Partner, Melbourne Polytechnic undertakes its own due diligence process, seeking evidence to establish the Partner s: track record in delivering courses; regulatory status and history; ownership and governance structure; and track record of probity. If any of the information, evidence or assurances provided by the Partner through this process change, the Partner must notify Melbourne Polytechnic as soon as possible. Melbourne Polytechnic Governance Structure Ultimately, responsibility for ensuring that Melbourne Polytechnic courses delivered offshore meet all the relevant regulatory requirements and standards rest with the governing body of Melbourne Polytechnic, rather than the Partner. The Partner s operations must be in line with the course standards and requirements offered. Melbourne Polytechnic s governance practices include periodic monitoring and review of regulatory compliance in all areas and locations of its operations. Similarly, Melbourne Polytechnic promptly implements effective governance structures to address lapses or potential lapses in standards by the Partner and/or its staff. Where this occurs, Melbourne Polytechnic, in consultation and in collaboration with the Partner, will ensure the Partner undertakes prompt corrective action. Through its governance structures, Melbourne Polytechnic will ensure the provision of education services by Partners is governed by Melbourne Polytechnic s Policies and accompanying procedures, and will work cooperatively with the Partner to support compliance with any such Policy as required by Melbourne Polytechnic. The following information provides Partners with information on the governance structure applicable to Melbourne Polytechnic, and the bodies that a Partner may need to work with in meeting its Partner obligations. Partners must continue to consult the IPA, the Responsibility Matrix, and all Policies referred to in this Partner Manual, or as directed by Melbourne Polytechnic, so Partners understand and comply with their specific obligations. Date: 13 December 2017; Edition: 1 Page: 8 of 28
The diagram above is a representation of Melbourne Polytechnic s Academic Governance decision-making and reporting structure. Melbourne Polytechnic s Academic Governance Structure Melbourne Polytechnic s Academic Governance is responsible for ensuring the strategic direction and Policies and processes necessary to achieve institutional objectives for both corporate and academic governance outcomes to meet TEQSA, ASQA and other regulatory standards and requirements are met. This includes key committees which oversee a variety of corporate and academic governance outcomes. College of Education, Training and Leadership The College of Education, Leadership and Training brings together six schools: Creative Arts; Foundation and Preparatory Studies; Health and Education, Food, Plant and Animal Industries; Engineering, Design and Construction; and Business, Innovation and Entrepreneurship, with diverse program suites in both Vocational and Higher Education, as well as Institute Accredited Courses. The College works to oversee educational quality, compliance and continuous improvement to support clear and uniform expectations and requirements while building strategic directions through a broad and integrated vision of polytechnic delivery. Date: 13 December 2017; Edition: 1 Page: 9 of 28
Schools The six schools listed above bring together teaching and support programs to enable learners to gain skills and training to be work ready and to work in the industry of their choice, as well as to undertake meaningful further study. Schools collaborate with industry to develop relevant and responsive programs across their respective disciplines. Schools also manage the local level operational and academic governance matters of course delivery relevant to their discipline and professional areas. Melbourne Polytechnic and Partner Governance and Management Joint Management Committee (JMC) (China programs only*) The Joint Management Committee (JMC) is established through the International Partner Agreement executed by Melbourne Polytechnic and each Partner. The JMC is primarily concerned with: development of the joint program; strategic review of the joint program; review of program compliance with Partner Manual and International Program Agreement by both parties; review and resolution of operational matters; and collation and reporting of data. The IPA details the specific operational, functions and responsibilities of the JMC, which includes: party representative details; composition of each particular JMC; oversight of programs delivered under the IPA, which includes making recommendations to relevant Melbourne Polytechnic governance committees in respect of the outline for each student course and monitoring quality control of student courses; and JMC meeting requirements. The functions and responsibilities of the JMC are subject to Melbourne Polytechnic s Policies and procedures, may be revised by Melbourne Polytechnic from time to time, and include: Development and design of a course in line with TEQSA and/or ASQA requirements and relevant Melbourne Polytechnic Policies and procedures; Strategic review of the courses; Ensuring teach-out arrangements are followed, as and when required, as per the TEQSA and/or ASQA standards to ensure existing enrolled students can either complete the course of study or transition to a mutually agreed course at no disadvantage to the student; Review of course compliance to ensure the course is aligned to the requirements of the Partner Manual and IPA. This may include reviewing any actions raised from internal and/or external audits; Collation and reporting of data relevant to the course; Participation in annual course reviews and data gathering, reporting and rectification, action planning and implementation of action plans if required; Partnership review; Review of Work Integrated Learning (WIL) arrangements, as required and appropriate to the specific course; Provision of evidence-based reports, and recommendations and advice, to Melbourne Polytechnic s Academic Governance Boards and Committees on request, and address any issues of concern raised at annual JMC; Negotiation of any variations to the IPA, subject to each party s respective approval regime, including the termination or conclusion of the agreement; Receiving reports from Schools on Complaints and/or Appeals raised and providing advice back to the School and/or take action accordingly; Engaging in good faith discussions with the parties on receipt of a Dispute Notice; Review of Staff Profiles (Academic and Administrative) in accordance with Melbourne Polytechnic s Staffing Policies and Procedures; Negotiating student tuition fee rates under the agreement; Establishing and dissolving sub committees and working groups to facilitate its functioning, particularly in the event that there are multiple courses offered under the IPA; and Date: 13 December 2017; Edition: 1 Page: 10 of 28
Identifying any aspect of the course that may be considered high risk and providing appropriate reports and advice to Melbourne Polytechnic as decided or required. Membership of the JMC JMC membership is to be comprised of staff from both Melbourne Polytechnic and the Partner, and should generally include representation from: relevant Partner organisation and international liaison staff; and relevant Melbourne Polytechnic School and International Office staff. Unless otherwise agreed by Melbourne Polytechnic, each party must appoint a dedicated staff member with joint responsibilities to: act as primary point of contact between Partner and Melbourne Polytechnic staff throughout the program delivery and partnership contract period; coordinate and organise JMC meetings; set agendas and collate reports required at JMC meetings; liaise with departments to ensure all reporting, compliance and other requirements are being met; table minutes from JMC meetings and circulate these for inclusion in academic governance committees as necessary; and undertake other such duties from time to time. For each HE or VET course, Melbourne Polytechnic will appoint a dedicated staff member with responsibilities to include: JMC Meeting provide academic oversight of the operations and governance of the course; ensure the academic and student learning objectives of the course are satisfied; support the implementation of this Partner Manual; and provide academic direction to Partner staff to assist them to meet their course teaching obligations. The JMC will meet at least once annually. The annual calendar of key dates for the following year will be determined at the JMC meeting and in consultation with the School to ensure it is complementary to the academic continuous review cycle. Melbourne Polytechnic and the Partner will: organise the annual JMC meeting when held at their premises; collaborate to organise extraordinary meetings of the JMC or annual JMC meetings that are held via electronic means or on an extraordinary basis. Melbourne Polytechnic will: schedule the annual meeting of the JMC in accordance with any requirements of the Agreement and this Partner Manual. JMC Voting Unless otherwise agreed to by Melbourne Polytechnic: each member of the JMC will have equal voting rights; and at least one vote from a member of each party is needed in order for a motion to pass. Reporting Requirements In addition to those set out above, there are a range of other reporting requirements for the JMC. These are listed below: Partner to Partner reporting 1. High-level strategic, business and operational considerations are to be reported to the Vice President International Office and relevant Head of School. 2. Considerations of partnership arrangements connected to academic governance are to be reported to the Melbourne Polytechnic Academic Board, including consideration of extension of and/or termination of partnership, and/or new program offerings. 3. The JMC will put forward recommendations or advice on academic integrity, course performance, student administration and strategic direction of the partnership to the relevant School and/or College committee. Date: 13 December 2017; Edition: 1 Page: 11 of 28
4. If any dispute arises for either Partner the JMC must be notified so they can attempt to resolve the issue through good faith discussions. A dispute may be taken to mediation at any time by either Partner. Program and course reporting 1. All academic governance and performance reporting will be sent to the relevant School Higher Education Committee or School Leadership Advisory Committee as per the annual reporting plan. This reporting includes: a. academic oversight of the operations and governance of the course; b. achievement of academic and student learning objectives of the course; c. implementation of this Partner Manual; and d. academic direction to Partner staff to assist them to meet their Course teaching obligations; and e. all other operational and business reporting, which should be directed to Melbourne Polytechnic s relevant Head of School. 2. The JMC will put forward recommendations or advice on course performance, which must include recommendations for improvement, financial viability and risk management. Both Melbourne Polytechnic and Partner staff will be required to provide information and feedback for this report. 3. The JMC will organise and coordinate information, communication, actions, responsibilities, systems and procedures for the delivery and review of courses, and the support and administration of students. 4. The JMC will report on the extension, expansion and/or termination of partnerships and IPA to the Academic Board. 5. A report will be required from all JMC meetings, which will be tabled at the relevant School and/or College committee and to the respective Partner committee. 6. The JMC is to ensure that all considerations, recommendations and relevant decisions from committees are met within the timelines identified. Date: 13 December 2017; Edition: 1 Page: 12 of 28
Partner Advisory Committee (PAC) (Non-China programs only*) The Partner Advisory Committee (PAC) is formed in accordance with, and is subject to, the IPA executed by Melbourne Polytechnic and each Partner. The PAC will be required to monitor and make recommendations on the overall success of the offshore partnership to Schools. The PAC is an advisory committee involved in oversight and implementation of: corporate governance accountability and operations; organisation and coordination of third party arrangement information; communication across Melbourne Polytechnic and Partner sites, monitoring and management of annual plan and reporting requirements; systems and procedures for the delivery and review of courses; and student administration between Melbourne Polytechnic and the Partner. The PAC is primarily concerned with: development of the joint program; strategic review of the joint program; review of program compliance with the Partner Manual and the IPA by both parties; review and resolution of operational matters; and collation and reporting of data ready to be forwarded to relevant committees and Melbourne Polytechnic personnel for consideration and follow-up. Functions and responsibilities of the PAC The IPA details the specific functions and operational responsibilities of the PAC, which include: party representative details; composition of each particular PAC; oversight of programs delivered under the IPA, which includes making recommendations to relevant Melbourne Polytechnic governances committees in respect of the outline for each student course and monitoring compliance and quality control of student courses; and PAC meeting requirements. The functions and responsibilities of the PAC are subject to Melbourne Polytechnic s Policies and procedures, may be revised by Melbourne Polytechnic from time to time, and include: Development and design of a course in line with TEQSA and/or ASQA requirements and relevant Melbourne Polytechnic Policies and procedures; Strategic review of the courses; Ensuring teach-out arrangements are followed, as and when required, as per the TEQSA and/or ASQA standards to ensure existing enrolled students can either complete the course of study or transition to a mutually agreed course at no disadvantage to the student; Review of course compliance to ensure the course is aligned to the requirements of the Partner Manual and IPA. This may include reviewing any actions raised from internal and/or external audits; Collation and reporting of data relevant to the course; Participation in annual course reviews and data gathering, reporting and rectification, action planning and implementation of action plans if required; Partnership review; Review of Work Integrated Learning (WIL) arrangements, as required and appropriate to the specific course; Provision of evidence-based reports, and recommendations and advice, to Melbourne Polytechnic s Academic Governance Boards and Committees on request, and address any issues of concern raised at annual JMC; Negotiation of any variations to the IPA, subject to each party s respective approval regime, including the termination or conclusion of the agreement; Receiving reports from Schools on Complaints and/or Appeals raised and providing advice back to the School and/or take action accordingly; Engaging in good faith discussions with the parties on receipt of a Dispute Notice; Date: 13 December 2017; Edition: 1 Page: 13 of 28
Review of Staff Profiles (Academic and Administrative) in accordance with Melbourne Polytechnic s Staffing Policies and Procedures; Negotiating student tuition fee rates under the agreement; Establishing and dissolving sub committees and working groups to facilitate its functioning, particularly in the event that there are multiple courses offered under the IPA; and Identifying any aspect of the course that may be considered high risk and providing appropriate reports and advice to Melbourne Polytechnic as decided or required. Membership of the PAC PAC membership is to be comprised of staff from both Melbourne Polytechnic and the Partner, and should generally include representation from: relevant Partner organisation and international liaison staff; and relevant Melbourne Polytechnic School and International Office staff. Unless otherwise agreed by Melbourne Polytechnic, each party must appoint a dedicated staff member with joint responsibilities to: act as primary point of contact between Partner and Melbourne Polytechnic staff throughout the program delivery and partnership contract period; coordinate and organise JMC meetings; set agendas and collate reports required at JMC meetings; liaise with departments to ensure all reporting, compliance and other requirements are being met; table minutes from PAC meetings and circulate these for inclusion in academic governance committees as necessary; and undertake other such duties from time to time. For each HE or VET course, Melbourne Polytechnic will appoint a dedicated staff member with responsibilities to include: provide academic oversight of the operations and governance of the course; ensure the academic and student learning objectives of the course are satisfied; support the implementation of this Partner Manual; and provide academic direction to Partner staff to assist them to meet their course teaching obligations. Partner Advisory Committee Meeting The PAC will meet at least twice annually. The annual calendar of key dates for the following year will be determined at the PAC meeting and in consultation with the School to ensure it is complementary to the academic continuous review cycle. Melbourne Polytechnic and the Partner will: organise the PAC meetings when held at their premises; collaborate to organise extraordinary meetings of the PAC or twice annual PAC meetings that are held via electronic means or on an extraordinary basis. Melbourne Polytechnic will: schedule the meetings of the PAC in accordance with any requirements of the Agreement and this Partner Manual. Partner Advisory Committee Voting Unless otherwise agreed to by Melbourne Polytechnic: each member of the PAC will have equal voting rights; and at least one vote from a member of each party is needed in order for a motion to pass. Reporting Requirements In addition to the requirements set out above, there are a range of other reporting requirements for the PAC. These are listed below: Partner to Partner reporting 1. High-level strategic, business and operational considerations are to be reported to the Vice President International Office and relevant Head of School. Date: 13 December 2017; Edition: 1 Page: 14 of 28
2. Considerations of partnership arrangements connected to academic governance are to be reported to the Melbourne Polytechnic Academic Board, including consideration of extension of and/or termination of partnership, and/or new program offerings. 3. The PAC will put forward recommendations or advice on academic integrity, course performance, student administration and strategic direction of the partnership to the relevant School and/or College committee. 4. If any dispute arises for either Partner the PAC must be notified so they can attempt to resolve the issue through good faith discussions. A dispute may be taken to mediation at any time by either Partner. Program and course reporting 1. All academic governance and performance reporting will be sent to the relevant School Higher Education Committee or School Leadership Advisory Committee as per the annual reporting plan. This reporting includes: a. academic oversight of the operations and governance of the course; b. achievement of academic and student learning objectives of the course; c. implementation of this Partner Manual; and d. academic direction to Partner staff to assist them to meet their Course teaching obligations; and e. all other operational and business reporting, which should be directed to Melbourne Polytechnic s relevant Head of School. 2. The PAC will put forward recommendations or advice on course performance, which must include recommendations for improvement, financial viability and risk management. Both Melbourne Polytechnic and Partner staff will be required to provide information and feedback for this report. 3. The PAC will organise and coordinate information, communication, actions, responsibilities, systems and procedures for the delivery and review of courses, and the support and administration of students. 4. The PAC will report on the extension, expansion and/or termination of partnerships and IPA to the Academic Board. 5. A report will be required from all PAC meetings, which will be tabled at the relevant School and/or College committee and to the respective Partner committee. 6. The PAC is to ensure that all considerations, recommendations and relevant decisions from committees are met within the timelines identified. Date: 13 December 2017; Edition: 1 Page: 15 of 28
Section 3. Quality Assurance, Reviews and Audits This section of the Partner Manual establishes the quality assurance framework that applies to offshore delivery. Educational Quality Melbourne Polytechnic is committed to ensuring quality is pursued in all aspects of its operations. In determining Melbourne Polytechnic s approach to quality in arrangements with Partners, a number of relevant Policies apply. These are based on the following concepts: Quality as threshold Quality that focuses on meeting government, professional and industry regulations, standards, norms and criteria; Quality as fit for purpose Quality that supports the needs and requirements of students, staff and all other Melbourne Polytechnic stakeholders; and Quality as enhancement or improvement Quality that is intent on continuous improvement. The above-mentioned quality concepts have been defined at Melbourne Polytechnic through the principles listed below: 1. Quality has the needs of students at the centre of its operations. 2. Quality is the shared responsibility of all Melbourne Polytechnic staff. 3. Quality is based on the culture of regular reviews in accordance with Melbourne Polytechnic Policies and external requirements. 4. Quality involves the identification and sharing of good practices and processes. 5. Quality is fostered in an environment of alignment and non-duplication. 6. Quality is underpinned by infrastructure, support and ongoing professional development. 7. Quality is underpinned by documented and evidence based continuous improvement. Quality Reviews and Audit Cycle Melbourne Polytechnic courses delivered by a Partner are subject to the IPA and Melbourne Polytechnic s quality assurance processes, which include performance reviews, student feedback surveys and annual course reporting as per Melbourne Polytechnic s Quality Policy. These quality assurance processes and reporting frameworks are required for Melbourne Polytechnic to support ongoing quality in all Partner arrangements, compliance with the AQF, compliance with relevant standards, and to also remain abreast of, and address, risk associated with: instances of academic misconduct; serious complaints; critical incidents; actual or potential lapses in relation to the AQF and relevant regulatory body standards; and the financial viability and financial capability of Partners. Record Management The Partner must maintain complete and accurate records and securely store and archive these in order to ensure the integrity of those records in accordance with the relevant Melbourne Polytechnic Policies. The Partner is required to participate in all Melbourne Polytechnic quality management processes (as set out in the Policies), including the following quality reviews: Partnership Review Consistent with the requirements of the IPA, the PAC or JMC is responsible for providing recommendations and advice to Melbourne Polytechnic in relation to monitoring and reviewing the partnership arrangement, including: adherence and management of the International Program Agreement and any other documents as agreed between the parties from time to time; Date: 13 December 2017; Edition: 1 Page: 16 of 28
governance; course management; learning and teaching; progress against recommendations from previous evaluations; and alignment to strategic, business and financial objectives. As per the responsibilities outlined above, the PAC or JMC is required to prepare and report any recommendations and/or advice on the review of the Partnership and submit this to the appropriate Melbourne Polytechnic committee meeting for consideration. The PAC is then responsible for ensuring rectification of issues identified are completed within the timeframe set by the relevant committee. Course Review The PAC and JMC are responsible for putting forward any recommendations or advice via the relevant Melbourne Polytechnic Academic Governance bodies in relation to monitoring and reviewing each course offered by Melbourne Polytechnic and the Partner including: compliance with the terms of the IPA; data relating to student admissions, enrolments, awards, student success, student retention, student progression, and the articulation/transition of students from enrolment to further Melbourne Polytechnic courses (where relevant); all learning and teaching activities; the financial performance of the courses; teaching facilities, and other support services; student satisfaction with the course/s and/or subjects content and delivery, and the actions taken or planned in response to student feedback; qualifications of teaching staff appointments and the ongoing staffing profile; academic integrity including the outcomes of all matters in relation to academic misconduct in the preceding year; moderation and integrity of assessments including the outcomes of any plan to address areas of concern; and any additional requirements for compliance with accreditation (where relevant). As per the responsibilities outlined above, the PAC or JMC will prepare a report on any recommendations or advice on course review and submit this to the relevant Melbourne Polytechnic committee meeting for consideration. The PAC or JMC is then responsible for ensuring rectification of issues identified are completed within the timeframe set by the relevant School Board. End of Course Evaluation Consistent with Melbourne Polytechnic Course Evaluation Policies for VET, HE and IACs, Melbourne Polytechnic will conduct an end of course review as a mechanism for quality assurance and continuous improvement of the course being delivered. The School will, in conjunction with the JMC or PAC, evaluate the survey results in order to: review annual course performance review data gathering and reporting; rectify actions and implement action plans as needed; provide an analysis of the results; and put forward any recommendations or advice to the appropriate Melbourne Polytechnic committee for VET, HE and IAC courses as required. Audits by Melbourne Polytechnic Melbourne Polytechnic staff conduct regular quality visits and internal audits of all Partners to ensure the course and its ongoing continuous improvement meets all ASQA or TEQSA requirements throughout the lifecycle of a course. For HE, VET and IAC courses, audits will be organised and conducted annually by Melbourne Polytechnic or more frequently if determined necessary by Melbourne Polytechnic. Such audits may be conducted after seven days notice is given to the Partner. The frequency will be determined based on recommendations from the PAC or JMC or Melbourne Polytechnic s Educational Quality department. All audits of a Partner will consider the extent to which the Partner has fulfilled its obligations as set out in the IPA, and compliance with the Partner Manual and incorporated Policies. All internal audit outcomes for offshore VET, HE and IAC courses will be provided to the PAC or JMC for rectification and identification of strategies to ensure best practice is implemented accordingly as per the responsibilities of the JMC and PAC. It is imperative that rectification is actioned in a timely manner as identified in Melbourne Polytechnic s Internal Audit Policy. Date: 13 December 2017; Edition: 1 Page: 17 of 28
The Partner consents to Melbourne Polytechnic disclosing such audit reports (and related reports) upon request by ASQA and/or TEQSA, as per Melbourne Polytechnic s regulatory commitments. Melbourne Polytechnic may use external reviewers in its audit program. Audits by Regulatory Bodies Melbourne Polytechnic programs, including those delivered with partners offshore, are subject to audit by the regulatory bodies: TEQSA (for HE programs) and ASQA (for VET programs). In the event a program is to be audited, Partners must fully and promptly cooperate with Melbourne Polytechnic and the regulatory body and provide accurate responses to requests about the delivery of courses. Internal Audits The Partner must conduct either an internal audit of its compliance with the IPA or a quality assurance activity agreed to by Melbourne Polytechnic during each calendar year in accordance with this manual and any reasonable requirements of Melbourne Polytechnic. Business Continuity Partners must collaborate with Melbourne Polytechnic in the review process in order to ensure there are credible business continuity plans and adequately resourced financial and tuition safeguards to mitigate disadvantage to students who are unable to progress in a course of study due to unexpected changes to the Partner s operations, including if the Partner: is unable to provide a course of study; ceases to operate as a provider; loses professional accreditation for a course of study; or is otherwise not able to offer a course of study. Review outcomes are used to mitigate future risks to the quality of the education provided and to guide and evaluate practice. Privacy When dealing with Personal Information of students and staff the Partners must comply with relevant Melbourne Polytechnic policies and Privacy Laws. This is covered in more detail in the IPA. Date: 13 December 2017; Edition: 1 Page: 18 of 28
Section 4. Course Design and Delivery Course Design Each course provided to the Partner for delivery in an offshore setting, has been designed and approved consistent with relevant regulatory standards (TEQSA or ASQA). In addition, each course reflects Melbourne Polytechnic s relevant strategies and Policies relating to course design and delivery. The course curriculum and other course related materials as provided to the Partner make up the approved version of the course and the course is to be delivered by the Partner according to this approved version. The approved course is specified by: structure, duration (including course hours break down in weeks and hours) and modes of delivery; expected learning outcomes consistent with AQF level, methods of assessment and indicative student workload; units of study, subjects or equivalent that comprise the course of study. Note: in relation to VET courses, all units of competency include the full national code; entry requirements and pathways; any WIL or workplace requirements including number of hours and attendance requirements if relevant; compulsory requirements for completion; and exit pathways, articulation arrangements and/or pathways to further learning. Each course of study has been designed to enable achievement of expected learning outcomes, regardless of a student s place of study or the mode of delivery. Partners will ensure learning and teaching activities are arranged to foster progressive and coherent achievement of expected learning outcomes throughout each course of study. Melbourne Polytechnic will nominate appropriate staff to work with the Partner to ensure development of learning and teaching materials and activities which are consistent with the design and intent of the approved course. Academic Integrity Demonstrable academic integrity and accountability for academic integrity associated with course delivery protects the reputation of Melbourne Polytechnic s courses. Maintaining academic integrity in offshore delivery is a shared responsibility of Melbourne Polytechnic and the delivery Partner, and is managed by the correct application of all relevant Policies. The Partner s academic and teaching staff are required to demonstrate academic integrity in all duties relating to teaching in accordance with the relevant Melbourne Polytechnic Policies and procedures, including: Intellectual Property; Confidentiality; Code of Conduct; Conflict of Interest; Human Rights; and Assessment of student learning. Suspected breaches of any of Melbourne Polytechnic Policies and Procedures relating to academic integrity are taken very seriously. In the first instance these will be dealt with locally and escalated to the relevant management committee or personnel as appropriate. Where a breach of academic integrity is substantiated in relation to offshore delivery, Melbourne Polytechnic will act to rectify and redress this and expect the Partner to fully cooperate in the application of whatever remedy is determined by the relevant committee or personnel. Student Inductions / Orientation Melbourne Polytechnic in conjunction with the Partner will be responsible for the planning, development and conduct of induction programs for all newly enrolled students at the commencement of their full-time or part-time study. Information for Prospective and Current Students Partners will collaborate with Melbourne Polytechnic on having available a repository of publicly available and current information about the courses of study available. Information for students must be available prior to acceptance of an offer. This should be written in plain language and be accompanied by an explanation of any technical or specialised terms. It may include information to: assist in decisions about courses or units of study; assist in planning for and participation in educational and other activities; Date: 13 December 2017; Edition: 1 Page: 19 of 28