Jump to Content

From the Chancellery

The teaching and learning framework 2007

Professor Peter Lee, Pro Vice Chancellor and Vice President, AcademicSince 1993, the University has used a framework to guide the development of teaching and learning priorities and emphases. A new framework, which builds on earlier commitments but accommodates the changing context of higher education and seeks to position the University as dynamic, progressive and responsive to the range of stakeholders who have legitimate interests in higher education and its graduates, was approved by Academic Board in June. The framework will shape teaching and learning planning at UniSA for 2007 and beyond.

The new framework’s principal function is to indicate the key elements of our teaching and learning activity and the relationships between them. It indicates a coherent process linking intentions, implementation activity, outcomes and reflections on improvements. In this, it is not unlike a quality assurance process.

The framework has four components:

1. Approach involves the factors which shape our thinking and the way we go about planning for the future, namely, moving from our core values, reflected in commitments of access to, equity within and quality throughout our programs. It is guided by our establishing Act of Parliament, the University Mission and its Statement of Strategic Intent; and acknowledges the force of both the local and international contexts of higher education.

2. Deployment refers to implementation of our teaching and learning framework, which includes the centrality of Graduate Qualities, the fostering of student engagement facilitated by the provision of flexible learning environments, and our acknowledgement of the importance of disciplinary knowledge, the teaching-research nexus, the critical experiential dimension of practice-based learning, and learning through service to others. Different programs and schools will have different mixes of each of these elements, but in total we are aiming to have approximately one third of each program devoted to active learning experiences.

3. Results are reflected in the outcomes of teaching and learning as manifest in the performance of our graduates in relation to their professional expertise, generic skills (for example, communication, collaboration, information literacy or problem-solving skills), and personal attributes (such as commitments to ethical behaviour, continuing professional development and having international perspectives on their professional activity). We discharge our mission as a university by developing graduates who can meet the intellectual, civic and professional needs of society and industry.

4. Improvement should be evidence-based, taking account of the way students report their experience, feedback from other stakeholders (for example, government, the professions and their associations, employing bodies), and the extent to which we meet standards established through benchmarking. These evidence sources are used both in our internal planning, review and improvement processes and also through external validation (for example, AUQA audits and professional accreditation).

Such a major shift in our teaching and learning framework requires significant resources at school level. We are working on an implementation plan that acknowledges this key requirement.