Director, Governance and Performance
Date of Next Review
QUT’s Quality and Standards Framework is intended to guide quality assurance activities, promote continuous improvement and ensure alignment or compliance with relevant external standards, including Australian higher education standards. By utilising the quality principles along with the Quality Improvement Cycle of Approach, Deployment, Results, Improvement (ADRI), QUT’s approach to quality aims to support sustainable organisational development, establish good practices and achieve the University’s goals and priorities articulated in Connections - the QUT Strategy 2023 to 2027
This policy applies to all quality assurance, continuous improvement and compliance activities undertaken by the University and encompasses all areas of University activity, including:
- corporate and academic governance
- University management
- student participation, learning and support
- environments for learning and teaching, and research
- learning and teaching
- research and research training
- representation, external engagement and reputation management
- information and communications management.
Quality assurance, improvement and compliance with higher education standards is the responsibility of all stakeholders within the University and all policies and procedures of the University contribute wholly, or in part, to quality and regulatory requirements. The high-level roles and responsibilities for quality assurances activities are provided in the following table, including the governance arrangements for the reporting of quality initiatives.
University Academic Board
|Other University committees||
|Vice-Chancellor and President||
|Provost/Senior Deputy Vice-Chancellor||
|Deputy Vice-Chancellors, Vice-Presidents and Pro-Vice-Chancellors||
|Vice-President (Administration) and University Registrar||
|Vice-President (Finance) and Chief Financial Officer||
|Vice-President (Digital) and Chief Digital Officer||
|Heads of portfolios, departments and independent sections||
The following quality principles along with the Quality Improvement Cycle form QUT’s Quality and Standards Framework for quality assurance, improvement and compliance with higher education standards.
Leadership and Governance
Ensuring activities are led by the senior officer/s with the highest level of responsibility and are governed by Council and its committees, in order to provide strategic oversight of quality and compliance activities.
Strategy and Planning
Aligning initiatives with the University’s intent, goals and priorities as articulated in QUT's Connections - the QUT Strategy 2023 to 2027 and any supporting strategic statements.
Using evidence-based practice and utilising qualitative information and quantitative data to identify improvement opportunities, monitor impact and evaluate the effectiveness of quality initiatives.
External Reference Points
Using external reference points and higher education sector benchmarks to inform the development and review of plans, policies, procedures, practices and new initiatives.
Embracing a collaborative and inclusive approach where the University community and partners’ participation and feedback informs all phases of the Quality Improvement Cycle.
Clients and Partners
Actively engaging with the University community, and external clients and partners to ensure that initiatives reflect their needs and that University services are designed with the end-users in mind, as well as providing timely support and accurate information to staff and students relevant to their current or future studies, research and other engagement activities.
People and Culture
Supporting all staff and students in the pursuit of quality and maintenance of standards to create a culture of continuous improvement across the University that is embedded in everyday practices.
QUT uses the Approach, Deployment, Results, Improvement (ADRI) Quality Improvement Cycle to provide a systematic and structured method to continually improve current performance, refine changes and provide insight to future success.
The Approach dimension relates to the intent of the improvement activity and requires planning or designing the approach by:
- clarifying the purpose or intent
- developing a plan
- understanding the needs of key stakeholders
- setting goals and predicting outcomes - the achievement of the University’s goals and priorities
- ensuring the approach aligns with Connections - the QUT Strategy 2023 to 2027 and supporting strategic statements
- designing strategies, structures and processes to meet the outcomes and to track progress
- identifying measures of success
- adopting an evidence-based approach.
The Deployment dimension relates to bringing the plan and resources into effective action by:
- prioritising the potential area/s for improvement
- implementing the plan
- collecting additional evidence and information
- communicating with staff, students and other stakeholders
- reporting on progress
- integrating with current practices, where possible.
The Results dimension focuses on completing the analysis, monitoring and evaluating the outcomes by:
- analysing the trends developed as part of the Approach
- measuring the effectiveness of the Approach and its Deployment by monitoring the impact of the Results against the goals, predictions and measures of success
- making adjustments based on the Results and best-known or benchmarked performance.
The Improvement dimension focuses on identifying opportunities and areas for continuous improvement by:
- evaluating each of the A-D-R dimensions to bring about improvements
- examining the processes used to review and improve the activity
- reviewing and adapting the Approach and its Deployment to achieve improvements to the Results.
Internal and external sources to support the use of the ADRI Quality Improvement Cycle are accessible from the related documents below.
Quality assurance is defined as the activities and management processes used to ensure that the services and quality of higher education provision meet the University’s goals and priorities and the requirements of the sector, including complying with quality-related standards.
Quality improvement is described as the activities and management processes in place to systematically and continuously improve the provision of higher education.
Higher education standards refer to the Higher Education Standards (HES) Framework (Threshold Standards) 2021 established by TEQSA under the TEQSA Act 2011 and any other codified quality-related standards applicable to Australian universities.
MOPP A/1.1 QUT Governance Framework
MOPP A/1.3 Compliance
MOPP A/2.2 Integrated Institutional Operational Planning Framework
MOPP A/2.5 Risk management
MOPP A/4.1 Organisational structure
Register of Authorities and Delegations (QUT staff access only)
QUT Planning and performance - Quality (QUT staff access only)
QUT’s compliance program and Register of compliance obligations (QUT staff access only)
|20.04.21||A/2.4.3||Director, Governance, Legal and Performance||Inclusion of Chief Information Officer as a responsible officer|
|10.12.20||All||Director, Planning, Reviews and Quality||Periodic review - minor revisions only resulting from changes to the organisational structure (effective 31.01.21)|
|18.12.18||A/2.4.3, A/2.4.6||Director, Governance and Legal Services||Editorial amendments resulting from changes to the organisational structure|
|11.10.17||All||Council||Policy simplified and updated to include TEQSA references and new HES Standards|
|24.08.11||All||Council||Periodic review - Policy revised|
|20.10.10||All||Council||Policy reviewed and modified in response to the renewal of the Blueprint, rationalisation of the top-level plans and changes to the Planning framework (A/2.2)|
|10.12.08||All||Council||Revised QUT Quality Framework (endorsed by Planning and Resources Committee 05.11.08 and Vice-Chancellor's Advisory Committee 09.10.08)|
|07.07.04||All||Planning and Resources Committee||
Revised QUT Quality Framework (replaces former Appendix 37 Quality Management System) (endorsed by Vice-Chancellor's Advisory Committee 24.06.04 and University Academic Board 25.06.04)