AUSTRALIAN
UNIVERSITIES
QUALITY AGENCY
Report of an Audit of
Sydney Institute of Business and Technology
April 2011
AUQA Audit Report Number 113
ISBN 978 1 921561 54 2
© Australian Universities Quality Agency 2011
Level 10, 123 Lonsdale Street
Melbourne, VIC 3000
T: 03 9664 1000
F: 03 9639 7377
E: admin@auqa.edu.au
W: http://www.auqa.edu.au
The Australian Universities Quality Agency receives funding from the Australian Government and state and
territory governments of Australia.
The views expressed in this report do not necessarily reflect the views of these governments.
CONTENTS
OVERVIEW OF THE AUDIT ......................................................................................................1
Background .............................................................................................................................................. 1
The Audit Process .................................................................................................................................... 1
CONCLUSIONS........................................................................................................................3
Introduction to Findings .......................................................................................................................... 3
Commendations ...................................................................................................................................... 5
Affirmations ............................................................................................................................................. 5
Recommendations................................................................................................................................... 6
1 INSTITUTIONAL AND EDUCATIONAL OBJECTIVES AND INSTITUTIONAL GOVERNANCE.........7
1.1
1.2
1.3
1.4
Institutional and Educational Objectives ..................................................................................... 7
Governance and Management..................................................................................................... 8
Academic Governance.................................................................................................................. 8
1.3.1
Academic Board ............................................................................................................. 8
1.3.2
SIBT/MQ Academic Advisory Committee ...................................................................... 9
Strategic Planning ......................................................................................................................... 9
2 ACHIEVING EFFECTIVENESS IN TEACHING, LEARNING AND OTHER CORE FUNCTIONS ........ 11
2.1
2.2
2.3
2.4
2.5
2.6
Admission and Orientation ........................................................................................................ 11
Learning and Teaching ............................................................................................................... 11
Student Support and Student Feedback .................................................................................... 12
Assessment and Moderation ..................................................................................................... 13
Academic Integrity ..................................................................................................................... 13
Monitoring Progress ................................................................................................................... 14
3 ORGANISATIONAL STRUCTURES, DECISION-MAKING PROCESSES AND RESOURCES TO
SUPPORT TEACHING AND LEARNING................................................................................ 15
3.1
3.2
3.3
3.4
3.5
Organisational Structures and Decision Making ........................................................................ 15
Academic and Administrative Staff ............................................................................................ 15
3.2.1
Recruitment and Induction .......................................................................................... 15
3.2.2
Staff Development and Performance Appraisal .......................................................... 16
Grievance Mechanism ................................................................................................................ 16
Support for Student Learning ..................................................................................................... 16
Information Resources ............................................................................................................... 17
4 MAINTAINING A COMMITMENT TO QUALITY IMPROVEMENT .......................................... 18
4.1
4.2
4.3
Recapitulation ............................................................................................................................ 18
The Quality Management System .............................................................................................. 18
Benchmarking............................................................................................................................. 19
5 DATA ............................................................................................................................... 20
APPENDICES ........................................................................................................................ 25
APPENDIX A: BRIEF OVERVIEW OF NAVITAS LIMITED ........................................................................... 25
APPENDIX B: SYDNEY INSTITUTE OF BUSINESS AND TECHNOLOGY ...................................................... 27
APPENDIX C: AUQA’S MISSION, OBJECTIVES, VISION AND VALUES ...................................................... 29
APPENDIX D: THE AUDIT PANEL ............................................................................................................ 31
APPENDIX E: ABBREVIATIONS AND DEFINITIONS .................................................................................. 32
Sydney Institute of Business and Technology
Audit Report
OVERVIEW OF THE AUDIT
Background
In 2003, the Australian Government introduced the Higher Education Support Act 2003 (HESA) which
allows students in non self-accrediting institutions (NSAIs) to receive financial assistance for their tuition
fees through the FEE-HELP program. The HESA requires that higher education providers (HEPs) whose
students may receive FEE-HELP funds meet a range of quality and accountability requirements, including
regular audit by a quality auditing body named in the Higher Education Provider Guidelines. NSAIs
approved under the HESA for this purpose may be referred to as non self-accrediting higher education
providers, or NSA-HEPs.
This Report of the audit by the Australian Universities Quality Agency (AUQA) of the Sydney Institute of
Business and Technology Pty Ltd (SIBT or ‘the College’) provides an overview, and then briefly details the
Audit Panel’s main findings, and its commendations, affirmations and recommendations. A brief
overview of SIBT’s parent company, namely Navitas Limited (Navitas), is given in Appendix A; an
introduction to SIBT, including its mission, vision and principles in Appendix B; the mission, objectives,
vision and values of AUQA in Appendix C; membership of the Audit Panel in Appendix D; and
abbreviations and definitions used in this Report in Appendix E.
The Audit Process
AUQA bases its audits of NSA-HEPs on each organisation’s own objectives, together with the MCEETYA
National Protocols for Higher Education Approval Processes (National Protocols, available at:
http://www.mceecdya.edu.au/mceecdya), the DEEWR Audit Handbook for non self-accrediting Higher
Education Providers, and other relevant legal requirements or codes to which the organisation is
committed. The programs or courses of NSA-HEPs are accredited by government accreditation
authorities, so quality audits of NSA-HEPs do not include a detailed examination of the academic quality
assurance processes for programs of study.
NSA-HEP audits, under HESA, consider institutional actions and performance in relation to, firstly, the
institution’s objectives, and secondly, a group of criteria collectively known as ‘Quality Audit Factors’
(QAFs). The four QAFs are set out in the Handbook referred to above (and in the AUQA Audit Manual).
Their primary purpose is to provide the NSA-HEPs with a framework for the review of certain aspects of
institutional performance. In the report of its self-review (the Performance Portfolio or Portfolio), the
SIBT reported against each of the QAFs. The sections in this Report use the four main topic headings
provided by the QAFs, as well as a data section. Within each section, all the criteria for that QAF are
addressed, but usually in a holistic way rather than criterion by criterion.
On 24 September 2010, SIBT presented its submission to AUQA, comprising a three-page introduction, a
69-page report against the individual QAF criteria, and a list of documentary evidence. NSA-HEP audit
panels generally meet by teleconference, but as all three members of this Panel are based in
Melbourne, the Panel met in Melbourne on 29 October 2010 to consider these materials.
SIBT delivers courses at two locations: the Macquarie University (MQ) campus in North Ryde, Sydney,
and the MQ City campus at Wynyard in Sydney’s CBD. The Panel visited the North Ryde campus on 14
December and the City campus on 15 December.
During this visit, the Panel spoke to the General Manager UPD, Sydney and by telephone to the
Executive General Manager of the University Programs Division (UPD).
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In all, the Audit Panel spoke with over 90 people during the Audit Visit, including the College director,
managers, senior staff, sessional staff, students and external stakeholders. Sessions were also available
for any member of the College community to meet the Audit Panel, but no one took advantage of this
opportunity.
This Report relates to the situation current at the time of the Audit Visit, which ended on 15 December
2010, and does not take into account any changes that may have occurred subsequently. It records the
conclusions reached by the Audit Panel based on the documentation provided by the College as well as
information gained through interviews, discussion and observation. While every attempt has been made
to reach a comprehensive understanding of the College’s activities encompassed by the audit, the
Report does not identify every aspect of quality assurance and its effectiveness or shortcomings.
The Report contains a summary of audit findings together with lists of commendations, affirmations and
recommendations. A commendation refers to the achievement of a stated goal, or to some plan or
activity that has led to, or appears likely to lead to, the achievement of a stated goal, and which in
AUQA’s view is particularly significant. A recommendation refers to an area in need of attention,
whether in respect of approach, deployment or results, which in AUQA’s view is particularly significant.
Where such matters have already been identified by the College, with evidence, they are termed
‘affirmations’. AUQA indicates that some recommendations and affirmations have a high priority. It is
acknowledged that recommendations in this Audit Report may have resource implications.
Quotations taken from the Portfolio are identified as (PF p).
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CONCLUSIONS
This section summarises the main findings and lists the commendations, affirmations and
recommendations. Other favourable comments and suggestions are mentioned throughout the text of
this Report.
Introduction to Findings
Sydney Institute of Business and Technology Pty Ltd (SIBT or ‘the College’), established in 1997 as a
higher education provider, is a subsidiary company of Navitas Limited (Navitas). Navitas is a publicly
listed company with four divisions, namely University Programs Division (UPD), English Division,
Workforce Division and Student Recruitment Division. The UPD offers university pathway models across
Australia and internationally in the United Kingdom, Asia, Africa, Canada and most recently, the United
States. SIBT is a part of UPD.
SIBT provides an alternative pathway to Macquarie University (MQ) for Australian and international
students who may not qualify for direct entry and who seek a supportive study environment. Successful
completion of the pathway program guarantees entry into the second year of an undergraduate degree
at MQ. SIBT wishes to ‘be the valued preferred partner of Macquarie University …’ (PF p6). It was
evident that the partnership between SIBT and MQ is working well. This Report commends SIBT for the
successful relationship it maintains with the partner university that is marked by trust, mutual respect
and collaboration.
SIBT operates under clear guidelines from Navitas for its governance and for many of its procedures and
policies. The governance and management processes at SIBT are also connected with a number of
parallel processes at MQ. The SIBT Academic Board and the SIBT/MQ Academic Advisory Committee
provide leadership in all academic matters. At the time of the audit the Academic Board had an external
Chair and had conducted its self-assessment. The governance and management model at SIBT, although
not very common in the higher education sector, works well in this institutional partnership context. It
ensures a professional approach to student-centred teaching.
The broad vision, mission and strategic direction of SIBT are set by the parent company, Navitas. SIBT
has encouraged participation of staff at various levels in the consultation process on strategic planning,
although it appeared that the process was substantially ‘top-down’. Given that all teaching staff are
sessional, it is important that SIBT ensures that the staff meetings and consultations are well attended
by the sessional staff.
SIBT has a Learning and Teaching Plan and the Academic Board monitors its implementation through its
subcommittees. While the committee structure to monitor quality of the programs is well established,
there is a lack of clarity on institutional capacity for academic leadership and scholarship. The Director of
Teaching and Learning, which was a recent appointment to the Navitas colleges at Sydney, may bring
some of the required academic leadership to the institution. However, given that the position assumes
academic leadership for all the four Sydney colleges of Navitas, this would be inadequate to ensure the
necessary capacity within the institution for critical enquiry and innovations in pedagogy.
The teaching methods, assessment tasks and final exams are identical at both SIBT locations and the
unit supervisor for each corresponding unit is the same person for both campuses. External moderation
with MQ is a key component of the quality assurance process at SIBT and ensures comparability of
standards with MQ.
The admission criteria, including English language proficiency, are clear and appropriate. There is an
effective mentoring program in place where MQ students, normally former SIBT students, provide peer
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support and help new students become familiar with campus facilities and procedures. SIBT offers
students a range of other support services, most of which are shared with MQ’s student services. It has
a range of surveys to monitor student satisfaction, it analyses the feedback it collects through these
surveys and takes action on the issues that emerge. Key findings and improvements are communicated
to students through a poster campaign. AUQA commends SIBT for a number of aspects regarding
student support, including the mentoring program. However, there is a significant difference in the
academic outcomes of students on the North Ryde and City campuses. SIBT should investigate this, and
implement a plan to redress the relatively poorer results of the City campus students.
The Academic Board and the Academic Advisory Committee monitor student achievement using a
number of indicators, including first-year retention rate, student progression, completion rates, and
grade point average (GPA). However, there is less clarity about the proportion and pattern of student
attrition. SIBT should give consideration to an analysis, in partnership with MQ, of the progress and
completion rates of its transferring graduates, over and above the comparison of GPA scores that
currently occurs.
All teaching staff are employed as casuals and SIBT has been successful in recruiting well-qualified casual
staff who bring other organisational backgrounds, including industry experience to the institution.
However, SIBT should reconsider the balance between casual and permanent teaching staff since heavy
reliance on casual staff could have an impact on its capacity to foster a culture of critical enquiry and
innovation.
SIBT has an induction program and cross-cultural training for all staff members. It uses an online tool
called Success Factors to develop and implement individual goals and professional development plans.
The Academic Manager and academic coordinators oversee the casual teaching staff. Student
evaluations of the teaching and the units have a key role in monitoring teaching by casual staff. The
academic team that oversees the teaching staff and conducts performance reviews is relatively junior
compared to the teaching staff who may be far more experienced in teaching higher education courses.
The Panel was advised that the purpose of these reviews is about capturing good practices and
disseminating them to the whole staff as well as ensuring consistency of delivery across the college. SIBT
should reconsider the effectiveness of this arrangement in fully achieving the purposes of performance
reviews.
Computer laboratories at SIBT are adequately resourced. Students have access to MQ’s library. Areas
that need improvement include remote access to electronic journals and the student portal. SIBT has
plans to address these issues.
The Quality Management Framework endorsed by the Academic Board in August 2010 sets minimum
quality standards and SIBT intends to monitor its progress in these areas through a range of measures,
including student satisfaction scores. SIBT aims to achieve a minimum of 4.5 mean score (on the fivepoint scale) on all student satisfaction measures identified in the framework. This is a very high level of
performance, and SIBT should determine definite plans for how to achieve this.
Use of data for review and decision making is evident at all levels of the institution and this Report
commends SIBT’s leadership for its data-driven analysis. However, benchmarking is a work in progress
and difficulties with the collection, consistency and interpretation of data across the colleges were being
addressed at the time of the audit.
A summary of commendations, affirmations and recommendations follows. They are listed below in the
order in which they appear in the Report.
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Commendations
1. AUQA commends SIBT for its well-run and professional management that has a strong
service ethos. ......................................................................................................................................... 8
2. AUQA commends SIBT for the successful relationship it maintains with the partner
university which is marked by trust, mutual respect and collaboration. .............................................. 9
3. AUQA commends SIBT for its effective mentoring program which supports the students in
their orientation at SIBT and later in their transition to Macquarie University. ................................. 11
4. AUQA commends SIBT for the attention given to the student experience and the individual
support provided to students by both teaching and support staff. .................................................... 12
5. AUQA commends SIBT for the analysis and use of students’ feedback from surveys and for
communicating the actions taken to students. ................................................................................... 13
6. AUQA commends SIBT for its assessment and moderation processes which ensure
comparability of standards with those of Macquarie University......................................................... 13
7. AUQA commends SIBT for its comprehensive policies and processes on academic integrity
and their effective implementation. .................................................................................................... 14
8. AUQA commends SIBT for the induction and cross-cultural training provided to newly
recruited teaching and general staff. ................................................................................................... 16
9. AUQA commends SIBT’s leadership at all levels for its commitment to data-driven analysis
and review of its activities.................................................................................................................... 19
Affirmations
1. AUQA affirms the strategic planning processes of SIBT which have attempted to involve
staff at various levels.............................................................................................................................. 9
2. AUQA affirms SIBT’s efforts to receive comprehensive data from Macquarie University
regarding the progress and academic performance of former SIBT students now in the
undergraduate degrees at the University. ........................................................................................... 14
3. AUQA affirms the additional English language support available at SIBT to those students
with lower IELTS scores. ....................................................................................................................... 17
4. AUQA affirms the efforts currently being made to make better library provisions for SIBT
students................................................................................................................................................ 17
5. AUQA affirms SIBT’s plan to review the student portal to make it more interactive and
engaging, and encourages SIBT to support the portal with relevant professional
development for staff. ......................................................................................................................... 17
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Recommendations
1. AUQA recommends that SIBT investigate the reasons for the difference in academic
outcomes of students of the North Ryde and City campuses and institute a plan to reduce
this difference. ..................................................................................................................................... 14
2. AUQA recommends that SIBT give consideration to reducing the current total casualisation
of teaching staff to its academic workforce, in order to ensure that it can foster a culture of
critical enquiry and innovation appropriate to its provision of higher education programs. ............. 15
3. AUQA recommends that SIBT give consideration to implementing realistic steps to improve
the current level of overall student satisfaction. ................................................................................. 19
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INSTITUTIONAL AND EDUCATIONAL OBJECTIVES AND INSTITUTIONAL GOVERNANCE
The Sydney Institute of Business and Technology Pty Ltd (SIBT) was established in 1997 as a
vocational education provider. It became a higher education provider (HEP) in 2004 when it
was accredited by the NSW Department of Education and Training (DET) to deliver eight higher
education courses to domestic and international students. In 2009, the College gained
reaccreditation as a HEP and also achieved accreditation to deliver another two higher
education courses.
SIBT offers courses at two locations: the Macquarie University (MQ) campus in North Ryde,
Sydney, and the MQ City campus at Wynyard in the Sydney CBD. All courses are taught using a
traditional face-to-face mode. SIBT employs approximately 145 casual teaching staff and 45
administrative and support staff, including four full-time academic coordinators.
1.1 Institutional and Educational Objectives
SIBT provides an alternative pathway to MQ for Australian and international students who may
not qualify for direct entry and who seek a supportive study environment. Successful
completion of the pathway program guarantees entry into the second year of an
undergraduate degree at MQ.
SIBT sets out its vision, mission and values in the SIBT Strategic Plan 2010–14 which highlights
SIBT’s commitment to ‘be the valued preferred partner of Macquarie University …’ (PF p6). Its
mission is to ‘provide a learning environment that advances knowledge and understanding
through scholarship, free inquiry, teaching and academic excellence’ (PF p6). To achieve this,
the Strategic Plan identifies six strategies:
• Strategy 1: Enhance teaching and learning outcomes
• Strategy 2: Continue to grow enrolments and enhance financial returns through diversified
supply chains
• Strategy 3: Continue to support and develop our people within the context of the changing
environment
• Strategy 4: Enhance stakeholder engagement
• Strategy 5: Optimise corporate and management systems
• Strategy 6: Optimise and improve customer service approaches.
The mission and vision of the College and the strategies it has identified to achieve them are
well understood throughout the College. More than 90 per cent of students who successfully
complete SIBT courses enrol in undergraduate programs at MQ. The support given to students
towards enhanced teaching and learning outcomes is evident. The academic preparation SIBT
provides to the pathway students, to prepare them for their second year in MQ, is
acknowledged by the SIBT/MQ Academic Advisory Committee that oversees the partnership.
The Panel formed the view that the partnership between SIBT and MQ is working well and that
SIBT is successful in its commitment to provide a supportive environment to its students
(Commendation 2 in section 1.3.2).
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1.2 Governance and Management
SIBT is a subsidiary company of Navitas, which is a publicly listed company with four divisions,
namely University Programs Division (UPD), English Division, Workforce Division and Student
Recruitment Division. The UPD offers university pathway models across Australia and
internationally in the United Kingdom, Asia, Africa, Canada and most recently, the United
States. The higher education programs of SIBT are managed by UPD.
The partnership between the parent company Navitas, SIBT and MQ began in 1997, with the
contract renewed in 2010. The College is governed by the Board of Directors (the Board) of
Navitas. The CEO and Managing Director of Navitas is the CEO of SIBT. Authority and decision
making with respect to both academic and non-academic governance for UPD are devolved
from the Navitas Board of Directors to the CEO of Navitas and then to the Executive General
Manager of UPD, Navitas (data item 5.1) who is the sole director of the SIBT Board.
The operations of Navitas in Sydney are overseen by the General Manager, UPD (Sydney), in
accordance with the Navitas Procedures Governing Delegations of Authority. Services in the
areas of finance, IT and human resources (HR) are collectively managed by a director.
At the college level, leadership is provided by the SIBT senior management team (SMT),
chaired by the College Director. The membership of SMT includes the General Manager, UPD
(Sydney); Director Finance and Administration; Academic Manager (SIBT); Marketing Director
(SIBT); and Manager Quality and Compliance (SIBT). The SMT meets every month and reports
to the Executive General Manager University Programs (data item 5.2).
SIBT operates under clear guidelines from Navitas for its governance and for many of its
procedures and policies. The governance and management processes are also connected with
a number of parallel processes at MQ. This is an unusual model for higher education, but
appears to work well in this specific institutional partnership.
Commendation 1
AUQA commends SIBT for its well-run and professional management that has
a strong service ethos.
1.3 Academic Governance
The Academic Board and the SIBT/MQ Academic Advisory Committee have a major role in the
academic governance of SIBT.
1.3.1
Academic Board
SIBT’s Academic Board provides leadership in all academic matters. It consists of external
members, one student and SIBT staff (including two casual staff). The external members are
drawn from MQ, Sydney University and industry, and they bring relevant experience and
backgrounds to the Board.
The Academic Board meets at least three times a year and reports to the Executive General
Manager University Programs. It provides annual reports to the sole director of SIBT. The 2009
self-review identified a number of areas for improvement, including the need for an external
Chair of the Academic Board to ensure independence, and a separate self-assessment of the
Academic Board against its terms of reference.
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The Panel noted that some of these recommendations have been acted upon and the College
is working on the other recommendations. At the time of the audit the Academic Board had an
external Chair and had conducted its self-assessment. The College was making progress on
developing an operational plan with priorities for the Academic Board. It was also considering
ways to strengthen the reporting of academic key performance indicators.
1.3.2
SIBT/MQ Academic Advisory Committee
The SIBT/MQ Academic Advisory Committee provides governance and oversight of learning
and teaching in the pathway programs. Its main responsibility is to provide ‘quality assurance
to ensure that the academic standards in SIBT are comparable to Macquarie University’ (PF,
p.17). The Committee meets three times a year, is made up of senior staff from the two
organisations and is chaired by the Deputy Vice-Chancellor and Provost of MQ. The Panel
spoke to the Chair of the Committee and two Executive deans who are on the Committee.
Communication between SIBT and MQ is good, which helps the two institutions to respond to
student needs quickly and appropriately. SIBT staff have membership in relevant committees
of MQ, which further enhances the interaction between the two partner institutions. The
Panel noted the spirit of collaboration between the two institutions which is underpinned by
trust and mutual respect.
Commendation 2
AUQA commends SIBT for the successful relationship it maintains with the
partner university which is marked by trust, mutual respect and collaboration.
1.4 Strategic Planning
The broad vision, mission and strategic direction of SIBT are set by the parent company,
Navitas. SIBT uses the Navitas Strategic Plan and the UPD Strategic Plan to identify its key
strategies, goals and objectives relevant to its specific context. The College Director drafts the
Strategic Plan of the College in consultation with senior managers and staff. The plan is then
forwarded to the Executive General Manager UPD for consideration and endorsement, and for
consideration by the Academic Board.
The fortnightly staff meetings provide a forum to update all staff on issues related to the
operations of the College, immediate priorities and developments. They also allow two-way
communication between senior management and staff. Consultations on strategic planning
have energised staff and focused them on achieving the educational objectives. The cascading
nature of the consultations has ensured the participation of staff at various levels. Staff were
positive about their involvement and input in the consultations, although it appeared that the
process was substantially ‘top-down’. Given that all teaching staff are casuals, it is important
for SIBT to ensure that the staff meetings are well attended and that the consultations
continue to involve the casual staff.
Affirmation 1
AUQA affirms the strategic planning processes of SIBT which have attempted
to involve staff at various levels.
The annual strategic planning of the College forms the basis for the budget and resource
allocation. Resource allocation involves consultation and endorsement at various levels of
senior management. The Panel noted that this process has enabled the institution to resource
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the plans and priorities without difficulties. Staff commented that additional funds and other
resources were available for supplementary requirements if the need could be established.
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ACHIEVING EFFECTIVENESS IN TEACHING, LEARNING AND OTHER CORE FUNCTIONS
SIBT offers 10 higher education pathway programs, with most of the students enrolled in
business and commerce programs (data item 5.3). The Panel was advised of SIBT’s plans to
broaden the course and unit range to enable more students to enrol in pathway programs
other than business and IT, especially more Australian students, thus producing a more diverse
cohort.
2.1 Admission and Orientation
The admission criteria, including English language proficiency, are clear and appropriate. They
are set by MQ’s entry requirements. Depending on the students’ academic achievement in
high school, they can enrol in either three or four subjects in the first semester. Students who
do not meet the requirements to enter a pathway diploma can undertake a Certificate IV in
University Foundation Studies, and then transfer into the diploma program after fulfilling the
specified requirements.
International students require an IELTS score of 6.0. Students with an IELTS score of 5.5 are
given provisional entry and are required to do a communication and study skills unit in the first
semester. Students with an IELTS score of less than 5.5 are referred to the Centre for
Macquarie English. On successful completion of the English language course of the centre,
students can gain entry into the SIBT diploma program. In both cases, at the completion of the
additional language support course, students are not re-tested to see if they have achieved an
IELTS score of 6. This is an area where student progression and retention data need to be
analysed further to understand the adequacy and effectiveness of the language support
programs (section 3.4).
The Student Services Team organises orientation programs for the new students. There is an
effective mentoring program in place whereby MQ students, usually former SIBT students,
provide peer support and help new students become familiar with campus facilities and
procedures. Each MQ mentor provides peer support to 10 SIBT students and this allocation is
done at the time of the induction program. SIBT students who met the Panel were very
positive about the support they received from their mentors; the mentors (who are now
students of MQ), in turn, indicated that the peer support they received was useful not only in
settling down at SIBT, but also in their subsequent smooth transition to MQ.
Commendation 3
AUQA commends SIBT for its effective mentoring program which supports the
students in their orientation at SIBT and later in their transition to Macquarie
University.
2.2 Learning and Teaching
SIBT has a Learning and Teaching Plan and the Academic Board monitors its implementation
through its subcommittees, especially the Learning and Teaching Committee and the
Examination Committee, both chaired by the Academic Manager. The SIBT Learning and
Teaching Committee has in its membership the academic coordinators and representatives
from SIBT and MQ. The SIBT Examination Committee, which is responsible for reviewing and
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reporting on unit delivery, assessment and final grades distribution, consists of four academic
coordinators and the Student Administration Director. These committees meet three times a
year.
While the committee structure to monitor the delivery of programs is well established, SIBT
relies heavily on its casual staff to foster a culture of critical enquiry and innovation in
pedagogy and there is a lack of clarity about differentiation in terms of pedagogy. What were
the key characteristics about the SIBT educational approach, over and above ‘small classes and
additional tutorials’, was neither evident nor clearly articulated by any of the staff interviewed.
This does not reflect poorly on the very efficient management processes that exist at SIBT, but
rather points to a deeper level of academic leadership and scholarship that would be helpful
for the institution. For example, reference was made several times in interviews to a desire to
find room to undertake research to obtain more insight into pedagogies that would work to
improve the institution’s outcomes. It is not clear where the impetus to undertake such
research would come from given the heavy reliance on casual staff (section 3.2).
The Panel was informed that the Director of Teaching and Learning, which was a recent
appointment to the Navitas colleges in Sydney, is expected to strengthen attention to these
aspects. SIBT believes that this position will bring some of the required leadership to the
institution. At the time of the audit, the Director of Teaching and Learning was exploring a
project and strategy to introduce blended learning management systems at the Navitas
colleges in Sydney. The Panel agrees that this appointment will bring the necessary suppport
and leadership for some specific academic projects across UPD Sydney, but formed the view
that this would be inadequate to ensure the necessary capacity within the institution for
academic leadership, critical enquiry and innovations in pedagogy (Recommendation 2).
2.3 Student Support and Student Feedback
SIBT provides a supportive environment to the students. To ensure personal attention to
students and good interaction in the class, lecture sessions have a limit of 50 students and
tutorials have a limit of 25. SIBT considers these numbers as small. The Panel acknowldeges
that the size of the lecture is not a big number, but 25 students in a tutorial, for an institution
that claims small classes as a distinguishing characteristic, is not a small number.
The student-centred service ethos of the institution is very evident. Students have access to
MQ’s student support services to supplement what the College provides, and students gave
very positive reports about the adequacy and easy access to support services. Teachers’
availability for consultation and the additional study skills program were seen as useful support
services by the students.
Commendation 4
AUQA commends SIBT for the attention given to the student experience and
the individual support provided to students by both teaching and support
staff.
SIBT has a range of surveys to monitor student satisfaction, including the Orientation Survey,
Learner Experience of Unit Survey, Learner Experience of Teaching Survey, Student Satisfaction
Survey, SIBT Graduate Survey and i-graduate Australia’s International Student Barometer
Survey. The SIBT Graduate Survey is similar to the Course Experience Questionnaire (CEQ) with
a Generic Skills Scale and a Good Teaching Scale.
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The College analyses the feedback it collects through these surveys and takes action on the
issues that emerge. The Quality and Compliance Manager maintains an electronic register of
student feedback and ensures that action is taken by relevant staff. There was ample evidence
that student feedback has been analysed and concerns addressed. Actions taken on student
feedback include providing WiFi coverage in the learning and teaching spaces, and upgrading
computer laboratories. The Panel noted that the results of the 2009 Student Satisfaction
Survey were made available to students through the student portal. Key findings and
improvements were communicated to students through a poster campaign called You Spoke,
We Listened.
Commendation 5
AUQA commends SIBT for the analysis and use of students’ feedback from
surveys and for communicating the actions taken to students.
SIBT participated in the i-graduate Australia’s International Student Barometer Survey in 2007
and 2009. The 2009 results show high student satisfaction (greater than 80%) in many areas.
The results have allowed benchmarking with other similar institutions and with overall Navitas
data. The SIBT results are in line with overall Navitas results. There are areas where SIBT needs
to improve student satisfaction and they are addressed in section 4.
So far, the surveys have covered only the North Ryde campus and the College has plans to
extend the surveys to the City campus.
2.4 Assessment and Moderation
The Panel was advised that the teaching methods, assessment tasks and final exams are
identical at both SIBT locations and the unit supervisor for each corresponding unit is the same
person for both campuses. Every classroom is equipped with teaching-learning facilities of a
similar type.
External moderation with MQ is a key component of the quality assurance process at SIBT. For
each unit of study, a unit moderator appointed by MQ monitors the unit outlines, assessment
tasks, examinations and final grades. This process involves random samples of assessments
and final examination papers being examined by the unit moderators. There was also evidence
of additional consultations and meetings between the MQ unit moderators and the
counterpart unit leaders at SIBT throughout the semester in order to achieve comparable
teaching coverage and assessment standards.
Commendation 6
AUQA commends SIBT for its assessment and moderation processes which
ensure comparability of standards with those of Macquarie University.
2.5 Academic Integrity
SIBT has a clear policy on avoiding plagiarism that is communicated effectively to students. The
Academic Honesty Policy is made available to students on SIBT’s website. The unit outlines
explain plagiarism and cheating. The student handbook and the student diary provide more
information. TurnitinSM software is used by teachers to detect plagiarism and the identified
cases are dealt with by a subcommittee of the Academic Board. Awareness about academic
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Sydney Institute of Business and Technology
integrity was high among students. The Panel saw examples of effective handling of plagiarism
and collusion cases.
Commendation 7
AUQA commends SIBT for its comprehensive policies and processes on
academic integrity and their effective implementation.
2.6 Monitoring Progress
The Academic Board and the Academic Advisory Committee monitor student achievement
using a number of indicators, including first year retention rate, student progression,
completion rates, and grade point average (GPA) (data items 5.4 and 5.5). Students who may
be academically at risk are identified early and appropriate intervention programs and support
services, such as study skills workshops, are offered to those who need them.
While there is clarity about the data on SIBT student performance at MQ in terms of GPA,
there is less clarity about the proportion and pattern of student attrition. Part of the indicator
of the success of SIBT students is not just the comparative marks they obtained at MQ, but
how many drop out along the way. SIBT should give consideration to an analysis, in
partnership with MQ, of the progress and completion rates of its transferring graduates, over
and above the comparison of GPA scores that currently occurs. The Panel was advised that this
has been discussed in the joint meetings with MQ.
Affirmation 2
AUQA affirms SIBT’s efforts to receive comprehensive data from Macquarie
University regarding the progress and academic performance of former SIBT
students now in the undergraduate degrees at the University.
Data needs to be able to account for attrition, progression and completion rates, and overall
GPAs, and to clearly compare different cohorts, such as domestic students who receive FEEHELP, direct entry international students, international students from other major feeder
partners, students who commenced at SIBT with IELTS of 5.5, those who commenced with
IELTS of 6.0, and students of the City and North Ryde locations.
In the case of some programs, students commented that it was not possible for them to take
the complete program in a self-contained way at the City campus; some subjects are only
available at North Ryde, especially when classes at the City campus are filled. Furthermore,
there were fewer support services at the City Campus than at the North Ryde Campus and the
library was not as well resourced. The Panel noted that SIBT was taking steps to make the City
campus experience equivalent to that of the North Ryde campus by addressing these issues.
There is a significant difference in the academic outcomes of students on the North Ryde and
City campuses. It would be helpful for SIBT to investigate these issues more deeply, and
implement a plan to redress the relatively poorer results of the City campus students.
Recommendation 1
AUQA recommends that SIBT investigate the reasons for the difference in
academic outcomes of students of the North Ryde and City campuses and
institute a plan to reduce this difference.
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Audit Report
ORGANISATIONAL STRUCTURES, DECISION-MAKING PROCESSES AND RESOURCES TO
SUPPORT TEACHING AND LEARNING
3.1 Organisational Structures and Decision Making
SIBT’s decision-making process is embedded in the governance structure described in section 1
of this Report. At the College level, the senior management team (SMT) is the key decisionmaking group. The SMT, chaired by the College Director, includes managers of both academic
and administrative areas. Several formal and informal processes are available to enable
collective decision making, such as fortnightly staff meetings, monthly SMT meetings, and
monthly operational meetings.
3.2 Academic and Administrative Staff
3.2.1
Recruitment and Induction
SIBT is aware of the need to attract and retain high quality academic and administrative staff
to maintain standards in its services. It has relevant policies and procedures to support
recruitment and retention of competent and qualified staff. The recruitment of teachers is
undertaken by the Academic Manager and academic coordinators. All prospective
appointments need the approval of the relevant Head of Department at the partner university.
While the academic coordinators are employed on a permanent basis, all teaching staff are
employed as casuals. SIBT has been successful in recruiting well-qualified and competent
casual staff who bring other organisational backgrounds, including industry experience, to the
institution. However, the Panel cautions SIBT on the adverse effects of total casualisation of
teaching staff. SIBT should reconsider the balance between casual and permanent teaching
staff since heavy reliance on casual staff could have an impact on its capcity to foster a culture
of critical enquiry and innovation.
In this context, it is important to note that there is a lack of clarity about who provides
academic leadership within the institution. As mentioned before, this does not reflect poorly
on the very efficient management processes that exist at SIBT, but rather on the deeper level
of academic leadership and scholarship that is required for an institution offering higher
education awards. The appointment of a Director of Teaching and Learning for all the Navitas
Colleges based at Sydney is a positive inititaive but the College needs to do more in increasing
the appointment of continuing fulltime teaching staff to its academic workforce.
Recommendation 2
AUQA recommends that SIBT give consideration to reducing the current total
casualisation of teaching staff to its academic workforce, in order to ensure
that it can foster a culture of critical enquiry and innovation appropriate to its
provision of higher education programs.
SIBT has an induction program for all new staff members. Managers develop an induction
program relevant to the particular position. Induction for teaching staff includes orientation to
the quality assurance framework, cross-cultural issues, key policies and processes, and use of
technology. Since 2009 SIBT has a mentoring program for new tutoring staff to work with an
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Sydney Institute of Business and Technology
experienced tutor. Overall, the support given to newly recruited staff in terms of induction and
mentoring is good.
Commendation 8
AUQA commends SIBT for the induction and cross-cultural training provided
to newly recruited teaching and general staff.
3.2.2
Staff Development and Performance Appraisal
SIBT uses an online tool called Success Factors to develop and implement individual goals and
professional development plans. Professional development workshops for casual teaching staff
are facilitated by the academic coordinators. In addition, casual teaching staff have free access
to select MQ professional development events. The Panel was advised that the new Director of
Teaching and Learning for UPD, Sydney will work closely with the Academic Manager focusing
on areas such as professional development for academic staff and strategic directions in
learning and teaching. The College should consider ways to increase participation of sessional
staff in professional development programs in future, especially in full-day activities such as
symposia.
The Academic Manager and academic coordinators oversee the casual teaching staff. Student
evaluations of the teaching and the units have a key role in monitoring teaching by casual staff.
The results of the evaluations are discussed with teachers during a face-to face feedback
session. While the commitment to cyclic performance review of all teaching staff is
noteworthy, the Panel queries the appropriateness of these reviews. Relatively junior and
academically inexperienced staff undertaking performance reviews of teaching staff who may
be far more experienced in higher education delivery is not an effective way to handle staff
reviews.
Among other things, SIBT uses feedback from staff to make improvements. The Panel noted
that the College has conducted a 360-degree feedback survey for managerial staff. The results
were used to identify organisational development and career development strategies. In 2009,
SIBT carried out a Teaching Staff Survey to collect feedback from casual teachers on a range of
areas and it intends to conduct the survey annually.
3.3 Grievance Mechanism
SIBT has clear policies and procedures on student and staff grievances that have been
communicated to relevant groups. All academic grievances are addressed by the Student
Services Manager and non-academic grievances by the Director of Student Administration. The
Panel was advised that most of the student appeals at SIBT relate to exclusions due to students
not satisfying the course progress requirements and very few grievances progress beyond the
initial stage of the process. The College has not experienced any grievance that had to be
referred to an external party.
3.4 Support for Student Learning
SIBT offers a range of support services for its students, sharing most of the MQ student
services, according to the agreement between SIBT and MQ. SIBT students can access the MQ
library, health facilities, sporting facilities, general student facilities, careers service, free legal
aid, numeracy centre, prayer rooms and other MQ student support services. In addition, SIBT
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has its own support services, including a counselling service, a five-week study skills program
for students on conditional enrolments, and access to student advisers. A new development is
the additional English language and communication tuition given to students who have been
permitted to commence a program and whose IELTS score is 5.5. As discussed in section 2.1,
this needs further attention. Student satisfaction with facilities and teaching infrastructure is
average.
Affirmation 3
AUQA affirms the additional English language support available at SIBT to
those students with lower IELTS scores.
3.5 Information Resources
Computer laboratories at SIBT are well resourced. However, students commented on the
shortage of learning spaces within SIBT for quiet study and work apart from computer
laboratories. Library expansion at the North Ryde campus is under way and will clearly assist
with the widely commented on current overcrowding at that location.
Students have access to the resources of MQ’s library, with the same borrowing rights as other
MQ students. However, they can access electronic journals only on the North Ryde campus
due to licensing restrictions. The Panel was advised that SIBT was in the process of
investigating subscriptions to databases with collections relevant to SIBT programs. Students
taking units at the City campus have access to a library owned by Navitas, in addition to access
to the MQ library at the North Ryde campus. The efforts to provide suitable remote access to
electronic databases and journals for SIBT students studying at City campus is timely and will
rectify the existing inequality.
Affirmation 4
AUQA affirms the efforts currently being made to make better library
provisions for SIBT students.
SIBT encourages students to use the student portal, which is an online data management
system with communication functionalities. However, the Panel observed that students use it
mostly for downloading course materials. The portal was under review, especially in terms of
its capacity to make learning more innovative, engaging, interactive and rich in audio-visual
terms. Renewal is needed to move the learning support system beyond a relatively passive
repository of downloadable course materials, and move the focus of professional development
of staff on to the pedagogical applications of such technology, rather than emphasising
technology per se.
Affirmation 5
AUQA affirms SIBT’s plan to review the student portal to make it more
interactive and engaging, and encourages SIBT to support the portal with
relevant professional development for staff.
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4
Sydney Institute of Business and Technology
MAINTAINING A COMMITMENT TO QUALITY IMPROVEMENT
SIBT acknowledges that previously it had relied on the standards of the Australian Quality
Training Framework (AQTF) and on the re-registration and accreditation by the NSW DET to
monitor quality. SIBT’s compliance with the National Protocols and the National Code 2007
was reviewed at the time of the DET re-registration in 2009. Following the self-review in 2009,
SIBT has made explicit its commitment to continuous improvement in quality.
4.1 Recapitulation
SIBT’s activities in relation to academic monitoring and program quality have been mentioned
in relevant sections of this Report.
As described in section 2, program structure, course content and assessment of the higher
education programs at SIBT follow those of MQ. The Academic Board monitors all academic
matters and the SIBT/MQ Academic Advisory Committee provides oversight of learning and
teaching in the pathway programs.
The following section provides comment on the overarching quality systems without further
repetition of the earlier specific material.
4.2 The Quality Management System
The 2009 self-review recommended that the College develop and implement a college-wide
planning and quality management framework which sets out SIBT’s approach to planning,
implementation, reviews and improvement. As a result, SIBT reviewed its operational quality
management system and developed a single quality management framework that is expected
to meet the needs of the College, the requirements of the AQTF and other emerging higher
education requirements.
The Quality Management Framework endorsed by the Academic Board in August 2010 sets
minimum quality standards in three areas: people and workplace culture, teaching quality, and
support services quality. SIBT intends to monitor its progress in these areas through a range of
surveys and performance data. The 2009 and 2010 performance data has been used to set
targets for 2011 and 2012. The Panel was advised that, the targets for 2011 and beyond were
set based on the actual performance on various performance measures in 2009 and 2010 (data
item 5.6).
SIBT believes that the new quality management system will enable tracking and improving
outcomes over a period of time. It aims to achieve a minimum of 4.5 mean score (on the fivepoint scale) by 2015 on all measures identified in the framework. However, the aspiration to
move scores into the 4.5 range is not supported by concrete evidence of how the institution
intends to get there. This is a very high level of performance and may represent an unrealistic
target, even if there were explicit plans regarding how to improve. It would be helpful if SIBT
acknowledged that improvement of the current level of student satisfaction is a desirable goal,
and set more realistic levels to aspire to in the first instance, including definite plans for how to
achieve this.
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Recommendation 3
AUQA recommends that SIBT give consideration to implementing realistic
steps to improve the current level of overall student satisfaction.
The Portfolio presents scores at the 3.0/3.5 level (on a five-point scale) as acceptable
achievement and the Panel observed a similar view among the interviewees. It should be
noted that the score 3.0 denotes ‘satisfactory’. It is only the starting point for acceptable
performance, not an acceptable level of achievement.
4.3 Benchmarking
SIBT collects a range of information to monitor its performance. Surveys are used to measure
student satisfaction at overall, course and unit/teacher level (sections 2 and 3). Staff
interviewed were familiar with the major survey instruments and their results. SIBT
acknowledges the need to use data on subsequent SIBT student performance at MQ as the
‘gold standard’ benchmark for the success of SIBT programs and has plans to strengthen its
attention to student performance after their transition to MQ. The data management systems
in use at SIBT were flexible and quick in providing additional data requested by the Panel at
short notice. The Panel also noted the recent moves towards clearer feedback to students of
improvements made as a result of student surveys. Commitment to use data was found at all
levels of the decision-making structure.
Commendation 9
AUQA commends SIBT’s leadership at all levels for its commitment to datadriven analysis and review of its activities.
The College plans to benchmark its internal graduate survey results against MQ’s CEQ from
2011. SIBT undertook benchmarking in IT and commerce against other national and
international Navitas colleges in 2009. The Panel was advised that SIBT performed around the
group average. Benchmarking is a work in progress and difficulties with the collection,
consistency and interpretation of data across the colleges were being addressed at the time of
the audit.
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Audit Report
5
Sydney Institute of Business and Technology
DATA
Item 5.1: Navitas Governance Structure
Company Structure
Management Structure
Navitas Ltd
Navitas Board of
Directors
MD, Navitas Ltd
and Directors of
Navitas UPD
colleges in
Sydney
Chief Executive
Officer and
Managing
Director
Corporate Office
Finance, Marketing,
IT and Facilities, HR,
Legal, Property
Operating Divisions
Other Navitas
UPD colleges in
Sydney
SIBT
Pty Ltd
University
Programs
Division
English Division
Workforce
Division
Student
Recruitment
Division
University
pathway
managed campus
programs for
students in
Australia, Africa,
Sri Lanka,
Singapore,
Canada & UK
(including US)
English as a
second language
courses and
delivery of
Government
programs for
migrant
settlement and
education
Delivery of
education,
training and
business solutions
to meet the
workforce
requirements of
employers
Recruitment of
students for
educational
institutions in
Australia, Canada
and the UK
Executive General
Manager UPD,
Sole Director of
UPD Australia
General
Manager, UPD
Sydney
Other Navitas
UPD colleges in
Sydney
SIBT
Source: Navitas.
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Audit Report
Item 5.2: SIBT Governance Structure
Navitas Board of
Directors
SIBT Board of Directors
Executive General Manager Navitas University Programs
Sole Director
Senior Management
Team
Quality Management
Team
Student Representative
Group
Academic Board
SIBT/MQ Academic
Advisory Committee
Learning and Teaching
Committees
Examination Committee
Source: SIBT’s Performance Portfolio, p15.
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Item 5.3: SIBT Courses and Student Numbers (as at 30 June 2010)
Course
No. of
domestic
students
No. of
international
students
Year of course
reaccreditation
Minimum exit
qualification
Advanced Diploma of
Commerce
37
578
2009
Diploma of
Commerce
Advanced Diploma of
Business Administration
15
63
2009
Diploma of
Business
Administration
Advanced Diploma of
Computing
2
11
2009
Diploma of
Computing
Diploma of Commerce
188
1616
2009
Diploma of
Commerce
Diploma of Business
63
218
2009
Diploma of
Business
Diploma of Computing
35
41
2009
Diploma of
Computing
Diploma of
Communication
27
63
2009
Diploma of
Communication
Diploma of Arts
43
41
2009
Diploma of Arts
*Diploma of Electronic
Engineering
7
19
2009
*Diploma of
Electronic
Engineering
*Associate Degree of
Business
0*
0*
2009
Associate Degree of
Business
Certificate IV in
University Foundation
Studies (Vocational
course accredited under
VETAB)
70
259
2008
Certificate IV in
University
Foundation Studies
Total
487
2909
* New course accredited in 2009
Source: SIBT’s Performance Portfolio, p5.
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Item 5.4: Trends in Retention, Progression and Completions
Trends in Retention, Progression and Completions
95
Percentage
90
Retention
85
Progression
80
Completions
75
70
2007
2008
2009
Year
Source: SIBT’s Performance Portfolio, p27.
Item 5.5: Progress Rates of SIBT and MQ Students in 2009
Source: SIBT’s Performance Portfolio, p28.
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Item 5.6: SIBT Minimum Quality Standards
Current Performance and Targets
Measures and Description
People and Workplace Culture
Area of
focus
Lecturing Staff
qualification
Learning and
development
Reward and
recognition
Career opportunities
Work/life balance
Casual staff
satisfaction
Retention
Support Services Quality
Teaching Quality
Progression
Completions
Student Satisfaction
Survey
Graduate survey
Unit Satisfaction
Learner Experience
of Teaching
(lecturer)
Learner Experience
of Teaching (tutor)
Student Satisfaction
Survey
Student Satisfaction
Survey
Student Satisfaction
Survey
Graduate survey
SIBT
Minimum
Standards
2009
2010
2011
2012
% Master degree
100%
100%
100%
100%
100%
Average mean
score on VOICE
Survey
Average mean
score on VOICE
Survey
Average mean
score on VOICE
Survey
Average mean
score on VOICE
Survey
Average mean
score of teacher
survey
First-year
retention rate
Progression rate
year 1 to 2
Completions rate
Quality of teaching
overall mean
Average mean
score on Good
Teaching scale
Overall satisfaction
of the unit mean
score
Overall mean score
3.50
NA
4.00
NA
4.50
3.60
NA
4.00
NA
4.50
3.40
NA
3.80
NA
4.50
4.00
NA
4.00
NA
4.50
3.50
4.00
4.10
4.20
4.50
93%
93%
94%
95%
95%
87%
89%
90%
92%
95%
83%
3.20
85%
3.08
86%
3.20
88%
3.40
90%
4.60
3.62
3.80
4.00
4.10
4.60
3.96
3.90
4.00
4.10
4.60
4.15
4.21
4.30
4.40
4.60
Overall mean score
4.21
4.09
4.25
4.40
4.60
Quality of support
services overall
mean
Quality of learning
environment
overall mean
Quality of facilities
and resources
overall mean
Overall satisfaction
mean score
3.38
3.17
3.40
3.80
4.60
3.22
3.11
3.40
3.80
4.60
3.23
3.16
3.40
3.80
4.60
3.86
4.00
4.20
4.30
4.60
Source: SIBT‘s Performance Portfolio, p70.
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Audit Report
APPENDICES
APPENDIX A: BRIEF OVERVIEW OF NAVITAS LIMITED
Appendix A was supplied by SIBT for the purpose of this Audit Report.
The 2009 Annual Report of Navitas Limited (Navitas) describes the company as a global education
provider that offers a range of educational services for students and professionals which include
university programs, language training, workforce education and student recruitment. It provides preuniversity and university pathway programs. It offers university programs through its colleges in Africa,
Australia, Canada, Singapore, Sri Lanka and the United Kingdom.
Language training offered by Navitas includes courses in English as a second language, migrant
education and the delivery of government programs. Its workforce programs offer professional
development and corporate training. Student recruitment services are made available in India and China
for access to universities and other educational institutions in Australia, Canada, the United States of
America and the United Kingdom.
Navitas is currently the only higher education provider listed on the Australian Securities Exchange, with
market capitalisation as at 20 April 2010 of $1.74 billion.
Navitas Pathway Colleges
One of the four divisions of Navitas is the University Programs Division which includes the pathway
colleges. Navitas has a network of colleges in nine countries delivering pre-university and higher
education pathway programs.
The concept of a pathway college is to provide a series of programs across a range of disciplines, the
successful completion of which enables graduates to progress to further study at degree level at a
partner university. The pathway college is often located on the partner university’s campus.
Programs
The pathway college typically delivers the following programs:
• Pre-university/foundation studies which provide a bridge between secondary school and degree
studies for those students not meeting admission standards for direct university entry. Successful
completion enables graduates to progress to the first year of a university level program, which in
most cases is a Higher Education Diploma. This is also referred to as the University Transfer Program
Stage I (UTP Stage I).
• A range of first year equivalent university courses (in most cases Diplomas), the successful
completion of which enables graduates to articulate to second year of relevant university degrees at
the partner university. This is also referred to as the University Transfer Program Stage II (UTP Stage
II).
• Postgraduate qualifying programs designed to be a bridge for international students whose
undergraduate qualifications do not quite meet the academic and/or English language requirements
for entry into relevant coursework masters programs. Successful completion enables graduates to
progress to master level programs.
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Curriculum
UTP Stage II (Diploma) programs draw exclusively on curriculum from the first year of the university
partner’s relevant undergraduate degree. Navitas programs therefore benefit from the disciplinespecific expertise and academic rigour which the university applies to its own curriculum.
Curriculum for the UTP Stage I (Pre-University/Foundation) programs is developed ‘in house’ by Navitas
to ensure that students have the preparation needed for the successful transition to the university level
programs at UTP Stage II. The courses are developed to include significant emphasis on academic
reading and writing, and mathematics.
The postgraduate qualifying program curriculum is developed in conjunction with the partner university,
with a focus on developing essential skills for postgraduate study, including self-management, academic
writing, analytical and critical evaluation, problem solving and decision making, and research.
Navitas Vision
Navitas’ vision is to ‘be globally recognised as the most trusted learning organisation in the world’.
Navitas Mission
Navitas is passionate about creating opportunities through lifelong learning and being a global leader in
delivering better learning solutions.
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APPENDIX B: SYDNEY INSTITUTE OF BUSINESS AND TECHNOLOGY
Appendix B was supplied by SIBT for the purpose of this Audit Report.
Profile
The Sydney Institute of Business and Technology (SIBT) was established in 1997 as a vocational
education provider, offering a foundation and two diploma programs. In 2004 the NSW Department of
Education and Training accredited SIBT as a Higher Education Provider (HEP) to deliver eight higher
education courses to domestic and international students. SIBT is now a dual sector pathway provider.
As part of the Navitas group, SIBT is a wholly owned subsidiary of Navitas Limited, which is a publicly
listed company.
SIBT has been operating on the campus of Macquarie University since 1997 with the contract renewed
in 2010. SIBT delivers courses at two locations – the MQ campus in North Ryde, Sydney, and the MQ City
campus at Wynyard in Sydney CBD.
SIBT offers the Certificate IV in Foundation Studies and a range of diplomas for Australian and
international students who do not qualify for direct entry into the University and who seek a supportive
study environment. Students who successfully complete these programs articulate to the related
Macquarie University degree with full credit for a SIBT diploma.
In 2008, SIBT underwent the five-yearly institutional re-registration as a HEP and reaccreditation of eight
diploma programs with the Department of Education and Training. In addition, it achieved accreditation
to deliver two new programs, Diploma of Electronic Engineering and an Associate Degree of Business.
Institutional and Educational Objectives
Vision
SIBT will be the valued preferred partner of Macquarie University and the benchmark for quality
delivery of higher education pathway programs.
Mission
SIBT will provide a learning environment that advances knowledge and understanding through
scholarship, free inquiry, teaching and academic excellence.
SIBT Objectives
SIBT’s principle functions in promotion of its objectives are to:
• disseminate knowledge and promote scholarship
• provide courses of study or instruction (in strict conformity with standards set by its partner
university) across a range of fields to meet the needs of the community
• provide learning and teaching that encourage the advancement, development and application of
knowledge informed by free inquiry
• confer, after appropriate assessment, higher education and vocational awards as may be accredited
by the Minister for Education and Training from time to time
• provide facilities and resources for the general welfare and development of all enrolled students
• offer opportunities for development and further training to teaching and other staff of the
institution
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provide programs and services in ways which reflect principles of equity
continue to develop corporate and academic governance, procedural rules, admission policies,
quality assurance processes and financial arrangement that are underpinned by the values and goals
above and are sufficient to ensure the integrity of its partner university’s academic programs.
•
•
Student Enrolments
Semester
2008
2009
2010
Semester 1
3408
4081
3950
Semester 2
3149
3597
3421
Semester 3
3548
3969
3349
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APPENDIX C: AUQA’S MISSION, OBJECTIVES, VISION AND VALUES
Mission
AUQA is the principal national quality assurance agency in higher education with the responsibility of
providing public assurance of the quality of Australia’s universities and other institutions of higher
education, and assisting in enhancing the academic quality of these institutions.
Objectives
AUQA is established to be the principal national quality assurance agency in higher education, with
responsibility for quality audits of higher education institutions and accreditation authorities, reporting
on performance and outcomes, assisting in quality enhancement, advising on quality assurance; and
liaising internationally with quality agencies in other jurisdictions, for the benefit of Australian higher
education.
Specifically, the objectives of AUQA are as follows:
1. Arrange and manage a system of periodic audits of:
• the quality of the academic activities, including attainment of standards of performance and
outcomes of Australian universities and other higher education institutions;
• the quality assurance arrangements intended to maintain and elevate that quality;
• compliance with criteria set out in the National Protocols for Higher Education Approval
Processes; and
• monitor, review, analyse and provide public reports on the quality of outcomes in Australian
universities and higher education institutions.
2. Arrange and manage a system of periodic audits of the quality assurance processes, procedures, and
outcomes of State, Territory and Commonwealth higher education accreditation authorities
including their impact on the quality of higher education programs; and monitor, review, analyse
and report on the outcomes of those audits.
3. Publicly report periodically on matters relating to quality assurance, including the relative standards
and outcomes of the Australian higher education system and its institutions, its processes and its
international standing, and the impact of the National Protocols for Higher Education Approval
Processes on Australian Higher Education, using information available to AUQA from its audits and
other activities carried out under these Objectives, and from other sources.
4. Develop partnerships with other quality agencies in relation to matters directly relating to quality
assurance and audit, to facilitate efficient cross-border quality assurance processes and the
international transfer of knowledge about those processes.
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Vision
To consolidate AUQA’s position, as the leading reference point for quality assurance in higher education
in and for Australia. Specifically:
• AUQA’s judgements will be widely recognised as objective, accurate and useful, based on its
effective procedures, including auditor training and thorough investigation.
• AUQA’s work will be recognised by institutions and accrediting agencies as adding value to their
activities, through the emphasis on autonomy, diversity and self-review.
• Through AUQA’s work, there will be an improvement in public knowledge of the relative academic
standards of Australian higher education and an increase in public confidence in Australian higher
education.
• Through AUQA’s work with other quality assurance agencies, the international quality assurance
requirements for Australian higher education institutions will be coherent and rigorous, avoiding
duplication and inconsistency.
• AUQA’s advice will be sought on quality assurance in higher education, through mechanisms
including consulting, training and publications.
• AUQA will be recognised among its international peers as a leading quality assurance agency,
collaborating with other agencies and providing leadership by example.
Values
AUQA will be:
• Rigorous: AUQA carries out all its audits as rigorously and thoroughly as possible.
• Supportive: AUQA recognises institutional autonomy in setting objectives and implementing
processes to achieve them, and acts to facilitate and support this.
• Flexible: AUQA operates flexibly, in order to acknowledge and reinforce institutional diversity, and is
responsive to institution and agency characteristics and needs.
• Cooperative: AUQA recognises that the achievement of quality in any organisation depends on a
commitment to quality within the organisation itself, and so operates as unobtrusively as is
consistent with effectiveness and rigour.
• Collaborative: as a quality assurance agency, AUQA works collaboratively with the accrediting
agencies (in addition to its audit role with respect to these agencies).
• Transparent: AUQA’s audit procedures, and its own quality assurance system, are open to public
scrutiny.
• Economical: AUQA operates cost-effectively and keeps as low as possible the demands it places on
institutions and agencies.
• Open: AUQA reports publicly and clearly on its findings in relation to institutions, agencies and the
sector.
AUQA’s Mission and Objectives were revised in March 2007, as recommended by MCEETYA.
AUQA’s Vision and Values have been modified accordingly.
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APPENDIX D: THE AUDIT PANEL
Dr Barbara Cargill, Dean of International Programs, Trinity College, University of Melbourne (Chair)
Dr Rob Brown, Pro Vice-Chancellor (Institutional Services), Victoria University, Melbourne
Dr Antony Stella, Audit Director, Australian Universities Quality Agency, Melbourne
Observer:
Ms Heli Mattisen, Director, Estonian Higher Education Quality Agency, Estonia
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APPENDIX E: ABBREVIATIONS AND DEFINITIONS
The following abbreviations and definitions are used in this Report. As necessary, they are explained in
context.
AQTF.......................................... Australian Quality Training Framework
AUQA ........................................ Australian Universities Quality Agency
CEO............................................ Chief Executive Officer
CEQ............................................ Course Experience Questionnaire
College, the ............................... Sydney Institute of Business and Technology
DET ............................................ Department of Education and Training
FEE-HELP ................................... FEE-HELP is a loan given to eligible fee-paying students to help pay part
or all of their tuition fees
GPA ........................................... grade point average
HEP(s) ........................................ higher education provider(s)
HESA .......................................... Higher Education Support Act 2003
HR .............................................. human resources
IELTS .......................................... International English Language Testing System
IT ............................................... information technology
MCEETYA ................................... Ministerial Council on Education, Employment, Training and Youth
Affairs (now disbanded)
MQ ............................................ Macquarie University
National Protocols .................... National Protocols for Higher Education Approval Processes
NSAI(s) ....................................... non self-accrediting institution(s)
NSA-HEP(s) ................................ non self-accrediting higher education provider(s)
NSW .......................................... New South Wales
PF p ........................................... Performance Portfolio page reference
Portfolio .................................... Performance Portfolio
Protocols ................................... National Protocols for Higher Education Approval Processes
QAFs .......................................... Quality Audit Factors
SIBT ........................................... Sydney Institute of Business and Technology
SMT ........................................... senior management team
UPD ........................................... University Program Division
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