by: Dr Michelle Mosiere

Benchmarking inspires a range of responses from the behavioural (e.g. procrastination) to the psychological (e.g. denial) and palpable (e.g. groans, grunts and eyeball rolls). It is a sail in the regulatory flagship and a much-needed decision-making anchor for corporate governing bodies. Like it or hate it, benchmarking is here to stay.

The Higher Education Standards Framework (HESF) sets out clear requirements and opportunities for benchmarking (see Standards 1.3.5, 1.4.1, 5.3.4, 5.3.7), which are embedded in our DO list below.

DO

1. Benchmark proposed course learning outcomes against:
   • national comparators
   • international comparators
   • professional accreditation requirements (where applicable)
2. Use the outcomes of external benchmarking activities to mitigate future risks to the quality of education and services

 

3. Integrate benchmarking into continuous improvement activities relating to:
   • admissions and attritions
   • course design and delivery
   • teaching and learning
   • assessment and supervision
   • personal and academic support
4. Develop a benchmarking framework that documents benchmarking parameters via:
   • written agreements with selected benchmarking partners
   • benchmarking plans that include internal and external referencing
   • benchmarking reports that identify recommended improvements
   • reports of benchmarking outcomes to peak institutional bodies
5. Include in the benchmarking plan activities that compare, analyse and evaluate the following based on location and mode of delivery:
   • progression rates
   • attrition rates
   • completion times and rates
   • trends in rates of retention, progression and completion of student cohorts
   • assessment methods
   • grading of students’ achievement of learning outcomes

DON’T

The DON’T list is less specific but equally important.

• Ignore the need for benchmarking—this will create governance and regulatory risks
• Regard benchmarking as a waste of time—TEQSA sees it as ‘evidence of the quality and standing of a provider’s operations’
• Trivialise the benefits of benchmarking—TEQSA acknowledges that it fosters ‘collaborative improvement efforts across providers’ and ‘offers an external evidence base for the development of internal improvements’
• Limit benchmarking activities to internal documents and processes—benchmarking activities for monitoring, review and improvement purposes should include external comparators and external benchmarking partnerships
• Consider benchmarking as the only option—external referencing also includes peer review, moderation and comparisons based on publicly available information.

Further information from the regulator is available in the TEQSA Checklist (for academic integrity) and TEQSA Guidance Note: External Referencing (including Benchmarking) . Ways to implement aspects of the DO list are featured in our DVE Benchmarking Plan Template and Benchmarking Report Template.

For additional suggestions, templates and advice, please contact us via info@dvesolutions.com.au.