by: Dr Michelle Mosiere

What are third-party arrangements?

Third-party arrangements (TPAs) encompass a range of educational activities such as work-integrated learning, transnational education, and articulation pathways between providers.

The expectation under the Higher Education Standards Framework (Threshold Standards) 2021 (HESF) and National Code 2018 is that these arrangements are quality assured. As such, TPAs are a veritable compliance minefield on operational and governance levels.

Actions that can be taken to reduce regulatory risks are varied. While the suggestions below are by no means comprehensive, they do identify a range of issues that lead to scrutiny by TEQSA if not adequately addressed.

What do executive staff need to do?

1. Undertake due diligence with prospective third-party providers to determine whether educational and academic goals align, regulatory histories withstand scrutiny and satisfy the corporate governing body’s risk appetite, and infrastructure meets the identified needs of student cohorts.
2. Formalise discussions through written agreements that establish clear standards for staffing, scholarly activity, course delivery, course management, and professional equivalency measures and assessments.
3. Ensure responsibilities for the principal provider and service provider are definitive and enforceable through an executed contract; and that these responsibilities are clearly communicated to students.

What do the principal provider’s academic staff need to do?

1. Ensure consistent academic standards for course delivery across courses, student cohorts and campuses.
2. Clarify expectations to ensure agreed outcomes are achieved and established delivery standards are met.
3. Escalate any instances where services providers make changes to the course without approval and/or appropriate levels of oversight.

What do the service provider’s academic staff need to do?

1. Undertake training on institutional policies and procedures, particularly those relating to academic standards, assessments, support services and complaints.
2. Immediately engage in conversation with the principal provider to prevent misunderstandings and resolve disagreements about procedures and responsibilities.
3. Ensure all staff members possess the requisite skills and have access to the resources needed to support students’ participation, wellbeing and safety.

What do peak institutional bodies need to do?

1. Regularly scrutinise quality assurance reports and student success data relating to TPAs.
2. Require additional monitoring and reporting around the efficacy of controls in place to manage identified risks and/or poor performance, especially regarding high attrition rates, poor progression outcomes, and increasing complaints.
3. Review performance and compliance reports from all service providers to ensure consistent implementation within and across TPAs.

What next?

We have developed a high-level checklist for quality assuring third-party arrangements under the National Code. The checklist is available on our website for download.

Contact us via info@dvesolutions.com.au for a detailed and tailored approach.