TEQSA: Key Risk Findings

TEQSA: Key Risk Findings Report

The Key Risk Findings on Australia’s Higher Education Sector (‘Key Risk Findings’) Report (KRF 2019) is TEQSA’s first public release of its risk findings to the sector and other stakeholders. This is in line with TEQSA’s commitment to publish key data used or collected by the agency (TEQSA Corporate Plan 2018–2022, Action 3.2) in order to be open and transparent in its dealings with Australia’s higher education providers.

Key risk findings on Australia’s higher education sector July 2019

TEQSA’s risk assessments are conducted on an annual basis and serve as a regulatory tool which guides TEQSA’s priorities and regulatory scoping activities in a risk-reflective manner. The KRF 2019 provides insights based on aggregated observations of performance and risks derived from TEQSA’s regulatory experience with the sector and articulates TEQSA’s risk analysis process in further detail. Through the report, TEQSA aims to better inform stakeholders about the state of the sector, to increase the sector’s confidence in TEQSA’s risk-based approach to regulation, and to clarify the internal processes behind, and outcomes of, TEQSA’s risk findings.

The use of historical data enables TEQSA to present snapshots of risk indicators across Australia’s higher education sector, along with commentary regarding the sector’s performance and identified risks thus far. The statistical analyses in this report enable providers to reflect upon the performance of each provider category and the sector and to identify areas for further improvement.

32 www.apsaa.org.au Data in the report are derived from higher education data used within TEQSA’s risk assessments. These are primarily sourced from the Department of Education’s Higher Education Information Management System (HEIMS) data collection, the Provider Information Request (PIR) data collection, the Quality Indicators for Learning and Teaching (QILT), and the HELP IT System (HITS). The data scope ranges from 2012 to 2016 for the student and staff indicators, and 2012 to mid-2017 for the financial indicators. The scope of this report covers TEQSA’s risk assessment process, risk profiles of provider types within the sector, and risk findings based on risk cycle years 2014 to 2018.

TEQSA acknowledges that the risk ratings are based on historical data. For instance, Cycle Six, which was conducted in 2018, draws from data between 2016 to mid-2017. The report is therefore limited in the extent of which certain conclusions may be drawn about the current and future state of the sector. The risk ratings are also dependent on the established risk thresholds which are aligned with TEQSA’s risk appetite. As such, the risk ratings are indicative of TEQSA’s risk tolerance, and the concept of ‘risk’ in this context is not absolute.

For the purposes of this report, TEQSA has grouped providers by broad operating model. The market groupings used in this report are:

• For-profit providers

• Not-for-profit providers (includes Technical and Further Education providers) 1

• Universities

Though the analysis in this report differentiates between for-profit providers, not-for-profit providers, and universities, it is important to note that there is a diversity of risk assessment outcomes within each market group, and that there are exceptions to the trends presented within the report.

The key findings highlighted within this report should motivate the sector to focus its attentions on areas for development and improvement

The key findings from this report are:

• In 2018, the overwhelming majority of providers were rated as Low or Moderate Risk to Students (56.5%; 29.9%). 2

• There were 87 providers rated Low Risk to Students comprising mainly of universities (42.5%) and not-for-profit providers (42.5%), followed by a small percentage of for-profit providers (14.9%). • Only a small percentage of providers (7.3%) were assessed as posing a High Risk to Financial Position. However, the proportion of providers considered to pose a Moderate or High Risk to Financial Position has been trending upwards over time, driven by small but increased risk levels to Financial Viability in the not-forprofit sector, and Financial Sustainability in the for-profit sector.

In addition, this report finds that:

• From 2016 to 2018, providers rated High Risk to Students demonstrated persistently higher levels of student attrition, lower progress rates, higher student-to-staff ratios, and higher proportions of casual academic staffing.

• The for-profit and not-for-profit sectors had very different approaches to academic staffing, whereby a higher percentage of for-profit providers were found to be high risk in relation to Student-Staff Ratio (23.2%) and academic casualisation (33.9%) compared with not-for-profit providers (7.4%; 5.5%).

• The risk profiles of for-profit providers showed improvements from 2017 to 2018 with a substantially decreased percentage of providers rated High Risk to Students (61.8% to 29.8%) and corresponding increased percentages of providers rated Moderate Risk to Students (23.6% to 47.4%) and Low Risk to Students (14.6% to 22.8%).

Any high-risk findings in relation to the provider’s risk assessment do not necessarily result in regulatory sanctions; rather these should prompt early discussions between TEQSA and the provider about any emergent issues. More broadly, risk findings should prompt the provider’s internal evaluations and inform good practice, policy development, and more purposeful and intentional investments in key aspects of the provider’s higher education delivery. The key findings highlighted within this report should motivate the sector to focus its attentions on areas for development and improvement, whilst TEQSA will continue to monitor provider risk profiles on an annual basis, and use these risk findings to inform its regulatory decisions in a risk-reflective and proportionate manner.

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A DAY IN MY TEAM

Team: Location: Who: Title: Years: Education: Student Engagement Emmanuel College, St Lucia Michael D’Arcy Dean of Studies Three months Bachelor of Economics and Bachelor of Arts (Honours) from the University of Queensland; Graduate Diploma of Learning and Teaching from the University of Southern Queensland. I am part-way through a Master of Arts in History.

Why did you choose to work in student accommodation and what do you love about the role/industry?

I really enjoy being able to contribute to students’ academic and personal development, and to help them work their way through their transition out of secondary school and into early adulthood.

Have you worked at other institutions/ facilities, and if so where? If not, what sector/industry have you come from and how does it differ to student accommodation? How do your skills/experience fit with student accommodation? I have worked at Emmanuel College in an on-site student support capacity since 2016, and was an Emmanuel student between 2008 and 2010. My exposure to college life as a student, alumnus and staff member has been very helpful for understanding student needs and the broader residential experience from multiple vantage points.

I worked as a chess coach for seven years, and sat on the Chess Association of Queensland Council (as Newsletter Editor and Secretary) for six years – this is obviously a different industry to student accommodation, but the requirements of organising and managing large groups of people and inspiring students to enjoy and improve their chess have been extremely useful in my current work environment.

Michael D’Arcy

What are the most challenging facets of your role?

College students are entering their first years of adulthood, so there are some transitional teething problems. They are going to make mistakes, sometimes the same mistake several times, before they are able to really learn from them. It can be difficult to maintain patience when well-organised plans do not work as well as expected, but it is extremely important not to be unduly dismayed or affected by such setbacks. Also, every day is completely different and capable of producing different and new challenges seemingly out of nowhere.

What is the best advice for people wanting to work in a role like yours?

Colleges are busy places, and it is almost impossible to schedule tutorials and other events at a time that suits everyone. This role requires high levels of organisation and administrative skills, combined with an interest in and awareness of residential life.

If you could highlight one factor that is essential for maintaining a happy residence, what would it be?

Patience and good humour! A DAY IN MY TEAM

Michael D’Arcy (pictured second from right) with current students and alumni Scott (pictured middle) after he held a seminar on career pathways with valuable advice into securing employment in the private and public sectors

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A DAY IN MY TEAM Team: Student Engagement Team Location: Emmanuel College, St Lucia, Brisbane Who: Christina Scattini Title: Dean of Student Wellbeing Years: 18 months Education: Bachelor of Social Work Share. Think.

Christina Scattini

Why did you choose to work in student accommodation and what do you love about the role/industry? It is my absolute privilege to work in this role alongside young people. I find this transition period between childhood and adulthood to be so full of opportunity, new experiences and so much personal growth. I get to be a part of making this experience one that is positive and supportive so I consider myself very lucky. I love working individually with students and hearing about their experiences and how these have shaped who they are now. Being able to live alongside students and see them on their best day and their worst day provides a unique opportunity to connect and establish a very genuine relationship. Have you worked at other institutions/ facilities, and if so where? If not, what sector/industry have you come from and how does it differ to student accommodation? How do your skills/experience fit with student accommodation? My work in more Social Worker roles has taught me how to prioritise and work in a crisis. I have had to provide critical support for students at Emmanuel and my background of working in Emergency and Oncology has provided me with strong skills needed in a crisis. What are the most challenging facets of your role? Probably the most challenging is switching out of work mode and not wondering and worrying about students I am working with. I am aware that my words will weigh heavily on these students and work hard I always come from a point of ‘do no harm”. In this role I respond to students and other staff at Emmanuel most always except for annual leave periods. This can feel a bit consuming at times however it is also what makes the role a privilege. APAC Sept 8 & 9 Sydney, Australia

I have developed strategies such as using the drive home on the coast to sort my thoughts and shelve them for the next time I am in work mode.

What is the best advice for people wanting to work in a role like yours?

Get some practical experience. Volunteer with young people. Try and gain some perspective about what it might be like to struggle with issues that many young people face. Homelessness, addiction, mental illness and violence. Never forget your own struggles during adolescence no matter how big or small. Plan to be well informed through study and experience about these issues.

If you could highlight one factor that is essential for maintaining a happy residence, what would it be?

I think transparency from staff is essential. I need to develop trust in my work with students and this stems from a general trust of the establishment.

Young people need to feel heard and responded to in order for them to truly engage.

During this stage of development for adolescents they are questioning so many things in their lives and in the world. If we can provide a safe space to explore their own identity and learn about the world of ‘adulting’ we are gifting these young people with a unique opportunity to safely make their way in the world.

I worked in a primary school in a Student Welfare role before beginning at Emmanuel. Previous to this I worked in the Domestic Violence/ Family support area, Face to face Counselling and with children with cancer and their families. StarRez Connect is a series of global events provide an opportunity to learn and share knowledge. We are passionate about connecting with the community and providing opportunities for the community to grow and develop relationships with one another.

36 www.apsaa.org.au My work as a Counsellor supports my individual work with students currently. I was able to develop counselling skills that are essential to my everyday practice.

Christina Scattini (pictured second from left) attending an annual lunch held with students and alumni. Global 2020 July 12-14 San Diego, CA Europe March 12 London, England Conference Connect For our Conference users 2020 TBD Visit starrez.com/connect for more information.

2020 StarRez APSAA Conference

Adelaide Convention Centre 11–14 May 2020

The program features an exciting range of presenters exploring current industry issues and sharing successful outcomes.

The Conference program will be built around the theme 2020Our time to reflect, unite and ignite and will deliver a wide-ranging program that will have relevance across the diversity of roles within the student accommodation industry.

PLAN YOUR ATTENDANCE NOW: • Review the full program

• Register online Early bird prices are available until Thursday 26 March. Register and pay before this date and save on registration fees.

Institution and Corporate Members are entitled to receive their complimentary registration(s) to the Conference, as part of your membership entitlements. When registering, select “Institution Included” as your registration type to claim your entitlement. Complimentary registrations must be nominated no later than Thursday 26 March.

• Book your accommodation

A room block is being held at the InterContinental Adelaide and bookings can be made via the APSAA website

Full program out now. Visit the APSAA website to download your copy today!

Student Accommodation March 2020 Phone: +61 3 9586 6055 Email: admin@apsaa.org.au apsaa.org.au