Academic Regulatory Framework
Te Pūkenga Academic Regulatory Framework will ensure the integrity and quality of teaching, learning and assessment throughout the organisation to enable our learners to achieve.
Development work on the framework kicked off in July 2020 when we met with representatives from all Institutes of Technology and Polytechnics (ITP) subsidiaries and Transitional Industry Training Organisations (TITOs) to agree the project brief and scope. This was to develop a single set of fit-for-purpose regulations, as required in our academic statute, to govern all learning, including workplace learning, and teaching throughout Te Pūkenga.
The first draft document was made available to the network for engagement and feedback on the Te Pūkenga website in early June.
The Academic Delivery and Innovation team presented the first draft at a series of face-to-face sessions across Te Pūkenga network in June and July and were given feedback through these sessions and through the Citizen Lab/Our Journey space. We are working through the feedback we received and will provide a summary and our responses in early August. While feedback through Citizen Lab/Our Journey closes on 30 July, you can still tell us what you think by emailing us at email@example.com
The Academic Regulatory Framework will come into effect from 1 January 2023.
Next steps for progressing Te Pūkenga Academic Regulatory Framework
The following high-level sections provide the framework that we will use to begin the codesign and consultation process on the underpinning policies, procedures, and key forms to this framework.
In each section we’ve listed some of the key points to be considered, what work Academic Delivery and Innovation (ADI) has underway, where working groups are assisting us already and or where we will need to convene a working group.
As part of the consultation and codesign work a review of current procedures will be undertaken by the working groups and or the ADI team to identify best practices that can be scaled up for use across the network.
If you have any questions or would like to be involved in this mahi, let us know at firstname.lastname@example.org
Academic Regulatory Framework
The Credit Recognition (CRT) and Recognition of Prior Learning (RPL) artefacts may include:
- Application forms
- Policy and procedures for applying, assessment of the applications, award of RPL and CRT
- Guidelines for learners and staff
The ADI team will confirm delegations for approval and fees and investigate accessibility to information and digital requirements.
A working group is already in place and progressing Te Pūkenga approach to RPL and CRT; this includes consideration of potential mechanisms to support and facilitate RPL and CRT application and assessment processes.
The Awards artefacts may include:
- Te Pūkenga Awards Statute
- Te Pūkenga completions, award of qualifications, forms
- Templates: Graduation Certificate; academic record (hard copy/digital version/English and Te Reo Māori/accessibility)
- Te Pūkenga Seal
- Digital badging/ supplementary information
- Procedures: name change, deceased learner, honorary awards
- Entitlement to award
The ADI team will investigate Awards requirements with other relevant Te Pūkenga Deputy Chief Executive teams (e.g. Learner Journey and Experience) with network engagement and consultation as required. This will include delegations for approval, signatories, Te Pūkenga Seal design, graduation certificate, and academic record design with te reo Māori translations as needed, and any fees. ADI will also identify with network partners any transition requirements for current learners completing from 2023.
The Programmes of Learning artefacts may include:
- Procedures for programme approval and changes to programmes: Quality Management System (QMS)
- Programme regulations procedures: required information for all programmes
The ADI team will develop a programme template in discussion with NZQA and network partners as required.
The approval of programmes process, Type 1 and Type 2 changes processes will be developed under the QMS workstream.
A Product Development workstream working group is considering the Te Pūkenga Graduate Attributes.
The Enrolment artefacts may include:
- Te Pūkenga Admission and Enrolment procedures; to ensure consistent approach/learner experience across network
- A review of selection criteria
- Related template documents; self-disclosure form; additional information form (personal statement); referee questionnaire; immunisation/health certificate; drug/alcohol testing; police check/safety check; international insurance form
- Withdrawal points – domestic and international
- Limitations on learner numbers
- Refusal or cancellation of enrolment for cause
- Cancellation of programme or course – procedures
- Finance: Learner fees and refunds (domestic and international)
- Fees policy and table; student services levy; associated course costs; standardisation across network
- Compassionate grounds
- Workplace learners
The ADI team will confirm delegations for approval, application mechanisms and supports, accessibility to information and digital requirements, fees and refunds, and any transition plans with network partners as required.
Working groups opportunities
Two working groups one on Admissions and one for Enrolment will be convened.
The Admission working group will focus on Te Pūkenga minimum academic entry requirements by level and management of any transition arrangements; International equivalents for admission; selection criteria including equitable access, and removal of barriers.
The Enrolment working group will need to discuss enrolment processes (domestic and international), withdrawal points, refusal or cancellation of enrolment (what constitutes ‘just cause’?), and limitations on learner numbers and equity of access.
The Learning and Teaching artefacts may include:
- Attendance procedures (where applicable/international learners)
- Learner progress – procedures; templates as required
- Learner workloads – policy or guidelines
- Information provided to learners (e.g., nature, amount and timing of learning and assessment activities) – guidelines, templates
- Learner Support services framework; availability and accessibility.
- Learner research, supervision, assessment, ethics approval, IP
- Postgraduate procedures and templates
- Learner feedback mechanisms – ensure unified approach (QMS and Learner Journey)
- Concerns, complaints – culturally appropriate procedures/forms/process/timeframes; investigation/delegations
- Appeals – procedures; process/flow-chart/timeframe
- Learner integrity (disciplinary and academic); integrity breaches – culturally appropriate procedures/ parameters; forms; process; investigation; penalties; appeals; records; delegation
- Work-integrated learning policies, procedures and templates as required (including placements, workplace learning, work-based learning, work experience)
- Policies: Harassment, Discrimination, and Bullying, and Health and Safety, Copyright
Our Te Pūkenga Learner Journey and Experience team are developing procedures for learner feedback (student voice) and a Learner Support Services framework.
The ADI team will investigate delegations for approval, accessibility to information and digital requirements and any related fees.
The ADI team will determine the appropriate course for development of policies (e.g., unacceptable behaviour, copyright, etc.) with relevant workstreams (e.g. People and Culture). The team will also link into relevant working group (e.g. learner integrity) as needed. The team will also investigate the work-integrated learning requirements to determine what is needed to progress this space.
Working groups opportunities
There are a number of working groups to be convened as part of the Learning and Teaching section of the framework. They are:
- Learning and Teaching working group to discuss attendance, learner progress, workloads, information provided to learners and at what point
- Research and Rangahau Māori working group to support the development of artefacts and guidelines for learner research including ethics application procedures and forms
- Postgraduate working group to discuss withdrawals, deferrals, suspensions, postgraduate handbook, and other relevant artefacts to support postgraduate learners and delivery
- Learner Integrity working group to focus on policy and procedures relating to breaches of discipline and academic integrity
- Concerns, Complaints and Appeals working group (with Learner Journey) to discuss, with input from learners, processes for raising concerns and complaints, and processes for appeals
The Assessment artefacts may include:
- Assessment rules and procedures; required information for learners. Return of marked assessments. Retention of assessments. Notification of final results.
- Assistance with assessment procedures and forms (as required)
- Assessment provisions: extensions, recounts, resits, resubmits, aegrotats, reassessment, reconsideration, special considerations (in exceptional circumstances) – procedures (culturally appropriate), guidelines, forms (as appropriate).
- Appeals of Academic Decisions
- Grade tables - procedures for conceded/restricted passes
- Assessment information for learners; changes to assessments
For assessment, the ADI team will investigate, with QMS workstream and network input, programme governance mechanisms, delegations for approval, transition plans (managing assessment with different Learning Management System and Student Management System (LMS/SMS) – any changes required to support Academic Regulatory Framework with multiple LMS/SMS), and any fees.
Working group to be convened
Areas for discussion to include required information for learners, marking timeframes, assessment in te reo Māori as standard practice, assessment resits, reconsideration, assessment concessions, exam procedures and alternate arrangements, and grading tables.
The Graduation artefacts may include:
- Application forms as required
- Procedures as required (e.g. graduation in absentia)
The ADI team will discuss with network consultation whether graduation is a point of flexibility for the network. The discussion will consider the question of academic regalia and a common Te Pūkenga component.
Consideration also needs to be given to transition arrangements for current learners who will complete post-January 2023 to determine what they will graduate with and acknowledgement of the subsidiary that the learners began with. Work will also be needed on delegations for approval, any fees, accessibility to information, and digital requirements.
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