for characteristics of higher education institution

Published Feb 25, 2008

24 Posts

the board sent me this:

Nurses and Midwives Board, New South Wales

CHARACTERISTICS OF HIGHER EDUCATION INSTITUTIONS

The following is offered to assist applicants for registration in demonstrating that their course(s) may satisfy requirements in relation to education at higher education level.

Where it can be shown that all, or most, of the attributes are applicable to an education institution, the Board would be pre-disposed to accept that the institution constitutes a higher education institution. The depth and breadth of content would be assessed separately against the Board's requirements for courses.

Higher education has been a major user of the internet since its inception and all reputable higher education institutions have internet websites showing information addressing most of the criteria outlined below. It is expected that credible websites also provide contact information so that (1) clarification can be sought directly from the institution and (2) identification of government and/or reputable accrediting organisations which may be contacted for independent verification of information. Further, as English is a major language of commerce, education and international communications, most higher education websites will include at least some key information in the English language. Where information is not published on the institution's website in the English language, applicants should contact the institution and request assistance in obtaining information in the English language to address the criteria described below. Inability to obtain the required information would usually indicate inability to satisfy the characteristics of higher education.

Australian standards expect that a university demonstrate the following features:

*authorization by law to award higher education qualifications across a range of fields and to set standards for those qualifications which are equivalent to Australian and international standards

*teaching and learning that engage with advanced knowledge and inquiry

*a culture of sustained scholarship extending from that which informs inquiry and basic teaching and learning, to the creation of new knowledge through research, and original creative endeavour

*commitment of teachers, researchers, course designers and assessors to free inquiry and the systematic advancement of knowledge

*governance, procedural rules, organisation, admission policies, financial arrangements and quality assurance processes, which are underpinned by the values and goals outlined above, and which are sufficient to ensure the integrity of the institution's academic programs, and

*sufficient financial and other resources to enable the institution's program to be delivered and sustained into the future.

from National Protocols for Higher Education Approval Processes, recommended by the Joint Committee on Higher Education and approved by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) on 31 March 2000.

(http://www.mceetya.edu.au/verve/_resources/protocols_file.pdf)

It may be difficult for individual graduates to demonstrate that the above description applied to the institution at which studies were undertaken. To assist applicants, the Nurses and Midwives Board offers a list of indicators that may assist in satisfying the Board in regard to the education institution. It is expected that a higher education institution will demonstrate all, or almost all, of the following :

1.The education institution is established by or under appropriate legislation.

(This alone would not be sufficient evidence that an institution is at higher education level by Australian standards, but inability to demonstrate recognition as a higher education institution under the laws of institution's home country would usually exclude further consideration.)

2. The education institution is publicly owned or, where privately owned, operates on a not-for-profit basis.

3.The education institution is governed by a board/council, including community representatives, which oversees administration of the institution and maintenance of academic standards.

4.The education institution is strongly multidisciplinary in nature, offering courses over a range of disciplines.

5.The education institution awards degrees at the levels of Australian bachelor, master and doctoral degrees (or the same levels of degrees in North America; or "first cycle", "second cycle" and "third cycle" qualifications in the European Higher Education Area*).

6.While the institution may conduct other courses and grant some lower level awards, the overwhelming majority of awards are at a level of bachelor degree or higher.

7.The education institution is a participant in the organisation of higher education leaders in the country in which it operates e.g. the Australian Vice Chancellors Committee in Australia, the HRK German Rectors' Conference in Germany, Universities UK in the United Kingdom etc.

8.The institution conducts its courses and is not just an accrediting or examination agency for courses conducted by other organisations.

9.While there is provision for special entry for mature-age entrants, the majority of students complete 12 years of primary+secondary schooling in order to enter the education institution.

10.The majority of faculty are educationally prepared at higher degree level, particularly research degrees.

11.Some faculty members have contemporary publications in international professional and academic journals, including refereed publications.

12.High standard and contemporary library, computing and laboratory and other teaching and research resources are demonstrated.

*Countries participating in the European Higher Education Area (EHEA) are: Albania, Andorra , Armenia, Austria, Azerbaijan, Belgium, Bosnia-Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland , France, Georgia, Germany, Greece, Holy See, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, The Former Yugoslav Republic of Macedonia, Turkey, Ukraine and United Kingdom. In the EHEA, higher education courses, at lower than "first cycle" or bachelor degree level, are identified as "short cycle".

what is it? is it a letter? a brochure? a leaflet? an information booklet? please help! :crying2: