This procedure outlines the University's approach to benchmarking as a core component of academic quality assurance. It defines the principles, and processes for benchmarking courses. The procedure supports informed decision-making, continuous improvement, and alignment with sector standards, and sets minimum expectations for benchmarking across all Higher Education courses.
This procedure applies to all established sealed award Higher Education courses at Federation University, excluding non-award enabling and foundation courses and courses and non-award enabling and foundation courses conducted solely by research. It is enacted in conjunction with the Higher Education Course Quality Assurance and Review Procedure and the Higher Education Course Quality Annual Monitoring Procedure, and forms part of the University's academic quality assurance framework.
- Federation University Australia Act 2010
- The Tertiary Education Quality and StandardsAgency Act 2011 (TEQSA Act)
- Higher Education Standards Framework (Threshold Standards) 2021
| Term | Definition |
| Academic Calibration |
A structured peer review process to validate assessment standards and grading practices, ensuring alignment with discipline norms and AQF levels. Academic calibration involves external peer review to validate assessment standards across institutions and complements moderation by providing external referencing of academic standards, as required under the Higher Education Standards Framework (Threshold Standards) 2021. |
| ADLT | Associate Deans (Learning and Teaching) |
| Benchmarking |
A structured process for comparing performance, design, delivery, and outcomes against internal standards or external comparators. Academic benchmarking is primarily undertaken across courses, including student outcomes and experience, teaching and learning quality, graduate outcomes and student support services. Benchmarking for governance, compliance and operational efficiency is also possible. |
| Course Review | The formal process of evaluating a course’s quality, relevance, and compliance with institutional and regulatory standards. As defined in the Higher Education Course Quality Assurance and Review Procedure. |
| External Referencing | Comparison of student outcomes, assessment practices, and course design with similar courses at other institutions. |
| HoD | Head of Discipline |
| QILT |
Quality Indicators for Learning and Teaching A suite of government endorsed surveys for higher education, across the student life cycle from commencement to employment. |
| SES |
Student Experience Survey A comprehensive survey conducted which focuses on aspects of the student experience that are measurable, linked with learning and development outcomes, and potentially able to be influenced by higher education institutions. |
Federation University recognises benchmarking as a strategic and reflective process that supports continuous improvement, external referencing, and academic integrity.
Benchmarking Principles
Benchmarking at Federation University is guided by the following principles, consistent with TEQSA’s expectations for quality assurance*:
- Purposeful: Benchmarking must be aligned with course and institutional goals.
- Comparable: Benchmarks must be drawn from institutions or courses with similar characteristics.
- Transparent: The rationale, methodology, and outcomes of benchmarking must be clearly documented.
- Actionable: Benchmarking should lead to meaningful insights and improvements.
*Source: TEQSA Guidance Note: Academic Monitoring, Review and Improvement
Minimum Academic Benchmarking Expectations for all Courses
All Higher Education courses must engage in benchmarking as part of the University's academic quality assurance framework, regardless of whether external benchmarking is mandated by regulatory or accreditation bodies.
At a minimum, each course must:
- Participate in internal benchmarking annually through the Course Quality Annual Monitoring Procedure.
- Undertake external benchmarking at least once per review cycle (i.e. every five years, aligned with the Higher Education Course Quality Assurance and Review Procedure), including:
- external comparison of curriculum, assessment, and student outcomes.
- Document benchmarking activities and outcomes in course review reports or annual monitoring to:
- Identify opportunities for improvement
- Validate course quality and relevance
- Support curriculum currency, renewal and innovation
Academic Benchmarking Planning and Documentation
All academic benchmarking activities must be planned, documented, and reported in accordance with the University's academic quality assurance framework. This ensures transparency, consistency, and alignment with institutional and regulatory expectations.
Planning Requirements
Each benchmarking activity must be supported by a documented plan that includes:
- Purpose and scope of the benchmarking activity
- Selection of benchmarking partners
- Indicators and data sources to be used
- Methods of comparison (quantitative, qualitative, or both)
- Timeline and responsibilities
- Intended use of findings (e.g. course review, curriculum renewal, quality improvement)
Documentation and Reporting
Benchmarking outcomes must be documented in the appropriate quality assurance reports, including:
- Course Quality Annual Monitoring Reports
- Course Review Panel Reports
Internal benchmarking is a strategic activity that compares similar courses within the University to identify variation, exemplars, and opportunities for improvement.
Internal benchmarking is conducted annually via the Higher Education Course Quality Annual Monitoring Procedure. The data sources, indicators, and reporting mechanisms used to support internal comparison and continuous improvement can be found in the Course Quality Annual Monitoring Procedure.
External benchmarking involves comparison with comparable institutions nationally and/or internationally.
Benchmarking must be conducted against at least one Australian university or an international comparable institution with similar course offerings, qualification level, and delivery mode.
The rationale for selecting benchmarking partners must be documented, and comparisons should include both qualitative and quantitative data.
| Activity | Responsibility | Steps | |
| A | Benchmarking Partner selection and justification | ADLTs; Course Coordinators with Manager, Strategic Course Quality support |
|
| B | Collect external data | Course Coordinators |
|
| C | Analyse and report | Course Coordinators; ADLTs; Manager, Strategic Course Quality |
|
- Higher Education Course Quality Assurance and Review Procedure
- Higher Education Course Quality Annual Monitoring Procedure
- TEQSA Guidance Notes on Benchmarking and Academic Quality Assurance
- Moderation of Assessment Manual (V5, Nov 2023)
- Dean, Quality, Accreditation and Partnerships (as the Approval Authority) is responsible for monitoring the implementation, outcomes and scheduled review of this procedure.
- Manager, Strategic Course Quality (as the Document Owner) is responsible for maintaining the content of this procedure as delegated by the Approval Authority.
This procedure will be communicated throughout the University community via:
- A FedNews announcement and on the ‘Recently Approved Documents’ page on the University’s Policy Central website.
- Distribution of e-mails to Head of Institute/School/Head of Department/University staff.
- Documentation distribution, e.g. posters, brochures.
- Notification to Institutes/Schools/Federation TAFE.
This procedure will be implemented throughout the University via:
- A FedNews announcement and on the ‘Recently Approved Documents’ page on the University’s Policy Central website.
Prev
Up
Next