Academic Audit
The University of Waikato’s Cycle 6 academic audit, led by AQA, reviews teaching, learning, and support, with a focus on improving outcomes for Māori and Pasifika students.
The Academic Quality Agency for New Zealand Universities (AQA) provides external academic quality assurance through a regular cycle of audits, in which all New Zealand Universities partake. These academic audits involve a qualitative audit of the whole institution's activities related to teaching and learning, and student support.
The Academic Audits are carried out by panels of trained auditors who are selected from universities’ senior academic staff and other professionals with knowledge of academic auditing and evaluation. Each panel includes an overseas external auditor.
An audit begins with a process of self-review, leading to an audit portfolio that the university uses to report on its progress towards achieving the goals and objectives related to the audit’s focus. The audit panel verifies the portfolio through documentary analysis, interviews, and site visits.
Cycle 6 Academic Audit
On 15 May 2023 the University submitted its Cycle 6 Academic Audit self-review report (PDF, 2.5MB) and supporting evidence to the Academic Quality Agency for New Zealand Universities (AQA). The self-review report reflects on the activities of the University over the past seven years, focusing on five core areas outlined in the:
- Cycle 6 Academic Audit framework (PDF, 77kb) and
- Cycle 6 Audit Guide (PDF, 2.4MB)
The self-review report highlights how much the University has grown, changed and enhanced over this period of time whist also recognising some areas that require enhancement or transformation.
Read more about the purposes and objectives of the Cycle 6 Academic Audit on the AQA website.
Final report
On 14 December 2023, the final report of the Cycle 6 Academic Audit of the University of Waikato was released by the Academic Quality Agency for New Zealand Universities (AQA).
The report recognises the University’s leadership and management of teaching and learning as an area of strength, commending our strategic framework, our commitment to using data to inform planning and reporting, and our mature approach to managing risks to the quality and continuity of teaching and learning. Along with commending the response to Covid-19, the report highlights the support for our diverse student body, and specifically the transition support for first-year students, along with our work-integrated learning programme.
The audit Panel made 19 commendations, 15 affirmations and 11 recommendations supporting the strategic direction of the University, and reflects the high-quality teaching, learning support and student outcomes the University is delivering. Our work over the next 12 months will focus on continuing the work outlined in the 15 affirmations and progressing the 11 recommendations made including further support and development initiatives for staff and students.
Audit Framework
- GS 1 Planning and reporting: The university gathers and uses appropriate and valid data and information to establish objectives, plan, assess progress and make improvements in its teaching and learning activities.
- GS 2 Student voice: Improved outcomes for students are enabled through engaging with the student voice in quality assurance processes at all levels, and this is communicated to students.
- GS 3 Teaching and learning environments: Teaching and learning activities are supported by appropriate learning environments (infrastructure, spaces, media, facilities and resources).
- GS 4 Academic delegations: Academic delegations support consistent and effective decision making and accountability for teaching and learning quality and research supervision.
- GS 5 Academic risk management: Potential disruption to the quality and continuity of learning and teaching at the university, including risks to infrastructure, is mitigated through effective risk management processes.
- GS 6 Progress on the Enhancement Theme (Māori students): The university has achieved the objectives in its enhancement theme plan with respect to Māori students and successful practice has been embedded and is sustainable.
- GS 7 Progress on the Enhancement Theme (Pasifika students): The university has achieved the objectives in its enhancement theme plan with respect to Pasifika students and successful practice has been embedded and is sustainable.
- GS 8 Access: Access to university, including through recognition of prior learning and credit transfer pathways, is consistent, equitable and transparent for students
- GS 9 Transitions: Transitions for students are supported at all levels of university study, including transitions beyond study and/or to employment and students are well-equipped to contribute in their chosen fields, and more broadly to the economy and society.
- GS 10 Academic advice: Student achievement is supported through consistent and clear academic advice, including course/paper information and programme planning, and guidance for students on completion of requirements.
- GS 11 Academic complaints, appeals and grievances: Academic complaints, appeals and grievances are addressed consistently and equitably. Where appropriate, outcomes of these processes inform improvements.
- GS 12 Learning support: Students have timely and equitable access to appropriate learning support services.
- GS 13 Safety and well-being: Student well-being is supported through the provision of appropriate pastoral and social support services in safe and inclusive environments.
- GS 14 Programme approval: Programme standards and relevance are maintained through internal course and programme approval processes that meet national (CUAP/NZQF) expectations and, where appropriate, expectations for other jurisdictions.
- GS 15 Course/paper and programme monitoring: The quality of academic programmes and courses/papers is assured and enhanced through ongoing monitoring and academic management.
- GS 16 Review: Curriculum relevance and quality is assured and enhanced through regular reviews of programmes and courses/papers and which include input from students, staff, and other stakeholders.
- GS17 Graduate profile: Students are aware of and have the opportunity to achieve the intended attributes in graduate profiles and course/paper learning outcomes.
- GS 18 Assessment: Assessment is appropriate and effective.
- GS 19 Assessment standards: Assessment and outcome standards are appropriately set and moderated.
- GS 20 Academic integrity: Universities promote and ensure academic integrity and demonstrate fairness, equity and consistency in addressing concerns.
- GS 21 Assessment in te reo Māori: Assessment in te reo Māori, where appropriate, is facilitated by the university.
- GS 22 Staff recruitment: All staff who teach or supervise, or support teaching or supervision, are appropriately qualified and experienced (including in research as appropriate to role) upon appointment.
- GS 23 Induction and ongoing expectations: New staff who teach or supervise or support teaching or supervision become familiar with academic policies and expectations of the university through effective induction processes and the university has processes to enable all staff to maintain currency with academic policies and expectations.
- GS 24 Teaching development: Staff who teach or supervise, or support teaching or supervision, are supported to take up opportunities to develop their practice, including the use of innovative pedagogy and new technologies.
- GS 25 Teaching quality: The quality of all teaching is appropriate and is enhanced by feedback and other processes. Quality shortfalls are addressed proactively, constructively and consistently.
- GS 26 Teaching recognition: High quality teaching is recognised and rewarded.
- GS 27 Supervision quality: The quality of postgraduate research supervision is ensured.
- GS 28 Resourcing of research students: Research students are appropriately resourced and supported to undertake their research.
- GS 29 Research student progress: Student progress and achievement is monitored and supported through consistent and clear academic advice, and guidance for students on completion of requirements.
- GS 30 Thesis examination: Thesis standards are assured through examination processes that are nationally and internationally benchmarked.
One-year, followup report
The University of Waikato's one-year response was accepted by the Transitional Academic Audit Committee on 12 June 2025.
Download and read The University of Waikato Cycle 6 Academic Audit 1 Year Follow-up Report, (PDF, 1.6MB).
Past audits
To date the University of Waikato has administered five cycles of Academic Audit as follows:
- Cycle 1 whole of institution audit
- Cycle 2 audit focused on research, research students, and research-teaching nexus
- Cycle 3 audit focused on teaching quality, programme delivery, and the achievement of learning outcomes
- Cycle 4 whole of institution audit
- Cycle 5 whole of institution audit focused on teaching and learning and student support.
- Download the University of Waikato Cycle 5 Self-review Portfolio (PDF, 2.1MB, submitted in May 2015)
- Download the University of Waikato Cycle 5 Audit Final Report (PDF, 1.2MB, released October 2015)
- Download the University of Waikato Cycle 5 one year follow-up report (PDF, 1.2MB, submitted in March 2017)
- Download the University of Waikato mid-cycle report (PDF, 500kb, submitted in April 2019)