ABSTRACT
Australian higher education institutions have been undergoing a gradual shift to increasing auditing and accountability at a federal level. New quality standards have been introduced and there is a growing focus on corporate governance and academics’ ‘professional competence and knowledge in [relevant professional] domains’ Tertiary Education Quality Standards Agency, ((TEQSA) 2015, p. 8). Professional development, while not an overt element of these new quality standards, is present nonetheless, subsumed within statements on graduate outcomes, disciplinary content and professional standards. On the websites of many Australian universities graduate attributes are published alongside statements about the institution’s commitment to quality teaching and learning.
