<strong>Policy</strong> <strong>without</strong> (<strong>much</strong>) <strong>pain</strong>education institution, different units and campuses may understand the same term differently.Historical uses <strong>of</strong> terms may persist from institutions that were merged into your institution longago. A particular discipline such as education, engineering, medicine, nursing, pharmacy or lawmay attach particular meanings to a term because the term is used that way by its pr<strong>of</strong>essionalregistration body.It is essential to identify any problems with terminology, and make the definition <strong>of</strong> these terms anexplicit part <strong>of</strong> the consultation process. One institution ran a project to define the term‘plagiarism’, as a precursor to developing a plagiarism policy. This was <strong>of</strong>fered as an example <strong>of</strong>better practice in a pr<strong>of</strong>essional journal (Devlin (2006) – see section 25 Resources). Examiningsimilar policies at other institutions will help you to consider alternative approaches toterminology.Find models at other institutionsOther institutions will have similar policies; they may even be running projects similar to yours, orhave recently done so. Allow time in the project to look at other institutions’ policy websites; thesemay include a list <strong>of</strong> policies currently under development or review. Look for similar policies atother institutions that seem well thought through and clearly written.Once you have identified a number <strong>of</strong> possible policy models at other institutions, a contentmapping exercise may be very useful. This involves placing the points from each institution’spolicy in relation to the similar points in the other institutions’ policies, in a spreadsheet. This willidentify the full range <strong>of</strong> possible points <strong>of</strong>fered by the other institutions’ policies, including whichones are common to all, and which ones are particular to one or two <strong>of</strong> your models. If you arereviewing an existing policy at your own institution, it can be included in the spreadsheet, and theexercise will identify all the points in other institutions’ policies that aren’t currently included inyours. Does your institution wish to add any <strong>of</strong> these to the revised policy? This is a true‘benchmarking’ exercise.Read the legislationOf course your policy will have to comply with any relevant national and state legislation. It isn’tenough, however, simply to acknowledge the legislation in the policy text. Ideally you should reacquaintyourself with the relevant sections, and remind yourself <strong>of</strong> exactly what the legislationrequires and what it leaves to the institution’s discretion. You may need to seek advice from staffwith specialist knowledge <strong>of</strong> the legislation – and <strong>of</strong> course consult your institution’s legaladvisers.Read national and international guidelinesNational and international organisations publish a range <strong>of</strong> documents that may contribute to yourproject: guidelines, policy models, better practice advice, discussion papers. For example,anyone developing or reviewing an environmental policy should be aware <strong>of</strong> the TalloiresDeclaration, to which many Australasian universities are signatories. The Australian UniversitiesQuality Agency has a best practice database, where you can search for institutional practices thathave been commended by audit panels. The Australian Qualifications Framework has prepared aNational <strong>Policy</strong> and Guidelines on Articulation and Credit Arrangements – anyone working oncredit policy at present needs to read this, since it is likely to be used as standard in futureinstitutional audits.So <strong>much</strong> reading – how to find time?All <strong>of</strong> the above sounds like a great deal <strong>of</strong> work – and it is. This is why effective policydevelopment needs resources. You may be able to share the work <strong>of</strong> reading all these resourceswith others. For example, if the project has a working group or reference group, you may assign~ 23 ~
<strong>Policy</strong> <strong>without</strong> (<strong>much</strong>) <strong>pain</strong>each member a subset <strong>of</strong> the reading, and ask them to report back with conclusions. There is nosubstitute, however, for a small team reading all the documents and continually sharing theirinsights.To support these reading activities, it is desirable to collate the relevant documents as hyperlinksin a single document or spreadsheet, and provide this to all stakeholders. This way they canunderstand the research process and participate in it if they choose. Stakeholders will also bereminded that their specific, local concerns have to be considered in relation to practicethroughout the tertiary education sector.Key points/tips:‣ Seek senior managers’ advice early in the research phase.‣ Gather any feedback already received on the issue.‣ Identify relevant existing internal policy texts.‣ Identify terms that require agreed definitions.‣ Seek promising models at other institutions.‣ Collate all the resources as hyperlinks in a Word document or Excelworksheet.~ 24 ~