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Developing a good practice framework for student complaints - Pauline Harrison
 

Developing a good practice framework for student complaints - Pauline Harrison

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  • Collaborative Provision can be delivered and assessed by a range of organisations, some of which aren’t primarily education providers, operating under a range of regulations, all over the UK, and the rest of the world.Awards that are given in our name may come from programmes we haven’t written, be delivered by staff we haven’t recruited and supported by resources that we do not purchase or maintain.When we engage in collaborative provision, we lose an amount of control over both the delivery and assessment of awards and the environment in which our students are working.

Developing a good practice framework for student complaints - Pauline Harrison Developing a good practice framework for student complaints - Pauline Harrison Presentation Transcript

  • Processing complaints from studentson Collaborative ProvisionprogrammesPauline Harrison, Senior Assistant Registrar: Student Affairs andSteph Sharples, Policy Implementation Officer: Collaborative Provision and PartnershipsUniversity of ChesterThursday 6th June 2013
  • The University• Founded as TeacherTraining college in 1839• Gained UniversityStatus in 2005• Now 3 Campuses (andthree additional sites),over 17,800 studentsand 1640 staff
  • Collaborative ArrangementsIn 2005/2006…• 17 UK-based academicpartnership, with 23programmes• 2 Overseas academicpartnerships, with 4programmes• Total of 35 collaborativearrangements in placeIn 2012/13…• 35 UK-based academicpartnership, with 124programmes• 9 Overseas academicpartnerships, with 42programmes• Total of 76 collaborativearrangements in place
  • Partnerships and RiskStudents at the Heart of theSystem, June 2011A risk-based approach to qualityassurance:Consultation’, HEFCE, 2011/12Institutional Review, England andNorthern Ireland (IRENI)
  • Partnerships and Risk“Degree-awarding bodies take ultimate responsibility foracademic standards and the quality of learningopportunities, irrespective of where these are delivered orwho provides them. Arrangements for delivering learningopportunities with organisations other than the degree-awarding body are implemented securely and managedeffectively.”UK Quality Code, Chapter B10: Managing highereducation provision with others
  • Partnerships and Chapter B9:Academic appeals and student complaintsThe ExpectationHigher education providers have procedures for handlingacademic appeals and student complaints about the quality oflearning opportunities;these procedures are fair, accessible and timely, and enableenhancement.The Indicators of sound practiceIndicator 1Higher education providers provide opportunities for studentsto raise matters of concern without risk of disadvantage.
  • Partnerships and Chapter B9:Academic appeals and student complaintsIndicator 2Higher education providers have procedures whichencourage constructive engagement with theappeals and complaints process and which offeropportunities or early and/or informal resolution.Indicator 3Higher education providers have accessible appealsand complaints procedures.
  • Partnerships and Chapter B9:Academic appeals and student complaintsIndicator 4Clear and accurate advice and guidance is availablefor students making an appeal or complaint, and forstaff involved in handling or supporting appeals andcomplaints.Indicator 5Academic appeals and complaints procedures areconducted in a timely and fair manner.
  • Partnerships and Chapter B9:Academic appeals and student complaintsIndicator 6Higher education providers ensure that appropriateaction is taken following an appeal or complaint.Indicator 7Higher education providers monitor and evaluatethe effectiveness of their appeals and complaintsprocedures, and reflect on the outcomes of thoseprocedures for enhancement purposes.
  • Exercise: Risk analysis• Consider indicator(s) of B9 and explanation• Consider the risks for the awarding HEI andthe partner institution• Identify key risks
  • Partnership Academic AppealsUoC Policy on Partnership Appeals12.1 The parties shall cooperate to ensure thatstudents appealing against the decisions of theUniversity’s Awards Assessment Boards complywith the procedures published in the University’sHandbook of Requirements Governing theAssessment of Students which forms part of thePrinciples and Regulations.
  • Partnership ComplaintsUoC Policy on Partnership Complaints12.3 The Partner shall maintain an effective andefficient procedure for the resolution of complaintsby students on Programmes and shall use its bestendeavours to ensure that complaints thereunderare resolved fairly, reasonably and swiftly. Acomplainant who remains dissatisfied aftercompletion of the Partner’s complaints proceduremay have recourse to the Universitys complaintsprocedure.
  • Potential IssuesNature of Partner OrganisationCultural approachesto complaints atOverseas partnerorganisationsCurrent complaintssystem deemedunsuitable by HEI
  • Potential IssuesRole of Partner Organisation[text][text]
  • Potential IssuesRole of the HEIWhat can we do ifwe find that acomplaint hasn’tbeen correctlyhandled?What can we do ifthe partnerorganisation refusesto follow ourrecommendations?