Hot topics: ARC Assessment & Quality Practitioner Group Updates
Tim burton aua conference - presentation version
1. UK Quality Code for Higher
Education
Tim Burton
Research, Development and Partnerships Group
The Quality Assurance Agency for Higher Education. Registered charity numbers 1062746 and SC037786
2. Aims
• Explain QAA’s role
• Explain the Quality Code
• How it is being developed
• What is contains
• Where to find it
• How to use it
3. The role of the Quality
Assurance Agency
• QAA’s mission is to safeguard standards and
improve the quality of UK higher education
• We work with higher education providers to
develop reference points and guidance which
are used by all providers
• We conduct reviews and publish reports
detailing the findings of those reviews
• We investigate concerns about a subscriber’s
quality and standards
• For more information see:
www.qaa.ac.uk/aboutus
4. QAA’s Strategy 2011-14
• QAA has four strategic aims for the
period 2011-14
• meet students' needs and be valued by
them
• safeguard standards in an increasingly
diverse UK and international context
• drive improvements in UK higher education
• improve public understanding of higher
education standards and quality.
5.
6. Why the Quality Code was
developed
• Evaluation of its predecessor the
Academic Infrastructure to determine
whether it remained fit for purpose
• Consultation with HE providers and
other stakeholders
• A Final report setting out the proposed
structure of the Quality Code
7. UK Quality Code for
Higher Education
• Setting and maintaining
Part A threshold academic standards
• Assuring and enhancing
Part B academic quality
• Information about higher
Part C education provision
8. Chapters of the Quality Code
Part A: Setting and maintaining Part B: Assuring and enhancing
threshold academic standards academic quality
B1: Programme design and approval
A1: The national level
B2: Admissions
A2: The subject and qualification B3: Learning and teaching
level
B4: Student support
A3: The programme level B5: Student engagement
A4: Approval and review B6: Assessment of students and
A5: Externality accreditation of prior learning
B7: External examining
A6: Assessment of achievement of
learning outcomes B8: Programme monitoring and
review
B9: Complaints and appeals
B10: Management of collaborative
Part C: Information about arrangements
higher education provision B11: Research degrees
General introduction
9. The Quality Code:
components
Explanation
Indicators of
sound
practice
Expectation:
what higher
education providers
expect of each other
and which students
and the public can
expect of all higher
education providers
10. Terms
Threshold academic
standards
Academic quality
Enhancement
Defined in the General Introduction
11. All students are
treated
fairly, equitably and
Staff are as individuals.
Students have the
supported, enabling
opportunity to
them in turn to
contribute to the
support students'
shaping of their
learning
learning experience.
experiences.
Sufficient and
appropriate external Students are properly
involvement exists for
the maintenance of
Overarching and actively informed at
appropriate times of
academic standards and
the quality of learning values matters relevant to their
programmes of study.
opportunities.
All policies and
All policies and
processes are
processes relating to
regularly and
study and
effectively
programmes are clear
monitored, reviewed Strategic oversight of and transparent.
and improved. academic standards and
academic quality is at
the highest level of
academic governance of
the provider.
13. Quality Code – under construction
The existing elements of the
Academic Infrastructure put
Some completely new
back together in a different
chapters e.g. student
order
engagement
Review and editing of
the whole for
Some reworking to consistency and to
cover topics in a more reduce duplication
appropriate way
14. Building the jigsaw
Part B: Assuring and enhancing academic quality
Oct 2011 Chapter B7: External examining
Mar 2012 Part C: Information about higher education provision
Jun 2012 Chapter B11: Research degrees
Chapter B5: Student engagement
Sep 2012 Chapter B3: Learning and teaching
Dec 2012 Chapter B10: Management of
collaborative arrangements
Mar 2013 Chapter B4: Student support, learning resources and
careers education, information, advice and guidance
Apr 2013 Chapter B9: Complaints and appeals
Part A: Setting and maintaining threshold academic standards
Jul 2013 Chapter A1: The national level
Chapter A2: The subject and qualification level
Chapter A3: The programme level
Chapter A4: Approval and review
Chapter A5: Externality
Chapter A6: Assessment of achievement
of learning outcomes
Jul 2013 Chapter B6: Assessment of students
and accreditation of prior learning
Sep 2013 Chapter B1: Programme design and approval
Chapter B8: Programme monitoring and review
Oct 2013 Chapter B2: Admissions
15. Under construction
New chapters Progress? Published when?
Part C: Information about HE provision March 2012
B5: Student engagement June 2012
B3: Learning & Teaching September 2012
B4: Student support March 2013
Revised chapters
B7: External Examining October 2011
B11: Research degrees June 2012
B10: Management of collaborative December 2012
arrangements
B9: Complaints and appeals April 2013
16. Alignment timetable
2012-13 2013-14 2014-15
Part A: setting and
B7: External examining B3: Learning and teaching maintaining threshold
academic standards
Part C: Information about B1: Programme design and
B5: Student engagement
higher education provision approval
B10: Management of
B2: Admissions
collaborative arrangements
B11: Research degrees B4: Student support
B6: Assessment of students
B8: Programme monitoring
and review
B9: Complaints and appeals
17. Keeping up to date
Website:
www.qaa.ac.uk/qualitycode
Email:
qualitycode@qaa.ac.uk
Sign up to QAA News:
www.qaa.ac.uk/Newsroom/News/Pages/QAA-news-alert.aspx
18.
19. Who needs to know about the Quality Code?
Students Academic Staff
Quality Managers
Professional, statutory
and regulatory bodies
(PSRBs)
Employers
Other stakeholder groups
23. Identifying responsibilities
Awarding body HE provider
• Appoint external examiners • Nominate external examiners
• Provide induction • Contribute to induction
• Conduct/oversight of • Conduct of assessment
assessment process process
• Receive reports – oversee • Receive copy of report - act on
scrutiny/key themes • Respond to external examiner
• Respond to external and awarding body?
examiner? • Details in programme
information
• Share/discuss reports with
student representatives
24. Changes to practice?
• Ensuring responsibilities are clear
• For staff at institutional, faculty and
departmental levels
• For collaborative partners
• Applying the national criteria for appointments
• Reviewing induction arrangements
• Ensuring students have the opportunity to be
involved, seeing reports, discussing possible
actions
25. Possible sources of evidence
• Written agreement with awarding body
(setting out delegation)
• Quality manual (for the process)
• Examples of appointments
• Induction/mentoring activity
• Boards of examiners’ minutes
• Sample reports – annual monitoring reports
• Course rep or equivalent minutes
26. Supporting staff
• At provider level
• Nationally
• The HEA External Examining Handbook
• The second joint HEA/QAA External
Examiners’ Conference (8 Nov 12)
• QAA guidance for external examiners
on the Concerns Scheme
27. Examples
Part C:
Information about HE provision
Higher education providers produce
information for their intended
audiences about the learning
opportunities they offer that is fit for
purpose, accessible and trustworthy
28. Structure of Part C
Based around the purposes of information
• To communicate the purposes and value of higher
education to the public at large
• To help prospective students make informed
decisions about where, what, when and how they will
study
• To enable current students to make the most of their
higher education learning opportunities.
• To confirm the achievements of students on
completion of their studies
• To safeguard academic standards and assure and
enhance academic quality.
29. Changes to practice?
• Focusing on intended
audiences
• Engaging with those
audiences; getting
feedback
• Focusing on
inclusivity
• Ensuring processes
and responsibilities
are clear and effective
30. Sources of evidence
• Mission statement, strategies
• Admissions process, criteria, additional
requirements and costs
• Induction, handbooks, support
arrangements
• Expectations – Charters?
• Certificates, transcripts, the HEAR
• Records of collaborative activity
31.
32.
33. Developing the ‘web portal’
• Enhancing access focusing on different
audiences
• Access to additional sources
• Opportunities for 2 and 3-way
communication
• User testing
• Launch: Autumn 2013
Threshold academic standards are the minimum acceptable level of achievement that a student has to demonstrate to be eligible for an academic award. For equivalent awards, the threshold level of achievement should be the same across the UK. Individual awarding bodies are responsible for setting the grades, marks or classification that differentiate between levels of student achievement above the threshold academic standard within an individual award. Academic quality is concerned with how well the learning opportunities made available to students enable them to achieve their award. It is about making sure that appropriate and effective teaching, support, assessment and learning resources are provided for them. In order to achieve a higher education award, students participate in the learning opportunities made available to them by their higher education provider. A provider should be capable of guaranteeing the quality of the opportunities it provides, but it cannot guarantee how any particular student will experience those opportunities. By ensuring that its policies, structures and processes for the management of learning opportunities are implemented effectively, a higher education provider also ensures the effectiveness of its outcomes.Enhancement is the process by which higher education providers systematically improve the quality of provision and the ways in which students' learning is supported. This can take place in different ways and at different levels, but a higher education provider should be aware that it has a responsibility to improve the quality of learning opportunities and to have policies, structures and processes in place to detect where improvement is necessary. Willingness to consider enhancement should be embedded throughout the higher education provider, but should stem from a high-level awareness of the need to consider improvement. Quality enhancement should naturally form part of effective quality assuranceThese definitions of standards and quality and explanation of enhancement can be found in the General Introduction to the Quality Code: www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Quality-Code-introduction.aspx
The Quality Code is owned by the UK higher education sector and is published and maintained by QAA on their behalf. QAA works with the sector in developing and maintaining the Quality Code, to ensure that it represents expectations on which all higher education providers are agreed. The Quality Code is relevant to a wider audience than just HE providers, and QAA works with a wider audience to develop the Quality Code. Students are at the heart of QAA’s work and QAA engages directly with students and with representative bodies such as the NUSWe also recognise that there are different audiences within HE providers, including those with specific responsibilities for quality and standards, academic staff, and those who act as reviewers for QAA.Our ‘get involved’ page on the Quality Code web pages - http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/get-involved.aspx – indicates how people from different stakeholders can contribute to the development of the Code. In particular work on each chapter involves public consultation.
This is part of work being produced by QAA to inform and engage students and wider audiences both in the Quality Code and in quality assurance more broadly. It is supported by a series of podcasts available on the QAA website - http://www.qaa.ac.uk/AssuringStandardsAndQuality/what-is-quality/pages/default.aspx A guide for students is now under development.