Participatory Arts Programmes in Higher Education QAA Subject Benchmarks Review

1. Participatory Arts Programmes in Higher Education QAA Subject Benchmarks Review

2. Quality Assurance Agency for Higher Education QAA’s job is to safeguard quality and standards in UK universities and colleges, so that students have the best possible learning experience. www.qaa.ac.uk

3. Subject benchmarks • QAA benchmark statements set out expectations for the standards of degrees in a range of areas • These describe what give each subject discipline its coherence and identity • The statements define what can be expected of a graduate in terms of the abilities needed to develop an understanding or competence in the subject

4. Subject benchmarks content • Published for both undergraduate and masters programmes • The benchmarks refer to two sets of skills: • Subject knowledge and skills • Generic intellectual and transferable skills • Not a national curriculum • The benchmarks allow for flexibility and innovation in programme design within an overall conceptual framework

5. Use of benchmarks • Academics in higher education have to show that they are developing their programmes with these benchmark statements at the heart of the content and standards • The statements could influence potential curriculum content in ArtWorks’ area of research

6. Review of subject benchmarks • Regular reviews of content of benchmarks • During reviews QAA contacts professional, statutory and regulatory bodies along with any subject associations and networks with an invitation to be involved in the review of the relevant benchmark statement

7. Relevant benchmarks http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

8. Observations on current benchmarks • ‘Participatory practice/settings’ as a term is missing from the benchmarks • Community arts is seen as potential area of employment for an artist • Understanding of work is covered optionally • No requirement under skills

9. Suggested amends Narrative Graduates from degrees in [subject area] may wish to take up employment opportunities where they apply their subject specific skills in a range of participatory settings eg community, youth work, health, criminal justice and education. This kind of work involves the development of contextual understanding and a set of transferable skills all of which will be relevant to any form of employment.

10. Suggested amends Subject-specific knowledge and understanding, attributes and skills Skills: Ability to plan, facilitate and evaluate a project which applies aspects of subject expertise in one or more participatory settings. Knowledge and understanding: Develop understanding of the ethos, history and contexts for work in participatory settings.

11. Influencing the review of subject benchmarks Contacted so far: • The Standing Conference of University Drama Departments • National Association of Music in Higher Education • Higher Education Academy

12. How you can help • Send feedback on our suggested amends to alison.ohara@sunderland.ac.uk by 30 April 2014 • How can we work together to lobby on this? Images Page 1 The Space Between Us, Open Clasp, Photo: Keith PattisonPage 13 Final Frontier, Gateshead Riverside Park, rednile