GUIDE TO QUALITY

1. GUIDE TO QUALITY Chris Harper - University of Greenwich

2. QUALITY DEFINITIONS • Academic Standards – focuses on learner outcomes and performance of students. Reference to subject benchmark statements and FHEQ • Quality (systems and processes) to enable an Institution to say that it is providing an environment and experience which maintains academic standards Chris Harper - University of Greenwich

3. WHY DO IT? • The need to be accountable to stakeholders: students, employers and funding organisations • Do not do it as ‘going through the motions’ or make it so unwieldly that message is lost • outcomes of QA which are positive or negative (provided that they are addressed) are often termed Quality Enhancement. The involvement of interested parties in bringing this about is termed Quality Management. Chris Harper - University of Greenwich

4. PRINCIPLES • Appropriate procedures in place relating to the authorisation, approval, monitoring and review of programmes • National quality framework (QAA) – Academic Infrastructure and Institutional Audit (sector consultation taking place ) • University regulatory and policy framework but delegated to Schools – Quality Assurance Handbook (QAH) and Academic Regulations • Externality and scrutiny proportional to risk Chris Harper - University of Greenwich

5. HEALTH WARNING/CHANGE • Revised QAH (2009 audit outcomes) • Some changes to University committee structure (Academic Planning Committee/ Partner Scrutiny Panel) and timelines including School LQC/School calendar • All programme approvals and reviews to be completed by 15 January 2011 • Conditions to be met by 1 March 2011 • Programme changes/amendments by 1 March 2011 Chris Harper - University of Greenwich

6. ACADEMIC INFRASTRUCTURE • Consists of: Framework for Higher Education Qualifications (FHEQ) Programme Specifications Subject Benchmark Statements Code of Practice e.g. student assessment – refer to ScAPs Chris Harper - University of Greenwich

7. FHEQ LEVELS Chris Harper - University of Greenwich

8. PROGRAMME SPECIFICATION • provide key information on each programme including the knowledge, understanding, skills and other attributes that graduates will have acquired. • provide public information to current and potential students, employers, professional and statutory bodies, institutions, academic reviewers and external examiners Chris Harper - University of Greenwich

9. CODE OF PRACTICE • The Code of Practice for the assurance of academic quality and standards in higher education, provides comprehensive guidance on maintaining quality and standards for different aspects of provision, from assessment and external examining to programme approval and collaborative provision. • It is an authoritative reference point for institutions as they assure the quality and standards of their awards. Chris Harper - University of Greenwich

10. SUBJECT BENCHMARKS • Subject Benchmark Statements, set out expectations (of the relevant academic community) about nationally agreed standards of degrees in a range of subject areas. • describe what gives a discipline its coherence and identity • define what can be expected of a graduate in terms of skills and techniques needed to develop an understanding of the subject at different levels. • to be taken into account when programmes are designed and referred to in programme specs. Chris Harper - University of Greenwich

11. School management of portfolio • Authorisation of programmes – to APC • Programme approval/review/monitoring • Viability of courses and programmes • Course changes • Key documentation of programme and course specifications • Key links - Programme and Courses Office Learning and Quality Unit and EDU Chris Harper - University of Greenwich

12. NEW COURSES • Programme leader/course co-ordinator prepares course specification • Scrutiny from department • Approved by HoD and SDLQ (plus School Director of Resources if appropriate) • Approvals reported to SLQC and programme specification updated • New course request form and specification sent to PACO Chris Harper - University of Greenwich

13. COURSE /PROGRAMME CHANGES • Changes to be approved by SLQC • Reported to PACO and LQU in order to update Banner and to monitor impact of cumulative change – may invoke a review and changes to University/School review calendar. Chris Harper - University of Greenwich

14. APPROVAL AND REVIEW • To ensure that students have an appropriate academic experience • Meet the requirements of external agencies (PSRBs/Employers) • Process undertaken by peers (Panel) involving externality • Particularly for review – an evaluation of standards/curriculum development Chris Harper - University of Greenwich

15. DOCUMENTATION (1) • Institutional Context • Programme Specification • Structure diagram - which courses are NEW requiring approvaland • Course Specifications • Supporting statement re. programme • Rationale and target market • entry criteria and admissions process • Student handbooks (DISCUSS) Chris Harper - University of Greenwich

16. DOCUMENTATION (2) • summary of any specialist resources/facilities • details of any specific professional body requirements • summary of teaching team (incl. CVs) & staff development plans • Programme management • Assessment strategy Chris Harper - University of Greenwich

17. DOCUMENTATION 3 • and for Foundation Degree programmes • employer links (ie involvement in design, development, delivery) • work-based learning arrangements (+ model for approving learning contracts) • pre-entry and bridging opportunities for progression to honours Chris Harper - University of Greenwich

18. PROGRAMME REVIEW • Quinquennial approval - review to take place in final year of approved status. May be brought forward and can be deferred by one year if PSRB visit occurs in the same year. LQU to be consulted in such cases • critical appraisal drawing on evidence – PMRs, external examiners, student feedback/surveys and cohort analysis • Panel expectation that it addresses how well the programme has fulfilled its aims, effectiveness of deliveryand student experience Chris Harper - University of Greenwich

19. PANEL OUTCOMES • Referred back (very rare) • Limited period of approval • Indefinite approval but with the expectation that School in applying risk tool will continuously review and updating • ALL approvals may be subject to a combination of conditions, recommendations and requirements Chris Harper - University of Greenwich

20. MONITORING • At a number of levels • Course – ALL course co-ordinators to complete a Course Monitoring Report • Head of Department to provide an overview to SLQC • Programme Report – completed by programme leader – occurrence dependant on risk • School Monitoring and Reporting Document (SMRD) Chris Harper - University of Greenwich

21. PROGRAMME MONITORING REPORT • Provided annually for collaborative provision. Required fore internal provision following: • Completion of first cohort following initial approval or review • Adverse external examiner report • Progression and completion data fall below key performance indicators • NSS results give cause for concern Chris Harper - University of Greenwich

22. PMR CONTENT • Academic Standards • External Examiner reports • Student feedback • Learner Opportunities including resources • Employability • PSRB activity • Critical overview • Staff development • Action Plan Chris Harper - University of Greenwich

23. COURSE MONITORING • Draws upon course evaluations, student feedback and performance and external examiner comments • Particular consideration should be given when the course has been changed/requires significant change – assessment/ILOs/level/tariff • Issues raised at SAP/PABs • Poor student performance • Discuss present school arrangements at course level Chris Harper - University of Greenwich

24. MONITORING TIMELINES • Within teaching period – course evaluation by students • July – production of CMRs by course co-ordinator • 31 July – receipt of external examiner reports • End of September data & KPI provided by PAS • October – CMR overview produced by HOD • October – programme committees approve PMRs (where applicable) produced by Programme Leaders • November – SLQC to discuss monitoring • December – SMRDs are finalised Chris Harper - University of Greenwich