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Benchmarks and Benchmarking in the UK - Lessons Learned Catherine Connor Quality Enhancement Unit

Benchmarks and Benchmarking in the UK - Lessons Learned Catherine Connor Quality Enhancement Unit London Metropolitan University.

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Benchmarks and Benchmarking in the UK - Lessons Learned Catherine Connor Quality Enhancement Unit

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  1. Benchmarks and Benchmarking in the UK - Lessons Learned Catherine Connor Quality Enhancement Unit London Metropolitan University

  2. 1. Context - Higher Education in the UK2. Context-London Metropolitan University3. Quality & Standards Benchmarks – Quality Assurance Agency4. Benchmarking in Higher Education in the UK5. London Metropolitan University – Quality Management & Benchmarking6. Lessons Learned

  3. Benchmarks and Benchmarking • Benchmarks are referencepoints or measurements used for comparison, usually with the connotation that the benchmark is a 'good' standard against which comparison can be made • Benchmarkingis a process of finding good practice and of learning from others • Benchmarking is also a means of measuring performance against comparator institutions

  4. Higher Education in the UK

  5. Statistics – UK 2011/12

  6. Universities/HEIs in the UK

  7. London Metropolitan University - past

  8. London Metropolitan University - today

  9. Holloway Moorgate Aldgate

  10. Degree Awarding Powers and University Title in the UK 165 recognised bodies with Degree Awarding Powers and 700+ others delivering HE courses

  11. Quality Assurance Agency, UK

  12. How does the UK QAA safeguard standards? • QAA is independent of government and universities • Each institution is responsible for the quality and standards of their awards • The UK Quality Code for Higher Education provides institutions with guidance on benchmarkexpectations on quality and standard • The QAA audits compliance and highlights good practice through Higher Education Review (HER) every 6 years

  13. UK QUALITY CODE for Higher Education

  14. The UK Quality Code • The purpose of the Quality Code is: • to safeguard the academic standards of UK higher education • to assure the quality of the learning opportunities that UK higher education offers to students • to promote continuous and systematic improvement in UK higher education • to ensure that information about UK higher education is publicly available and accurate. • The Code gives individual higher education providers a shared starting point for setting and maintaining the academic standards of their higher education programmes and awards

  15. The Quality Code The Quality Code has 3 parts comprising of a number of chapters; Each chapter has an Expectation and a number of indicators. Part A: Setting and maintaining threshold academic standards Part B: Assuring and enhancing academic quality  Part C: Public Information

  16. Qualification and Subject Benchmarks Framework for Higher Education Qualifications • provide important points of reference for setting and assessing academic standards • promote a common understanding of the Expectations associated with typical qualifications by facilitating a consistent use of qualifications titles

  17. Qualification and Subject Benchmarks Subject benchmark statements provide a means for the academic community to • describe the nature and characteristics of programmes in a specific subject or subject discipline. • represent general expectations about standards for the qualifications at each level - the attributes and capabilities that those possessing qualifications should have demonstrated.

  18. National Level Data for Benchmarking • Key Information Sets – the items of information which students find most useful when making choices about which course to study • Unistats • League Tables • The Guardian • The Complete University Guide

  19. Entry requirements • Each university has different entry qualifications and requirements - minimum grade or total number of tariff points • Some institutions take additional information into consideration, such as contextual data about school or postcode • UCAS Tariff points held by students previously enrolled on the course.

  20. Employment Data • The Destination of Leavers from Higher Education (DLHE) survey • Recent graduates - working, studying, looking for work or even travelling • If employed, they supply job description and details of the company • Survey - in two parts: • an early survey covering all students who complete their course roughly six months after completing • and a later survey of a sample of these respondents three and a half years (40 months) later on. • 80% complete the early survey • 40% complete the later survey

  21. Full-time degree leavers entering employment by employment circumstances and occupation 2010/11

  22. The National Student Survey (NSS) • annual survey of final year university students canvassing their opinion about what they likedand did not like about their student learning experience during their time in higher education. • statements are put to students who rate their university and course on a five-point scale from 'definitely disagree' to 'definitely agree'. The groups of statements cover topics such as: • The teaching on my course • Assessment and feedback • Academic support • Organisation and management • Learning resources • Personal development

  23. http://unistats.direct.gov.uk/

  24. What we do at London Met • QAA Benchmarks • Benchmarking

  25. Quality Assurance at London Met General Principles • National QA standards (reference points) informed by international standards • Quality culture promoted at national and institutional level • shared values and commitment to quality assurance and enhancement • structures to support this • Institutional responsibility linked to senior executive • All staff fully engaged in quality assurance and enhancement

  26. Quality Manual • Institutional quality assurance and enhancement procedures, guidance and templates including: • procedures for the approval, monitoring and periodic review of courses • procedures for student engagement and public information • guidance on enhancement

  27. Quality Cycle at London Met

  28. External Examiners

  29. Lessons Learned - Benchmarks • Agreed national framework required • Essential for standards assurance • Independent scrutiny • Comprehensive understanding in universities • Use of external subject experts and employers • Encouragement of good practice • Openness and transparency • Quality Culture

  30. Lessons Learned - Benchmarking • Supports student choice • Data and information – accurate and available – often co-ordinated by external agencies • Promotes accountability and helps safeguard public funds • Supports sector improvement • Drives enhancement across universities and within • Supports efficiency across universities and within

  31. Any questions?

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