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Quality Monitoring and Enhancement Framework

Quality Monitoring and Enhancement Framework. Spring 2013. What is the QME Framework?. How the University assures itself of the quality and standards of its education provision A combination of reporting, data, and reviews of current practice

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Quality Monitoring and Enhancement Framework

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  1. Quality Monitoring and Enhancement Framework Spring 2013

  2. What is the QME Framework? • How the University assures itself of the quality and standards of its education provision • A combination of reporting, data, and reviews of current practice • Currently done through the LTERAP (Learning and Teaching Enhancement Report and Action Plan)

  3. Why Change? • LTERAP is eight years old, designed for a School based University • Changing Quality Assurance landscape • Post Institutional Review

  4. When? • Changes take effect from summer 2013

  5. Who? • All teaching staff are responsible for quality assuring their education and making enhancement plans • Module coordinators (or equivalent) and Directors of Programmes (or equivalent) have a defined role, which may be new in some faculties • Associate Deans responsible to UPC for assuring quality of delivery in their areas • Supported by Faculty Education Managers and Curriculum and Quality Teams

  6. Reporting

  7. How will it be done? • Reviews of modules and programmes when complete • Faculty Risk Register and Action Plans • New Document Repository (Sharepoint) • Improved use of Management Information

  8. Module Report Form • Completed by module lead/coordinator role • Questions on Assessment, Student Feedback, Content, Enhancement Plans • Similar to existing reports in some faculties • Can be completed for 2012-13 Semester 1 modules as a pilot • Should be completed for 2012-13 Semester 2 modules • Will be used to complete Annual Programme Report • Standard questions: local variation is only allowed in formatting to enable pre-population of data on the form

  9. Annual Programme Report • Completed by Director of Programmes • Completed for groups of similar programmes, as directed by AD • Overview, Content, Enhancement • Specific questions about Academic Standards and Learning Opportunities, guided by QAA questions of the University • Standard questions: local variation is only allowed in formatting to enable pre-population of data on the form

  10. Faculty Risk Register & Action Plan • Used to identify high risk modules, programmes, activities • Risk might be identified by • New staff/activity • Poor student feedback • Poor assessment scores • External Examiner feedback • Collaborative Provision • Action Plan will also include enhancement activities • Standard item of business at all FPCs

  11. Faculty Programmes Report • Completed by Associate Dean (Education) annually • Comments on Risk Register and Action Plan • Provides feedback on Enhancement Activities • Reviewed by UPC

  12. Timing • Module Report Forms: end of semesters (Feb/March, June/July) • Annual Programem Reports: August –September • Faculty Programmes Review: September-December • FPC meetings in Autumn term, UPC in January term

  13. Monitoring

  14. Audits • Annual Audit (Faculty A to B, B to C, C to D etc.) to spot check evidence of key processes in document repository • Led by member of UPC (usually an Associate Dean), supported by their FEM and CQA Team • 1-2 days activity • Each faculty audited once per academic year • Will be done in 14, treating all faculties as though they are ‘high risk’ – from 2015, frequency and number of audits may vary • Reviewed for 2014-15

  15. UPC • UPC will receive Faculty Programmes Reports and have access to the Annual Programmes Report & Module Reports • Scrutiny of Associate Deans by UPC • Option to hold separate Education Oversight Meetings with each Faculty to discuss annual quality monitoring process and education strategy

  16. Document Repository

  17. A new Document Repository • Proposal to end the use of the J:/LTERAP drive and start with a new Sharepoint site • Still in early planning stage but will be in use from September 2013 • Provides evidence base for key quality assurance processes • Developed in response to feedback from Faculty Curriculum and Quality Assurance Teams • Longer term aim to develop more online processes

  18. Review

  19. Reviewing the process • A scheduled ‘how did this go’ review in February 2014 • Feedback on the process as it happens to qsa@soton.ac.uk • Comments will be considered by Associate Deans

  20. Aims for the future • Develop IT infrastructure to enable more online forms • Develop the document repository (working with iSolutions) • Improve how we use information to assure the quality of our education

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