Management of the quality assurance system at the University of East London

1. EUROPOS SĄJUNGA Europos socialinis fondas MYKOLO ROMERIO UNIVERSITETAS Management of the quality assurance system at the University of East London Ruth Carter Head of Quality Assurance and Enhancement

2. Overview • University of East London (UEL) • National Context - England • The quality assurance system at the University of East London • Securing standards • Management of the quality framework at UEL

3. University of East London (UEL) • Approx 20,000 students • Campuses located at centre of Thames Gateway regeneration • Stratford – the location of the 2012 Olympic park: • Education, early childhood studies, linguistics • Law, criminology • Psychology • Biosciences, health studies, sports studies, professional health sciences • Docklands • Business and management, accounting, economics • Computing, engineering, surveying • Architecture, visual arts • Social sciences, international development, media and communications studies, creative industries, humanities

4. Student Profile at UEL GenderUELSector Male 42% 41% Female 58% 59% Age 20 and under 24% 31% 21 and over 76% 69%

5. Student Profile at UEL EthnicityUELSector White 41% 85% Black 27% 5% Asian 24% 8% Other 8% 2% HEFCE Under-represented Groups UELSector Social Classes 4-7 49% 29% State Schools 99% 87%

6. Student Profile at UEL Highest Qualification on Entry UELSector Access 13% 3% A level 56% 75% Prof Quals 23% 15% Graduate 6% 4% Post grad 2% 1% No Formal Qual 0% 2%

7. National Context

8. National Context • The government • Higher Education Funding Council for England (HEFCE) • Funding provider and financial watchdog • Quality Assurance Agency for Higher Education (QAAHE or QAA) • Quality and quality assurance watchdog • Conducts institutional audits

9. HE Academic Infrastructure • Framework for higher education qualifications • Subject benchmark statements • Programme specifications • Code of Practice

10. Framework for higher education qualifications • Outlines the achievements and attributes represented by the main qualification titles • eg Certificate in Higher Education, non-Honours degree, Bachelors degree, Masters degree, Doctoral Degree • Defines: • what holders of the qualification will be able to do • qualities and transferable skills

11. Benchmark statements • Reference points in a range of subject areas, eg Business, Accounting, Law • To help to ensure that the standards of degree programmes across the UK meet an agreed level and cover agreed topics and skills.

12. Programme Specifications • Internal and external information documents • Outline the intended knowledge, understanding, skills and attributes of a student completing that programme • Identify methods of assessment and degree classification

13. Code of practice – 10 parts • Postgraduate research programmes • Collaborative provision • Students with disabilities • External examining • Academic appeals and student complaints on academic matters • Assessment of students • Programme approval, monitoring and review • Career education, information and guidance • Placement learning • Recruitment and admissions

14. European standards and guidelines • Policy and procedures for quality assurance • Approval, monitoring and review of programmes • Assessment procedures • Quality assurance of teaching staff • Learning resources and student support • Information systems • Public information

15. Quality Assurance at the University of East London

16. Aspects of an internal quality framework • Appropriate to the needs and the vision • Stakeholder oriented • Trust and responsibility combined with institutional level audit • Self evaluation • Feedback • Externality • Closing the loop

17. UEL Quality Assurance principles • We aim to assure the quality of the total student experience • All staff are responsible for quality • We aim to improve quality whenever possible • We are committed to the principle of external peer involvement in assuring quality • We take into account the views of our students

18. Key elements of the UEL QA system • Programme approval • Programme monitoring • Periodic (6 year) review • Annual audit • Student views

19. Programme approvals • Initial approval • Validation document • Programme and module specifications • Evaluation against academic infrastructure, especially benchmarks and FHEQ, relevant sections of Code of Practice • External advice – peer review • Assessed against quality criteria • Approved by School level quality committee • Accreditation from professional bodies sought where appropriate

20. Annual monitoring • Programme level • To ensure programmes remain up-to-date • Evaluate effectiveness of programmes and attainment of learning outcomes • Review and enhancement • Evidence includes statistical data, external examiner reports, student feedback, teaching learning and assessment developments, professional body feedback • Peer reviewed • Action planning • School overview report

21. Periodic review • 6 year review schedule • Systematic evaluation of operation • Process: • Self evaluation • 2 days peer review by a panel • Evidence review • Meetings with staff and students • Report • Criteria: • Academic standards • Quality of the student experience • Review of quality processes

22. Institutional level audit processes • Annual audit of a procedure • ‘Internal’ external on School committee • Audit policy implementation • Validation and review sub-committee for programme approvals, and programme withdrawals • External examiners sub-committee for external examiner nominations

23. Student input • Representation on University committees • Formal liaison meeting with Vice-Chancellor’s group • Programme committees • Consulted over changes to programmes • Module evaluation • Student Satisfaction surveys

24. Securing Standards

25. Academic Framework Modular Regulations • Awards available and credit tariff • Module structure and assessment • Arrangements for registration and maximum study rates • Accreditation of prior learning • Requirements for passing a module • Reassessment arrangements • Degree classification

26. Assessment Policy • Assessment design – eg relation to learning outcomes • Processes for assessment moderation and marking, eg anonymity, second marking • Timing of assessment, submission arrangements • Arrangements for feedback • Arrangements for students with disabilities • Marking and grading criteria • Assessment tariff

27. Role of external examiner • Impartiality • Ensuring comparability of standards across HE institutions • Approving assessment tasks before students take them • Reviewing assessed work • Moderating marks • Attending assessment boards • Ensuring assessment regulations are observed • Preparing a report

28. Framework for managing the quality system

29. Framework for managing quality • Central overview through Quality and Standards Committee and its sub-committees • Responsibility for process devolved to Schools – local ownership • Internal review and audit mechanisms • External advice • Quality assurance and enhancement office – expert advice and guidance • School Quality leader • Quality Manual

30. Quality and Standards Committee • Corporate responsibility for the assurance of quality and security of standards • Promote and champion innovation and development to enhance the quality of the student experience • Policy development • Review outcomes and action plans relating to review processes • Inform institutional policy in light of QAA developments • Lead institutional responses to audit and consultations

31. Supporting management of quality • Quality Leaders forum • Quality leader representation on committees and working groups • Guidance notes and templates • Staff development • Quality manual • Quality officer allocated to each School

32. Role of School quality leader • Provide leadership at School level • Chair School quality committee • Ensure operation of School quality processes • Devise processes at local level • Manage approval and monitoring processes

33. Role of QAE team • Advice and support to schools in managing their quality assurance processes • Manage periodic academic review • Manage annual audit • Advice to Schools and external partners in the development of collaborative academic links • Manage collaborative and distance learning validations • Manage the external examiner system • Taking a lead role in preparations for external quality audits • Ensuring compliance with regulatory bodies & complete relevant returns

34. Future developments • From quality assurance to quality enhancement • From teaching to learning • Student input • Curriculum design • Membership of review panels