Transcript University of Glamorgan Faculty of Business & Society FGM

University of Glamorgan
Faculty of Business & Society
FGM Development Day
Wednesday 18th July 2012
The UK Quality Code for Higher Education
A Brief Guide
Maldwyn Buckland
QAA Review Coordinator: REO, IQER & Access to HE
The UK Quality Code for Higher Education
The UK Quality Code for Higher Education (the Quality Code) is used
to assure the standards and quality of higher education in the UK and
gives higher education providers a shared starting point for
•
•
setting & maintaining the academic standards of their programmes
assuring the quality of learning opportunities provided to students
•
It is used by individual higher education providers to ensure
students have a high quality educational experience
•
It consists of a series of separate Chapters grouped into three parts
further information:
www.qaa.ac.uk/assuringstandardsandquality/quality-code.
What are the key features of the Quality Code
?
•
the Quality Code sets out the formal Expectations that all UK higher
education providers reviewed by QAA are required to meet
•
it is the nationally agreed, definitive point of reference for all those
involved in delivering higher education programmes
•
all higher education providers reviewed by QAA must commit to
meeting the Expectations that it sets out’
•
the Quality Code has three Parts (A, B & C) on standards, quality &
information
•
these are broken down into a series of Chapters which cover different
aspects of higher education
•
each Chapter sets out an Expectation for the topic and a series of
Indicators that reflect sound practice
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How has the Quality Code been developed?
•
the Quality Code replaces the Academic Infrastructure (AI), the
previous set of reference points developed by QAA in partnership with
the higher education sector
•
during 2009/10, QAA undertook an evaluation of the AI to reflect on its
use, impact and effectiveness. Details of the evaluation can be found at:
www.qaa.ac.uk/academicinfrastructure/evaluation10findings
•
in response to findings, QAA developed proposals for the new Quality
Code which were subject to public consultation from 14th December
2010 to 1st March 2011. Details about to consultation can be found at:
www.qaa.ac.uk/news/consultation/AI
•
the consultation was supported by four round table discussion events in
January 2011. Consultation responses can be found at:
www.qaa.ac.uk/events/roundTable/Jan11.
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What is the purpose of the Quality Code?
• to assure the academic standards of UK higher education
• to assure the quality of the learning opportunities offered to students
• to promote continuous and systematic improvement in UK higher
education
• to ensure that information about UK higher education is publicly
available
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How is the Quality Code used?
Higher Education providers use the Quality Code to:
• help them set and maintain the academic standards of their programmes
and awards
• assure and enhance the quality of learning opportunities
• provide information about higher education
Student representatives & Students’ Unions can:
• use the code in discussion with their institution as it sets out the minimum
expectations for the quality of learning opportunities provided
Reviewers carrying out QAA reviews use the code as a:
• benchmark for judging whether an individual institution meets national
expectations for academic standards and the quality of learning
opportunities
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What are Expectations?
• each Chapter of the Quality Code sets out a specific Expectation.
• these express key matters of principle that the sector has identified
as important for assuring academic standards and quality
• they make clear what UK providers are required to do, what they
expect of themselves and each other and what students and the
public can therefore expect of all of them
• individual providers should be able to demonstrate they are meeting
the Expectations effectively, through their own management and
organisational processes
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What are indicators?
• each Chapter of the Quality Code sets out a series of Indicators to
help higher education providers meet the relevant Expectations
• these are actions or approaches that higher education providers
have agreed reflect sound practice
• each Indicator is accompanied by explanatory text which shows
why it is important and suggests possible ways in which it might be
addressed and demonstrated
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Chapters: Part A
Setting and maintaining threshold academic standards
These Chapters cover the issues relevant to the setting and maintaining
of academic standards
A1: The national level
A2: The subject & qualification level
A3:The programme level
A4: Approval and review
A5: Externality
A6: Assessment of achievement of learning outcomes
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Chapters: Part B
Assuring and enhancing academic quality
These Chapters cover the issues relevant to ensuring that the quality of learning opportunities
meets expectations and is continually being improved
B1: Programme design and approval
B2: Admissions
B3: Learning and Teaching
B4: Student support, learning resources and careers education, information, advice & guidance
B5: Student engagement
B6: Assessment of students and accreditation of prior learning
B7: External examining
B8: Programme monitoring and review
B9: Complaints and appeals
B10: Management of collaborative arrangements
B11: Research degree
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Chapters: Part C
Information about higher education provision
This shorter Part is not subdivided into Chapters. It addresses
how providers make available information that is fit for purpose,
accessible and trustworthy
Chapter B10: Management of collaborative arrangements
Dates for consultation
Cardiff:
Belfast:
Manchester:
London:
Edinburgh:
Tuesday 2nd October
Thursday 4th October
Tuesday 9th October
Friday 12th October
Tuesday 16th October
Marriott Hotel Cardiff
Queens University Belfast
Mercure Hotel Manchester
Woburn House London
Apex Hotel Edinburgh
[email protected]
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Factors for success in raising standards in teaching &
learning
• QAA defines the standards of high education provision through a
series of indicators including the new Quality Cod, Subject
Benchmark Statements and the Framework for Higher Education
Qualifications (FHEQ)
• This triumvirate exists to ensure parity of the student experience at
all levels confirming generic abilities regardless of the subject area.
For example HNC students should have basic problem solving
skills, while BE students must demonstrate analytical skills.
Likewise, students studying the same subject must share a core
body of knowledge, which Subject Benchmarks define
• In other words, every programme in the UK must attain minimum
standards, however, there are standards within those standards
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FHEQ
• The FHEQ states that degree programmes must be at the
current boundaries of an academic discipline
• When discussing the raising of standards, enhancement of higher
education must focus on the enrichment of staff as well as the
provision
In order to raise standards one has to:
1. Raise awareness about the minimum standard
2. Enable staff to determine where they are in relation to that
minimum and ….
3. Acknowledge the need for, and facilitate staff in the constant
updating of their specialist subject knowledge
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Teaching & Learning
• For tutors to remain at the current boundaries of knowledge they
must be constantly learning, which in turn, informs their teaching
• In the current climate of the student-driven market, we must all
comprehend the breadth of the educational process and claim
ownership
• There is little point in identifying the need for a programme, writing
curriculum, devising assessment and moderating the grades unless
one owns that process. Therefore to raise standards in Teaching &
Learning we must ensure that:
• 1. staff have a complete and intimate knowledge of the process of
teaching and learning so that they can…
• 2. apply their knowledge to their teaching
• 3. encourage staff to become learners as well as tutors to ensure
awareness of the student experience
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