Transcript Management of the quality assurance system at the

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
Overview
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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
University of East London (UEL)
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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
Student Profile at UEL
Gender
Male
Female
UEL
42%
58%
Age
20 and under 24%
21 and over 76%
Sector
41%
59%
31%
69%
Student Profile at UEL
Ethnicity
UEL
White
41%
Black
27%
Asian
24%
Other
8%
HEFCE Under-represented
UEL
Social Classes 4-7
State Schools
49%
99%
Sector
85%
5%
8%
2%
Groups
Sector
29%
87%
Student Profile at UEL
Highest Qualification on Entry
UEL
Sector
Access
13%
3%
A level
56%
75%
Prof Quals
23%
15%
Graduate
6%
4%
Post grad
2%
1%
No Formal Qual 0%
2%
National Context
National Context
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The government
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Higher Education Funding Council for
England
(HEFCE)
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Funding provider and financial watchdog
Quality Assurance Agency for Higher
Education (QAAHE or QAA)
Quality and quality assurance watchdog
 Conducts institutional audits
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HE Academic Infrastructure
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Framework for higher education
qualifications
Subject benchmark statements
Programme specifications
Code of Practice
Framework for higher education
qualifications
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Outlines the achievements and
attributes represented by the main
qualification titles
eg Certificate in Higher Education, nonHonours degree, Bachelors degree,
Masters degree, Doctoral Degree
Defines:
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what holders of the qualification will be able
to do
qualities and transferable skills
Benchmark statements
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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.
Programme Specifications
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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
Code of practice – 10 parts
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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
European standards and
guidelines
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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
Quality Assurance at the
University of East London
Aspects of an internal quality
framework
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Appropriate to the needs and the vision
Stakeholder oriented
Trust and responsibility combined with
institutional level audit
Self evaluation
Feedback
Externality
Closing the loop
UEL Quality Assurance principles
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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
Key elements of the UEL QA
system
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Programme approval
Programme monitoring
Periodic (6 year) review
Annual audit
Student views
Programme approvals
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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
Annual monitoring
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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
Periodic review
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6 year review schedule
Systematic evaluation of operation
Process:
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Self evaluation
2 days peer review by a panel
Evidence review
Meetings with staff and students
Report
Criteria:
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Academic standards
Quality of the student experience
Review of quality processes
Institutional level audit processes
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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
Student input
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Representation on University
committees
Formal liaison meeting with ViceChancellor’s group
Programme committees
Consulted over changes to
programmes
Module evaluation
Student Satisfaction surveys
Securing Standards
Academic Framework Modular
Regulations
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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
Assessment Policy
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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
Role of external examiner
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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
Framework for managing the
quality system
Framework for managing quality
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Central overview through Quality and
Standards Committee and its subcommittees
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
Quality and Standards Committee
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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
Supporting management of quality
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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
Role of School quality leader
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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
Role of QAE team
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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
Future developments
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From quality assurance to quality
enhancement
From teaching to learning
Student input
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Curriculum design
Membership of review panels