University of Glamorgan Faculty of Business

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University of GlamorganFaculty of Business
SocietyFGM Development DayWednesday 18th July
2012

• The UK Quality Code for Higher Education
• A Brief Guide
• Maldwyn Buckland
• QAA Review Coordinator REO, IQER Access to HE

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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/assuringstandar
  dsandquality/quality-code.

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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/eva
  luation10findings
• 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 ASetting 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
• A3The 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

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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 Tuesday 2nd October
  Marriott Hotel Cardiff
• Belfast Thursday 4th October
  Queens University Belfast
• Manchester Tuesday 9th October
  Mercure Hotel Manchester
• London Friday 12th October
  Woburn House London
• Edinburgh Tuesday 16th October
  Apex Hotel Edinburgh
• m.buckland_at_qaa.ac.uk

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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
• Raise awareness about the minimum standard
• Enable staff to determine where they are in
  relation to that minimum and .
• 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