Quality assurance at programme level: establishing and assessing to a standard.

Quality Assurance within Higher Education InstitutionsProfessor Phil CardewPro Vice Chancellor (Academic)London South Bank UniversityObjectives of the DayTo establish the concepts of standards and quality and their place within a higher education institution.To consider core processes of benchmarking, reporting and review needed to manage quality and standards.To discuss the relationship between management processes and resourcing and quality assurance systems.To consider the interrelationship between internal and external assurance systems.To consider reporting mechanisms, and risk assessment and management from a management perspective.

Agenda0930:Welcome, introductions, discussion of core concepts.

1000:Quality assurance at programme level: establishing and assessing to a standard.

1100:Coffee Break

1130:Validation, monitoring and review: process and reporting.

1230: Lunch

1300: Student engagement: feedback and representation.

1400:Using reports, risk assessment and management.1430:Plenary Discussion

Quality assurance at programme level: establishing and assessing to a standard. Standards and QualityWhat is a standard?Thresholds attainmentLevels of achievementBenchmarking and equityWhat is quality?Customer service modelsEnhancement

The Building Blocks of degree awards working with institutional variation:

One size fits all approaches.Establishing labels understanding structures.Common labels:Programmes and coursesFrameworks and PathwaysModules and UnitsVariability of approachModification

Structures of deliveryFull-time and part-timeSingle honours and combined honoursDistance, blended and distributed deliveryDelivery by partner institutionsMulti-site deliveryComparabilityAssessment of standardsResearch degrees and learning contractsRelationship to academic regulationsHow do we establish a standard at programme level?

National Qualifications FrameworksSubject benchmark statementsProfessional body requirementsEmployer requirementsExternal examinersAcademicProfessionalStandards, levels, awardsAward outcomes graduate attributesLevels within an awardExit qualificationsAssessmentTypeVariationLoadingEmbedded, dual and articulated awards.

EmployabilityProfessional and Academic qualificationsSubject knowledge, technical ability, specialist skills, core skillsCurrency of knowledgeWork-based learningConclusionsNo one size fits all or standard modelHowever especially in early stages consistent approach pays dividendsImportant to establish an outcomes based approachClear understanding of overall learning outcomesClear understanding of level and progressionClear assessment strategyCoffee Break

Validation, monitoring and review: process and reporting. Basic QuestionsWhat are we trying to do ? PURPOSESWhy are we doing it ? REASONHow are we going to do it ? METHOD Why is this the best way to do it ? OPTIMISATION

How will we know it works ? EFFECTIVENESSHow can it be improved ? ENHANCEMENT

The Building BlocksValidation programme approvalAnnual monitoring:Action planningRelationship to other processesPeriodic review:Cycle of operationEnd of cycle and mid-cycleWorking with collaborative partnersTypes of relationshipFlying facultyPart-franchiseFranchiseValidationAccredited PartnerApproval of deliveryPeriodic reviewValidationInitial approval in principle:Strategic fit within overall academic portfolioClarity of award titleMarketDesirability for professional and/or employment marketValidation event:Programme specificationExternal involvementAcademicProfessionalEmployer Annual MonitoringCyclical action planningResponding to data:External Examiners report(s)Progression and Award StatisticsModule Evalution Questionnaire resultsNational Student SurveyEmployment StatisticsSign off of minor modificationsPeriodic ReviewRelationship between review, validation, monitoring and minor modifications:Incremental change and re-validation Stability of award title and learning outcomes(Advantage of frameworks and pathways)Gives experience of programme over a longer time-scaleAllows for major changesMUST include appropriate externalityAction Planning and ReportingIdentifies short and medium-term actionsIncludes responsibilityIdentifies activities to be undertakenIncludes review pointEstablishes benefits of activityReports on:Conclusion of activityResults of actionConclusionsNested activities not separate processesShould establish continuum of evidenced action planningCan work in clusters of programmes as well as individual programmesShould lead to clear, concise reportsMUST include externality in all aspects and at all points.Lunch

Student engagement: feedback and representation.

Why engage students with quality processes?Identify strengths and weaknesses of delivery from a student perspectiveEngage with aspects of delivery outside teaching:Classroom and lecture spaceLibraryITSpecialist equipmentEngage with assessment, marking, moderation and feedback to studentsBasic MethodsModule EvaluationAnnual SurveysCourse BoardsStudent MeetingsStudent involvement in Periodic Review:In meetingsAs ReviewersSenior engagement with the Students UnionModule EvaluationStandard questionsScoringSimilar timescales of deliveryAnonymous completionComments as well as scoresStandard reportsModuleProgrammeDepartmentFacultyFocus on under-performing modulesAnnual SurveysNew entrantsInternational StudentsNational Student SurveyPostgraduate Surveys:Taught programmesResearch StudentsPulse surveysCourse Boards and Student MeetingsElected representativesTrainingTimescales for meetingsStandard AgendasGathering informationFeedbackRelationship to other processesExternal examiningAnnual monitoringStudents within validation and review processesStudent meetingsEngagement with new proposalsFeedback on existing coursesRecent graduates reflecting on employabilityEngagement with department responsiveness to feedback etcStudents as reviewersExperience on QAA reviewsTrainingLimits of processConclusionsStudent input adds value to processes.Needs to happen in collaboration with Students Union (or a Student Society).Representatives need training.Need to establish clear understanding of goals of engagement.Needs careful handling not to patronise or antagonise.Need to reassure staff that they are in control of their programmes but that student input is valuable!Using reports, risk assessment and management.

What are the aims of quality assurance processes?

Confirmation of standardsReassurance that processes have been completedReflection on performance (data monitoring)Enhancement of future delivery (programme structure and quality of delivery/environment).

What should processes focus on?Specialist understanding of the academic disciplineStatistical data progression and achievementFeedback from external examinersFeedback from studentsEmployment statisticsResources

What should we avoid?Long and tedious reports with nothing to say.Repetition from previous years.Narrative description with no analysis.Open-ended action planning.

What should we promote?Focused reports.Clear analysis of data.Action plans which show monitoring and completion of actions.Forward planning related to analysis.Responsiveness to feedback.Development, not stagnation.Becoming risk awareCan we focus only on key areas (programmes) of risk?What should lead to investigation?Threats to standardsPoor progression and/or achievementNegative feedback (from examiners or students)Poor satisfactionPoor employabilityLack of actionReporting as part of a cycleReflection on previous years report (and actions).Analysis of data including comparison with past performance (what is direction of travel?)What action is needed as a result?Who will do it by when?ConclusionsReporting need not be a huge burden (either to the author or the reader).Must have clear outcomes and be useful.Must be used.Must have place in future activity and reflection.Poor performance must be dealt with (both in terms of activity and reporting).Basic QuestionsWhat are we trying to do ? PURPOSESWhy are we doing it ? REASONHow are we going to do it ? METHOD Why is this the best way to do it ? OPTIMISATION

How will we know it works ? EFFECTIVENESSHow can it be improved ? ENHANCEMENT

Plenary Discussion