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Monitoring and review

Our approach to quality management is clearly set out in our academic regulations, policies and procedures.

Monitoring and review are a key component of the University’s mechanisms for managing quality and standards and confirms how we continue to meet our regulatory requirements set out in the UK Quality Code for Higher Education and the European Standards and Guidelines (ESG) for internal quality assurance.

We recognise that the process of monitoring and enhancement of modules and programmes is an iterative process and happens through a range of informal and formal mechanisms and as a consequence, we monitor and review programmes and the educational experience of students in a number of ways:

The Annual Review and Enhancement process (ARE) provides each School, College and the University the opportunity to pause and reflect on our education provision. Co-ordinated at College level, the process is developed around a portfolio of evidence related to baseline regulatory requirements and institutional enhancement activities.

The Survey Management Framework provides improved assurance around the management and actions from survey results, as well as a framework to celebrate and share the excellent practice that is evident. This approach is characterised by:

  • timely release of data and a focus on sector/benchmark performance
  • structured discussions with Schools to focus on excellent performance
  • a consistent institution-wide approach to action-planning and monitoring

Revalidation of programmes within a defined schedule of activity provides each School with the opportunity to ensure their portfolio of programmes continue to be strategically and academically fit for purpose based on the following principles:

  • A thorough review of each Schools portfolio ensuring that there is strategic alignment with University priorities.
  • The purpose and aims of the programmes remain relevant and aligned with subject benchmark statements.
  • The content and learning outcomes reamin appropriate taking into consideration any cumulative effect of changes, approved by Board of Studies, to programmes made over time.
  • Programme structures and rules continue to be aligned with University regulations and incorporate the Cardiff University institutional expectations for programme structure, design and delivery and graduate attributes.
  • Where relevant, programmes meet the requirements of PSRB and are ready for accreditation.
  • The programme information, which is published remains up-to-date and accurate, in line with our responsibilities under Consumer Protection Law.

We take a risk-based approach to managing our collaborative arrangements, with established policies, ensuring we remain compliant with the expectations and core and common practices outlined in the UK Quality Code, and the supporting advice and guidance on Course Design and Development, Partnerships, Monitoring and Evaluation, Assessment, Enabling Student Achievement, External Expertise, Student Engagement and Work-Based Learning.

Institutional oversight of collaborative taught partnerships and programmes is through the Programme and Partner Standing Panel, reporting to the ASQC.

Students are established members of our key governance committees, including: Council; Senate; ASQC, and its sub-committees. Students also play a key role in our quality assurance processes, being actively involved in ARE, Revalidation, and the Programme and Partner Standing Panel.

Our processes for monitoring and review at Cardiff provides Colleges and Schools with a defined opportunity to take a holistic view of both the module/programme(s) and the environment in which learning and teaching occurs, drawing together evidence and observations from a range of internal and external sources, in order to identify actions to be taken and report on progress being made as required.