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Monitoring and review

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

They are underpinned by:

  • sound academic principles
  • the informed student voice
  • peer review
  • a multi-stranded approach to enhancement
  • enhancement initiatives driven at institutional level
  • a commitment to the alignment of quality assurance and quality enhancement
  • a commitment to quality management processes that are efficient as well as effective.

Many of our policies, process and enhancement activities are cyclical in nature with inputs/outputs that directly feed into/out of other activities.

For example, annual review and enhancement will identify priorities for Schools that will be taken forward into periodic review (every five years) and/or programme approval/collaborative provision where new programmes are identified and taken forward.

We monitor and review programmes and the educational experience of students in a number of ways:

A tactical and annual process of analysis, reflection, and transparent decision-making about actions taken and required to enhance every aspect of the student (undergraduate, postgraduate taught and postgraduate research) experience.

The process unites Schools, Colleges, and the Professional Services in a drive to continuously enhance the quality of programmes and the educational experience.

A strategic process which gives schools the opportunity to review and reconfigure their taught provision over an agreed timeframe between 1 and 3 years.

Replacing Periodic Review, Revalidation incorporates a two-phase process that helps set the School's future strategic direction in line with College and University strategy, whilst ensuring the continuing currency, validity and academic standards of the School's awards and the quality of the student experience.

Peer review and reflection of learning and teaching is a collegial and supportive exercise that promotes enhancement of teaching practice and enables staff engaged in learning and teaching delivery to share and develop their expertise.

We use peer review in a number of ways, e.g. in external examining, external input into annual review and enhancement and through professional accreditation.

These mechanisms allow us to examine what is working well and what needs to be improved, assigning due weight and value to the input of students, external examiners and professional bodies.

All processes have been designed to meet the requirements of the UK Quality Code for Higher Education.