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Review and enhancement

We have a long-established approach for continuous review and enhancement which is regularly evaluated and updated in line with the requirements of the QAA UK Quality Code for Higher Education.

Co-ordinated at college level, the process is data driven and relates to baseline regulatory requirements and institutional enhancement activities.  We reflect on key activities undertaken throughout the academic year, prioritise actions, and monitor the effectiveness of actions taken.

Our approach is based on the following principles:

The process uses a range of data that underpins each area of focus, allowing for both a local and strategic approach to review and development. You'll be able to discuss the data at the time it becomes available giving you the opportunity to make recommendations and actions at a point when it will have the most impact.

The process takes account of the differences in size and shape of each school - it is not a 'one size fits all' approach. It's still important that you reflect on all data but you'll only be required to provide action plans where the data identifies the outcomes are borderline or below benchmark.

The process has been designed to enable discussions at the time the data becomes available. This avoids any duplication of effort and the outcomes of the discussions can be implemented without having to wait until the end of the academic cycle.

The discussions reflect the typical cycle of business for the school Education and Student Experience Committee, Boards of Studies, and college Education and Student Experience Committee.

Outcomes are reported to each meeting of the Academic Standards and Quality Committee as it provides a key source of evidence to enable assurances to be provided to Senate and Council on academic standards and the quality of the student experience.

The following assurance statements are provided by the College Education Deans:

  • Substantial Assurance: The outcomes exceed expectations; there are appropriate plans in place to address prioritised issues; there is effective evaluation of the effectiveness of actions taken.
  • Adequate Assurance: The outcomes meet expectations; there are appropriate plans in place to address prioritised issues; the approach to evaluation actions taken should be enhanced.
  • Limited Assurance: The outcomes do not meet expectations; there are appropriate plans in place to address prioritised issues; the approach to evaluation actions taken should be enhanced.
  • No assurance: The outcomes do not meet expectations; there are concerns that the action plan will not address issues or cannot be delivered.

Areas of focus

The areas of focus are reviewed each year by the Academic Standards and Quality Committee to ensure they remain fit for purpose and there are clear links to external regulatory requirements and institutional enhancement activity.