to familiarise participants with the principles of the pilot study of IQER to identify implications of the IQER method for institutions Aim
IQER Is: designed specifically for colleges in England which provide higher education funded by HEFCE appropriate for HEFCE directly, indirectly and consortium-funded provision
The main aims of IQER to assist colleges in identifying and confirming their strengths and limitations in their higher education quality assurance management and self evaluation processes. provide independent and reliable information about higher education provided in colleges to stakeholders. identify features of good practice.
The main aims of IQER contribute to colleges’ increased and enhanced capacity to manage their responsibilities for higher education, as set out in their partnership agreements. deliver constructive reports to colleges, their awarding bodies and HEFCE.
Key features of IQER self-evaluation by the college use of the Academic Infrastructure centrality of students’ experiences review by a team of peers open and transparent process evidence-based evaluations, judgements and recommendations
IQER activities These include: two interrelated processes: DE and SR which focus on three core questions college’s self-evaluation reviewers’ desk-based analysis and evaluation of documentary evidence reviewers’ visit(s) to the college to meet staff, students and other stakeholders
Developmental engagement The focus is on: consideration of three core questions for each DE lines of enquiry to help answer the three core questions The outcomes are: an oral report written report, not published, including action plan
Summative review The focus is on: consideration of three core questions judgements of confidence, limited confidence or no confidence for core questions one and two and an evaluation for core question three The outcomes are: an oral report a written report including judgements and an action plan
Implications for institutions enable colleges to develop their own quality assurance and enhancement processes through self evaluation and peer review help colleges to identify good practice and develop methods for its dissemination.
Implications for institutions promote a wider understanding of standards and quality in higher education and its common reference points deliver judgements on the soundness of colleges’ management of their higher education provision which are broadly consistent with those given to higher education institutions