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ELIR Briefing Day 12 th October 2010. Learning Objectives To develop a greater understanding of the rationale behind Enhancement-led institutional reviews.

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Presentation on theme: "ELIR Briefing Day 12 th October 2010. Learning Objectives To develop a greater understanding of the rationale behind Enhancement-led institutional reviews."— Presentation transcript:

1 ELIR Briefing Day 12 th October 2010

2 Learning Objectives To develop a greater understanding of the rationale behind Enhancement-led institutional reviews (ELIR) To understand the ELIR process To gain an awareness of how ELIR can be used as a catalyst for change To be enabled to effectively participate fully in the process To be able to plan for successful engagement in the process

3 Enhancement-led institutional review (ELIR) in Scotland Janice Ross & Stella Heath Assistant Directors QAA Scotland 183 St Vincent Street Glasgow G2 5QD

4 Quality Assurance Agency (QAA) Higher Education Institutions (HEIs) are independent and self-governing HEIs have responsibility for maintaining academic standards and high quality provision QAA works with HEIs to define academic standards and quality (the ‘Academic Infrastructure’) QAA undertakes independent external review of each HEI (usually on a 4-6 year cycle)

5 Quality Enhancement Framework (QEF) in Scotland Institution-led quality review (at subject level) Student engagement in quality management (inc. sparqs) Public information National programme of Quality Enhancement Themes Enhancement-led Institutional Review (ELIR)

6 ELIR focus ELIR reports on 3 broad areas of HEI activity: Management of the student learning experience Monitoring and review of quality and academic standards (quality assurance) Strategic approach to quality enhancement,

7 ELIR Process l Annual discussion l Reflective Analysis (RA) with case studies l Two-part visit l Published reports (main and summary) l Year-on institutional response l Sector-wide feedback, and ‘Learning from ELIR’ reports

8 ELIR Team l Three senior academic UK-based reviewers l One senior academic international reviewer l One student reviewer l One ELIR coordinating reviewer

9 ELIR: Two-part review visit l Part 1: Two days at institution  ‘getting to know’ the institution  First half-day  Who do the team meet?  Developing an agenda for part 2 visit l Part 2: Between three-five days  ‘bespoke’ agenda  Who do the team meet?  Final day  Key themes letter

10 Why is student involvement in ELIR important? Sabbatical officers’ involvement in ELIR  Reflective Analysis (transparent; inclusive)  Institution’s ‘half-day’  Responding to ELIR report, and participating in annual discussions Students who meet the ELIR team

11 Why is student involvement in ELIR important? Student reviewers  Brings a student ‘real world’ perspective  Helps ELIR team focus on reality of the student experience  Gives confidence (in ELIR) to other students who meet the ELIR team  Reinforces the importance of the student experience in the Quality Enhancement Framework

12 Four year cycle 2008-09 to 2011-12 2008-09 Queen Margaret University Royal Scottish Academy of Music and Drama Edinburgh College of Art 2009-10 University of Glasgow University of Dundee Glasgow School of Art University of Strathclyde University of Aberdeen Scottish Agricultural College 2010-11 Heriot-Watt University University of St Andrews Napier University Glasgow Caledonian University University of West of Scotland 2011-12 The Robert Gordon University University of Abertay Dundee University of Edinburgh UHI Millennium Institute University of Stirling

13 Some useful references UUK ‘Quality and standards in UK universities: A summary’ Summary_lores.pdf An introduction to QAA (May 2009) ELIR Handbook (2 nd edition, 2008) 08.pdf Good practice in Reflective Analysis when preparing for Enhancement- led institutional review (May 2009) f

14 Questions & Answers The Quality Assurance Agency for Higher Education Registered Charity numbers 1062746 and SC037786

15 Student Involvement in ELIR The Glasgow Way Tommy Gore (GUSRC President – 2010/2011)

16 Background  Second cycle of ELIR  Every experience is different  Glasgow started preparing in 2008  ELIR visits – 20/21 October 2009; w/c 23 November  Report published March 2010

17 Background (used to be) 9 Faculties and 50 Departments 24,000 Students (19,000 undergraduate and 5,000 postgraduate) Spread over multiple campuses in the city of Glasgow, as well as Crichton Campus at Dumfries

18 Students’ Representative Council  We’re different…………. Glasgow has an individual set up with four student bodies; two unions which run bars and venues, the sports association and ourselves. Founded in 1886, we are the statutory body on campus representing students. We have no commercial activities, and rely solely on the University for our block grant every year. The Executive consists of four elected Sabbatical Officers, of which I lead as the President.

19 In the Beginning……….  Sent drafts of the reflective analysis from the beginning  Input where our activities crossed over with the University  Once the content had been filled out, University started editing  At that point, the then President and VP Learning & Development joined the team

20 In the Beginning……….  Suggesting changes to the text  Importance of content and context; you’re not just proofreading the document  Particularly student experience section – this is where our strengths lay  Consulting with Council/Class Reps – trying to get a broadly representative group

21 In the Beginning…..  Then asked to consider its appropriateness  Making sure the document ‘told a story’  Focus on our improved relationship with the University  Positive changes we had made to the quality of education at Glasgow

22 In the Beginning…..  Making sure what they said was correct  Was the process described correct?  The document presented information about Glasgow……  …..BUT – it didn’t analyse it.  An opportunity for the University to say where it knows it can improve and how it plans to do this

23 In the Beginning…..  Areas where we had expressed concern or asked for change in committee  Also where it is doing well, and how it achieved that standard  Showed we play a large role, aside from ELIR, in making the University review its practices

24 Time for Talky Time……  How did it work? Past and current Presidents presented Lots of meetings regarding the different presentations Ours was to have a focus on the student experience Sent staff our drafts all the way through Two way process – they suggested changes to us, we suggested changes to them

25 Time for Talky Time……  How did it work? Asked to attend the morning session Felt it important to involve students throughout the day Reflects how we work with the University every day Second presentation after the Principal Meetings with students – a mixture of students picked by ourselves and the Senate Office We didn’t cheat too much!

26 Time for Talky Time……  How did it work? Got asked some interesting questions – but students were honest Beware some dodgy questions….! Let University know how sessions went Only need to know topics, not answers Afterwards, sent letter outlining confidence with major headlines


28 Activity: planning your involvement BLUE cards: stages of ELIR PINK cards: actions within each stage of ELIR GREEN cards: people involved throughout ELIR Lay out the stages in order Put actions alongside relevant stages – write your own ideas or duplicate actions on the flip chart Link people to activities –write your own ideas or duplicate people on the flip chart Write timescales for each action

29 The Reflective Analysis


31 The Outcomes of ELIR Looking at the reports and how to use them

32 Using the Report Tommy Gore (GUSRC President – 2010/2011)

33 Using the Report  How both the University, and the SRC, have moved on since the first ELIR  QAA expressed ‘broad confidence’ in the University

34 Areas of Positive Practice Over recent years, the University and the SRC have developed a strong and effective partnership Student Representation Learning and Teaching Strategy Student participation in internal quality reviews Student feedback Learning environment

35 Areas for Development  Not everything is perfect…….. Student Voice Website Student Equality and Diversity Graduate Attributes and Employability University Restructuring

36 What do I need to make sure I get out of ELIR?  Read the report thoroughly  Understand the findings  Ensure the institution takes findings and report seriously  Raise and contribute to discussions at all levels about the report  Use it for yourself, not just the University  Use report/findings to support your arguments to improve student experience

37 Glasgow examples  Areas for improvement that the SRC and University are currently working on at Glasgow Currently working on the Student Voice Website Finalising the Graduate Attributes Paper

38 Activity: summary reports In small groups look through a summary report and highlight the: Main findings Opportunities Challenges

39 Activity: summary reports As a large group explore: How would you turn the opportunities into actions at your institution? Who could you work with to do this? How could they combat the challenges? What other challenges might there be?

40 Until next ELIR? ELIR visit & report Annual discussions Annual meeting & one year on report Prepare for next cycle

41 Questions and final discussion Have your hopes and fears been addressed? Is there anything still unanswered?

42 Aim and objectives Aim: an opportunity for student officers to become familiar with the ELIR process and understand how they can be involved Objectives: To develop a greater understanding of the rationale and process of ELIR To gain an awareness of the potential of the ELIR process for your students’ association To become fully empowered to effectively participate fully in the process To be able to plan for a successful engagement in the process

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