UK Quality Code for Higher Education Chapter B4: Enabling student development and achievement Harriet Barnes h.barnes@qaa.ac.uk

One Quality Code Part A: Setting and maintaining academic standards Chapter A1: UK and European reference points for academic standards Chapter A2: Degree-awarding bodies' reference points for academic standards Chapter A3: Processes for setting and maintaining academic standards Part B: Assuring and enhancing academic quality Chapter B1: Programme design, development and approval Chapter B2: Recruitment, selection and admission to higher education Chapter B3: Learning and teaching Chapter B4: Enabling student development and achievement Chapter B5: Student engagement Chapter B6: Assessment of students and the recognition of prior learning Chapter B7: External examining Chapter B8: Programme monitoring and review Chapter B9: Academic appeals and student complaints Chapter B10: Managing higher education provision with others Chapter B11: Research degrees Part C: Information about higher education provision

The Quality Code jigsaw The existing elements of the Academic Infrastructure put back together in a different order Some completely new chapters e.g. student engagement Review and editing of the whole for consistency and to reduce duplication Some reworking to cover topics in a more appropriate way

Indicators of sound practice Key components Explanation Indicators of sound practice Expectation: what higher education providers expect of each other and which students and the public can expect of all higher education providers

Chapter B4: Enabling student development and achievement Expectation Higher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.

Where did it come from? Need for a Chapter on ‘supporting students’ identified during evaluation of the Academic Infrastructure Embedding content of Code of practice Section 8: Careers education, information, advice and guidance and relevant parts of Section 3: Disabled students But also covering learning resources and other mechanisms that higher education providers put in place to facilitate student achievement

Input from… Universities and Colleges Information Systems Association JISC Equality Challenge Unit Society of College, National and University Libraries AMOSSHE Association of Graduate Careers Advisory Services

What does it cover? Every student, whatever their location, level or mode of study – all students can be enabled to develop their potential Transitions into, through and out of higher education Integrated approach and definition of responsibilities – to the student, seamless

Key themes Strategic approaches Student transitions Facilitating development and achievement

Equality and diversity inclusivity protected characteristics accessible

Within and beyond the curriculum

Staff All those who facilitate learning Appropriately qualified, supported and developed Learning and teaching practices are informed by reflection, evaluation of professional practice, and subject-specific and educational scholarship B3: Learning and teaching, Indicator 3

Quality Code – where next? Removing existing inconsistencies Updating further references The ‘web portal’ Revising the integral elements of Part A qualifications frameworks subject benchmark statements The five year plan

Further information Website: www.qaa.ac.uk/qualitycode Email: enquiries@qaa.ac.uk Sign up to QAA News: www.qaa.ac.uk/Newsroom/News/Pages/QAA-news-alert.aspx