Future arrangements for external examining and related developments Dr Tim Burton Assistant Director, Development and Enhancement Group 24 January 2011

Overview External examining Academic infrastructure Institutional audit Public information

External examining Academic infrastructure Institutional audit Public information

Origins of the review QAA Thematic enquiries (Apr 2009) UUK Announcement (Sep 09) TQSE Report (recom 5) (Oct 09)

Review Group/Expert GroupUUK/GHE/QAA discussion paper Responses considered by Review Group Final consideration by UUK/GHE Boards Review process

QAA detailed work on the roleRevision of Section 4 of the Code Inclusion as part of new Academic Infrastructure Single reference point for external examining What happens next...

Clarity, inc. limits of role Responsibility of the HEI ‘Judgement’ versus ‘advice’ Role National criteria Competence/experience Familiarity with standards Expertise in enhancement Selection Importance of/mentoring for first time appointees Format not prescribed/face to face/on-line Rejection of common template Induction Key themes

Difficulties of more than a general principle Many externals already in senior roles Already embedded for some institutions Recognition National template – core items Rejection of student section Make reports ‘available’ to students Proposal for checklist Details of EEs in course information Reports Robust internal procedures Confidential report to V-C QAA Concerns scheme Recourse Key themes (2)

Other issues Industry/professional externals Role of national bodies UK Professional Standards Framework

External examining Academic infrastructure Institutional audit Public information

Evaluation: Feb-Aug 2010Consultation on proposals: Dec-Mar 2011Report on consultation: Summer 2011Development of new Code: Implementation: The process

Evaluation findings No appetite for major change Better public communication Sector ownership (autonomy) Links between AI and audit/review

There was evidence to demonstrate that the Academic Infrastructure was well embedded in higher education providers' policies and procedures. Many of those who considered the Academic Infrastructure to be important recognised a value in seeing it as a whole framework that was somehow more than the sum of parts, but there was no single view of how each of the components necessarily related to each other (para 2.1.4). Evaluation findings (2)

Evaluation findings (3) More positive Very positive impact on UK HE Created a consistent approach and a common vocabulary Basis for comparing threshold standards No major omissions Autonomy not threatened Less positive Scope to improve individual elements Clarify role relating to other reference points and audit/review Hasn’t reached wider audience Largely ineffective in increasing public assurance about standards

Part A: setting and maintaining threshold academic standards Part B: assurance and enhancement of academic quality Single ‘Code’ Threshold standards Academic quality Enhancement Clearer definitions Code of practice? Code? Quality and/or enhancement? New title Distinguish ‘mandatory’ elements from guidance Format Consultation

External examining Academic infrastructure Institutional audit Public information

Quality Assurance SystemHEFCE Commissioning letterOperational DescriptionImplementation from Sep 2011 Institutional audit (review)

Introduction of thematic element Rolling process rather than fixed cycle Public as principal audience for reports No increased level of demand Proportionality (smaller institutions) Judgement on published information Judgement terminology made easier to understand Audit: Main issues

Integrated Quality Enhancement Review Current cycle ends July 2012 No funding for future Developmental Engagements Expectation of convergence with audit method IQER

External examining Academic infrastructure Institutional audit Public information

HEFCE Consultation – ends 7 March 2011 Key information set and development of NSS Student charters The Higher Education Achievement Report

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