University of Glamorgan Faculty of Business & Society FGM Development Day Wednesday 18 th July 2012 The UK Quality Code for Higher Education A Brief Guide Maldwyn Buckland QAA Review Coordinator: REO, IQER & Access to HE

The UK Quality Code for Higher Education The UK Quality Code for Higher Education (the Quality Code) is used to assure the standards and quality of higher education in the UK and gives higher education providers a shared starting point for setting & maintaining the academic standards of their programmes assuring the quality of learning opportunities provided to students It is used by individual higher education providers to ensure students have a high quality educational experience It consists of a series of separate Chapters grouped into three parts further information:

What are the key features of the Quality Code ? the Quality Code sets out the formal Expectations that all UK higher education providers reviewed by QAA are required to meet it is the nationally agreed, definitive point of reference for all those involved in delivering higher education programmes all higher education providers reviewed by QAA must commit to meeting the Expectations that it sets out’ the Quality Code has three Parts (A, B & C) on standards, quality & information these are broken down into a series of Chapters which cover different aspects of higher education each Chapter sets out an Expectation for the topic and a series of Indicators that reflect sound practice 17/07/2012M.Buckland/UK Quality Code3

How has the Quality Code been developed? the Quality Code replaces the Academic Infrastructure (AI), the previous set of reference points developed by QAA in partnership with the higher education sector during 2009/10, QAA undertook an evaluation of the AI to reflect on its use, impact and effectiveness. Details of the evaluation can be found at: in response to findings, QAA developed proposals for the new Quality Code which were subject to public consultation from 14 th December 2010 to 1 st March Details about to consultation can be found at: the consultation was supported by four round table discussion events in January Consultation responses can be found at: M.Buckland/UK Quality Code417/07/2012

What is the purpose of the Quality Code? to assure the academic standards of UK higher education to assure the quality of the learning opportunities offered to students to promote continuous and systematic improvement in UK higher education to ensure that information about UK higher education is publicly available 17/07/2012M.Buckland/UK Quality Code5

How is the Quality Code used? Higher Education providers use the Quality Code to: help them set and maintain the academic standards of their programmes and awards assure and enhance the quality of learning opportunities provide information about higher education Student representatives & Students’ Unions can: use the code in discussion with their institution as it sets out the minimum expectations for the quality of learning opportunities provided Reviewers carrying out QAA reviews use the code as a: benchmark for judging whether an individual institution meets national expectations for academic standards and the quality of learning opportunities 17/07/2012M.Buckland/UK Quality Code6

What are Expectations? each Chapter of the Quality Code sets out a specific Expectation. these express key matters of principle that the sector has identified as important for assuring academic standards and quality they make clear what UK providers are required to do, what they expect of themselves and each other and what students and the public can therefore expect of all of them individual providers should be able to demonstrate they are meeting the Expectations effectively, through their own management and organisational processes 17/07/2012M.Buckland/UK Quality Code7

What are indicators? each Chapter of the Quality Code sets out a series of Indicators to help higher education providers meet the relevant Expectations these are actions or approaches that higher education providers have agreed reflect sound practice each Indicator is accompanied by explanatory text which shows why it is important and suggests possible ways in which it might be addressed and demonstrated 17/07/2012M.Buckland/UK Quality Code8

Chapters: Part A Setting and maintaining threshold academic standards These Chapters cover the issues relevant to the setting and maintaining of academic standards A1: The national level A2: The subject & qualification level A3:The programme level A4: Approval and review A5: Externality A6: Assessment of achievement of learning outcomes 17/07/2012M.Buckland/UK Quality Code9

Chapters: Part B Assuring and enhancing academic quality These Chapters cover the issues relevant to ensuring that the quality of learning opportunities meets expectations and is continually being improved B1: Programme design and approval B2: Admissions B3: Learning and Teaching B4: Student support, learning resources and careers education, information, advice & guidance B5: Student engagement B6: Assessment of students and accreditation of prior learning B7: External examining B8: Programme monitoring and review B9: Complaints and appeals B10: Management of collaborative arrangements B11: Research degree 17/07/2012M.Buckland/UK Quality Code10

Chapters: Part C Information about higher education provision This shorter Part is not subdivided into Chapters. It addresses how providers make available information that is fit for purpose, accessible and trustworthy Chapter B10: Management of collaborative arrangements Dates for consultation Cardiff: Tuesday 2 nd October Marriott Hotel Cardiff Belfast: Thursday 4 th October Queens University Belfast Manchester: Tuesday 9 th October Mercure Hotel Manchester London: Friday 12 th October Woburn House London Edinburgh: Tuesday 16 th October Apex Hotel Edinburgh 17/07/2012M.Buckland/UK Quality Code11

Factors for success in raising standards in teaching & learning QAA defines the standards of high education provision through a series of indicators including the new Quality Cod, Subject Benchmark Statements and the Framework for Higher Education Qualifications (FHEQ) This triumvirate exists to ensure parity of the student experience at all levels confirming generic abilities regardless of the subject area. For example HNC students should have basic problem solving skills, while BE students must demonstrate analytical skills. Likewise, students studying the same subject must share a core body of knowledge, which Subject Benchmarks define In other words, every programme in the UK must attain minimum standards, however, there are standards within those standards 17/07/2012M.Buckland/UK Quality Code12

FHEQ The FHEQ states that degree programmes must be at the current boundaries of an academic discipline When discussing the raising of standards, enhancement of higher education must focus on the enrichment of staff as well as the provision In order to raise standards one has to: 1.Raise awareness about the minimum standard 2.Enable staff to determine where they are in relation to that minimum and …. 3.Acknowledge the need for, and facilitate staff in the constant updating of their specialist subject knowledge 17/07/2012M.Buckland/UK Quality Code13

Teaching & Learning For tutors to remain at the current boundaries of knowledge they must be constantly learning, which in turn, informs their teaching In the current climate of the student-driven market, we must all comprehend the breadth of the educational process and claim ownership There is little point in identifying the need for a programme, writing curriculum, devising assessment and moderating the grades unless one owns that process. Therefore to raise standards in Teaching & Learning we must ensure that: 1. staff have a complete and intimate knowledge of the process of teaching and learning so that they can… 2. apply their knowledge to their teaching 3. encourage staff to become learners as well as tutors to ensure awareness of the student experience 17/07/2012M.Buckland/UK Quality Code14