1. Quality Management Futures: can the centre hold?
Maureen McLaughlin
QSN September 2018

2. QAA’s UK-wide work Quality assessment and assurance UK Quality Code
Advice on degree awarding powers and university title
Teaching Excellence Framework
Assurance of transnational education
Strategic international engagement

3. QAA’S WORK IN THE FOUR UK NATIONS
England
Designated quality body
Design and implementation of new quality system
Quality & Standards Review
Wales
New Quality Enhancement Review and Gateway Review
Post-compulsory education and training reform
Welsh language standards
QAA’S WORK IN THE FOUR UK NATIONS
Scotland
Latest enhancement approach
Enhancement Theme ( )
Focus On projects
Enhancement conferences
Northern Ireland
Next approach to be confirmed 

4. Divergent approaches
Different approaches to quality in different UK nations
England – risk-based system (baseline compliance)
Scotland – enhancement-led approach (reviews on a five year cycle)
Wales – new Quality Enhancement Review (reviews at least every six years)
Northern Ireland – to be confirmed

5. UK-wide movement to outcomes-focus
‘We want to focus on outcomes for learners and enhance quality right across the system… There is support for a single quality framework with learners, their experiences and outcomes at its heart.’
2018 Welsh government consultation on the post-compulsory education system
‘A diverse sector supports student choice. The conditions of registration are explicitly tailored to a diverse set of providers, by focusing on the outcomes a provider is expected to achieve, rather than determining how this should be done. Providers are free to determine their individual mission, strategy and approach.’
2018 regulatory framework for higher education in England
‘I look to the Scottish Funding Council to continue to develop and improve use of Outcome Agreements to achieve our desired outcomes for learners, for skills development and ultimately for inclusive economic growth in Scotland.’
2017 Ministerial letter to the Scottish Funding Council

6. In Scotland
Let’s look in more detail at the current approaches in the UK nations – starting in Scotland.
This Photo by Unknown Author is licensed under CC BY-SA

7. Quality Enhancement Framework (QEF)
Enhancement-led Institutional Review (ELIR)
Institution-led quality reviews
Student engagement
Public information
Enhancement Themes

8. Continued commitment to Quality Enhancement Framework and enhancement-led approach
Partnership approach
Enhancement-led Institutional Review
Current Enhancement Theme Evidence for Enhancement: improving the student experience
Focus On projects

9. In Wales
In Wales ...

10. Quality Assessment Framework
Gateway
Arrangements for established providers
Tailored but rapid intervention
Degree standards and comparability
International reputation
• Gateway review
• Risk-based review approaches
• Scrutiny of data
• Annual assurance from governing bodies
• Triennial visits
• Working in partnership with students
• HEFCW complaints process
• Guidance
• HEFCW’s Quality Assessment Committee
• Understanding degree algorithms
• Grade inflation / improvement
• External examining, professional development and calibration
UK Standing Committee for Quality Assessment
Transnational education review visits

11. Higher Education (Wales) Act 2015
Quality Assessment Framework for Wales (published March 2018)
New quality approaches:
- Quality Enhancement Review
- Gateway Quality Review: Wales
Reform of post-compulsory education and training system:
- Proposed new Tertiary Education and Research Commission for Wales

12. In England
And in England ...

13. Higher Education and Research Act 2017
Independent designated quality (QAA) and data (HESA) bodies
Key functions of the designated quality body:
Assessment of quality and standards ​
Advising the OfS on granting, varying or revocation of degree awarding powers and university title

14. Features of the new English framework
‘The Office for Students (OfS) is a new regulator for English higher education. It will adopt a bold, student-focused, risk-based approach, reflecting the significant changes to higher education of the last 25 years and seeking to anticipate the changes still to come.’
Features of the new regulatory framework include:
Risk-based, proportionate, outcomes-focused approach to regulation (baseline compliance)
Strong focus on value for money for students and taxpayers
Single register for providers – 24 conditions of registration
New concept in the framework – allows for institutional failure
New degree awarding powers (NDAPs)
Annual random sampling of providers (e.g. 5%)

15. Work of the designated quality body
Working with the OfS
Design and delivery of review methods:
Initial registration (Quality & Standards Review)
Breach of registration conditions
Random sampling component
Advice on degree awarding powers
Advice on standards assessments
Other sector-level activities
‘The OfS welcomes the QAA’s designation as it ensures that the QAA’s expertise as the sector-recognised expert body on quality and standards can be deployed in the new regulatory environment.’

16. Key features of Quality & Standards Review
Expert review
Review against the core practices of the UK Quality Code
Outcomes focussed
Primary evidence
Subject specialisms
Review visit
Student engagement
Evidence, data and criteria-based judgements
Published report

17. International

18. UK revenue from education-related exports and TNE activity (2015)
UK revenue from education-related exports and TNE activity increased to £19.3bn in 2015
Increase of 22% since 2010
Higher education accounts for 67% (£12.9bn) of this
(Department for Education report, Feb 2018)

19. International strategic engagement

20. Transnational education (2016-17)
708,000 TNE students across all continents (except Antarctica):
NB 43% registered on OBU Association of Chartered Certified Accountants (ACCA) programmes
Top 10 countries for UK TNE ( , student numbers)
Malaysia (74,180)
China (70,240)
Singapore (48,290)
Pakistan (43,870)
v) Nigeria (32,925)
vi) Hong Kong (27,390)
Sri Lanka (24,480)
viii) Egypt (21,695)
Oman (21,250)
x) UAE (17,750)
Source of data: HESA ( )

21. Quality assuring UK TNE
UK – extended, complex TNE provision​ ​ TNE – a higher risk activity for providers​ Reputational risks and impact​ Importance of trusted quality assurance to maintain international confidence​

23. UK Quality Code UK–wide touchstone
Revised version published March 2018
Underpinning advice and guidance
Scoping sessions over April
Development sessions across all UK
Writing and reading groups established
Final draft Sept, considered by UKSC, then publication in November
Other external reference points

24. Expectations (standards and quality) Supporting reference documents
THE CODE
Expectations (standards and quality)
Core practices
required by all UK HE regulatory jurisdictions
Common practices
common to the underpinning of quality in all UK providers but not regulatory requirements for providers in England regulated by the OfS
Supporting reference documents
National frameworks and statements
(e.g. Qualifications Frameworks, characteristics statements, benchmark statements)
Advice and guidance
 (e.g. programme design, admissions, student engagement, etc..)

25. Advice and Guidance
Purpose: To underpin the mandatory element of the Code by offering clear, succinct and practical advice and guidance to enable institutions to meet the core and common practices and the expectations, regardless of UK jurisdiction.

27. Outcomes relating to themes
Programme Design and Development
Admissions, Recruitment and Widening Access
Learning and Teaching
Enabling Student Achievement
Student Engagement
Partnerships
External Expertise
Concerns, complaints and appeals
Assessment
Research Degrees
Work-based learning *

28. Outcomes relating to structure
Introduction & explicit links to core and common practices
Key principles
Practical advice and guidance on delivery of theme to include enhancements and good practice
Monitoring and Evaluation
Reporting – Internal and External, Data Sets, Metrics
Resources, Further Information, Relevant Organisations & Glossary
Overarching Information
Practical Advice & Guidance
Signposting

29. The virtual interface
Over the summer of 2018, QAA has been designing a web based interface for the quality code.
Strong focus on the user experience
Visually engaging
Enclosed map of the site for each theme
Links to relevant Documents
Links to other areas of the Quality Code

30. 27 March 2018
Expectations, core and common practices published
April 2018
Scoping events
May 2018
Advice and guidance workshops
Mid-June 2018
Establishment of advice and guidance writing groups and wider reading groups to include sector wide representatives and experts
Early August
1st draft – created virtually. New interactive web design developed and tested by QAA.
Early September
Final draft
Mid-September
(11, 13 and 18 Sept)
Final edit meetings in Gloucester
17 October 2018
Consideration by UK Standing Committee for Quality Assessment
29 November 2018
Publication and launch

31. Beyond the baseline
Above the baseline? .

32. Gaps? Opportunities? With divergence comes opportunity
Sharing experiences, strengths and learnings from the different approaches
More cross-border networking
Different groupings to work on challenges
A UK – wide enhancement approach? Important to international standing and perceptions