Quality assurance andenhancement in UK highereducation
Carolyn Campbell
Head of International Affairsc.campbell@qaa.ac.uk

Overview of higher educationin the UK [i]• Shape and size
• Four systems• Diversity in higher education institution size,
mission and provision• Autonomy and independence• Degree awarding powers and university title• FundingOverview of higher education inthe UK [ii]• Structure of programmes andqualifications• The Academic Infrastructure• Quality assurance: two levels• Internal quality assurance• External quality assurance

The history of QAA andevaluation in UK HE• Quality assurance before 1990
• The Academic Audit Unit 1990-1992• Quality Assurance 1992-97:The Higher
Education Quality Council and the higher
education funding councils• QAA 1997 to present day

The Quality Assurance
Framework comprisesz the ‘Academic Infrastructure’z published information about quality andstandards in individual institutions –teaching quality information(www.unistats.co.uk)
z student surveys
z regular institutional audits and reviews

An overview of the QAA• Official status• The QAA Board of Directors• Organisational structure• Finance• Relationship with other organisations

QAA
safeguards the public interest in soundstandards of higher education qualifications
and informs and encourages the continuous
improvement in the quality of HE by:• conducting external reviews and audits in universities
and colleges• describing clear academic standards in the Academic
Infrastructure• advising government on applications for degree
awarding powers and university title• offering advice on academic standards and quality.

How we define academic‘standards’ and ‘quality’• academic standards are predetermined and explicit
levels of achievement which must be reached for astudent to be granted a qualification• academic quality is a way of describing theeffectiveness of everything that is done or provided (the‘learning opportunities’) to ensure that students have thebest possible opportunity to meet the stated outcomes of
their programmes and the academic standards of theawards they are seeking

What is the ‘Academic
Infrastructure’?
•a Code of Practice•

two qualifications frameworks (England,Wales and Northern Ireland; Scotland)•subject benchmark statements•

programme specifications

Developed in consultation with the UK HE sector

The Code of Practice•ten sections•

principles of good practice with explanations•key point of reference for the conduct of all
QAA audits and reviews•

key point of reference for institutions

Framework for Higher Education
Qualifications for England, Walesand Northern Ireland•

HE qualifications awarded by universities andcolleges in England, Wales and Northern Ireland
are at five levels.

•

Certificate, Intermediate, Honours, Masters andDoctoral levels.

Subject Benchmark Statements• set out expectations about standards ofdegrees in a range of subject areas• define what can be expected of a graduate interms of the abilities and skills needed todevelop understanding in the subject• do not represent a national curriculum in a
subject area.

Programme specifications•

provide concise description of the programme•

provide information to students and otherinterested parties including employers.

6 basic quality assurance
questions
•
•
•
•
•
•

what are you trying to do?
why are you doing it?
how are you going to do it?
why is that the best way to do it?
how do you know it works?
how can you improve it?

PURPOSESREASONMETHODOPTIMISATIONEFFECTIVENESSENHANCEMENTInstitutional audit 2006:
England & Northern Ireland• is an evidence-based process carried out
through peer review• at the centre of the process is an emphasis
on students and their learning• processes are defined in the Handbook for
Institutional audit: England and Northern
Ireland 2006

Institutional Audit 2006
• two judgements• academic standards and learning opportunities• audit trails• Commentaries, including on enhancement• revised approach to reporting• mid cycle follow upInstitutional audit andenhancement• “enhancement is defined as the process of takingdeliberate steps at institutional level to improve thequality of learning opportunities” (Institutional audit
handbook p11)

• “the focus on institutional approach to quality
enhancement covers use of external examiners,
internal and external review, the Academic
Infrastructure and other external reference points,
students as partners in quality enhancement,
management information, dissemination of goodpractice, staff development and reward, and otherrelevant topics.” (Institutional audit handbook p3)

On the audit trail ...
A

Documents

How evaluative?

Internal review – how well
does it work for assurance
and enhancement

Use made ofFHEQ, Benchmark Statements
Programme Specifications,
Code of practiceEvaluation oflearning
support &resources
Student evaluation
Student liaison

Progression
data usedwell?

Assessment policies
in practice? Matchwith level of award?
View of institution’s policies andprocesses in operation

Handbooks
Good information?
Students’understandingof expectations
B

The judgements• the confidence that can reasonably beplaced in the soundness of the institution’s
present and likely future management of theacademic standards of its awards• the confidence that can reasonably beplaced in the soundness of the institution’s
present and likely future management of thequality of the learning opportunities
available to students

Confidence statements• confidence• limited confidence• no confidence

The Report and its Annex
Reportz Summary- judgements, comments,recommendations, features of good practicez The Report – seven section headings

Annex to the reportz same section headings as in the report but

more detailed information

Mid cycle follow-up• an integral part of the overall institutional audit• paper-based exercise• institutional commentary on• action taken to address recommendations in theaudit report and in any other QAA reports sincethe audit• significant changes in collaborative arrangements
since the audit.
• sampling of internal review reports• report by QAA to institution and HEFCE.

Engagement with the sector• QAA Liaison officer scheme• Annual meeting of subscribing institutions• Conferences, round tables and workshops• Higher Quality and Quality Update
International• Advisory Groups on reviewing elements ofthe Academic infrastructure• Advice and information on quality andstandards.

QAA’s enhancement activities
include• Thematic briefings• Quality matters• Outcomes from institutional audit• Enhancement themes• Sharing good practice• Overview reports – ‘Learning from……….

Quality enhancement andassurance – a changing picture?
• A joint HEFCE-QAA-HEA report“The main driver for a move to a higher
profile for quality enhancement has
been the natural development of theinstitution, informed by the most recent
audit report”“The institutional audit report was animportant driver for change”