Quality Assurance in UK Higher Education:

Reviews and Accreditations

Wendy YipDirector, International Development

What is Quality Assurance?

UK Universities award their own degrees

National threshold academic standards – set out a minimum level of achievement that has to be reached for students to succeed on the course and achieve the qualification

Academic quality is how well the University supports students in their learning: the quality of teaching, the support, the resources

Quality Assurance is the process of checking that the standards and quality of the education meet the agreed expectations. It is about raising standards and ensuring students have the best possible experience when studying

Why do it?

Having quality and standards means that students and employers and everyone else can have confidence in a student’s education and degree. Students have a better chance of gaining good employment or becoming successful researchers

Good practice can be identified and spread to other programmes and to other Universities (through peer review)

Public reports, press reports, league tables and student satisfaction surveys can enhance or damage a

University’s reputation and affect a University’s ability to attract the best students

How is it done?

The University checks that quality and standards are being met:

all new Programmes have to be formally approved

annual monitoring is carried out to make sure everything is on track and the courses stay up to date

more detailed reviews, with external staff involved, are carried out every six years: research degrees as well as taught

external examiners from other Universities advise on academic standards and how they compare to similar awards in other Universities

Who checks on the Universities?

The Quality Assurance Agency for Higher Education (QAA) is responsible for upholding the quality and standards of Universities in the UK

National Level: Quality Assurance Agency (QAA)

Mission: to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continuous improvement in the management of the quality of higher education

They do this by

working with higher education institutions to define academic standards and quality

carry out and publish reviews against these standards

Established in 1997 Independent body funded by subscriptions from UK universities and colleges of higher education, and through contracts with the main UK higher education funding bodies

QAA - responsibilities

Each university and college of higher education is responsible for ensuring that

appropriate standards are being achieved a good quality education is being offered

QAA’s responsibility is to safeguard the public interest in sound standards of higher education qualificationsencourage continuous improvement in the management of the quality of higher education

They achieve this by

reviewing standards and qualityproviding reference points that help to define clear and explicit standards

In England, universities and colleges of higher education are reviewed through an institutional audit – now called Higher Education Review

UK Quality Code

Developed by QAA with the higher education community, and sets out the Expectations that all providers of UK higher education are required to meet.

The Quality Code is grouped into three parts: Part A on academic standardsPart B on academic quality Part C on information about higher education provision

To ensure that Aston met the expectations of the Quality Code, the University’s Learning and Teaching Committee established an expert group to consider each Chapter (13 Groups in total). Each Group reported on meeting the Expectations of ‘their’ chapter, and to identify any actions the University should take. Having submitted their initial reports the expert groups continue to meet as required to record progress on the actions they recommended.

UK Quality Code

Part A: Setting and Maintaining Academic Standards

Qualifications FrameworksCharacteristics StatementsCredit Frameworks Subject Benchmark Statements

UK Quality Code

Part B: Assuring and enhancing academic

Chapter B1: Programme Design, Development and ApprovalChapter B2: Recruitment, Selection and Admission to Higher EducationChapter B3: Learning and TeachingChapter B4: Enabling Student Development and AchievementChapter B5: Student EngagementChapter B6: Assessment of Students & the Recognition of Prior LearningChapter B7: External ExaminingChapter B8: Programme Monitoring and ReviewChapter B9: Academic Appeals and Student ComplaintsChapter B10: Managing Higher Education Provision with OthersChapter B11: Research Degrees

UK Quality Code

Part C: Information about Higher Education Provision

Public confidence in higher education relies on public understanding of the achievement represented by higher education qualifications. The Quality Code sets out an Expectation that higher education providers make available valid, reliable useful and accessible information about their provision.

Chapter B10: Managing Higher Education Provision with Others

Work and Study placements UK and abroad, taught and research students

Student exchange agreements

Work-based learning in collaboration with employers

Articulation agreements offering entry to second or final years of courses

Dual/double awards of taught and research programmes

Joint awards

Chapter B10: Managing Higher Education Provision with Others

Importance of clear agreements Who is responsible for what – especially:

Programme Management TeamExamination BoardsAssessment of what staff development might be needed

Regular reviews of collaborative provision are held and are based on:

admission and progression datastudent and employer feedbackannual review and external examiners’ reports

Meetings are held with the programme team, students and, where appropriate, employers

QAA Higher Education Review (HER) 2015

The Higher Education Review for Aston University took place in April 2015

Had to demonstrate how it maintains its academic standards and quality and how it enhances the quality of learning opportunities for its students:

The submission, in January 2015, of a Self Evaluation Document (SED) to the QAA, accompanied by a detailed range of evidence sources to support the descriptions and reflections made in the SED on the Institution’s strategy, structures, policies and processesA week long visit by the QAA Review Team in April 2015. The QAA met with students and a range of staff from across the University to gain first-hand information on the institution’s approach to quality assurance and enhancement

Following the Review visit, the QAA will write a report on the findings of its review which will include judgements, recommendations, features of good practice and affirmations. The University will have an opportunity to respond to the report before the final report is published on its website.

Institutional Level Aston University’s Approach to Quality

Aston University operates a tiered approach to quality assurance and enhancement in which:

Individual staff are encouraged to take responsibility to strive for high standards and quality of their own activities

School Boards (through Academic Groups, School Teaching and Learning Committees and School Research Committees) and Executive Deans of School are responsible for ensuring that academic provision and research continue to meet the quality thresholds and academic plans of the School and the University

Whilst the Senate and Learning and Teaching Committee (LTC) establishes and monitors the effectiveness of University quality and standards policies, processes, procedures and regulatory frameworks, as well as approving codes of practice (Quality Team)

Institutional Level Aston University’s Approach to Quality

Programmes of study are monitored annually within the Schools, taking into account feedback from students, teaching staff, external examiners, placement providers and professional bodies

Each degree programme is subject to an internal review by the Learning and Teaching Committee every six years: Periodic review panels include academics from across the Schools, member of staff with expertise in learning and teaching and Students’ Union, and two external representatives. Subject areas and the Schools are required to respond fully and formally to the recommendations of the resulting review report

Quality Management Structure at Aston University

SENATE

(3 meetings a year)

Research Committee

(At least 2 meetings a year)

Graduate School Management Committee

(3 meetings a year)

4 School Learning and Teaching Committees

(Various)

Learning and Teaching

Committee (4 meetings a year)

Collaborative Provision Strategy

Group (3 meetings a year)

Programme Approval Sub-

Committee (6 meetings a year)

Regulation Sub-Committee

(3 meetings a year)

4 School Research Committees

(Various)School Research Ethics Committee

(1 meeting a year)

University Research Ethics

Committee (1 meeting a year)

4 School Management

Teams (Various)

KEY: Research Programmes

UG and PGT Programmes

School LevelAston Business School's Approach to Quality

ABS has a strong quality assurance and enhancement framework led by its own Quality Unit and Quality GroupThe School’s procedures are embedded within those of the University and there is active engagement with University staff and mechanismsThe introduction of the Quality Unit and Quality Group shows the commitment of ABS to a quality agenda and to continuous quality improvement

Triple Accreditation for Aston Business SchoolAMBA: 2015AACSB: 2013EQUIS: 2011

ABS has significantly increased the involvement of other groups in programme design and evaluation, notably the business community both local and nationally and alumni. This has added an invaluable external perspective to School's activities notably by the Advisory Board.

Students

Students also have a role in quality assurance and if they are not happy with their course they can:

make a complaint to the Universitymake a complaint to the national Office of Independent Adjudicator (OIA)make a complaint to the QAA (the Concerns process)

Students are givenStudent CharterStudent HandbookCourse Handbook

Students are encouraged to give regular feedback throughSatisfaction surveysCourse surveysLeavers destination surveys

External Accreditation

QAA (Quality Assurance Agency)

EQUIS (European Quality Improvement System)

AACSB (Association to Advance Collegiate Schools of Business

AMBA (Association of MBAs)

Professional Bodies

Professional organisations

If students are studying for a professional qualification, such as engineering, law or pharmacy, their programmes are also looked at by professional organisations who approve the courses and monitor them

Where does the Bologna Process fit in?

The UK was one of the primary signatories in 1999Now covers 47 European and Eurasian countries

Much of the discussion takes place at a national levelEuropean Ministers of Education meet every 2 years to discuss and build upon objectives

Essentially:Transparent Quality Assurance processesThe Three Cycle SystemEasier recognition of qualifications and periods of study

The European Qualifications Framework (EQF) ECTS (European Credit Transfer and Accumulation System)Diploma Supplement

Mobility /international exchange Establishment of the EHEA as a common frame of reference

Where does the Bologna Process fit in?

Transparent Quality Assurance processesUK QAA certified as fully compliant with the European Standards and Guidelines for Quality Assurance and has played an active role in promoting best practice at a European level

The Three Cycle SystemIn 2008, QAA verified: The framework for higher education qualifications in England, Wales & NI (FHEQ) to be compatible with the Framework for Qualifications of the European Higher Education Area (FQ-EHEA)

• UK via UUK (+ France, Germany, Poland, Switzerland) contributed to Declaration on doctoral training in Europe, which makes the case against the regulation of doctoral degrees

Where does the Bologna Process fit in?

Easier recognition of qualifications and periods of study In 2008, QAA verified: The framework for higher education qualifications in England,

Wales & NI (FHEQ) to be compatible with the Framework for Qualifications of the European Higher Education Area (FQ-EHEA)

Credit framework exists:Two UK credits = one ECTS creditFull-time UK HE year = 120 UK credits (60 ECTS credits)

Diploma SupplementAston issues the Diploma Supplement, which incorporates information into a document which sets the student's course in the national context

What next for the Bologna Process?

In Bucharest in April 2012, the Education Ministers identified three key priorities for the

future:

MobilityEU Ministers have agreed to double the proportion of higher education students completing a study or training period abroad to 20% by 2020 and support for mobility is a core focus of the EU programme for education and training

Employability

QualityContinual work on ECTSContinual work on Diploma Supplement

Useful Website

QAA (Quality Assurance Agency) www.qaa.ac.uk

EQUIS(European Quality Improvement System)

European Foundation for Management Development (EFMD) is Europe's largest network association in the field of management development

EFMD operates the European Quality Improvement System (EQUIS)

Objective:To raise the standard of management education worldwide

EQUIS(European Quality Improvement System)

Assesses institutions as a whole - including research, e-learning units, executive education provision and community outreach

Looks for a balance between high academic quality & the professional relevance provided by close interaction with the corporate worldthe creation of an effective learning environment that favours the development of students’ managerial & entrepreneurial skills, and fosters their sense of global responsibilityinnovation in all respects, including programme design & pedagogy

A focus on level of internationalisation; not a strict requirement by AACSB

So far all fully accredited EQUIS business schools applying for AACSB accreditation have succeeded, which has not been the case the other way.

Institutions with single, double or triple accreditations(outside North America)

EQUISQuality Standards & Criteria

10 chapters covering the review areas

Chapter 1: Context, Governance and Strategy

Sets the School’s identity, mission and strategic objectives within the national & international context within which it operates 

Mission:A clearly articulated mission that is understood & shared throughout the institution

Governance:An effective & integrated organisation for the management of its activities based on appropriate processes, with a significant degree of control over its own destiny

Strategy:A defined, credible and coherent strategy, realistically reflecting its market positioning, resources and constraints

EQUISQuality Standards & Criteria

Chapter 2: Programmes 

Looks at the portfolio of programmes offered to ensure that they are well-designed with clear learning outcomes and an appropriate balance between knowledge acquisition and skills acquisition

Delivery methods should be diverse and reflect up-to-date educational practice

Strong emphasis on student learning and allow for practical work

Rigorous assessment processes for monitoring quality of students’ work

Regularly evaluated through feedback from students and other stakeholders

Adequately staffed, managed and administered 

EQUISQuality Standards & Criteria

Chapter 3: Students

Addresses the School’s management of its student population.

The School should demonstrate that it is successfully preparing students for potential careers in international management.

The extent to which the School is able to attract students from other countries, both as regular students enrolled in its degree programmes and as exchange students, is a major indicator in assessing the degree of internationalisation

EQUISQuality Standards & Criteria

Chapter 4: Faculty  

The School should recruit, develop and manage its faculty in accordance with its strategic objectives and have sufficient core faculty to cover the major disciplines and constitute a viable body of distinctive expertise

Criteria includes: Faculty size, qualification and composition Faculty management Faculty development Internationalisation Ethics, Responsibility and Sustainability Corporate Links

EQUISQuality Standards & Criteria

Chapter 5: Research and Development  

The School should regularly produce original contributions to knowledge that are effectively disseminated. These should demonstrably make an impact on one or more constituencies that are strategically important for the successful development of the School: academic peers, management professionals, students, etc.

Chapter 6: Executive Education

If offered, the School should explain how this activity is integrated into their overall strategy and into their management systems

EQUISQuality Standards & Criteria

Chapter 7: Resources and Administration  Demonstrate financial viability & institutional continuity, with physical resources & facilities to provide a high quality learning environment and with sufficient high quality administrative staff and processes to support the School’s range of activities

Criteria includes: Physical Facilities and the Learning Environment Financial Performance and Financial Management Risk Management Information and Documentation FacilitiesComputing Facilities Marketing and Public Relations Administrative Services and Staff Ethics, Responsibility and Sustainability

EQUISQuality Standards & Criteria

Chapter 8: Internationalisation

The School should have a clearly articulated strategy and policies for internationalisation.

It should demonstrate its commitment to educating and preparing students and participants for management in an international environment.

This should be underpinned by active collaboration with international partner institutions in fields such as student exchanges, joint programmes, research activity and corporate connections.

The School should be able to attract students and faculty from other countries. It should carry out research of international relevance and scope.

EQUISQuality Standards & Criteria

Chapter 9: Ethics, Responsibility and Sustainability

A clear understanding of its role as a “globally responsible citizen” and its contribution to ethics and sustainability. This understanding should be reflected in the School’s mission, strategy and activities.

There should be evidence that the School’s contribution is reflected in its regular activities, covering education, research, interactions with businesses and managers, community outreach and its own operations.

EQUISQuality Standards & Criteria

Chapter 10: Corporate Connections

The School should have a clearly articulated strategy and policy with regard to its corporate connections. It should demonstrate that it develops students and participants with a practical understanding of business and management through interaction with the corporate world.

Faculty should be involved with current management practice through research and consultancy undertaken in collaboration with corporate partners and through executive education.

Corporate input should be a key feature of the School’s activities.

Useful Websites

QAA (Quality Assurance Agency) www.qaa.ac.uk

EQUIS (European Quality Improvement System) www.efmd.org

AACSB (Association to Advance Collegiate Schools of Business) www.aacsb.edu

AMBA (Association of MBAs) www.mbaworld.com

HEA (Higher Education Academy) www.heacademy.ac.uk