July 12, 2017
July 8, 2017
12th Annual Conference: A Better Quality Future – 7-8 September 2017
July 7, 2017
The Quality Strategy Network warmly invites members to its next symposium
June 1, 2017
Higher education providers’ quality assurance processes have become increasingly data-reliant over time, and recent sector pronouncements concerning a shift to more ‘outcomes-focused’ external monitoring have only reinforced this. However, providers frequently describe the challenges associated with securing data that are meaningful, timely, reliable and integrated and which inspire user confidence at all levels of their organisations. Particular issues have been identified in relation to the appropriateness and consistency of data and the metrics (benchmarks) used to evaluate them, for example in relation to the performance of diverse and non-standard programmes.
Providers describe the institutional systems used to harvest, process and disseminate data and the challenge of meeting the requirements of different users in respect of how much is provided, the level of detail and the format in which it is presented. Considerable work has been undertaken by some providers in creating ‘dashboard’ interfaces that enable end-users to run customised reports from a common data source. The indications are that such developments will become even more significant as providers have to evidence the robustness of their programme monitoring procedures as part of internal and external review.
May 16, 2017
The emergency pivot to virtual teaching and assessment by higher education providers in March 2020 was necessitated by governments across the UK bringing in lockdown restrictions as a result of the COVID-19 pandemic, with some institutions moving to virtual delivery ahead of formal government announcements. This webinar will focus on the quality assurance systems and processes that are now ‘forever changed’
Transnational education (TNE) is an important area for UK higher degree-awarding providers. 142 UK providers have students on TNE programmes and more than 650,000 students’ study for UK awards through transnational provision, including through open and distance learning. The Department for Education (DfE) estimates that UK higher education TNE contributes over £600 million in exports to the UK economy and
Providing swift and useful institutional insights from student feedback has always been a major challenge for quality assurance practitioners long before Covid-19 upended higher education across the four nations. The pivot to online teaching and assessment in recent months has underlined just how difficult this vital, but time-consuming, task has become. This fifth meeting of the Module Evaluation Special Interest Group
Technology Enhanced Learning (TEL) has become particularly relevant as the sector continues to manage its response to the COVID-19 pandemic. Blended learning, online delivery and alternatives to face-to-face assessment are now all part of the 'new normal' but what are the implications of these changes for quality assurance? This webinar will focus on the digital learning environment and explore how institutions
In May 2019 the UK Standing Committee for Quality Assessment published a Statement of Intent proposing that every higher education provider across England produce and publish a Degree Outcomes Statement analysing their degree classification profile and articulating the results of an internal review in the context of their arrangements for teaching, learning and assessment of students, academic regulations, and academic
*This event has now been moved to Wednesday July 1st from 15:30 until 17:00*
*Bookings now closed*
The impact of the Coronavirus pandemic, Covid-19, on the sector has been unprecedented. Higher Education Institutions have been quick to act in managing carefully the necessary response to the impact of Covid-19, informed by UK government and scientific advice and the
The Higher Education Sector has moved online. Teaching is being undertaken remotely and face to face assessment have been replaced with alternatives. Over the next month the majority of undergraduate students will complete their assessment for the year. But the potential impact of the pandemic on student achievement is wide ranging; students may
Programme approval, programme monitoring and benchmarking processes provide assurance of the ongoing quality and academic standards of programmes of study and enable the identification and delivery of systematic enhancements to the quality of learning opportunities. Changes in the external QA environment from the OfS’s ongoing conditions of registration to the introduction of a new ‘slimline’ Quality Code have led institutions to