For all enquiries about QSN, please contact the Chair
For enquiries about membership or subscriptions, please contact the AUA Office which coordinates payments via finance@aua.ac.uk.
Please could we ask that contact is made by email in the first instance; and allow five working days for reply.
Institutions which do not formally subscribe to QSN can apply to be on the mailing list, and receive information about the annual conference and other symposium events. However, they will not receive the other benefits listed above.
QSN has noted that there may be individuals working for other organisations within Higher Education (including, but not exclusively, OfS, QAA, Advance HE and others) who would like the opportunity to engage with the Network. Those in this category are eligible for individual membership, at an annual cost of £100.
The cliché of “it’s not what you know, it’s who you know” may well be one of the most annoyingly overused phrases you are likely to hear, but it could be more accurate than you think. This webinar will simply focus on facilitating opportunities for QSN members to establish potential institutional connections across
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
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
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
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
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
*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