Quality Assurance
The quality of our education will continue to be assured and enhanced by robust systems and processes, which will be appropriately sensitive to disciplinary cultures
Our goals:
Institutional Teaching and Learning Review
Processes Innovation
Module Evaluation
Credit Framework
Institutional Teaching and Learning Review
We will …
Implement the recommendations of the ITLR 2017 across the life of the Education Strategy
We will achieve this by …
- Addressing the recommendations of ITLR Review Panels at departmental and institutional level
- Monitoring progress against recommendations on a regular basis via the University Education Committee, AQSC, SLEEC, Student Success Programme Board and Faculty Education Committees
- Plan and prepare for the next ITLR in 2022, enhancing the process in line with learning from the 2017 review, and taking into account any changes in external quality assurance requirements
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Case study: Institutional Teaching and Learning ReviewThe University holds its Periodic Review process – its Institutional Teaching and Learning Review (ITLR) - simultaneously for all departments once every five years. In 2017, the ITLR involved the review of 37 academic departments and 786 courses plus relevant professional service areas. Learn more about the review and how its outcomes have informed the development of the Educaiton Strategy. |
Processes Innovation
We will …
Be innovative in improving existing processes through the use of new systems and data
We will achieve this by …
- Reviewing approaches to assessment to include timing of assessments and resit opportunities, operations of exam boards, data analysis on assessment outcomes, mitigating circumstances and plagiarism
- Supporting the development of expertise around the range of assessment methods used to diversify approaches to assessment
- Implementing the new course approval process and develop a new module approval system
- Providing central PSRB oversight and support for engagements and proactively monitor monitoring recommendations arising from engagements
- Developing education dashboard and learner analytics to integrate dynamic data and implement the Teaching Excellence Group (TEG) process
- Ensuring information provision on courses is compliant with regulatory requirements of the CMA
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Priorities 2018/19: Developing and diversifying our assessment practicesIn academic year 2018/19, we will further progress the Review of Assessment to provide robustness, consistency and flexibility to enhance student and staff experience. Work in 2018/19 will include a focus on progression and borderline criteria, and mitigating circumstances; plagiarism; reviewing examination processes; and diversification of types of assessment. |
Module Evaluation
We will …
Introduce a new approach to module evaluation
We will achieve this by …
- Providing a system for collection and analysis of module evaluation and guidance for the use of data, allowing for both institutional and departmental feedback, and aligning to related, existing policies
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Case study: Module EvaluationIn 2017, WIHEA Fellows formed a Learning Circle of colleagues interested in moving towards a more learning-centred approach to module evaluation, which would help inform students when choosing their modules, and allow staff to enhance modules where appropriate. The Fellows – which included Student Fellows - investigated existing practices in departments and peer institutions and developed good practice guidance for module evaluation. |
Credit Framework
We will …
Develop a credit framework to enhance flexibility and responsiveness of curricula to support assessment, timetabling, employability, international mobility, and quality assurance
We will achieve this by …
- Reviewing, simplifying and harmonising the credit framework
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Priorities 2018/19: Reviewing our credit frameworkIn academic year 2018/19, we will start to review the University’s credit framework to enhance flexibility for the creation of joint and interdisciplinary courses and programmes, and facilitate study abroad and work placement opportunities. Work in 2018/19 will include determining the scope of the project and identifying risks and key principles; and consulting widely and engaging with departments to understand the implications of changes to curricula. |
