Collaborative Management Groups, which are undertaken for medium and high-risk provision, to monitor KPIs, partnership management, student support, monitor academic standards and student feedback and EE reports.

Collaborative module approval – a lighter-touch process for collaborative teaching of 30 credits or less.

Collaborative review undertakes a deep dive of partnership provision on a risk level basis, which examines the success of the partnership through student feedback, KPIs, partner feedback and reflection, self-reflection, consideration of resource and facilities, support and management structures and to inform the renewal of the collaborative agreement. High risk validated provision may have its own bespoke review mechanism, to better reflect the nature of the partnership. Led by Partnerships Committee.

Collaborative Strategy and Policy – the University’s objectives for collaborative partnerships in teaching. The policy sets out the specific criteria for approving collaborative partnerships.

Committee on Admission of Students to Courses of Study reviews applications where non-academic information prompts consideration of review or rejection of an offer

Competition and Markets Authority (CMA) advice for HE providers- Advice to help higher education providers understand their responsibilities under consumer protection law when dealing with undergraduate students. In brief, the advice states that under consumer protection law, providers must give students clear, accurate and timely information about their course. OfS conditions of registration require Warwick to have due regard to this advice when developing and implementing policies and procedures.

Student Complaints Resolution Procedure sets out the 3 stage procedure for dealing with student complaints and the Feedback and Complaints pages provide further guidance for staff dealing with student complaints.

Course and module approval and amendment process, guidance and forms in which experts will assess the overall quality and suitability of the course with input from an external expert.

Credit and Module Framework sets out the University’s minimum requirements for the volume and level of credits that students should take for the qualifications awarded by the University.

Curriculum Development, a toolkit to provide support to staff in the design of curricula.

Degree apprenticeships– EPQ’s webpages giving advice and links to key forms and regulations

Dimensions of a Warwick Curriculum, which, support and inform curriculum design at Warwick, with nine dimensions essential to having a course approved and 12 which are encouraged to be adopted as good practice. The Dimensions are demonstrated through the course and module proposal documents.

Due Diligence and site visit at approval– in collaborative provision, to ensure the suitability of resource, support mechanisms, internal quality assurance, regulations, policy and organisational and management structures.

The Education Strategy articulates the University’s goals in disciplinary excellence and pedagogy.

Employability Strategy sets out objectives and approach.

Employer Training Needs Analysis (TNA) – in apprenticeships, these ensure the suitability of the employer, job role, apprentice and course.

The Entry Requirements and English Language Requirements outline the minimum expectations for students entering courses

Examination and Assessment Conventions - links to examination and assessment conventions - mandatory requirements originating from University Regulations - including absence and uncompleted work, Exam Boards, cheating and plagiarism, external examiners, materials allowed in exams, mitigating circumstances, reasonable adjustments, release of results and submission.

Examination Boards– in place for each department, exam boards monitor academic standards and the application of assessment regulations, marking scales and moderation to ensure fairness. Assessment design support is provided by ADC, to assist staff in designing fair and inclusive assessments.

External examiners provide assurance that Warwick’s courses are comparable to others in the sector and help ensure the fair application of assessment regulations. Departments are expected to respond to External Examiner comments. The External Examiners Handbook is a single point of reference containing procedures and guidelines for the operation of the External examiner system including the nomination process

External Examiner Response Guidance provides advice on how to effectively respond to External Examiner Reports

External expertise - appointment of and involvement from external experts, to ensure currency and sector benchmarking.

Fitness to Practise processes are in place where necessary

Formal collaborative partnerships agreements to articulate the expectations and responsibilities of each partner.

Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ). This document contains the national frameworks for higher education qualifications of UK degree-awarding bodies (The Framework for Higher Education Qualifications of Degree-Awarding Bodies in England, Wales and Northern Ireland, and The Framework for Qualifications of Higher Education Institutions in Scotland (FQHEIS)) that set out the different qualification levels. It also features qualification descriptors for each level which exemplify the general nature and outcomes of the main type of qualification, acting as national expectations of standards of achievement. Elements of the FHEQ have been adopted by the OfS within their Sector Recognised Standards and compliance with them is now expected in England as a result.

Guide to examinations for higher degrees by research – guidance from the Doctoral College setting out the expectations of the University on examination of research degrees and the procedures to be followed in their conduct.

High risk validated provision or institutional strategic partnerships- may include membership on approval and review panels and approval of EEs.

Inclusive Education approach aims to ensure all students benefit from a diverse and student-centred education and experience

Individual Learning Plan (ILP) and Commitment Statement - documents the intended learning plan for apprentices.

Induction, including self-assessment- maps to the Knowledge, Skills and Behaviours (KSBs) and ILP, which allows monitoring of progress throughout an apprenticeship.

IfATE quality information– IfATE are the PSRB responsible for the quality of degree apprenticeships in the UK. Something on the fact they publish the apprenticeship standards?

ITLR is Warwick’s large-scale quinquennial quality assurance exercise. Through the Evaluation Framework, ITLR provides a 5 yearly opportunity to critically assess strengths, weaknesses, opportunities and threats of the quality of our education and the student experience, with actions to ensure ongoing enhancement and inform the next Education Strategy.

Mitigating Circumstances Policy and the Reasonable Adjustments Policy ensures students are appropriately supported if facing significant personal difficulties with assessment

Module approval– supported by the Education Group and accessed via an online system, module approval guides a module convener through the basic elements required of a new module and enables centralised records.

Module evaluation- a comprehensive and systematic means of gathering student opinion on each module, enabling review and improvement. Module evaluation can also identify problem areas, areas of best practice and to feed into other enhancement and assurance activity such as review mechanisms.

Monitoring Student Engagement and Progression Guidance provides is intended to help departments in supporting students’ learning through monitoring their engagement and academic progress

Monthly cohort monitoring meetings - enables identification of issues affecting a proportion of or whole cohort of apprentices.

National Student Survey (NSS) - an annual survey, managed by the OfS on behalf of the UK funding and regulatory bodies. It gathers students’ opinions on the quality of their courses. Every UK university takes part.

OfS Regulatory notice 1: Access and participation plan guidance sets out the regulatory requirements for access and participation plans

OfS Sector Recognised Standards (PDF) – defined by the OfS’s regulatory framework, these standards relate to condition B5 and were taken from the QAA’s FHEQ document.

Ofsted inspection– for apprenticeships, Ofsted operates a periodic inspection function, with overall regulatory responsibility sitting with IfATE.

The OIA Good Practice Framework sets out principles and operational guidance to support higher education providers

Ongoing partner staff approval through the Partnerships Committee, to ensure newly recruited staff are suitably qualified and experienced for their role in the partnership.

Our course Teaching for Online Learning- supports high quality, student centred, innovative online teaching and learning.

Partner staff CV approval at the stage of initial approval to ensure staff are suitably qualified and experienced for their role in the partnership.

Peer Dialogue on Teaching Scheme (PDoT) to support the development of teaching practice. Each departments has their own scheme, following centralised guidance. Their outputs include teaching and learning peer observation summaries.

Personal Development Review framework enables staff to have conversations to review their development, role, contributions, achievements and career aspirations and can lead to CPD and opportunities such as Fellowship for development

Personal Tutor Code of Practice sets out the principles of the University’s personal tutoring system and the expectations and boundaries of the personal tutor role

Placement Learning Good Practice Guide – EPQ guidance identifying examples of good practice in the establishment and management of placement learning activities, highlighting effective enhancement examples.

The Placement Practitioner Toolkit provides internal and external guidance, policy and good practice

PRES – a national survey of postgraduate research students inviting them to comment on their experience

Postgraduate Taught Experience Survey (PTES) - a national survey of postgraduate taught students inviting them to comment on their course and experience.

Programmes Management Group (PMG)- a quarterly group for ongoing monitoring of apprenticeship KPIs. PMGs also conduct Annual Programme Reviews (APR) to enable continuous improvement in response to quarterly KPIs, module evaluation, EE reports, SSLC meetings, annual apprentice and employer surveys, NSS, PTES and end of course feedback.

PSRB accreditation outcomes- while PSRB process are not our own, the outcomes of PSRB accreditation are recorded centrally within EPQ. OfS consider removal of PSRB accreditation as an indicator that their conditions of registration have been breached.

QAA Quality Code- the QAA’s reference document for quality practice across the UK higher education sector.

QAA Advice and Guidance on Admissions, Recruitment, and Widening Access– QAA’s advice on assuring quality across the various pathways open to students to enter higher education.

QAA Advice and Guidance on Assessment voluntary advice on the sector's approaches to assessment

QAA Advice and Guidance on Concerns, Complaints and Appeals sets of expectations and practice for concerns and complaints

QAA Advice and Guidance: Course Design and Development provides advice and guidance on expectations and practices for course design and development

QAA Advice and Guidance on External Expertise advises on best practice in External Examiners

QAA Advice and Guidance on Enabling Student Achievement sets out expectations an practices for enabling student achievement

QAA Advice and Guidance on Learning and Teaching - QAA’s advice on supporting the development of effective learning and teaching activities and environments.

UK Quality Code, Advice and Guidance: Monitoring and Evaluation provides advice and guidance on expectations and practices for monitoring and evaluation

QAA Advice and Guidance on Partnerships– QAA’s advice on how partnership arrangements can be effectively managed and overseen by providers.

QAA Advice and Guidance on Student Engagement sets out expectations and practice for student engagement practice

QAA External Examining Principles set out the sector’s core points to cover in the appointment and operation of external examiners

QAA Subject Benchmark Statements, offered in a range of subjects covering most typical courses in operation in the UK

QAA Characteristics Statements-describe the distinctive features of qualifications at particular levels within the Qualifications Frameworks, in terms of their purpose, general characteristics and generic outcomes.

Quarterly Tripartite Reviews- tracks an apprentice’s progress towards KSBs, English and Maths skills and readiness for EPA, to give apprentices the best chance of achieving the best outcome possible by the planned outcome date.

Real time apprentice progress monitoring- uses OneFile to track individual apprentice progress and enable intervention or support.

Recognition of prior learning policy- sets out the policy that allows prior certified or experiential learning to be used as partial credit towards courses where appropriate

Recruitment and Selection Policy sets out how the University attracts high quality staff

Regulation 6: Admission to the University outlines admission practice

The Research Excellence Framework (REF) – the UK’s system for assessing the quality of research undertaken every 7 years.

TheResponsibilities of Supervisorswebpage sets out expectations for student supervision

Risk Assessment and Risk Register – in collaborative provision, used at approval to identify risks and propose mitigating action, ensuring that partnerships where risk is present can be approved.

Rules for Award articulate the university’s rules and minimum requirements for awards.

Scrutiny of proposed collaborative partnerships- completed at the point of approval through the Partnerships Committee, to bring together due diligence and risks to the course to determine the viability of the partnership.

Senate Sub Group- ratifies assessment results and awards to take an overview by cohort, department and across the institution spotting patterns, trends or areas of potential non-compliance for analysis.

Social Inclusion Strategy - framework to deliver our ambition of a place where everyone has the opportunity to reach their potential and to be recognised as best in class in our approach to equality, diversity, and inclusion, for staff and students by 2030

Staff Student Liaison Committee (SSLCs)are student-led committees made up of elected student representatives, called Course Reps, and members of staff called Academic Convenors. They provide an area for students and staff to discuss ideas and solve problems connected with teaching, learning and student support. Each department should have its own SSLC and they may also be course-based (eg there is one overall SSLC for all the Global Sustainable Development degree courses, which include, where possible, a representative from each joint degree course).

The Student Co-creation Toolkit provides guidance and resources to support student co-creation

The Student Experience webpages provide information to support the variety of ways the university works with students.

Student Recruitment Steering Group oversees the implementation of the student recruitment strategy

The SU Course Rep Handbook provides guidance to Course Representatives on the role and associated activities.

Warwick’s support for students advice page– wellbeing and student support services, with guidance for staff.

Teaching Excellence Framework (TEF)– a national scheme run by the Office for Students (OfS) that aims to encourage higher education providers to improve and deliver excellence in teaching, learning and achieving positive outcomes. OfS’s Condition B6 requires participation in the TEF. EPQ also have web pages giving information on the 2023 TEF submission.

Teaching Excellence Group(TEG) is an annual departmental review that was put in place to provide quality review in the four years between ITLR reviews.

Timeliness of Feedback policy – the university’s policy and accompanying guidance on the Timing of the Provision of Feedback to Students on Assessed Work, including communication with students and monitoring of feedback turnaround times.

Training Quality Evaluation - enables apprentices to give real time feedback on the content and delivery of training to enable continuous improvement.

Undergraduate Joint and Cross Departmental Courses Good Practice Guide sets out areas of good practice that characterises the management of joint and cross departmental degrees

WBL processes and guidance – the Placement Practitioner Toolkit has been created by the Internships, Placements & Work Experience Team in Student Opportunity for use by placement practitioners at the university.

Wellbeing Strategysets out the vision and strategic priorities around wellbeing

Widening Participation Committee- has oversight of the strategy for access, participation and attainment for under-represented groups.

Widening Participation Strategy -the University’s widening participation strategy for undergraduate and postgraduate provision.