Minimum / typical expectations
(codifying practice)

High Quality Course Design and Development

Please also see External Expertise, Student Engagement and Collaborative Partnerships

The academic standards demanded of students demonstrate currency in the discipline and meet the requirements of the Framework for HE Qualifications (FHEQ) in England & Wales, relevant Subject Benchmark Statements (where established) and where applicable statutory and/or accrediting body requirements (PSRBs).

Courses meet the University’s requirements for design and delivery, including the Credit & Module Framework and the Rules for Award.

Departments are clear how taught courses need to evolve to demonstrate the essential and wider ‘Dimensions of a Warwick Curriculum’ in the coming years. Departments maintain the University’s definitive record of each taught and research course, keep it up to date, reflect on what is delivered in practice, and offer Exit Awards to recognise student achievement, where appropriate.

Responsibilities for evaluating and improving the Department’s modules and courses are documented, effectively fulfilled and deliver tangible improvements.

Decisions are informed by the views of key stakeholders, including students, staff, employers, and delivery partners.

A culture of continuous improvement runs through the university, with monitoring and evaluation embedded in everyday practice.

> First line assurance
Internal

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

• Curriculum Development Toolkit supports staff in the design of modules and courses

• 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.

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

• Dimensions of a Warwick Curriculum specifies the distinctive elements that the University expects all of its courses to embed

External

• QAA Quality Code acts as a reference point for providers and contains the key high-level expectations of the sector

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

• QAA FHEQ sets out the UK HE levels and qualification descriptors that Warwick's programmes should align to

• QAA Characteristics Statements set out generic characteristics of courses at a range of HE levels. Non-subject specific

• OfS Sector Recognised Standards contains OfS's expectations for HE levels and the accompanying qualification descriptors. Taken from the FHEQ, these are now mandatory

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

> Second line assurance

• Course and module approval and amendment processes enable experts to assess the overall quality and suitability of the course with input from an external expert. This includes the Course Proposal Scrutiny Panel and the Financial Scrutiny Panel.

• NSS outcomes help to identify areas for development and feed into curricula enhancement

• PTES is a national survey of postgraduate taught students inviting comments on their experiences. The outcomes feed directly into course development and review

• Module evaluation can identify areas for development, areas of best practice and feed into other enhancement and assurance activity such as review mechanisms

> Third line assurance

• PSRB accreditation provides assurance that Warwick’s curricula adhere to industry/sector standards. OfS would consider a course that does not contain content required by a PSRB to be ‘of concern’

• ITLR's Evaluation Framework provides a 5-yearly opportunity to critically assess strengths, weaknesses opportunities and threats of programmes and can look at the design aspects and Education Management

• TEG annually, between ITLR reviews, looks at course design

Theme

Minimum / typical expectations

(codifying practice)

Line of assurance

High Quality Learning and Teaching

Including online / blended learning

Please also see Student Engagement

(links to OfS condition of registration B1.d)

Effective teaching practice is underpinned by a shared understanding of the education strategy, and a focus on student achievement and outcomes.

Teaching is current, rigorous and purposeful, students are encouraged to learn and to reflect independently, and there is clear alignment between content, delivery methods and learning outcomes.

Warwick has sufficient appropriately qualified and skilled staff to deliver a high-quality academic experience.

All students are provided with a high quality learning experience.

Staff are enabled to reflect on their practice and engage in relevant, timely Continual Professional Development (CPD) that supports students’ learning.

Activities, facilities and resources make the learning environment accessible, relevant and engaging to all students.

Information about, and support for, learning and teaching is clear and accessible to all students.

Students are encouraged and enabled to take an active role in their studies, and manage their own learning and development, supported by opportunities for ongoing dialogue with our staff.

Warwick provides blended learning opportunities that are learner-centred, relevant, and useful.

Effective blended courses are focused on the learning experience and outcomes before considering the technology.

As with physically presented learning, blended and online courses have clear aims, objectives and assessment points.

Effective blended learning emphasises active participation over consumption of “content”

Blended learning has a strong teaching presence, whether that is face-to-face or from a distance, and in synchronous or asynchronous engagements.

> First line assurance
Internal

• Academic Development Centre offers support for learning, teaching and assessment

• Education Strategy articulates the University’s values standards and ongoing aims for enhancement of teaching practice

• Dimensions of a Warwick Curriculum provide a reference for the distinctive elements that the University expects all of its teaching to embed

• Peer Dialogue on Teaching Scheme (PDoT) supports the development of teaching practice

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

External

• QAA Quality Code acts as a reference point for providers and contains the key high-level expectations of the sector

• QAA Advice and Guidance on Learning and Teaching non-mandatory advice on developing effective learning and teaching activities and environments

> Second line assurance

• NSS outcomes can help to identify problem areas in teaching and can then feed into teaching enhancement

• PTES outcomes can help to identify problem areas in postgraduate teaching and can then feed into teaching enhancement

• Module evaluation can identify problem areas, areas of best practice and to feed into other enhancement and assurance activity such as review mechanisms

• Progression, retention and completion data - departmental review enable enhancement

• T&L peer observations promote effective teaching, to share best practice and to identify areas where enhancement or intervention is needed

• Student Staff Liaison Committee helps gain real-time insight into teaching and learning

• 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

> Third line assurance

• ITLR is a 5 yearly opportunity to critically assess strengths, weaknesses, opportunities of and threats to education quality and the student experience, and looks at teaching practice in a number of ways, including talking directly with students

• TEG evaluates the quality of a department’s provision annually. TEG primarily focuses on the quality of teaching provision

• TEF participation in TEF is mandatory, and the process is co-ordinated by EPQ

Minimum/typical expectations (codifying practice)

Robust and Effective Assessment

Please also see External Expertise

(links to OfS condition of registration B4)

Departmental processes for setting, marking and moderating student assessment ensure fairness and uphold academic standards in line with University policy.

Assessment methods and criteria are mapped to learning outcomes and teaching activities at the module level, and an overall assessment strategy is in place at the course level.

Assessment effectively measures students against the learning outcomes accurately and consistently.

Assessment supports students to apply the knowledge and skills learned in a learning, and encouraging academic integrity.

Assessment is reliable, consistent, fair and valid.

Assessment design is approached holistically.

Assessment is timely, inclusive, equitable, explicit and transparent.

Assessment and feedback are purposeful and support the learning process.

Assessment is efficient and manageable.

Students are supported and prepared appropriately for assessments, and academic integrity is actively encouraged.

Assessment feedback is timely and in line with University expectations.

> First line assurance

Internal

• Assessment Strategy and Good Practice (EPQ) - while each department has its own assessment strategy, EPQ also offers centralised resources to help assessment designers

• Academic Development Centre offer training and resources to support good assessment practice
• Academic Regulations cover feedback and assessment, and exam regulations to ensure consistency and fairness

• Regulation 11 Academic Integrity sets out the academic misconduct policy and procedure and is supported by the University Guidance on Academic Integrity and the Institutional Approach to the use of Artificial Intelligence and Academic Integrity
• Departments’ Assessment Strategies
• Timeliness of Feedback policy and advice on when to feed back to students on assessed work
• Mitigating Circumstances Policy and the Reasonable Adjustments Policy ensures students are appropriately supported if facing significant personal difficulties with assessment
• Guide to examinations for higher degrees by research -advice from the Doctoral College on research degree examination expectations
• Examination and Assessment Conventions - the mandatory requirements originating from University Regulations, covering absences, mitigating circumstances, plagiarism etc
• External Examiner Response Guidance provides advice on how to effectively respond to External Examiner Reports
• Principles Governing the Appropriate and Ethical Use of Online Assessment Data University of Warwick

External

• QAA Quality Code's core practices include use of reliable, fair, and transparent assessment practices
• QAA Advice and Guidance on Assessment voluntary advice on the sector's approaches to assessment
• QAA advice and guidance on External Expertise advises on best practice in External Examiners
• QAA External Examining Principles set out the sector’s core points to cover in the appointment and operation of external examiners

> Second line assurance

• Exam Boards moderate and oversee student achievement measured through assessment and staff managing Exam Boards are offered training (or required to undertake training where they are the Chair).

• NSS outcomes give leaders an insight into student satisfaction with assessment and feedback

• PTES outcomes can give course leaders insight into the effectiveness of assessment and feedback practice

• 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
• Module evaluation ensures that teaching, learning and assessment for the module continues to be effective
• External Examiners sample assessed work, reflect on this in Exam Board meetings, and submit an annual report on whether assessment and feedback meet expected standards

> Third line assurance

• Senate Sub Group reviews and ratifies the decisions of all Exam Boards before awards of the University are confirmed, with membership including the Chief External Examiner.

• Annual reports on student outcomes provide multi-year trend analysis for relevant committees to use in evaluating the effectiveness of the current policy framework and QA mechanisms.

• ITLR critically assesses strengths, weaknesses, opportunities of and threats to education quality and the student experience, once every five years

• TEG evaluates a department’s delivery on a yearly basis and to promote ongoing enhancement of assessment, student support, experience and success

• TEF - participation in TEF is mandatory, and the process is co-ordinated by EPQ

Minimum / typical expectations

(codifying practice)

Enabling Student Achievement and Success

(links to OfS condition of registration B2)

Programmes deliver consistently high level of student satisfaction relative to sector averages of their subject(s).

Students achieve strong outcomes and regularly outperform sector averages and TEF benchmarks

All students are provided with the support that they need to succeed in and benefit from higher education.

There is a planned, deliberate and effective approach to tackling barriers and maximising success through the department’s support for all students that are in place.

All students are well supported to develop their skills and employability throughout their time at Warwick.

There is clear information provided to students about their course and the support available to them.

Warwick has sufficient appropriately qualified and skilled staff to deliver a high-quality academic experience, including in the area of academic support.

Students on joint degree courses enjoy a cohesive and integrated experience across their academic departments as a result of close management and collaboration.

> First line assurance
Internal

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

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

• Dimensions of a Warwick Curriculum a reference for the distinctive elements that the University expects all of its courses to embed

• 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

• 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

• 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
• The Responsibilities of Supervisors webpage sets out expectations for student supervision
• The Placement Practitioner Toolkit provides internal and external guidance, policy and good practice
• Internships and Student Placement pages sets out placement and internship health and safety requirements
• Wellbeing Strategy sets out the vision and strategic priorities around wellbeing
• Recruitment and Selection Policy sets out how the University attracts high quality staff
• Monitoring Student Engagement and Progression Guidance provides is intended to help departments in supporting students’ learning through monitoring their engagement and academic progress

External

• QAA Quality Code's core practices include the requirement for sufficient and appropriate student support services to deliver a high-quality academic experience
• QAA Advice and Guidance on Enabling Student Achievement sets out expectations an practices for enabling student achievement

> Second line assurance

• Inclusive Education Action Plans identify action and monitor progress to ensure all students benefit from a diverse and student-centred education and experience
• Module evaluation ensures that student support mechanisms continue to be effective
• SSLCs ensure students’ views are formally considered
• NSS outcomes help to identify problem areas and feed into curricula enhancement.
• PTES - a national survey of postgraduate taught students inviting comments on their experiences
• PRES – a national survey of postgraduate research students inviting them to comment on their experience
• Progression, retention and completion data is reviewed by academic departments to enable enhancement
• 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
• Internship and Placement Risk Assessment

• ITLR evaluates against criteria relevant to student experience and success and student support

• TEG evaluates a department’s delivery on a yearly basis and to promote ongoing enhancement of assessment, student support, experience and success
• TEF - participation in TEF is mandatory, and the process is co-ordinated by EPQ

• REF– the UK’s system for assessing the quality of research undertaken every 7 years.

Minimum/typical expectations (codifying practice)

Line of assurance

Monitoring and Evaluation

Please also see Student Engagement and External Expertise

A culture of continuous improvement runs through the university, with monitoring and evaluation embedded in everyday practice.

Responsibilities for evaluating and improving the Department’s modules and courses are documented, effectively fulfilled and deliver tangible improvements.

Decisions are informed by the views of key stakeholders, including students, staff, employers, and delivery partners.

> First line assurance Internal

• Course and module approval and amendment processes enable experts to assess the overall quality and suitability of the course with input from an external expert
• The ITLR website provides an overview of the activity undertaken

• TEG Guidance produced annually provides information on the expectations and the topics and theme for discussion

• Student module feedback advice on the centrally supported service to assist Departments in running their end-of-module Student Module Feedback data collection and analysis

• Governance Framework outlines the committee structure that enables oversight of quality assurance

External

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

> Second line assurance

• External Examiners’ reports and response provide assurance that Warwick’s courses are comparable to others in the sector as well as best practice and advice on course design

• Student-Staff Liaison Committees help to obtain real-time student feedback on curricula

• NSS outcomes help to identify areas for development and feed into enhancement

• PTES - a national survey of postgraduate taught students inviting comments on their experiences

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

• Progression, retention and completion data departmental review enables enhancement action

• TEG evaluates the department on a yearly basis to promote ongoing enhancement of assessment, student support, experience and success
• ITLR process provides periodic review of teaching and learning

> Third line assurance

• Annual Academic Assurance Report to Council’s Audit and Risk Committee brings together the assurance and learning from different QA activities to demonstrate an effective culture of cycle of quality enhancement is embedded.

Minimum/typical expectations (codifying practice)

Warwick has fair and transparent procedures for handling student complaints which are accessible to all students.

Warwick has fair and transparent procedures for handling academic appeals which are accessible to all students.

Student complaints and appeals are dealt with in a timely manner.

> First line assurance
Internal

• Student Complaints Resolution Procedure sets out the 3 stage procedure for dealing with student complaints

• Feedback and Complaints pages provide further guidance for staff dealing with student complaints

• Regulation 42 Governing Academic Appeals provides a fair procedure for handling academic appeals

External

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

• QAA Quality Code's core practices include the requirement effective student complaints and academic appeals processes

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

> Second line assurance

• Annual reporting to AQSC
• A quarterly complaints meeting, chaired by Academic Registrar, considers relevant student complaints
• Academic Appeals are considered by an Academic Review Panel

> Third line assurance

• The OIA publish annual statements for each higher education provider
• There is an annual report to the Audit and Risk Committee following the OIA Annual Statement

Minimum/typical expectations (codifying practice)

Effective Student Engagement

Students play an active, collaborative role in the governance, quality assurance and improvement of their learning experience.

Policies on Student Module Feedback are implemented effectively.

All students are meaningfully engaged and have the opportunity to be part of decisions that affect the learning experience.

> First line assurance Internal

• Student module feedback advice on the centrally supported service to assist Departments in running their end-of-module Student Module Feedback data collection and analysis

• Student Learning Experience and Engagement Committee information sets out the aim of the committee in ensuring have opportunities to engage in the quality of their educational experience

• Terms of reference noting student representation on University committees

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

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

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

External

• QAA Advice and Guidance on Student Engagement

  sets out expectations and practice for student engagement practice

> Second line assurance

• Module evaluation can identify problem areas, areas of best practice and to feed into other enhancement and assurance activity such as review mechanisms

• Student Staff Liaison Committee helps gain real-time insight into the student experience
• Acceptors and Decliners Survey engages students in the quality of the admissions and recruitment process

• NSS outcomes are evidence of student engagement and capture student satisfaction with student voice activity

• PTES is a mechanism to engage students in the quality of their learning experience
• PRES – a national survey of postgraduate research students inviting them to comment on their experience
• Student representation on University committees

> Third line assurance

• ITLR evaluates against criteria relevant engaging students in the quality of their learning experience

• TEG evaluates a department on a yearly basis including consideration of student engagement in quality assurance
• TEF - participation in TEF is mandatory, and the process is co-ordinated by EPQ

Minimum/typical expectations (codifying practice)

External Expertise

Warwick uses one or more external experts as advisers to provide impartial and independent scrutiny on the approval of all provision that leads to the award of credit or a qualification.

Independent External Examiners are engaged to comment impartially and informatively on academic standards, student achievement and assessment processes for all provision that leads to the award of credit or a qualification.

Warwick has processes for the nomination, approval and engagement of external examiners and other independent external experts.

Information about the roles of those providing external expertise are available and clear for students, staff and other stakeholders.

External examiners are given sufficient and timely evidence and training to enable them to carry out their responsibilities.

> First line assurance
Internal

• 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

• ITLR webpages provide an overview of the process, which includes an external panel member

External

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

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

> Second line assurance

• External Examiners are appointed by the Senate Sub Group after an evaluation ensures they are appropriately qualified and experienced

• External Examiner Report consideration and response ensures assessment and feedback meets expected standards

• External Examiner reports and departmental responses are reviewed by a senior leader at institutional level, with concerning reports escalated for further attention and common themes from the reports fed into relevant committees for follow up.

• Course and module approval and amendment processes enable experts to assess the overall quality and suitability of the course with input from an external expert through the External Assessor Report

> Third line assurance

• TEG evaluates a department on a yearly basis including consideration of external examiner engagement
• ITLR evaluates against criteria that include evaluating engagement with external experts

Minimum/typical expectations (codifying practice)

Apprenticeships and Work-based Learning

Apprenticeships comply with all relevant UK regulations and quality requirements.

Work-based learning opportunities are designed and developed in partnership with employers, students and other stakeholders (where appropriate) and contain learning outcomes that are relevant to work objectives.

Work-based learning opportunities are structured and achieved through authentic activity supervised in the workplace by the right people.

Work-based learning opportunities are delivered through a meaningful partnership between students, employers and the university, underpinned by formal agreements with all three parties.

Warwick, and the employers delivering WBL experiences, consider any specific issues in relation to the workplace environment and deal with them appropriately, including informal agreements where appropriate.

Work-based learning opportunities enable students to apply and integrate areas of subject and professional knowledge, skills and behaviours to enable them to meet course learning outcomes.

All parties understand and respect the respective roles, responsibilities and expectations of the university, employer

and student, and appropriate training and support is provided where required.

Together with employers, the university acknowledges that individuals have unique needs both here and in the workplace, and collaborate to ensure opportunities are inclusive, safe and supported.

Warwick designs, monitors, evaluates and reviews work-based learning opportunities in partnership with employers.

> First line assurance Internal

• Academic Development Centre provides resources for supporting work-based assessment

• Placement Practitioners Toolkit supports staff in designing and operating placements

• Placement Learning Good Practice guide examples of good practice in placement learning activities, with enhancement examples

• Degree apprenticeships, EPQ information - hosts course approval forms, guidance, relevant regulations on degree apprenticeship provision

External

• QAA Advice and Guidance on Work-Based Learning - non-mandatory guidance on designing and operating work based learning provision

• IfATE quality information -IfATE has responsibility for quality of degree apprenticeships, with OfS responsible for External Quality Assurance of integrated degree apprenticeships. Ofsted performs periodic inspection of providers, including Warwick

• Apprenticeships Standards and Assessment Plans outline expectations for apprenticeship provision

> Second line assurance

• NSS Outcomes give course leaders insight into the effectiveness of our delivery in the workplace
• PTES outcomes can look at those postgraduate courses with workplace experience elements

• Course approval and amendment process enables experts to help ensure that all courses with work based learning elements deliver a high-quality academic experience that enable students to achieve

• Module evaluation can identify problem areas, areas of best practice and to feed into other enhancement and assurance activity such as review mechanisms
• Student Staff Liaison Committee can gain real time student feedback into workplace provision

• Annual apprentice and employer surveys feed into course improvement

• External examiners’ reports and response processes provide assurance that Warwick’s courses are comparable to others in the sector as well as best practice and advice on course design

• Employer Training Needs Analysis (TNA)ensures the suitability of the employer, job role, apprentice and course.

• Apprentice Initial Needs Analysis (INA)ensures the suitability of the apprentice and course, to determine any RPL adjustment, training or support required.

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

• Programmes Management Group (PMG) a quarterly group for ongoing monitoring of apprenticeship KPIs
• Real time apprentice progress monitoring using OneFile tracks individual apprentice progress and enable intervention or support

• Monthly cohort monitoring meetings enables identification of issues affecting a proportion of or whole work-based cohort

• Quarterly Tripartite Reviews to track 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

> Third line assurance

• ITLR looks at WBL as well as ‘on-campus’ delivery

• TEG evaluates the quality of a department’s provision annually. TEG also promotes ongoing enhancement of curricula, student support, student experience, student success and welfare

• PMG Annual Programme Reviews (APR) 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.

• TEF benchmarks measure against internal KPIs

• Collaborative Review - a five-yearly deep dive into the collaborative aspects of collaborative programmes with workplace elements and apprenticeships including the resources, facilities, experience of the student/apprentice and success of the course

• Ofsted inspection – covers degree apprenticeship provision on behalf of IfATE, the regulator in this area

Minimum/typical expectations (codifying practice)

Collaborative partnerships

The University is accountable for assuring the overall quality and academic standards of the provision, regardless of the type of partnership.

Responsibilities for course design, delivery and/or assessment delegated to delivery partners are effectively documented and fulfilled.

All students are provided with a high-quality learning experience, no matter where it is delivered or by whom.

Due diligence enquiries are completed and legally binding written agreements are signed prior to the commencement of student registration - due diligence enquiries are refreshed periodically and before agreements are renewed.

The quality procedures used for collaborative partnership arrangements are at least as rigorous, secure and open to scrutiny as those used for any other course Warwick delivers.

Accurate, up-to-date records are maintained of all partnership arrangements that are subject to a formal agreement.

Warwick has effective processes for assuring that academic standards and quality continue to be maintained by delivery partners, in line with the University’s policy on academic partnerships.

> First line assurance Internal

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

• 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, this includes information for collaborative provision

External

• QAA Advice and Guidance on Partnerships supports the development of effective learning and teaching activities and environments

> Second line assurance

• Collaborative Course Review through the Partnerships Committee ensures that higher risk provision is monitored regularly to allow intervention and risk management

• Collaborative Module Approval – a light touch approval process for 30 credits or less

• Ongoing partner staff approval through the Partnerships Committee ensures that newly recruited staff are suitably qualified and experienced for their role in the partnership

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

• Due Diligence and site visit at approval ensures the suitability of resource, support mechanisms, internal quality assurance, regulations, policy and organisational and management structures

• Risk Assessment and Risk Register completed at approval to identify risks and propose mitigating actions, ensuring that partnerships where risk is present can be approved

• Scrutiny of the proposed partnership carried out at the point of approval through the Partnerships Committee, to bring together due diligence, risks to the course to determine the viability of the partnership

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

> Third line assurance

• Collaborative review - a deep dive of partnership provision on a risk basis

• ITLR- through the Evaluation Framework ITLR provides a 5-yearly opportunity to critically assess strengths, weaknesses opportunities and threats of the quality of our programmes, including partnership programmes (excluding validated provision), with actions to address any identified issues