The Education Quality Framework
Education Quality Framework
The Education Quality Framework has 4 ‘lines of quality assurance’, as outlined below, that provide an overview of relevant policy and quality expectations, the day-to-day operational quality assurance activities, and the quality monitoring, review and evaluation processes that ensure we are providing a high-quality experience for our students.
The framework is arranged thematically, with the quality activities leading to assurance of standards arranged against each theme in three of the four ‘lines’. Linking the themes with the lines are brief expressions of our minimum expectations, informed by QAA’s indicators of quality (PDF) – each individual activity will also have its own aims and expectations expressed in the relevant guidance and process information. The Fourth line is pervasive through each theme of activity so does not appear in the table.
The Education Quality Framework aims to outline current practice and provide a valuable resource for staff. For example, staff looking to develop a new course, or review work-based learning opportunities can find the relevant theme, see what our overall quality expectations are, and follow the links in the ‘lines’ column for further information.
Lines of Quality Assurance
| How we set expectations | First line - policy and quality expectations |
| Including - regulations, policy and procedure, relevant strategy, internal and external advice, guidance and resources | |
| What we do to assure quality | Second line - quality assurance activities |
| Including - student feedback mechanisms, relevant committees, steering groups and working groups, programme approval processes, External Examiner processes, teaching and learning observations | |
| How we know the activities meet the expectations | Third line - monitoring, review and evaluation processes |
| Including - annual and periodic review processes, PSRB accreditation and external review processes | |
| How we assure Council | Fourth line - internal audit |
| Sits outside the quality space - is there to provide assurance to Council that the framework is working |
Themes
(Links to OfS Condition of Registration A1)
Minimum/typical expectations (codifying practice)
Warwick has a reliable, fair, appropriate, and inclusive admissions system. This process is implemented fully and consistently. Policies and procedures for application, selection and admission are transparent and accessible.
Warwick uses fair, reliable and appropriate assessment methods that enable us to select students with the potential to complete the course successfully.
Warwick reduces or removes unnecessary barriers for prospective students.
The information Warwick provides to prospective students for recruitment and widening access purposes supports students in making informed decisions.
All Warwick staff, representatives and partners engaged in the delivery of admissions, recruitment and widening access are appropriately trained and resourced.
Warwick continually develops widening access strategies and policies in line with local and national guidance.
Potential students are supported appropriately throughout the admissions process.
Warwick is committed to ensuring admissions decisions are undertaken in a timely manner.
Line of assurance
First line assurance
Internal
- Regulation 6: Admission to the University outlines admission practice
- Warwick's Admissions Statements provide an accessible summary of the University’s current undergraduate, post graduate and Degree Apprenticeship admissions policies and procedures, for applicants and their advisors
- Warwick abides by sector guidelines on fair admission and have a detailed set of internal procedures and policies updated annually
- Admissions Service advice pages gives information on the services the Admissions Team offers
- Access and Participation Plan sets out the goals for ensuring equality of opportunity in relation to access, success and progression.
- The Inclusive Education approach aims to ensure all students benefit from a diverse and student-centred education and experience
- 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
- The Entry Requirements and English Language Requirements outline the minimum expectations for students entering courses
External
- QAA Quality Code for Higher Education 2024 is a reference document for quality practice across the UK higher education sector that includes Principle 9 related to recruiting, selecting and admitting students
- QAA Advice and Guidance on Admissions, Recruitment, and Widening Access, advice on assuring quality across the various pathways open to students to enter higher education
- CMA guidance - advice to help higher education providers understand their responsibilities under consumer protection law when dealing with undergraduate students
- OfS Regulatory notice 1: Access and participation plan guidance sets out the regulatory requirements for access and participation plans
Second line assurance
- Student Recruitment Steering Group oversees the implementation of the student recruitment strategy
- Academic Strategy Committee
- The Widening Access Advisory Panel is a new panel that absorbs some tasks from the previous Widening Participation Committee
- Committee on Admission of Students to Courses of Study reviews applications where non-academic information prompts consideration of review or rejection of an offer
- Fitness to Practise processes are in place where necessary
- Course approvals process includes consideration of student recruitment
- Acceptors and Decliners Survey collects student feedback on the recruitment and admissions process
- Staff Student Liaison Committees (SSLCs) provide course level feedback across the student experience
Third line assurance
- Access and Participation Plan monitoring and approval by the OfS