2.3 million 600,000. Who we are. UK-based students. studying overseas

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1 Quality in Action

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3 Who we are The landscape of UK higher education regulation and quality is in a period of significant change. QAA is transforming itself to play a central role in our fast-changing sector and to assist institutions in this new operating environment. Our aim is to be central to a system of co-regulation that assures a baseline of quality across a diverse higher education sector, by playing an active role in the delivery of external quality assurance in all parts of the UK. We will continue to provide services that complement and add value, including capacity building and enhancement opportunities for subscribing institutions and developing international relationships. As well as working on transformation, QAA has continued to deliver our core business and services to universities and colleges across the UK while enhancing UK higher education s international standing through our work with the European Association for Quality Assurance in Higher Education and international partnership agreements. Quality in Action highlights the work QAA has successfully delivered in the last year as we monitored and advised on standards and quality, and protected the reputation of UK higher education. Douglas Blackstock Chief Executive April million UK-based students 600,000 studying overseas 2

4 Working across the sector We provide public confidence that standards and quality in UK higher education are as they should be. Working with academic staff and experts from across the higher education sector and beyond we have continued to develop the UK Quality Code for Higher Education. The Quality Code is used by universities and colleges to set and maintain standards and quality, and by our review teams to carry out reviews. In we reviewed 329 universities and colleges looking at standards, quality, initiatives to improve quality, and information published about courses. Some UK universities and colleges have campuses in other countries - we reviewed these too. Review methods used in Scotland, Wales and Northern Ireland are designed to support the higher education policy of those nations. We have also been involved in research, development and training, as well as advising the UK governments on the quality aspects of higher education. 329 providers reviewed in

5 QAA works with around 600 providers across the UK 175 Universities and other higher education institutions 203 further education colleges 221 alternative/other providers 4

6 Protecting the interests of students In we continued to look after the quality and reputation of UK higher education, checking that universities and colleges meet expectations, as set out in the Quality Code. As part of our review work, we seek out students views and work hard to promote continual improvement of their learning experience. Providers gave many examples of changes resulting from student feedback, including: rewriting an unpopular module co-preparation of syllabuses student representatives having more responsibility for cross-institutional projects a curriculum innovation programme. Increasingly, we are finding that students want to comment on their university or college review. Salford City College s Lead Student Representative told the Manchester Gazette: I feel empowered by my involvement during the QAA review at Salford City College. I had an invaluable opportunity to reflect on the quality of my learning from a new, more critical perspective, and am proud that my contribution has made an impact on the quality of learning at my institution. Our work continues to provide a unique perspective on UK higher education that has relevance for opinion formers (the media and pressure groups), employers, the wider public, and their elected representatives. In particular, we set out to understand what employers want from, and can contribute to, UK higher education. This helps ensure that students have the chance to acquire employment-related knowledge, skills and attributes during their time at university or college. 5

7 More than 400 reviewers Our teams of reviewers are made up of experienced academics and students These include: Vice-Chancellor/Principal/ Deputy Vice-Chancellor Pro Vice-Chancellor Dean/ Associate Dean Head/Director of Quality Head of Department Professor Over 77% of Universities UK members are represented 6

8 Widening access to higher education We help to ensure that the widest range of people have a chance to participate in higher education. This aspiration is supported by the Access to Higher Education Diploma (Access to HE), a qualification that prepares adult students for entry to university. We regulate the agencies that both approve the courses and award the Diploma. Over 1,000 students attended Access to HE Fairs in London and Birmingham to find out more about higher education courses at universities and colleges. 33,525 Access to HE students applied to enter higher education through the UCAS scheme. 253 higher education providers received applications from Access to HE students to study on higher education programmes. 70% of applicants with the Diploma were accepted by higher education providers. 20% of all UCAS acceptances for students aged 21 and over are from Access students. 7

9 42,755 students were registered on an Access to HE Diploma course in % women 50% aged 25 or over 36% from a deprived area 27% from minority ethnic groups 11% with a disability/learning difficulty 8

10 Supporting universities and colleges We have strong working relationships with universities and colleges, who value our independent external reviews as complementary to their own. They, in their turn, provide valuable expertise when we develop new guidance such as the UK Quality Code, which helps them set qualification levels and subject content. We work with expert advisers from higher education institutions to develop the Subject Benchmark Statements. These define what graduates in different subjects should know and be able to do. Subject Benchmark Statements are essential in enabling comparability of degrees across institutions. We also publish a range of helpful resources including our database of good practice case studies and guidance on how to improve students learning experiences. QAA identified a specific need for more support for colleges offering higher education. Working closely with colleges and the Association of Colleges (AoC), we developed a well received toolkit designed to assist colleges (as non degree-awarding bodies) in making effective use of the UK Quality Code, which was published in May

11 Review of Subject Benchmark Statements new Statements published 18 Statements under revision 36 revised Statements published VETERINARY NURSING PSYCHOLOGY POLITICS AND INTERNATIONAL RELATIONS CREATIVE WRITING CONSTRUCTION LAW WELSH BIOMEDICAL SCIENCE Visit our website for a full list of published Statements. ENGINEERING 10

12 Identifying good practice, recommending improvement Being successful in our independent reviews enables a university or college to claim with confidence that they meet UK expectations. Through our membership of the European Quality Assurance Register (EQAR), they can also be confident that they are reviewed in line with European standards. QAA requires all providers to continually improve, through the publication of an action plan which shows how they will address any recommendations they have received as the result of a review. The outcomes have a direct impact on the quality of the student experience as the examples below show. One review of a university found that the quality of research students learning required improvement. The university acted swiftly and by working with QAA, through review and monitoring, has improved the experience of their research students. Following two unsatisfactory judgements, one further education college successfully embraced the opportunity the action plan provided to make their higher education provision stronger and as a result transformed the experience of their students. 20 universities and colleges had their most recent reviews amended following successful achievement of their action plans. A further two colleges are continuing to work on follow-up activity after completing some but not all of their actions. In Scotland the first Focus On project was successfully delivered. Themes identified from the analysis of Enhancement-led Institutional Review (ELIR) reports are explored in a developmental manner within the sector. The first topic was Assessment and Feedback. 11

13 306 findings of good practice in Employability Hot topics Enhancement Staff development Teaching and learning 12

14 Quality in action In , 80% of higher education reviews resulted in overall positive outcomes. Educating students in partnership with others remains an area for improvement for some providers. Employability and engagement with the world of work were areas of strength, with nearly 20% of the features of good practice relating to students employability. In , 87 providers were reviewed in England. Higher education institutions received no unsatisfactory judgements and eight commendations. 30% of further education colleges received one or more unsatisfactory judgement and 8% attracted one or more commendation. QAA Scotland successfully hosted the second International Enhancement Themes Conference in Edinburgh in June More than 600 people from 11 countries attended this three-day event. More than 150 students and sabbatical officers attended our student engagement conference - Quality Matters - in Birmingham in October Over 80% of our subscribers benefited from networking events that promoted quality enhancement and the sharing of good practice. Quality Enhancement Network events focused on colleges and Higher Education Review, student engagement in the monitoring of programmes, and collaborative practice between providers. QAA s Annual Conference 2015 provided a valuable forum for quality professionals, with 285 representatives from the sector in attendance. 13

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16 Protecting the public interest In , we continued to visit numerous private colleges that provide courses through partnerships with degree-awarding bodies. Through making our usual quality checks we provide assurance about how public funds are spent, and protect the reputation of UK higher education. Our work protects the interests of the British taxpayer, checking that grants and student loan funding are only channelled towards valid courses at well managed colleges meeting quality requirements. Investigating concerns We investigate quality-related problems, to ensure appropriate action is taken if things go wrong. Specifically, we look at suspected failings in the way standards and quality are systematically managed. Cases submitted to us must be supported by evidence. They must also have been subject to an internal investigation by the university or college concerned. Of the initial investigations we conducted in , 55% related to the management of learning and teaching. 15

17 7 UNDER CONSIDERATION 103 CASES SUBMITTED 45 DID NOT MEET CRITERIA 45 INITIAL INQUIRIES 6 REFERRED TO NEXT REVIEW 30 SATISFACTORY OUTCOMES 10 FULL INVESTIGATIONS 5 REFERRED TO NEXT REVIEW 5 INVESTIGATIONS ONGOING 3 FAILINGS IDENTIFIED 2 CONCERNS UPHELD Concerns cases handled since August

18 Working with policymakers and opinion formers We value, and seek to extend, the high standing of higher education in the UK economy. We work with the UK government and devolved administrations, their advisers, and the funding councils to support higher education. Our work also involves cooperation with over 300 professional bodies and with the representative groups of universities and colleges. We regularly provide advice to government and other sector organisations on quality and standards. We are trusted advisers on new applications for university status and degree awarding powers. As a result of our work, all interested parties can be confident that procedures and practices are fit for purpose, that standards and quality are as expected, and that best practice is recognised and replicated. They can also have confidence that providers of higher education are constantly striving to improve. We conduct research to inform new developments in UK higher education and seek to remain at the cutting edge of debate, helping to shape future policy from our standpoint as an independent body. In , six subscriber research projects were comissioned on three topics: transition experiences, student satisfaction data, and the impact of guidance documents. 17

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20 Working internationally The worldwide reputation of UK higher education is a valuable part of the UK economy. People across the world want to study for a UK degree. In many cases they are now able to do this in their home country, based at the overseas branch campus of a UK university or at a college that provides courses on behalf of UK universities. This transnational education provides opportunities to bring diverse people together in creative and productive ways. Considerably more than half a million people are now studying overseas for a UK degree. Our international work is guided by two core principles: we support the global reputation of UK higher education, and we promote its quality and standards, no matter the location where the student is based. Integral to our review work is the need to check the quality of what is offered. We visit international locations where UK higher education is provided, to ensure that everything is as it should be. Recent years have seen visits to China, the United Arab Emirates, Trinidad, Greece and Cyprus China Hong Kong Greece Cyprus India Malaysia

21 Through over 14 partnership agreements with other quality assurance bodies - for example in China, Hong Kong, Malaysia, Singapore, Australia, and Ireland we work to promote an internationally recognised standard for higher education. As active members of the European Higher Education Area, we promote comparability of standards across Europe, making it easier for students to move around yet continue to study. In November 2015 QAA successfully hosted the 10th European Quality Assurance Forum (EQAF) at University College London. We also share our expertise through quality management training programmes available to a wide range of overseas providers. Some of these may not necessarily have prior links with UK higher education Singapore China United Arab Emirates Trinidad Greece Cyprus 20

22 Responding to change As the world of higher education evolves, QAA is well placed to respond to anticipated changes and understand their implications. New situations require new approaches. QAA s vision for the future is to: deliver tangible benefits for the UK higher education sector, adding value to our subscribers and UK higher education be the agency of choice relied upon across the UK develop a client-focused organisation be innovative and offer differentiated products and services for different parts of the sector be an agile organisation that is cost efficient and sustainable. QAA will continue to make sure that the learning experiences of students and the reputation of UK higher education are our top priorities. 21

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24 The Quality Assurance Agency for Higher Education 2016 Registered charity numbers and SC