Stratford College London

Transcription

1 The Action Plan In our recent QAA HER Report, the QAA identified specific areas in the college HE management and operations which do not, or require improvement to meet UK expectations. In order to achieve the objective of meeting UK expectations, college management, staff and students in a joint and collaborative effort put forward this Action Plan to address and implement the QAA recommendations. This action plan outlines how the College aims to respond to the recommendations. It was written in consultation with staff and the Students Representative Council members and was approved by the Academic on 10 May It will be formally monitored and reviewed through regular reports considered by the Academic. The Action Plan is formally signed off by the Director of Studies Accountable Officer. Recommendation Action to be taken Date for completion Develop and implement a clear and comprehensive set of academic regulations for Higher National provision and ensure this is made accessible to students (Expectations A2.1, A3.2 and C) 1. To review and revise all key Policies so that they reflect the UK Quality Code Expectations and that, together, they represent a clear and comprehensive set of academic regulations. 2. Produce a complete and concise document which reflects the academic regulations for the college higher national provision 3. To ensure that the set of academic regulations is consistent with the Pearson HND regulations 4. To use established methods of disseminating this information to students including College MOODLE Action by 21 May 2018 Academic Student Welfare Success indicators 1. A full set of Policies published by July 2018 which collectively embrace all relevant academic regulations. 2. All possible means of hard copy and soft copy distribution employed to ensure all students are aware of content and access points. 3. Induction Programme to introduce ideas. Two modules supplied as exemplars of future provision. 4. Staff and Student feedback indicating increased understanding of the college academic regulations for higher national provision 1

2 Strengthen policies, procedures and practice for the deterrence and detection of academic malpractice (Expectations B6 and A3.2) 1. Use the induction period and the student handbook to inform students of the College s policy on academic malpractice and the penalties for attempted and actual incidents of malpractice; 2. Show students the appropriate formats to record cited texts and other materials or information sources; 31 May 2018 Academic Programme 1. Malpractice a key feature of a revised Induction programme. Increased staff awareness to reinforce ideas during learning. 2. Increased focus on appropriate use of material. Reduced incidence of malpractice monitored and reported to Academic. 3. Subscribe to the electronic detection system of Turnitin, recognising the fact that as student numbers increase, so a more systematic method of detection is required; 4. Ask students to declare that their work is their own; and provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used; 5. Assignment briefs contain clear information on the need to avoid plagiarism and other forms of academic malpractice 6. Conduct an investigation in a form commensurate with the nature of the malpractice allegation. Programme Programme Academic Misconduct Panel 3. Active subscription to Turnitin used to monitor student participation. Active tutor involvement reinforcing ideas and outcomes. 4. Declaration of authenticity attached to every submission. Also Turnitin analysis of content. 5. Refined student expertise in analysing their work presubmission. 6. Refined investigative procedure. Efficient and effective outcomes published with penalties as per the published chart. 2

3 Revise and implement policies and procedures to ensure the effective operation of valid, reliable and inclusive admissions (Expectation B2) 7. Train students on the use of Turnitin as and when required and also provide them appropriate awareness on plagiarism and its various shapes and forms. 1. The Terms of Reference for the Academic that evaluates student applications to be reviewed and revised. 2. The minutes of the Academic meetings to be reviewed and staff training will be provided to ensure future minutes are focused and consistent. 3. The Student Files check list is standardised. A quarterly audit of student files will ensure 100% compliance. 4. Staff training will be provided to ensure a full understanding of entry qualifications and a review of written information undertaken to ensure clarity. 5. The College will revise its Marketing Strategy (by 30 June 2018) so as to increase the number of students with standard Level 3 qualifications. 6. The validity and authenticity of all work experience will be subject to review. Programme 21 May 2018 Principal Chair: Academic Head of Administration Admissions Academic Admissions 7. Assignment brief induction is conducted every term 8. Student feedback indicating full awareness, understanding and application of academic writing principles 1. Terms of Reference currently reviewed and revised and published. 2. Minutes focused and consistent - post staff training. 3. New edition in student files from June External audit and report on compliance. 4. A standard and consistent appreciation of entry qualifications by staff. All written information has been reviewed and is being revised for clarity and consistency. 5. Year on year increase in number of students with standard Level 3 qualifications. 6. All work experience claims subject to review for applicability and authenticity. Evidence in student 3

4 7. A revised Policy in this area will ensure that all literacy and numeracy tests are marked and the outcomes conveyed to interested parties. 8. The application form is being revised to provide an early opportunity to declare additional learning needs to be reconsidered. Programme Head of Administration files. 7. Effective and efficient use of literacy and numeracy tests evidenced in student files. 8. Application form modified and additional form on learning support (Disability) developed. Develop policies and procedures for the identification and support of students with disabilities and/or additional learning needs (Expectations B4, B2 and B3) Staff: 1. That all its marketing materials display positive images of different ethnic minority groups and people with different abilities and disabilities and people of different ages and gender; 2. That all advertising does not directly or indirectly discriminate against anyone, except where legal requirements make this necessary; 3. That all staff have access to employment opportunities, training and information regardless of their age, sex, colour, creed, race, religion, sexual orientation or beliefs; 31 May 2018 Academic Academic Academic Staff 1. Marketing material modified to show true mix of students. 2. All advertising subject to external review to ensure it is nondiscriminatory. 3. CPD programme reviewed and currently being redesigned to ensure applicability and access for all staff. 4

5 4. That all our staff will abide by the equal opportunities requirements of the Awarding Bodies and QCA. Academic 4. Staff handbook subject to modification to ensure awareness of all equal opportunities requirements. CPD session to be scheduled. Students: 1. Students will be made aware of the precise requirements for every qualification and course at induction. 2. All Students will have the opportunity to undergo a diagnostic test to ascertain the need for additional learning support (see Disability Disclosure Form). Admissions Admissions Students: 1. A revised Induction programme will make it explicit what is required to succeed on the programme. 2. All students given the opportunity to undertake a diagnostic test for special learning support. Disability Disclosure Form introduced at Induction. All students must complete. 3. Special advice given to all students with special needs, to ensure the proposed Course is suitable and achievable. Develop Terms of Reference for its Higher National Assessment in accordance with Pearson guidance and ensure that full records of meetings are kept (Expectations B6 and A3.2) 1. Terms of Reference document reviewed and revised as per Pearson guidance. 2. Importance of detailed and structured minutes recognised. College training provided for all those engaged in recording minutes. 14 May 2018 Academic 1. Revised Terms of Reference document published May Outcome of training is consistent and accurate minutes following Terms of Reference. 5

6 Provide clear and consistent information to students on how to make an academic appeal including to the Office of the Independent Adjudicator (Expectations B9 and C) Review and implement procedures to ensure all information, including existing material, is fit for purpose, accessible and trustworthy (Expectation C). 1. To review and revise the Academic Appeal Policy so as to clarify the nature and scope of the appeal process. 2. To detail the various stages of the appeals process, including an appeal to the awarding organisation and, as a last resort, an appeal to the Office of the Independent adjudicator. 3. To circulate all such information to all student students, 1. Ensure only currently available courses are advertised. 2. Ensure entry criteria are consistent across all platforms. 3. Clarify role of committee in discussing CMA information. 4. Clarify information on fee structure. 5. Ensure accuracy of information on class sizes. 6. Ensure accuracy of information regarding membership of professional bodies. 7. Clarify role of Academic in approving information for publication. 14 May 2018 Academic Programme Programme 28 May 2018 Academic Principal 1. Revised Academic Appeals Policy published in June Improved clarity in terms of nature and scope of process. Included in revised Induction Programme. 2. Revised Policy details various stages of process in student-friendly style. Includes clear reference to role of OIA in process. 3. Policy circulated and detailed in Student Handbook. Increased staff role in terms of awareness-raising during learning and/or assessment. 1. External audit of entries shows accuracy of current entries. 2. External audit of entries shows consistency of current entries. 3. clarified. Minutes show evidence of consideration. 4. Fee structure now available from a single source. 5. Information on class sizes revised. Accurate and monitored. 6. Professional body membership reviewed and revised. Now accurate and monitored 7. Relevant committee identified and role incorporated in revised Terms of Reference. 6

7 8. Remove anomalies between Public Information Submission chart and Public Information Policy. 9. Ensure student access to information regarding right of appeal to the OIA. Principal Principal 8. Both sources reviewed and revised. Anomalies removed. 9. Student Handbook currently subject to review (June 2018) and revision. OIA Appeal information to be included. 7

8 Recommendation Action to be taken Date for completion Action by Success indicators Produce a contextualised and definitive record of its Higher National provision (Expectation A2.2). Ensure appropriate governance arrangements are implemented to secure academic oversight and enable the College to meet its responsibilities for academic standards and the quality and enhancement of learning opportunities (Expectations A2.1 and Enhancement) 1. The Course Handbook to be reviewed and revised to provide a contextualised record of Higher National provision. 2. Greater use of key data sets in charting recruitment and retention trends. 3. Reflection and justification for course design in terms of choice of electives. 4. Greater market awareness in terms of needs of local industry and commerce. 1. To ensure that appropriate governance arrangements are implemented to secure academic oversight and enable the College to meet its responsibilities for academic standards and the quality and enhancement of learning opportunities. 2. To develop the use of key performance indicators as part of a robust assessment of success and identification of opportunities for improvement in student achievement. [para 2.56] 23 July 2018 Academic 03 Sept 2018 Academic Publication of a revised and reflective Programme Specification in July Programme Specification Revised and reflective of Pearson and QAA guidelines 1. A published revised governance structure focused on the College meeting its responsibilities for academic standards and the quality and enhancement of learning opportunities. Applies also to Action Evidence in various contexts of a greater use of key performance indicators focused on the identification of opportunities for improving student performance. An enhanced level of performance evidenced over time. 8

9 Develop clear academic and business criteria for the approval of new programmes and document all stages in the process (Expectation B1) 1. To consolidate and build on the considered approach to the selection of the optional units that is based on student needs and feedback, for example in terms of employment opportunities [para 2.3] 03 Sept 2018 Academic 1. A detailed and evidenced approach to ensuring a fit between students needs and course provision. 2. To develop guidelines for the development of a rationale for the strategic fit of a new programme or the staffing and learning resource implications. [para 2.4] To include detailed market research and competitor analysis. 2. Evidence of greater consideration of the resource implications of new provision, plus reports of market research and/or full competitor analysis. Both (1) and (2) above discussed in Academic. Detailed record held. All relevant opinions sought. 3. To ensure that Academic minutes reflect a detailed discussion of the evidence for changing the portfolio. 3. Evidence reported to Academic of a full review of processes, applied in context to assess and alleviate risk. 4. To review and revise current processes and procedures to remove shortcomings in the rigour with which the College's processes are applied and therefore constitute a moderate level of risk. [para 2.5] 9

10 Strengthen procedures for the identification and support of students requiring English language development (Expectations B4 and B3) 1. To review and revise the literacy and numeracy tests to ensure they are appropriate to Level and are used in a defined and consistent manner. 2. To ensure future development is targeted and effective and will resolve issues such as ineffective identification and support for English language development. [para 2.25] 03 Sept 2018 Quality Enhancement Team 1. The literacy and numeracy tests will be revised and their use focused to provide effective support for English Language. 2. Study Skills programme developed to promote student engagement and attendance, plus enhanced English language development. Outcome to be enhanced achievement levels over time. 3. To further develop the tutorial system, which now includes the Quality Enhancement Team to identify and deliver optional quality enhancement activities in study skills. This includes measures to enhance attendance and the effectiveness of interaction, acknowledging its ability to address issues of English language development has not been addressed. [Student Submission] 3. A revised application form and associated Disability Declaration Form to facilitate disclosure. Targeted support provided. 10

11 4. To review and revise the application form and interview, as currently, Neither the application form nor the screening interview invites applicants to declare a disability or identify any additional learning needs. [para 2.31] 4. Revised governance arrangements provide clear allocation of duties to promote quality as a key feature of planning. 5. To clarify responsibilities in the area to ensure that sufficient priority (is) given to assuring quality in the College's planning processes. [para 2.32] Provide developmental feedback on summative assessments to enable students to improve their academic performance (Expectation B6 and B3) 1. To improve the quality of guidance provided to students on how to improve the quality of their assignments. [para 2.23] 2. To monitor the timeliness of feedback to ensure it provides an effective developmental opportunity for students to improve their academic performance [para 2.43] 03 Sept 2018 Programme 1. A revised Student Handbook providing guidance to students on summative assignments. 2. A revised Staff Handbook noting the importance of timely and effective student feedback. Increased externally sourced staff development to promote development. Staff views sourced on future needs. 11

12 3. In improving feedback to students, to ensure that students receive guidance on their use of English, referencing or more generally how they might improve their work to attain higher grades in future assignments. [para 2.43] 3. Increased emphasis on use of English and referencing as previous areas of concern. 4. In undertaking a full review of summative assessment feedback, the College accepts that it needs further training and development with regard to assessment. [para 2.20] Staff development plans and policies will be reviewed and revised to alleviate these concerns. 4. Outcome is enhanced levels of achievement over time. Strengthen the critical evaluation, including the analysis of quantitative data, within annual monitoring to improve student learning opportunities and achievement (Expectations B8, A3.3 and Enhancement) 1. To develop the use of key performance indicators as part of a robust assessment of success and identification of opportunities for improvement in student achievement. [para 2.56] 2. To improve the level of critical comment and analysis in internal and external reports and action plans, and provide a greater level of in-depth 07 Sept 2018 Quality Enhancement Team 1. Increased use of data from key performance indicators to monitor student achievement. 2. Enhanced use of critical comment and analysis in the generation of internal and external reports. Enhanced depth of discussion reflected in detailed committee 12

13 discussion reflected in committee meeting minutes. [para 2.56] 3. To ensure that the lack of key performance indicators, and clear presentation and discussion of quantitative retention, progression and achievement data does not prevent a robust assessment of success and identification of opportunities for improvement in student achievement. [para 2.56] minutes. 3. A far more robust assessment of success and identification of opportunities for improvement in student achievement. Greater selfawareness. Develop a process for recording, monitoring and evaluating informal student complaints (Expectation B9) 1. To review and revise the current complaints policy and procedure and to acknowledge the fact that the College has not received any formal complaints or academic appeals in the last three years. [para 2.58] 03 Sept 2018 Student Welfare 1. A revised Complaints Policy and Procedure. Student friendly. 2. To develop a process for recording, monitoring and evaluating informal student complaints which allow it to assess the effectiveness of the appeals and complaints procedure. 2. The development of a process for recording informal complaints evidenced which contributes to the assessment of the appeals and complaints procedure. 13

14 3. To remove inconsistencies in the information contained within College documents with regard to academic appeals. [para 2.61] 3. All College documents subject to review, so inconsistencies in (appeals) information removed. Develop and implement a strategic and systematic approach to enhancement (Enhancement). 1. To accept that the College has responsibility for ensuring appropriate processes are in place to systematically improve the quality of provision; and review and revise the College quality enhancement cycle to ensure it meets its objectives. 03 Sept 2018 Academic 1. A Revised Quality Enhancement Cycle that clearly meets its objectives. Subject to external audit. 2. To enhance the process by which good practice in teaching and learning is identified through peer and lesson observation processes and outcomes are clearly disseminated. 3. To continue to develop employability skills via a range of activities and visits, ensuring that these activities are coherently planned. 4. To develop the use of key performance indicators as part of a robust assessment of success and identification 2. An enhanced system for the dissemination of good practice is operational, enthusiastically adopted by staff. Evidence by spread of positive outcomes. 3. Range of activities for the delivery of employability skills is enhanced, with greater external involvement. College has a more prominent role in the local business community. Coherent planning in evidence. 4. Greater use of data from key performance indicators present in planning cycle. Opportunities identified and actioned to improve 14

15 of opportunities for improvement in student achievement. [para 2.56] 5. To ensure that appropriate governance arrangements are implemented to secure academic oversight and enable the College to meet its responsibilities for academic standards and the quality and enhancement of learning opportunities. 6. To reduce a perceived overreliance on the teaching staff, who form both the Programme Team and Quality Enhancement Team, to identify and implement improvement measures. 7. To recognise and action the need for the Academic to make more effective use of data and be more proactive in delivering systematic planned enhancement of student learning opportunities. student achievement. 5. A revised governance structure is agreed and operational, clearly meeting responsibility for academic standards and enhancement. Good sense of ownership by staff and managers. 6. Reduced emphasis on teaching staff to identify and implement improvements. More effective management of the process. 7. Minutes of Academic show increasing and effective use of data and a more proactive stance in the management of change. Linked to changes in governance. More effective management. Linked to changes in governance. 15

16 AFFIRMATION: The QAA review team affirmed the following as actions already being taken to make academic standards secure and/or improve the educational provision offered to students: The steps taken to improve student achievement through the introduction of enhancement activities (Enhancement). Affirmation Actions for further improvement Date of completion Action by Success Indicators The steps taken to improve student achievement through the introduction of enhancement activities (Enhancement) To make a more effective use of the College Quality Enhancement Cycle towards the enhancement of student achievement 28 September 2018 Quality Enhancement Team Summary of enhancement activity outcomes indicating positive staff and students feedback; increased student achievement at module level and in academic writing and employability skills To revise the college lesson and peer observation system and make a more effective use of quantitative data analysis to inform planning of programme delivery and assessment 28 September 2018 Programme Programme Team to have a much clearer tutor performance analysis to support planning and colleague support Review of staff performance indicating increased teaching and classroom management skills Review of assessor skills through the internal verification process indicating enhanced assessor skills in the BTEC 16

17 HND assessment process Collate findings from all college reviews and generate a much clearer qualitative and quantitative analysis to trigger action plans to enhance staff performance and the overall student achievement 31 July 2018 Academic Academic has a much clearer picture of review outcomes to form the basis for future planning Programme Team has a much clearer picture of review outcomes to form the basis for future planning Quality Enhancement Team has a much clearer picture of review outcomes to form the basis for future planning Continue to schedule quality enhancement activities based on identified student learning needs 28 September 2018 (and ongoing) Quality Enhancement Team A clarified term by term compilation of student learning needs and student achievement Review of schedules indicating effective accommodation of student learning needs Introduce study skills as part of the college tutorial system to provide English Language support for students 28 September 2018 Programme A revised tutorial schedule indicating study skills as an essential part of student support in English Language 17

18 Review the tutorial and enhancement activities on a term by term basis to inform planning of student support activities 27 August 2018 (and ongoing) Quality Enhancement Team A much clearer term by term internal review outcomes to serve as the basis for planning student support needs provision Continue to establish relationships with business firms to offer opportunity for our students to gain practical experience during their learning journey 28 September 2018 (and ongoing) Academic Increased number of firms participating in the College Employability programme Continue to make effective use of quality enhancement activities to provide employability skills for our students and prepare them for the job market 28 September 2018 (and ongoing) Quality Enhancement Team Compiled data on student employability indicating increased employment opportunities made available to students Make recognition of the deliberate steps taken at strategic level to enhance student learning opportunities and review the effectiveness of such steps towards the improvement of programme delivery and student 24 September 2018 Academic A clear statement of deliberate steps at strategic level towards enhancing the academic provision at the College. 18

19 achievement Internal review of steps taken indicating a clear understanding of the enhancement strategy Internal review outcomes indicating improvement in the Higher National Diploma programme provision This action plan includes this QAA affirmation with an indication of how the college aims to improve this in the future. 19