Quality in Action
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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 2016
2.3 million
UK-based students
600,000
studying overseas
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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 2014-15 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 2014-15
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QAA works with around
600 providers across the UK
175
Universities and
other higher
education institutions
203
221
further education
colleges
alternative/other
providers
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Protecting the interests of students
In 2014-15 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.
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More than 400 reviewers
Our teams of reviewers are made up of experienced
academics and students
These include:
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22
14
Vice-Chancellor/Principal/
Deputy Vice-Chancellor
Pro Vice-Chancellor
Dean/
Associate Dean
43
23
33
Head of Department
Head/Director
of Quality
Professor
Over
77%
of Universities UK members are represented
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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.
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42,755 students were registered on an
Access to HE Diploma course in 2014-15
72% women
50% aged 25 or over
36% from a deprived area
27% from minority ethnic groups
11% with a disability/learning difficulty
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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 2015.
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Review of Subject Benchmark Statements
2014-16
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18
36
new Statements
published
Statements under
revision
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
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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.
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306
findings of good practice
in 2014-15
Employability
Hot topics
Staff
development
Enhancement
Teaching
and
learning
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Quality in action
In 2014-15, 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 2014-15, 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 2015. 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 2015.
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.
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Protecting the public interest
In 2014-15, 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.
ur work protects the interests of the British taxpayer,
O
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 2014-15, 55% related to the management
of learning and teaching.
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7
UNDER
CONSIDERATION
103
CASES SUBMITTED
45
30
45
DID NOT MEET
CRITERIA
6
INITIAL
INQUIRIES
REFERRED TO
NEXT REVIEW
10
5
SATISFACTORY
OUTCOMES
FULL
INVESTIGATIONS
REFERRED TO
NEXT REVIEW
5
3
2
INVESTIGATIONS
ONGOING
FAILINGS
IDENTIFIED
CONCERNS
UPHELD
Concerns cases handled since August 2014.
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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 2014-15, six subscriber research projects were comissioned on three topics:
transition experiences, student satisfaction data, and the impact of guidance documents.
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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.
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2006
2007
2008
2009
2010
China
Hong Kong
Greece
Cyprus
India
Malaysia
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.
2011
2012
2014
2014
2015
Singapore
China
United Arab
Emirates
Trinidad
Greece
Cyprus
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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:
§§ d
eliver 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
§§ b
e 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.
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© The Quality Assurance Agency for Higher Education 2016
Registered charity numbers 1062746 and SC037786
www.qaa.ac.uk