stephanie stephenson head of marketing and production quality assurance agency … ·...
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Stephanie StephensonHead of Marketing and Production
Quality Assurance Agency for Higher Education (QAA)
governmentevents.co.uk | 0330 0584 285 | [email protected]
Supporting and Enhancing the Experience of Students in UK HE
Stephanie Stephenson, Head of Marketing and Production, QAA
Wednesday 28 November 2018
Agenda
• QAA• The UK Quality Code update• Social Media – an indicator of quality?• Access to HE
We are the Quality Assurance
Agency for Higher Education
(QAA): the independent body
entrusted with monitoring,
and advising on, standards and
quality in UK higher education.
The UK Quality Code
Quality in a diverse UK
QAA: UK’s independent quality assurance body
Different approaches in different UK nations
• England: risk-based approach (regulated by OfS)
• Scotland: enhancement-led approach via ELIR (reviews on a five year cycle)
• Wales new Quality Enhancement review (reviews at least every six years)
• N. Ireland running with the current operating model and reviewing which model they will push forward with next year
Developed by the sector
▪ UKSCQA has strategic oversight of the QC
▪ www.ukscqa.org.uk
THE
CO
DE
Expectations (standards and quality)
Core practices
required by all UK HE regulatory jurisdictions
Common practices
common to the underpinning of quality in all UK
providers but not regulatory requirements for
providers in England regulated by the OfS
Supporting reference documents
National frameworks and statements
(e.g. Qualifications Frameworks,
characteristics statements, benchmark
statements)
Advice and guidance
(e.g. programme design, admissions, student
engagement, etc..)
Expectations
Standards Quality
The academic standards
of courses meet the
requirements of the
relevant national
qualifications framework.
The value of
qualifications
awarded to students
at the point of
qualification and
over time is in line
with sector-
recognised
standards
Courses are well-
designed, provide a
high quality academic
experience for all
students and enable a
student’s achievement
to be reliably
assessed
From admission through
to completion, all
students are provided
with the support that
they need to succeed in
and benefit from higher
education
Core practices for standards
The provider ensures that the threshold standards for
their qualifications are consistent with the relevant
national qualifications frameworks.
The provider ensures that students who are awarded
qualifications have the opportunity to achieve
standards beyond the threshold level that are
reasonably comparable with those achieved in other
UK providers.
Where a provider works in partnership with other
organisations, it has in place effective arrangements to
ensure that the standards of its awards are credible
and secure irrespective of where or how courses are
delivered or who delivers them.
The provider uses external expertise, assessment and
classification processes that are reliable, fair and
transparent.
Common practices for
Standards
The provider reviews its core
practices regularly and uses the
outcomes to drive improvement
and enhancement.
Core practices for Quality
The provider has a reliable, fair and inclusive admissions system.
The provider designs and/or delivers high-quality courses.
The provider has sufficient appropriately qualified and skilled staff to
deliver a high quality academic experience.
The provider has sufficient and appropriate facilities, learning resources
and student support services to deliver a high-quality academic
experience.
The provider actively engages students, individually and collectively, in
the quality of their educational experience.
The provider has fair and transparent procedures for handling complaints
and appeals which are accessible to all students.
Where the provider offers research degrees, they deliver these in
appropriate and supportive research environments.
Where a provider works in partnership with other organisations, it has in
place effective arrangements to ensure that the academic experience is
high quality irrespective of where or how courses are delivered and who
delivers them.
The provider supports all students to achieve successful academic and
professional outcomes.
Common practices for Quality
The provider reviews its core practices for
quality regularly and uses the outcomes to
drive improvement and enhancement.
The provider’s approach to managing
quality takes account of external expertise.
The provider engages students individually
and collectively in the development,
assurance and enhancement of the quality
of their educational experience.
Advice and Guidance
Purpose: To underpin the mandatory element of the Code by offering clear, succinct and practical advice and guidance to enable institutions to meet the core and common practices and the expectations, regardless of UK jurisdiction.
Themes
Course Design and Development
Admissions, Recruitment and Widening Access
Learning and Teaching
Enabling Student Achievement
Student Engagement
Partnerships
External Expertise
Concerns, complaints and appeals
Assessment
Research Degrees
Work-based learning
Monitoring and Evaluation
The Wisdom of Students:
Monitoring Quality via Social
Media and Student Reviews.
Data sourcesReviews on a scale of 1* (worst) to 5* (best)
• Whatuni - c.120k reviews, 79 FECs and 8 APs
Average review score 4.11.
• Facebook - c.75k reviews, 158 FECs and 7 APs
Average review score 4.33. Comments needed cleaning.
• StudentCrowd - c.14k reviews, 2 FECs and 2 APs
Average review score 4.08.
• Google - c.22k reviews, 190 FECs and 11 APs
Average review score of 4.13.
• Twitter - ongoing development of machine-learning
models to identify and score relevant tweets.
What did we do with the data?
• Calculated a daily 365-day moving average score for each provider from each data source.
• A daily 365-day ‘collective-judgement’ score.
• Moving averages and collective-judgement score compared to existing measures of quality.
Results: TEF year two
Results: NSS (2015-17)
Benefits:
• agrees with existing quality measures
• ongoing, near real-time feedback, focusing on what the student body finds important
• no additional burden
• can monitor sudden changes in quality or track improvements
• relevant to teams across your university or college from estates to teaching.
Access to HE
Widening Participation
