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CHSS QAE report to Senatus Quality Assurance Committee for academic session 2010/11

College of Humanities and Social Science

QAE Annual Report to Senatus Quality Assurance CommitteeFor academic session 2010-2011

March 2012

Report contents


1. Introduction 31.1 Overview of the College 31.2 Overview of the scale and scope of learning & teaching activities 31.3 Overview of the key features of annual monitoring and review 3

2. Actions taken as a result of issues raised in last year’s report 4

3. Assurance of quality and standards 53.1 Annual monitoring and review of courses and programmes 53.2 Annual monitoring and review of Continuing Professional Development 53.3 Student performance and achievement 53.4 Feedback from External Examiner reports 63.5 Feedback from students 73.6 Internal reviews 73.7 External reviews 83.8 Peer observation of practice 93.9 Collaborative provision 93.10 Summary of key issues 9

4. Enhancement and good practice 104.1 Update on progress in relation to the College Learning 10 & Teaching Strategy and related University strategies4.2 Update on activities in support of QAA Enhancement Themes 104.3 Graduate attributes and employability 104.4 Pastoral and academic support 114.5 Assessment and feedback 124.6 Equality and diversity 134.7 Accessible learning 134.8 Teaching and learning space 144.9 Summary of enhancement and good practice 15

5. Forward look 155.1 Summary of recommendations for action5.2 Identification of themes to be taken forward by the College 15

AppendicesAppendix 1: Remit & membership of the Director of 16 Quality Assurance GroupAppendix 2: Student performance – a College statistical overview 16Appendix 3: TPR and PPR responses 17Appendix 4: Summary of commendations and recommendations 18 for each SchoolAppendix 5: List of External Examiners 25

The University of Edinburgh

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College of Humanities and Social ScienceAnnual Quality Assurance and Enhancement Report

2010-2011

1. Introduction

1.1 Overview of the CollegeCHSS is composed of 11 Schools and the Office of Lifelong Learning and is responsible for ensuring quality assurance is carried out across the College. This work is overseen by the Directors of Quality Assurance Group (the ‘Committee for Quality Assurance and Enhancement’ prior to January 2011).

Whilst the merger of the Edinburgh College of Art with the University did not take place until August 2011, it is worth noting this event in this year’s report and the importance of seeing how successful the development of quality assurance processes develop within the new merged ECA over the coming months.

1.2 Overview of the scale and scope of learning and teaching activitiesThe range and diversity of learning and teaching opportunities in the College of Humanities and Social Science is vast. Schools within CHSS serve a population of 11,000 undergraduates and 6,000 postgraduates (including PGT/PGR and PhD). Over 1500 UG courses are offered through more than 300 UG programmes and 190 PG programmes with 267 distance-learning students in Law, Education, HCA, ACE (now ECA) and SPS. The Office of Lifelong Learning attracted 11,500 enrolments with students studying on approximately 1000 courses. OLL also provides a number of language courses for EUSA, the joint Access course with Stevenson College, Moving on for Edinburgh University and various other activities not included in these figures. Schools and OLL worked with 136 UG External Examiners and 172 PG External Examiners in 2010/11.

1.3 Overview of the key features of annual monitoring and review in the College including student engagement with Quality Assurance Each School produces an annual quality and enhancement report agreed by its own School quality assurance processes and reports are reviewed by the Directors of Quality Assurance Group through a peer review process. The peer review meetings highlight areas of good practice for dissemination across the College and also recommendations for further action identified through the peer discussions and agreed by the School Directors of Quality Assurance.

The College Annual QAE report is prepared by the Associate Dean, Quality Assurance and the Academic Affairs Officer with responsibility for quality assurance and learning and teaching issues in discussion with senior academic and administrative staff. The report is presented to the Directors of Quality Assurance Group at its March meeting for approval. The Group meets four times throughout the academic year and has 2 EUSA student representatives who are full members of the group. Following approval, the annual report is presented to the Senatus Quality Assurance Committee for review

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(SQAC). SQAC, in turn, identifies action points for College to take forward in the next year.

2. Actions taken as a result of issues raised in the previous year’s report

Action UpdateHeads of Schools to remind staff that the return of a fully completed monitoring form is a core requirement of the course organiser’s role

Although there were many reasons for a poor response, It is deeply disappointing that only 3 out of 11 Schools were able to say that completion had been 100%. [See 3.1]. It is vital that the return of CMFs, as an essential part of the QA process is as near to 100% as possible.

Heads of Schools to aim for 100% return of School PGT responses to External Examiner reports

Whilst the response rate increased to 62, it was still only 52% of the total responses required for the 120 External Examiner reports actually received.

PG Office to aim for 100% return of PGT External Examiner responses

A 70% rate of return was achieved in 2010/11 (120 reports from 172 External Examiners).

PG Office to enable detailed review of data in order to assess student performance over the last 3 years

This hasn’t been possible at a College level but is currently being taken up by the 3 College QA Deans.

PG Office to review system to pay External Examiners

The system has now been simplified by course on a banded system and will be fully implemented in 2012/3.

PG Office to review PGR reporting form This is a University level responsibility. The PG Office is investigating whether payment can be deferred until part 3 of the form is returned.

College to consider articulation of an overarching strategy to support Schools’ enhancement in graduate attributes and employability beyond 2010/11

Rather than an overarching strategy the approach has been to support and encourage each School to develop initiatives most appropriate to their students’ needs [see 4.4]

College to take Teachability issues forward and develop a plan to implement an annual theme to be considered by all Schools together with an audit reporting cycle

The Senatus Teachability Task Group took place in 2010/11 and the College will now be working to their recommendations

College Learning and Teaching Enhancement Conveners Forum to take up concerns with Estates and Buildings before the end of the 2010/11 academic year using detailed School feedback

All School issues were taken up with LTSTS and Central Booking and ongoing action is being taken to ensure, wherever possible that IT equipment and furniture is of an expected standard. Additionally, all staff are asked to report any defects as a matter of

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urgency for quick resolution

RecommendationsA. Heads of Schools to continue to aim for 100% course monitoring form returnsB. Heads of Schools to aim for 100% return of PGT responses to External Examiner reportsC. PG Office to aim for 100% return of PGT External Examiner responsesD. PG Office to liaise with Academic Services as to whether the PGR reporting can be reviewed to increase the return rate by External Examiners

3. Assurance of Quality and Standards

3.1 Annual monitoring and review of courses and programmes Only 3 out of 11 Schools were able to say that course monitoring forms completion had been 100%. Although there were many reasons for this, the figure is deeply disappointing and it is vital that the return of fully completed CMFs, as an essential part of the QA process, is as near to 100% as possible (see recommendations above).

Examples of good practice to improve the CMF returns include: Education’s implementation of an electronic system to allow easier CMF completion

(going live Feb 2012) and an in-built system to provide reminders to academic staff Law’s plans to implement an on-line system to cover their current paper course audit

system

Examples of good practice to discuss School-wide issues and share good practice include: PPLS’ annual semester 1 teaching review The HCA Roundtable LLC’s substantive annual QA Committee SPS’ ‘Clearing House’ to share innovative teaching The ‘old’ ECA’s Annual Programme Monitoring Review (APMR)

3.2 Annual Monitoring and review of Continuing Professional DevelopmentSchools regularly monitor and review the educational quality of their CPD courses and course content is always updated (even on repeat courses), with OLL providing administrative support for a number of Schools’ CPD activity in the College.

3.3 Student performance and achievement All Schools produce statistics to monitor student performance in their annual reports and these are discussed in the annual peer review meetings. Schools specifically highlight any anomalous results to assess whether action is required. Unfortunately, as a result of the merger in August 2011, ECA has had difficulty retrieving statistics for the old ECA.

School data is a mixture of locally collated data and data from EUCLID. This is unsatisfactory for two particular reasons:

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1) there are differences in the data 2) there is unnecessary duplication of work

The need for centrally collated data that is accurate and produced in a timely way and which also has the confidence of Schools cannot be underestimated and would add considerably to the confidence in the data and serve to eliminate the current duplication of effort.

RecommendationsE. College Associate Dean, Quality Assurance to liaise with his MVM and CSE

equivalents to see whether Governance and Strategic Planning can provide centralised data for all Schools to access substantive data. This will enable more robust analysis of student progress and ease the data collection burden on Schools

During peer review discussions two particular issues requiring further attention were discussed: the continued problems highlighted clearly in the data and, by External Examiners, of

the lack of use of the higher end of the Extended Common Marking Scheme (ECMS) how to ensure parity of the value of a degree award across all Schools

RecommendationF. College to request a University level review of the use of the ECMS – it is still the

case that both External Examiners and academic staff across Schools find the ECMS problematic as currently formulated

3.4 Feedback from External Examiners reports Feedback from External Examiners reports is widely positive (but note the issue of the ECMS above) and, External Examiners, in general, are happy that assessments are well-balanced.

Issues highlighted by the PG External Examiners include: Apply consistent word limits and penalties for exceeding them Allow sufficient time for examiners to look over material Ensure all programme and course handbooks are sent to examiners Ensure examiners are used as moderators

Issues highlighted by the UG External Examiners include: The need for Schools to ensure External Examiners are clear about their role to

ensure all reports are of the required standard (in accordance with the Code of Practice)

The introduction of an electronic system for External Examiners to access course materials and also to allow reporting on-line [currently, paper copies of reports are received and circulated to Schools. However, the ‘old’ ECA successfully introduced an electronic portal for External Examiners’ reports to streamline the process]

Recommendation

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G. College to look into the feasibility of implementing an electronic portal system for External Examiners’ reports [the School of Education has offered to pilot a system]

3.5 Feedback from students Students are asked to complete course and programme questionnaires and contribute to the external NSS, PTES, PRES and ISB surveys and Schools are fully aware of the need to be explicit to students of improvements made as a direct result of student feedback.

A number of Schools have also conducted in-depth focus groups with students to further clarify the issues. Staff-Student Liaison Committees are often chaired by 4th year students giving a greater sense of ownership and participation. Course reps are another important way to garner student feedback.

The major issues being raised by both UG and PG students continue to relate to assessment and feedback (see para 4.5) and the need for a sense of ‘community and belonging’ (see para 4.4).

All Schools are actively engaged in continually responding to issues raised in the national surveys to improve the student learning experience and report progress via the College UG Learning and Teaching Committee and the PG Studies Committee

An example of good practice in responding more proactively to student dissatisfaction with a course is OLL’s ‘Early Days Questionnaire’ used in the English Language Training Centre. One course organiser in PPLS also introduced an anonymous mid-term course evaluation in which students indicated what they found positive and negative about the course relating to assessment, giving the course organiser the chance to make changes before the end of the course.

Other course organisers are enthusiastic about copying this good practice. Such action may help to address the problem of CMF completion and other forms of course evaluation being, in effect, too late to enhance the student experience for that particular current student cohort. The use of feed-forward appears to be being adopted across a number of courses.

RecommendationH. Schools to consider introducing short mid-term course evaluations by students

3.6 Internal reviews: TPRs/PPRs As well as highlighting areas for improvement, the TPRs and PPRs have also found much to be commended in the student experience at both UG and PG levels.

TPRs were undertaken in: Asian Studies Division of European Languages and Cultures Islamic and Middle Eastern Studies Linguistics and English Language

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Nursing Studies Social Work See Appendix 3 for School responses.

PPRs were undertaken in: The Business School School of Economics School of History, Classics & ArchaeologySee Appendix 3 for School responses.

It is difficult to provide an overview of recommendations with such a relatively small number of internal reviews when measured against the great range of Schools and programmes within CHSS. However, the following generic issues from TPRs are worth noting: Standardise the involvement of External Examiners across the College Review pastoral and academic support abroad for 3rd year students Ensure clarity of roles and appropriate support and training for PG tutors Ensure feedback to students on improvements made as a result of their input Provide clarity on the Director of Studies and Student Support Officer roles

Three generic issues stand out from the PPRs which serve to emphasise areas on which Schools are already working: Manage the effective dissemination of good practice Facilitate increased feedback from PG students on their learning experience Improve Careers Advice for PG students, particularly international students

3.7 External reviews Seven successful external accreditation reviews were carried out as follows:

School of Health in Social Science: BN (Hons) Nursing (Nursing & Midwifery Council) Doctorate in Clinical Psychology (Health Professions Council)

School of Education: PG Certificate in Academic Practice MSc Management of Training and Development (CIPD)

Edinburgh College of Art: MArch (ARB/RIBA part 2) BA (Hons) Architecture (Architects Registration Board)

Law: Diploma in Professional Legal Practice (Law Society of Scotland)

For further information see the University central database athttp://www.scripts.sasg.ed.ac.uk/academicservices/ROPSARB/ROPSARBsearch.cfm3.8 Peer observation of practice

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http://www.scripts.sasg.ed.ac.uk/academicservices/ROPSARB/ROPSARBsearch.cfm


The level of peer observation of practice continues to vary widely across the College.

Examples of good practice include: Classics’ highly successful scheme [they will be sharing their good practice in a

forthcoming workshop in April 2012] Course organisers in Education providing feedback to tutors on the quality of

assessments and feedback Law’s introduction of a tutor mentor role Across a number of Schools, new tutors observed and feedback provided The moderation of all exam questions internally by another staff member The requirement of all new PGR supervisors to attend the Institute for Academic

Development for generic supervisor training The mentoring of new by experienced staff

RecommendationI. Schools to increase and record the level of peer observation of practice

3.9 Collaborative provision As well as the extensive collaborations through Erasmus and International Exchanges for UG students other examples include: Delivery of the SE consortium by Education working in partnership with the Councils

for City of Edinburgh, East Lothian, Fife, Scottish Borders and the Scottish Council for Independent Schools. Participants are represented on a Programme Review Group and the programme director also peer observes teaching.

HCA has PG collaboration attracting doctoral funding from AHRC for two new projects and this is governed by the School’s quality assurance processes relating to research programmes

Health and SPS are involved in a wide range of PG collaborative provision with external organisations, all of which are regularly monitored and evaluated.

3.10 Summary of key issues The key issues are as evidenced through the following recommendations:A. Heads of Schools to continue to aim for 100% course monitoring form returns [para 2]B. Heads of Schools to aim for 100% return of PGT responses to External Examiner reports [para 2]C. PG Office to aim for 100% return of PGT External Examiner responses [para 2]D. PG Office to liaise with Academic Services as to whether the PGR reporting can be reviewed to increase the return rate by External Examiners [para 2]E. The CHSS Associate Dean, QA to liaise with his MVM and CSE to see whether

Governance and Strategic Planning can provide centralised data for all Schools to access to analyse student progress [para 3.3]

F. College to request a University level review of the use of the ECMS [para 3.3]G. College to consider the feasibility of implementing an electronic portal system

for External Examiners’ reports [para 3.4]H. Schools to consider introducing short mid-term course evaluations by students

[para 3.5]

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I. Schools to increase and record the level of peer observation of practice [para 3.8]

4. Enhancement and Good Practice

4.1 Update on progress in relation to the College Learning and Teaching Strategies and related University strategies

The revised College Learning and Teaching Strategy, 2010 was introduced in semester 1 of 2010/11 listing eight strategic priorities to improve the student experience. All Schools were involved in the review process and the strategy was widely discussed at CUGLAT, Directors of QA Group and the PG Studies Committee. Schools contributed to an appendix of examples that reflect current practice and inform new practice and is viewed as ‘a living document’ that is added to as examples of good practice surface. All Schools are actively engaged with the College Learning and Teaching Strategy, 2010 and report to the College Learning and Teaching Committee on progress. A particular example of such engagement is Health which has mapped the School’s own action plan on to the College’s list of strategic priorities. The CHSS Learning and Teaching Strategy can be found at: http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/lts

4.2 Update on activities in support of QAA Enhancement Themes Research-teaching linkages have been a Learning and Teaching Strategy priority and the ELIR case-study presentation showed the breadth and quality of the RTL work being carried out across the College. Examples of the range of research-teaching linkages across CHSS can be found at:http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/resources-for-staff/research-teaching-linkag

4.3 Graduate attributes and employabilityThere has been significant involvement in the graduate attributes and employability agenda and awareness is high across the College. Schools are updating all UG and PG programme specifications to explicitly reflect the range of graduate attributes developed. Professional programmes are fully aware of the demands of the ‘market place’ in what is expected from such graduates.

Given the diversity of the College, rather than implementing an overarching strategy and, given the progress already achieved, the College will continue to actively encourage and support Schools in enhancing their provision. Schools will draw on support from central services – particularly the Careers Service to develop initiatives relevant to their own UG and PG students.

Examples of good practice include: PPLS alumni event targeted at 3rd and 4th year UGs

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http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/resources-for-staff/research-teaching-linkag

http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/resources-for-staff/research-teaching-linkag

http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/lts

http://www.ed.ac.uk/schools-departments/humanities-soc-sci/information-for-staff/learning-teaching-strategy-resource/lts


Philosophy career planning for UG students originally designed in collaboration with the Careers Service and Employability Consultancy and Philosophy professional development seminars for PG students

On-line academic skills course in Divinity which was restructured to make graduate attributes more explicit

A pilot project using PebblePad to raise awareness of graduate attributes available to all new Divinity students before matriculation

A dedicated Careers Liaison post in Classics Business School’s participation in a pilot programme to investigate ways in which

key graduate attributes are developed on UG programmes and how they are perceived by students

SPS’ Graduate School’s provision of a transferable skills ‘public engagement workshop’ which provided coaching on communication skills including how to offer the clear and concise delivery of research findings

Business School’s intensive 2 day experiential employability course/workshops structured around group-based projects with employer input

‘Old’ ECA’s professional practice symposia using visiting practitioners and exposing students to a range of working practices and cross-disciplinary working Career Planning Seminars for MPhil/PhD and Masters students

Schools simply making more explicit to students the graduate attributes they are gaining through their studies during teaching session

Many Schools revising their careers webpages/case studies

4.4 Pastoral and Academic Support The Pastoral and Academic Support Standards and Guiding Principles have been, and continue to be, a high priority at both School and College level and a wide-ranging programme of improvements is on-going. Student feedback has revealed, in particular, continuing concerns about a lack of community and sense of belonging and the need for increased communal space to allow informal interactions between students and staff is considered to be essential.

Examples of good practice include: Economics provides tips and advice on how to prepare for honours in their student

handbook Economics’ appointment of a Student Experience Officer who takes the lead in

identifying and implementing initiatives intended to enhance the student experience

Business School’s review and restructuring of the Directors of Studies system – reducing the number of DoS, increasing the numbers of students per DoS but providing overall improved support with more dedicated staff who are better equipped to cope with the many issues brought to them

SPS finalised a new structure for student support providing a much clearer process for students on where to go for routine queries and for more in-depth academic support and advice

Informal support through student societies, coffee mornings with staff and other social events are valued by students as well as the wide range of ‘buddying’ schemes which have been developed by Schools across the College

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However, Schools are concerned how plans for the new project on enhancing student support will affect the wide-ranging pastoral and academic support good practice already being carried out across the College and such concerns are exacerbated by the increasing numbers of students that will be admitted to the University over the coming years. 4.5 Assessment and FeedbackAll Schools are making significant improvements in how students are assessed and the time and manner of feedback on their work. Schools are actively reviewing assessment patterns across programmes and reporting on progress to the College UG Learning and Teaching Committee and PG Studies Committee. The continuing poor student feedback through NSS and PTES is very disappointing given the improvements that continue to be made and the monitoring of turn around times for UG course work. For example, PG External Examiners have noticed a significant improvement in the quality of feedback in some Schools.

The following College issues reflect the range of work being carried out with regard to improving assessment and feedback: The need to enhance student awareness of the nature of assessment criteria and the

nature and variety of feedback The monitoring and improvement of feedback turnaround times Quality of feedback and accuracy of marking Providing feedback on exam scripts Feed-forward eg comments on early drafts of year 4 dissertations and PGT

assignments Reinforcing the importance of face to face contact where appropriate Reviewing and amending the patterns of assessment eg timings across the year and

the range and variety of assessment

Examples of good practice include: Take home exams in Philosophy and English Literature Digital spaces for learning and assessment in Art & Design Assessing poster presentations in Business 1

Peer-assisted learning as another way of students receiving feedback is becoming an ever more important aspect of the student learning experience. Examples of such learning include: Groups of students defending their analysis to fellow students and staff at poster

sessions with formal written feedback provided by tutors The establishment in one subject area in Health of a Masters Graduate writing

group to provide peer and academic support to graduates to publish from their dissertations

PPLS’s peer assisted workshops for in-class verbal contributions4.6 Equality and diversityThe College has significant numbers of International students and the need to meet their needs in understanding British culture generally and the Scottish Higher Education

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system in particular, is important to ensure they achieve their full potential whilst studying at the University. One particular concern that is being addressed in Schools is how to prevent plagiarism particularly amongst international students [extensive work is being carried out in 2011/12 to support the University’s internationalisation strategy].

Examples of good practice to support international students in their UK studies include: Health’s teaching sessions on good scholarship practice addressing issues of

plagiarism and poor scholarship generally Business’ induction sessions for overseas students to help facilitate integration and

provide a foundation for developing essay writing skills Divinity’s compulsory academic skills course for 1st year undergraduates Education’s web-site on pre-sessional preparation for study

The Law School PALS continues to be a beacon of good practice in providing, among other things, support to undergraduate students who have come to higher education via non-traditional paths.

4.7 Accessible learning Regrettably, the College was unable to implement its plans to introduce a thematic review of accessible learning issues in 2010/11. However, following the work of the Senatus Teachability Task Group the College plans, over the coming months to:

Develop a thematic approach on a cyclical basis sponsored by the College but carried out at School level.

Introduce a reporting template to achieve a consistent approach and format with each School submitting an annual review of the current thematic focus through the Directors of Quality Assurance Group who will then report to SQAC on progress (this requires the introduction of a clear, structured framework for monitoring, evaluating and revising processes and progress in future)

Consider how the accessible learning needs of students studying at a distance and the QA review mechanisms necessary to garner the necessary information can be met

Review studio-based practice to ensure that accessible learning requirements are being met.

RecommendationJ. College to provide guidance to Schools on developing a thematic approach on a cyclical basis to review accessible learning issues

Nevertheless, Schools respond to the adjustments needs as recommended by the Student Disability service and there is a greater move to mainstream adjustments wherever possible. Lecture capture is carried out by some Schools but pedagogical concerns combined with the need for appropriate IT equipment and sufficient financial resources are barriers to universal lecture capture.

Recommendation

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K. Schools to consider how to extend lecture capture, as appropriate

However, one issue that has arisen during this current annual review is Schools’ concern as to how effectively the need for adjustments to support student learning fit with intended learning outcomes [note: discussions between the College and the Director of the Student Disability Service are currently underway].

4.8 Teaching and learning spaces Despite the programme of refurbishment of new buildings, the quality of the learning and teaching spaces used by UG and PG students continues to remain high on the agenda across the College. This is of particular concern at a time when the quality of the student experience is a priority across the University, particularly with the increasing number of PG students. Students expect the highest quality learning experience to be complemented by modern and appropriate teaching and learning facilities.

The Office of Lifelong Learning also has ongoing concerns about the state of the teaching rooms for their students who attend at the end of the day when rooms are left disorganised and often strewn with litter. OLL is liaising with Central Bookings to see whether these concerns can be resolved.

4.9 Summary of enhancement and good practice for sharing across CollegesThese are clearly highlighted as examples of good practice above.

5. Forward Look

5.1 Summary of recommendations for action by the School or by the College or other University departments

A. Schools to continue to aim for 100% course monitoring form returnsB. Schools to aim for 100% return of PGT responses to External Examiner. reportsC. PG Office to aim for 100% return of PGT External Examiner responsesD. PG Office to liaise with Academic Services as to whether the PGR reporting can be reviewed to increase the return rate by External ExaminersE. College Associate Dean, QA to liaise with his MVM and CSE equivalents to see whether Governance and Strategic Planning can provide centralised data for all Schools to access to analyse student progress F. College to request a University level review of the use of the ECMS G. College to consider the feasibility of implementing an electronic portal system for External Examiners’ reportsH. Schools to consider introducing short mid-term course evaluations by studentsI. Schools to increase and record the level of peer observation of practiceJ. College to provide guidance to Schools on developing a thematic approach on a cyclical basis to review accessible learning issuesK. Schools to consider how to extend lecture capture, as appropriate

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In addition to the above recommendations for action the following two recommendations are included to further improve the QA process:

L. Schools to ensure their QA annual reports are publicly available on their websites from 2013/14M. Schools to review and consider how to further involve students in the QA process (eg as is the case with TPRs and PPRs)

Specific School recommendations for action can be found at Appendix 4.

5.2 Identification of themes to be taken forward by the College Continuing engagement by Schools of the College Learning and Teaching Strategy

strategic priorities to enhance the student experience PGR supervision: Improved monitoring and evaluation of PGR supervision and

experience with Schools reporting progress to the PG Studies Committee Larger cohorts of students: Managing larger cohorts of students including the

monitoring of staff:student ratios and the development of alternative methods of delivery for larger classes to ensure adequate resources and the maintenance of high quality standards of learning and teaching

Communal spaces: The planning and resourcing of communal spaces in all Schools Accessible learning: Reviewing accessible learning through a thematic process External Examiners: Improving the involvement of External Examiners through

increasing the response rates to and from Examiners and the better timetabling of exams

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APPENDICES

Appendix 1Remit and membership of the College Directors of Quality Assurance Group

http://www.ed.ac.uk/schools-departments/humanities-soc-sci/committees/directors-quality-assur

Appendix 2Student performance – a College statistical overview

Given the size of the College, aggregated data is not collated for a cross-College analysis but is done at the individual School level. Schools are required to comment on their data, identifying anything out of the ordinary and are then required to explain any anomalies during the peer review process.

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Appendix 3 TPR Responses

Asian Studies responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/ASIANSTUDIESRESPONSETPR2011[1].pdf

European Languages responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/DELCresponse2010-11.pdf

Islamic and Middle Eastern Studies responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/IMESResponse2011.pdf

Linguistics and English Language responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/lelresponse2011.pdf

Nursing Studies responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/NursingResponseNov11.pdf

Social Work responsehttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/SocialWorkResponse2010-11.pdf

PPR responses

Business Schoolhttp://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20PPR%20reports/BusinessSchoolresponse2011.pdf

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http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20PPR%20reports/BusinessSchoolresponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20PPR%20reports/BusinessSchoolresponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/SocialWorkResponse2010-11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/SocialWorkResponse2010-11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/NursingResponseNov11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/NursingResponseNov11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/lelresponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/lelresponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/IMESResponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/IMESResponse2011.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/DELCresponse2010-11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/DELCresponse2010-11.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/ASIANSTUDIESRESPONSETPR2011%5B1%5D.pdf

http://www.docs.sasg.ed.ac.uk/AcademicServices/Quality/QA/Int%20reviews/Past%20TPR%20reports/ASIANSTUDIESRESPONSETPR2011%5B1%5D.pdf


Appendix 4Summary of commendations & recommendations for individual Schools

Business School

Commendations The Programme Directors Forum aided by the clarity and significance of the

Programme Director’s role Changes to the DoS system The plan to provide further careers support to postgraduates Induction sessions for overseas students to help facilitate integration and provide a

foundation for developing essay writing skills The Compulsory 2nd year zero-credit Career Development Planning course

encouraging students to reflect on their future careers and the development of graduate attributes

Recommendations Consider a series of themes under the Programme Directors Forum rather than

dealing with the whole of the teaching and learning agenda Consider UG recruitment policies to ensure a balanced intake across the School’s

degree programmes Consider the provision of resource spaces for 1st and 2nd year students to foster the

development of a greater sense of community Monitor and comment on application of tutorial penalties Consider ways of resolving the issue of lack of teaching and learning spaces for UG

students

School of Divinity

Commendations Explicitly publicising to students how and why assessment and feedback has been

improved across the School Compulsory academic skills course for 1st year undergraduates Closing of the quality loop regarding External Examiners reports through the detailed

response by the Head of School to each External Examiner Consolidation and incorporation of level 11 Quality Assurance audits into the level 8

and 10 procedures The organisation and management of student pastoral support and academic

guidance Annual teaching review meeting Online PDP development The development of electronic examinations

Recommendations Need for analysis of the reasons for the growth in special circumstances


Greater use of the whole of the ECMS Include material on quality assurance and enhancement issues for PGR students More detailed engagement with the College Learning & Teaching Strategy Consideration of student data to report on progress by course and programme Ensure closure of SSLC feedback loop and associated actions taken

Edinburgh College of Art

Commendations Wide ranging review of activities following merger Actions taken to address issues in NSS 2010 for ACE appear to have been successful,

suggesting that they could be shared across the College One-to-one feedback is provided at mid-semester on some courses in old ACE

subject areas APMR system in old ECA Online portal system used for submission of external examiners’ reports in the old

ECA Action plans on teaching and learning, quality assurance and enhancement and

student support

Recommendations Staff student liaison meetings should be held at least once per semester End-of-course questionnaires should be used on all courses Course monitoring reports must be completed for all courses Director of Quality should be involved in all formal discussions of teaching learning

and assessment strategies across the School Adopt consistent assessment and exam board procedures across the School and

ensure that no students are disadvantaged by the merger University system must supply course and programme statistics in time for review in

the annual QAE process Head of School to proactively seek 100% CMF completion rate in 2011/12 Investment of resources to ensure a more fully integrated QA process across all

aspects of the School

School of Economics

Commendations Focus on PGR issues to enhance the student experience Significant developments in QAE practices being implemented in relations to the PG

programmes including the educational process and practices that have been formalised in relation to PhD students

Excellent response from External Examiners Level of support provided to failing students MSc in Economics On-line formative feedback for 1st and 2nd years Development of the new Student Experience Officer role

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Annual teaching review meeting Peer review of marking

Recommendations Review formal mechanisms of PhD programme Review QA mechanisms for PGR provision to ensure continued alignment with

University policies and codes of practice Head of School to proactively seek 100% CMF completion rate in 2011/12 Monitor impact of increasing student:staff ratios Continue to monitor the application of the ECMS

School of Education

Commendations Quality of feedback on some programmes (BA Childhood Practice &BA Community

Education) achieving high ranking in NSS scores for CHSS Development of NSS action plan to respond to perceived deficits Continuing efforts to engage staff with QAE process despite difficult circumstances

(redundancies, restructuring etc.); Course organisers providing feedback to markers on quality of assessments &

feedback Graduate attributes theme used to audit courses & introduce relevant curricula

enhancements Generic research courses using blended learning to link students to research

expertise of staff Extending use of WebCT to underpin Accessible Learning QAE forum and enhancement activities An open and considered QA report

Recommendations Review staff development needs of associate staff in terms of QA Disseminate best practice on feedback Continue to engage staff in promoting & embedding appropriate QA processes (QAE

forum planned for 2011/12) Review process for distribution & review of External Exam reports with view to

ensuring timely response Explore scope for designing hybrid feedback form to reflect diverse courses Address apparent non-compliance with QA processes by some academic staff ie CMF

non-completion Continue to monitor the application of the ECMS

School of History Classics and Archaeology

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Commendations The Quality Roundtable ensuring QA-related communication across subject areas The appointment by Classics of a dedicated Careers Liaison Officer The School’s Learning and Teaching Strategy Review of NSS results and actions Work done on dissertation handbook Seminar-based training programme for new PhD students

Recommendations Monitor and find ways to improve student dissatisfaction concerning ‘social’ and

‘belonging’ issues Review and improve Inconsistencies in marking practice Explore ways to reinstall the Practical Training Course to its full extent Consider ways to resolve student dissatisfaction with library stock Monitor demands on staff time in light of increase in staff:student ratios Continue to monitor the application of the ECMS and the breakdown of ‘A’ grades

School of Health in Social Science

Commendations Excellent mapping of the School’s Learning and Teaching Strategy in line with CHSS’

strategy The array of collaborative teaching on offer The inclusion in all course programmes of full information about sources of academic

and pastoral support, and the roles, responsibilities and expectations of the various staff employed to support students seems an excellent idea, and might usefully be adopted for programmes in other Schools which may have a number of different staff among whom such duties are split.

The teaching sessions on good scholarship practice which address issues of plagiarism and poor scholarship particularly helpful to students coming from countries with different educational cultures

The establishment by one subject area of a Masters graduate writing group to provide peer and academic support to graduates to publish from their dissertations

Clearly elucidated comments on actions taken on previous year’s review PoP activity Positive TPR response

Recommendations Consider rationalising CPD collaborations to reduce costs and generate income Explore the potential for failed PGT dissertations to be resubmitted Create a School Student handbook Consider ways to address difficulties with learning and teaching spaces Complete review of PhD review board arrangements and report on findings and

progress Further develop research training for PGR students

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Offer ECMS ‘A’ grade statistical breakdown and more detailed commentary

School of Law

Commendations Introduction of a tutor mentor role The levels of consultation and inclusion of students and responses to their feedback Innovative approaches to teaching assessment and increased use of e-resources The development of electronic course monitoring with reminders QA audit arrangements LawPALS E-learning developments provide an excellent model of practice

Recommendations The argument for the provision of advance reading for a whole semester should be

considered Produce a code of conduct and handbook for tutors Increase consideration of course/programme statistical trends Head of School to proactively seek 100% CMF completion rate in 2011/12 Reduce QA report length to the recommended 20 pages plus appendices Monitor the operation of special circumstances to ensure consistency of practice

across the School in light of the implementation of new approaches Provide more detail on PGR and PGT student survey results RTLs warrant comment at UG and pre-PhD levels Ensure QA for part-time and external tutors School to consider ways to improve the learning and teaching estate

School of Literatures Languages and Cultures

Commendations Success in collecting all undergraduate monitoring forms Substantive annual QA Committee Feedback initiatives in specific subjects (German and ELCC) and dissemination of

same across School (and more broadly; some of these were featured at EUSA’s Innovative Teaching conference in early 2012)

Several additional good practices from different subject areas are listed in the report and it would be good to develop mechanisms to embed and diffuse them

Well-reported peer observation system, including peer-review of WebCT 4th year students chairing SSLCs LLC’s student support system appears strong, robust and effective The idea of issuing feedback forms on SSO support is good and the student support

website is excellent – it should be used as an example for other schools

Recommendations

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Be more explicit about actions taken as a result of previous year’s recommendations Ensure degree outcomes, external examiners reports and TPR recommendations are

considered and actioned as appropriate The impact of large class sizes and the increase of staff:student ratios on teaching

and learning issues generally need to be monitored Consider ways to maximise student attendance and class participation (even that

worth 10% or less could be implemented) Head of School to proactively seek 100% CMF completion rate in 2011/12

Office of Lifelong Learning

Commendations Revision of ELTC tutors’ guidelines for assessment to address occasionally

discouraging feedback to students Very high student satisfaction rates (eg for Open Studies and Languages for All) and

mechanisms for dealing with any dissatisfaction swiftly (eg Early Days Questionnaire in ELTC)

Emphasis on constructive and high quality feedback to students on their work Imaginative, appropriate and dialogic approaches to student representation

Recommendations Improve the process of feeding back to students changes made to courses as a result

of student feedback Review the quality assurance procedures followed by Art and Design Consider the new enhancement theme of ‘Supporting the Curriculum becoming a

focus for reviewing the credit bearing curriculum Open Studies to review existing courses to explore the scope for engaging more fully

with issues of equality and diversity As last year, review with Estates and Buildings the quality of the learning

environment for evening students

School of Philosophy Psychology and Language Sciences

Commendations Research-teaching linkages, notably the LEL Undergraduate Dissertation Conference

and the Ancient Philosophy MSc Dissertation day. The idea of mid-course evaluations to enable changes to be implemented where

there was identified need through student feedback. This addresses the problem of CMFs and other forms of course evaluation being, in effect, too late to enhance the student experience of the current year

Peer-assisted workshops for in-class verbal contributions The Philosophy feedback day Involvement of senior staff teaching early years undergraduates

Recommendations

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Explore alternative course delivery methods especially for classes with large enrolments

Continue the review of assessment feedback with a view to improving its quantity, diversity and delivery speed.

Monitor the restructured LEL pre-honours provision to ensure any remaining ‘teething’ problems are addressed

Continue QAE monitoring of the training to teach of tutors Consider ways to ensure consistency of marking across the School Head of School to proactively seek 100% CMF completion rate in 2011/12 Comment more fully on the course and programme statistics Continue to monitor the application of the ECMS

School of Social and Political Science

Commendations Close working by staff with Student Societies QAE work carried out with tutors Wide range of the research-teaching linkages work including putting academic drafts

on WebCT Student buddying scheme The ‘Clearing House’ of innovative teaching Level of PhD monitoring and enhancing progress and completion Pump-priming of activities to incentivise improvements in learning and teaching

Recommendations Questionnaire fatigue by students needs to be addressed How best to manage increasing numbers of PG students Monitor new arrangements for Student Support Improve levels of course monitoring especially in PG area Head of School to proactively seek 100% CMF completion rate in 2011/12 Encourage an option of Sociology’s collection strategy for CMFs Continue to monitor the application of the ECMS Review available study space with the SPS building Rollout PoP fully across SPS as the School QA team suggests

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Appendix 5List of External Examiners

UG External Examiners 2010/11

PG External Examiners 2010/11

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