welcome. embedding quality at strategic, operational and governance levels - a case study jon...
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Welcome
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Embedding quality at strategic, operational and governance levels - A case study
Jon Alltree Director of Learning and [email protected] @jonalltree
Helen BarefootDeputy Head of the Learning and Teaching [email protected] @helenbarefoot
Erika MasefieldPresident of the University of Hertfordshire Students'’ [email protected] @UHSUpresident
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Presentation• Background information• Previous structures• Physical and cultural changes• Student engagement
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University of Hertfordshire
• Post-92 institution
• 27,500 students– 2,000 international students
• Over 2,000 staff
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Quality Assurance – process driven
“Quality assurance processes focusing on compliance and accountability are insufficient” (Harvey, 2005)
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Previous structure
Academic Quality Enhancement
Committee
Faculty Academic Quality Enhancement
Committee
Faculty Learning and Teaching Group
Student Performance and Monitoring
Group
Quality Assurance focussedCompliance overwhelming enhancement(Few members actively taught or assessed students)
E.g. Professional Suitability Policy
development and Academic
Offence reporting
No official reporting requirements – operated differently in different Faculties
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New structure
Student Educational Experience Committee
Standard Working Party: Student
Performance and Monitoring Group
School Academic Committees
Working groups (e.g. Induction, Academic
Year)
Academic Standards and Audit Committee
“Transformational change calls for a complete re-examination, re-conceptualisation and re-direction of existing practice” (Jackson, 2003)
Student focussed – L&T and student experience prioritised
Enables focused discussion of policy and processes to ensure Academic Standards
Two – way dissemination
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SEEC – ways of working
SelflessnessIntegrityObjectivityAccountabilityOpennessHonestyLeadership
Seven principles of public life
Committee on Standards in Public Life, 1994
SEEC Communiqué
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Changes in structures and ways of thinking
Student ExperienceThe understanding of students’ engagement with and experience of higher education
• People-focussed
• Student at the centre
• Personal ownership and responsibility
• Subjective
• Qualitative
• Proactive
• Sensitive to contexts
• Tends to think holistically
• Uses the language of values, empathy, relationships, understanding, aspirations
Quality AssuranceThe systematic monitoring and evaluation of variousaspects of higher education
• Activity-focussed
• Provider at the centre
• Central ownership and responsibility
• Objective
• Quantitative
• Reactive
• Preference for uniformity
• Tends to think in units, partitions and segments
• Uses the language of procedures, policies, guidelines, protocols, benchmarks, standards, compliance, audit.
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Collaborative approach and co-location
Frank HaddletonDirector of Academic
Quality Assurance
Jon AlltreeDirector of Learning
and Teaching
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Collaborative approach and co-location
Learning and Teaching Institute
Centre for Academic Quality Assurance
Co-Location within Academic Registry
Frank HaddletonDirector of Academic
Quality Assurance
Jon AlltreeDirector of Learning and
Teaching
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Alignment of missions
• More effective validation and review processes
• Joint policy development• Joint staff development • Enhanced data-informed
activity • Joint working on the QAA
Quality Code
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Centre for Academ
ic Quality
AssuranceLe
arni
ng a
nd
Teac
hing
In
stitu
te
Re-organisation and Infrastructure
Dr Andrew Clutterbuck Pro Vice-Chancellor (Student Experience)
Dr Jon AlltreeDirector of Learning and Teaching
Head of the Learning and Teaching Institute
Dr Helen BarefootDeputy Head of the Learning and
Teaching Institute
Dr Frank HaddletonDirector of Academic Quality Assurance
Head of the Centre for Academic Quality Assurance
Catherine RendellDeputy Director of Academic
Quality Assurance
Associate Deans Learning and Teaching
within each Academic School
Associate Deans Academic Quality Assurance within each Academic School
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Partnership working
“Working in partnerships, whether these are between staff or between students and staff, is the best means by which to secure meaningful progress and excellent outcomes”
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Student Engagement• UHSU reinvigorated the Student representative system• Each School appointed a School Student Representative Organiser (SSRO)• UHSU Sabbatical officer has a seat on all high level committees• Students feature on periodic review and validation panels and on some
interview panels• UHSU President meets regularly with the VC• UHSU work with non academic Business Units – e.g. calm but effective negotiation with the Head of Estates to reduce a planned student accommodation rent rise
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Aspirational culture
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Thanks to…• Dr Andrew Clutterbuck Pro-vice Chancellor (Student Experience)
• Dr Frank Haddleton Director of Academic Quality Assurance
• Ms Catherine Rendell Deputy Director of Academic Quality Assurance
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