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That’s Quality!

That’s Quality!. sparqs. We work with colleges, universities and students’ associations. We have four strategic aims: Supporting students. Supporting institutions. Supporting the sector. Developing a culture. Objectives. By the end of the day you will:

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That’s Quality!

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  1. That’s Quality!

  2. sparqs • We work with colleges, universities and students’ associations. • We have four strategic aims: • Supporting students. • Supporting institutions. • Supporting the sector. • Developing a culture.

  3. Objectives By the end of the day you will: • Be able to explain how quality affects your students learning experience. • Be able to explain the wider quality context. • Be able to develop a change strategy.

  4. What is Quality? Iain Delworth & Megan McHaney

  5. The Student Learning Experience

  6. UK Quality Code • Quality Assurance for all institutions across the UK. • Has 3 parts, academic standards, academic quality, and information about HE provision. • Each chapter has an expectation than list a series of indicators that meet that expectation. • Your institutions will be checking their processes to make sure it meets the requirements of the UK Quality Code.

  7. Quality Enhancement Framework for Universities 5 Pillars: • Enhancement-Led Institutional Review. • Institutional-led Review. • Public Information. • Enhancement Themes. • Student Engagement. Underpinned by these themes: High Quality Learning, Student Engagement, Quality Culture.

  8. Methodology • Self reflection. • How can we do things better. • Student participation. • Institutional Strategic plan and vision to all levels of the institution.

  9. Enhancement-Led Institutional Review (ELIR) • Every 4 years universities are reviewed externally by Scottish, English and international peers, and student reviewers. • Purpose is for QAA to maintain/be confident in the Institutions’ quality assurance processes and focus areas of institutions’ enhancement. • ELIR asks the university to reflect on these questions; • Where are we now? Where do we want to be in the future? How are we going to get there? How will we know when we get there? • The Outcomes of ELIR are used to inform the institutions’ future strategies, ELIR can be used for massive change.

  10. Institutional-led Review • Subjects are reviewed at least once during the 6 years. • The purpose of Internal Subject Reviews is to ensure that the subject/department is keeping up with assurance and enhancement agendas; • Including, support services, student feedback, UK Quality Code Benchmarks, Scottish Credits and Qualification Framework. • There’s a panel of academics and students. • Exciting for change because it focuses on department.

  11. Public Information • It’s necessary that an institution displays all information it thinks is relevant to its provision academic, accommodation, extra-curricular, etc. • This information must be to its students (current and potential), employers and other stakeholders.

  12. Public Information • Internal and External. • Internal – that information which is generated or housed within the institution; • This includes, institutions’ own surveys, Institutional-led review reports, programme feedback. • External – National Surveys, such as NSS, Key Information Sets, Which? University, ELIR Review Reports.

  13. Enhancement Themes • Funded by Scottish Funding Council managed by Quality Assurance Agency Scotland, founded on the common principle that everyone should work together and share best practice and experience to enhance the student experience. • ‘Developing and Supporting the Curriculum’ is the theme until 2014. • Currently DSC is exploring/researching on the impacts of Curriculum for Excellence, making the curriculum flexible, what support is needed for staff to enhance their teaching.

  14. Student Engagement • Student Engagement has always been seen a critical part to making decision and change across the sector because students are experts, in their own learning experience. • Student Engagement Framework – owned by the sector by housed by sparqs. • Framework was developed because everyone had their own definition for student engagement. • Framework outlines 5 key elements underpinned by 6 features that are needed to foster positive student engagement.

  15. 5 Key Elements 1. Students feeling part of a supportive institution. 2. Students engaging in their own learning. 3. Students working with their institution in shaping the direction of learning. 4. Formal mechanisms for quality and governance. 5. Influencing the student experience at national level.

  16. 6 Features of effective engagement A) A culture of engagement. B) Students as partners. C) Responding to diversity. D) Valuing the student contribution. E) Focus on enhancement and change. F) Appropriate resources and support.

  17. Sector Agencies • Quality Assurance Agency Scotland – funded by the Scottish Funding Council, is the body that ensures that institutions are providing education that meet academic standards, also responsible for ELIR, and Enhancement Themes. • Higher Education Academy – Provides professional support to academics, supports discipline networks, consultancy services for institutions. • National Union of Students Scotland – represents the voice of students at university and college, campaigns to make student experience better.

  18. Sector Agencies Continue • Universities Scotland – represent the universities in Scotland, responsible for lobbying the Scottish Government on national policies. • Scottish Funding Council – holds the money, implements government policy, ensures that all the institutions are using their funding to further the education they provide. • sparqs

  19. Student Partnership Agreements • Newly developed initiative – aims for students associations and the university to agree joint priorities to enhance the student learning experience. • Student Partnership Agreements can take into account all the activities that the university is involved in already and how those can be used to tie pockets of work together. • Student Partnership Agreements should be viewed as ‘living documents’, worked into the academic year so that it is constantly reviewed and adapted in line with university and officer team priorities. • Guidance document will be launched soon!

  20. What is ‘Quality’ and why does it matter to your students? Robert Foster, NUS Scotland VP Education and Professor Alan Davidson, Dean for the Enhancement of Learning, Teaching and Assessment at RGU

  21. That’s quality!

  22. Board Game Rules • Each player must take it in turn to throw the dice. The resultant number represents the number of squares you can move forward. • If you land on a Challenge Square another player must pick up a Challenge Card from the pile in the middle of the board and ask you the question. • If the question is an anagram or missing letter write it down on a piece of paper. • You have a maximum of 2 minutes to answer a question. • If your answer is correct you can move forward the number of moves given on the card. • If your answer is wrong you must move back the number of moves given on the card. • The first person that lands on the Quality Master square at the end is the winner. • Players should keep playing until the last person lands on the Quality Master square. • If someone lands on the Quality Master square having not answered a question they must move back 15 moves.

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