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ACADEMIC QUALITY & STANDARDS TEAM

ACADEMIC QUALITY & STANDARDS TEAM. 2008 QAA Institutional Audit Features of good practice: the development, consistent use and presentation of the Strategy Map as a tool for enhancement

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ACADEMIC QUALITY & STANDARDS TEAM

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  1. ACADEMIC QUALITY & STANDARDS TEAM 2008 QAA Institutional Audit Features of good practice: • the development, consistent use and presentation of the Strategy Map as a tool for enhancement • the development of mechanisms across the University for the consideration and publicising of responses to NSS results

  2. ACADEMIC QUALITY & STANDARDS TEAM 2008 QAA Institutional Audit Features of good practice: • the varied mechanisms for making research-led teaching increasingly a distinctive feature of the University • the importance given to teaching as well as to research in the University’s appointment and support of academic staff

  3. ACADEMIC QUALITY & STANDARDS TEAM The audit team advises the University to ensure that learning outcomes contained in programme specifications are, as the University expects, specific to each programme • FLTC survey of programme learning outcomes undertaken in 2008/09 • Ongoing re-specification of joint honours programmes into interdisciplinary single honours programmes • UPMC project • More explicit focus on schools’ strategies for, and specification of, programme design and assessment methodology as part SAER • Discussion commenced in relation to ensuring the distinctiveness of ‘Leeds’ programmes and the University’s portfolio overall

  4. ACADEMIC QUALITY & STANDARDS TEAM The team advises the University to check Codes in order to ensure compliance with its expectations, where, through School Codes of Practice and in order to reflect disciplinary differences, its permits variation in practice in assessment. • Codes of Practice on Assessment received by FLTCs in 2008/09 • A more restrictive framework document to be developed for implementation 2010/11 • Annual approval of Codes of Practice to be undertaken by FLTCs • Codes of Practice to be subject of detailed scrutiny and explicit confirmation as part of SAER

  5. ACADEMIC QUALITY & STANDARDS TEAM It would be desirable for the University to improve its ability to use key themes extracted from reports and reviews, and use them in order to enhance practice across the institution. • Implementation of Learning and Teaching Annual Summary Statement

  6. ACADEMIC QUALITY & STANDARDS TEAM It would be desirable for the University to consider its methods for ensuring that it has a clear, comprehensive overview of the current status of practice with regard to changes in the Academic Infrastructure. • Implementation of Learning and Teaching Annual Summary Statement • Designated AQST contact for each aspect of the Academic Infrastructure

  7. ACADEMIC QUALITY & STANDARDS TEAM Academic Infrastructure • the framework for higher education qualifications (AQST contact: GBR) • subject benchmark statements (AQST contact: GBR) • programme specifications (AQST contact: CR) • the code of practice for the assurance of academic standards and quality in higher education (AQST contact: JL)

  8. Code of Practice for the assurance of academic quality and standards in higher education

  9. Code of Practice for the assurance of academic quality and standards in higher education

  10. ACADEMIC QUALITY & STANDARDS TEAM It would be desirable for the University where, to reflect disciplinary differences, it permits variation in the practice of personal supervision, to check that variation in order to ensure that it is still within the University’s expectations, and in order to facilitate the spread of good practice. • University-wide model for personal tutoring as part of Leeds for Life project • Annual review of School Statements on Personal Tutoring to be undertaken by FLTCs • Efficacy of arrangements subject to scrutiny and explicit confirmation as part of SAER

  11. ACADEMIC QUALITY & STANDARDS TEAM It would be desirable for the University to enhance, through greater provision of study space and facilitation of shared training across faculties, opportunities for research students to meet other postgraduate research students in their own and other disciplines. • SDDU Training Programmes for Research Students – facilitate shared training across faculties • Graduate Board project ‘The Student Experience’

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