University of the West of England, Bristol of the West of England Quality Assurance in the UK Stephen Ryrie Associate Dean (Quality Assurance), University of the West of England Bristol, UK

University of the West of England, Bristol of the West of England The University of the West of England, Bristol  In the city of Bristol  200 km from London  One of the largest universities in the UK

University of the West of England, Bristol of the West of England Why Me?  Institutional Auditor for the UK Quality Assurance Agency for Higher Education  Have participated in Quality Audits for UK universities  Have helped to lead preparation for UWE’s own Quality Audit Dr Stephen Ryrie University of the West of England

University of the West of England, Bristol of the West of England Quality is...?  High academic standards?  Well-qualified teachers?  All seats on a course filled?  Income greater than expenditure?  Clean and comfortable student hostels?  All graduates finding good placements?  …. ?

University of the West of England, Bristol of the West of England Quality is...?  The UK definition is: Confidence in the academic standards achieved by students Confidence in the quality of teaching and learning experienced by students

University of the West of England, Bristol of the West of England We won’t have “quality” unless…  We distinguish between Inputs and Outputs  We encourage critical reflection and confident questioning  We establish “quality loops” in which all staff play a part

University of the West of England, Bristol of the West of England Inputs and Outputs  ‘Inputs’ are items directly provided by the university: E.g. classrooms, teachers, computer labs, student hostels, library books, etc. Can usually be increased quickly (by spending more money!)  ‘Outputs’ are the university’s products: Graduates, research papers, etc. Usually can be improved only slowly and indirectly

University of the West of England, Bristol of the West of England Inputs and Outputs  Inputs: Are not measures of quality, … … but they are often wrongly regarded as such (because they are easy to count)  Outputs: May be used to measure quality… … but it is often hard to do so, because… … they provide evidence which is often intangible or contradictory

University of the West of England, Bristol of the West of England Critical Reflection, Confident Questioning  What is the Quality of our university’s Outputs? This is the crucial question, but it is a hard one to answer!  Needs considered reflection … … willingness to gather and to question evidence … teamwork with colleagues … … willingness to listen to subordinates… … confidence to tell your boss he/she is wrong… … an open-minded and questioning approach

University of the West of England, Bristol of the West of England Critical Reflection, Confident Questioning  What are our Outputs? e.g. graduates with knowledge and skills?  How do we know whether these Outputs are of a high standard? Exam marks?  but we need external verification and comparison Employers’ opinions?  How do we gather these?  Are their views objective and representative? Students’ opinions?  Very important to use these  May be culturally conditioned

University of the West of England, Bristol of the West of England Quality Loops  Processes which allow issues affecting quality to be identified  Annual reports on standards achieved  Consideration of reports by management, to identify problems and implement solutions  Report again next year on whether the solution has worked – closing the loop!  Peer review is vital Ensures all staff feel responsibility for quality Makes use of the wisdom of the more experienced and gives confidence to the less experienced

University of the West of England, Bristol of the West of England Quality Loops  “Peer review” is vital Planning and writing new curricula Review of quality of exam papers Writing and constructive criticism of annual reports Observation and constructive criticism of classroom teaching ….  Ensures that all staff have a part to play in achieving quality  Brings the wisdom of the more experienced to help the less experienced

University of the West of England, Bristol of the West of England Quality Loops In my university we have ‘Quality Loops’ for:  Annual Monitoring and Evaluation of all courses and programmes  Approval of new modules and changes to existing modules  Approval of new programmes and changes to existing programmes  Nomination of new external examiners  Consideration of external examiners’ reports  Peer Observation of teaching

University of the West of England, Bristol of the West of England A year in the life of a lecturer In the course of a year, a lecturer would:  Write a review of each course taught, containing an “action plan” for any desirable changes  Write exam papers and have them reviewed by another member of staff  Review exam papers set by others  Second-mark exam papers on another course  Have 2 lectures observed by another lecturer, and observe another’s lectures, with constructive criticism afterwards  Participate in decision-making discussions about proposals to change courses or introduce new courses  Be a member of a committee developing new teaching methods  (every 5 years) participate in a major review of all courses in the department

University of the West of England, Bristol of the West of England Focus on External Examiners The External Examiner:  Inspects and approves exam papers, and may require changes  Selects a sample of scripts and checks the marking  Attends the meeting of the exam board and approves its decisions  Writes an Annual Report on: quality of assessment procedures standard of student work whether last year’s actions have been fulfilled The Department:  Writes exam papers  Marks exam scripts (a sample is marked twice)  Presents all marks at the annual meeting of the Exam Board, which decides on Pass / Fail for each student

University of the West of England, Bristol of the West of England Focus on External Examiners The External Examiner:  Receives the summary of actions and notes matters which need to be checked again next year The Department:  The Course Leader receives the EE’s Report and discusses its content with other teachers  Teachers agree what actions are required to meet issues in the EE’s report, and make recommendations for action to management  Management agree actions, and arrange for implementation  Head of Department writes to EE with summary of actions being undertaken

University of the West of England, Bristol of the West of England Thank you for listening.