Welcome

Embedding quality at strategic, operational and governance levels - A case study Jon Alltree Director of Learning and Helen Barefoot Deputy Head of the Learning and Teaching Erika Masefield President of the University of Hertfordshire Students'’

Presentation Background information Previous structures Physical and cultural changes Student engagement

University of Hertfordshire Post-92 institution 27,500 students – 2,000 international students Over 2,000 staff

Quality Assurance – process driven “Quality assurance processes focusing on compliance and accountability are insufficient” (Harvey, 2005)

Previous structure Academic Quality Enhancement Committee Faculty Academic Quality Enhancement Committee Faculty Learning and Teaching Group Student Performance and Monitoring Group Quality Assurance focussed Compliance 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

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

SEEC – ways of working Selflessness Integrity Objectivity Accountability Openness Honesty Leadership Seven principles of public life Committee on Standards in Public Life, 1994 SEEC Communiqué

Changes in structures and ways of thinking Student Experience The 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 Assurance The systematic monitoring and evaluation of various aspects 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.

Collaborative approach and co-location Frank Haddleton Director of Academic Quality Assurance Jon Alltree Director of Learning and Teaching

Collaborative approach and co-location Learning and Teaching Institute Centre for Academic Quality Assurance Co-Location within Academic Registry Frank Haddleton Director of Academic Quality Assurance Jon Alltree Director of Learning and Teaching

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

Centre forAcademic QualityAssurance Learning and Teaching Institute Re-organisation and Infrastructure Dr Andrew Clutterbuck Pro Vice-Chancellor (Student Experience) Dr Jon Alltree Director of Learning and Teaching Head of the Learning and Teaching Institute Dr Helen Barefoot Deputy Head of the Learning and Teaching Institute Dr Frank Haddleton Director of Academic Quality Assurance Head of the Centre for Academic Quality Assurance Catherine Rendell Deputy Director of Academic Quality Assurance Associate Deans Learning and Teaching within each Academic School Associate Deans Learning and Teaching within each Academic School Associate Deans Academic Quality Assurance within each Academic School Associate Deans Academic Quality Assurance within each Academic School

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”

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

Aspirational culture

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