Institutional Led Review Training. Course Objectives By the end of the course you will:  Be able to explain the purpose of an Institution-Led Review.

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Presentation transcript:

Institutional Led Review Training

Course Objectives By the end of the course you will:  Be able to explain the purpose of an Institution-Led Review.  Be able to define your role within the Review.  Have developed the necessary skills to complete a Review.  Put all you have learned into practice.

What is an Institution-Led Review?

Objectives By the end of this session you will:  Be able to explain the background of Institution-Led Review.  Be able to explain the process of undertaking a Review.  Be able to explain the role of students in a Review.

Quality Enhancement Scotland’s definition of quality enhancement: ‘Taking deliberate steps to bring about improvement in the effectiveness of the learning experiences of students’. This is underpinned by 3 principles:  Quality culture.  High quality learning and teaching.  Student engagement.

Quality Enhancement Framework  Enhancement-Led Institutional Review (ELIR).  Institution-Led Review (ILR).  Public Information.  Enhancement Themes.  Student Engagement.

UK Quality Code  Produced by the Quality Assurance Agency.  Sets out defined “Expectations” that all providers of UK higher education are required to meet. It considers:  Setting and maintaining threshold academic standards.  Assuring and enhancing academic quality.  Information about higher education provision.

Subject Benchmarks  Produced by QAA, the relevant professional body and the Scottish Government.  Bring together the academic and practice-based elements of programmes and the relevant professional requirements.  Set out expectations about standards of degrees in a range of subject areas.

Insert institution’s ILR slides

Interpreting Review Documents

Objectives By the end of this session you will:  Be able to list the various types of documentation you may encounter during the Review.  Have considered several methods for tackling the documentation.  Have practiced analysing review documents.

Types of document  Outline programme.  List of panel membership.  Guidance Notes.  Institutional information.  Previous review reports.  Analytical report.  Programme specifications.  Module descriptors.  Other background information.  SSLG minutes and agendas.  Class materials.

Communication skills

Objectives By the end of this session you will:  Be able to identify the main communication skills a reviewer will use;  Be able to confidently explain the purpose and effect of good communication; and  Practised using these communication skills.

Listening Purpose  To hear what someone is saying;  To understand an issue;  For enjoyment;  To learn;  To enable you to understand what someone is saying in order to clarify and respond.

Questioning Purpose  To clarify an issue;  To get more information on something;  To prompt further action in another.

Facilitation  Stay neutral;  Focus on the topic in hand;  Stimulate and encourage discussion  Regulate the time people spend talking  Keep to time.  Be assertive!

Feedback

Practice Review Panel Meeting

Objectives By the end of this session you will:  Have analysed review paper work;  Have identified the elements you need to focus on, particularly relating to the student learning experience;  Have collectively considered what questions you need to ask during the review.

Practice Meeting With School Staff

Objectives By the end of this session you will have:  Utilised your questioning, listening and facilitations skills;  Practised being a reviewer.

Course Objectives By the end of the course you will:  Be able to explain the purpose of an Institution-Led Review.  Be able to define your role within the Review.  Have developed the necessary skills to complete a Review.  Put all you have learned into practice.