1. The Challenges of Quality Enhancement Professor Andrea Nolan

2. Outline Scottish development towards enhancement Quality Enhancement Framework: the context Impact on University of Glasgow Student engagement Evaluation Key challenges

3. Teaching & Learning: Quality Assurance (1990’s) External assessment of subject based provision –TQA 1992-1998 (Funding Council) –Subject Review 2000-2002 (QAA) 39 subjects reviewed in GU External audits of effectiveness of institutional systems for Quality Assurance –1992-2002 GU audited, 1992 & 1994 (collaborative provision only)

4. High Quality Higher Education Sector: the vision flexible, accessible and responsive to the needs of learners, the economy and society encourages and stimulates learners to participate in higher education and to achieve their full potential learning & teaching promotes the employability of students learning & teaching are highly regarded and appropriately resourced a culture of continuous enhancement of quality, which is informed by and contributes to international developments. SHEFC HE11/2001

5. 21 st Century - Enhancement Review of and consultation on external assurance of quality & standards in Higher Education in Scotland (2000-01) Recognition –Higher Education Institutions take ‘a responsible approach to the maintenance of quality & standards’ –Institutional ownership of quality & standards –Institutions are committed to enhancing quality –Institutions understand that Students should have a major involvement in quality processes Students and others should have access to relevant information

6. Direction of travel Good platform on which to build Clear sense of where we want to be  Stable framework in which institutions plan and develop  Recognise diversity  Signal key planks of development

7. Quality Enhancement Framework Premise: the purpose of quality systems in HE is to improve student experiences and their learning Commitment to: –Students and the continuing enhancement of their learning –Partnerships between agencies, HEI and other stakeholders –Educational change arising from consensual approaches –A culture shift – away from top-down compliance to participative and critical self-evaluation –Evaluation and reflection of QEF on ongoing basis –Long timescale

8. 2003 institutional subject review enhancement led institutional review (ELIR) improved public information about quality greater voice for student representatives in institutional quality systems national programme of enhancement themes * ‘taking deliberate steps to bring about continuous improvement in the effectiveness of the learning experience of students’ Quality Enhancement * Framework

9. 9 Faculties –Varying size & complexity –Devolved financial and management structures –Different priorities –Comprehensive range of disciplines 24,000 students, c. 5,600 staff –20,000 fulltime 4,000 postgraduates; 16,000 undergraduates Research intensive university University of Glasgow

10. Assurance to Enhancement in Glasgow Gradual shift ELIR in 2004 Learning & Teaching strategy (2006) Development of internal subject review (2002) Drive on student engagement Institutional student feedback –NSS, FYQ, ISB Organisational development –L&T Centre Public information Embedding a culture of enhancement ?

11. Enhancement led institutional review (ELIR): 2004 Self evaluation report Visit by panel –meetings with staff and students Report published with commentary on effectiveness wrt –internal review systems (monitor & maintain quality & standards) –arrangements for ensuring that published information about the quality of provision is complete, accurate and fair –approach to promote an effective student learning experience –policies and practices to ensure improvement in the quality of teaching and learning –implementation of strategy for quality enhancement

12. ELIR Outcomes for Glasgow: ‘Broad Confidence’ Quality Enhancement (QE) Management –how QE agenda is pursued systematically –involvement of Faculties in QE Research:Teaching nexus –specify value added for students learning in a research-intensive environment –clarify perceptions of staff and students of what they understand by research-led teaching & learning Evaluation of Learning cf teaching Enhance public information Student/University ‘partnership’ –student involvement in quality and learning-related processes –strengthen University student relationships –more comprehensive student feedback

13. Impact of enhancement/ ELIR on our L&T strategy Strategic review in 2005/06 Process aligned to culture of enhancement –Recognition of what is good, build on this –Extensive consultation –Engagement with students Learning & Teaching strategy developed as framework for enhancement –Institutional priorities agreed –Faculty priorities addressed We have set a challenging agenda http://www.gla.ac.uk/services/planning/ltstrategy06-10.pdf

14. Excelling in Learning & Teaching Enhancing the Student Learning Experience Shaping the University Learning Community ‘to be renowned internationally for inquiry led learning in a knowledge culture shaped by our research environment’  Internationalisation  Widening access  Postgraduate development  Profiling teaching  Developing assessment  Streamlining bureaucracy  Enhancing student success  Developing employability, enterprise & entrepreneurship  Embedding technology Years 1 & 2 Years 3 & 4

15. 2003 institutional subject review enhancement led institutional review (ELIR) improved public information about quality greater voice for student representatives in institutional quality systems national programme of enhancement themes Quality Enhancement * Framework

16. Internal review: steps to improve the student experience Departmental review of programmes, 6-year cycle Reflective approach on learning, teaching & assessment, student experience Balance of assurance and enhancement Panel –External representation; student membership –Chaired by Vice Principal Good practice captured for dissemination Reports shared internally and published –http://senate.gla.ac.uk/qa/review/complete.htmlhttp://senate.gla.ac.uk/qa/review/complete.html Institutional reflection to identify emerging themes/issues Feedback has been positive

17. Processes: deliberate action Annual monitoring processes used to inculcate reflection Staff redesigned proforma - more reflective responses Inclusion of enhancement ‘hot topics’ –linked to L&T strategy Systematic gathering of good practice Systematic linkages made –e.g. with Estates staff and IT staff Awards introduced for ‘small’ enhancements Small pots of funding for enhancement activities

18. Organisational Development Planning process revised –Faculty learning & teaching plans Developmental? Tied in to budgeting –Dialogue / partnership approach is the goal Funding for L&T development increased Learning & Teaching Centre established in 2005 –http://www.gla.ac.uk/learn/ Committees –remits redefined and membership reconstituted –faculty roles in respect of L&T developed further –subgroup of Senior Management Group (L&T) established

19. 2003 institutional subject review enhancement led institutional review (ELIR) improved public information about quality greater voice for student representatives in institutional quality systems national programme of enhancement themes Quality Enhancement * Framework

20. Public information Scottish Funding Council requirements for public information Programme Specifications –intended to provide core factual information to a range of stakeholders, including students or potential students, about a programme of study –Framework for curriculum development –Support internal and external review GU has published ‘specs’ for > 430 programmes

21. Student engagement: a greater voice in quality systems Student presence on all committees... participation Develop staff- student liaison committees Student representative role –Improved training 2005, 220; 2006, 550; 2007, c. 600 Review of student feedback mechanisms underway Institutional surveys of student experience / satisfaction –First year experience survey introduced –Participation in the National Student Survey –International student barometer major development

22. Student Participation in Quality Scotland (SPARQS) A service funded by the Scottish Funding Council to assist and support students, students' associations and institutions to improve the effectiveness and engagement in quality assurance and enhancement in institutions across Scotland SPARQS has five aims: –to support students –to support students' associations –to support institutions –to identify good practice –to provide advice to the Funding Council and the sectors

23. 2003 institutional subject review enhancement led institutional review (ELIR) improved public information about quality greater voice for student representatives in institutional quality systems national programme of enhancement themes Quality Enhancement * Framework

24. Scotland: Enhancement themes To enhance the student learning experience by identifying specific areas (Themes) for development To encourage staff and students to share current good practice and collectively generate ideas and models for innovation in learning and teaching Past themes –integrative assessment- flexible delivery –employability- responding to student needs –assessment Work directed by Scottish Higher Education Enhancement Committee (SHEEC) http://www.enhancementthemes.ac.uk/ 2006: ‘Research Teaching Linkages: Enhancing Graduate Attributes’

25. Theme goal To identify and communicate good practice about how institutions through their teaching and learning environment, and their polices and processes, actively develop ‘research’ attributes to graduate level and beyond, through utilising research type activities Theme Goal Theme Strands Research: the scholarships of discovery, integration, application, teaching (Boyer, 1990) Institutional / sector wide approach Discipline approach

26. Graduate attributes ‘… the qualities skills and understandings that a university community agrees its students should develop during their time with the institution and consequently shape the contribution they are able to make to their profession and society….They are qualities that also prepare graduates as agents of social good in an unknown future. (Bowden et al 2000)

27. ‘Research type’ Graduate Attributes For example Awareness of the provisional nature of knowledge Understanding how to frame and reframe research questions See research opportunities Ability to identify and analyse problems and issues Interpret complex data and situations

28. Steering committee Sector Project Director Institutional Contacts Discipline Project Directors Within institutions Across sector International advisers Theme progression: 30 ‘projects’

29. Sector wide work Institution-based discussions to consider –‘research related’ graduate attributes –strategy in respect of research-teaching links –how RT links used to support the achievement of graduate attributes –ideas and practices to share

30. Preliminary outcomes Institutions well engaged Wide ranging good practice & evidence of RT linkages Many institutions working to articulate graduate attributes Less evidence of a structured approach to using RT linkages to develop graduate attributes Research and practice based curriculum … tensions? Little evidence that students are involved in or knowledgeable about the process of linking R&T or the purpose

31. Discipline based work Health and Social Care Life sciences Physical sciences Creative and cultural practice Medicine, Dentistry & Veterinary Medicine Information & Mathematical sciences Business and Management Arts and Social Sciences Engineering & the Built Environment

32. Preliminary outcomes Rich resource of RT linkages across the disciplines –Disciplinary differences Less evidence that structuring of courses / programmes is being done to develop graduate attributes ………. progress is being made –move to make more explicit the discipline based graduate attributes that stem from students involvement in / and knowledge of research Theme has provided the opportunity to make discussions and work more explicit

33. Evaluation of QEF: 2006 The Centre for the Study of Education and Training (Lancaster University) and Institute of Education Technology (Open University) Overall a positive picture of a policy in its early stages QEF gaining legitimacy and support Balance between institutional autonomy and national consistency is being developed Progress is slow Middle managers engaged in enhancement but mixed awareness of QEF Teachers – understanding of QE? A culture change in institutions? ‘The approach to quality that we review here is ambitious, distinctive and, so far, successful’ Saunders et al 2007

34. Enhancement: Challenges Allowing time for complex change –it takes time to share ‘imperfect practice’ –reduced managerial approach takes time to be believed Extending reach amongst staff Engagement with outputs of enhancement themes –Staff and students –Deal with volume and nature of outputs Research intensive institution Sustaining and growing student participation Room for ‘failure’ – embedding developmental culture SFC review – ELIR 2 Holding our collective nerve to practice ‘consensual development’

35. Quality Enhancement Framework has supported systematic action to improve the student experience in GU Not necessarily been ‘badged’ under the QEF Enhancement themes have provided useful resources Commitment to sustained improvement …….. is this new? Promoted partnership working with students Step change in daily practices ? Summary