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The Quality Assurance Agency for Higher Education. Registered charity numbers 1062746 and SC037786
Chapter B3: Learning and teachingTim Burton and Harriet Barnes
Research Development and Partnerships
UK Quality Code for Higher Education
• Setting and maintaining threshold academic standardsPart A
• Assuring and enhancing academic qualityPart B
• Information about higher education provision
Part C
UK Quality Code for Higher Education Expectations:
What higher education
providers expect of each other and which the general public can expect
of all higher education providers
Indicators
of sound practice
All students are treated fairly,
equitably and as individuals.
Students have the opportunity to
contribute to the shaping of their
learning experience.
Students are properly and actively informed at
appropriate times of matters relevant to their programmes of study.
All policies and processes relating to
study and programmes are clear
and transparent. Strategic oversight of academic standards and
academic quality is at the highest level of
academic governance of the provider.
All policies and processes are regularly and
effectively monitored, reviewed and
improved.
Sufficient and appropriate external
involvement exists for the maintenance of
academic standards and the quality of learning
opportunities.
Staff are supported, enabling them in turn to support students'
learning experiences.
Overarchingvalues
Chapters of the Quality Code
A1: The national levelA2: The subject and qualification levelA3: The programme levelA4: Approval and reviewA5: ExternalityA6: Assessment of achievement of learning outcomes
B1: Programme design and approvalB2: AdmissionsB3: Learning and teachingB4: Student supportB5: Student engagementB6: Assessment of students and accreditation of prior learningB7: External examiningB8: Programme monitoring and reviewB9: Complaints and appeals B10: Management of collaborative arrangementsB11: Research degrees
Part A: Setting and maintaining threshold academic standards
Part B: Assuring and enhancing academic quality
Part C: Information about higher education provision
General introduction
New chapters
B3: Learning & Teaching
Revised chapters
B10: Collaborative arrangements
Part C – information
B5: Student engagement
B11: Research degrees
Progress? Published when?
March 2012
June 2012
September 2012
December 2012
June 2012
Under construction
B7: External Examining October 2011
Part A: Setting and maintaining threshold academic standards
Part B: Assuring and enhancing academic quality
Mar 2012 Part C: Information about higher education provision
Oct 2011 Chapter B7: External examining
Jun 2012 Chapter B11: Research degrees
Chapter B5: Student engagement
Sep 2012 Chapter B3: Learning and teaching
Dec 2012 Chapter B10: Management of collaborative arrangements
Apr 2013 Chapter B9: Complaints and appeals
Jul 2013 Chapter B6: Assessment of students and accreditation of prior learning
Mar 2013 Chapter B4: Student support, learning resources and careers education, information, advice and guidance
Sep 2013 Chapter B1: Programme design and approval
Oct 2013 Chapter B2: Admissions
Chapter B8: Programme monitoring and review
Jul 2013 Chapter A1: The national levelChapter A2: The subject and qualification level
Chapter A6: Assessment of achievement of learning outcomes
Chapter A3: The programme level
Chapter A4: Approval and review
Chapter A5: Externality
The Quality Code Jigsaw
How can I access the Quality Code?
B3 - Timeline• First advisory group meeting – 2 March • Second advisory group meeting – 27 April • Consultation launched – 30 May • Consultation event, Belfast – 8 June • Consultation event, Edinburgh – 15 June• Consultation event, Cardiff – 21 June• Consultation event, Birmingham – 11 July• Consultation closes – 25 July• Third advisory group meeting – 3 September • Publication – 28 September 2012
B3 – Feedback from
• Higher Education Development Community• QA/QE in e-learning special interest group• SEDA annual conference• QAA Scotland Enhancement Themes annual
conference• Higher Education Academy Flexible Learning
Summit• NUS Student engagement festival
B3 – Structure
• Introduction• Expectation• Indicators of sound practice (x10)
• the basis for effective learning and teaching• enabling effective and independent learners• facilitating and supporting effective learning
and teaching• Further information and additional references
B3 – Themes
• Engagement with learning and teaching activities in all their forms – transformation to active and independent learners
• Opportunities provided to all students irrespective of level, mode, location or means of delivery and taking account of individual needs
• Partnership with students• Role of those who deliver learning opportunities: those
who teach, those who support learning, those who contribute e.g. through placements
B3 – Links with other Chapters
• B1: Programme design and approval• B4: Student support, learning resources,
CEIAG• B5: Student engagement• B6: Assessment and APL• Part C: Information about HE provision
Feedback so far
• Is it ‘active and independent learning’ which is distinctive of higher education?
• Is ‘teaching’ too narrow to address the range of practices involved in supporting learning?
• How broadly do we need to interpret ‘partnership’, and is that clear?
The Expectation
Higher education providers, working in partnership with their students, create and systematically review and enhance
learning environments and teaching practices to provide opportunities for
every student to become an active and independent learner.
Indicators of Sound Practice
The basis for effective learning and teaching
Enabling effective and independent learners
Facilitating and supporting effective learning and teaching
The basis for effective learning and teaching
Indicator 1 Higher education providers articulate, implement and monitor a strategic approach to learning and teaching, and promote a shared understanding of that approach among all their staff and students. Indicator 2 The design of learning and teaching activities provides every student with an equal opportunity to monitor their progress towards and achieve the intended learning outcomes. Indicator 3 An understanding of the learning process informs learning and teaching practices, which use evidence-informed approaches derived from the outcomes of research, scholarship and the evaluation of professional practices. Indicator 4 Information is collected, analysed and used to assure and enhance learning and teaching activities and the learning and teaching environment.
Enabling effective and independent learners
Indicator 5 Students are supported to understand their responsibility to engage with the learning opportunities provided.
Indicator 6 Every student has opportunities to engage with feedback to further their development as an active and independent learner
Indicator 7 Students receive clear information that specifies the opportunities for learning available to them; this information is monitored, reviewed and evaluated by students and staff working in partnership.
Facilitating and supporting effective learning and teaching
Indicator 8 Staff involved in teaching and supporting student learning are qualified, supported, and adequately resourced.
Indicator 9 Higher education providers assure themselves that for every student both the physical and virtual environments they provide are safe, accessible, reliable and usable and that their use is characterised by dignity, courtesy and respect.
Indicator 10 Accessible, adequate and appropriate resources are provided to support the learning of every student.
Website:www.qaa.ac.uk/AssuringStandardsAndQuality
Email:qualitycode@qaa.ac.uk
Sign up to QAA News:www.qaa.ac.uk/Newsroom/News/Pages/QAA-news-alert.aspx
How can I find out more?