A bimonthly publication of AQU Catalunya

43

July 2009

The aim of this article is to reflect on Sheffield Hallam University's experience of implementing quality assurance systems at programme level, and to offer some features of good practice and areas of challenge. This is intended to be of practical value to colleagues in the Catalan universities in their quality assurance journey.

This reflection is offered against the seven standards for internal quality assurance which are contained in the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (EHEA), as developed by the European Association for Quality Assurance in Higher Education (ENQA).

ESG Standard 1: A policy and associated procedures for quality assurance 
At Sheffield Hallam we have designed our internal quality assurance systems so that they satisfy all the external requirements of key national organizations such as the Quality Assurance Agency (QAA).

We have an integrated framework for the management of our quality. This includes processes for the University to set and maintain the standards of its programmes, but devolves as much responsibility as possible for day-to-day quality management to the faculties. We provide clear signposts — through a web-based quality handbook — for our staff for advice, information and guidance so that they can understand their role in quality assurance.

One challenge is that the external policy environment is changing all the time in terms of what universities are expected to do —the expectations seem to be increasing faster than the resources that are made available!

A second challenge is ensuring that all staff — especially those at the programme level — understand and are willing to work with the policy and procedures. For this to happen, it is important to have good consultation, opportunities to train staff if necessary, and regular evaluations of how effective the implementation of the policy has been.

ESG Standard 2: Formal procedures for the approval, monitoring and periodic review of programmes 
For a number of years we have had a course approval process which allows faculties to design programmes for approval by central validation panels. We also have an Annual Quality Review reporting process which starts at the basic level of modules/courses and rises up to the top of the University. It draws on a wide evidence base, and leads to action plans which are monitored through the year. Our periodic review process takes a look every 5 to 6 years at each subject group within the University and is enhancement-focused; that is to say, it considers how learning, teaching and assessment and the student experience can be improved. 

Promoting genuine student engagement in these processes is a challenge. We are particularly keen for students to be involved in programme committees so we can know what they think about their experience as learners and can act on areas that need to be improved.

Another challenge is how to make our quality processes fast and responsive to meet the needs of faculties working in very competitive and dynamic markets, whilst taking enough time to ensure that our programmes are well-designed in terms of quality.

ESG Standard 3: Students should be assessed using published criteria, regulations and procedures which are applied consistently
For a number of years at Sheffield Hallam we have had standard assessment regulations which apply to all students across the University, thus promoting consistent and equitable assessment.

Assessment remains a challenging and dynamic area for all universities in the UK. It is challenging because it involves regulation, academic practice and the administrative processes and systems which underpin it. Also, it is crucial to make the way we manage assessment visible to students, employers and quality agencies so that they can have confidence in our standards. In the UK much depends on the role of external examiners. It is important therefore that we can demonstrate that our external examiners are independent, properly trained and supported in their work, and that we take account of the reports which they write, especially when they are drawing attention to areas for improvement.

ESG Standard 4: Ensure that staff who are involved in teaching are qualified and competent to do so
At Sheffield Hallam we are developing a comprehensive development framework for staff which encourages, supports, and trains staff in their role as teachers, researchers or administrators. We have a group of staff in our Learning and Teaching Institute who provide close support for academic staff in faculties.

A continuing area of challenge for us is how to ensure that we can both reward staff for good teaching (for example, through promotion) and identify and improve poor teaching (for example, through focused support and training for staff).

ESG Standard 5: Ensure that resources for the support of student learning are adequate and appropriate for each programme offered
At Sheffield Hallam University we ensure this by checking on the adequacy of learning resources when we first approve a course and then each year as part of monitoring the success of the course. We have a student support framework — accessible through our student web pages — which offers students a 'menu' of support services so they know what help is available and a ‘map' of service providers so they know where to go for help.

One of our biggest challenges is providing adequate resources and responsive support for a large number of students who differ in their backgrounds and needs. Also, although the availability of good central student support services is important, it needs to be complemented by accessible, sympathetic and supportive local tutors in faculties.  

ESG Standard 6: Collect, analyse and use relevant information for the effective management of programmes of study
At Sheffield Hallam University we have made a big investment in our ability to manage information well for quality assurance. This includes a corporate student management system and central staff who support the system. 

In our corporate information systems, we have found that it is difficult to strike the right balance between two sets of needs: on the one hand, external requirements (for example reporting to the government on how many students we enrol each year — this determines how much funding we receive); and on the other, internal needs (for example, giving programme-level staff access to accurate, timely, appropriate data that they can use in managing and reviewing their programmes).

ESG Standard 7: Regularly publish up to date, impartial and objective information about programmes and awards Sheffield Hallam University complies with all the external public information requirements that apply in the UK – this is tested during QAA audits. The challenge is to try to ensure that this information is well used so that people outside universities have a good understanding of how universities work and in particular how quality is assured.

Effective quality assurance systems can be developed with good awareness of external requirements and careful planning which involves all relevant stakeholders. Maintaining effective systems is an ongoing challenge, especially at a time of funding pressure on universities and rising expectations of what they can deliver.