Quality Handbook

Section 1: The Quality Framework

Introduction

1.1 The Albion Business School can confer both taught degrees awarded by its partners. As an independent body, it has overall responsibility for the academic standards and quality of the qualifications it awards wherever and in what context that award is conferred including those awards validated for collaborative partners. Albion has a well-deserved reputation for providing high quality and respected higher education and this Quality Handbook describes how it sets and maintains robust academic standards and assures and enhances the quality of learning opportunities.

1.2 The processes developed within the Quality Framework align with the Quality Assurance Agency (QAA) UK Quality Code, the European Association for Quality Assurance in Higher Education (ENQA) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015) and the Office for Students Regulatory Framework for Higher Education in England (February 2018).

Principles

1.3 Our Quality Framework will:

Generate reliable information and prompt effective action
Be fit for purpose and ensure purposes, procedures and outcomes are clearly communicated in order to engage the active and willing support of all those who use them
Firstly, meet the needs of students, staff, Academic Board and Albion’s Board of Trustees; secondly meet the requirements of external stakeholders and regulatory bodies
Be flexible and responsive to future change

Processes that Comprise the Quality Framework

1.4 In addition, the Quality Framework contains the following four integrated processes:

Validation and Modification
Course Enhancement Review
Partnership Approval and Review

Key Themes within the Quality Framework

Relocating responsibility and accountability

1.5 A key priority of the quality framework is the empowerment of Academic Course Leaders (ACLs) to make decisions.

Rebalancing Enhancement and Assurance

1.6 Combined with a risk management approach to quality, a focus on enhancement enables us to support innovation and build competence and resilience; to encourage risk-taking with appropriate mitigation rather than seeking to avoid risk.

Risk Management Approach

1.7 A risk management approach enables the quality framework to facilitate enhancement, innovation and the informed development of Albion’s portfolio whilst also providing a proportionate response to any risks that may arise. A risk management approach enables Albion to assess future potential risks and the ability of those in the provider role to manage these risks. A risk management approach considers past performance, but it also considers the competence of the provider going forward and the contexts within which it is operating now.

1.8 At various times, different colleagues make judgements on the appropriate level of risk to assign to their area of responsibility. ACLs undertake a risk assessment of their course as part of their contribution to the annual Course Enhancement Review (CER). Albion’s senior team will draw upon this information to make their overall risk assessment.

1.9 Risk assessments may be undertaken as a SWOT analysis. A brief rationale will be required. A risk assessment is always informed by an agreed range of information (e.g. competitor analysis) and data (e.g. National Student Survey (NSS), Annual Course Evaluation (ACE), Longitudinal Educational Outcomes (LEO). Information and data needs to be supplemented by local knowledge of the external context, staffing issues and other resource issues and it is the analysis and contextualisation of this complete evidence base by those completing this task that makes this activity transformational rather than transactional.

1.10 RAG-rating uses traffic light colours to assign and clearly represent a level of risk. Albion uses RAG-ratings to trigger different levels of oversight of an activity/area possibly resulting in bespoke interventions drawing on different expertise or resource from within Albion or externally.

Externality – active engagement with the subject / sector

1.11 Externality is central to our approach to enhancement, enabling us to learn from best practice and to use this to inform the continuous improvement of academic subject communities and courses. Staff are expected to remain cognisant of relevant sector-wide benchmarks and Professional, Statutory and Regulatory Body (PSRB) requirements. Colleagues are actively encouraged to engage with their subject communities nationally and where appropriate, internationally and to take on research activity, external examining, and other roles, perhaps within a PSRB, to ensure that the work of Albion continues to be informed by best practice in each subject area.

1.12 Externality is fundamental to enhancement and assurance processes. Enhancement actively encourages innovation (risk taking) in learning and teaching and colleagues should be able to draw on suitable ‘expert’ resource both from within and outside of Albion to facilitate this.

More and better student engagement

1.13 The student voice is an integral part of the enhancement process. Students are partners in their learning experience at Albion; they and their representatives are actively involved in decision making about their learning opportunities. Equally Albion expects collaborative partners to engage in a meaningful way with students and to demonstrate how this engagement is enhancing learning opportunities.

Academic Governance

1.14 Whilst Academic Board retains overall responsibility, delegated authority for accountability and responsibility for enhancement is devolved to the subject community, or in some instances a collaborative partner; with a risk management approach ensuring appropriate oversight is exercised. In this way our processes will be implemented proportionately.

The Quality Framework – Events and Processes

1.15 Course Enhancement Review (CER): CER is the means by which all of Albion’s taught provision is monitored and any issues identified and addressed. Whilst the interpretation and response to information and data is undertaken by ACLs on a continual basis, a set of three products drawn from the outcomes and analysis of information and data and containing summary information about the course is provided by the ACL and forms the evidence-base for the CER process.

1.16 The three products of CER are:

A RAG-rating profile sheet: a one-side of A4 summary, concluding with an overall RAG-rating.
An Annual Statement on Good Practice.
The Annual Statement on Enhancement. A brief statement drawing on areas in need of enhancement from the reflective log and the resulting actions.

The selected items should provide context underpinning the decisions about overall course RAG status, and be more extensive in the event of a red RAG-rating. The enhancement items will be a source of information in undertaking enhancement work across Albion.

1.17 Periodic Review of Provision: is undertaken on a risk-assessed basis within a maximum six yearly cycle. Provision presenting a greater level of risk will undertake periodic review more regularly and receive a greater level of scrutiny. Periodic Review of Provision addresses all the elements of the course.

1.18 Partnership Approval and Review: The development of a new collaborative partnership has the potential to expose Albion to significant risk, but the level of risk presented by each prospective partner varies. For this reason, central oversight and a risk management approach is required to ensure that risk is identified, and any mitigation agreed before the partnership is approved. It also enables Albion to use finite resources responsibly to provide a proportionate level of scrutiny. Partnership Approval is the process through which the Albion undertakes rigorous due diligence prior to entering a partnership with another organisation. This process involves investigating the legal and financial standing of an organisation. In addition to this Albion needs to ensure that a potential partner has the required policy, process and operating capacity.

Section 2: Validation and Modification

The Scope of this Section

2.1 The validation of new courses and the modification of existing courses are two of the means through which the Albion ensures the level of our awards and qualifications aligns with the Qualifications and Credit Framework and the Quality Assurance Agency (QAA) UK Quality Code

2.2 The UK Quality Code sets out the following expectations, which higher education providers are
required to meet:

Expectations for Standards:

The academic standards of courses meet the requirements of the relevant national qualifications framework.
The value of qualifications awarded to students at the point of qualifications and over time is in line with sector recognised standards.

Expectations for Quality:

Courses are well-designed, provide a high-quality academic experience for all students and enable a student’s achievement to be reliably assessed
From admission through to completion, all students are provided with the support that they need to succeed in and benefit from higher education.

2.3 The UK Quality Code core practice ‘Where a provider works in partnership with other organisations, it has in place effective arrangements to ensure that the academic experience is high-quality irrespective of where or how courses are delivered and who delivers them’ is also directly relevant as collaborative provision will fall within the remit of this process.

2.4 This section has been written for:

all staff who have a responsibility for academic quality.
- those external to the Albion who are interested in the organisations quality and academic standards.

2.5 This section sets out the procedures for:

the development of new courses
the modification of existing courses
change of existing award titles
change of delivery mode
change of/introduction of cohort intake date
introduction of a new course title within an existing course group

Validation and Modification: the key features of the process

2.6 The development of strong, attractive subject communities: All proposed and existing courses are required to ensures that the development of strong, attractive subject communities remains a clear priority in development activity. The modification process recognises that at times existing courses need to make minor changes to ensure they continue to meet broader strategy criteria.

2.7 The implementation of a risk management approach: All course development activity presents risks, and these must be understood and addressed. To do this a risk management approach is implemented that identifies and considers the internal and external context, the capacity, capability and prior experience of the development team in order to determine the level of risk each development presents. This information is used to determine the amount of time; external and internal support; and any other resources required to empower the development team to bring the proposal to successful validation and launch within the agreed timescale. Within the context of the modification of existing provision the risk management approach ensures that the level of scrutiny is proportionate to the significance of the change proposed and if necessary, a course team may seek or be required to undertake a new validation.

2.8 An enhancement-led approach: The focus on enhancement at the academic development stage defines the Albion’s approach to validation. If risks to a development are identified, we are committed to empowering the development team to address them; where necessary allocating additional targeted resource to enhance the development process and increase the likelihood of a successful academic validation and launch.

2.9 Externality: ensuring an independent view within the development and validation of new provision is a fundamental building block of our approach to the setting and maintenance of academic standards. In order to be transparent and publicly accountable, we make careful use of external academic and professional expertise during the development and validation of new courses. In relation to the modification of existing provision the external examiner for a course is fully involved by the academic course leader in any discussions around the modification process ensuring an independent perspective.

Validation and Modification: the purpose

2.10 The purpose of the validation of new provision and the modification of existing provision is to ensure a rigorous, transparent approval process that can be recorded, and the agreed outcomes disseminated quickly and easily to those within and beyond Albion who need to have this information.

Validation: the process

2.11 All validation is conducted via external partners; once a validation has been internally reviewed and risk managed, Albion will adhere to the partners processes and systems in order to validate the programme in-line with UK standards.

Modifications

2.12 The modification of existing provision is designed to enable minor changes to the definitive validation documentation to be managed securely but efficiently, ensuring that they are properly recorded and communicated to all those who need to know. Minor changes may be signed off at the level of the school (brief description, indicative syllabus, indicative resources, learning and teaching activities, module tutor) whilst others are submitted to the Course Development and Review Committee (CDRC).

Modifications: the process

2.13 The process for the approval of modifications to existing provision mirrors the standing panel process with all business considered being either minimal or low risk.

2.14 All modifications will then need to be submitted to the partner for approval using their standard practices.

2.15 General Arrangements

a) Any modifications business will usually be placed first on the agenda.

Section 3: Course Enhancement Review

The Scope of this Section

3.1 The UK higher education system is based on the principle of the autonomy and responsibility of the institution in terms of the academic standards of the awards it offers and the quality of the learning opportunities it provides for students.

3.2 The process for Course Enhancement Review (CER) has been informed by the Quality Assurance Agency (QAA) UK Quality Code, Advice and Guidance on Monitoring and Evaluation.

3.3 The UK Quality Code, core practice ‘Where a provider works in partnership with other organisations, it has in place effective arrangements to ensure that the academic experience is high-quality irrespective of where or how courses are delivered and who delivers them is also directly relevant as collaborative provision will fall within the remit of this process.

3.4 This section is also informed by both the European Association for Quality Assurance in Higher Education (ENQA) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015) and the Office for Students Regulatory Framework for Higher Education in England (February 2018).

3.5 CER is a first process within Albion’s internal quality framework, the means by which Albion exercises its responsibility for quality and academic standards. All Albion courses are included in this process.

3.6 This section has been written for:

All staff who have a responsibility for academic quality.
Individuals external to Albion who are interested in the quality and academic standards of Albion’s provision e.g. QAA, Office for Students, Professional, Statutory and Regulatory Bodies (PSRBs).

Course Enhancement Review: the key features of the process

The Albion’s Academic Strategy

3.8 CER is the process through which the Albion demonstrates that the academic portfolio continues to achieve the ambitions of the Albion’s Academic Strategy:

Ambition 1: Developing Attractive and Competitive Subjects
Ambition 2: Delivering Excellence in Learning & Teaching
Ambition 3: Ensuring Impact through Research and Practice
Ambition 4: Building an Engaging Approach to Enhancement

3.9 Through CER all existing courses are required to demonstrate that they continue to meet the criteria set out in the Academic Strategy Ambition 1, actively supporting the ongoing development of strong, attractive subject communities.

3.10 As part of Ambition 1 ‘Developing Attractive and Competitive Subjects’, Albion is committed to:

Continuing investment in physical and virtual community to promote a sense of belonging and engagement for students and staff, including co-location, social learning space, fit for purpose teaching space, and technology enabled collaboration and communication.
Consideration of the concept of a library within the context of each subject, and integrating plans with wider co location and social learning space considerations.
Growth in every subject, but strategically identifying the most appropriate growth opportunities, and recognising our education mission and position as an anchor institution. Continual alignment with the local economic needs and ensuring local progression pathways for students will form important components of our growth plans.
Ensuring that students see no distinction between course curriculum and wider co-curriculum opportunities, that students understand the value of engaging with both curricular and co-curricular activities, and that we communicate the ‘course’ in that broader sense effectively for students, driving overall student engagement and outcomes.
Building partnerships internationally and domestically, built upon mutual subject aspirations, and of benefit for our students.

The implementation of a risk management approach:

3.11 The implementation of a risk management approach that enables all staff to be predictive rather than presumptive about the future performance of a course is an essential component of CER.

3.12 The list of requirements for Albion’s academic portfolio (above) forms the criteria that are embedded within the CER. The criteria set a bar and form the basis of the review for each existing course. Where the criteria are not met decisions will ensue about the level of risk that results from this and whether / how this may be mitigated. The outcomes of discussions about the course in relation to the criteria will inform the RAG-rating profile sheet for the course and eventually an overall judgement about the level of risk an existing course presents. The discussions will also inform the statements on enhancement and good practice.

An enhancement-led approach:

3.13 CER is underpinned by the concept of the timely consideration of relevant data inputs, leading to prompt intervention to address issues and to enhance provision.

3.14 The process is focused on action to enhance the learning opportunities available to the students that enable them to meet the course outcomes. Course teams will be directed to use the data available to them to identify key enhancement goals, to plan carefully for and then work steadily towards their achievement.

3.15 CER is also designed to meet the needs of course teams to receive, consider and respond to the range of sources of data pertaining to the provision received during the year rather than waiting until the autumn to consider and plan a response to all the data received in the previous academic year. CER offers the significant advantage that students may benefit personally from a course team responding to feedback within the current academic year.

3.16 CER is an enhancement-led process and while the consideration of data leads to action to enhance the course; on its own this is more likely to result in incremental rather than transformational change. By requiring course teams to plan for and undertake an annual larger scale enhancement event or activity, usually towards the end of the academic year, CER empowers course teams to reflect upon where they are and to plan for a leap forward.

3.17 In preparing for the enhancement event course teams will consider what it is that would take the course from being satisfactory / good / great to being good / great / outstanding. The answer to this question needs to be worked up to provide the focus for the enhancement event. The outcomes of the enhancement event, including any actions agreed, will be reported in a reflective log with any actions placed on the action log to inform the ongoing CER process.

3.18 Externality: Externality within CER is provided by the external examiner. In their annual report external examiners are required to comment on every module they are responsible for at every location of delivery. Within their report external examiners will be asked to comment on the academic standards, course currency, student achievement and the quality of learning opportunities. External examiners’ reports are one of the sources of information that form part of the evidence base for CER. In addition to the externality provided by external examiners, on some courses further externality will be provided by PSRB reports.

Course Enhancement Review: the components

3.19 There are two elements to CER:

the provision of a course portal of information and data which includes the academic course leader generated reflective log and action log.
- The RAG-rating profile for the course, and the statements on enhancement and good practice.

Appendix 1A: Key Terms

The Quality Framework has informed the development of a set of processes for managing academic quality and standards. Students are full partners in the development of and engagement with the quality framework who share responsibility for decision-making about their learning opportunities. The Quality Framework describes an enhancement-led approach to quality that is designed to help us improve the experience of all Albion’s students and staff engaged in learning and teaching.

Quality Enhancement is defined as the set of policies and activities through which Albion ensures systematic and deliberate improvements are made to student learning opportunities and to the learning opportunities available to staff through their continuing professional development, research and scholarly activity. The focus of the Albion’s enhancement effort extends beyond improvements and innovation in academic practice to include interventions to develop the culture, structures, systems and procedures of the institution.
Quality Assurance is defined as the culture, based on sound principles and processes, which creates an environment for the establishment, maintenance and consistent application of academic standards. Quality assurance processes should support enhancement.
Academic Standards are defined as measures of the absolute performance of students in assessed work, and the consistency, reliability and external validity of the assessment process, and of the awards made by Albion via partners.

Appendix 2A: Academic Strategy Criteria for new proposals

Every new proposal will be required to demonstrate that it is aligned to the Albion’s commitment to the core aspects to drive the development of subjects:

Continuing investment in physical and virtual community to promote a sense of belonging and engagement for students and staff, including co-location, social learning space, fit for purpose teaching space, and technology enabled collaboration and communication.
Consideration of the concept of a library within the context of each subject, and integrating plans with wider co location and social learning space considerations.
Growth in every subject, but strategically identifying the most appropriate growth opportunities, and recognising our education mission and position as an anchor institution. Continual alignment with the local economic needs and ensuring local progression pathways for students will form important components of our growth plans.
Ensuring that students see no distinction between course curriculum and wider co-curriculum opportunities, that students understand the value of engaging with both curricular and co-curricular activities, and that we communicate the ‘course’ in that broader sense effectively for students, driving overall student engagement and outcomes.
Building partnerships internationally and domestically, built upon mutual subject aspirations, and of benefit for our students.

APPENDIX 2B: Validation Criteria

To be successfully validated a course must:

Demonstrate academic coherence;
Enable students to achieve the appropriate academic level;
Comply with the Albion’s Academic Regulations;
Give due regard to relevant Quality Assurance Agency (QAA) Benchmark Statements and other external requirements (for example, those of professional bodies);
Have been informed by careful consideration of external academic and professional feedback provided during the development process. For all courses employers must be consulted with and evidence of this provided within the documentation;
Have been developed with due regard to relevant Albion’s policy statements and strategies;
Be taught by staff who hold qualifications that are, at the least, equivalent to the level of the award, or who have significant relevant professional industry experience and expertise, meeting professional body requirements if applicable;
Have definitive documentation that complies with standard Albion formats;
Have ensured that sufficient resources are in place to deliver the teaching and learning and to support the student experience; and

APPENDIX 3A: The Course Portal: Information and Data

The development of a ‘portal’ through which the course leader (and others) can see all the course information and data, including the information generated by the course leader (reflective log, action log, RAG-rating profile and statements on enhancement and good practice).
Information includes:
1. Course definitive documentation (or links to it)
1. Course handbook
1. Module guides (including the assessment brief)
1. External examiner reports (or links to them)
1. Professional, Statutory and Regulatory Body (PRSB) documentation (if relevant)
1. Reflective log
1. Action log
1. RAG-rating profile sheet
1. Annual statement on Good Practice
1. Annual statement on Enhancement

APPENDIX 3B: RAG-Rating Profile Sheet

The RAG-Rating Profile Sheet is partly pre-populated from the underpinning data, and partly populated based on the judgments of the course leader:

Enrolments in prior year (pre-populated)
Enrolment trend (three prior years) (pre-populated)
Degree classifications in prior year (pre-populated)
Level 4 to 5 progression in prior year (pre-populated)
External examiners reports
Professional, Statutory and Regulatory Body PSRB reports
Overall RAG for course

The aim for the RAG-Rating Profile sheet is a one-side of A4 summary, concluding with an overall RAG-rating. The overall risk context will influence the decision on the ability to mitigate the rated areas, and therefore the overall RAG-rating for the course.

APPENDIX 3C: Annual Statement on Good Practice

The aim is a brief statement on good practice, drawing on the good practice items in the reflective log.

APPENDIX D: Annual Statement on Enhancement

The aim is a brief statement on enhancement, drawing on areas in need of enhancement from the reflective log and the resulting actions.

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