Enhancement-led Institutional Review 2009
The QAA conducted the second Enhancement-led Institutional Review (ELIR) of the University in session 2009-10. The review was in two parts:
- Part 1: 20-21 October 2009
- Part 2: 23-27 November 2009
The main focus of the review was the University's strategy for continually improving the student learning experience. It also examined the University's ability to manage the standards of its academic awards and the quality of the learning opportunities it provides for its students. The review was conducted by the QAA on behalf of the Scottish Funding Council.
Review outcomes:
‘Key themes’ letter & confidence judgement
The University received the Key Themes letter one week after the conclusion of the Part 2 visit. This confirmed that the Panel had confidence in the effectiveness of the University’s management of academic standards, and of the assurance and enhancement of the student learning experience, both currently and in the future. The statement of confidence is the highest of the three standard forms of judgement in the ELIR process.
Main report
The main report from the ELIR has now been published on the QAA web site. It can be found at:
http://www.qaa.ac.uk/InstitutionReports/Reports/Documents/RG579UniversityGlasgow.pdf
The main report is a relatively technical document aimed primarily at staff of the University, senior managers elsewhere in the sector and the SFC and QAA. The structure of the main report parallels that of the Reflective Analysis (RA) and provides the reviewers’ commentaries on the effectiveness of the University’s approach to each of the main topics covered. The report also restates the confidence judgment.
The report is very positive. It recognises a large number of significant developments the University has been pursuing. These include:
- The evidence-based achievements to-date and ambitions embraced by the Learning & Teaching Strategy and the breadth of ownership of associated initiatives, facilitated by well-regarded central services and an effective combining of ‘top-down’ and ‘bottom up’ approaches. Our work on student success and retention is a leading example.
- The improvement of facilities for student support, including the Fraser Building, Library and virtual learning environment
- The University’s positive and productive partnership with the Students’ Representative Council (SRC) and enhancements in the representative system
- Investment in the Student Lifecycle Project to improve student information
- University success in inculcating student awareness of graduate attributes in their programmes of study, as part of an ambitious promotion plan
- Recognition of staff excellence in teaching
- The range of methods used to obtain student feedback and effective use of these inputs
- The enhancement of academic quality through quality assurance processes – notably, the annual monitoring of courses
- Robust and developmental quality management processes generally, described in a well-designed and accessible University Quality Framework handbook, with a strong culture of self-evaluation and fruitful student participation
- Enhancement of the regulatory framework and associated guidance
- The reflective approach taken to the management of the research student experience and the enhancement thereof
- The comprehensiveness of our use of external reference points in developing policy and practice
The reports also identify a number of areas for development. Many of these had already been identified by the University and we will take them forward, together with the range of other enhancement initiatives that we are pursuing through our regular planning activity.
Summary Report
In this second round of ELIR, the QAA also produces a summary report, which is eventually printed as well as issued on their website at the same time as the main report. The summary is aimed more at a lay audience. It also recaps on the confidence judgement. The summary report has also now been published and is available at:-
http://www.qaa.ac.uk/reviews/reports/institutional/Glasgow10/RG579UniversityGlasgow.pdf
The ‘Reflective Analysis’
The main input to the ELIR is the Reflective Analysis (RA) prepared by the University and submitted to the QAA in advance of the visit. The RA is the University’s own evaluation of its performance in maintaining standards and maintaining and enhancing academic quality. The main areas covered in the RA (the structure and contents is prescribed by the QAA) are:
- management of the student learning experience
- University-led Monitoring and review of quality and standards
- the University’s strategic approach to quality enhancement
The University worked closely with the Students’ Representative Council to ensure that there was student input to the development of the Reflective Analysis.
The RA provides helpful insight into how the University organises and is progressing with its agenda for the improvement of its students' experience as learners.
Other key University documents closely related to the review are:
Learning & Teaching Strategy [pdf]
Academic Quality Framework Guide
What next?
As noted above, the University has taken from the report and from its own RA the matters it wishes to develop further. These have been integrated into the new version of the Learning & Teaching Strategy and into the Action Plan for implementing the Strategy. Details of the action plan and monitoring progress of the actions are available in the quality enhancement section of the Senate Office Website.
One year after the publication of the report, in April 2011, the University is required to prepare and submit a written response to the ELIR to QAA. This is to inform the QAA about the actions taken following the review, including consideration, insofar as is reasonable, of the effectiveness or impact of the actions. This report is then discussed at a meeting with senior QAA officers. Such meetings are then held annually and allow QAA to confirm to the Scottish Funding Council and the public that the University is addressing the ELIR findings in an appropriate way.
The University's one year-on response to the 2009 ELIR may be found at http://www.gla.ac.uk/services/senateoffice/qea/elir/.