QAA Strategic plan 2003-05:
report on achievements

QAA's Strategic plan 2003-05 was published in February 2003 to cover a three-year period to the end of 2005. This paper assesses whether QAA achieved the objectives - strategic and operational - that were set out in the Plan.

Strategic position by 2005

The Plan described QAA's strategic ambitions over the three-year period from the beginning of 2003 to the end of 2005. Those ambitions were derived from QAA's mission and purposes, and expressed through 18 ‘strategic position' statements against which its success might be gauged. Those strategic position statements were made in relation to the higher education (HE) providers, in relation to the stakeholders in HE and in relation to the development of QAA itself. They are reproduced in the bullet points below. Beneath each bullet point, we report on our achievements.

We said that we would have satisfied our mission and purposes if, by the end of the
plan period:

In relation to the higher education providers

the providers of higher education in England, Northern Ireland, Scotland and Wales had demonstrated the robustness of their management of standards and quality and had dealt effectively with any causes for concern that QAA had identified

The great majority of QAA's reviews and audits give a very solid picture of the robustness of institutions' management of quality and standards. This applies across the board - whether at subject or institutional level, whether in established or new provision, whether in England, Northern Ireland, Scotland or Wales. Significant problems - leading peer reviewers to ‘no confidence' or ‘failing' judgements - have been identified in a small proportion of provision - mainly through subject-level reviews of higher education provided in FE colleges, and reviews of Foundation Degree provision. Depending on method, either a second review is carried out or an action plan is agreed, implemented and monitored. These actions confirm that, in most cases, institutions work hard to remedy the identified failings. In one or two cases, institutions have taken the view that it would be better for them as an institution, and for the security of the students' learning, if the provision were either withdrawn or transferred to another provider. We work closely with the institution and the relevant funding body to ensure that the interests of students are protected in these circumstances.

HEIs' capacity to manage standards and quality had been strengthened through the respective audit and review processes in the different parts of the UK and through QAA's liaison, evaluation, dissemination and support work

Formal and informal feedback from institutions indicates that engagement with QAA's processes makes a positive contribution to institutions' capacities. This happens through the process of preparing for an external review, including the preparation of a self-evaluation document, and through the engagement with a review team made up of peers drawn from across the sector and the professions. The reviewers' findings and judgements are set out in our published reports, which include short summaries. Each report points an institution to specific areas for consideration and improvement, and that advice is followed up in subsequent audits.

A more formal examination of the benefits secured through QAA's review and audit processes came through the evaluation carried out by the Quality Assurance Framework (QAF) Review Group in England (the Higher Education Funding Council for England (HEFCE), the Standing Conference of Principals (SCOP) and Universities UK (UUK) in the lead) in July 2005, and through the continuing evaluation of the ELIR method in Scotland that is being carried out by a team of researchers from the University of Lancaster and the Open University). The QAF report was published in July 2005 and confirmed the value and integrity of QAA's work, and provided a sound basis for continuing evolution of the audit process. The interim external evaluations in Scotland have also painted a very positive picture of the success of the ELIR method in reaching its objectives as well as suggesting some areas where refinements could be introduced.

QAA's institutional liaison scheme has been fully implemented. All participating institutions have been allocated a QAA liaison person. The liaison scheme provides a valuable, informal opportunity for the institutions and QAA to listen to and learn from each other. QAA gains understanding of areas where institutions require clarification or support. In turn, the institutions benefit from QAA's broad view of how particular topics, initiatives or policies are being received and implemented across the sector. An annual report on the institutional liaison scheme is published on the QAA website.

the HE sector in England and Northern Ireland was in a position to complete the transition from an initial three-year programme to a six-year institutional audit programme from 2006 (note: there are no transitional arrangements for Scotland
and Wales)

The transitional programmes of reviews at subject level and the three-year transitional programme of audits in England and Northern Ireland were completed. The overall picture is robust, institutions are meeting their responsibilities for the management of standards and quality, and students are getting a fair deal. The report of the QAF review group in England confirmed this. The revised audit method in England and Northern Ireland will be introduced in 2006-07. A programme of audits of collaborative provision is taking place in 2005-06.

In relation to the stakeholders

there is clear and reliable information [for the stakeholders] on the nature of standards and quality in higher education and on institutions' management of their responsibilities for standards and quality

The Code of practice for the assurance of academic quality and standards in higher education (Code of practice), the qualifications frameworks and the subject benchmark statements all provide clear information about the nature of standards and quality in HE. They were developed in collaboration with the HE sector, are kept under review and are being updated and re-published as necessary, again with appropriate stakeholder involvement.

QAA takes a broad approach to stakeholders. These include its key partners in government departments, funding councils and representative bodies; students; employers; and the professional, statutory and regulatory bodies. Relations with the key partners are actively and closely managed through a range of techniques - day-to-day liaison, collaborative work, contractual and reporting relationships, regular liaison meetings, and through bodies such as the informal Sounding Board group. QAA also contributes to meetings of bodies established by our partners, for example the HEFCE Quality Assessment Learning and Teaching Committee (QALT), the UUK/SCOP Teaching Quality Lifelong Learning Strategy Group (TQLLI), the Scottish Further and Higher Education Funding Council Learning and Teaching Committee (SHEFC L&TC)/QAC and the Scottish Advisory Committee on Credit and Access (SACCA).

Relations with students are multifaceted and include their involvement and engagement in the review and audit processes through the Students' Written Submission and meetings with the audit team; systematic evaluation with students
of the benefits they derive from their involvement in the new institutional audit/review processes; student membership of ELIR teams in Scotland; training and briefing sessions for student sabbatical officers; student participation on working groups in relation to sections of the Code of practice; the Responding to Student Needs Enhancement Theme in Scotland; the sparqs (student participation in quality scotland) initiative; QAA attendance/contribution at events organised by NUS and NPC and other student bodies; and a student presence at meetings of the QAA Scotland Committee and QAA's Board of Directors.

Employers and the professional and statutory regulatory boards (PSRBs) are diverse groups and gaining a clear picture of their information needs is not always straightforward. We liaise with collective bodies such as the UK Inter-Professional Group (UKIPG), the Engineering Council UK (ECUK), the CBI, the Engineering Employers' Federation (EEF) and others to understand their needs. We also work collaboratively with the PSRBs, particularly in the healthcare area – the Nursing and Midwifery Council (NMC) and the Health Professions Council (HPC) and the individual professional bodies. During 2005 we signed the first ‘Memorandum of Understanding' with a PSRB, making explicit provision for coordination of events and information sharing, in order to meet the needs of both bodies with minimal impact on institutions. QAA's Board of Directors has six independent members appointed to be representative of the range of stakeholders in higher education. The six independent Board members are drawn from industry, commerce, the professions, public service and employer groups. Vacancies in the Board's independent membership are advertised in the national press.

QAA's reports of reviews and audits are published in hard copy and on the website. The full detail in a report is probably most useful to the institution itself, but the summaries and judgements provide clear statements about the management and achievement of standards and quality in a form that is more accessible to the external reader. Nonetheless, we recognise that there are questions about the style, tone, length and accessibility of our reports and we are developing different sorts of publications for different audiences.

The information that QAA makes available to stakeholders is only part of the picture. The overall standards and quality framework includes the Teaching Quality Information (TQI) in England and Northern Ireland, and its equivalent in Wales and Scotland; this is information that is provided by the institutions themselves. QAA's audit teams comment in their reports on the reliability of that information. Again, there can be a question about the ease of access to that information for stakeholders outside the world of higher education. In 2005, QAA published jointly with UCAS How do I find the right course for me?, which guides potential students through the many sources of information available to them in making their HE choices.

that information is publicly available and is actively disseminated to stakeholders

Almost all of QAA's reports, documents and material generally are available in hard copy and on the website. Exceptions to this general rule are usually determined by the body commissioning the work (for example, the reports of the 2002-04 developmental engagements, and the 2002-03 Foundation Degree reviews, commissioned by HEFCE, were not published).

The website was redesigned and re-launched in 2005 to improve access and navigability and, by inviting visitors to self-identify against some broad categories - student, staff, employer - to point them towards information that may be of particular interest to them without reducing their access to any other parts of the site.

The active dissemination of information is also being taken forward through discussions with Connexions, Aim Higher, UCAS and the Information, Advice and Guidance (IAG) Service about what sorts of information are most useful for potential students. QAA published the joint guide with UCAS in 2005 and is looking into the possibility of developing leaflets for IAG workers (to support them in their work with potential students), and explanatory leaflets about the Code of practice, programme specifications and subject benchmarking.

The QAA: An Introduction and A brief guide to quality assurance in UK higher education were updated to help those not familiar with QA in HE to understand our role and work.

the stakeholders' interests - particularly those of students and employers - are identified through involvement with QAA and are met through QAA's review and information processes

Identifying and meeting student and employers' interests is not always straightforward. It is more straightforward for students and we have developed structured and active engagements for students in our audit and review processes. We have held a series of workshops/conferences jointly with NUS/UUK/SCOP about institutional audit in England and institutional review in Wales, and have published leaflets and guidance notes. In Scotland, we have an active QAA Student Forum and the sparqs initiative.

We work with employer bodies through regional development agencies (RDAs), sector skills councils (SSCs), the Institute of Directors (IoD) and the CBI and their Scottish equivalents. There is engagement with employers through formal liaison, work on reviews of foundation degree provision, development of the Foundation Degree benchmark and maintenance of the Code of practice, for example the section on careers information and guidance. We have held focus groups with IAG colleagues.

Employers are not a homogenous group, and there is no overall consensus about what they are interested in. We may wish to consider developing a Guide for Employers akin to the guides for students that have been well received, with a view to helping employers identify what is important to them, where relevant information can be found and what weight and reliance to place on that information.

QAA

is seen as a body that works in the public interest

QAA is consulted frequently by government departments, funding councils and PSRBs. It is seen increasingly as a source of expertise and experience. We have been successful in securing repeat business, for example through annual negotiations with the funding bodies, and new business, for example our work with the Department of Health (DH), Skills for Health, HPC, NMC and the strategic health authorities (SHAs) to provide a range of services within the overall QA framework for healthcare, including the programme of major reviews of healthcare provision. This contract was won through a competitive tender process conducted in accordance with European Union requirements. In autumn 2004, we responded positively to an approach from the General Osteopathic Council (GOsC) to develop and provide quality assurance services to the Council. That programme started in 2005 and continues in 2005-06.

Our work provides an independent external view of institutions' management of standards and quality. The information is made publicly available in hard copy and on the website. The website attracts some 45,000 unique visitors and 490,000 page impressions each month (August 2005). The formal and informal feedback that we receive from institutions – following reviews, through the liaison scheme, at the Subscribers' Meeting - also suggests a clear appreciation of QAA's role as a public body and a growing appreciation of the way it carries out that role. Overall, there are many indicators that the public interest function of QAA is understood and that the interest of the public in the results of QAA's work is growing.

The external evaluations of audit and review methods carried out in England and Scotland in 2005 provided further insights into perceptions of QAA and its work.

is seen by students, employers, the sector and other stakeholders as a source of reliable and helpful information

There is growing interest in the information QAA provides, primarily through its website. Over the past three years the number of page impressions has increased
by 20 per cent. Following market research with HE staff, students, prospective students and employers the QAA site was thoroughly redesigned to improve navigability and access.

QAA has another vital role through its audit work in commenting on the completeness, accuracy and reliability of the information that institutions provide about themselves on the HERO website.

QAA is not the only player in the information market. It would not be appropriate, and nor do we try, to compete with published commercial ‘good university' guides or other consumer information publications. The joint publication with UCAS does provide potential students with an impartial and objective guide to information sources.

is seen as a body that meets the needs of its clients in a professional, fair and independent way, is responsive to the changing environment and works effectively in the context of UK devolution

Feedback from QAA's clients – the institutions, the funding and representative bodies, and government departments – is positive. It is clear from institutional feedback that the review and audit teams conduct themselves appropriately within the terms of the published methods (which does not mean that there will not be disagreements about the outcomes of a review). There are published procedures for resolving complaints and handling appeals (in specified circumstances). QAA contracts separately with the funding and representative bodies in the four countries of the UK; thus, it is required and is able to meet country-specific needs within a devolved educational context, yet at the same time function as an effective UK-wide body.

QAA monitors the changing environment through its annual operational and periodic strategic planning processes, through liaison and networking, through partnership and collaborative working, and through its enhancement, information and support functions. It has been able to embrace and adapt to major changes in its portfolio and style of work since 2001.

is seen as a body that helps to develop institutional capacity to manage standards and quality

The feedback we receive from institutions suggests that they find the experience of review or audit a positive one in terms of helping them manage their responsibilities for standards and quality.

The elements of the Academic Infrastructure – Code of practice, subject benchmarks, qualifications frameworks and programme specifications – individually and collectively provide a framework for the expression, calibration and management of standards and quality. The Academic Infrastructure was developed in collaboration with the sector and is maintained on the same basis.

QAA draws on the intelligence from its review and audit work to identify general lessons and develop guides to good practice. These are set out in the long established ‘Learning from…' series of publications and in a new ‘Outcomes from institutional audit' series based on thematic analysis of the findings in audit reports. This approach to enhancement is taken a step further in Scotland with an explicit programme of Enhancement Themes designed to support institutions in a process of continuous improvement.

is seen by the sector and by governments as the natural focus for discussions on the assurance of standards and quality in higher education

This is increasingly the case. QAA is consulted widely and frequently. We are a key partner for government departments, funding councils and the institutions themselves, and a key player for students, employers and the PSRBs. We work closely with government and public inspection bodies to find optimal ways to secure appropriate accountability for HE at an acceptable cost. We have participated in, and actively support, the work of the HE Regulation Review Group (HERRG). QAA also acts as the UK's eyes and ears in relation to European and other international developments, particularly the Bologna Process and its related developments. QAA has an active international strategy and receives and briefs over 50 groups of overseas visitors a year.

is seen as a source of expertise, advice and consultancy on the assurance of standards and the enhancement of quality in higher education

The frequent requests from governments and funding bodies across the UK, and overseas bodies, for involvement, advice and expertise all bear witness to QAA's role as an authoritative source of expertise. Our success in winning new business – with DH, Skills for Health, HPC, NMC and the SHAs, and with GOsC – is another indicator of the development in our standing. Similarly the requests from overseas, both for briefing and consultancy and for actual review and audit activity, have grown, and we have strengthened our capacity to manage a wider range of contract business for a wider range of clients.

is seen to have an effective voice, on behalf of UK higher education, on the European and international scene

QAA acts on behalf of UK HE in a wide variety of European and other international settings. It advises DfES and other government departments on the Bologna Process and related matters. QAA has a strong international strategy and has allocated additional resources to this area of work as it grows in importance for UK institutions. We inform the sector about our international work through articles in higher quality and briefings at the annual Subscribers' Meeting. We had an active role in the European Network for Quality Assurance's (ENQA's) development of the European standards for quality assurance and quality assurance agencies that were agreed at the Bergen ministerial meeting of Bologna process countries in Bergen in May 2005, and we will support the HE sector in meeting those expectations. The QAA Chief Executive was elected President of ENQA in September 2005.

is seen as providing the sector with clear enhancement benefits, effectively disseminated and communicated

QAA provides enhancement benefits through the process of engagement with its reviews and audits, including preparation for a self-evaluation, engagement with a team of reviewers, and engagements with the reviewers' suggestions (in some cases, requirements) for improvement. QAA seeks to draw collective, sector-wide intelligence from the reviews and audits it carries out, and through its liaison and other development work with the sector, to highlight themes, questions and good practice for the sector. These are published in the ‘Learning from …' series, and guides, briefing papers and working documents on a variety of topics. We introduced the new ‘Outcomes from institutional audit' series in 2005.

is seen as a body that has established effective and productive relationships with the range of stakeholders in higher education

QAA's relationships with its key partners – the institutions and their representative bodies, government, and funding bodies – are solid and effective. We have the confidence of those bodies to carry out the work they require in an efficient and cost effective way, and are consulted frequently on a wide range of matters within our remit, another indicator of the effectiveness of a relationship.

Similarly QAA has productive relationships with students and their representative bodies – through engagement in reviews, through training and other joint activities and through representation on the Board. Employer and PSRB relationships are more diverse but their interests are in mind as QAA develops and carries out its work, for example through relationships with the RDAs and SSCs. QAA is a key player in the QA Framework for healthcare in England, working in partnership with the DH, Skills for Health, NMC, HPC and the SHAs, and has developed a specific programme of reviews for GOsC to help that body meet its statutory responsibility.

has carried out its 2003-05 programmes of work effectively and efficiently, to budget and on time

The programmes of work for the period were completed as contracted, to budget and on time. There was a major underspend in 2002-03 on the year's work, partly as a result of adjustments to the programme of work within the year and partly as a result of what proved to be over-generous budgeting. This had the effect that QAA's reserves were at a level in excess of that required by the Board's reserves policy, and the excess was returned proportionately to the funding bodies and subscribers.

QAA reviewed its annual planning and budgeting processes thoroughly for 2003-04 and beyond. The programmes of work for 2003-04 and 2004-05 were completed as required, with some minor agreed adjustments, in line with the budgets set.

is seen to have a clear and agreed agenda and programme of work for the period from 2006

Planning QAA's programme of work in Northern Ireland and England from 2006 depended to a considerable extent on the outcomes of the QA Framework review (UUK, SCOP and HEFCE in the lead). The QAF review group report in July 2005 confirmed the value and integrity of QAA's work over the previous three years and set a robust framework for its evolution. We have consulted on a revised audit method with a view to implementing that method in 2006-07. The year 2005-06 sees a more extensive programme of collaborative and overseas audits than we have been able to do so far, and those programmes will continue at a level that resources allow. We will also be developing a revised method for the review of HE delivered in FE colleges

In Scotland and Wales the existing programmes of work run up to 2007-08, but there are developments in both countries which will influence QAA's work, for example, in Scotland the merger of the HE and FE funding councils in September 2005.

In England and Wales, QAA now has, in effect, an accreditation and re-accreditation role for non-publicly-funded providers of higher education, under the provisions of the revised (2004) criteria for degree awarding powers and university title.

In regard to the Access to HE scheme in England, Northern Ireland and Wales we were commissioned by DfES to review and modernise the scheme in order to maximise its benefit to persons seeking to enter higher education from under-represented groups. The revised scheme is being implemented in 2005-06.

is seen as a body that uses resources effectively and efficiently; that adds value; and that meets its stated purposes and operates according to its stated values and standards

The external evaluations of institutional audit and ELIR in England and Scotland confirm the value of QAA's work. All the indications that we have – from formal and informal feedback following reviews; through the informal Sounding Board and Subscribers' meetings; through the ease of the negotiations with funding and representative bodies; from the advice and expertise we are asked to provide, both to government and overseas bodies – suggest that QAA has moved from a position of ‘necessary evil' to a position of ‘necessary good', that provides benefits proportionate to its costs.

To promote the efficient, effective use of resources, QAA has a value for money strategy and an ongoing programme of value for money reviews. These are complemented by a rigorous process for planning and budgeting, and for monitoring and reporting; internal controls and procedures which are subject to internal audit processes, and an Audit Committee whose terms of reference include arrangements to promote economy, efficiency and effectiveness in QAA.

Targets

QAA has set itself four strategic purposes to achieve its mission:

To achieve its mission, QAA works in partnership with the providers and funders of HE, the staff and students in, employers and other stakeholders, to:

safeguard the student and wider public interest in the maintenance of standards of academic awards and the quality of HE
communicate information on academic standards and quality to inform student choice and employer understanding, and to underpin public policy making
enhance the assurance and management of standards and quality in HE and promote a wider understanding of the value of well-assured standards and quality
promote a wider understanding of the nature of standards and quality in HE, including maintenance of common reference points, drawing on UK, European and other international practice

Against each of these purposes, the Strategic plan sets a range of targets to be achieved during the Plan period. These are set out below, with commentary.

1 Safeguard the student and wider public interest in the maintenance of standards of academic awards and the quality of higher education

audit of all HEIs in England and Northern Ireland to be completed by the end of 2005
first four-year ELIR programme in Scotland to be started in October 2003
new institutional review method in Wales to be implemented in 2003-04
agreed changes to the criteria and scrutiny processes governing the grant of degree awarding powers and university title to be implemented
annual programmes of reviews and audits - institutional audits and reviews, academic reviews, Foundation Degree reviews, developmental engagements, overseas and collaborative - to be agreed with partners and funders and carried out
programme of reviews of NHS-funded healthcare provision in England to be completed by 2006.
Transnational Education Evaluation Project (TEEP) programme of five reviews of history in five different European countries to be completed in 2003.

QAA successfully completed the agreed schedules of reviews and audits in 2002-03, 2003-04 and 2004-05. Formal and informal feedback from institutions has been positive. The external evaluations in England and Scotland in 2004-05 have informed the evolution of the review and audit processes. The new institutional review process in Wales was implemented as agreed. The programmes of work and associated schedules and contracts for 2005-06 were agreed. The revised criteria for degree awarding powers and university title were announced by DfES in July 2004 and have had effect in England and Wales from September 2004. Our work for the DH, Skills for Health, HPC, NMC and the SHAs in England is evolving beyond that originally envisaged, to embrace not just the major review programme which was introduced successfully in 2003-04, but also a range of other activities including conferences, management of consultation exercises and publication of a Newsletter. QAA's work has become an integral part of the Partnership Quality Assurance Framework for Healthcare Education in England. The TEEP projects were completed and reports published. A second tranche of reviews is being developed.

2 Communicate information on academic standards and quality to inform student choice and employer understanding, and to underpin public policy making

Communications strategy to be implemented in 2003

The communications strategy was implemented on schedule, was reviewed during 2004-05 and will be updated in 2006 to reflect the priorities in the new Strategic Plan.

arrangements for providing advice and consultancy to be reviewed in 2003; any subsequent changes to be implemented in 2004; QAA's position as a source of knowledge and advice is to be strengthened

QAA commissioned consultants to advise on the scope of the potential market for providing a wider range of services to a wider range of clients, and on the implications – legal, constitutional, taxation, charitable - of evolving in this way. The consultants advised that there was a significant potential market for QAA services, both overseas and in the UK. As a first stage, the Board has prioritised a strengthening of QAA's contract management capacity to enable us to manage a wider range of business for a wider range of clients. For the immediate period, the focus will be on working more extensively with partners in the UK, particularly the PSRBs, to help ‘rationalise regulation' and develop systems and processes that can meet the needs of a number of bodes and keep the burden on institutions to the minimum necessary.

publication of stakeholder 'guides' to the standards and quality landscape

QAA has published a number of guides: general introductory guides to QAA, and to quality assurance in the UK; general guides for students on understanding HE, including the qualifications frameworks, progress files, benchmark statements and programme specifications; specific guides for students in relation to their involvement in audit and review processes in Scotland and Wales; guides for overseas staff and students (in English and in translation); and a guide to sources of information for potential students (jointly with UCAS). We are keeping under review the forms of guide that might be appropriate for other stakeholder groups, for example employers.

publications derived from audit/review findings

QAA's ‘Learning from …' series of publications draws on, collates and analyses the intelligence from the review and audit programmes it conducts. The most recent in this series have covered Foundation Degrees, HE in FE and AVA review (in relation to Access to HE), and developmental engagements conducted in England in
2002-04. We initiated a new series, Outcomes from institutional audit, in 2005, which takes a thematic approach to analysis and dissemination of the intelligence contained in audit reports.

implementation of the QAA Welsh Language Scheme, 2003

The QAA Welsh Language Scheme was launched at a celebration held at the University of Wales, Bangor in July 2003 and took effect from October 2003. The operation of the scheme will be reviewed in 2005-06.

3 Enhance the assurance and management of standards and quality in higher education and promote a wider understanding of the value of well-assured standards and quality

a programme of publications based on audit/review findings

The ‘Learning from' series is already well established and is complemented by the new Outcomes from institutional audit series. We keep under review whether other forms of summative briefing or intelligence can be developed.

enhancement strategy to be reviewed in 2005

The enhancement strategy was reviewed by the Board in 2005. The strengthening of QAA development and enhancement work has been one of the most significant developments over the period of this plan. The approach and content of our activities are based on constructive engagement with the HEIs and student bodies, with professional bodies and subject associations and increasingly with employers and other stakeholders. Our work takes account of the establishment of the HE Academy, and we have established a constructive and productive relationship and a programme of joint projects with the Academy based on appreciation of the different but complementary functions that each fulfils.

Academic Infrastructure to be maintained, and reviewed in 2005

The Academic Infrastructure is maintained and evolves. The benchmarking recognition scheme has been launched. The sections of the Code of practice are being reviewed and re-published as necessary. The qualifications frameworks evolve in the light of experience of their use, the development of new qualifications and their relationship with other qualifications frameworks, including European developments. The use of programme specifications continues to evolve, both as a tool for internal quality assurance and as a tool for public information. We will review the overall Academic Infrastructure in 2005-06.

each institution to have an annual liaison interaction with QAA (if desired)

This was achieved in 2003-04 and has been consolidated. With one or two exceptions all institutions are participating in the liaison scheme. Both they and QAA are finding it useful, both for relationship building and for information sharing.

4 Promote a wider understanding of the nature of standards and quality in higher education, including maintenance of common reference points, drawing on UK, European and other international practice

maintenance and embedding of qualifications frameworks and programme specifications to be reviewed by 2005

QAA will carry out a review of the elements of the Academic Infrastructure, the extent of its embedding and the impact that it is having, during the course of 2005-06.

all sections of the Code of practice to be reviewed by 2006

Revised sections of the Code of practice were published in 2004 and 2005. The programme of work over the next two years suggests 2007 as the target for completing this work.

benchmarking recognition scheme to be implemented in 2003 and publication of benchmark statements completed according to the criteria for the scheme

The benchmarking recognition scheme was introduced in 2003 and implemented in the first half of 2004.

development of a UK-wide generic framework for academic and practitioner standards in healthcare and the publication of further benchmarks in these disciplines by the end of 2004

The benchmarks were published in 2004-05.

arrangements for providing advice and consultancy to be reviewed in 2003; any subsequent changes to be implemented in 2004

The consultants reported at the end of 2004. Their report was helpful in clarifying the extent to which there was a potential market - both in the UK and overseas - for QAA services, and identifying a number of issues that would arise if QAA wished to enter overseas markets. The QAA Board agreed that strengthening our capacity to manage a wider range of contract work was an essential prerequisite of being able to consider taking on additional contract work. In the short to medium term the focus of that additional work would be on working with partners in the UK, particularly the PSRBs, to develop systems and processes to help keep the ‘regulatory' burden on institutions to the necessary minimum that is also compatible with securing due accountability and public confidence.

publications of reports/briefings on European and international developments

This is being developed through QAA's international strategy, in collaboration with the UUK International Unit, and through the international collaboration work that QAA has prioritised and resourced.

Summary

The ‘Strategic Position 2005' that QAA set itself has been achieved. The picture overall is positive, with programmes of work and targets achieved on time and to cost. In some cases timetables were adjusted, either through pressure of activities or through external imperatives, or, in some cases, as a result of new high priority work. The reports of the external evaluations in England and Scotland have provided confirmation of the integrity and value of QAA's work. That work has evolved over the course of the 2003-05 Plan and we now provide a much wider range of information, enhancement, support and review services than was the case at the start of the plan period, and have consolidated our position as a body that provides benefits to institutions, students and stakeholders. That evolution is taken further in the new strategic plan which covers the six years up to 2011 (and which contains a summary of this report).

13 January 2006

QAA Strategic plan 2003-05: report on achievements

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