The purpose of this brief guide is to introduce academic and support staff to the new enhancement-led approach to the quality assurance of higher education in Scotland.
From 2003-04, there has been a new approach to the quality assurance of higher education in Scotland. The Scottish Higher Education Funding Council, Universities Scotland, the Quality Assurance Agency for Higher Education Scotland (QAA Scotland) and student representative bodies have worked closely together to develop this new approach.
There are five elements:
- a programme of reviews at the subject level, to be run by the institutions themselves
- an institutional-level review (enhancement-led institutional review)
- improved public information on the quality of higher education
- a greater voice for student representatives in institutional quality systems, supported by the student participation in quality scotland (sparqs) service
- a national programme of developing and sharing good practice in learning and teaching in higher education (quality enhancement themes).
Enhancement-led institutional review (ELIR) began in 2003-04. The main focus of review is the institution's strategy for continually improving the student learning experience. It also examines an institution's ability to manage the standards of its academic awards and the quality of the learning opportunities it provides for its students. Full details of the ELIR method can be found in the Handbook for enhancement-led institutional review: Scotland at www.qaa.ac.uk/reviews/ELIR
All Scottish higher education institutions are being reviewed over a four-year period between January 2004 and August 2007.
Frequently asked questions
What are the hallmarks of the ELIR process?
The process is distinctive in a number of significant ways.
- The main focus is on the institution's policies and practices to enhance the quality of the students' learning experience. ELIR also continues to make a judgement on the institution's ability to monitor and maintain the standards of its awards.
- Each review team includes a reviewer drawn from the student community; other team members are staff from higher education institutions. This ensures a process of peer review.
- QAA's external subject level review will cease for most higher education institutions. Review at the subject level is an internal institutional responsibility.
What is meant by the 'student learning experience'?
ELIR has an emphasis on the effectiveness of student learning. The student learning experience is an all-embracing and includes matters such as curricula; methods of teaching, learning and assessment; learning environment and resources; student progress and achievement; and academic and pastoral support. ELIR embraces all students studying for credit-bearing awards, for example sub-degree, undergraduate and postgraduate qualifications.
What is meant by 'enhancement'?
Enhancement is defined in the Handbook as the deliberate steps taken by an institution to bring about continuous improvement in the effectiveness of the learning experience of students.
What are the benefits of ELIR to my department?
ELIR is focused on the whole student learning experience. Therefore it recognises the value of all the services and facilities that support student learning. ELIR supports departmental processes for the improvement of student learning and encourages the sharing of good practice as part of an institution's enhancement strategy.
What happens in an institutional review?
At the core of ELIR is the self-evaluation document (Reflective Analysis) submitted by the institution. The review team uses the Reflective Analysis, and initial meetings with staff and students, to develop themes for exploration and discussion during the review. These themes will concern the institution's internal monitoring of quality and standards and public information; its strategy for quality enhancement; and the student learning experience. At the end of the review, the team writes a report of its findings.
Who are a review team likely to want to meet?
In addition to meeting senior institutional staff, the review team is likely to want to meet a range of academic and support staff and a number of students, including those who participate in an institution's quality assurance processes, for example, course committee representatives.
Who are the members of a review team?
The review team consists of three reviewers and one review secretary, all of whom are staff in higher education institutions, and one student reviewer.
How will the outcomes of the review be reported?
A report is published after the completion of the review. The report provides a detailed commentary on the institution's strategic management of quality enhancement, and seeks to promote and support the ongoing process of enhancement. The report includes a conclusion on the institution's ability to monitor and maintain the standards of its awards. Similar judgements are included in audits and other review methods across the UK.
For more information contact:
Ailsa Crum or Janice Ross
QAA Scotland
183 Vincent Street
Glasgow
G2 5QD
Tel 0141 572 3420
Fax 0141 572 3421
Email a.crum@qaa.ac.uk or j.ross@qaa.ac.uk
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