Integrated quality and enhancement review: England

Developmental engagement case study 1

This case study is derived from examples from a number of colleges.

Key features of the College

• Two college sites
• Approx. 1000 HE students
• Full and part-time students
• One awarding institution

Methodology

Throughout the IQER process, the HE Coordinator and HE Administrator at this college were very helpful to the HE students in gathering the information to write their student written submission (SWS).

The HE team at the college planned a student IQER day which Course Representatives, HE Student Ambassadors, and the awarding institution Students’ Union were invited to. The event was planned as a focus-group type event, with the aim of gathering student opinion, and recording student views for inclusion into the SWS.

Prior to this event, the HE Students’ Union (SU) had been provided with copies of the college’s lines of enquiry, which were used to generate some discussion points. These questions and discussion points would be used at the IQER day to explore student views and opinions, and thus gather evidence for the IQER.

The Student IQER day started at 0930 hours, with a turnout of 20 students, plus representatives from the HE Union. The event was hosted in a nearby restaurant function room, and the college kindly paid for a two course lunch for everyone. Prior to the event, all students received a briefing, and had the opportunity to discuss some of the themes with classmates and fellow students.

The college provided a very thorough introduction to IQER, the lines of enquiry, and nature of the process, and opportunities for student involvement. All students were provided with a pack, including guides issued from the QAA, college National Student Survey results and handouts about the IQER process.

The HE SU Officer and staff member then lead the group in a focus group exploring some questions on points relating to the college’s lines of enquiry. Students worked in small groups of three or four, and then as a whole group. Student talked about best practice, areas of concern and ideas for improvement and development. Throughout the discussions, the HE SU minuted the discussions, and recorded comments on flip chart paper.
At the end of the day, the College HE Rep (a similar role to a HE president) and a student volunteer agreed to write up the final SWS on behalf of the group.