Guidelines on producing Faculty Annual Quality Assurance Reports

Transcription

1 Guide to policy and procedures for teaching and learning Section 3: Internal monitoring and review Template and guidelines for Annual Programme Reports Template and guidelines for Faculty Annual Quality Assurance Reports Approved by the University Board for Teaching and Learning, 23 September [For the purposes of the processes described in this document, in Henley Business School, references to School should be taken to mean programme area and references to School Director of Teaching and Learning should be taken to mean Programme Area Director.] Guidelines on producing Faculty Annual Quality Assurance Reports Introduction 1. In seeking reports on the academic year, the University continues to use a system of Annual Programme Reports from each Board of Studies in relation to the programme(s) for which they have responsibility. 2. Annual Programme Reports are produced by Boards of Studies during the Autumn Term (in respect of undergraduate programmes) and early during the Spring Term (in respect of taught postgraduate programmes). They are submitted to the appropriate Teaching and Learning Dean (TLD), who will consider and evaluate the reports in the context of the previous year s Annual Programme Reports, the contextual data on which the reports rest and the most recent School Planning and Enhancement of Learning and Teaching (SPELT) findings. Each TLD then produces an over-arching, evaluative Faculty Annual Quality Assurance Report for approval by the relevant Faculty Board for Teaching and Learning. TLDs will also provide individual feedback to Boards of Studies at this stage on the content of their reports and any resulting actions/outcomes. 3. Faculty Annual Quality Assurance Reports are considered by the Sub-Committee on Delivery and Enhancement of Learning and Teaching (DELT) during the Spring Term. DELT produces an evaluative summary, highlighting examples of good practice and setting out any recommendations arising from common and/or significant issues identified, which is submitted for approval alongside the reports to the University Board for Teaching and Learning (UBTL) at the end of the Spring Term. 4. The production of Faculty Annual Quality Assurance Reports provides an opportunity for TLDs to routinely monitor the management and evaluation of programmes in their Faculty, thus fulfilling a quality assurance function, and also to reflect on ways in which those programmes might be enhanced in future years. University of Reading 2015 Tuesday 29 September 2015 Page 1

2 5. Further details of the annual programme reporting process and the template and associated guidelines for Annual Programme Reports can be found at: (Section 3b). Timeline for annual programme reporting Autumn Term 2015 early Oct 2015 Centre for Quality Support and Development (CQSD) to publish the Template and guidelines for Annual Programme Reports and Template and guidelines for Faculty Annual Quality Assurance Reports and circulate to TLDs. TLDs to circulate the Template and guidelines for Annual Programme Reports to Schools. mid-oct 2015 mid-nov 2015 late Oct-Dec 2015 Cohort Statistics Report, External Examiners Reports relating to undergraduate programmes, NSS results and other data to be made available to Schools and Departments. Progression and degree classification data (by equality and diversity characteristics) to be made available to Schools and Departments. Boards of Studies to consider data and prepare Annual Programme Reports in respect of undergraduate programmes for submission to TLDs via the Faculties Offices by Friday 11 December mid-nov 2015 External Examiners Reports relating to taught postgraduate programmes and PTES results to be made available to Schools and Departments. Nov 2015-Jan 2016 Boards of Studies to consider data and prepare Annual Programme Reports in respect of taught postgraduate programmes for submission to TLDs via the Faculties Offices by Wednesday 13 January Spring Term 2016 January 2016 TLDs to consider Annual Programme Reports for undergraduate and taught postgraduate programmes and prepare (draft) Faculty Annual Quality Assurance Reports for submission to the Faculty Boards for Teaching and Learning. TLDs to provide individual feedback to Boards of Studies on the content of their reports and any resulting actions/outcomes. February 2016 Faculty Boards for Teaching and Learning to approve Faculty Annual Quality Assurance Reports for submission to DELT by Tuesday 23 February University of Reading 2015 Tuesday, 29 September 2015 Page 2

3 CQSD to consider Annual Programme Reports relating to collaborative programmes at undergraduate and taught postgraduate level and prepare the Annual Overview Report on Collaborative Provision March 2016 DELT to consider Faculty Annual Quality Assurance Reports and the Annual Overview Report on Collaborative Provision , and prepare an evaluative summary for submission to the University Board for Teaching and Learning on Wednesday 16 March March 2016 University Board for Teaching and Learning to consider Faculty Annual Quality Assurance Reports, the Annual Overview Report on Collaborative Provision and evaluative summary from DELT. CQSD to refer back to the Boards of Studies an extract from the minutes of the University Board for Teaching and Learning detailing its consideration of the reports and any relevant actions/outcomes. Summer Term 2016 April - May 2016 CQSD to compile a selection of examples of good practice from across all four Faculties for submission to the Summer Term meetings of Faculty Boards for Teaching and Learning and circulation via the Teaching & Learning mailing list. CQSD to liaise with TLDs to identify a small number of good practice examples which can be developed into case studies and captured in the T&L Exchange 1. July 2016 University Board for Teaching and Learning to approve the Template and guidelines for Annual Programme Reports and the Template and guidelines for Faculty Annual Quality Assurance Reports for General guidelines for producing Faculty Annual Quality Assurance Reports 6. Annual Reports are informed by a number of sources of information, including the following which are made available to Schools and Departments for all undergraduate and taught postgraduate programmes: External Examiners Reports; a Cohort Statistics Report containing student retention and performance data which will be made available during the Autumn Term 2015 by the RISIS Office; 1 The T&L Exchange is an online directory of teaching and learning expertise currently under development by CQSD which captures examples of innovative practice in the University and makes them available to the teaching and learning community to promote the enhancement of teaching and learning. University of Reading 2015 Tuesday, 29 September 2015 Page 3

4 progression and degree classification data broken down by equality and diversity characteristics (gender, ethnicity and disability status) which will be available on request from the Planning and Strategy Office in mid-november; national data on degree classifications made available on the Planning and Strategy Office website; employment statistics available on the Careers Centre website; and results and feedback from the National Students Survey (NSS) and Postgraduate Taught Experience Survey (PTES) made available by the Planning and Strategy Office. 7. TLDs are asked to refer to these sources of data, to the previous year s Annual Programme Reports and to the most recent SPELT findings when considering and evaluating the Annual Programme Reports. 8. The template for Faculty Annual Quality Assurance Reports mirrors the basic structure of the Annual Programme Report template in order to assist TLDs in analysis and comparison of programmes across their respective Faculties. 9. TLDs are asked to highlight throughout the Faculty Annual Quality Assurance Report key examples of good and innovative practice and any significant changes, trends or issues arising out of the Annual Programme Reports that could be considered quality assurance matters of which DELT and UBTL should be made aware. Detailed guidelines 10. The numbered guidance below corresponds to the sections in the accompanying Faculty Annual Quality Assurance Report template, as a guide to completing each part. While there are no stipulated maximum word lengths for the sections outlined below, TLDs should seek to be concise and it is suggested that the total length of the Report should normally be between five and ten A4 pages (font size 11). 11. TLDs are asked within the various sections of the template to report principally by exception. Where there are no significant trends, changes or issues to be reported to DELT/UBTL, TLDs should simply indicate this using the relevant tick box; no further commentary will be required. However, where significant issues, trends or changes are identified of which DELT/UBTL should be made aware, these should be noted and actions taken/proposed to address the issues should be noted. 12. TLDs are encouraged to adopt a reflective, evaluative approach in their reports and to keep purely descriptive text to a minimum. 13. TLDs are asked to note significant examples of good or innovative practice within the various sections of the template, and to identify and briefly summarise up to ten key areas of good or innovative practice in a summary table. Following UBTL s consideration of the Faculty Annual Quality Assurance Reports, Annual Overview Report on Collaborative Provision and evaluative summary report from DELT, TLDs will liaise with CQSD to identify a small number of good practice examples which can be developed into case studies and captured in the T&L Exchange. University of Reading 2015 Tuesday, 29 September 2015 Page 4

5 Section number and title Guidance 1. Key information and summary tables 2. Introduction and summary of key changes, events and issues Please list the Schools and/or Boards of Studies covered by the report. Please confirm that all Annual Programme Reports have been submitted and discussed at Boards of Studies, and that Reports followed the University template and provided analysis and evaluation of data and other information in relation to: student progression and attainment; employability (including placement provision, employment statistics and careers learning); and, evaluation and review (including External Examiners reports, NSS/PTES data, Periodic Review, reports of Professional, Statutory and Regulatory Bodies, and module/ programme evaluation). Where reports have been delayed, these should be identified and an indication provided as to when those reports will be available. Where Boards of Studies have not adequately completed all sections of the University template, this should be noted and reasons provided. For Table A: Please list key actions identified in the previous Faculty Annual Quality Assurance Report and briefly summarise progress against each action. Please complete Tables B and C after completing the other sections of the report. For Table B: Please identify and briefly summarise up to ten key areas of good or innovative practice within programmes across the Faculty. For Table C: Please briefly summarise significant issues identified within the main body of the report and associated actions proposed or taken at School/Faculty/University level. Please include a range of key issues of which DELT and UBTL should be made aware, rather than every issue identified within the Annual Programme Reports. TLDs should provide a brief account of key Faculty-level changes, including in their management and organisational structure, in the past year. Please also provide a brief, evaluative commentary on significant changes, events and activities which occurred at School/programme level during , such as: Periodic Review and external accreditation visits, where relevant; New partner approval and Memoranda of Agreement; New initiatives, teaching practices, appointments, policies and procedures; Key events/communications/outreach/web-based promotion relating to recruitment and conversion; and, University of Reading 2015 Tuesday, 29 September 2015 Page 5

6 3. Cohort (Progression) analysis 4. Employability (Placements, employment statistics and careers learning) 5. Evaluation and Review 6. Management of Collaborative Provision Widening participation activities. Please highlight here key issues for further consideration by DELT/UBTL which may be referred to in more detail in the remaining sections of the Report. Please use this section to identify and reflect briefly on any significant trends or changes in relation to retention, progression, performance and degree classifications, and how any identified issues are being addressed. Please include a brief reflection on any identified disparities in student performance and attainment in relation to gender, ethnicity and disability status. TLDs are also asked to identify key good/ innovative practice in this area of provision during TLDs are asked to identify and reflect briefly on any significant changes or issues in relation to placement provision, employment trends and careers learning and other employability initiatives during Please also identify key good/innovative practice in this area of provision which was identified in TLDs are asked to reflect briefly on the overall strategy of programme evaluation and review in their respective Faculties and on whether issues are identified and responded to effectively and appropriately. Please also use this section to identify and reflect briefly on any significant changes or trends in the outcomes of evaluation and review mechanisms, and to comment on any key issues identified and actions that will be taken in response. Please note that common themes or issues with institutional policy arising from External Examiners Reports will be reviewed in detail through the Thematic Summary of External Examiners Reports. TLDs are also asked to comment briefly on key examples of good practice identified by the evaluation and review mechanisms in Please use this section to identify and reflect briefly on any significant changes or issues in relation to the academic quality management of collaborative programmes during Such changes or issues might relate to the following areas: programme monitoring and review; securing academic standards; staff appointment and development; and, comparability of student experience. Please comment on how any identified issues are being addressed. Please also highlight key good/innovative practice in this area of provision identified in University of Reading 2015 Tuesday, 29 September 2015 Page 6

7 7. Provision for students with disabilities TLDs are asked to reflect on provision made for students with disabilities. Please confirm that programmes meet the standard University guidelines, and identify key innovative practice in this area. 8. Resources Please use this section to reflect briefly on the provision of learning and teaching resources across your Faculty during TLDs are asked to identify key examples of good/innovative practice in the application of resources to enhance teaching and learning, and any significant issues in relation to funding or facilities requiring attention at Faculty/University level. Please also identify areas of resource needed as identified in the SPELT process. 9. Achievement of programme aims and learning outcomes TLDs are asked to reflect briefly on the effectiveness of programmes in achieving their stated aims and the success of students in attaining learning outcomes, and to discuss how the Faculty measures achievement in this area. Please comment briefly on key good/innovative practice in this area and significant issues identified during of which DELT/UBTL should be made aware. University of Reading 2015 Tuesday, 29 September 2015 Page 7

8 Template and guidelines for Annual Programme Reports Faculty Annual Quality Assurance Report Template Faculty of X Faculty Annual Quality Assurance Report Please refer to the Guidelines on producing Faculty Annual Quality Assurance Reports when producing this Report. Please return your completed Report to the Secretary of the Sub-Committee on Delivery and Enhancement of Learning and Teaching (j.l.chetcuti@reading.ac.uk) by Tuesday 23 February Section 1: Key information and summary tables Schools/Boards of Studies covered by this Report Programme Management and Evaluation I confirm that all Annual Programme Reports have been submitted and discussed at relevant Boards of Studies. [Please identify any reports which have been delayed, and indicate when those reports will be available.] I confirm that Reports followed the University template and provided analysis and evaluation of data and other information in relation to: student progression and attainment; employability; and, evaluation and review. [Where Boards of Studies have not adequately completed all sections of the University template, this should be noted and reasons provided.] Date of report University of Reading 2015 Tuesday 29 September 2015 Page 8

9 Template and guidelines for Annual Programme Reports Table A Update on progress with key actions from the previous report Action Timeline for Person responsible completion for action (role) Update on Progress Table B Summary of key good practice and innovative developments in relation to the programme(s) (please list up to ten) School Theme/subject Example of good practice Contact details for further information Report Section Number Table C Summary of significant issues identified in Session AND action taken or proposed in response Issue Performance Person responsible Action taken or proposed (please indicate whether at indicator(s) for action (role) School/Faculty/University level) Timeline for completion University of Reading 2015 Tuesday 29 September 2015 Page 9

10 Template and guidelines for Annual Programme Reports Section 2: Introduction and summary of key changes, events and issues Please provide a brief account of key Faculty-level changes. Please reflect briefly on key changes, events and activities which occurred at School/programme level during and highlight any issues for further consideration by DELT/UBTL. Section 3: Cohort (progression) analysis There were no significant trends or changes in relation to retention, progression, performance or degree classification in of which DELT/UBTL should be made aware The following significant trends or changes in relation to retention, progression, performance or degree classification were identified in : [Please reflect briefly on the trend(s)/change(s) and, where relevant, note any proposed actions at programme/school level and any issues requiring attention at Faculty/University level. Please include a brief reflection on student performance and attainment in relation to gender, ethnicity and disability status.] [Please also identify key good/innovative practice in this area identified during ] Section 4: Employability (Placements, employment statistics and careers learning) There were no significant changes or issues identified in relation to placement provision, employment trends, careers learning or other employability initiatives during of which DELT/UBTL should be made aware The following significant changes or issues in relation to placement provision, employment trends, careers learning or other employability initiatives occurred in : [Please reflect briefly on the significant change(s)/issue(s) and, where relevant, note any proposed actions at programme/school level and any issues requiring attention at Faculty/University level.] [Please also note key good/innovative practice in this area identified during ] Section 5: Evaluation and Review a) Please reflect briefly on the overall strategy of evaluation and review in your respective Faculty University of Reading 2015 Tuesday 29 September 2015 Page 10

11 b) Please reflect briefly on the outcomes of evaluation and review mechanisms in There were no significant changes or trends in the outcomes of evaluation and review mechanisms, nor any key issues identified in of which DELT/UBTL should be made aware The following key changes or trends in the outcomes of evaluation and review mechanisms were identified in : [Please reflect briefly on the change(s)/trend(s).] The following significant issues were identified by evaluation and review mechanisms during : [Please reflect briefly on the issue(s) and note any proposed actions at programme/school level and any issues requiring attention at Faculty/University level.] [Please also note key good/innovative practice identified by evaluation and review mechanisms during ] Section 6: Management of Collaborative Provision There were no significant changes or issues identified in relation to the academic quality management of collaborative programmes during of which DELT/UBTL should be made aware The following significant changes or issues in relation to academic quality aspects of collaborative programmes were identified in : [Please reflect briefly on the change(s)/issue(s) and, where relevant, note any proposed actions at programme/school level and any issues requiring attention at Faculty/University level.] [Please also note key good/innovative practice identified during ] Section 7: Provision for students with disabilities The programmes covered by the relevant Boards of Studies meet the standard university guidelines [Please note key examples of innovative practice in this area of provision.] Section 8: Resources [Please note key examples of good/innovative practice identified during in respect of the application of resources to enhance teaching and learning. Please also reflect briefly on significant issue(s) encountered in relation to funding or facilities requiring attention at Faculty/University University of Reading 2015 Tuesday, 29 September 2015 Page 11

12 level.] Section 9: Achievement of programme aims and learning outcomes [Please reflect briefly on the effectiveness of programmes in achieving their stated aims and the success of students in attaining learning outcomes, noting key good/innovative practice in this area and significant issues identified during of which DELT/UBTL should be made aware.] Teaching and Learning Dean Signature Date University of Reading 2015 Tuesday, 29 September 2015 Page 12