London School of Business Action Plan relating to the HER 2015 The QAA Report can be downloaded from the following LSBM QAA 2015 Report London School of Business Action Plan relating to the HER 2015 Good practice The strong governance framework that goes beyond the requirements placed on the School by its awarding bodies organisations. Quality Code Expectation (See Appendix A) Expectation A2 To continue to manage our governance arrangements through the regular review of our Corporate Governance Framework. Ongoing Managing Director Regular presentation approval by the, Board of Directors
London School of Business Action Plan relating to the HER 2015 Good practice The clear strategy extensive support for improving teaching learning. Quality Code Expectation (See Appendix A) Expectation B3 To develop implement a Research Scholarship Strategy. To amend the Teaching, Learning, Assessment Research (TLAR) Strategy in light of the action above, to change its title to the Teaching, Learning Assessment (TLA) Strategy. To finalise the consolidation of our employability provision in an enhanced Employability Strategy. To finalise the incorporation of students input in all of the above. To continue to ensure Divisional/Departmental Business Improvement Plans aid the delivery of the strategic goals as set out in the Divisional / Feb Feb Feb Feb Ongoing Director of Centre for Research Enterprise Director of Centre for Excellence in Teaching Learning Divisional Heads Presented to QAEC approved by the Presented to QAEC approved by the Presented to QAEC approved by the input incorporated into the three strategies All Business Improvement Plans targets are achieved by the target s
London School of Business Action Plan relating to the HER 2015 Good practice Quality Code Expectation (See Appendix A) Departmental Strategies. To review goals objectives set out in Strategy after annual course monitoring evaluation. Ongoing Deputy Principal Reviewed upd Strategy
London School of Business Action Plan relating to the HER 2015 Good practice The wide range of effective support mechanisms that enable students to develop their academic personal potential. Quality Code Expectation (See Appendix A) Expectation B4 To continue to enhance our induction orientation activities to give our students a sense of belonging to the institution a sense of self-efficacy in relation to their studies. This approach underpins subsequent support. To continue to ensure that the Centre for Support provision is available to all students, but particularly to those most in need of extra academic support who are identified prior to entry during early assessments. September September Director of Centre for Support Positive Induction questionnaires response All groups have timetabled CASE support sessions & Staff Consultative Forum (through Divisional Report) Additionally, to monitor record attendance at academic surgeries. Ongoing Lecturer in Skills English Language Production of annual report on attendance of academic surgeries Director of Centre for Support
London School of Business Action Plan relating to the HER 2015 Good practice Quality Code Expectation (See Appendix A) To continue to ensure all students are assigned a Personal Tutor at the start of their course. September Director of Centre for Excellence in Teaching Learning All students are assigned Personal Tutors Deputy Principal Additionally, make the Personal Tutor allocation information available to Advisors through the System (Oracle). To implement the support mechanisms outlined in the Strategy, including pastoral support engagement interventions, ensuring that this strategy is reviewed enhanced regularly. Ongoing Ongoing VLE & elearning Technologist Personal Tutor allocation recorded in Oracle Positive student feedback through the Interim Course Evaluation Questionnaires the annual Professional Services Survey Regular review of Strategy setting of the new priorities in the Business Director of Centre for Excellence in Teaching Learning &
London School of Business Action Plan relating to the HER 2015 Good practice Quality Code Expectation (See Appendix A) Improvement Plan actions To exp our Peer Assisted Learning initiative to include digital literacy induction activities. January Peer Assisted Learning trainers The provision of induction digital literacy Peer Assisted Learning programmes
London School of Business Action Plan relating to the HER 2015 Good practice The effective full integration of the annual monitoring process into corporate governance the annual resource planning cycle. Quality Code Expectation (See Appendix A) Expectation B8 To keep under review the Corporate Governance Framework to reflect the changing needs of our annual monitoring process. To include the terms of reference of the in the Corporate Governance Framework. To review the scope of the Staff Consultative in order to enhance student engagement in decision policy making at institutional level. To review the Annual Monitoring Evaluation Report process to reflect our reduction in the number of intakes. Ongoing March March April Managing Director Managing Director Deputy Principal Regular presentation approval by the, Board of Directors Upd Corporate Governance Framework Upd Corporate Governance Framework AMER cycle reviewed any changes incorporated into Annual Planning Cycle Principal &
London School of Business Action Plan relating to the HER 2015 Good practice Quality Code Expectation (See Appendix A) To embed extend the use of EvaSys for quality enhancement Professional Services monitoring. May Deputy Principal Administration (elearning Induction Survey, Interim Course Evaluation Questionnaires Module Evaluation Questionnaires) Quality Assurance
London School of Business Action Plan relating to the HER 2015 Good practice The strong strategic approach to enhancing the quality of learning opportunities, which is embedded in organisational structures processes. Quality Code Expectation (See Appendix A) To continue to review, up improve the Quality Manual. To review the Annual Monitoring Evaluation Report process to reflect our reduction in the number of intakes. To enhance the key strategic drivers in relation to the quality of learning opportunities, through the: Ongoing April March Quality Manager Deputy Principal Regular reviews, ups improvements reported in QAEC minutes AMER cycle reviewed any changes incorporated into Annual Planning Cycle All strategies approved by Registrar - introduction of a new Research Scholarship Strategy; Director of Centre for Research Enterprise - enhancement of the (re-titled) Teaching, Learning Assessment Strategy; Director of Centre for Excellence in Teaching Learning - enhancement of the Employability Strategy
London School of Business Action Plan relating to the HER 2015 Good practice Quality Code Expectation (See Appendix A) To review enhance, in consultation with students, how we celebrate reward excellence in teaching learning July Director of Centre for Excellence in Teaching Learning & Celebration reward of excellence in teaching learning reviewed Quality Assurance
London School of Business Action Plan relating to the HER 2015 Recommendations Fully consult students when developing key strategic management initiatives that impact on the quality of learning opportunities. Quality code expectation reference Expectation B5 To redefine the role of students in the strategic planning of the organisation by replacing the Staff Consultative with the Staff Consultative Forum, which has a primary role of engaging the students in strategic planning. To include students on Equality, Diversity Inclusion. To up improve the Representative (STAR) training so they maximise their participation in the strategic management initiatives of the institution. To evaluate the STARs' experience of February May February June Principal Chair of Equality, Diversity Inclusion Establishment of the Staff Consultative Forum Participation of students on Equality, Diversity Inclusion Enhanced STAR training Introduction of questionnaire Staff Consultative Forum
London School of Business Action Plan relating to the HER 2015 Recommendations Quality code expectation reference student representation through the introduction of a STAR questionnaire. To include students in the development of new programmes validation events. Ongoing Programme Development s included in the development of new programmes validation events Quality Assurance
London School of Business Action Plan relating to the HER 2015 Recommendations Clarify the processes for making complaints appeals in order to more effectively communicate these to staff students. Clearly articulate the difference between placement learning opportunities that contribute to the assessment of learning outcomes those that are intended to enhance employability. Quality code expectation reference Expectation B9 Expectation B10 To create a new 'Part F' of the Quality Manual. This new section will include summary guidance linkage to fuller guidance for policy procedure. Section F will include direct links to application forms. Existence of Part F to be publicised in the VLE. To review up student Course Hbooks for degrees which provide internship opportunities. To up Guide to highlight the difference between credit-bearing placement learning work experience. March September September Admissions Administration Relevant Course Leader s acknowledge Part F as a useful resource: verbally via Staff Consultative Forum. New Part F flagged to staff students in staff / student induction/development Representative training. Reviewed upd Course Hbooks Upd Guide Quality Assurance Dean Quality Assurance To review up Employability Strategy. February Reviewed upd strategy
London School of Business Action Plan relating to the HER 2015 Recommendations Quality code expectation reference To create a Guide to Employability. September Guide produced Quality Assurance
London School of Business Action Plan relating to the HER 2015 Affirmations The steps being taken to improve the oversight of equality, diversity inclusiveness. Quality code expectation reference Expectation B4 To explore apply to at least one of the following: - Two Tick Disability Symbol - Athena Swan - Race Equality Charter To up our Equality, Diversity & Inclusion policy to ensure it is up-to- fit for purpose. To create a student profile annually to inform our Equality, Diversity & Inclusion policy. To produce an Annual Equality, Diversity & Inclusion report. To roll out Equality, Diversity & Inclusion training within Staff Training Programme. July May July September September Equality, Diversity & Inclusion Equality, Diversity & Inclusion Chair of Equality, Diversity & Inclusion Chair of Equality, Diversity & Inclusion Chair of Equality, Diversity & Inclusion, Director of Centre for Excellence in Application made Policy upd Inclusion of profile commentary in Annual Report Report produced Increased staff awareness
London School of Business Action Plan relating to the HER 2015 Affirmations Quality code expectation reference Teaching Learning
London School of Business Action Plan relating to the HER 2015 Affirmations The steps being taken to improve the consistency quality of feedback on assessed work. Quality code expectation reference Expectation B6 To continue to monitor feedback to students through the Business Improvement Plan (BIP). July Dean All deadlines are met on the BIP 2015/16 for action 1 Deputy Principal To devise implement an assessment cycle monitoring form which ensures that all assessment activities deadlines are followed, especially with regard to the timing quality of feedback. To ensure the Course Evaluation reports (CERs) Annual Monitoring reports (AMERs) continue to feed into the annual monitoring evaluation process with regard to student feedback. Course s to continue to monitor consistency March Administration Implementation evaluation of form Ongoing Dean CERs AMERs include items relating to student feedback via Module Evaluation Questionnaires Module Monitoring Reports Ongoing Course Leaders Course s receive Quality Assurance Deputy Principal Deputy Principal
London School of Business Action Plan relating to the HER 2015 Affirmations Quality code expectation reference quality of feedback for all modules respond to Module Evaluation Questionnaire reports
APPENDIX A Expectations Expectation A2.1 : governance arrangements degree-awarding bodies' academic frameworks regulations Quality Code - Chapter A2 Quality Code Chapter headings governance arrangements frameworks or assessment regulations In order to secure their academic stards, degree-awarding bodies establish transparent comprehensive academic frameworks regulations to govern how they award academic credit qualifications. Expectation A2.2 : Definitive records of individual programmes qualifications Quality Code - Chapter A2 Degree-awarding bodies maintain a definitive record of each programme qualification that they approve ( of subsequent changes to it) which constitutes the reference point for delivery assessment of the programme, its monitoring review, for the provision of records of study to students alumni. Expectation B3 : Learning teaching Quality Code - Chapter B3 Higher education providers, working with their staff, students other stakeholders, articulate systematically review enhance the provision of learning opportunities teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subject(s) in depth enhance their capacity for analytical, critical creative thinking. Expectation B4 : Enabling student development achievement Quality Code - Chapter B4 Higher education providers have in place, monitor evaluate arrangements resources which enable students to develop their academic, personal professional potential. The basis for effective learning teaching The learning environment engagement in learning Strategic approaches transitions Facilitating development achievement Expectation B5 : engagement Defining student engagement
Quality Code - Chapter B5 Higher education providers take deliberate steps to engage all students, individually collectively, as partners in the assurance enhancement of their educational experience. The environment Representational structures Training ongoing support Informed conversations Valuing the student contribution Monitoring, review continuous improvement Expectation B6 : Assessment of students the recognition of prior learning Quality Code - Chapter B6 Higher education providers operate equitable, valid reliable processes of assessment, including for the recognition of prior learning, which enable every student to demonstrate the extent to which they have achieved the intended learning outcomes for the credit or qualification being sought. The basis for effective assessment Developing assessment literacy Designing assessment Conducting assessment Marking moderation Examination boards assessment panels of assessment processes Expectation B8 : Programme monitoring review Quality Code - Chapter B8 Higher education providers, in discharging their responsibilities for setting maintaining academic stards assuring enhancing the quality of learning opportunities, operate effective, regular systematic processes for monitoring for review of programmes. The purpose nature of programme monitoring programme review Processes for programme monitoring programme review Involvement in programme monitoring review Expectation B9 : appeals student complaints Quality Code - Chapter B9 Higher education providers have procedures for hling academic appeals student complaints about the quality of learning opportunities; these procedures are fair, accessible timely, enable enhancement. Expectation B10 : Managing higher education provision with others Quality Code - Chapter B10 The basis of effective appeals complaints processes Information, advice guidance Internal procedures: design implementation Action, monitoring enhancement Strategy governance
Applicable to degree awarding bodies Degree-awarding bodies take ultimate responsibility for academic stards the quality of learning opportunities, irrespective of where these are delivered or who provides them. Applicable to all higher education providers Arrangements for delivering learning opportunities with organisations other than the degree-awarding body are implemented securely managed effectively. Developing, agreeing managing an arrangement to deliver learning opportunities with others Responsibility for, equivalence of, academic stards Quality assurance Information for students delivery organisations, support providers or partners Certificates records of study Deliberate steps are being taken at provider level to improve the quality of students' learning opportunities. Embedded in Quality Code - Part B: Assuring enhancing academic quality Strategic approach to enhancement of student learning opportunities Integration of enhancement initiatives in a systematic planned manner at provider level Ethos which expects encourages enhancement of student learning opportunities Identification, support dissemination of good practice Use of quality assurance procedures to identify opportunities for enhancement