Chapter 2 - Quality Review and Enhancement of Taught Programmes

2. Quality Review and Enhancement of Taught Programmes

Annex A should also be consulted when reading this policy. This Annex provides additional information with regards to Teaching Excellence Action Plans (TEAPS) and Teaching Excellence Monitoring (TEM) meetings.

2.1 Annual Module Review

This process is currently under review with an aim to explore the digitisation of the Annual Module Review (AMR) form and related processes.

The AMR process is undertaken by the Module Convenor (or equivalent) and then scrutinised by the Programme Director (or equivalent). This annual process of review should be initiated and co-ordinated by the Module Convenor (or equivalent) and involve all contributors to the module, making use of available data and feedback.

Faculties are provided with a template AMR Form, which can be adapted to local needs e.g., PSRB requirements. Use of this particular form is not mandatory; Faculties may use other versions as appropriate, e.g., forms, and SharePoint mechanisms.

TEMPLATE - AMR Form

The timing and approach taken to AMR, to ensure the quality review and enhancement of modules, is at the discretion of the Faculty (or delegated School).

As part of the AMR process, the available data and feedback should be used to consider the appropriateness of the module's stated aims and intended learning outcomes; teaching methods; assessment design; assessment and feedback strategies; specialist and generic skills development; and resources provision.

AMR is a local-level academic tool for self-reflection on a module's delivery and outcomes for students, and aids the consideration of improvements and enhancements, which can then feed into further centrally led Quality Review processes (such as TEAPs).

2.1.1 Data

The data and feedback considered when completing the AMR Form may include: 

  • Student feedback (end-of-module and mid-module feedback from: surveys, focus groups, discussion boards, clickers, etc).
  • Student achievement and progression data.
  • Comparative performance data (e.g., previous years and student achievement on other modules).
  • Feedback from Student Staff Liaison Committee (SSLC) meetings.
  • Feedback from ‘Town Hall’, ‘Big Rep’ or equivalent meetings with students.
  • Peer dialogue feedback.
  • External Examiner reports.
  • Reports from partner institutions/organisations and placement providers (if appropriate).
  • Reports from Professional, Statutory and Regulatory Bodies (if appropriate).

2.1.2 Output

The output of the AMR process will usually be:

  • An AMR Form for each module detailing short- and long-term developmental actions, to be shared with students and other relevant stakeholders.

2.2 Scrutiny of the Outputs of the Annual Module Review Process by the Programme Director (or equivalent)

Following completion of the AMR Form, Programme Directors (or equivalent) summarise the outcomes of the module review process in their areas, to highlight best practice and identify areas of concern requiring review and development.

This summary by the Programme Director (or equivalent) will be drawn upon by the Director of Education and Student Experience, to draft their annual Department Teaching Excellence Action Plan. Further details can be found in Annex A.

It is suggested that scrutiny of the outcomes of this process should occur as part of Programme/Department education meetings, teaching and learning away days, or an equivalent forum for review and development discussions. The timing and format of such meetings are at the discretion of the Faculty.

2.2.1 Output

The output from the scrutiny of the AMR process by the Programme Director (or equivalent) will usually be:

  • A summary of the module review process in their areas, to highlight best practice and identify areas of concern requiring review and development, which can then feed into the Department Teaching Excellence Action Plan.

2.3 Department Teaching Excellence Action Plan by the Director of Education and Student Experience

Further information regarding Teaching Excellence Action Plans, such as relevant timelines, datasets, and guidance, can be found in Annex A.

Directors of Education and Student Experience are responsible for their Department's TEAP and should identify actions/responsibilities to allocate to themselves and other staff. In some cases, it may be merited to develop separate TEAPs at UG and PGT level, for specific programmes, or groups of programmes, at the discretion of the Directors of Education and Student Experience (or equivalent).

TEAPs should be shared with, and approved by student representatives (e.g., through Student-Staff Liaison Committees), so that they become co-created student/staff action planning documents. More information can be found in Annex A.

Departments and Faculties should continue to review and update their Teaching Excellence Action Plan based on new data as it becomes available, prior to Faculty-level scrutiny and the Annual Review of Faculties by the University.

2.3.1 Data

In addition to reviewing the summary of the module review process produced by Programme Directors (or equivalent), the Directors of Education and Student Experience (or equivalent) should consider relevant datasets, as set out in Annex A.

 2.3.2 Output

The output from the Director of Education and Student Experience (or equivalent) after reviewing the summary of the module review process produced by Programme Directors (or equivalent) and any additional data will usually be:

  • A draft Department Teaching Excellence Action Plan.

2.4 Annual Review of Deparments by the Faculty

Further information regarding Teaching Excellence Action Plans and Faculty scrutiny, such as relevant timelines, datasets, and guidance, can be found in Annex A

Deparment Teaching Excellence Action Plans will undergo Faculty scrutiny via Teaching Excellence Monitoring (TEM) meetings. Prior to this, Faculties should run Annual Review of Department meetings, reviewing the status of existing actions, monitoring the efficacy of completed actions, and agreeing on new actions to be put in place for the next academic year.

Directors of Education and Student Experience (or Programme Directors/ equivalent, where appropriate within the Faculty) should present their Department (or Programme/Subject) Teaching Excellence Action Plan to a Faculty audience for scrutiny.

2.4.1 Membership

These meetings should usually be chaired by the Associate Pro-Vice-Chancellor for Education with the following suggested membership:

  • Senior Education Partner/Education Parnter Cornwall.
  • Senior Quality and Standards Advisor.
  • Directors of Education and Student Experience/Programme Directors (or equivalent).
  • Other Department-level education leaders as required.
  • Student representatives from both Streatham and Penryn campuses.

2.4.2 Agenda

The agenda may include:

  • Director of Education and Student Experience/Programme Director (or equivalent) introductory summary presentations.
  • Outstanding actions from the previous year’s action plan/s.
  • Discuss draft Teaching Excellence Action Plans.
  • Curriculum development.

 2.4.3 Data

Data considered may include:

  • Draft Teaching Excellence Action Plans.
  • UG/PGT Quality Review dashboard data.
  • Progression.
  • Achievement (e.g., 1st, 2.1).
  • Employability.
  • Outputs from student engagement e.g., SSLC minutes.
  • Support and staff development.
  • Good practice.
  • Reports from External Examiners.
  • Reports from Professional, Statutory and Regulatory Bodies (PSRBs).
  • Any additional data as appropriate.

2.4.4 Output 

The outputs will usually be:

  • Department Teaching Excellence Action Plans (it is suggested that these are reviewed at relevant Faculty meetings on an on-going basis).

 2.5 Annual Review of Departments by the University: Teaching Excellence Monitoring (TEM) meetings

The Teaching Excellence Monitoring (TEM) meetings are the annual University review meeting with each Department (or Subject/Programme, as appropriate within the Faculty).

Teaching Excellence Action Plans are reviewed at the University level and feedback is given for revisions and sharing of best practice.

2.5.1 Membership

These meetings are chaired by the Deputy Vice-Chancellor (Education and Student Experience) with the following suggested membership:

  • Dean for Taught Students.
  • Associate Deans for Taught Students.
  • Associate Pro-Vice-Chancellor for Education (and Associate Dean Education in the Medical School and Business School).
  • Pro-Vice-Chancellor and Executive Dean (or Deputy).
  • Head of Department.
  • Director of Education and Student Experience/Programme Director (or equivalent).
  • Director of Teaching Excellence and Enhancement.
  • Senior Education Partner/Cornwall Education Partner.
  • Student Representative/s.
  • Additional representatives including Quality Leads, Directors of Faculty Operations, etc.
  • Support for notetaking and capture of actions.

2.5.2 Agenda

The agenda may include:

  • Discuss Department Teaching Excellence Action Plan.
  • Discuss links to Education Strategy and the Teaching Excellence Framework.
    • Learning Community and Success for All Our Students.
    • Student Experience
    • Student Outcomes
    • Valuing Educators.

2.5.3 Data

Data considered may include:

  • Teaching Excellence Action Plans.
  • Any additional data as appropriate.

2.5.4 Output

The outputs will usually be:

  • Revised Department Teaching Excellence Action Plan.

2.6 Annual Review of Faculties by the University

Following completion of the TEM meetings, an annual review of the process and its outcomes should be undertaken by the University in collaboration with Faculties. Themes and patterns arising from Teaching Excellence Action Plans should be highlighted by Associate Pro-Vice-Chancellor for Education and reviewed and discussed as a group.

The Annual Review of Facutlies by the University leads to the creation of Faculty Teaching Excellence Action Plans and a University Teaching Excellence Action Plan. Opportunities to inform the University Education Strategy and the need for new policies or projects may be identified at this point.

2.6.1 Membership

  • This meeting is chaired by the Deputy Vice-Chancellor (Education and Student Experience) with the following suggested membership:
  • Dean for Taught Students.
  • Associate Deans for Taught Students.
  • Associate Pro-Vice-Chancellor for Education (and Associate Dean Education in the Medical School and Business School).
  • Director of Teaching Excellence and Enhancement.
  • Head of Library.
  • Head of SEAS.
  • Quality and Standards Manager.
  • Business Manager to the Deputy Vice-Chancellor (Education and Student Experience).
  • Senior Education Partner/Cornwall Education Partner.
  • Student Representative/s.

2.6.2 Agenda

The agenda may include:

  • Presentations by Associate Pro-Vice-Chancellors for Education (and Associate Dean Education in the Medical School and Business School) summarising key themes and critical actions emerging from the annual review process, including TEM.
  • Consideration of draft Faculty Teaching Excellence Action Plans.
  • Discussion of content of University Action Plan (to be drafted subsequently) and priorities for the year ahead (e.g., identification of required working parties, IT projects, etc).

2.6.3 Data

Data considered may include:

  • Draft Faculty Teaching Excellence Action Plans.
  • Any additional data as appropriate.

2.6.4 Output

The outputs will usually be:

  • Faculty Teaching Excellence Action Plans (to be reviewed at relevant Faculty meetings alongside Deparment Teaching Excellence Action Plans).
  • A University Teaching Excellence Action Plan (to be reviewed at Education Executive meetings).

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