Chapter 2 - Quality Review of Taught Programmes

2. Quality Review 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 Review of Modules

The annual review of a module 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.

Colleges are provided with a template Annual Module Review Form, which can be added to in order to adapt to local needs e.g. PSRB requirements. The timings of the annual quality review of modules and the approach taken are at the discretion and direction of Colleges.

As part of the module review, 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.

2.1.1 Data

The data and feedback considered when completing the Annual Module Review 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 annual review of modules will usually be:

  • An Annual Module Review 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 Annual Review of Modules by the Programme Director (or equivalent)

Following completion of the Annual Module Review Forms, Programme Directors (or equivalent) summarise the outcomes of the module review process in their areas, in order 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, to draft their annual Discipline Teaching Excellence Action Plan. Due to the differing College structures, this Discipline Teaching Excellence Action Plan may be at a Programme or Subject level, as appropriate within the College. 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/Discipline 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 College.

2.2.1 Output

The output from the scrutiny of the Annual Review of Modules by the Programme Director (or equivalent) will usually be:

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

2.3 Discipline Teaching Excellence Action Plan by the Director of Education

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

Teaching Excellence Action Plans should be written by programmes, disciplines, or departments, as agreed by the College. They should be shared with, and approved by, the Guild/Student Union Subject Chairs, and then Student-Staff Liaison Committees, so that they become co-created student/staff action planning documents. They will also feed into NSS manifestos. The aim of the NSS Manifestos is to highlight to the wider student body the actions that have been determined, in collaboration with the Student-Staff Liaison Committee, in response to the NSS quantitative and qualitative feedback.

Disciplines and Colleges should continue to review and update their Teaching Excellence Action Plan based on new data as it becomes available, prior to College-level scrutiny and the Annual Review of College 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 data considered by Director of Education (or equivalent) may include:

  • 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, see Annex A.

 2.3.2 Output

The output from the Director of Education (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 Discipline Teaching Excellence Action Plan.

2.4 Annual Review of Disciplines by the College

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

Discipline Teaching Excellence Action Plans will undergo College scrutiny via Teaching Excellence Monitoring (TEM) meetings. Prior to this, Colleges should run Annual Review of Discipline 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 (or Programme Directors/ equivalent, where appropriate within the College) should present their Discipline (or Programme/Subject) Teaching Excellence Action Plan to a College audience for scrutiny.

2.4.1 Membership

These meetings should usually be chaired by the Associate Dean (Education) with the following suggested membership:

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

2.4.2 Agenda

The agenda may include:

  • Director of Education/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:

  • Discipline Teaching Excellence Action Plans (it is suggested that these are reviewed at College Education Strategy Group meetings on an on-going basis).

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

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

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) with the following suggested membership:

  • Academic Dean for Students.
  • Associate Academic Dean for Students.
  • Associate Academic Dean for Students (Racial Equality and Inclusion).
  • Associate Dean (Education).
  • Pro-Vice Chancellor (or Deputy PVC).
  • Head of Department.
  • Director of Education/Programme Director (or equivalent).
  • Business Manager to the Deputy Vice-Chancellor (Education).
  • Head of TQAE (or delegate).
  • Education Business Partner.
  • Student Representative/s.
  • Additional representatives including Quality Leads, DCOs.
  • Support for note-taking and capture of actions.

2.5.2 Agenda

The agenda may include:

  • Discuss Discipline Teaching Excellence Action Plan.
  • Discuss links to Education Strategy.
    • Learning Community and Success for All Our Students.
    • Learning Environment.
    • Valuating 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 Discipline Teaching Excellence Action Plan.

2.6 Annual Review of Colleges 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 Colleges. Themes and patterns arising from Teaching Excellence Action Plans should be highlighted by Associate Deans (Education) and reviewed and discussed as a group.

The Annual Review of Colleges by the University leads to the creation of College 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) with the following suggested membership:
  • Academic Dean for Students.
  • Associate Academic Dean for Students.
  • Associate Academic Dean for Students (Racial Equality and Inclusion).
  • Associate Deans (Education).
  • Head of TQAE.
  • Head of Library.
  • Head of SEAS.
  • Quality and Standards Manager.
  • Business Manager to the Deputy Vice-Chancellor (Education).
  • Education Business Partners.
  • Student Representative/s.

2.6.2 Agenda

The agenda may include:

  • Presentations by Associate Deans (Education) summarising key themes and critical actions emerging from the annual review process, including TEM.
  • Consideration of draft College 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 College Teaching Excellence Action Plans.
  • Any additional data as appropriate.

2.6.4 Output

The outputs will usually be:

  • College Teaching Excellence Action Plans (to be reviewed at College Education Strategy Groups alongside Discipline Teaching Excellence Action Plans).
  • A University Teaching Excellence Action Plan (to be reviewed at Education Executive meetings).

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