UK Quality Code for Higher Education

Chapter B4: Enabling student development and achievement

Harriet Barnesh.barnes@qaa.ac.uk

One Quality CodePart A: Setting and maintaining academic standards

Part C: Information about higher education provision

Chapter B7: External examining

Chapter B11: Research degrees

Chapter B5: Student engagement

Chapter B3: Learning and teaching

Chapter B10: Managing higher education provision with others

Chapter B9: Academic appeals and student complaints

Chapter B6: Assessment of students and the recognition of prior learning

Chapter B4: Enabling student development and achievement

Chapter B8: Programme monitoring and review

Chapter A1: UK and European reference points for academic standards

Chapter A2: Degree-awarding bodies' reference points for academic standardsChapter A3: Processes for setting and maintaining academic standards

Part B: Assuring and enhancing academic qualityChapter B1: Programme design, development and approval

Chapter B2: Recruitment, selection and admission to higher education

The Quality Code jigsawThe existing elements of the Academic Infrastructure put back together in a different

order

Some reworking to cover topics in a more

appropriate way

Some completely new chapters e.g. student

engagement

Review and editing of the whole for

consistency and to reduce duplication

Key components

Explanation

Indicators of sound

practice

Expectation: what higher

education providers expect of each other and which students and the public can expect of all higher education providers

Chapter B4: Enabling student development and achievement

ExpectationHigher education providers have in place, monitor and evaluate arrangements and resources which enable students to develop their academic, personal and professional potential.

Where did it come from?

• Need for a Chapter on ‘supporting students’ identified during evaluation of the Academic Infrastructure

• Embedding content of Code of practice Section 8: Careers education, information, advice and guidance and relevant parts of Section 3: Disabled students

• But also covering learning resources and other mechanisms that higher education providers put in place to facilitate student achievement

Input from…

Universities and Colleges Information Systems Association

JISC

Equality Challenge Unit

Society of College, National and University Libraries

AMOSSHE

Association of Graduate Careers Advisory Services

What does it cover?

• Every student, whatever their location, level or mode of study – all students can be enabled to develop their potential

• Transitions into, through and out of higher education

• Integrated approach and definition of responsibilities – to the student, seamless

Strategic approaches

Student transitions

Facilitating development and achievement

Key themes

Equality and diversity

• inclusivity• protected characteristics• accessible

Within and beyond the curriculum

Staff

•All those who facilitate learning

•Appropriately qualified, supported and developed

Learning and teaching practices are informed by reflection, evaluation of professional practice, and subject-specific and educational scholarship B3: Learning and teaching, Indicator 3

• Removing existing inconsistencies

• Updating further references• The ‘web portal’• Revising the integral

elements of Part A• qualifications frameworks• subject benchmark

statements

• The five year plan

Quality Code – where next?

Further information

Website:www.qaa.ac.uk/qualitycode

Email:enquiries@qaa.ac.uk

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