The External and Internal Context

1. THE EXTERNAL CONTEXT OF QAA INSTITUTIONAL AUDIT:

• 1.1 The process of Institutional Audit conducted by the Quality Assurance Agency (QAA) was originally carried out in 2002-05 as part of its transitional arrangements.  A revised method was introduced in 2006 and again will be introduced in 2011/12 when all HEIs will undergo an audit of their institution every six years. This process includes examination of "the effectiveness of an institution's internal quality assurance structures and mechanisms, in the light of the UK Academic Infrastructure and the European Higher Education Area (ESG) … and the way in which the quality of its educational provision and academic standards of its awards are regularly reviewed and resulting recommendations implemented." (Handbook for institutional audit: England and Northern Ireland, 2009)

• 1.2 The HEFCE Task Group led by Professor Ron Cooke concluded that the following information on quality and standards in higher education should be made available for internal use in each HEI:
• • "key outcomes of programme approval, and annual monitoring and review processes
• • periodic internal reports of major programme reviews
• • reports of periodic internal reviews by the institution of departments or faculties." (Information on quality and standards in higher education, HEFCE, 2003)

2. THE INTERNAL CONTEXT

2.1 Internal reviews provide a means by which Schools and Departments can, in collaboration with members of the wider College community, review and enhance the quality of their academic provision.  The process also enables the College to assess its policies for enhancing the student experience.

2.2 The objectives of internal review are to:

• monitor academic standards and the quality of provision of programmes of study throughout the College and to ensure that appropriate actions are taken to remedy any identified shortcomings

• review programmes of study, and all related processes and arrangements, with a view to making recommendations to Departments, Schools, and the College concerning enhancement of the quality of provision

• assess the quality of the student learning experience on the programme(s) under review

• ensure that programmes remain current and valid in the light of developing knowledge and practice including reviewing the validity and relevance of programme aims and learning outcomes particularly in relation to the College’s Mission and strategies (including for Learning and Teaching), Common Awards Scheme and regulations, as well as to external reference points (e.g. Subject benchmark statements, the Framework for Higher Education Qualifications (FHEQ), the HE Credit Framework for England, the QAA’s UK Quality Code for Higher Education (taking particular note of Part B Assuring and Enhancing Academic Quality)

• evaluate the continuing effectiveness of the curriculum and of assessment in relation to the intended learning outcomes

• monitor the standards of student progression and achievement including evaluating the extent to which the intended learning outcomes are being attained by students

• embed quality enhancement through disseminating issues raised through internal reviews to Departments, Schools and the College, using these to inform strategic discussion/developments at the committee level

• share the results of these processes across the College, for example, through an annual learning and teaching event for the discussion of pedagogy and the sharing of good practice.

2.3 Internal reviews of taught and research programmes (full-time, part-time, network and distance learning, including external programmes of the University of London of which Birkbeck is the Lead College) should normally be carried out once every four years.  Wherever possible an internal review should be scheduled as preparation for scrutiny by an external body such as a professional body accreditation visit.

2.4 Where programmes fall within the scope of a single subject area or Department the ‘Full Internal Review’ process should be used.  In a few cases programmes may fall outside the scope of a single subject area or Department or are held at the School/College level.  In such cases, where it is not possible to review these programmes as part of a single subject area or Department, or where only one programme is to be reviewed, the ‘Interdisciplinary/Individual Programme Review’ process may be utilised.

2.5 Review Panels report their recommendations to the College’s Teaching and Quality Enhancement Committee (TQEC) at the conclusion of the process through the TQEC receiving full internal review reports.  The Chair of the Panel (or another member) and a representative of the Department/programme team under review may be asked to attend a meeting of the TQEC to speak to the review report.  School Teaching and Quality Enhancement Committees (STQEC) are expected to give full consideration to review reports which fall under their remit.