ELIR Briefing Day 12 th October 2010
description
Transcript of ELIR Briefing Day 12 th October 2010
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ELIR Briefing Day12th October 2010
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Learning Objectives
To develop a greater understanding of the rationale behind Enhancement-led institutional reviews (ELIR)
To understand the ELIR process To gain an awareness of how ELIR can be used as a
catalyst for change To be enabled to effectively participate fully in the
process To be able to plan for successful engagement in the
process
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Enhancement-led institutional review (ELIR) in Scotland
Janice Ross & Stella HeathAssistant Directors
QAA Scotland183 St Vincent Street Glasgow G2 5QD
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Quality Assurance Agency (QAA)
Higher Education Institutions (HEIs) are independent and self-governing
HEIs have responsibility for maintaining academic standards and high quality provision
QAA works with HEIs to define academic standards and quality (the ‘Academic Infrastructure’)
QAA undertakes independent external review of each HEI (usually on a 4-6 year cycle)
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Quality Enhancement Framework (QEF) in Scotland
• Institution-led quality review (at subject level)• Student engagement in quality management
(inc. sparqs)• Public information• National programme of Quality Enhancement
Themes• Enhancement-led Institutional Review (ELIR)
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ELIR focus
ELIR reports on 3 broad areas of HEI activity:
• Management of the student learning experience
• Monitoring and review of quality and academic standards (quality assurance)
• Strategic approach to quality enhancement,
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ELIR Process
Annual discussion Reflective Analysis (RA) with case studies Two-part visit Published reports (main and summary) Year-on institutional response Sector-wide feedback, and ‘Learning from
ELIR’ reports
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ELIR Team
Three senior academic UK-based reviewers
One senior academic international reviewer
One student reviewer
One ELIR coordinating reviewer
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ELIR: Two-part review visit
Part 1: Two days at institution ‘getting to know’ the institution First half-day Who do the team meet? Developing an agenda for part 2 visit
Part 2: Between three-five days ‘bespoke’ agenda Who do the team meet? Final day Key themes letter
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Why is student involvement in ELIR important?
• Sabbatical officers’ involvement in ELIRReflective Analysis (transparent; inclusive)Institution’s ‘half-day’Responding to ELIR report, and
participating in annual discussions• Students who meet the ELIR team
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Why is student involvement in ELIR important?
• Student reviewersBrings a student ‘real world’ perspectiveHelps ELIR team focus on reality of the
student experienceGives confidence (in ELIR) to other
students who meet the ELIR teamReinforces the importance of the student
experience in the Quality Enhancement Framework
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Four year cycle 2008-09 to 2011-12
2008-09
Queen Margaret University
Royal Scottish Academy of Music and Drama
Edinburgh College of Art
2009-10
University of Glasgow
University of Dundee
Glasgow School of Art
University of Strathclyde
University of Aberdeen
Scottish Agricultural College
2010-11
Heriot-Watt University
University of St Andrews
Napier University
Glasgow Caledonian University
University of West of Scotland
2011-12
The Robert Gordon University
University of Abertay Dundee
University of Edinburgh
UHI Millennium Institute
University of Stirling
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Some useful references
• UUK ‘Quality and standards in UK universities: A summary’ http://www.universitiesuk.ac.uk/Publications/Documents/44835UniUK_Summary_lores.pdf
• An introduction to QAA (May 2009) http://www.qaa.ac.uk/aboutus/WhatWeDo.asp
• ELIR Handbook (2nd edition, 2008) http://www.qaa.ac.uk/reviews/ELIR/handbook08final/ELIRHandbook2008.pdf
• Good practice in Reflective Analysis when preparing for Enhancement-led institutional review (May 2009) http://www.qaa.ac.uk/reviews/ELIR/GoodPractice/GPRAELIRMay09.pdf
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Questions & Answers
The Quality Assurance Agency for Higher Education
Registered Charity numbers 1062746 and SC037786
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Student Involvement in ELIRThe Glasgow Way
Tommy Gore (GUSRC President – 2010/2011)
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Background
Second cycle of ELIR
Every experience is different
Glasgow started preparing in 2008
ELIR visits – 20/21 October 2009; w/c 23 November
Report published March 2010
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Background
(used to be) 9 Faculties and 50 Departments
24,000 Students (19,000 undergraduate and 5,000
postgraduate)
Spread over multiple campuses in the city of Glasgow, as well as Crichton Campus at
Dumfries
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Students’ Representative Council
We’re different………….
Glasgow has an individual set up with four student bodies; two unions which run bars and venues, the sports
association and ourselves.
Founded in 1886, we are the statutory body on campus representing students. We have no commercial activities, and rely solely on the University for our block grant every
year.
The Executive consists of four elected Sabbatical Officers, of which I lead as the President.
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In the Beginning……….
Sent drafts of the reflective analysis from the beginning
Input where our activities crossed over with the University
Once the content had been filled out, University started editing
At that point, the then President and VP Learning & Development joined the team
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In the Beginning……….
Suggesting changes to the text Importance of content and context;
you’re not just proofreading the document
Particularly student experience section – this is where our strengths lay
Consulting with Council/Class Reps – trying to get a broadly representative group
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In the Beginning….. Then asked to consider its
appropriateness Making sure the document ‘told a story’ Focus on our improved relationship with
the University Positive changes we had made to the
quality of education at Glasgow
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In the Beginning….. Making sure what they said was correct Was the process described correct? The document presented information
about Glasgow…… …..BUT – it didn’t analyse it. An opportunity for the University to say
where it knows it can improve and how it plans to do this
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In the Beginning…..
Areas where we had expressed concern or asked for change in committee
Also where it is doing well, and how it achieved that standard
Showed we play a large role, aside from ELIR, in making the University review its practices
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Time for Talky Time…… How did it work?
Past and current Presidents presented
Lots of meetings regarding the different presentations
Ours was to have a focus on the student experience
Sent staff our drafts all the way through
Two way process – they suggested changes to us, we suggested changes to them
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Time for Talky Time…… How did it work?
Asked to attend the morning session
Felt it important to involve students throughout the day
Reflects how we work with the University every day
Second presentation after the Principal
Meetings with students – a mixture of students picked by ourselves and the Senate Office
We didn’t cheat too much!
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Time for Talky Time…… How did it work?
Got asked some interesting questions – but students were honest
Beware some dodgy questions….!
Let University know how sessions went
Only need to know topics, not answers
Afterwards, sent letter outlining confidence with major headlines
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LUNCH
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Activity: planning your involvement
BLUE cards: stages of ELIRPINK cards: actions within each stage of ELIRGREEN cards: people involved throughout ELIR
Lay out the stages in orderPut actions alongside relevant stages – write your
own ideas or duplicate actions on the flip chartLink people to activities –write your own ideas or
duplicate people on the flip chartWrite timescales for each action
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The Reflective Analysis
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BREAK
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The Outcomes of ELIRLooking at the reports and how to
use them
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Using the Report
Tommy Gore (GUSRC President – 2010/2011)
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Using the Report
How both the University, and the SRC, have moved on since the first ELIR
QAA expressed ‘broad confidence’ in the University
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Areas of Positive Practice
Over recent years, the University and the SRC have developed a strong and effective partnership
Student Representation
Learning and Teaching Strategy
Student participation in internal quality reviews
Student feedback
Learning environment
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Areas for Development Not everything is perfect……..
Student Voice Website
Student Equality and Diversity
Graduate Attributes and Employability
University Restructuring
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What do I need to make sure I get out of ELIR?
Read the report thoroughly Understand the findings Ensure the institution takes findings and
report seriously Raise and contribute to discussions at all
levels about the report Use it for yourself, not just the University Use report/findings to support your
arguments to improve student experience
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Glasgow examples
Areas for improvement that the SRC and University are currently working on at Glasgow
Currently working on the Student Voice Website
Finalising the Graduate Attributes Paper
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Activity: summary reports
In small groups look through a summary report and highlight the:
Main findings Opportunities Challenges
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Activity: summary reports
As a large group explore: How would you turn the opportunities into actions
at your institution? Who could you work with to do this? How could they combat the challenges? What other challenges might there be?
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Until next ELIR?
ELIR visit & report
Annual meeting & one year on report
Prepare for next cycle
Annual discussions
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Questions and final discussion
Have your hopes and fears been addressed?
Is there anything still unanswered?
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Aim and objectives
Aim: an opportunity for student officers to become familiar with the ELIR process and understand how they can be involved
Objectives: To develop a greater understanding of the rationale and
process of ELIR To gain an awareness of the potential of the ELIR process for
your students’ association To become fully empowered to effectively participate fully in
the process To be able to plan for a successful engagement in the process