QUALITY ASSURANCE & ENHANCEMENT HANDBOOK Assurance Handbo… · and initiate progressive movements to raise quality standards, promote quality enhancement on an Centre-wide basis

Quality Assurance and

Enhancement Handbook

DAVID GAME COLLEGE

Version 4.0, revised October 2018

1 QAE Handbook Version 4.0 – Revised October 2018

Contents

1. Introduction ............................................................................................................................ 2 1.1 David Game College ........................................................................................................ 2 1.2 Overview of College Management and Academic Governance ...................................... 2

1.3 Vision and Principles for Quality Assurance and Enhancement ..................................... 3 1.4 Policy and Procedure Documentation .............................................................................. 4

2. Management, Key Staff and Committee Structures .............................................................. 4 2.1 DGC Management ........................................................................................................... 4 2.2 Director of Higher Education ........................................................................................... 4

2.3 Quality and Standards Committee (QSC) ........................................................................ 5 2.4 Heads of School ............................................................................................................... 7 2.5 Head of Academic Administration .................................................................................. 9 2.6 Programme Management Committee (PMC) ................................................................ 10 2.7 Programme Assessment Board (PAB) ........................................................................... 11

3. Academic Standards and Quality Assurance Procedures .................................................... 12 3.1 Course Design, Approval, Monitoring and Review ....................................................... 12 3.2 Assessment and Progression .......................................................................................... 13

4. Student Representation in the College’s Internal Quality System ....................................... 16 4.1 Student Engagement and Feedback Systems ................................................................. 16 4.2 Student Representatives ................................................................................................. 16

4.3 The Student/Staff Liaison Committee ........................................................................... 17 5. Staff Participation in Quality Enhancement Procedures ...................................................... 18

5.1 Staff Engagement ........................................................................................................... 18

5.2 Staff Appraisal ............................................................................................................... 18 5.3 Staff Development Policy .............................................................................................. 18

5.4 Peer Observation of Teaching ........................................................................................ 19 6. Policies to ensure Consistency and Parity of Treatment for Students ................................. 20

6.1 Recruitment, Entry Requirements and Admissions Policy ............................................ 20

6.2 Student Support and Guidance....................................................................................... 20

6.3 Academic Integrity and Misconduct .............................................................................. 22 6.4 Academic Appeals and Student Complaints .................................................................. 23 6.5 Equal Opportunities ....................................................................................................... 25 6.6 Health and Safety ........................................................................................................... 25

Appendix 1 - Organisational Structures ................................................................................... 27 Appendix 2 - DGHE Management and Committee Structures ................................................ 29 Appendix 3 – Quality Code Mapping Statement ..................................................................... 31

Part A – Setting & Maintaining Academic Standards ......................................................... 31


1. Introduction 1.1 David Game College

Established in 1974, David Game College (DGC) is an independent institution that aims to promote

the joy of knowledge and learning while simultaneously maintaining the sharpest possible focus on

the demands of public examinations.

Students recommend DGC because of the quality of its teaching for which it enjoys a global

reputation. Small class sizes and individual attention, combined with 40 years of experience enable

DGC staff to help students to gain the qualifications needed to maximise their higher education and

career prospects.

The College is Ofsted inspected (registered with the DfE) and also houses the Kensington Academy of

English, which is accredited by the British Council.

The Higher Education Centre established at David Game College in 2013 extends its school provision

into undergraduate level studies (RQF/FHEQ levels 4, 5, 6) and is therefore suited to students who

have already completed their secondary education or the more mature applicant with relevant work

experience.

Although the College has extensive and proven policy and procedure documents that satisfy

Department for Education (DfE) requirements, it is recognised that the delivery and management of

higher education programmes demand a different approach. This handbook therefore focusses on

the academic governance and quality assurance of the college’s HE provision.

1.2 Overview of College Management and Academic Governance

Strategic corporate and academic governance at the DGHE Centre is dictated by the Senior

Management Team (HEMT - Appendix 1) and exercised through leadership by the Director of Higher

Education. A managed quality assurance system and operational committee structure (Appendix 2)

aims to support the overarching values of the UK Quality Code for Higher Education, by ensuring

that:

Every student is treated fairly and with dignity, courtesy and respect

Every student has the opportunity to contribute to the shaping of their learning experience

Every student is properly and actively informed at appropriate times of matters relevant to their programmes of study.

All policies and processes relating to study and programmes are clear and transparent

Strategic oversight of academic standards and academic quality is at the highest level of academic governance of the provider

All policies and processes are regularly and effectively monitored, reviewed and improved

Sufficient and appropriate external involvement exists for the maintenance of academic standards and the quality of learning opportunities

All staff are supported, enabling them in turn to support students' learning experiences.

Day-to-day management of course delivery and assessment and general oversight of the students’

learning experience is the responsibility of the Head of Academic Development. All activities within

the ‘quality cycle’ are coordinated by the Head of Academic Administration who ensures the timely

implementation of a detailed Academic Calendar.


1.3 Vision and Principles for Quality Assurance and Enhancement This Quality Assurance and Enhancement Handbook provides guidance on the academic structures,

policies and regulatory frameworks that have been developed by the College to maintain academic

standards and enhance the quality of students’ learning experiences in all courses operating across

the Higher Education Centre. The production of this handbook has been guided by reference to the

Regulated Qualifications and Framework (RQF), the Pearson/Edexcel Quality Guides and most

significantly the UK Quality Code for Higher Education as published by QAA.

In order to achieve the vision of providing quality education for all, DGC has established a system of quality assurance and enhancement processes and procedures. Underlying these, however, is a set of principles that informs its approach. Clear understanding and acceptance of these principles by all staff members will ensure that the quality assurance and enhancement system works effectively.

We aim to assure and enhance the quality of the student’s learning experience

The focus of our approach to quality assurance and enhancement extends much further than the maintenance of academic standards. We aim to enhance as well as to assure the quality of the students' learning experiences whilst they are studying at DGC. In this context, we recognise the fact that all areas of the College’s operations impact significantly upon the quality of that experience and are likely to influence students’ future prospects for success in the world of work.

All staff members are responsible for quality Quality is the responsibility of every staff member. Everyone has a contribution to make. In order for this approach to be successful, clear lines of responsibility have been established. Within the structure, adequate support at all levels must be provided to enable staff to achieve their quality objectives.

We aim to improve quality standards at all levels across the Centre

We aim to provide students with the best possible experience on all of our HE courses, within the constraints of the resources available. We also aim to foster quality improvement in academic delivery and in the provision of all support services.

We are committed to the principles of internal and external peer involvement in assuring

and enhancing the quality of our academic provision

We recognise that assuring and enhancing the internal quality our systems require the constant re-examination of our own approaches and comparing those against ideas put forward by our peers, as well as external reference points established by recognised external bodies: in particular, benchmark standards set out by the QAA in the ‘Quality Code’ and the quality standards established by our external partners. By so doing, we develop the rigour of our internal quality processes and demonstrate accountability to external bodies.

We take the views of our students into account

We recognise that students can make a valuable contribution to the assurance and assessment of quality within DGC. We are therefore committed to seeking the views of our students and using the feedback gained to improve the quality of their experience.


1.4 Policy and Procedure Documentation This document provides a summary and broad overview of the people, processes and committee structures that combine to form the framework for quality assurance within the DGHE Centre. It references a number of policy and procedure documents, which are essential reading in order to gain a detailed understanding of the College’s quality systems.

2. Management, Key Staff and Committee Structures

2.1 DGC Management

Governance Board

A board constituted of both executive and independent members, professional advisors and

stakeholders, with the responsibility to ensure the application and review of the extended ‘Public

Interest Governance Principles’.

Board of Directors

The executive of the company with the primary objective of achieving effective financial planning

and management. Its operational management authority is invested in and executed by the College

Leadership Group.

College Leadership Group

Chaired by the Principal and Chief Executive Officer - Mr David Game, with executive membership

extending across all departmental areas, the CLG holds responsibility for setting the strategic

direction of the College and the oversight and management of all institutional activities.

Departmental Senior Management Teams

Senior managers/executives from across the four main departments hold separate meetings that set

the agendas to steer departmental developments that align with the institutional strategy. For

DGHE, the management team (HEMT) is chaired by the Director of Higher Education.

Departmental Academic Boards and Committees

Ensuring and promoting academic standards, quality assurance and enhancement. A platform for

academic staff to have a voice in the governance of their areas, and promoting engagement

mechanisms for students.

2.2 Director of Higher Education The Director of Higher Education (DHE) is the chief executive of the Higher Education Centre and manages, in consultation with the HEMT, the strategic, administrative and academic direction of the Centre. Particular responsibilities include:

Making recommendations to the College Leadership Group (CLG) about the educational character and mission of the Centre

Implementing decisions rendered by the College’s CLG


Organising and managing the Centre

Leading staff members of the Centre

Preparing and managing budgets and resources

Maintaining student discipline

Ultimate authority for assuring the maintenance of quality and standards across the Centre is also vested with the Director of Higher Education who serves as Chair of the Quality and Standards Committee (QSC). The three primary responsibilities in this respect are:

Setting and maintaining academic standards

Assuring and enhancing academic quality

Assuring public information is valid, reliable, useful and accessible Particular responsibilities in order to fulfil the above include:

Developing, implementing and managing all aspects of quality assurance and enhancement, and academic standards across the Centre

Leading the development of systems in order to satisfy QAA Educational Oversight

requirements, and assuring on-going enhancement activity and action plan implementation to assure commendable annual returns and successful outcomes from monitoring inspections

Ensuring compliance with the quality requirements of regulatory, validating and accrediting

bodies such as the Office for Students, QAA, partner Universities and Pearson.

Establishing, co-ordinating and maintaining academic quality assurance and enhancement functions across all courses

Supporting Programme Managers with the annual cycle of Internal and External Assessment

Boards in respect of governance and process

Exercising responsibility for Student Committees and liaison function across all courses

Chairing the Academic Misconduct and Infringement Committee in the context of course regulations and Centre policy

Developing and implementing Centre-wide appraisal and staff development strategies

Monitoring the content of public information and ensuring robust systems for effective management are in place and operational.

2.3 Quality and Standards Committee (QSC) The Quality and Standards Committee (QSC) operates from an ethical perspective to ensure that the highest quality provision is delivered, managed effectively and enhanced and that the academic standards in the College are maintained.


Particulars relating to QSC terms of reference, standing orders and membership are set out below. Terms of reference

To monitor and review the quality and standards of all courses within the DGC HE Centre and initiate progressive movements to raise quality standards, promote quality enhancement on an Centre-wide basis and safeguard academic standards

To identify issues relating to the assurance and enhancement of quality standards across the

College and to recommend viable strategies for resolution to the Senior Management Team (HEMT)

To monitor and review the College’s academic policies, systems, activities and procedures,

making appropriate recommendations for improvement, as required

To ensure that the management of the College’s academic HE provision takes appropriate account of the requirements of all relevant higher education and further education professional, statutory and regulatory bodies.

To develop a collegiate culture committed to the principles of self-evaluation and critical

reflection which supports and encourages the sharing of good practice within and between departments and courses across the Centre

To monitor and review all external accreditation and validation activities, including the

preparation of required documentation, thereby ensuring that uniform quality standards across the Centre are maintained

To assess the robustness of all annual course monitoring reports and all other reports sent

to external bodies, with the aim of ensuring that content meets the requirements of the recognising and accrediting bodies in respect of quality matters

To establish clear audit trails for quality management which can be used as evidence to

demonstrate to external bodies, such as partner universities, examining bodies, the OfS and QAA, that robust internal quality procedures within DGC are developed

To ensure that information relating to College policies and activities which is destined for

public consumption is accurate, transparent and disseminated in an appropriate and timely manner

To ensure that the regulatory framework governing academic administrative procedures

within the Centre (e.g., student admission, progression, assessment regimes, and appeals and complaints procedures) remains appropriate and is implemented fully and consistently across the organisation

To review the quality of learning and teaching throughout the College, with a view to further

developing the Learning and Teaching strategy and making recommendations for enhancing the value of the students’ learning experiences

To ensure that the College’s staff development programme remains fit for purpose in

enabling the learning and teaching aims and objectives of the Centre to be met

To review the learning resource provision within the Centre, making recommendations for improvement, as appropriate


To review and evaluate student and staff feedback on the quality of the Centre’s academic provision and to ensure that recommendations to the HEMT are made in an appropriate and timely manner. Thereafter, to implement and monitor the effectiveness of procedures set in place for closing the feedback loop

To act as a forum for raising the levels of staff and student awareness of quality issues within

the College and to facilitate the development of a common ‘College Culture’ committed to the notion of assuring quality and standards and enhancing the students’ learning experiences

Membership Standard Members:

Director of Higher Education (Chair)

Registrar

Head of Academic Administration (Secretary/ Minute taker)

Head of Academic Development

Attendance by invitation:

Heads of School

Programme Managers

Academic staff/ Tutors

Academic support/ Administration staff

One elected Student representative from each course

Co-optees /Observers /External Advisors

2.4 Heads of School Heads of School have responsibility for ensuring that operations run smoothly within their suite of courses. They have line management responsibilities for all programme managers, module leaders, lecturers and academic staff members within the programme. They report directly to the Head of Academic Development. In respect of assuring the maintenance of threshold academic standards and enhancing quality within the Centre, they also form essential links in the quality assurance chain. Heads of School are responsible for all matters pertaining directly to all programmes within their School, including module design and delivery, assessment strategies and procedures and regulatory structure, in consultation with the Head of Academic Development. They are responsible for managing the day-to-day operations of specified courses and work closely with the Head of Academic Administration and all lecturing staff. They also function as the chief liaison points between Centre management and the students registered on their particular course. Heads of School are expected to liaise with relevant external bodies and to produce reflective annual reports that outline the progress made over the previous year and summarize the strengths and weakness of the course, with a view to enhancing prospects for improvement. A crucial responsibility of Heads of School rests in assuring and enhancing the quality of the learning experience for all students registered on their courses. In addition, to assure links between staff and students are effective, all they chair their respective Programme Management Committee (PMC). Particular responsibilities include:


Providing strong leadership and guidance for academic staff working within the department in ways that facilitate the formation of a strong team, committed to improving the students’ learning experiences

Ensuring the smooth running of all courses delivered within their respective field, at operational levels

Monitoring the teaching effectiveness of staff delivering modules on their courses

Managing and assuring the implementation of an effective internal verification process including the verification of assignment briefs and the moderation of assessment decisions

Liaising with external examiners and representatives of recognising and accrediting bodies to resolve academic issues raised regarding the effectiveness of the teaching and assessment strategy in modules and courses delivered, in consultation with the appropriate module leaders

Managing and monitoring the activities of academic staff members, including annual workloads, teaching allocations and contractual matters

Recruiting and assigning staff members to deliver taught modules, as and when required

Liaising with the Head of Academic Administration to ensure that lecturers have performed the necessary administrative tasks

Appraising staff/lecturer members within their remit and recommending areas for staff development and training

Monitoring, reviewing and reporting on the quality of module delivery within the various courses, in consultation with module leaders and the Director of Higher Education

Setting the annual financial departmental budgets with the agreement of the Director of Higher Education and monitoring the use of resources

Engaging in course development, in consultation with the Head of Academic Development

Ensuring that the quality standards of design and delivery are maintained on all modules within the specific course

Ensuring that recognised structures for meetings and boards are in place

Ensuring that communications between staff and students are effective, with appropriate pastoral care for students

Implementing College procedures for annual monitoring and review of the programmes, providing recommendations, where appropriate

Reporting regularly to the Director of Higher Education on course matters, including feedback from students

Liaising with the Head of Academic Development and lectuers on resource requirements for the course

Overseeing curriculum development specific to the course


Implementing the Centre-wide teaching and learning strategy in ways that facilitate the delivery of the particular course

Ensuring that correct and appropriate Health and Safety procedures are operational at course level

Convening regular staff and programme meetings

Monitoring situations warranting academic counselling and/or tutorial support

Representing the interests and needs of students to the College

Providing additional sources of advice, guidance and support to students registered on the course

Ensuring that College procedures for monitoring and review are maintained and that recommendations for improvement implemented

Liaising with the Head of Academic Administration on the preparation and presentation of student results for Programme Assessment Boards (PAB)

Arranging appropriate induction procedures for students within the course

Managing and overseeing appropriate work placement opportunities for students, in courses where placements are applicable

Leading validation and revalidation efforts relating to the programmes

2.5 Head of Academic Administration The primary responsibilities of the Head of Academic Administration are:

Managing and maintaining oversight for the development and management of academic administration support and ensuring that quality standards within the Centre are upheld

Gathering and analysing statistical data in relation to student performance and progression on all programmes delivered at the Centre and preparing appropriate reports

Producing reports for annual course reviews

Providing assistance with policy making and academic regulations

Taking minutes at Committee meetings, assuring accuracy and distributing

Timetabling and room allocations

Co-ordinating module assessments for programmes and the Assessment Boards

Ensuring that high levels of administrative support to academic staff, responses to student queries and liaisons with awarding organisations and External Examiners are well maintained


Ensuring that information systems for maintaining student attendance records and results are secure and updated and distributed appropriately.

2.6 Programme Management Committee (PMC) Programme Management Committees ensure that all aspects of the student experience, both academic and social, are reviewed on a regular and timely basis. Within specific courses, members of the Committee meet as a team, both formally and informally to monitor and review the quality of course design, development and delivery, and to generate new ideas and operationalise plans aimed at course improvement. Members are responsible for assuring that courses delivered in the DGC HE Centre remain fit for purpose and that course design, assessment and learning and teaching strategies continue to add value to the student’s learning experience. Results of each meeting are provided to the Head of Academic Development and Heads of School. Particular responsibilities include:

Monitoring the academic standards of the course

Reviewing assessment activities in the various modules across the course

Reviewing and supporting measures for enhancing the quality of academic provision

Promoting the enhancement of student learning in the courses

Sharing good practice amongst lecturers delivering on the course

Monitoring levels of student satisfaction on modules within the course

Considering and recommending proposals for course and module changes

Participating in recognition, articulation, validation and revalidation exercises

Considering student learning resources and levels of student support

Receiving and responding to student feedback on issued arising in respect of design, development, assessment and delivery on a particular course.

Membership Standard Members:

Head of School (Chairperson)

Programme Managers


Head of Academic Administration (Minute taker)

All Module Leaders (within the respective term)


One elected Student representative from each course

Other Tutors delivering modules (within the respective term)

Co-optees /Observers /External Advisors

Standing Orders

The Committee meets formally once each term (minimum 3 times per year). Informal

sessions may take place more frequently via the Learning and Teaching discussion group on

the VLE and Tutor meetings.

Members are expected to attend meetings personally, but may be permitted to attend

formal meetings via teleconference mediums on occasions where personal attendance is not

possible.


The Committee shall only be considered quorate if 50% of its standard members are in

attendance. This includes attendance via teleconference.

2.7 Programme Assessment Board (PAB) The purpose of the Programme Assessment Board (PAB) is to review and confirm student marks and to discuss special issues relating to individuals and claims for mitigation. The Programme Assessment Board is typically chaired by the Director of Higher Education. Membership is comprised of the Head of Academic Development, Heads of School, Lecturers, Head of Academic Administration and external parties (e.g. Pearson External Examiner). Assessment Boards take place at major assessment points within a particular course (3 times per year). Minutes of meetings, along with confirmation of interim and final results are also submitted to Quality and Standards Committee along with any feedback provided by external representatives. The minutes of the Programme Assessment Board must be signed by the Chair and Head of School

and act as the sole source of data. Maintenance of records and certification of student details and

academic results by programme administration staff onto validation and accreditation computer

systems must be certified as correct and signed off independently by the Head of Academic

Development or Head of School.

Membership

Standard Members:

Director of Higher Education (Chair)

Head of Academic Administration (minute taker)


Programme Manager

All Academic staff (within the respective term)

Head of Student Services


Awarding organisation representatives (where necessary)

Relevant Internal Verifiers/ invigilators

Standing Orders

Assessment Boards take place shortly after the assessment marking and verification

periods on a termly basis.

Decisions relating to student progression and final awards are also rendered by the PAB

although in the case of Pearson Edexcel BTEC HND qualifications, awards can only be

issued after the approval of the Standards Verifier (annual process).

Members are expected to attend meetings held by the PAB personally, due to confidentiality

proceedings.


3. Academic Standards and Quality Assurance Procedures

3.1 Course Design, Approval, Monitoring and Review The UK Quality Code sets out in Section A4 the following Expectation about programme approval and review, which higher education institutions are required to meet: Higher education providers have in place effective processes to approve and periodically review the validity and relevance of programmes. The College operates an Approval of New Programmes Policy that builds on the regulations and

policies set by awarding institutions and/or partner Higher Education institutions (HEIs) that govern

matters relating to potential validation processes and awarding body requirements for new

programmes at David Game College – Higher Education Division (DGHE).

In every instance, this procedure must be read in conjunction with the relevant regulations, policies

and/or procedures as defined by the relevant awarding institution and/or partner HEI. The

procedure embeds and builds upon principles of fairness, equity and justice and recognises that the

validation processes are integral to DGHE’s practice towards rigorous control of standards. DGHE

recognises that the process will differ according to the awarding institution.

DGHE is responsible for initiating the development and approval of all programmes of delivery and

is, therefore, responsible for managing the process through liaison with awarding institutions and/

or partner HEIs. The purpose of this procedure is to set out the principles and process that apply in

the validation process for the development and approval of all programmes. Validation will occur for

all programmes which are classed as new programmes or programmes going through major

amendment.

In common with awarding institutions and partner HEIs, DGHE recognises in every instance the

functions of the validation process. Validation processes assist DGHE in ensuring that:

procedures for the approval of new programmes are robust, transparent and streamlined

the development of programmes of study fit with the DGHE strategic direction

the development of programmes of study are well designed, academically coherent, intellectually challenging and that they are informed by research and capable of enriching the student experience

threshold academic standards of each award and its component parts is set and maintained at the appropriate level

assessment is designed in accordance with relevant external reference points such as the components of the UK Quality Code for Higher Education including the framework for higher education qualifications, and/or the requirements of professional, statutory and regulatory bodies (PSRB).

DGHE recognises the importance of assessing and evaluating the effectiveness, relevance and

validity of its programmes alongside the quality of the student experience. DGHE, therefore, values

the involvement of students in programme design and student views will be sought at all stages of

the process. Although the documented procedures are an important aspect of any validation, the

most crucial activity in this process is careful discussion and consideration of proposals by members

of the programme planning team in consultation with the relevant committees. It is also important

that cross programme teams which may be involved in the support of the proposed programme are

consulted, including Welfare and Learning Resource staff.


As noted earlier DGHE recognises that the validation process will differ according to the awarding

body/institution or HEI. In addition, in cases where there is a proposal to introduce a new Pearson

BTEC HN programme, there will be a modified final approval stage that recognises the initial

submission requirements of Pearson.

The Quality Code also states: Higher education providers, in discharging their responsibilities for setting and maintaining academic standards and assuring and enhancing the quality of learning opportunities, operate effective, regular and systematic processes for monitoring and for review. Periodic Review & Annual Monitoring at David Game Higher Education There are a number of events and processes that contribute toward the on-going monitoring and review of the courses delivered within the DGCHE Centre. These may be summarised as follows:

Programme Management Committee (PMC)

Quality and Standards Committee (QSC)

Module Reports

External Examiner Reports

Student Feedback

Staff Development Activities

Annual Course Reviews (ACR) In the case of Pearson BTEC HND course the ACR consists of two processes: 1). APMR – The Annual Programme Monitoring Report is self-evaluation of operations and intends to identify any areas of concern and any enhancements that could be made along with areas of good practice and strength. 2). AMR – The Academic Management Review report is conducted on an annual basis by an external reviewer contracted by Pearson. It is carried out in two stages. Firstly through the submission of a ‘Centre Engagement Report’ prepared by the College and scrutinised by the reviewer, from which the evidence is then verified through a Centre visit by the reviewer. In the case of collaborative provision delivered in partnership with a university under a validation or franchise agreement, the College will adhere to the annual monitoring and review process as dictated by the partner university. Procedures for withdrawal and suspension of courses Requests for withdrawal and/or suspension of any course made by a Committee or individual should be submitted to the Director of Higher Education who will then present the case for review in the first instance to the Senior Management Team (HEMT). Decisions to suspend/withdraw a course will be referred to the Quality and Standards Committee to ensure proper management of the process. In all cases of course withdrawal, provision must be made to allow the ‘teach-out’ of the course to ensure students have the opportunity to complete the course on which they were originally enrolled. Where this is not possible a similar alternative must be made available. Full coverage of this process may be found in the College’s Student Protection Plan.

3.2 Assessment and Progression Internal Review of assessments prior to distribution to students All assessment activities that are set by teaching team members are reviewed by the Head of School or their designated representative. The monitoring process (Internal Verification) is intended to ensure that tasks set in all assessments meet the following criteria:


The assessment fulfils the requirements of the stated learning outcomes in the module or

unit specification for the module concerned

All stated learning outcomes are actually assessed

Instructions to the students are clearly stated in the assessment brief

Standard coversheets are used for formal assessments

Standard feedback sheets are issued to students that provide commentary on each student’s performance based upon meeting the desired learning outcomes of the assessment activity (end of module examinations excepted)

Standardised assessment pro-formas have been developed in order to ensure consistent procedures are maintained across the College. Internal quality assurance systems for marking and reviewing assessments Across the College, first marking is carried out by the appropriate lecturer in accordance with the assessment criteria associated with each learning outcome. Markers are expected to assess students on the basis of criteria set out in the assessment information that has been provided to students and in accordance with any marking scheme that may have been developed. Thereafter, all summative assessments are subjected to internal verification/moderation to ensure that quality standards are maintained at internal and external levels in the respect of marking processes and procedures. A representative sample of marked assessment activities is typically moderated by another course team-member; the Programme Manager or their designated representative. The sample includes examples of student work across the range of marks awarded for the particular module. The sample represents some 10% of work submitted by the student cohort with a minimum of 5 pieces of work sampled. Distinctions and All failed/referred work are to be included. At the completion of the moderation exercise, the moderator completes the College’s standard pro-forma recording their findings. Any significant differences in grading between the first marker and the moderator will prompt a meeting to discuss and resolve the case. The College’s internal moderation procedures ensure that:

Marking reflects the requirements of the assessment activity

Marks are appropriate to the work reviewed and fairly distributed

Feedback to be issued to students reflects the quality of work submitted and addresses the intended learning outcomes of the assessment activity.

Please see the DGHE Assessment Policy & Internal Verification Handbook for full procedural details. Submission procedures and results Summative written course-work is normally submitted via the plagiarism software system - Turnitin. Submissions of work on all courses are only accepted if accompanied by a declaration of ‘own work’. Examinations are typically open book, time constrained and invigilated.


All reports relating to student performance are subject to review by the Head of Academic Development, Heads of School, Programme Managers and the Director of Higher Education and discussed at the appropriate Assessment Board and/or Programme Management Committee meeting. Standard Verifiers and External Examiners Under current arrangements, since DGC only delivers BTEC HND courses an External Examiner is appointed by Pearson. The main purposes of external examining are:

to verify that academic standards are appropriate for the award or part thereof which the external examiner has been appointed to examine;

to help institutions to assure and maintain academic standards across higher education awards;

to help institutions to ensure that their assessment processes are sound, fairly operated and in line with the institution's policies and regulations.

Programme Assessment Board The purpose of the Programme Assessment Board (PAB) is to review and confirm student marks and to discuss special issues relating to individuals and claims for mitigation. The Programme Assessment Board is typically chaired by the Director of Higher Education. Membership is comprised of the Head of Academic Development, Heads of School, Programme Managers, Lecturers, Head of Academic Administration and external parties (e.g. Pearson External Examiner). Decisions relating to student progression and final awards are also rendered by the PAB although in the case of BTEC HND qualifications, awards can only be issued after the approval of the Pearson Standards Verifier.


4. Student Representation in the College’s Internal Quality System

4.1 Student Engagement and Feedback Systems Students form the heart of the David Game College. DGC is committed to receiving and responding to student feedback in order to bring about improvement in the quality of the student experience and development of learning and teaching within the institution. The core principle is that all students should have the opportunity to contribute to the quality of their learning experience whilst studying at the College. Student representation within the College encompasses a wide range of activities and structures. Student feedback can be provided by a number of different means, for example, through course evaluation questionnaires, the tutorial system or through students attending and participating in various committee meetings. Representation facilitates constructive dialogue between students and staff, which, in turn, enhances the level of student experience and the quality standards of the institution as a whole. This dialogue can take place in both informal and formal structures. Informally, small class sizes ensure that there is daily interaction between individual students and their teachers. Moreover, all students are free to discuss any matter concerning their course directly with the Programme Manager or the Head of School. Formally, in every term, students are asked to complete an on-line survey evaluating the quality of their learning experiences in each module. Their feedback provides academic staff members with pointers to possible improvements in the delivery, assessment and contents of their course. Survey results are reviewed and acted upon by the Heads of School or reviewed at the next Programme Management Committee. Students also have an additional voice through duly elected Student Representatives who can liaise directly with the Programme Manager, contribute feedback within Programme Committee meetings, participate actively in the College’s Student/Staff Liaison Committee and engage voluntarily in any student focus groups that may be activated by the Programme Committee or the QSC.

4.2 Student Representatives Student representatives are chosen by their peers to represent the interests of their peer group on Student/Staff Liaison Committees, Programme Committees and other appropriate groups or committees within the College. Student representatives are responsible for providing feedback on various aspects of the College and the student experience to the College and to the student body. They are also expected to serve as advocates for a particular student or group of students when necessary. Representatives are also encouraged to take an active role in recommending and planning, particularly in respect of the course design, development and delivery. The College’s underlying principles of student representation and staff responsibilities to elected representatives are set below.

Forums are to be provided for enabling discussions between students and staff

All students should have opportunities to become Student Representatives and represent their peers

Student Representatives are to be invited to relevant meetings. If a student representative is

unable to be present, then the Chair of the meeting should ensure that the representative is fully informed of the proceedings


Student representatives are encouraged to discuss common issues together

College staff are to ensure that open, fair elections are organised with all students having an equal opportunity to put themselves forward to become representatives.

4.3 The Student/Staff Liaison Committee The Student/Staff Liaison Committee provides a forum for discussing student issues arising in respect to the quality of the academic and support services provisions of the College. The purpose is to strengthen lines of communication between staff and students across the campus and to identify matters of concern that should be brought to the attention of the Head of Academic Development and Director of Higher Education. The Committee meets once in every term and is normally chaired by the Head of Student Services. Minutes are received and reviewed by the QSC, and recommendations are passed onto the Programme Management Committee and Director of Higher Education. Student and staff members are informed of outcomes at the next Committee meeting, or earlier, depending upon the time required for investigation. Responsibilities for students include:

Presenting the views and concerns of the students registered on their courses to staff members and their peers that may not necessarily be their own

Establishing effective lines of communication with academic staff members and peers across

the College

Acting as links between staff and students, conveying committee discussions back to the students whom they represent

Displaying a professional attitude towards colleagues at all times

Responsibilities for staff members include:

Providing the correct information in respect of queries raised

Investigating situations in cases where the truth is unknown and more information is required

Investigating concerns raised to assess prospects for resolution or compromise

Conveying management decisions and positions to students and colleagues in a clear and

concise manner

Projecting a caring but unbiased position in respect of issues discussed

Displaying a professional attitude towards colleagues at all times Membership:

Head of Student Services (Chairperson)

Elected Student representatives (at least one per group/ course)

Student Welfare Officer (minute taker)

Programme Manager


5. Staff Participation in Quality Enhancement Procedures

5.1 Staff Engagement David Game College is committed to developing and improving the standards and quality of its educational provision. It is also committed to investing in its staff by providing opportunities for training and development that will enable all staff members to respond positively to the changing needs of students. Staff engagement in the quality assurance and enhancement procedures of the College is vital to the maintenance of academic standards and to the on-going improvement of the student experience. Full commitment to the system is particularly important for academic staff members developing, delivering and assessing modules on the various courses. In addition to undertaking annual appraisals and participating in staff development activities, all members of academic staff are expected to engage in peer-observations of teaching.

5.2 Staff Appraisal The appraisal system in operation ensures that the development needs of individual staff members

and tutors are met in ways that facilitate the aims, objectives and strategic direction of the College.

The College’s appraisal procedures for administrative staff and lecturers are designed to:

improve the quality of services and hence the educational experience for students, by helping staff/tutors to realise their potential and to carry out their duties more effectively

help staff/tutors to recognise the value of their achievements throughout the student life-cycle and to identify ways of improving and enhancing their professional skills, performance capabilities and prospects for job satisfaction

assist in planning the training and professional development of staff both individually and collectively

enhance the overall management and development of the College.

5.3 Staff Development Policy Staff Development is recognised as being essential to the successful provision of all courses

designed, developed and delivered in the College. By developing the talents and skills of staff

members, prospects for enhancing the quality of the student experience at DGC are improved

substantially.

The need to provide and/or encourage opportunities for individual growth and development applies

to all staff members.

At the DGC full-time staff benefit from the availability of supported training activity, which is

typically identified through the appraisal process whereas the part-time tutors, all of which are

practicing professionals and many of whom also undertake teaching at other institutions, are

subjected to a monitoring approach of their external staff development activity and are required to

evidence such as part of the appraisal process (this information is captured via the distribution of an

‘Record of Tutor Development (CPD Record)’ form. There is also a budget to involve tutors in a

number of internal in-house training workshops and seminars.

The College’s staff development policy is underpinned by the Management’s commitment to

allocate financial resources, specifically targeted at staff development, as an on-going provision in


the annual budget, and the implementation of a formal appraisal system, applicable to all staff

members and tutors across the College.

5.4 Peer Observation of Teaching The quality of teaching profoundly impacts upon the student’s learning experience and, as such, is a vital factor in assuring that academic standards are maintained within the College. In addition to ensuring that academic staff members are properly qualified to perform such tasks, mechanisms must exist for the review of face-to-face delivery to ensure that approaches are suitable and remain fit for purpose. The mechanism for review advocated in the DGHE Centre is Peer Observation of Teaching, a process whereby an academic peer observes and provides feedback to fellow teachers about their delivery and learning strategies implemented in the classroom. From the College’s perspective, Peer Observation provides opportunities for academic staff members to reflect critically upon their teaching practices and to discuss ideas with colleagues in a formative and non-judgmental way. In so doing, prospects for identifying areas of good practice and areas in need of improvement are increased. Peer Observation forms an essential element in the College’s staff development planning.


6. Policies to ensure Consistency and Parity of Treatment for Students

6.1 Recruitment, Entry Requirements and Admissions Policy Note: The following statements provide a brief overview of how the College deals with issues relating to recruitment and admissions. Detailed information and the relevant policy documents are provided under separate cover. Students attending DGC are currently recruited solely from the UK/EEA, either directly or by designated agents. In addition to completing application forms candidates are also required to attend an admission interview before a decision is made by an Admissions Officer. DGC recognises that applicants will come from a wide range of backgrounds, and will demonstrate their potential to succeed in a variety of ways. There is often a need to make quite complex judgements about relative potential within a diverse population of applicants. The DGC Admissions staff together with Heads of School and tutors, where appropriate, will therefore choose between applicants, to determine who should be selected. This exercise of judgement is, whenever possible, underpinned by reference to transparent and justifiable criteria. The College’s standard point of reference for the ‘level’ evaluation of an overseas qualification is UK NARIC (National Recognition Information Centre for the United Kingdom). Requirements for entry vary according to course. Please refer to the relevant Course Handbook or website/prospectus for specific detail. David Game College reviews its policies and procedures related to student admissions on an annual basis (or more frequently if necessitated by external/internal factors) to ensure that they continue to support its strategic objectives, and ensure that they remain current and valid in the light of changing circumstances.

6.2 Student Support and Guidance Support in matters relating to academic provision The DGC approach to support in matters relating to academic provision aims to assure and to enhance the quality of the individual student’s learning experience. Responsibilities rest with the Head of Academic Development, who, working with the academic team, provides guidance and support individually to students on all matters relating to academic progression. Briefings on student progress are subsequently provided to the Head of Academic Administration who in turn informs the Director of Higher Education. On a day-to-day basis, a personal tutoring system operates where academic staff (typically the lecturing team) provides academic advice and support to students who have been assigned to their care. Feedback on student progress is provided to the relevant Heads of School on a regular basis. Personal tutoring takes place through both informal meetings and formal scheduled events such as academic ‘Drop-in Clinics’, assignment workshops and ILP (individual learning plans) meetings. College responsibilities include:

Providing personal and pastoral contact in respect of academic matters

Ensuring through induction that the student is clear on matters of course procedure, timetabling and assessment regulations


Liaising between a student and lecturers delivering on the course, in consultation with the

appropriate programme Leader or Head of Academic Administration

Discussing career aspirations in relation to the course Support in non-academic matters The Head of Student Services & Welfare and their support staff provide guidance in non-academic matters. Primary responsibilities include:

Offering general advice and assistance

Counselling on general matters such as accommodation, finance and health

Referring students to other (external) sources of help where appropriate

Counselling students with sensitivity and confidentiality in cases of personal problems In cases where personal problems are judged to be severe, students may be referred to external/profressional counselling services. Independently of this students are provided with contact details of councelling services in the Student Handbook. Support for students with disabilities Note: The following statements provide a brief overview of how the College supports students with disability. Detailed information and the relevant policy documents are provided under separate cover.

The College operates a Disability Policy to ensure compliance with The Equalities Act 2010, which

replaces and largely replicates the Disability Discrimination Act (DDA) 1995 and the Special

Educational Needs and Disability Act 2001 (SENDA).

David Game College is committed to treating its students and applicants fairly. According to the

Equality Act 2010, we must take reasonable steps to ensure that disabled pupils and applicants are

not put at a substantial disadvantage by comparison with pupils and applicants who are not

disabled. We are also concerned to ensure that applicants with special educational needs are

treated fairly and appropriately.

Legal Status:

• Special Educational Needs and Disability Act (SENDA) (2001)

• Equality Act (2010)

The College will therefore make reasonable adjustments where teaching and/or assessment

arrangements would put a disabled candidate at a substantial disadvantage in comparison with a

candidate who is not disabled.

The College welcomes students with disabilities and specific learning difficulties and is committed to the continuing development of an ‘enabling environment’ and a non-discriminatory culture within


the College community. The Student Welfare Officer works with disabled students and liaises with academic staff members to ensure that all students with disabilities can make the most of their opportunity to study at the College. The College also publishes a Disability Services Handbook which summarises both internal services and external agency support.

Support for students who need assistance with English Entry requirements typically demand that students are proficient in English so support provision is not normally required. However, where support needs are identified, either with general language support or more specific academic writing and study skills, additional classes are provided.

6.3 Academic Integrity and Misconduct Note: The following statements provide a brief overview of how the College deals with issues relating to academic integrity and misconduct. Detailed information and the relevant policy documents are provided under separate cover. Academic Integrity The College considers academic integrity essential to the maintenance of academic standards. From the management perspective this means that students and staff are expected to adopt an honest approach to carrying out academic and scholarly work. Honesty is demonstrated by undertaking and completing one’s own work, citing the sources of ideas attributed to others and not relying upon or allowing dishonest means to gain advantage. Procedures aimed at promoting academic integrity include:

Providing information about academic integrity and academic misconduct policy at student

orientations and at staff inductions

Providing a secure system for handing in student work

Providing a secure system for returning student work

Ensuring that appropriate systems of identity check and invigilation are in place for examinations

Ensuring that electronic plagiarism-detection software (such as Turnitin) is applied on

assessed written work where appropriate

Supporting staff development to improve learning and teaching strategies for academic integrity

Providing a policy and procedure dealing with sensitive relations between staff and students/between staff that may affect Academic Integrity

The DGHE quality assurance procedures and internal verification policies are in place in order to detect and prevent malpractice and include the following:

Academic Appeals Policy

Academic Integrity and Misconduct Policy

Assessment Policy

Internal Verification Guide

Learning and Teaching Strategy


Quality Assurance & Enhancement Handbook

Student Complaints Policy

Policy statement: Relations between staff and students/between staff Records and certification of student details and results by programme administration staff onto validation and accreditation systems are signed off independently by the Programme Manager and or Head of School. Academic Misconduct Academic Misconduct is commonly defined as any act whereby a person obtains an unpermitted

advantage for himself/herself or for another. Misconduct applies whether the candidate acts alone

or in collusion with others. The College supports the view that any actions falling within the

definition maybe construed as academic misconduct, whether it be work undertaken in a formal

examination, a piece of coursework, or any form of assessment submitted in pursuit of a

qualification.

The Academic Infringement Committee The purpose of the Committee is to ensure that judgments rendered in respect of academic misconduct have been investigated properly and that students have had fair and reasonable opportunities to respond to concerns raised. Membership: Standard Members:

Two Academic staff members (One will act as Chairperson)

Head of Academic Administration (minute taker)


One Student Representative Co-optees and observers

The Functions of the Committee shall be:

(i) to consider the evidence submitted to it on the allegation of misconduct / unfair practice;

(ii) to determine whether the allegation has been substantiated. Such a determination shall

normally be made on the balance of probabilities;

(iii) to determine, in appropriate cases, the penalty to be imposed.

The full procedure relating to the Academic Infringement Committee hearing is managed by the

Head of Academic Administration and may be found in the relevant policy document.

6.4 Academic Appeals and Student Complaints Note: The following statements provide a brief overview of how the College deals with academic appeals and student complaints. Detailed information and the relevant policy documents are provided under separate cover.


Academic Appeals Students who dispute a decision made by an Assessment Board may appeal under certain conditions, in accordance with the College’s Regulations and Policies. No appeal will be entertained on matters of academic judgment. These remain the exclusive prerogative of Assessment Boards. Matters of academic judgment include:

Confirmation of the final marks awarded

Decisions taken as to whether or not a student has reached the academic standard required for the particular stage of the Course

Decisions taken as to whether or not a student would benefit academically from further

study on the course An appeal may be made only on the following grounds:

The assessment failed to comply with the regulations pertaining to that particular module

Mitigating circumstances existed that had not been given proper consideration by the Assessment Board

Revised assessment procedures agreed for a student with a disability or a special

educational need had not been implemented Any student wishing to appeal against a decision or recommendation of an Assessment Board must lodge their notice of appeal with the Head of Academic Administration, using the relevant pro forma, within ten working days of the publication of results in the relevant module. Student Complaints If a student feels that the College has not delivered the standard of service which it would be reasonable to expect, a student may be entitled to lodge a complaint, in accordance with College's Regulations and Policies. The Complaints Procedure should be used for serious matters and not for minor things such as occasional lapses of good manners or disputes of a private nature between staff and students. Complaints can be lodged by students, prospective students and members of the general public, but cannot be made by a third party. Separate procedures exist in respect of the following, which cannot form the substance of a ‘student complaint’:

Appeals against the decisions of Assessment Boards

Appeals against decisions taken under disciplinary proceedings

Complaints relating to personal harassment or discrimination on sexual, religious, racial or other grounds

Complaints may be raised through three channels:

The complaint may be raised informally with the staff concerned at the local level


The complaint may be raised formally with the Programme Manager

The complaint may be submitted formally to the Director of Higher Education for review

either in person or by their designated representative. Every reasonable effort should be made to raise the complaint informally. If no satisfactory outcome is reached, a formal complaint may be lodged. A complaint must normally be lodged within one calendar month of the incident giving rise to the complaint in order to ensure that the people involved still remember the case and the facts can still be established. External involvement Where an appeal or complaint is not handled to the full satisfaction of the student there is a process to escalate the matter to the Office of the Independent Adjudicator (OIA) and/or the college’s collaborative partner/awarding body (e.g. university or Pearson).

6.5 Equal Opportunities Note: The following statement provides a brief overview of the College’s Equal Opportunities Policy. Detailed information and the policy document are provided under separate cover. The College is committed to equal opportunities in terms of equal access to and fair treatment of all members of the community regardless of race, ethnic or national origin, age, gender, sexual orientation, disability religion, class, or marital status and will oppose racism, sexism and all forms of unfair discrimination. The policy extends to all aspects of its teaching, courses, administration, management and support. The College works in a wider context and recognises the existence of widespread institutionalised discrimination, prejudice and oppression and the damage this creates by limiting the prospects for personal development. Consequently, the College aims to offer an environment which is safe, supportive and sensitive to the diverse needs of students and staff so that all can achieve their full potential. All members of the College’s academic community are expected to treat each other with respect and dignity in all of the College activities.

6.6 Health and Safety Note: The following statements provide a brief overview of the College’s policy for assuring that quality standards are maintained in respect of Health and Safety within the DGHE Centre. Detailed information and the full policy and operational procedures document is provided under separate cover. General statement of intent People are the most important asset of the College. Consequently, the Principal of the College is committed to ensuring the health, safety and welfare of staff members and students at all times. The College is committed to ensuring that it complies with all relevant health and safety legislation and, where it is reasonably practicable to do so, the College will strive to go beyond the requirements of legislation. To achieve this, the College will provide the necessary resources and will seek the co-operation of all its staff and students for the purposes of implementing this policy. Moreover, the College will also ensure all staff are adequately qualified and experienced to allow them to carry out their work safely and without risk.


The College regards the promotion of Health and Safety as one of its foremost responsibilities and sees this as a mutual objective for management and staff at all levels. Furthermore, the College is committed to monitoring and review processes, so that continual improvement in the management of health and safety can be achieved.

David Game College - Version Control Tracking (VCT)

QAE Handbook

Written by Approved by Date Version

Original document J Sanders SMT June 2013 v1.0

1st

Revision J Sanders SMT April 2014 V3.0

2nd

Revision J Sanders SMT May 2015 V3.1

3rd

Revision J Sanders

QSC August 2016 V3.2

4th

Revision M Campbell

B Sheppy

QSC October 2017 V3.3

5th

Revision J Sanders n/a October 2018 V4.0

Next Review October 2019


Appendix 1 - Organisational Structures (Higher Education Centre)

DGHE Centre

Higher Education Management Team (HEMT)

Director of Higher Education

(Dr John Sanders)


(Andreia Areal)

Programme Managers

Study Skills

Support Team Lecturers

Heads of School

(Business - Health - Public Services - Art & Design)

Head of Academic Administration

(Meranda Campbell)

Admin Officer

(M Czaplicka)

Quality Assurance

Office

Head of Student Services

& Registrar

(Sima Sanders)

Admissions

(M Theivendran)

Student Finance

(S Sanders)

Student Welfare

(S Tranca)

Senior Admin Officer

(M Theivendran)

Admin Support Officers

Operations Manager & HR (C Baynard)

Accounts (Miling)

Marketing & Recruitment (A Nunes)

ICT (Z Abaderash)


Organisational Structure (Independent School Section)

Governance Board

Principal & Proprietor

David Game

Vice Principal (Academic)

Rachel Sherman

Compliance (Ofsted)

Personal Tutoring System

Registrar

(Terry Kwok)

Examinations

Director of Studies FE

Teaching Team

Vice Principal (Administrative)

John Dalton

Student Welfare, H & S and Facilities

Compliance

(UKBA)

Tracking, Monitoring &

Reporting

CAS Officer

Director of Operations

(Dr John Sanders)

Finance

Marketing & Recruitment

Front Office

HRM

Admissions

College Leadership Group

(CLG)

Higher Education Management Team

(Higher Education Section)


Appendix 2 - DGHE Management and Committee Structures

The operational committees/boards in DGHE include:

Quality & Standards Committee (QSC)

Programme Management Committee (PMC)

Programme Assessment Board (PAB)

Student/Staff Liaison Committee (SSLC)

Academic Infringement Committee (AIC)

Quality and Standards Committee operates from an ethical perspective to ensure that the highest quality provision is delivered, managed effectively and enhanced. Its overall aim is to monitor and review the quality and standards of all courses within the DGC HE Centre and initiate progressive movements to raise quality standards, promote quality enhancement on a Centre-wide basis and safeguard academic standards. Programme Management Committee ensures that all aspects of the student experience, both academic and social, are reviewed on a regular and timely basis. Within specific courses, members of the Committee meet as a team, both formally and informally to monitor and review the quality of course design, development and delivery, and to generate new ideas and operationalise plans aimed at course improvement. Members are responsible for assuring that courses delivered in the DGHE Centre remain fit for purpose and that course design, assessment and learning and teaching strategies continue to add value to the student’s learning experience. Results of each meeting are provided to the Director of Higher Education and relevant outcomes also raised at the QSC. Programme Assessment Board reviews and confirms student marks and discusses special issues relating to individuals and claims for mitigation. The Programme Assessment Board is typically chaired by the Director of Higher Education. Membership is comprised of the Head of Academic Development, Heads of School, Programme Managers, Lecturers, Head of Academic Administration and external parties where necessary. Assessment Boards take place at major assessment points within a particular course (3 or 4 times per year). Minutes of meetings, along with confirmation of interim and final results are also submitted to Quality and Standards Committee along with any feedback provided by external representatives. Student/Staff Liaison Committee provides a forum for discussing student issues arising in respect to the quality of the academic and support services provisions of the College. The purpose is to strengthen lines of communication between staff and students across the campus and to identify matters of concern that should be brought to the attention of the Head of Academic Development. The Committee meets once in every term with minutes being reviewed and fully discussed at the PMC and QSC. Academic Infringement Committee ensures that judgments rendered in respect of academic misconduct have been investigated properly and that students have had fair and reasonable opportunities to respond to concerns raised.


Higher Education Management Team Meeting

(HEMT)

Quality and Standards Committee (QSC)

Programme Management

Committee (PMC)

Lecturer Meetings/Training

Student/Staff Liaison Committee

Programme Assessment Board

(PAB)

Assessment results

Academic Infringement Committee

AMAR Reports


Appendix 3 – Quality Code Mapping Statement

UK Quality Code for HE DGHE / PEARSON / OTHER Documents

Part A – Setting & Maintaining Academic Standards Chapter A1: UK and European reference points for academic standards

DGC Quality Code Mapping Statement

DGHE Programme Specifications

Chapter A2: Degree-awarding bodies' reference points for academic standards

Course Development & Review Policy

DGHE Quality Assurance and Enhancement Handbook

HND Programme Specifications (Pearson)

HND Module/Unit Descriptors (Pearson)

BTEC Centre Guide to Assessment (Pearson)

Chapter A3: Securing academic standards and an outcomes-based approach to academic awards

DGHE Course Development and Review Policy

DGHE Assessment and Internal Verification Policy

HND Programme Specifications (Pearson)

HND Module/Unit Descriptors (Pearson)

DGHE Course Monitoring, Review and Reporting Procedure

External Examining Procedure (Pearson)


BTEC Centre Guide to Managing Quality (Pearson)

DGHE Collaborative Working Policy

DGHE Academic Integrity & Misconduct Policy

Part B: Assuring and enhancing academic quality

Chapter B1: Programme design, development and approval

DGHE Course Development and Review Procedure

Pearson BTEC HND Specifications and Teaching Guides

DGHE Programme Specifications

Chapter B2: Recruitment, selection and admission to higher education

DGHE Admissions Policy

Chapter B3: Learning and teaching DGHE Learning & Teaching Strategy

Chapter B4: Enabling student development and achievement

Quality Assurance & Enhancement Handbook

Learning & Teaching Strategy

Staff Appraisal & Development Policy

Career Guidance Handbook

Disability Policy

Inclusivity & Diversity Policy

Equal Opportunities Policy

Learning Resources Development Plan

Chapter B5: Student engagement Student Engagement Policy

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



DGHE Academic Integrity & Misconduct Policy

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-Chapter-A1.pdf



http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-B1.aspx




http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-B3.pdf



http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-Chapter-B5.pdf




Chapter B7: External examining Standards Verification Procedures (Pearson)


Chapter B8: Programme monitoring and review

DGHE Annual Reviews

Pearson Annual Monitoring Reviews (APMR and AMR)

Chapter B9: Academic appeals and student complaints

DGHE Academic Appeals Policy

DGHE Complaints Procedure

OIA Good practice framework for handling academic appeals and complaints

Chapter B10: Managing higher education provision with others

DGHE Collaborative Working Policy

Contractual documents with collaborative partners

Chapter B11: Research degrees N/A

Part C: Information about higher education provision

Part C: Information about higher education provision

Higher education providers produce information for their intended audiences about the learning opportunities they offer that is fit for purpose, accessible and trustworthy.

Managing Public Information and IAG Policy

Information Management for Moodle The Matrix Standard quality framework

CMA – UK Higher Education Providers Advice on Consumer Protection Law

END.

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality%20Code%20-%20Chapter%20B7.pdf







http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Quality-Code-Chapter-B11.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Part-C.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Part-C.pdf