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Quality auditors express confidence in Teesside

09 May 2005

 

A very positive report was published today (9 May, 2005) following an in-depth look at academic standards and academic quality at the University of Teesside.

The review, including a week-long visit to the Middlesbrough-based University just before Christmas by an audit team from the Quality Assurance Agency (QAA) for Higher Education, gave the panel the opportunity to meet staff and students and check on how the University manages academic quality and standards.

Today the QAA published the findings in a paper entitled ‘Report of an institutional audit of the University of Teesside’.

The audit team concluded that “broad confidence can be placed in the soundness of the University’s current management and likely future management of the quality of its academic programmes and the academic standards of its awards.”

Professor Leni Oglesby, Deputy Vice-Chancellor (Academic) said: “That is as good a judgement as the Quality Audit Agency can give to a university and we are all delighted with the positive report from the audit team.

“It was especially gratifying that so many areas of good practice at Teesside were recognised. The findings will assist the University's review of its quality assurance mechanisms which aim to reduce any undue burdens on the staff while further developing areas of good practice in a number of key aspects of our work.” Features of good practice identified included:

  • the range, accessibility and utility of the learning resources provided to students, including those in partner institutions;
  • the strength of the Higher Education Business Partnership, and the recognition and confirmation that this is “a partnership of outstanding mutual respect and trust;”
  • the professional commitment of staff in providing a high level of support for students;
  • the range, nature and effectiveness of the University's access and widening participation activities and their clear link to its mission and strategic plan;
  • the way staff development is aligned with the Learning, Teaching and Assessment Strategy to provide opportunities for all staff, including part time staff and those in partner institutions.

Among recommendations for action were the desirability of reviewing the apparent complexity of the current structure of committees and working groups and the need to develop a University-wide systematic feedback through student evaluation and satisfaction surveys.

The auditors also advised the University to be more consistent in the way reports from external examiners are recorded, considered and actioned and recommended that appropriate use is made of the wider data set now being made available to Schools for quality assurance purposes.

Among other significant features identified by the audit team:

  • that the ‘Minimum Standards’ laid down for student progression and achievement balance central regulations with local autonomy and appear to be serving a useful purpose in the University’s quality strategy.
  • external examiner arrangements were robust and effective in securing the standards of the University’s awards with the University operating a well-documented and effective two tier external examiner system.
  • many courses are vocational and there is much evidence to support the University's view that it has developed strong relationships with employers and the wider community.
  • students’ views have been instrumental in curriculum development and improving support for the student learning experience.
  • academic staff are rewarded for excellence in teaching and learning through initiatives such as the Teaching Fellowship Scheme.
  • staff development is intrinsically linked to the quality enhancement of teaching and learning.
  • high levels of student satisfaction with the provision of learning resources were apparent
  • providing academic support and guidance was regarded by academic staff as a key part of their professional responsibilities and students benefited from a highly effective, if somewhat informal, network of support and guidance.
  • students commented positively on the accuracy and supportive nature of the published and other information available to them, both prior to coming to University and while studying on their programmes.


 
 
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