Annual Review 07-08

The Quality Assurance Agency for

Higher Education

Annual review 2007-08

AR 2007-08 v4.qxd:AR 2007-08 v4.qxd 10/2/09 11:38 Page a

This is my final report as Chair of QAA. It is a notably successful organisationand I am proud to have been associated with it over the past five years. QAA performs an essential and unique role in the interest of students, thehigher education community and society more widely. We are committed tohelping ensure strong, autonomous and self-regulating higher educationinstitutions, by providing independent, proportionate, consistent and fairscrutiny of the quality of students' learning opportunities and the academicstandards of UK qualifications. Increasingly, we have focused on using theunparalleled store of knowledge, experience and expertise we haveaccumulated in order to help institutions to improve.

I am confident that under the chairmanship of my successor, Sir RodneyBrooke CBE, QAA will continue to go from strength to strength, drawing onthe consummate dedication and professionalism of the Board and staff whohave made my task over the past five years both easy and rewarding.

This year has demonstrated more clearly than ever the need for careful andconscientious management of quality and standards in higher education,and for the means of demonstrating this. We are able to confirm that, acrossthe United Kingdom, both quality and standards are being maintained at ahigh level, and that extra efforts are being made to ensure that this remainsthe case. As ever, though, care must be taken to avoid complacency, for thecost of a lost reputation has never been higher.

I shall be retiring from QAA in September 2009 after 19 years in the qualityassurance business. That time has been made productive, interesting,stimulating and enjoyable by the many colleagues, both within QAA andfurther afield, who have shared with me the task of making our work useful,coherent and intellectually defensible. I should like to take this opportunityto thank them all for their help, support and friendship, and to wish mysuccessor, and all who continue with this vital project, well.

Sam Younger CBE, Chairman

Peter Williams, Chief Executive

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Higher education in the UK has an international reputation for excellence. The QualityAssurance Agency for Higher Education (QAA) believes that maintaining the highestacademic standards and quality of opportunities is crucial to keeping this reputation.

QAA's work

The primary responsibility for academic standards and quality rests with individual higher educationinstitutions. We review and report on how well theymeet those responsibilities, we offer expert advice and we make recommendations for improvement.

Over the last year there has been much public debateabout standards in higher education. The work we dois essential to this debate, as our reports and analysisprovide the evidence needed for informed discussion.

It remains our belief that the UK has a fundamentallysound higher education system, with institutionscommitted to maintaining academic standards thatmeet the needs of today's world. We believe that thesector's reputation is only enhanced by an effectivesystem of external review which can, and does,celebrate what is good and highlight areas wherethere may be concerns.

This is the last Annual review to include messages fromour current Chair and Chief Executive. Sam YoungerCBE will step down as Chair at the end of March, tobe replaced by Sir Rodney Brooke CBE, and PeterWilliams will retire in September 2009.

This year our work included around 100 reviews of institutions across the UK, thedevelopment and implementation of new ways of conducting our reviews, and a majorproject trialling the inclusion of students on our audit and review teams in England.

QAA's reviews

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This year we conducted:28 institutional audits of publicly-fundedinstitutions in England and Northern Ireland, ofwhich all 28 returned judgements of confidence inmanagement of learning experiences. Two auditsreturned judgements of 'limited confidence' inmanagement of academic standardsone combined institutional audit/degree awardingpowers scrutiny, which returned a judgement of 'confidence'30 follow ups of institutions audited in previous yearsthree institutional reviews in Wales, all of whichreturned judgements of 'confidence' in academicstandards and qualitytwo reviews of directly-funded higher education infurther education colleges in Wales30 IQER 'developmental engagement' reviews infurther education colleges in Englandthree reviews of schools of osteopathy, on behalfof the General Osteopathic Council.

Working with higher education institutions

We carry out institutional audit in England andNorthern Ireland; institutional review in Wales; and'enhancement-led institutional review' (ELIR) inScotland. Although there are differences of emphasis,all methods review and report on the management of academic standards and the quality of learning experiences.

We also conduct reviews of higher education offeredby institutions in collaboration with other partners -for example, overseas colleges or other educationproviders. We are now consulting on revisions to thismethod in time for the next programme of reviews.

Each year we evaluate our audit processes. Of theinstitutions that responded to our questionnaire thisyear, 94 per cent agreed that their audit had achievedits aim, as did 94 per cent of auditors.

Higher education in further education colleges

A major development this year was the launch of'integrated quality and enhancement review' (IQER) inEngland. This is our first review method to bedeveloped specifically for higher education deliveredin further education colleges.


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It is an opportunity for studentviews to be aired [in order to]improve the quality of highereducation provision

From student feedback questionnaire

This year we were asked to develop a way ofreviewing higher education in further educationcolleges in Northern Ireland. We have consulted onthe proposals and will begin our reviews in 2008-09.

Degree awarding powers

We advise UK governments on applications byinstitutions for taught and/or research degreeawarding powers or university title. This year weconsidered 12 such applications. Further educationcolleges in England are now also able to apply forpowers to award Foundation Degrees, and we have put systems in place to assess and advisegovernments on such applications.

The future

The current cycle of institutional audits in Englandand Northern Ireland finishes in 2011. The process ofdeveloping our methods, with our key partners, willbegin in 2009.

This will enable us to respond to the changing needsof higher education and society and will take place inthe context of the renewal of the overall qualityassurance framework in England.

Addressing public concerns

Following much public debate on the issue ofacademic standards, we developed a project toinvestigate concerns expressed in some parts of themedia. As part of this, we are conducting a thoroughinvestigation of a number of themes raised both inthe media and through enquiries made directly toQAA. We are keeping Parliament, the Governmentand the Higher Education Funding Council forEngland (HEFCE) updated on the progress of this investigation.

In order to maintain confidence in the value ofdegrees, we have taken steps to ensure that there is aclearer mechanism through which individuals as wellas organisations are able to alert us when they feelthat academic standards are being jeopardised. Ourscheme, known as Causes for Concern, has beenamended and widely publicised this year. We publish the outcomes of any cases that progress to a full inquiry.

We are at the forefront of many important developments in higher education. The last yearhas seen much progress in areas such as student and employer engagement, as well asserious debate about the best ways of maintaining academic standards.

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QAA developments

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Advising Parliament

The House of Commons Select Committee onInnovation, Universities, Science and Skills has thisyear taken an active interest in standards in highereducation. In July 2008 Peter Williams, QAA's ChiefExecutive, was invited to give evidence on a range ofissues to the Committee. The Committee has sincebegun a wide-ranging inquiry into students anduniversities, and we have submitted written evidenceto this inquiry.

Engaging with students

Students have for many years been involved in qualityassurance processes. Student representatives providewritten submissions for institutional audits, and wework closely with student bodies, including the

National Union of Students, to inform students abouthow they can be more involved. In Scotland wealready include students as full members of ourreview teams, and this year we piloted a similarscheme for England, Wales and Northern Ireland.

Working with employers

The importance of the higher education sector to theUK's economy cannot be overestimated. Increasinglyemployers are asking the sector to provide graduateswith specific skills. We have been active in initiativesto promote effective employer engagement withhigher education. This year we reviewed the qualityassurance implications of this agenda, focusing ongiving advice to institutions about how they can bothmeet the needs of employers and maintain standards and quality.


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Meeting European standards

In 2008 we were reviewed for the first time by theEuropean Association for Quality Assurance in HigherEducation (ENQA), the umbrella body for qualityassurance organisations across Europe. The reviewfound that we are fully compliant in 14 of the 16European standards, and substantially compliant inthe remaining two, and ENQA granted us fullmembership for another five years.

The ENQA review report concluded: 'QAA is fit forpurpose, well-led and well managed at both Boardand Executive levels. The Panel has been consistentlyimpressed by the calibre and professionalism of allthose contributing to the work of QAA in maintainingquality and standards across HE in the UK.'

Widening participation

It is important that we play our part in helping towiden participation in higher education. This year sawthe full implementation of the QAA-recognised Accessto Higher Education Diploma, and the developmentof a new database of all courses in England andWales. In April 2008 we published a paper reflectingon institutions' support for widening participation,noting that our audit reports increasingly find featuresof good practice in this area.

Thinking ahead

In 2007 we celebrated 10 years of QAA, but we alsolooked to the future. We commissioned a report fromthe New Economics Foundation, which was publishedin 2008: The university’s challenge: towards a well-beingapproach to quality in higher education.

We are one of a number of bodies supporting aproject being undertaken by the Institute for PublicPolicy Research into the purposes, structure andfunding of higher education.

Our annual subscribers' meeting is an opportunity forlively debate among senior figures from highereducation institutions across the UK. In 2008 themeeting focused on higher education's stakeholders.Sir David Watson's address 'Who owns the university?'was particularly thought-provoking, and we publishedit as a Quality matters paper in November 2008.

Our revised Framework for higher education qualifications

The frameworks for higher education qualificationsdescribe the achievement represented by highereducation qualifications. It is important that theframeworks evolve in the light of experience. Afterfull consultation with the sector, we prepared asecond edition of The framework for higher educationqualifications in England, Wales and Northern Ireland,which was published in August 2008 to coincidewith the publication of the Higher education creditframework for England.

This year the Scottish Credit and QualificationsFramework was self-certified as being compatiblewith the framework of qualifications in the EuropeanHigher Education Area.

Our subject benchmark statements

Subject benchmark statements set out expectationsabout standards of degrees in particular disciplines,and are used by institutions to help them designtheir courses. We have published 80 such statementson our website, and we encourage new

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QAA's projects and partnerships

This year we have been involved in a range of national and international developments andprojects. This has included extensive work with institutions, students and stakeholders onassuring the quality of master's degrees, doctoral degrees and on employer engagementand work-based learning.

benchmarking initiatives and the updating of existingones. This year we published over 40, mainly revised,benchmark statements.

Revisions to our Code of practice

The Code of practice for the assurance of academicquality and standards in higher education guidesinstitutions' policies and practices, and is preparedand published by QAA following close consultationwith the sector and key stakeholder groups. This yearwe published revised sections on academic appealsand student complaints, and on work-based andplacement learning.

Supporting and enhancing quality

We support institutions in developing the quality oftheir provision. In part we do this by analysing all ouraudit and review reports with the aim of highlightingthemes, common and emerging problems, goodpractice and recommendations. As a result of thiswork, we publish topical papers to set out ourfindings and stimulate debate. This year we published20 such papers, in three separate series: Enhancingpractice, Outcomes from institutional audit and Learningfrom.... In Scotland, our Enhancement Themes focuson enhancing quality and we publish many resourcesto support this work.

Projects in ScotlandThe second edition of the handbook for Scotland'sreview method (ELIR) was produced, to be used from

2008-09. From now, all ELIR teams will include aninternational reviewer. As no reviews took placeduring the development of the new handbook, we undertook and published reports on six major projects:

good practice in institution-led reviewsgood practice in developing an institutionalreflective analysisindicators of enhancementbenchmarking Scottish and international practicein student supportevaluation of the impact of enhancement themeson teaching and learningthe outcomes of the first cycle of ELIR 2003-07.

The process of revising the ELIR method wasdescribed by an independent panel as 'anoutstanding exemplar of a dynamic process whichhas fully engaged with stakeholders, but which has at the same time preserved the integrity andindependence of the process'.

The Higher Education Academy

We continue to strengthen our working relationshipwith the Higher Education Academy, with aprogramme of liaison, joint projects and support. In June 2008 QAA, the Higher Education Academyand HEFCE held a major quality enhancementconference to accompany the publication of a jointreport, Quality enhancement and assurance - a changing picture?


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I have been actively involved in myuniversity's internal academic review,and through this and other aspects ofmy role in the Students' Union I haddeveloped an interest in quality andimproving the student experience. So I decided to apply to become a QAABoard member.

It's good to meet QAA staff andothers who are so passionate aboutstudent engagement and getting real involvement from students.

Will HaywoodOur first student Board member, appointed in January 2008

Students make a large investment in higher education, and it is absolutely right that theyshould be involved in all aspects of quality assurance. In June 2008 we adopted a newapproach to student engagement, which has already started to have an impact.

QAA and students

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We intend to include students asfull members of our audit teams byearly 2010

Working in partnership with students

This year we consulted widely on our plans forengaging further with students. The response wasoverwhelmingly positive, with respondents expressinghigh levels of support for our main aims.

One of the central aims of our new strategy is tosupport greater involvement of students in our qualityassurance and enhancement processes, and we havealready made good progress with this.

Students have long been involved in qualityassurance, including by informing our institutionalaudit with a submission (in written form or, in twocases this year, as a DVD).

In spring 2008 we undertook a pilot project involvingstudents as observers on six audit and review teams.The pilot showed that students felt comfortable andconfident with the process, and they were able toparticipate effectively as full members of the team.

We intend to include students as full members of ouraudit teams in England, Wales and Northern Irelandby early 2010, complementing our establishedpractice in Scotland.

Another aim of our strategy is to build partnerships toimprove student engagement. In partnership with theNational Union of Students we have organised aseries of events, 'Quality Takes Time', to supportstudents in preparing for the audit process.

This year we also led a successful initiative to establishcross-sector student engagement groups in Englandand Wales. These groups meet regularly and, as wellas providing opportunities to share ideas and keep upto date, they have led to specific projects. In England,the group commissioned a report, funded by HEFCE,to ascertain the extent and nature of studentengagement, the findings from which will informplans for further work. In Wales, the group is currentlyseeking agreement from institutions on a statementsetting out key principles and actions for the future.

In Scotland, we have worked closely with sparqs(student participation in quality Scotland). This assistsand supports students, students' associations andinstitutions to improve the effectiveness of studentengagement in quality processes. We have alsoworked closely with NUS Scotland's new StudentLearning Enhancement and Engagement Committee.


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The 'employer engagement agenda' is increasingly important for higher education and has been a particular Government priority in England. The Government is keen for the sector to work with employers to develop a highly-skilled workforce to meet the needs of the economy.

QAA and employers

Our work with employers and professional bodiesWe are a member of the Higher EducationFunding Council for England task force, set up tosupport employer engagement across the sector. This year we reviewed the quality assuranceimplications of the employer engagement agenda,and issued a position statement designed tosupport institutions. In the statement we promised to publish guidanceto help institutions meet their responsibilities forstandards and quality while responding to theneeds of employers. We intend to publish thisguidance later in the year.We are committed to ensuring that employers areinvolved in our working groups, round tablemeetings and conferences.This year we established a forum of members ofQAA and representatives from professional,statutory and regulatory bodies (PSRBs). Thisforum meets regularly to consider areas of mutualinterest, to ensure that the demands placed oninstitutions by all regulators are proportionate, andto consider how regulation could be improved.

We continue to work with Sector Skills Councilsand other agencies to generate a greaterunderstanding of the QAA reference tools used by the higher education sector to set and maintain standards and quality.

We want to help institutions meettheir responsibilities for standardsand quality while responding to theneeds of employers

We manage the national recognition scheme for Access to Higher Education courses inEngland and Wales, through which adults with few, if any, qualifications can be prepared forhigher education. We are proud of the success of these courses in helping the highereducation sector to widen participation.

QAA and Access to Higher Education

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Major updatesThis year saw full implementation of our Access toHigher Education (Access to HE) Diploma, whichwas launched in 2007. All students are now oncourses leading to the award of the Diploma.We have improved the management of the Access to HE scheme, with the implementation ofthe new Access to HE website and a new databaseof courses. In November 2007 we publishedguidance for higher education admissions staff onthe Access to HE Diploma.

Access studentsIn 2007, over 15,000 students with an Access toHE qualification were accepted for places onhigher education courses through UCAS.The majority of Access to HE students are aged 19-30.Analysis in our publication Key statistics 2008shows that while, in general, students from more privileged backgrounds are more likely toenter higher education, those with an accessqualification are more likely to be from a deprived

background. UCAS data shows that in 2007, almost 50 per cent of Access to HE applicantscame from the most deprived areas of the UK. While around 20 per cent of all UCAS applicantsare non-white, the figure rises to over 30 per centfor applicants from Access to HE courses.

Case studyNneka Akudolu was working as a waitress before sheenrolled on an Access to HE course. She is now acriminal barrister:

The tutors were incredibly helpfuland motivating, and the studentssupported and encouraged eachother. I was surprised I enjoyed thelearning so much. But the realhighlight for me was when Ireceived an offer of a place atCardiff University

Nneka Akudolu

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Our work in EnglandWe contributed to the development of the Highereducation credit framework for England, which was published in August 2008 and whichcomplements those already in place in Scotlandand Wales.A new method of reviewing higher education infurther education colleges was launched this year;'integrated quality and enhancement review'(IQER). This is intended to ensure comparabilitybetween higher education delivered in differentsorts of institutions.This year a memorandum of understanding wasconcluded between QAA and the Office forStandards in Education (Ofsted). This will providea framework for better regulation of highereducation providers, focusing on higher educationin further education colleges.

Our work in ScotlandThe first cycle of 'enhancement-led institutionalreviews' (ELIR) was completed in summer 2006.An independent report on the first ELIR cycle,published this year, was overwhelmingly positive about the culture change that it hadbrought about. The second edition of the handbook for ELIR hasnow been published. Among the innovationsplanned for 2008-12 is the inclusion ofinternational reviewers on ELIR teams.As part of our commitment to enhancing qualityin Scotland we manage a programme known as'Enhancement Themes', which supports the sectorin developing enhancement work. Themescompleted this year were 'The First YearExperience' and 'Research-Teaching Linkages'. Thelatter included work on the development ofgraduate attributes, which linked with othergraduate employability activities in Scotland. The annual Enhancement Themes conference washeld in April 2008, four issues of the EnhancementThemes newsletter have been published this year,and we have a continuing programme ofpublishing Enhancing practice guides.

QAA around the UK

The UK's higher education system is highly diverse, not least because of the devolvedresponsibilities of the Scottish Parliament, National Assembly for Wales and Northern Ireland Assembly.

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Our work in WalesAll our publications and web pages which arerelevant to Wales are also published in Welsh, andwe are in the process of translating much of therest of our website. In 2008 our Welsh LanguageScheme was approved for a further three years bythe Welsh Language Board.This year we published a handbook fordevelopmental review of directly-funded highereducation in Welsh further education institutions.We completed three institutional reviews and one mid-cycle review in Wales in 2007-08, and carried out developmental reviews ofdirectly-funded higher education in two furthereducation colleges.Our Causes for Concern scheme was introduced inWales in August 2008. The scheme allowsindividuals and organisations to raise concerns to QAA about academic standards.

Our work in Northern IrelandWe review higher education institutions inNorthern Ireland, using the same method as in England. We consulted on a new method to review highereducation provided in further education collegesin Northern Ireland over the 2007-08 academicyear. This review will provide an opportunity forcolleges to demonstrate the effectiveness of theirmanagement of quality and standards, as set outin their partnership agreements with institutionsand awarding bodies.In October 2008 we published a draft handbooksetting out the review process and consulted onthe proposed method with awarding bodies,colleges and other interested parties. Furtherupdates to this consultation will be released inearly 2009.

Assuring standardsWe audited a sample of partnerships between UKhigher education institutions and their partnerorganisations in Greece and Cyprus. We also began preparations for an audit of 10overseas partnership links in India that will becompleted in 2008-09.

Providing supportWe maintain close contact with UK governments,especially in relation to contributing to theBologna Process. This is a voluntary agreement,signed by higher education ministers of 46European countries, with the intention of creatinga 'European Higher Education Area' (EHEA) by 2010.This year we continued to work with UniversitiesUK (UUK) to help inform the sector about aspects of the Government's new points-basedimmigration strategy.In April 2008, in partnership with UUK, we held awell-received conference for universities on theimplications of the new points-based criteria forinternational student visas. We plan to hold afurther event in 2009.

At home and abroad we are working withgovernment departments and other qualityassurance agencies to counteract bogus collegesand diploma mills.

International collaborationOur Chief Executive, Peter Williams, this yearcompleted his three-year term as President ofENQA. Fiona Crozier, Assistant Director, has beenappointed to the Board of ENQA, and NormanSharp OBE, Director of QAA Scotland, has beenappointed to the Board of INQAAHE (theInternational Network for Quality AssuranceAgencies in Higher Education).We currently have memoranda of understandingand cooperation with six overseas partnerorganisations, most recently with the Hong KongCouncil for Academic Accreditation and VocationalQualifications. These formal links open up valuablechannels of communication.Presenting at international conferences gives usthe opportunity to share concerns, ideas andinformation about quality assurance, QAA andhigher education in the UK. This year we gavepresentations at conferences in Austria, Botswana,

QAA internationally

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Our international work involves assuring the standards of UK higher education providedoverseas. As well as providing information and support to the UK sector on European andinternational developments, we also help overseas students and employers to understandUK qualifications and to recognise their value and significance.


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Canada, France, Germany, Greece, Hong Kong,India, Japan, Korea, Malaysia, Russia, Spain,Switzerland and the United States.

Helping people to understand UK qualificationsWe have dealt directly with almost 300 queriesregarding international concerns this year. In addition to this, since January 2008 we havedealt with over 80 requests for support fromgraduates with UK degrees seeking recognition oftheir degrees in Spain. We are working with UKGovernment officials to resolve this issue.To facilitate the recognition of UK qualificationsthroughout Europe, we are working to self-certifyThe framework for higher education qualifications in

England, Wales and Northern Ireland against theoverarching framework of qualifications of the European Higher Education Area. Theself-certification process for the framework forScotland has already been completed.

We're at the forefrontWe monitor and analyse existing and newdevelopments and trends in higher education andregulatory frameworks in priority countries andregions for UK higher education - China (includingHong Kong), India, the United States, the MiddleEast, the European Higher Education Area,Malaysia and Singapore. We continue to publiciserecent news in our monthly bulletin, QualityUpdate International.

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QAA financial information2007

£

3,631,5504,795,172

661,076333,393

9,421,191255,667

9,676,858

5,217,3531,974,9141,195,238

695,950547,163

9,630,618242,026

9,872,644(195,786)3,377,3493,181,563

797,9273,520,750(847,114)2,673,6363,471,563(290,000)3,181,5633,181,563

Statement of financial activities for the year ended 31 July 2008Incoming resourcesCharitable activities

Subscriptions from institutionsContracts with higher education funding bodiesOther contractsOther related income

Total from charitable activitiesInvestment incomeTotal incoming resourcesResources expendedCharitable activities

Safeguarding standardsSupporting and enhancing qualityOffering expertiseRationalising regulationWorking worldwide

Total on charitable activitiesGovernance costsTotal resources expendedNet income/(expenditure)Fund balances brought forwardFund balances carried forward

Balance sheet as at 31 July 2008Fixed assetsCurrent assetsCreditors (amounts due within 1 year)Net current assetsTotal assets less current liabilitiesProvisions for charges and liabilitiesNet assetsRepresented by: unrestricted funds at 31 July 2008

2008

£

3,687,3505,711,747

132,138239,810

9,771,045244,995

10,016,040

5,718,3092,079,494

946,835353,857629,361

9,727,856247,970

9,975,82640,214

3,181,5633,221,777

932,2673,642,053

(1,062,543)2,579,5103,511,777(290,000)3,221,7773,221,777


Summarised accounts

The Directors' report and financial statements for theyear ended 31 July 2008 was approved by the Boardand the company's members at the Annual GeneralMeeting (AGM) held on 10 December 2008. TheDirectors' report and financial statements for the yearended 31 July 2008 was submitted to both theRegistrar of Companies and the Charity Commissionfollowing the AGM.

The summarised accounts contained in this Annualreview are extracted from the financial statementsprepared by QAA and given an unqualified auditopinion by Mazars, QAA's external auditors.

The summarised accounts may not contain sufficientinformation to allow full understanding of thefinancial affairs of QAA.

For further information, the Directors' report, the fullfinancial statements and the auditor's report on thosefinancial statements should be consulted. Copies areavailable at www.qaa.ac.uk/aboutus/annualreports.

Statement of external auditors

The summarised accounts contained within thisAnnual review are consistent with the full financialstatements produced by QAA for the year ended 31 July 2008 and on which we have given anunqualified opinion dated 10 December 2008.

MazarsChartered Accountants, Registered Auditors

© The Quality Assurance Agency for Higher Education 2009

ISBN 978 1 84482 910 1

Images on pages 3, 5 and 17 are courtesy of John Ryan, University of Gloucestershire

Images on pages 4, 8, and 12 and graphicson pages 16 and 17 © iStockphoto.com

All QAA's publications are available on our website www.qaa.ac.uk

Printed copies are available from:Linney DirectAdamswayMansfieldNG18 4FN

Tel 01623 450788Fax 01623 450481Email [email protected]

Registered charity numbers 1062746 and SC037786

The Quality Assurance Agency for Higher EducationSouthgate HouseSouthgate StreetGloucesterGL1 1UB

Tel 01452 557000Fax 01452 557070Email [email protected] www.qaa.ac.uk

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Annual Review 07-08