The Quality Assurance Agency for Higher Education. Registered charity numbers 1062746 and SC037786

Chapter B3: Learning and teachingTim Burton and Harriet Barnes

Research Development and Partnerships

UK Quality Code for Higher Education

• Setting and maintaining threshold academic standardsPart A

• Assuring and enhancing academic qualityPart B

• Information about higher education provision

Part C

UK Quality Code for Higher Education Expectations:

What higher education

providers expect of each other and which the general public can expect

of all higher education providers

Indicators

of sound practice

All students are treated fairly,

equitably and as individuals.

Students have the opportunity to

contribute to the shaping of their

learning experience.

Students are 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.

Staff are supported, enabling them in turn to support students'

learning experiences.

Overarchingvalues

Chapters of the Quality Code

A1: The national levelA2: The subject and qualification levelA3: The programme levelA4: Approval and reviewA5: ExternalityA6: Assessment of achievement of learning outcomes

B1: Programme design and approvalB2: AdmissionsB3: Learning and teachingB4: Student supportB5: Student engagementB6: Assessment of students and accreditation of prior learningB7: External examiningB8: Programme monitoring and reviewB9: Complaints and appeals B10: Management of collaborative arrangementsB11: Research degrees

Part A: Setting and maintaining threshold academic standards

Part B: Assuring and enhancing academic quality

Part C: Information about higher education provision

General introduction

New chapters

B3: Learning & Teaching

Revised chapters

B10: Collaborative arrangements

Part C – information

B5: Student engagement

B11: Research degrees

Progress? Published when?

March 2012

June 2012

September 2012

December 2012

June 2012

Under construction

B7: External Examining October 2011

Part A: Setting and maintaining threshold academic standards

Part B: Assuring and enhancing academic quality

Mar 2012 Part C: Information about higher education provision

Oct 2011 Chapter B7: External examining

Jun 2012 Chapter B11: Research degrees

Chapter B5: Student engagement

Sep 2012 Chapter B3: Learning and teaching

Dec 2012 Chapter B10: Management of collaborative arrangements

Apr 2013 Chapter B9: Complaints and appeals

Jul 2013 Chapter B6: Assessment of students and accreditation of prior learning

Mar 2013 Chapter B4: Student support, learning resources and careers education, information, advice and guidance

Sep 2013 Chapter B1: Programme design and approval

Oct 2013 Chapter B2: Admissions

Chapter B8: Programme monitoring and review

Jul 2013 Chapter A1: The national levelChapter A2: The subject and qualification level

Chapter A6: Assessment of achievement of learning outcomes

Chapter A3: The programme level

Chapter A4: Approval and review

Chapter A5: Externality

The Quality Code Jigsaw

How can I access the Quality Code?

B3 - Timeline• First advisory group meeting – 2 March • Second advisory group meeting – 27 April • Consultation launched – 30 May • Consultation event, Belfast – 8 June • Consultation event, Edinburgh – 15 June• Consultation event, Cardiff – 21 June• Consultation event, Birmingham – 11 July• Consultation closes – 25 July• Third advisory group meeting – 3 September • Publication – 28 September 2012

B3 – Feedback from

• Higher Education Development Community• QA/QE in e-learning special interest group• SEDA annual conference• QAA Scotland Enhancement Themes annual

conference• Higher Education Academy Flexible Learning

Summit• NUS Student engagement festival

B3 – Structure

• Introduction• Expectation• Indicators of sound practice (x10)

• the basis for effective learning and teaching• enabling effective and independent learners• facilitating and supporting effective learning

and teaching• Further information and additional references

B3 – Themes

• Engagement with learning and teaching activities in all their forms – transformation to active and independent learners

• Opportunities provided to all students irrespective of level, mode, location or means of delivery and taking account of individual needs

• Partnership with students• Role of those who deliver learning opportunities: those

who teach, those who support learning, those who contribute e.g. through placements

B3 – Links with other Chapters

• B1: Programme design and approval• B4: Student support, learning resources,

CEIAG• B5: Student engagement• B6: Assessment and APL• Part C: Information about HE provision

Feedback so far

• Is it ‘active and independent learning’ which is distinctive of higher education?

• Is ‘teaching’ too narrow to address the range of practices involved in supporting learning?

• How broadly do we need to interpret ‘partnership’, and is that clear?

The Expectation

Higher education providers, working in partnership with their students, create and systematically review and enhance

learning environments and teaching practices to provide opportunities for

every student to become an active and independent learner.

Indicators of Sound Practice

The basis for effective learning and teaching

Enabling effective and independent learners

Facilitating and supporting effective learning and teaching

The basis for effective learning and teaching

Indicator 1 Higher education providers articulate, implement and monitor a strategic approach to learning and teaching, and promote a shared understanding of that approach among all their staff and students. Indicator 2 The design of learning and teaching activities provides every student with an equal opportunity to monitor their progress towards and achieve the intended learning outcomes. Indicator 3 An understanding of the learning process informs learning and teaching practices, which use evidence-informed approaches derived from the outcomes of research, scholarship and the evaluation of professional practices. Indicator 4 Information is collected, analysed and used to assure and enhance learning and teaching activities and the learning and teaching environment.

Enabling effective and independent learners

Indicator 5 Students are supported to understand their responsibility to engage with the learning opportunities provided.

Indicator 6 Every student has opportunities to engage with feedback to further their development as an active and independent learner

Indicator 7 Students receive clear information that specifies the opportunities for learning available to them; this information is monitored, reviewed and evaluated by students and staff working in partnership.

Facilitating and supporting effective learning and teaching

Indicator 8 Staff involved in teaching and supporting student learning are qualified, supported, and adequately resourced.

Indicator 9 Higher education providers assure themselves that for every student both the physical and virtual environments they provide are safe, accessible, reliable and usable and that their use is characterised by dignity, courtesy and respect.

Indicator 10 Accessible, adequate and appropriate resources are provided to support the learning of every student.

Website:www.qaa.ac.uk/AssuringStandardsAndQuality

Email:qualitycode@qaa.ac.uk

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