Quality Assurance Agency for Higher Education
The Quality Assurance Agency for Higher Education is the independent expert quality body for the United Kingdom's higher education sector. Its mandate is to maintain and enhance the quality of teaching and learning in tertiary education within the United Kingdom and internationally. The QAA conducts quality assessment reviews, develops reference points and guidance for providers, and undertakes or commissions research on relevant issues.
The QAA plays a nationwide role in the United Kingdom on behalf of the sector, maintaining sector-owned reference points such as the United Kingdom Quality Code for Higher Education and Subject Benchmark Statements. It also maintains the Credit Frameworks used across the various nations of the United Kingdom and the Framework for Higher Education Qualifications, which is applicable throughout the United Kingdom, except in Scotland.
QAA provides guidance and other publications, and runs events, relating to the maintenance of standards and the enhancement of quality of teaching and learning. In Scotland, Wales and Northern Ireland these enhancement activities are part of the formal quality arrangements; in England they are provided through a separate membership scheme, through which the sector in England also contributes to the funding of the sector-owned reference points.
QAA undertakes cyclical quality review of higher education institutions throughout the United Kingdom, except currently in England, where the regulator, the Office for Students, has not implemented a cyclical review approach and QAA has chosen to focus on its enhancement activity, including new paid-for services to help the sector meet regulatory requirements and enhance quality.
In addition to its role in sustaining the reputation of United Kingdom higher education, QAA also regulates the Access to Higher Education Diploma, a qualification that enables individuals without A Levels or the usual equivalent to enter higher education.
QAA works closely with other organisations that have an interest in the reputation of United Kingdom higher education, including the Scottish Funding Council, Medr, Department for the Economy in Northern Ireland, Universities United Kingdom and GuildHE.
Purpose and focus areas
QAA's purpose is 'to ensure that students and learners experience the highest possible quality of education.' Its strategy sets out the scope of its work in terms of four focus areas: Standards ; Assurance and enhancement; International; Leadership.Status and funding
QAA is an independent body, a company limited by guarantee, and a registered charity in England, Wales and Scotland. Its objects and constitution are set out in its Articles of Association. Its board includes representatives of United Kingdom universities and other higher education institutions, further education colleges, funding councils, and students.QAA's funding comes from a combination of membership subscriptions from universities and colleges in the United Kingdom and internationally, contracts with United Kingdom higher education regulators, funding bodies and government departments, and commissioned work including international reviews and business development work.
It operates a flexible working policy but continues to maintain offices in Gloucester.
Role and responsibilities
Higher education review work
United Kingdom degree-awarding bodies set their own standards for the degrees and other qualifications they award, but since most courses are partly or entirely publicly funded there is a requirement that they undergo external review to demonstrate that a national 'threshold' standard is met, and that quality is satisfactory. QAA is the body that undertakes this independent role in the United Kingdom. It does so through processes of peer review. Reviewers have extensive experience of higher education at a senior level, or are current or recent students.While there are some differences between the methods used by QAA to achieve this, they have some key features in common. All reviews check that United Kingdom expectations are met; currently this is done by benchmarking the provision against QAA's Quality Code. Other resources used for benchmarks of academic standards include the 'subject benchmark statements', relevant qualifications and credit frameworks, institutions' own rules and handbooks, standards set by professional bodies, and the European Standards and Guidelines maintained by the European Association for Quality Assurance in Higher Education.
Each review results in a published report containing judgements on whether United Kingdom expectations are met. Separate judgements comment on academic standards, academic quality, and the public information provided about courses. Reports include recommendations for improvement, citations of good practice, and affirmations of actions taken by the higher education provider to improve since the last review.
QAA's review methods are informed by a self-evaluation submitted in advance by each university or college, and by a 'student submission' - a commentary by its students. At time of writing, review places an emphasis on the existence of robust academic management structures, and policies and approaches that enable national expectations to be fulfilled, combined with evidence that this is happening. Evidence is obtained in a variety of ways, including interviews with relevant individuals and structured discussions with student and staff focus groups.
QAA reviews do not generally look at individual courses or programmes of study, neither do they review or evaluate students' work.
Guidance on quality and standards
In cooperation with the United Kingdom higher education sector, QAA maintains the United Kingdom Quality Code for Higher Education, the subject benchmark statements for bachelor's and master's degrees, and other guidance for helping higher education providers to meet agreed United Kingdom expectations. Where appropriate, QAA also works with professional, regulatory and statutory bodies, and employers, to ensure that its guidance is fit for purpose. Draft guidance is published on QAA's website, where it is accessible for public consultation before being formally published.The Quality Code
The Quality Code sets out four expectations for standards and quality that must be met by United Kingdom higher education providers that receive any kind of public or student loan funding. These expectations are underpinned by core practices, which are mandatory for all United Kingdom providers, and common practices, which are mandatory in Scotland, Wales and Northern Ireland.The Quality Code replaced the 'Academic Infrastructure' in 2012 as the main reference point for checking on the quality of United Kingdom higher education, having been developed in close consultation with the United Kingdom higher education sector. In 2015 the Quality Code was extended to include the United Kingdom 'frameworks for higher education qualifications' and the subject benchmark statements. The Code was revised in 2018 following the passing of the Higher Education and Research Act. Owned and maintained by QAA, it sets out 'fundamental principles that should apply to higher education quality across the United Kingdom'.
The Quality Code covers:
- setting and maintaining standards, as determined by the United Kingdom qualifications frameworks and subject benchmark statements, together with other relevant guidance
- meeting United Kingdom expectations about the quality of the student experience, and seeking ways to enhance this
- providing trustworthy and reliable information about courses.
Higher education providers use the Quality Code, in conjunction with their own internal policies and other guidance, to design the programmes of study that lead to their higher education awards. QAA reviewers use it to check that expectations are met when they conduct a review.
Other guidance
QAA provides other guidance to supplement the Quality Code. The Quality Code is supported by advice and guidance, divided into twelve Themes. The Higher Education Credit Framework for England enables providers to allocate a credit tariff to courses and modules. Other guidance documents help universities and colleges to address particular student needs, such as learning about sustainable practices or enterprise and entrepreneurship, or they inform the public and students about the higher education experience, for example the balance between self-directed and structured learning.QAA conducts or sponsors research projects and consultation events relating to quality in United Kingdom higher education and publishes guidance on topical issues. It also publishes analysis of the collective findings of its reports to identify emergent trends.
Investigation of complaints and concerns
QAA investigates allegations of 'systemic failings' by higher education providers, whereas the Office of the Independent Adjudicator deals with individual complaints and grievances. Both systems are designed as a recourse for students who have already asked for an internal investigation into their complaint and have not found the outcome of this to be satisfactory.Systemic failings are taken to mean a failure by a university or college in meeting its responsibilities for standards and quality. The concern needs to be supported by evidence. Where QAA deems a full investigation necessary it publishes its findings in a report.