Academic Quality Framework Chapter 1

Introduction

1. Northeastern University London (the University) is committed to the highest academic standards and to continual enhancement of the quality of its programmes. It has invested in developing and establishing a culture of quality that underpins all areas of its work.
2. The evolution of the quality and enhancement processes has been informed by the UK Quality Code.
3. The Academic Quality Framework (AQF) is aimed at students, staff and external readers. This chapter is focused on supporting students’ and learners’ use of this framework and their experience at the University

Welcome to Student and Apprentice Readers

4. For the purpose of this Chapter, student refers to all students registered on University programmes and/or courses. This includes degree apprenticeship learners.
5. The University is committed to ensuring that the student experience is the best the University can provide, and that where further enhancements can be made, they happen.
6. Students’ opinions are integral to the monitoring of standards and enhancement of the University’s provision. Students have a variety of options to provide feedback to the University and engagement is strongly encouraged. The student role is critical, and this is why it is important for students to have access to the Academic Quality Framework and understand the various chapters.
7. The University uses a variety of approaches for students to provide feedback, identifying areas that are working well and areas that could be reviewed and developed. Some avenues for students to provide feedback include, but are not limited to, the following:
   1. Student Satisfaction Survey
   2. Student Representation/Committee Membership
   3. Working Groups and Focus Groups
   4. Programme/Course Review, Modification and Approval

An Introduction to the Academic Quality Framework

8. The University makes every effort to inform students about what actions it takes as a result of their feedback. The main delivery of feedback is through Student Representatives sitting on committees and updating students, where possible, on University activities. There are also posters in student areas informing students of enhancements that have been made. The University understands that ‘closing the loop’ is vital in encouraging students to provide feedback.
9. The University also welcomes receiving feedback that identifies areas that work for students. It might be something that can be shared across the University to enhance the provision of other aspects of the University.
10. The University hopes that this AQF chapter provides its readers with useful information about the operations that underpin the management and governance of the University, and how students and staff can be involved in this.
11. If any readers have any comments or questions about this chapter or any of the activities described within the chapters, please contact: Head of Quality Assurance.
12. The AQF defines the procedures for the management of academic quality and standards in teaching and learning at the University.
13. The AQF is informed by key external reference points provided by the UK Quality Code. It refers to procedures, policies, regulations, and other core documentation relating to all activities associated with managing and maintaining quality in teaching, learning and assessment. Although this can be bureaucratic, it is necessary to ensure the transparent, smooth and effective running of the University.
14. The AQF contains the following chapters:
    1. AQF1 Welcome and Introduction
    2. AQF2 Overview of Teaching and Learning
    3. AQF3 Assurance and Enhancement of Academic Quality and Standards
    4. AQF4 Programme and Course Approval and Modification
    5. AQF5 Annual Monitoring and Reporting
    6. AQF6 Periodic Review
    7. AQF7 Academic Regulations
    8. AQF8 Student Recruitment and Admissions
    9. AQF9 Student Guidance and Learner Support
    10. AQF10 Student Voice
    11. AQF11 External Examining and End Point Assessment
    12. AQF12 Assessment Board
    13. AQF13 Staff Recruitment
    14. AQF12 Academic Policies and Procedures
    15. AQF15 Collaborative Provision
    16. AQF16 Glossary of Terms

How to Use the Academic Quality Framework

15. The AQF, in its entirety, is made available to prospective students, students, staff and external regulatory bodies through the University’s website, in the Academic Handbook. This enables easy access to all stakeholders for reference and support with their activities relating to the University.
16. The University recognises that not all readers will need to read all the chapters but believes that all chapters should be made available to all stakeholders.
17. The AQF is reviewed and approved by Academic Board to ensure that the information contained is accurate and amended when required.
18. All readers are advised to access the chapters published on the website to ensure that they are accessing the most update to date version. At the end of each chapter there is a version control box which provides details such as owner and date of publication.
19. The AQF provides students with the regulations for their courses/programmes and experience at the University. From a student’s perspective, the following Chapters are probably most relevant:
    1. AQF2 Overview of Teaching and Learning: This Chapter gives you a good overview of how the teaching and learning activities and the values of the learning design. It also provides you with the leadership and managers of the University.
    2. AQF4 Programme and Course Approval and Modification: This chapter provides you with the procedure that the University follows when there is a proposed change to a programme of course.
    3. AQF7 Academic Regulations: This chapter is big! It is split into four parts and cover the University regulations from programme design, registration, and conferment of the University awards. The biggest and most important section is Part C: Assessment Regulations. This section outlines the University’s regulations regarding the setting of assessments, marking and moderating, marking schemes and degree classifications.
    4. AQF9 Student Guidance and Learner Support: This chapter gives you all the information regarding the support services available to you, as students. It provides you with the key members of staff who are experts in their fields and working hard to support students throughout their journey at the University.
    5. AQF10 Student Voice: This chapter provides you with the regulations and strategies the University follows in gathering student’s feedback (the student voice) enabling the University to enhance its provision – academic, pastoral, and student experience.

Responsibility for Academic Quality and Standards

20. Academic Board has overall responsibility for the academic standards and quality at the University, and its work is informed by annual monitoring reports and the work of its sub-committees.
21. The University’s academic governance structure places responsibility for quality and standards on individuals: as Chair of Academic Board, the Academic Dean of Northeastern University London (the Dean) is works closely with the Chair of the Executive Committee for the coordination between the academic and non-academic components of the institution; the Academic Registrar is responsible for the management of student records and is charged with overseeing the management of Academic Board; the Associate Dean for Teaching and Learning chairs Academic Boards subcommittee, Teaching, Learning and Enhancement Committee (TLEC); the Head of Quality Assurance (HQA) is responsible for managing quality assurance and enhancement of academic standards and learning opportunities on all programmes.

The Academic Quality Framework and External Benchmarks

22. The University’s approach to quality recognises the opportunity for continuing and continuous improvement and is informed by the University’s mission (see University Strategic Plan).
23. The University takes pride in its high academic standards and student experience and is committed to quality assurance and enhancement, as stated in the University’s Strategic Plan. The evolution of the quality and enhancement process has been informed by the UK Quality Code.
24. The University maps its policies and procedures to the UK Quality Code and other external benchmarks, such as the Office of the Independent Adjudicator’s Good Practice Framework, when relevant. Programmes are designed using the Framework for Higher Education Qualifications contained with the UK Quality Code and are mapped to the Subject Benchmark Statements or Degree Apprenticeship Standards when they are available.
25. The continual monitoring of external developments and the impact on the University’s policies and procedures is the responsibility of the Policy and Compliance Committee.

Terminology

26. Key terminology regarding quality in higher education:
    1. Academic standards: Threshold academic standards are the minimum acceptable level of achievement that a student must demonstrate to be eligible for an academic award. Academic standards should be at a similar level across the UK.
    2. Academic quality: Academic quality is concerned with how well the learning opportunities made available to students enable them to achieve their award. It is about making sure that appropriate and effective teaching, support, assessment and learning opportunities are provided for them.
    3. Quality assurance: Quality assurance refers to a range of review procedures designed to safeguard academic standards and promote learning opportunities for students of acceptable quality.
    4. Quality enhancement: Quality enhancement refers to taking deliberate steps to bring about continual improvements in the effectiveness of the learning experience of students.

Relationship to External Bodies and Quality Mechanisms

27. The Office for Students (OfS) is the regulator for English higher education. It has adopted a student-focused, risk-based approach to regulation. Its primary aim is to ensure that English higher education is delivering positive outcomes for students – past, present, and future. The OfS will seek to ensure that students, from all backgrounds (particularly the most disadvantaged), can access, succeed in, and progress from higher education.
28. Office of the Independent Adjudicator (OIA) is an independent body set up to review student complaints. The OIA deals with student complaints against higher education providers. The OfS will use OIA data as part of their risk-assessment of higher education providers.
29. Jisc and Higher Education Statistics Agency (HESA) have merged (October 2022) the designated data body (DDB) for the OfS. They work together to creating a new data collection and statistics directorate OfS will work with, and have oversight of, Jisc/HESA to coordinate, collect and disseminate information for students, to help them make the best possible choices.
30. Education and Skills Funding Agency (ESFA) is the single agency accountable for funding education and skills for children, young people and adults, which includes apprenticeships. ESFA is an executive agency, sponsored by the Department for Education.

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Footnotes