ࡱ> a j6bjbjjj I?b?b-:>:>KKKKKKKK8LL\K`:M:MPMPMPMNNN$r(\KNNNNNKKPMPM4LQLQLQNRKPMKPMLQNLQLQDPM9bNvh00`c,LOdKNNLQNNNNN@P NNN`NNNNNNNNNNNNN:>B |J:  ̽ [Partner institution] Self-evaluation document for institutional review [Month / year of review] Introduction In this section, please provide a brief introduction to the partner institution and a reflective account of the period under review. The summary should mention major developments and events, key staff changes, significant achievements, and significant challenges that the institution has faced during the period under review. Significant developments in relation to external quality review and, where relevant, the Teaching Excellence and Student Outcomes Framework (TEF) should be discussed, and an update on progress with action points identified at the last institutional review event should also be included. Supporting evidence: RiME and/or AMR reports for the last three years One years worth of course level RiME documentation (course committee minutes and action plans) External examiner reports for the last academic year Relevant documentation in relation to external quality review and, where relevant, TEF Updated institutional review action plan Strategic objectives and academic portfolio In this section, please discuss the institutions strategic objectives in relation to validated / franchised provision, within the context of the ̽ partnership. Include here any reflections on the operation of the partnership with the University over the period under review, and ways in which collaborative working could be developed and enhanced in future to support the institutions strategic objectives. Please comment on the future sustainability of existing validated / franchised courses and include details of any plans for HE provision over the next five years (for example planned new courses or intended course discontinuations). Discuss how course teams are supported in terms of designing and developing new courses and in preparing for course re-approval. Supporting evidence: Vision statement (or equivalent) for the institution Relevant strategy documents Courses delivered over the last three years Please list all the courses delivered through the partnership arrangement over the past three years, including current enrolled numbers at each level of study (and where relevant for multiple intake points, for each cohort). External reviews In this section, please provide a summary of the outcomes of any external scrutiny of the partner institution since the last institutional review (e.g. OfS/QAA review, TEF outcomes, Ofsted inspections, professional, statutory or regulatory body (PSRB) (re)approval events). Outline action taken to disseminate good practice and address any areas of risk and/or concern. For imminent external scrutiny or review, please discuss preparatory work undertaken to date and any perceived risks or concerns (and how these are being addressed). Supporting evidence: Relevant external review reports and action plans TEF submissions and outcomes Governance structures and management of quality and standards In this section, please summarise how validated / franchised provision is overseen and managed within the partner institution, from both an academic and executive governance perspective. This should include commentary on how the institutions governing body maintains oversight of the HE provision offered within the partner, and how alignment with the relevant external code of good governance is ensured. As part of this, please include an evaluation of how effective the partner Academic Committee (or equivalent) is in overseeing the quality and academic standard of provision, including ensuring adherence to relevant ̽ regulations, policies and procedures, managing the RiME/AMR process at a local level and disseminating good practice between course teams. Supporting evidence: Governance structure diagrams Committee membership and terms of reference (including partner Academic Committee or equivalent) Partner Academic Committee (or equivalent) minutes for the past three years Extracts from governing body minutes relating to validated / franchised provision Management structures, staffing and staff development Please describe key HE staffing roles within the institution, and provide an evaluative commentary on how such staff are prepared for and supported in their role. Please evaluate how successfully these individuals are able to interact with relevant staff at the ̽ in order to support the strategic and operational management of the partnership. In relation to academic staffing, please discuss processes for recruiting and selecting staff to teach on validated / franchised courses, as well as associated induction and support arrangements. Include reference to levels of academic staff engagement in research and scholarly activity and arrangements for monitoring and supporting this within the partner institution. Finally, please provide an evaluative commentary on professional development opportunities for staff, including levels of engagement with opportunities provided by the University (and any associated barriers or enablers to facilitate this). Discuss arrangements for staff appraisal, and how key themes arising from appraisals inform staff development planning within the institution. Supporting evidence: Structure charts Role descriptions Professional development event programmes Recruitment, admission and enrolment of students Please outline entry criteria for validated / franchised programmes and how consistency of approach in terms of recruitment and admissions processes is ensured within the institution, in line with University expectations. Please evaluate how successfully the enrolment process is managed in partnership with the University. Include an evaluation of student recruitment levels, student entry profiles and the success of Access and Participation initiatives, referring to recruitment, widening participation and entry profile data where appropriate. Where relevant, include evaluative commentary on any arrangements or initiatives to enhance recruitment and support the transition to HE (for example for mature or non-traditional entrants). Please include an evaluation of student induction processes within the institution, and any arrangements for the re-induction of continuing students. Supporting evidence: Recruitment trends data Widening participation trends data RiME entry profile data Student feedback on induction Learning, teaching and assessment Please provide a reflective account of the partner institutions approach to learning, teaching and assessment, including discussion of how the partner ensures alignment with the Universitys Learning, Teaching and Assessment Strategy. Include an evaluative commentary on any institutional level initiatives within the partner to enhance learning, teaching and assessment and, for FE partner colleges in particular, to engender an HE ethos. Where relevant, please also discuss here the partners approach to the Teaching Excellence and Student Outcomes Framework (TEF). As part of this section, please discuss how good practice in relation to learning, teaching and assessment is identified and disseminated, and how academic staff are supported in terms of enhancing their professional practice (cross-referencing to staff development section where appropriate). Supporting evidence: Any local learning, teaching and assessment strategies Student feedback on learning, teaching and assessment (e.g. NSS data, internal student survey data) Data on assessment feedback turnaround times within the partner institution TEF submissions and outcomes Student progression, retention, achievement and graduate destinations Please provide an evaluative commentary on student progression, retention, achievement and graduate destinations within the partner institution, drawing on relevant datasets showing performance over the last five years. Discuss action taken / to be taken to disseminate good practice and address any areas of weakness. Supporting evidence: Student progression and retention data (including non-continuation rate trends) Student achievement data (including differences in degree outcomes) Graduate destination data Student support systems Please include an evaluative commentary on the effectiveness of student support systems within the institution (including academic support, pastoral support, careers guidance and support for students with additional needs). Please include reflection on the effectiveness of links with relevant support services at the ̽, including Student Support Services, Learning Services and the Students Union. Supporting evidence: Data showing student satisfaction with support services ̽ Student Support RiME reports Student voice and student satisfaction Please include a reflective account of how effectively the student voice is heard and employed within the partner institution to secure ongoing enhancement; how student representatives are supported in their role; and how students are kept informed of action taken in response to their feedback at module, course and institutional level. As part of this, please include an evaluation of the outcomes of the National Student Survey, the ̽ Student Survey and relevant internal surveys in the period since the last institutional review. Please discuss action taken at institutional level to disseminate good practice and deal with any issues arising from these surveys. Supporting evidence: Details of student representation on relevant committees Sample course committee minutes Where relevant, notes from student forums (or equivalent) Student satisfaction data Other evidence of student engagement Employer engagement Please provide an evaluative commentary on employer engagement within the partner institution, discussing the extent to which employers are involved in course design, development and delivery. As part of this, please discuss arrangements for ensuring that work placement and work-based learning opportunities for students align with the expectations within the Universitys Work-Based and Placement Learning Framework. Supporting evidence: Employer forum minutes (or equivalent) Sample work-based learning handbooks Facilities and resources Please outline how the partner institution ensures that appropriate facilities and resources are in place to support the delivery of validated / franchised provision. Include information on current and planned resources, including learning and teaching facilities, specialist facilities for particular subject areas, ICT resources, library provision, use of the online learning environment (Brightspace or partner equivalent), social facilities for students and, where relevant, residential accommodation provided by the institution. Supporting evidence: Campus map showing facilities / resources Details of recent investment in facilities / resources to support validated / franchised provision Library expenditure on books, journals and electronic resources over the last three years Published information Please discuss arrangements within the partner institution for ensuring that published information is complete, accurate and up-to-date, in accordance with ̽ requirements, Competition and Markets Authority (CMA) guidance and the expectations within the UK Quality Code. 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