By Patrick Mcghee
Universities and extra schooling faculties are less than expanding strain to supply 'quality' for their scholars. caliber coverage and improvement issues affect the workers, assets, management and tradition of a tutorial establishment, but there's frequently a scarcity of transparent assistance on hand to these answerable for imposing top perform. This e-book presents functional instructions for handling educational caliber insurance and caliber enhancement, outlining most sensible perform from either the united kingdom and the remainder of the area. every one bankruptcy addresses the major issues, hazards and reliable perform throughout quite a lot of caliber concerns, drawing explicitly and intimately from the QAA assistance at the Code of perform, topic Benchmarks, skills Framework and Institutional Audit. the cloth is gifted in an obtainable and easy kind, incorporating beneficial beneficial properties comparable to improvement questions for person or group evaluate. A maintained site accompanying this e-book (www.academicquality.com) comprises additional invaluable assets, with updates and supplementary fabric during this regularly altering sector.
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Extra info for The Academic Quality Handbook: Enhancing Higher Education in Universities and Further Education Colleges
Sample text
As Jackson notes, when there are 30 or more subject and generic skills which students are expected to achieve, the compensation and averaging systems used by most universities render the relationship between achievement and credit problematic. Houghton (2002) has proposed that students should be required to demonstrate 80 per cent of the threshold standard (rather than fully meeting it). However, this does not deal with the large number of 80+ per cent scores that would be required and still assumes the dismantling of the degree classification system.
Some of this may be driven by prejudices or stereotypes.
It is essential therefore that the availability, relevance, timeliness and consistency of this information is reviewed periodically, and that the information needs of academic managers are clearly defined and served by central information services. GOOD PRACTICE POINT Most HEIs provide course leaders and departmental heads with the kind of management data outlined by HEFCE only on an annual basis as part of the input into the annual monitoring arrangements. This snapshot approach, while valuable in that context, does not add a great deal to the embedding of monitoring systems in routine departmental operations.