1.
Presented by Emil Helienek
(Doc. Ing. MBA, Phd.)
NBS Academic Director for Joint MSc Courses in
CEE
Academic Department of Management
Principal Lecturer
Nottingham Business School
Nottingham Trent University
United Kingdom
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
1

2.
Aim of this presentation
• Main aim of this short presentation is two fold:
1. Reflect on the validation process of academic
programmes at our Faculty and University level;
2. To explain what is the role of the relevant
external bodies/regulators in this processes.
• Naturally, given the time constraint, it is
impossible to go to many details. Nevertheless I
will try to answer any relevant questions from the
audience in the remaining time.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation2

3.
Understanding academic accreditation in
the UK (QAA agency)
• Higher education providers reviewed by the Quality
Assurance Agency for Higher Education (QAA) are
required to meet all the Expectations in the Quality
Code set up by the QAA.
• The manner in which they do so is their own
responsibility. (flexible systems of academic QM)
• QAA carries out reviews to check whether higher
education providers are meeting the Expectations.
• Expectations express the key principle that the higher
education community has identified as essential for the
assurance of academic standards and quality within
each of the specified area.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation3

4.
The Quality Code (QAA agency, England)
• The Quality Code is the definitive reference point
for all those involved in delivering higher
education which leads to an award from or is
validated by a UK higher education provider.
• It makes clear what institutions are required to
do, and what the general public can expect of all
higher education providers.
• The QC express key matters of principle that the
higher education community has identified as
important for the assurance of quality and
academic standards.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation4

5.
Understanding academic quality in the UK
(QAA agency)
The UK Quality Code for Higher Education has
three parts:
1. academic standards,
2. academic quality
3. information about higher education
provision.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation5

6.
The Quality Code (UK Quality Assurance Agency)
The UK QC sets out Expectations which higher
education providers are required to meet to ensure:
1. that appropriate and effective teaching,
support, assessment and learning resources are
provided for students;
2. that the learning opportunities provided are
monitored;
3. and that the provider considers how to
improve them. (notion of continuous improvement)
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation6

7.
Academic standards (QC Expectations)
1. Each qualification (including those awarded
under collaborative arrangements) is
allocated to the appropriate level in The
framework for higher education
qualifications in England, Wales and
Northern Ireland (FHEQ)
2. All higher education programmes of study
take account of relevant subject and
qualification benchmark statements.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation7

8.
Academic standards (QC Expectations)
3. Higher education providers make available
definitive information on the aims, intended
learning outcomes and expected learner
achievements for a programme of study.
4. Higher education providers have in place
effective processes to approve and periodically
review the validity and relevance of
programmes.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation8

9.
Academic standards (QC Expectations)
5. Higher education providers ensure
independent and external participation in the
management of threshold academic standards.
6. Higher education providers ensure the
assessment of students is robust, valid and
reliable and that the award of qualifications and
credit are based on the achievement of the
intended learning outcomes
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation9

10.
Academic standards
• Qualification descriptors set out the generic
outcomes and attributes expected for the award
of individual qualifications at each level.
• These outcomes represent the integration of
various learning experiences resulting from
designated and coherent programmes of study.
• These qualifications develop graduates with high
level analytical skills and a broad range of
competences.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation10

11.
Academic standards (subject benchmark)
• Working closely with the higher education sector, QAA has
published subject benchmark statements for a range of
disciplines to set out clearly the academic characteristics
and standards of UK programmes of study.
• Some benchmark statements are combined with, or make
reference to, professional standards required by external
professional or regulatory bodies in the discipline.
• Subject benchmark statements provide a means for the
academic community to describe the nature and
characteristics of programmes in a specific subject or
subject area. They also represent general expectations
about standards for the award of qualifications at a given
level in terms of the attributes and capabilities that those
possessing qualifications should have demonstrated.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation11

12.
Academic quality (Indicators)
1. Institutions ensure that their responsibilities for standards and
quality are discharged effectively through their procedures for the
design and approval of programmes.
2. Institutions ensure that the overriding responsibility of the academic
authority (for example senate or academic board) to set, maintain and
assure standards is respected and that any delegation of power by the
academic authority to approve programmes is properly defined and
exercised.
3. Institutions make use of external participation at key stages for the
approval of programmes, as independence and objectivity are
essential to provide confidence that the standards and quality of the
programmes are appropriate.
4. Approval processes are clearly described and communicated to
those who are involved in them.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation12

13.
Academic quality (Indicators)
5. Institutions publish, or make available, the principles to be
considered when programmes are designed and developed,
the fulfilment of which will be tested at the approval stage.
6. Institutions ensure that programme approval decisions are
informed by full consideration of academic standards and of
the appropriateness of the learning opportunities which will
be offered to students, and that:
• the final decision to approve a programme is taken by the
academic authority, or a body acting on its behalf that is
independent of the academic department, or other unit that
offers the programme, and has access to any necessary
specialist advice;
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation13

14.
Academic quality (Indicators)
• there is a confirmation process, which
demonstrates that a programme has fulfilled
any conditions set out during the approval
process and that due consideration has been
given to any recommendations.
7. Institutions have a means of assessing the
effectiveness of their programme design,
approval, monitoring and review practices.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation14

15.
New review outcomes
Graded judgments
Standards
The setting & maintenance of the threshold academic
standards of awards
1. Meets UK expectations
2. Requires improvement to meet UK
expectations
3. Does not meet UK expectations
Quality
The quality of student learning opportunities
Published information
The quality of the information produced by the
provider about its provision
Enhancement
The enhancement of student learning opportunities
1. Is commended
2. Meets UK expectations
3. Requires improvement to meet
UK expectations
4. Does not meet UK expectations
Hardest to get for
Quality
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation15

16.
How do we create new courses?
• University/School’s mission and strategy: The new
course is consistent with the University’s mission,
School’s strategic plan and there is a demand for it.
• Marketing department (market intelligence – existing
competitors taking into account – clusters of
universities) Students pay fees - fierce competition
among the HE providers in the UK.
• Two dimensions to be considered for approval:
1. Business case approval (business planning process)
2. Academic approval (DAG)
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation16

17.
How do we create new courses?
• School’s academic plan
• Academic courses review committee – review
of the existing academic programmes each
year (taking into account statistics of students
numbers, finance and external information)
• Programme sponsor(s) – with support of ATL
builds course team
• DAG (development and approval group):
Chair, other academic colleagues, SQM
(School quality manager),
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation17

18.
Features of the University’s
framework
UNIVERSITY STRUCTURES AND PROCESSES
Academic Board/ASQC/URDC/LTES
• Development and Approval Groups (DAG)
• CADQ/Academic Office/Academic
Planning/CPO/Graduate School/LLR Student
Support Services/Information Systems
• External examiners PSRs/Collaborative Review
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation18

19.
Features of the University’s
framework
UNIVERSITY STRUCTURES AND PROCESSES
Academic Board/ASQC/URDC/LTES
• Development and Approval Groups (DAG)
• CADQ/Academic Office/Academic
Planning/CPO/Graduate School/LLR Student
Support Services/Information Systems
• External examiners PSRs/Collaborative Review
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation19

20.
Academic Board
• Academic Board is the senior academic
committee of the University, with a range of
responsibilities relating to the organisation of
learning and teaching, research, scholarship,
standards, students and programmes and
advising the Vice-Chancellor on academic
matters.
• The Academic Board may establish and
disestablish such committees, as it considers
necessary to enable it to carry out its
responsibilities.
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation20

21.
Academic Office
• The Academic Office focuses on academic
governance, awards and titles; award
ceremonies; timetabling; examination
organisation; student records; academic
calendar and Academic Board.
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation21

22.
Academic Planning
• The department collates and interrogates
national and international data and policy
developments to inform NTU wide academic
direction.
• Academic Planning is also responsible for the
coordination and further improvement of NTU
Schools’ academic planning cycle and identifies
challenges and opportunities both in the external
environment and within academic plans.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation22

23.
Centre for Professional Learning and
Development (CPLD)
Its role is to provide a responsive staff development
service to the University. This includes:
• supporting colleagues in identifying learning and
development needs and considering effective
means of meeting these
• formulating and delivering staff development
events
• creating strategy and policy in support of learning
and development.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation23

24.
Centre for Academic Development and
Quality (CADQ)
• CADQ is led by the Director of Academic
Development together with a team of
professional officers. CADQ’s core function is to
lead and support innovation and developments in
curriculum design, teaching, assessment and
learning, and quality assurance.
• The maintenance of the University’s programme
portfolio database also forms part of its work.
CADQ administers ASQC .
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation24

25.
NTU academic standards and quality
enhancement framework
• Students are encouraged to participate in the
University's framework for assuring standards
and quality.
• Each new programme is subject to an initial
approval process and to re-specification from
time to time. School-wide programme quality
issues are also considered during Periodic
School Review and through consideration of
PSQRs.
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation25

26.
NTU academic standards and quality
enhancement framework
• Research Degrees and Higher Awards are
governed by separate policies, procedures and
regulations.
• The University's Research Degrees Committee
(URDC) acts in a similar capacity to ASQC and
reports to Academic Board. Programmes of
supervised research are subject to initial approval
and regular monitoring by College Research
Degrees Committees (CRDCs).
• The Graduate School support the operation of
research degrees.
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation26

27.
Features of the University’s
framework
SCHOOL STRUCTURES, PROCESSES AND ROLES
SASQCs
• School LTES Action Plan/School Academic Plan
• Quality managers SSQRs External examiner,
PSRB inputs etc.
• Analysis of student feedback
• Collaborative provision monitoring
07/04/2014
Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation27

28.
Features of the University’s
framework
PROGRAMME STRUCTURES AND PROCEDURES:
• Student evaluation
• PSQRs
• Programme committee/team meetings
• External examiner input
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation28

29.
Features of the University’s
framework
MODULE ANALYSIS AND EVALUATION:
• Student evaluation
• Module leader analysis
• Module team review and development
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Dr. Emil Helienek, Nottingham Trent
University
Accreditation presentation29

30.
Features of the University’s
framework
STUDENT INVOLVEMENT:
• Trained student representatives
• Staff/student meetings
• Programme committees
• Questionnaires/surveys
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Accreditation presentation30