Academic Quality Framework Chapter 3

Responsibility for the Assurance & Enhancement of Academic Quality & Standards

1. Northeastern University London (the University) takes responsibility for assuring and enhancing quality and academic standards and adhering to national frameworks for all programmes approved by Northeastern University London. Overall responsibility for academic quality and standards of the University’sUnivesity’s approved programmes lies with Academic Board. The University’s governance structure is designed to ensure that responsibilities for quality are clearly defined and owned throughout the University.
2. The University is committed to the highest academic standards and to continually enhancing the quality of its programmes. The University takes pride in its high academic standards and learning experience and is committed to quality assurance and enhancement as stated in the University’s Strategic Plan and the Quality Assurance and Enhancement Strategy.

Academic Governance Structure

3. The primary University committees with responsibility for academic quality are outlined below. Each has a , which determines the committee’s remit, membership, frequency of meetings, quoracy and reporting lines which are diagrammatically represented within the University’s governance structure diagram.

Academic Board

4. Academic Board is the ultimate academic authority within the University (subject to budget approval by Northeastern London Board). It is responsible for regulating and directing all aspects of the University’s academic work. It oversees the University’s academic management, quality, enhancement and standards. Academic Board is also where the strategic academic development of the University is debated, critically reviewed and proposed to Northeastern London Board for consideration and/or approval. Membership of Academic Board is representative of the entire University and is chaired by the Academic Dean for Northeastern London University.

Work Related Learning Management Board

5. The Work Related Learning Management Board (WRLMB) is responsible for the performance and risk management of the work related learning  programmes and reports to Academic Board. WRLMB is responsible for the monitoring of KPIs and will make decisions about quality improvements and manage the implementation of enhancement activities.
6. The WRLMB is supported by the Work Related Learning Programme Committee (WRLPC) which is responsible for the review of collective and individual progress of learners and programmes. It reports quarterly to WRLMB, identifying risks and actions.

Teaching, Learning and Enhancement Committee

7. The Teaching, Learning and Enhancement Committee (TLEC) is a sub-committee of Academic Board. TLEC reports to Academic Board and has the responsibility to enhance the teaching, learning and assessment for all of the programmes delivered at the University. It has the responsibility of overseeing the programmes and ensuring coherence across the various programmes.
8. TLEC maintains an overview of the curriculum content, structure, organisation, assessment, learning resources and delivery of all programmes. TLEC is responsible to ensure each Faculty monitors the scrutiny of their examination papers, coursework assessment briefs and practical assessment questions prior to review by the External Examiners and publication to the students.

Work Related Learning Programmes Committee

9. The Work Related Learning Programmes Committee (WRLPC) is responsible for overseeing and the review of the work related learning programmes. WRLPC works to support the direction and priorities set by the Work Related Learning Management Board (WRLMB) and is accountable for the quality of teaching and learning and taking action to address risks and share successful practice. It also reviews data trends on the programme, observes and responds to learner and employer feedback, with the aim to continually improve and develop best practice.

Faculty

10. The University has three Faculties:
    1. CMENS – includes the disciplines of Computer Science (and Data and Artificial Intelligence); Maths; Engineering and Physics, and Natural Sciences (Biology and Chemistry). I. Each Faculty has a Faculty Director who is responsible for maintaining and promoting excellence in the respective academic disciplines within the University.
    2. Humanities – includes the disciplines of History (including Art History); Law and Criminology; English, Creative Writing and Academic Writing; Modern Languages, and Philosophy.
    3. Social Sciences – includes the disciplines of Politics and International Relations, Sociology and Anthropology; Psychology; Economics; Business and Project Management, and Design and Communication Studies.
11. Each Faculty inputs to Academic Board, via its Head, on matters of strategy, and is responsible to TLEC for overseeing the management of the day-to-day academic quality and standards of their taught programmes. Each Faculty also ensures effective engagement with students on programme-related matters and with other Faculties on matters of common interest in teaching and research. Faculty are automatic members of the Faculty, including sessional faculty, and meetings are chaired by the Faculty Director.

Research and Knowledge Exchange Committee

12. The Research and Knowledge Exchange Committee (RKEC) reports to Academic Board. The RKEC is active in the development of research and scholarly activities within the University, supporting faculty to underpin the teaching of the programmes with current research. It is also responsible for developing and engaging in collaborative research with the appropriate external bodies and disseminating the research to a wider audience (specialist and non-specialist). The RKEC also supports the securing of external grants and allocating internal research related resources.

Student Engagement Committee

13. The Student Engagement Committee (SEC) reports to TLEC. The aim of SEC is to provide a forum for the students to provide feedback and evaluations of their experience at the University, and to help inform enhancement of the student experience. Student Representatives are the main port of communication. SEC is an opportunity for students to identify good practice within the teaching, learning and assessment of programmes as well as identify areas that they consider need to be reviewed. Each disiplineand cohort has a student representative on the membership of the SEC.

Learner Voice Committee

14. The aim of Learner Voice is to provide a forum for learners and students on apprenticeship and work related learning programmes to provide feedback and evaluation and to help inform enhancement of the learner experience.
15. Learner/Student Representatives are the main port of communication between the learner body and the University. Learner Voice is an opportunity for learners to identify good practice within the teaching, learning and assessment of programmes as well as areas that they consider in need of review. The terms of reference can be found here.

Staff Responsibilities to Academic Quality

The Registrar

16. The Registrar is responsible for managing the effective running of the taught programme portfolio and supporting the academic leadership in the strategic development of the academic offer.

The Academic Registrar

17. The Academic Registrar is responsible for managing the day to day operations of the academic administration, including the production of the definitive records of student achievement, success and progression. The Academic Registrar acts as Secretary to the Academic Board. The Academic Registrar is supported by a number of professional service teams in respect of ensuring that the University’s taught programmes are delivered effectively and efficiently.

Registry Team

18. The Registry Team consists of the Head of Registry, the Deputy Head of Registry (Records & Data), Deputy Head of Registry (Assessments) and a number of Registry Officers and Senior Registry Officers. The Head of Registry is responsible for maintenance of the student information system Quercus, the maintenance of student academic records and the administration of summative assessments.

Quality Team

19. The Quality Team at the University consists of the Head of Quality Assurance (HQA), Quality Managers (QM), Quality Officer (QO) and Quality Administrator. The Quality Team works very closely with the Academic Registrar.
20. The HQA is responsible for leading on strengthening and developing the University’s academic standards and its assurance and enhancement policies and procedures, with particular reference to external agencies, such as the Office for Students, in the English higher education sector.
21. The QMs contribute to the work of the HQA with particular focus on the management of the taught programmes (core documentation) and student engagement. The QOs support the HQA and QMs, with various projects across the spectrum of the quality cycle.

Academic Deans

22. The Associate Dean of Teaching and Learning is supported by the Assistant Dean of Teaching and Learning and Director of Undergraduate Studies. Their role is to work with the Quality Team to ensure teaching, learning and assessment practices align with the University’s regulations and policies. They support faculty to develop new courses and programmes which align to the relevant QAA Subject Benchmarks, FHEQ level descriptors, and Quality Code.

Faculty Director

23. Faculty Directors are responsible for leadership, curriculum development and management of all taught programmes based in their Faculty. As senior members of the University, they represent their Faculty on Academic Board. They have responsibility for resource planning in conjunction with the executive members of the University, recruitment of faculty, and working with Academic Services on the effective operations of the taught programmes.
24. Faculty Directors are supported by Associate Directors of Teaching and Learning. The Associate Directors ensure all faculty level processes for teaching delivery (in the classroom and supporting materials on Canvas) are ready for the start of each semester, and meet the minimum requirements for content. They support Discipline Heads to organise and oversee assessment design and scrutiny and process of internal and external moderation. They liaise with Course Leaders, Discipline Heads and the Quality Team to ensure curriculum modifications align with University policy.

Heads of Discipline

25. The Head of Discipline supports the Faculty Director in the development of plans to ensure that relevant knowledge and skills are the state of art, and in the creation and effective management of the taught programmes specific to their disciplines.

Course Lead

26. Course Leaders have responsibility for delivering, assessing and evaluating their courses in line with the approved course documentation, providing constructive guidance for students and additional faculty, including sessional faculty. Course Leaders participate in Faculty meetings.

Policy Regarding Academic Standards

Overall Strategy Regarding Academic Standards

27. The University’s overall strategy in regard to academic standards for all degrees approved by Northeastern London Board is to ensure that the standards are achieved by students completing a particular programme of study are comparable both within and between cohorts and with awards granted and conferred throughout the university sector in England, in compliance with the University’s academic regulations and agreed schedules of variance to these regulations.
28. Through programme or course approval, the documentation clarifies full details of the learning and assessment structure of programmes approved by the University. Students are referred to the appropriate programme handbook or other programme materials for fuller guidance and details on the learning and assessment structures of their programme of study.

The Definition of, and Responsibility for, Academic Standards

29. Academic standards are made up of three primary elements:
    1. The composition of a programme in terms of prescribed courses and pass levels.
    2. The aims and learning outcomes of programmes.
    3. The methods of awarding marks which are based on assessment criteria, marking schemes and the application of the common assessment marking scale to ensure that effective means of verifying the standards of awards in terms of these elements are in place.
30. The definition of academic standards of specific discipline areas, courses, programmes of study and their associated awards is the responsibility of those with experience and expertise in the discipline, course, programme area. Several individuals or groups of individuals therefore share the responsibility for defining and maintaining academic standards relating to design, delivery, assessment and review of subject areas and programmes of study, and include:
    1. Course Leaders who, as members of their Faculty, design, deliver, assess and review courses that comprise programmes of study in consideration of the QAA Subject Benchmark Statements and/or apprenticeship standards.
    2. Heads of Discipline (undergraduate and postgraduate) and Directors of Study (undergraduate and postgraduate) and Faculty Directors who work collaboratively to oversee course and programme design, organise programme delivery, identify resources required for successful delivery, and coordinate the review of programmes of study.
    3. Members of academic committees, who are responsible for developing and enhancing existing programmes of study, endorsing proposals for new programmes, major changes to existing programmes, title changes, approving new courses or programmes, changes to the curriculum, existing assessments and Programme Specifications for existing programmes.
    4. Members of Academic Board, who are responsible for maintaining academic standards and recommending regular review of all programmes, for planning, coordinating, developing and overseeing the academic work of the University and associated activities; monitoring and implementing student feedback; and for advising on matters of resourcing necessary to support the work of the University.
    5. Internal and External Panel members who approve new programmes, re-validate existing programmes, approve changes to courses and programmes, and oversee and approve annual monitoring and periodic programme review activities.
    6. Internal and External Examiners, Moderators and Assessors, who are responsible for setting and marking programme assessments to a sufficient standard and determining the final marks awarded to students.
31. The quality and capability of staff who support these activities or who are responsible for these activities is fundamental in maintaining academic standards. The University ensures that its employees have relevant qualifications, experience and character that enables them to carry out their designated responsibilities adequately.
32. Staff development and recruitment procedures are discussed more fully in AQF13 Staff Recruitment and Development.
33. There is also corporate responsibility for academic standards and their continuing review. It is important for a provider to establish rigorous mechanisms to ensure that the levels of academic and personal support and the teaching and learning environment are appropriate to enable students to fulfil their full potential and achieve the highest level of award possible.

The Maintenance, Verification and Monitoring of Academic Standards

34. The primary mechanisms by which academic standards within the University are maintained include:
    1. Approval and periodic review of programmes, which includes verification that relevant external standards and reference points, such as the QAA subject benchmark statements or apprenticeship standards, have been used appropriately in the design of learning outcomes and level of awards.
    2. Implementation of a comprehensive Faculty Appraisal Policy for all faculty and Summer Review procedure for professional staff.
    3. Ongoing monitoring of student attendance.
    4. The use of a common marking scheme throughout the University for taught programmes.
    5. The implementation of a comprehensive double and second marking and moderation policy across assignments for all taught programmes, and anonymous marking.
    6. The requirement for all final summative assessment marks to be agreed by the Assessment Board, consisting of internal markers and External Examiners.
    7. The role of External Examiners and moderators to ensure academic standards regarding the assessment of students, including moderation of the standard of work carried out by students, and examining and providing judgments on the validity, reliability and integrity of the assessment process and the standards of student performance.
    8. The experience of internal examiners who serve as External Examiners in other educational providers to ensure comparability of standards.
35. External Examiners play a fundamental role in monitoring and verifying the University’s academic standards, within the University and across the higher education sector. Further details of the University’s practices and policies regarding external examining in taught programmes are given in AQF11 External Examining.

The Review of Academic Standards

36. The University reviews its Academic Regulations regularly and amends its policies and procedures in response to any sector change as required.
37. Performance indicators including entry criteria, retention rates, success rates, assessment outcomes and first-destination statistics are analysed and reviewed on an annual basis as part of the University’s annual reporting activities. Where required and identified, academic standards associated with a particular programme may be reviewed, and this review may lead to changes in relevant areas such as learning outcomes, assessment criteria and methods of delivery.
38. Any changes made to a University approved programme or course is discussed with relevant students and External Examiners as appropriate, and is considered by the University’s relevant staff, in accordance with AQF4 Programme and Course Approval and Modification

Quality Enhancement

39. The University has a strategic commitment to enhancing quality and standards and this is encapsulated within the University’s strategic plan.
40. Quality and standards are enhanced using a number of mechanisms including:
    1. Academic committees, which individually operate according to Terms of Reference that enable each committee to fulfil its remit transparently and efficiently, and together form part of a cohesive academic governance structure. Committee Terms of Reference and the committee structure is monitored by the Associate Vice President for Academic Services and Student Engagement, who reports to Academic Board and Northeastern London Board.
    2. Faculty Meeting minutes which are completed by each Faculty, enabling the dissemination of good practice and identification of issues and actions for development and enhancement across Faculties. The Faculty minutes are received at TLEC for the sharing of good practice and identification of areas for development, providing support in enhancement activities.
    3. Annual staff training event, where all staff participate in staff development activities. These activities include faculty returning from research leave presenting the research activities they have undertaken, review of changes to policies and procedures, programme review outcomes (such as assessment outcomes), and student engagement activities, such as NSS results.
    4. Annual course review, whereby Course Leaders complete an Annual Course Review and review measurable actions based on student and external examiners feedback to ensure quality review and enhancement of each course.
    5. Annual Programme Review, wherebyHeads of Discipline complete an Annual Programme Reviewon their portfolio of programmes, and review measurable actions based on the Annual Course , as well as student and staff feedback, to assure that each programme undergoes a comprehensive quality review. These are approved by the Faculty Director and the actions are monitored by TLEC.
    6. Self Assessment Report whereby the work related learning suite or programmes are reviewed. The comprehensive report is produced annually with reference to OFSTED’s Education Inspection Framework which offers a nationally agreed benchmark against which performance and learner experience can be judged. This is approved by Academic Board and monitored by the Work Related Learning Management Board.
    7. Faculty Annual Academic Standards Report which is written by the Faculty Director and typically reports on:
       1. Faculty Alignment to Northeastern University London Strategy
       2. Forward Planning
       3. Diversity, Equity and Inclusion
       4. Conditions of Registration
       5. Research
       6. Educational Gain
    8. University Annual Academic Standards Report, where the Associate Dean of Teaching and Learning, the Academic Registrar and the Head of Quality Assurance is responsible for compiling the three Faculty Annual Academic Standards Reports and corresponding data (including attendance, retention, success and progression), and the following operational reports:
       1. Academic Appeals Report
       2. Academic Misconduct Report
       3. Disciplinary Procedure Report
       4. Diversity, Equity and Inclusion Report
       5. Graduate Outcomes Report
       6. Observations of Teaching and Learning Report
       7. Prevent Report/Safeguarding Report
       8. Research Excellence Framework Report
       9. Students Complaints Report (summary)
       10. Student Satisfaction Survey Report
       11. Variation to Academic Standards Report
       12. Widening Participation Report (summary)
       13. This report is sent to Academic Board and Northeastern London Board for review.
    9. Periodic Programme Reviews/Programme Reapproval, whereby Faculties substantively review programme provision, identify areas for enhancement, and disseminate good practice. These events provide an in-depth process that enables greater reflection than annual monitoring and covers progress over a longer time frame (typically five years).
    10. Institutional Reporting
        1. There is a requirement for the University to report to external stakeholders at various points throughout the year. These reports are tabled and approved at Northeastern London Board and Academic Board
        2. Student feedback mechanisms, including SEC meetings, students’ representation on Faculty and Diploma Team meetings, the student satisfaction survey and the University’s open-door culture.

Teaching, Learning & Assessment

41. A key priority of the University is to deliver teaching, learning and assessment activities that are of the highest of standards.
42. The University’s Teaching and Learning Strategy considers the University’s student population, and the teaching, learning and assessment model at the centre of the University’s evolution. Experiential learning is also central to the University’s strategy, with programmes, courses, and assignments designed to enable students to meet learning outcomes in diverse contexts and to address challenges in the wider world.
43. Student support mechanisms are also considered as part of this strategy, to enable students to become active, independent and responsible learners, achieving their maximum potential and enabling them to demonstrate their achievement fully and successfully. In support of this, the University recognises the need for well-educated, resourceful and proactive staff fully committed to best practice in teaching and associated scholarship.
44. The University’s Teaching and Learning Strategy and Assessment Strategy are designed to align closely with other elements of the University’s strategic plan to achieve and continually develop high quality learning and teaching, which embraces the student population.

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