International Quality Review of the
International Business Faculty of
Beijing Normal University, Zhuhai
November 2019
About this review
This is a report of an International Quality Review conducted by the Quality Assurance
Agency for Higher Education (QAA) at the International Business Faculty of Beijing Normal
University, Zhuhai. The review took place from 12 to 13 November 2019 and was conducted
by a team of three reviewers, as follows:
•
Dr Dave Dowland
•
Dr Samuel Ferguson
•
Mrs Sala Kamkosi Khulumula (student reviewer).
International Quality Review (IQR) offers institutions outside the UK the opportunity to have
a review by the UK's Quality Assurance Agency for Higher Education (QAA). The review
benchmarks the institutions' quality assurance processes against international quality
assurance standards set out in Part 1 of the Standards and Guidelines for Quality Assurance
in the European Higher Education Area (ESG).1
In International Quality Review, the QAA review team:
•
makes conclusions against each of the 10 standards set out in Part 1 of the ESG
•
makes recommendations
•
identifies features of good practice
•
comes to an overall conclusion as to whether the institution meets the standards for
International Quality Review.
A summary of the findings can be found in the section starting on page 2. Explanations of
the findings are given in numbered paragraphs in the section starting on page 5.
The QAA website gives more information about QAA and its mission.2 A dedicated section
explains the method for International Quality Review3 and has links to other informative
documents. For an explanation of terms, see the glossary at the end of this report.
1 www.enqa.eu/index.php/home/esg
2 www.qaa.ac.uk/about-us
3 www.qaa.ac.uk/en/training-and-services/iqr
Key findings
Executive summary
Beijing Normal University, Zhuhai (BNUZ) is a full-time ordinary university approved by the
Ministry of Education (MOE) of the People's Republic of China (PRC) and co-sponsored by
Beijing Normal University and the Zhuhai Municipal People's Government for undergraduate
education.
According to the regulations of the MOE, Beijing Normal University is responsible for the
teaching, organisation and management of BNUZ. Beijing Normal University has oversight of
the quality and level of its education; in doing so it dispatches experienced management
teams to take charge of the administration and teaching management of BNUZ.
Since its establishment, students have come from 27 provinces (autonomous regions and
province-level municipalities) as well as Hong Kong, Macao and Taiwan. At present, there
are approximately 23,000 students at BNUZ.
BNUZ has 14 schools (faculties) including the International Business Faculty (IBF). Together
the schools deliver 61 undergraduate majors in eight disciplines.
The subject of this review is IBF which was founded in July 2009 and is the offspring of the
former International Finance College, Business School and International Faculty. It has five
departments - Finance; International Economics and Trade; Accounting; Business
Administration; and E-commerce, which covers the two major disciplines of Economics and
Management. IBF has the largest number of students at BNUZ. At present, there are more
than 3,800 students at IBF.
IBF has a number of principles underpinning its educational activity. These include the
school-wide idea of 'people-oriented, pursuing excellence' and the educational idea of
'pursuing studies, cultivating morality while benefiting the world'. IBF is dedicated to
internationalised education through actively expanding international high-quality educational
resources. It is committed to cultivating high-quality applied talents with excellent humanities
literacy, solid professional foundation and strong practical ability through application-oriented
education. IBF pursues the value of 'responsibility, inclusion, ambition and innovation'. It is
committed to fostering virtue through education and to promoting an ethical business culture.
It seeks to become a national well-known and regional leading business school.
Currently, IBF has established partnerships with more than 20 universities in the UK, the
United States, Canada, Australia, Germany, France, Korea, and Spain. All partner
universities have signed memoranda of cooperation with BNUZ. A key partnership is with St
Mary's University in Canada. This partnership provides for the delivery of a Bachelor of
Commerce programme with a major in finance and has recruited students from 2014. This
programme is the only undergraduate finance programme in China that conducts its
four-year training domestically and awards internationally-recognised double degrees.
Currently, IBF is experiencing three key challenges. The first of these is to determine ways
of continuously improving the quality of prospective students. The second relates to the
desire to improve the teaching and scientific research capacity of teachers. The third is to
determine ways of improving the quality of the postgraduate offer and the employment of
graduates. It has a number of strategies in place to help it address these challenges.
The QAA review team was provided with a self-evaluation document and extensive set of
documentary evidence by IBF. The review team also visited IBF for three days and was able
to hold meetings with the President of BNUZ, the Dean of Faculty, senior staff, academic
staff, support staff, students, graduates and employers. The team also had the opportunity to
view the range of facilities and resources available on campus.
In summary, the team found examples of significant good practice and was able to make
some recommendations for improvement.
With regard to significant good practice, the team identified three key areas. The first is
connected to the obvious care taken to support students and their parents in the transition
from high school to university. The fact that dedicated telephone lines and staff are put in
place for this work is an example of the care taken.
An initiative called the Muduo • Lishang programme, which has been put in place to
encourage staff and students to work collaboratively on developing research skills, was
recognised by the team as good practice and is an example of the steps being taken to
address some of the key challenges recognised by IBF and mentioned in the paragraphs
above.
The team also identified a comprehensive range of support for students across the whole of
their educational journey. In particular, the support arrangements are designed and
managed in a way that ensures timely intervention when this is required.
In a small number of areas, the team identified the possibility of improvement and makes
recommendations to address these. The first relates to the fact that IBF has introduced a
new committee - the Teaching Quality Assurance Committee - and recommends that IBF
undertakes an evaluation of the work of this Committee and its impact on other committees
to ensure originally intended objectives are being met.
The team also recommends that IBF considers adopting a more detailed approach to
recording the business of committees so that decision-making and actions are clear and
auditable.
Finally, the team saw examples of more senior students acting in a student-support capacity.
This approach may well be very beneficial in the support of students' learning and welfare,
so the team recommends that a systematic evaluation of this approach is undertaken with
the intention of identifying good practice and sharing it or making improvements where
necessary.
Overall, the team reached the conclusion that the management of quality at IBF aligns with
the European Standards and Guidelines and that all 10 Standards are met.
QAA's conclusions about the International Quality Review of the
International Business Faculty of Beijing Normal University, Zhuhai
The QAA review team reached the following conclusions about the higher education
provision at the International Quality Review of the International Business Faculty of Beijing
Normal University, Zhuhai.
European Standards and Guidelines
The International Business Faculty of Beijing Normal University, Zhuhai meets all of the 10
ESG Standards and Guidelines.
Good practice
The QAA review team identified the following features of good practice at the International
Business Faculty of Beijing Normal University Zhuhai.
•
The provision of dedicated staff and telephone lines to provide support to students
and their parents concerning issues relating to the transition from high school to
university (ESG Standard 1.4).
•
The Muduo • Lishang programme which provides a platform for students to deepen
their knowledge, develop research skills and work collaboratively
(ESG Standard 1.6).
•
The comprehensive support provided to students throughout their student journey,
that ensures timely intervention where required (ESG Standard 1.6).
Recommendations
The QAA review team makes the following recommendations to the International Business
Faculty of Beijing Normal University, Zhuhai.
•
Undertake an evaluation of the effectiveness of the recently introduced committee
to ensure it is meeting intended objectives (ESG Standard 1.1).
•
Adopt a more detailed and explicit approach to recording the business of meetings
that explicitly conveys the decision-making process and actions agreed
(ESG Standard 1.2).
•
Implement an approach to capturing and disseminating the experiences and good
practice of students who are working in a student support capacity
(ESG Standard 1.6).
•
Put in place a systematic evaluation of the services provided by students working in
a student support capacity (ESG Standard 1.6).
Explanation of the findings about the International
Business Faculty of Beijing Normal University, Zhuhai
This section explains the review findings in more detail.
Terms that may be unfamiliar to some readers have been included in a brief glossary at the
end of this report. A fuller glossary of terms is available on the QAA website, and formal
definitions of certain terms may be found in the operational description and handbook for the
review method, also on the QAA website.
Standard 1.1 Policy for quality assurance
Institutions should have a policy for quality assurance that is made public and
forms part of their strategic management. Internal stakeholders should
develop and implement this policy through appropriate structures and
processes, while involving external stakeholders.
Findings
1.1
Beijing Normal University, Zhuhai (BNUZ) has a framework of quality assurance
policies, procedures and systems, including: Undergraduate Teaching Quality Assessment;
the setting of teaching objectives and teaching inspections through the year, with the results
overseen by the Office of Academic Affairs and IBF management; teaching evaluation and
coaching; teaching quality monitoring, motivation and feedback; and student evaluation and
conversations with students.
1.2
The Office of Academic Affairs provides regulatory support and administration.
There are university, faculty and departmental committees with roles in the oversight of
quality assurance. The IBF Academic Committee reports to the University Academic
Committee and the IBF Teaching Guidance Committee reports to the University Teaching
Guidance Committee. The University Academic Committee has ultimate oversight of
standards and quality within the University. The International Business Faculty (IBF) has
recently created a Teaching Quality Assurance Committee with the aim of increasing the
involvement of staff and students. Students and staff contribute to quality assurance through
a variety of surveys, staff and student representatives - including the Students' Union, and
participation in committees and meetings.
1.3
The review team noted the high level of self-reflection and commitment of the IBF
leadership to the proactive development of quality. This is evidenced through the work
undertaken to enhance quality assurance systems and to monitor the effectiveness of
outcomes, such as the creation of a Faculty Quality Assurance Committee. Senior managers
acknowledge that there may be overlaps between this and committees already in existence,
but they are committed to work further to strengthen the effectiveness of the oversight from
the various committees to ensure the efficient resolution of quality assurance issues. Given
that the Teaching Quality Assurance Committee has only recently been introduced, it is too
early to assess the effectiveness of this initiative and the impact it may have on existing
committees and their roles. The review team therefore recommends that IBF undertake an
evaluation of the effectiveness of the recently-introduced committee to ensure it is meeting
intended objectives.
1.4
The BNUZ strategy and philosophy underlying quality assurance is clear. BNUZ
says that it bases its quality assurance policies on a philosophy and priorities of
'people-cooperation and excellence pursuit'. It is committed to cultivate 'high-quality applied
talents with excellent humanities literacy, solid professional foundation and strong practical
ability'. IBF recognises and values international education as a means of developing a strong
practical ability through application-oriented education.
1.5
The University's quality assurance system fits firmly within national and regional
requirements. BNUZ is under external scrutiny through the Department of Education of
Guangdong Province and a recently-founded Advisory Committee provides a further source
of external insight. Since 2018, undergraduate programme specialities have had to be
mapped against the Higher Education Undergraduate Program Teaching Quality National
Standard. BNUZ also has to apply the Specialty Catalog and Introduction of Undergraduate
Course of Common Colleges and Universities (2012) to the major core courses in the talent
training programme of specialties. Beijing Normal University (BNU) retains significant
oversight over quality assurance at BNUZ and is committed to supporting the development
of increased organisational capacity and resources for BNUZ.
1.6
Students confirmed that they were made aware, through orientation and beyond, of
relevant university policies including that on academic integrity. The IBF trial quality
assurance policy has been published on the BNUZ website and IBF will surely promote
awareness of its newly-developing quality framework.
1.7
In summary, both the University and Faculty have policies for quality assurance,
and both are integral to the strategic management of IBF. It was clear to the review team,
from its analysis of the documentary evidence and discussions with the senior management
team and teaching staff, that IBF takes quality assurance seriously and that all are
involved in developing IBF's approach to quality. The voice of external stakeholders is
heard at both university and faculty level. Taken together, these factors assured the team
that Standard 1.1 is met.
Standard 1.2 Design and approval of programmes
Institutions should have processes for the design and approval of their
programmes. The programmes should be designed so that they meet the
objectives set for them, including the intended learning outcomes. The
qualification resulting from a programme should be clearly specified and
communicated and refer to the correct level of the national qualifications
framework for higher education and, consequently, to the Framework for
Qualifications of the European Higher Education Area.
Findings
2.1
There is a defined process for the design and approval of programmes which
follows the regulations of the Ministry of Education and the Department of Education of
Guangdong Province. This provides for a process of research and design in IBF leading to
the creation of a programme. The planning process includes analysis of market needs and
expectations, testing against strategic requirements, programme mapping, the setting of
teaching objectives and assurance of the provision of resources. There is also provision for
external academic and business consultation.
2.2
Since 2018, undergraduate programme specialities have had to be mapped
against the government's Higher Education Undergraduate Program Teaching Quality
National Standard. There is a four-year undergraduate curriculum with a total credit of 160,
including common core, major core, common elective and major elective.
2.3
The application form is sent to IBF Teaching Guidance Committee and the
Academic Committee. IBF Academic Committee approves the programme for strategic fit
and market and IBF Teaching Guidance Committee approves the curriculum. The
documentation is then sent to BNUZ Office of Academic Affairs for approval. Following a
period of consultation, the proposal is sent to the Department of Education of Guangdong
Province for governmental approval and then to the Ministry of Education for confirmation.
2.4
Subsequently, three to four years later, the Guangdong Provincial Academic
Degree Committee considers an application to enable degrees to be awarded for the new
programme. The team heard that applications for degree-awarding authority are customarily
successful. The most recent successful application for degree awarding that has been
approved by Guangdong Provincial Academic Degrees Committee was the accounting
major.
2.5
There has been little programme approval in practice and the brevity of committee
minutes and records also made it difficult for the team to establish a detailed audit trail of
programme approval. The most recent example is the accounting major, which was
approved in 2012. As mentioned above, the application of degree awarding to accounting
major was approved by Guangdong Provincial Academic Degrees Committee in 2016. It is
clear from the records and from the final programme documentation that the programmes
were designed robustly and approved correctly through the committee structure, as well as
meeting the requirements of the regional and national government. This includes credit
frameworks and learning objectives at course and programme level. However, as noted
earlier in this paragraph, the minutes and records do not establish a fully transparent audit
trail. The team therefore recommends that IBF adopts a more detailed and explicit
approach to recording the business of meetings that conveys the decision-making process
and actions agreed.
2.6
The University approves a range of international partnerships, including jointly
delivered programmes, dual degrees, study abroad and exchange programmes. There is an
effective process of due diligence leading to the approval of a time-limited Memorandum of
Collaboration for three to five years. The process is overseen by the BNUZ Office of
Academic Affairs, the Office of International Exchange and Cooperation and the University
President.
2.7
BNUZ and IBF together have formal processes for the design and approval of their
programmes. Programme approval ensures that awards resulting from successful
completion of the programme meet regional and national requirements and are clearly
specified. The team therefore concludes that Standard 1.2 is met.
Standard 1.3 Student-centred learning, teaching and assessment
Institutions should ensure that the programmes are delivered in a way that
encourages students to take an active role in creating the learning process,
and that the assessment of students reflects this approach.
Findings
3.1
IBF uses a variety of different teaching methods that are designed to address
specific learning outcomes, professional behaviour, skills and knowledge acquisition. These
teaching techniques include: problem-based teaching; case study; simulation/experiential
approaches; and application of theory in practice placements. Students have access to
BNUZ's Education online system which provides a range of learning resources, including
course and assessment information and an interactive Question and Answer forum. BNUZ's
Intelligent Campus Platform records student progression, including course attendance,
assessment, achievements and other related information. IBF staff have access to each
student's record.
3.2
If the same course is delivered by multiple teachers, IBF appoints experienced
senior teachers as course leaders to coordinate course objectives and learning and teaching
methodologies, including assessment. Course content and pedagogy is overseen by each
Head of Department.
3.3
IBF also offers students the opportunity to participate in 'autonomous development'
in which students independently (but under the supervision of teachers): identify their own
development goals; design course content; organise educational activities; and select
learning methodologies. Currently this learning approach is mostly restricted to computer
skills training and media operation and management courses. The Muduo • Lishang
programme was introduced in 2018 - it provides an opportunity for selected students to work
with faculty, to deepen their subject knowledge, develop research skills and to experience
working collaboratively; and is good practice (see also paragraph 6.4).
3.4
IBF organises faculty-wide seminars for teaching staff to facilitate the dissemination
of innovative teaching and learning methodologies. In addition, staff are supported to attend
national pedagogical seminars to promote innovation in teaching. Each semester, BNUZ
organises a series of university-wide teaching demonstration seminars to promote innovative
practice across all faculties in the institution. IBF requires all teachers to attend at least one
demonstration during each semester.
3.5
The quality of teaching is monitored by the BNUZ Office of Academic Affairs, which
carries out classroom inspections (of teaching) at the start, middle and end of semesters. If
any issue arises, IBF will monitor and resolve the issue and report to the Office of Academic
Affairs. In addition, IBF requires teaching staff to submit a self-assessment survey of
teaching status mid-semester. This facilitates reflection on teaching methodology, teacher
strengths/weaknesses and overall effectiveness.
3.6
When formulating course assessments, teachers are expected to adopt diversified
approaches appropriate to the course content and learning objectives. Examples of different
modes of assessment include: classroom discussion; presentation of papers; online quizzes;
in-class tests; case study and written examination. In accordance with the BNUZ Office of
Academic Affairs, information on course assessment and the associated criteria are
communicated to students at orientation and is available online. The Undergraduate Course
Assessment and Evaluation document, maintained by the BNUZ Office of Academic Affairs,
outlines overall assessment requirements, grading and recording. Courses delivered by
teaching teams are jointly marked.
3.7
Student assessments are uploaded to the China National Knowledge Infrastructure
system to identify plagiarism.
3.8
IBF uses, in accordance with the BNUZ policy framework, a range of mechanisms
to assure academic standards. The key components include: evaluation of teachers by
students; classroom observation by supervisors; peer observation; demonstration courses;
dissemination of innovative practice; mid-semester reflection; and inspection of course
material. Students provide feedback via the Teaching Management System. This evaluation
includes the teacher's classroom management, course content, teaching resources and
student-staff interaction. Feedback is shared with the teacher as part of the reflection and
improvement process. Student feedback is monitored by the BNUZ Office of Academic
Affairs, which updates the IBF's Deputy Dean responsible for teaching. The Deputy Dean for
Teaching will engage underperforming staff as required. Overall in 2017-18, students
indicated 99.4% satisfaction concerning courses marked as 'highly satisfied' or 'satisfied'.
3.9
In addition to the online feedback, IBF also organises staff-student meetings
mid-semester with student representatives. Students meet with Deans, Directors and Heads
of Support Offices to discuss teaching, course content and any areas of concern.
3.10
Student complaints may be raised at any point with the Head Teacher, IBF's Office
of Student Affairs, and/or the Deputy Dean. IBF makes available meeting rooms to facilitate
students who wish to raise issues with teaching staff and/or counsellors.
3.11
If a student is unhappy with an assessment result, he/she may appeal the grade
within two weeks of the results publishing, by applying for Grade Review. Upon receiving an
application, the course teacher concerned, and the IBF Office of Academic Affairs will
undertake a review of the assessment. The outcome of this review will be confirmed by the
Deputy Dean for Teaching and communicated to the student.
3.12
The review team confirmed that IBF engages external stakeholders across a range
of mechanisms - including student placement/internship feedback, surveys and advisory
panels - to ensure that courses and programmes are relevant to the needs of the economy
and that students are prepared for employment. Students and industry partners are briefed
prior to placements and internships taking place and are surveyed about their experience
upon completion, in order to enhance the next cycle.
3.13
IBF encourages a sense of autonomy in learners by supporting opportunities for
student involvement in their learning in a variety of ways - involvement in a wide range of
societies and six sub-modules such as academic learning, professional development,
industrial competitions and international projects. Student input to autonomous development
is guided by relevant faculty.
3.14
Feedback is sought from students at regular intervals which is mainly received
through the class representation mechanism and surveys.
3.15
The review team had an opportunity to observe a demonstration of IBF's virtual
learning environment which captures and analyses student assessment, which in turn
generates student and class performance profiles. This real-time data enables faculty, as
appropriate, to adjust their teaching content to take account of any knowledge variabilities in
the student cohort. IBF tracks student progress in a variety of ways, including through the
Education online platform which provides a range of functions such as online quizzes and
interactive questions and answers. The team concluded that IBF has an effective framework
for the approval of examination questions and the recording and management of grade
information. BNUZ has a suite of policies that provide a framework for the regulation of
course assessments and examinations.
3.16
The review team concludes that BNUZ supports a diverse student body and
enables a flexible approach to learning, which facilitates students' involvement in their own
learning. An appropriate assessment framework is in place to safeguard academic standards
and ensure a consistent and fair approach to student assessment. Consequently, the review
team confirms that Standard 1.3 is met.
Standard 1.4 Student admission, progression, recognition and certification
Institutions should consistently apply predefined and published regulations
covering all phases of the student "life cycle", e.g. student admission,
progression, recognition and certification.
Findings
4.1
The Admissions Management Measures of BNUZ sets out the admission and
selection process of applicants. These procedures are aligned with the requirements of the
Ministry of Education (MOE) and are underpinned by the principles of fair competition and
selection, transparent procedures, merit-based and subject to BNUZ management oversight.
The admissions process is also overseen by the Guangdong Provincial Admissions Office.
The BNUZ recruitment publicists provide advice on assessment, supervision and
counselling-related services to students.
4.2
Student recruitment publicity materials are developed by IBF, in conjunction with the
BNUZ Office of Admission and Career Services. Each year a group is convened under the
leadership of the Dean of IBF, to review and update the IBF prospectus and other publicity
materials, including video. The prospectus covers a range of topics, including: Introduction to
IBF and the staff; programme listing and information about the programmes; career
development; graduate case studies; and images of the facilities.
4.3
Following the student admission process, IBF assigns staff to dedicated telephone
lines to deal with queries from students and/or parents concerning any issues or questions
they may have about the transfer from high school to university. Such matters may relate to
programme and study information, accommodation, fees and registration arrangements. The
provision of dedicated staff and telephone lines to provide support to students and their
parents concerning issues relating to the transition from high school to university is good
practice.
4.4
Orientation sessions are organised for new students and include information about
the programme, course selection, career opportunities and related matters. Under the
BNUZ's course selection procedures, IBF's Office of Academic Affairs oversees students'
online course selection. Students who wish to change courses will be given an opportunity to
do so in the first week of the semester.
4.5
In February 2017, the MOE circulated 'The Regulation on Student Management in
Regular Higher Education Institutions' to support a more robust framework for the
management and quality of education, to enhance the student experience, and to promote
the rights and interests of students. The Regulation covers a range of procedural
mechanisms deployed within universities, including enrolment and registration, course
selection, assessment, course exemption; repeat examinations, student withdrawal and
graduation.
4.6
Student entry qualifications and registration details are verified by IBF and reported
to the BNUZ Office of Academic Affairs.
4.7
IBF and BNUZ have developed procedures to guide students who want to transfer
to a different major and/or a different academic department. There are procedures to guide
the consideration and recognition of courses students have previously passed.
4.8
Student progression is monitored throughout the year, as well as student
involvement in extracurricular activities. The Office of Student Affairs monitors and reports
on student development. Counsellors and tutors are available to support students who are
experiencing any difficulties, whether academic or personal. Students experiencing
academic difficulties will meet with the head teacher and a personalised study plan will be
developed. To support faculty with class management, a number of senior students are
recruited as peer mentors.
4.9
Students are encouraged to participate in national and international knowledge
competitions and can apply for school funding. To deepen student subject knowledge,
students can apply to assist academic staff with research projects under the Muduo •
Lishang programme (see also paragraph 6.4).
4.10
BNUZ has established regulations for degree awards which are in accordance with
MOE regulations and the Guangdong Provincial Academic Degrees Committee. Students
who meet the degree requirements are approved for graduation. Students who do not meet
the full graduation criteria may be considered for a bachelor's degree certificate, subject to
minimum credit attainment.
4.11
The review team confirmed the effectiveness of the recruitment and admission
process, including a week-long orientation programme for new students. IBF operates within
the BNUZ regulatory framework for the admission of students and certification of awards,
which is, in turn, aligned with the regulatory requirements of the Guangdong Provisional
Government and MOE of the PRC.
4.12
A wide range of professional counselling and other support services are provided to
all students, which are designed to assist students with personal and/or academic concerns
that might interfere with their academic progression. The review team concluded that the
processes for the admission of students, progression and the arrangements for graduation
and certification are appropriately aligned with the requirements of Standard 1.4 and that the
Standard is met.
Standard 1.5 Teaching staff
Institutions should assure themselves of the competence of their teachers.
They should apply fair and transparent processes for the recruitment and
development of the staff.
Findings
5.1
IBF utilises a rigorous recruitment process to attract high-level talent, with teachers
having a minimum of a master's qualification and, among the full-time teachers, 46% have
senior professional titles, 47% have doctoral degrees at home and abroad and 77% have
overseas learning experience. The BNUZ Staff Appointment Committee is responsible for
the evaluation and appointment of lecturers' professional and technical positions, and the
examination and approval of salary promotion of teaching staff. Teachers are governed by
the standards for teaching qualifications and the compliance of use of foreign/bilingual
teaching of BNUZ, giving IBF a diverse group of teaching staff in age, experience and
background. IBF uses four academic titles for teaching staff: Professor, Associate Professor,
Lecturer and Junior, which have an employee ratio of 11%, 35%, 47% and 7% respectively.
5.2
Vacant positions are created by the demand of academic activities, future
developments and benchmarking with other universities which then feeds into the
operational recruitment plans for IBF. Approval for the vacant positions is given by BNUZ's
Human Resources Office who then publicly post the vacancies in conjunction with IBF.
BNUZ's Human Resources Committee work together with IBF in recruitment, interviews and
appointments, with the IBF Staff Recruitment Working Group taking part in the selection of
applicants and running the trial lectures and interviews. There are some exceptions to the
recruitment process for recruiting retired staff and international staff - the Teaching Affairs
Committee oversees applications for retired staff; for teachers who retire from IBF, the IBF
Office of Administration and Finance will report to the BNUZ Human Resource Office for
recruitment; while international recruits have to undergo work permit and visa checks. All
recruited teaching staff follow the same recruitment process where they have their
qualifications and work experience checked and undergo an interview with the Dean of IBF.
5.3
Newly-hired teachers are given an orientation by the BNUZ Human Resources
Office, IBF Office of Administration and Finance, IBF Office of Academic Affairs, and other
IBF administrative offices who provide training and workshops to help them integrate into the
ethos of IBF. They undergo a maximum probation period of six months and undertake
continuous development throughout their work, as identified within the annual staff
assessment meetings, which allows them to undertake internal and external training
programmes to upgrade their skills.
5.4
Teachers are expected to undertake personal training, academic research, social
services, cultural heritage and innovation as per the BNUZ/IBF regulations; the School and
University provides opportunities that include various types of continuing education and
training support that will enhance teachers' abilities and build their professional skills. The
positions of those who are on one-year academic leave for PhD study are reserved and paid
with a minimum wage. IBF also provides financial support of up to 50% of tuition for PhD
study in domestic universities. Other funding is available for activities such as visiting
scholars and postdoctoral exchange programmes.
5.5
BNUZ has a Teaching Support Centre that focuses on teaching innovation, internal
learning and communications with the sole aim of providing support and consultation for
teacher development with evidence provided of training and development activities
undertaken.
5.6
IBF has a mechanism in place for the promotion of teachers that is regulated by
BNUZ and overseen by an IBF working group, which makes recommendations to the Human
Resources Office for final evaluation, with the final result resting jointly with the Personnel
Committee and Job Appointment Committee.
5.7
In order to encourage and support research, IBF strategically plans the
management of research through the Plan for Promoting IBF Teachers' Academic Research
Ability. The aim is to publish papers and apply for research projects which IBF supports
financially. Teachers are also encouraged to receive overseas training to help improve their
pedagogy in collaborative research.
5.8
Since May 2018, IBF sets up a Muduo • Lishang Forum that has allowed the
invitation of famous scholars. Under this initiative, they have produced seven high-level
academic reports and organised academic activities that entail the presentation of research,
communication of academic ideas and academic debate. The Forum also allows for the
formulation of research teams that include collaboration with students. IBF has financially
supported the research undertaken as well as the academic papers published in both local
and international journals. Those involved speak enthusiastically of the opportunities
available to enhance their research and pedagogy, and appreciate working collaboratively
with students, international scholars and the wider community.
5.9
The Regulations of Teaching Supervision at BNUZ is the key document that
underpins teachers' supervision. During the year, teachers are appraised in different ways:
through random classroom coaching undertaken by the University in conjunction with
the School; routine monitoring that is overseen by the Office of Academic Affairs; and
end-of-course feedback that is given by students and teachers. Teaching supervisors are
senior teachers who observe junior teachers and feed back on course assessment and
teaching methods; their role is to advise and give recommendations to help enhance the
junior teachers in their role. These then feed into an annual assessment that is overseen by
the Assessment Working Group who report to the Office of Academic Affairs. Annual staff
assessments look at the teacher's moral performance, teaching activities, academic
research and social service. The plans formulated from the annual staff assessments act as
the basis for teaching staff development and these are effectively actioned and followed up.
IBF Directors from each department report on the assessment results to the working group
who, in turn, give final approval.
5.10
Since 2009, BNUZ has had policies in place that encourage young teachers to
enhance their skills by recognising them with awards; to date 25 IBF teachers have won
these awards. IBF also participates in the award for Excellent Course category that is run by
BNUZ, with one of the courses IBF runs winning the title in 2018. These awards give
teachers the opportunity to identity and disseminate good practice, which offers the
opportunity for other teachers from within IBF and BNUZ to drop into the sessions that have
won for the best courses.
5.11
The effective approach taken in recruiting, developing and supporting teaching staff
ensures that IBF staff are appropriately knowledgeable and skilled for their roles. The team
therefore concludes that Standard 1.5 is met.
Standard 1.6 Learning resources and student support
Institutions should have appropriate funding for learning and teaching
activities and ensure that adequate and readily accessible learning resources
and student support are provided.
Findings
6.1
The resource budget is completed in June and managed by the Dean with final
approval given by the University. Every June, IBF begins to compile the budget plan for the
next academic year and submits it to the Finance Department of BNUZ for preliminary
examination and summary. After examination and permission, the budget of IBF needs to be
implemented in accordance with the budget plan. Fixed asset requisition is based on an IBF
budget that adheres to the rules and regulations of the School and is the responsibility of the
third-level manager to oversee.
6.2
The team was given a comprehensive account of the physical resources available
including classrooms, the library, laboratory (Demonstration Centre for Economic and
Management Experiment teaching), self-study rooms, office and equipment. Students can
access vacant classrooms through the BNUZ online system as long as an application
through the online system gets approved.
6.3
The library is well-stocked with contemporary books, journals and e-resources. It
has 1.3 million print books and more than two million e-books, 2,000 subscription
newspapers, seven databases in both Chinese and English, 2,000 academic journals and
diverse databases such as CNKI, Chaoxing, Journals of Economics, Resset, SpringerLink,
EB Online and NSTL. The library also houses seven reading rooms, a multimedia room, five
general seminar rooms, an audiovisual seminar room and 16 leisure academic seminar
rooms. IBF also has access to the public laboratory of BNUZ as additional support when
needed. The library also provides short 60-minute classes to help students develop
computer software skills. To guarantee that the resources meet academic standards,
academic staff are consulted as part of course planning, and student feedback on the use of
resources is also taken into consideration.
6.4
The Demonstration Centre houses four well-resourced laboratories that are
assisted by an online platform and software where students can undertake learning in a
real-life simulation as part of their practical experimental learning. Students commented that
this case study, problem-based, learning environment prepares them for real-world
scenarios and has been useful when on internships, where employers have positively
commented on the students' confidence within work settings. The Demonstration Centre is
also utilised for students to undertake and participate in research as part of the Muduo •
Lishang programme which encourages and supports students to be involved in their own
learning. Muduo • Lishang is a new programme which is funded with the aim of improving
the quality of both teaching and research. It encourages student and staff engagement;
provides funding for students to attend conferences; assists students in research and
publication of papers. It is a highly competitive programme and students welcome this
initiative and have suggested the programme be extended further. IBF management
informed the review team of their intention to roll the programme forward in the future. The
programme plays a significant role in developing and supporting students as autonomous
learners, and the team therefore identify the Muduo • Lishang programme, which provides a
platform for students to deepen their knowledge, develop research skills and work
collaboratively, as good practice.
6.5
IBF has an established student support system that keeps the student at the heart
of services that include consulting, studying assistants, financial aid packages, academic
research guidance and mental health consulting. Support services at IBF are recognised as
part of the quality assurance system with both support services and consulting services
feeding into the quality feedback loop. The key student support teams include teachers, the
Office of Academic Affairs, the Office of Student Affairs, the Office of Career Service, the
Office of International Exchange and Cooperation, the Office of BNUZ-SMU Programme,
and the Office of Administration and Finance.
6.6
The Office of Student Affairs has the primary responsibility in the provision of
counsellors, disciplinary action and student artistic activities as well as mental health
consulting. The management of students' mental health is governed by the BNUZ/IBF
guidelines on how to handle mental health emergencies. At the admission stage, the IBF
working group review the physical and mental health status of new students. Counsellors
utilise the early warning notices to support the students in their learning by creating plans
that are specifically tailored to the students' needs. To ensure that each student has both fair
and equal internship opportunities as well as guidance, an instructor will be assigned by IBF
to each student to provide relevant guidance. The team was informed that the Students'
Union collects the opinions of the students on the support services and feeds them back to
the corresponding departments. The IBF Students' Union feeds back the problems to IBF,
and BNUZ Students' Union feeds back the problems to the University.
6.7
In order to provide an effective support system for students, IBF has a budget that
allows support staff the opportunity to develop and undertake internal and external training
programmes to upgrade their skills. Support staff also undergo an annual staff assessment
where training and development issues are raised with action plans put into place.
6.8
IBF's established class system has a team of professional class teachers who
monitor the daily student life in class and identify those in need of further support; they are
supported by the head teacher and full-time counsellors. The head teacher, also known as
the head class teacher, class tutor and class monitor, is the main individual that students
access for help with teaching, learning, living on campus, psychological and other related
issues; students have expressed the important role these teachers play and consider them
very valuable in their lives and learning journey. Counsellors are teachers specialising in
ethical education student management; while class tutors are teachers who manage, help
and psychologically monitor student groups with the assistance of peer tutors who are senior
students aiming to help new students. Students who are struggling, either psychologically or
academically, have action plans put in place as part of their support from the counsellor
and/or head teachers; this, at times, includes involving the students' parents. The teachers
who undertake support roles demonstrated to the team that their support roles are
streamlined into their teaching roles and they work effectively in ensuring that students are
supported accordingly. The role extends further into guiding students in broadening their
learning externally such as participating in the Model United Nations in Beijing.
6.9
Students work with the School to provide support to their peers in several roles that
include peer tutors, peer counsellors and class representatives; these roles are overseen by
the Office of Student Affairs. Peer tutors, who are also referred to as deputy head teachers
or peer mentors, are senior students who are appointed by the teacher for one year with the
aim of helping high school students adapt to campus life in their first year. They assist the
head class teachers and are allocated a maximum of 60 students; the peer tutors the team
met commented on how they are busy at the beginning of the semester in helping the new
students cope with higher education learning and life with weekly meetings. They
commented that the role allows them to enhance their leadership skills and ultimately learn
more about themselves in the process. Peer counsellors, also known as student counsellors,
are available in each class to provide psychological assistance to their fellow students. They
are trained in mental health education and counselling to undertake their roles effectively.
Each class also has two to three student representatives; their main role is to collate issues
raised by students in their class and meet with the Dean, heads of academic departments
and heads of offices to ensure issues related to teaching, learning and life on campus are
raised and dealt with. The team acknowledged the varied roles students play in supporting
each other and recommend that IBF implement an approach to capturing and disseminating
the experiences and good practice of students who are working in a student support
capacity.
6.10
The team was provided with examples that indicate the usefulness of the student
support roles. The team was informed further that the School keeps an eye on students
within a student support role and that these students complete a feedback form; but the
team was unclear on how these support roles are evaluated to ensure effectiveness. The
team therefore recommends that IBF put in place a systematic evaluation of the services
provided by students working in a student support capacity.
6.11
Students are given the opportunity to study abroad and the Office of International
Exchange and Cooperation oversees students who study abroad and are overseas
exchange students. The School's website publishes information about requirements for
studying abroad with details on the support systems available. The teachers the team met
gave an example of how they are able to go overseas and support their students by meeting
with them, as well as the lecturers to get feedback on the students' progress.
6.12
As placements and internships are a requirement and a module in the curriculum,
the Office of Career Service manages the oversight of placements. This includes preparing
students for placements and ensuring the quality of companies to provide placements.
Teachers play a key role in managing the student internships and students are allowed to
select their own allocation under the management of their teacher. While on placement
students are supported by their teacher and a supervisor in placements, students sign an
internship agreement with the company and are provided with an internship handbook by the
faculty. They also have to complete an internship diary and write a report that is used to
evaluate their placement. Employers commented positively on how these support systems
and preparations allow IBF students to stand above their peers from other institutions in the
region and has led to them employing the students and a positive relationship being fostered
with the School due to the quality of students and support provided.
6.13
As alumni, students are supported by the Office of Student Affairs in setting up
alumni branches across China and assigning alumni to oversee the branches. The alumni
the team met commented on the positive relationship they have with the School and
highlighted the support provided after graduation as essential in maintaining contact with the
School and helping them manage their careers.
6.14
The examples cited in the previous paragraphs demonstrate the supportive ethos
IBF has with regard to student support; the team therefore identifies the comprehensive
support provided to students throughout their student journey, that ensures timely
intervention where required, as good practice.
6.15
IBF has appropriate funding for learning and teaching activities and has policies and
procedures in place to ensure that adequate and readily accessible learning resources and
student support are provided. The team therefore concludes that Standard 1.6 is met.
Standard 1.7 Information management
Institutions should ensure that they collect, analyse and use relevant
information for the effective management of their programmes and
other activities.
Findings
7.1
Core institutional information relating to teachers, students and school operations is
collected and held on the BNUZ Intelligent Campus Platform (ICP). IBF uses a range of data
sets to inform decision-making and the management of programmes. These data sets
include: student-related information (for example, entrance exam score, family information,
attendance, course performance); faculty research and training; finance and human
resource information. The Employment Office of the Ministry of Education also collects data
on student enrolments and graduate employment for tracking and information analysis.
7.2
Academic staff also use the institutional ICP to maintain their own personal career
file, including work experience, promotion and training history. When changes are made,
these are verified by the BNUZ Human Resource Office. The Scientific Research Secretary
at IBF is responsible for recording research projects and academic staff publications and/or
achievements, to the BNUZ Scientific Research Department.
7.3
Information relating to teaching operations is supported by the ICP. At the time of
the review, BNUZ was carrying out a new information control framework, including risk
assessment; internal controls, supervision and evaluation. Students have the opportunity to
evaluate their teachers at the end of each semester. The Director of the IBF Office of
Academic Affairs tracks information relating to the quality of teaching operations to identify
any anomalies and plan appropriate interventions to resolve issues.
7.4
The collection of information management data is distributed across relevant
functional areas, for example: IBF Office of Administration and Finance has responsibility for
collecting all financial data; enrolment information is collected by BNUZ Office of Admissions
and Career Service; while graduate employment data is captured by the Office of Career
Service.
7.5
BNUZ Basic Status of Undergraduate Teaching is regularly monitored by the Higher
Education Evaluation Centre (HEEC), which is within the Chinese Ministry of Education. As
part of the higher education quality monitoring and evaluation system, universities are
subject to a 'five-in-one' evaluation system. BNUZ attaches great importance to and regularly
submits Basic Status of Undergraduate Teaching to the HEEC of the Ministry of Education,
including educational resources, programmes and courses, teaching and quality
management, and student progression.
7.6
The review team had an opportunity to see the ICP in operation. Students who met
with the review team confirmed the utility of the ICP and social media used by IBF to
communicate with them and to facilitate access to key information about their courses and
programmes.
7.7
Prior to each annual enrolment plan being developed, data is analysed from the
previous year's entrants by the BNUZ Vice-President, the Office of Academic Affairs and
other relevant units. Student progression is recorded and monitored and where a student
appears to be encountering difficulties, the relevant supervisors to the IBF Office of Student
Affairs trigger an intervention with the student to help resolve the issue.
7.8
Information relating to teaching operations is monitored by the BNUZ Office of
Academic Affairs and the Director of the IBF Office of Academic Affairs. If there is cause for
concern identified from the monitoring process, the IBF Deputy Dean is notified to enable
appropriate action to be taken.
7.9
Information relating to graduate employment and students continuing their studies
are held and monitored by IBF and BNUZ Office of Admission and Career Service, including
employer satisfaction surveys. Employers who met with the review team indicated that they
were very positive about the quality of IBF graduates they recruited.
7.10
Students confirmed that they had access to relevant information to support their
studies. Students also evaluate the performance of their course teachers at the end of each
semester through an online survey. The Ministry of Education of the PRC also collects data
on graduate employment.
7.11
IBF uses an appropriate set of metrics for internal and external reporting.
Feedback on academic and student activity is engaged with positively and is used to inform
decision-making and the enhancement of provision, through the various quality assurance
processes. Consequently, the review team concludes that Standard 1.7 is met.
Standard 1.8 Public information
Institutions should publish information about their activities, including
programmes, which is clear, accurate, objective, up-to-date and readily
accessible.
Findings
8.1
Public information includes print, online information and social media. Online public
information, including the WeChat platform, is governed by BNUZ and IBF's website
management regulations to ensure accuracy of information, while BNUZ staff from the
International Network and Information Centre, and IBF staff from the Office of Administration
and Finance and the Laboratory centre, take responsibility for the updating and management
of the website. Print information that includes outdoor publicity material are governed by
BNUZ rules. BNUZ Office of International Exchange and Cooperation produces promotional
material for overseas programmes.
8.2
Online information is mainly published through both the English and Chinese
versions of the IBF website with other information platforms utilised, including WeChat Public
Subscription, QQ and Weibo. The general website publishes information about IBF - its
governance, strategy, processes, polices and programme specifications; it targets the
general public as well as prospective and current students, alumni and staff members.
8.3
Print information is normally printed in June each year soon after the National
College Entrance Examination of China in order to provide timely information for students
applying for the entrance examinations of IBF and includes an admission profile and
admission brochure which are distributed countrywide. Both online and print material are
designed by BNUZ Office of Admission and Career Service who also check the veracity of
the information.
8.4
Prospective students are given the admission profile of BNUZ, the admission profile
of IBF and IBF's brochure to help students make informed decisions about the programme,
its contents and finances. The students also have access to the recruitment handbook which
is available online.
8.5
Once on the programme, students are issued with a variety of resources such as
the programme handbooks, student handbooks and guidebooks for the 2+2 projects.
Current students use approved course textbooks that are bilingual and follow a stringent
approval process. Students also use an online forum known as Education Online (EOL)
where they can access their course syllabus, content, timetable, assignment release,
Questions and Answers. The team was informed that IBF's website publishes information
that would also help students seeking to study abroad, with specific criteria outlined.
Students also utilise mobile applications as part of their learning process.
8.6
On completion of their programme, transcripts, degree certification and minor
certificates are issued by the BNUZ Office of Academic Affairs.
8.7
Staff utilise the website and access information at different levels according to their
roles - the more senior, the more access is granted. The team had an opportunity to witness
the different platforms that teachers use as well as student-facing ones; these all had
appropriate controls in place which allow the user to access and comment on relevant
information.
8.8
The team met IBF alumni who confirmed that they maintain a relationship with IBF
after graduation. Alumni communication takes the form of surveys, participating in WeChat
alumni groups, emails and telephone calls from the School with some of the relationships
moving into a supportive and business working capacity with alumni taking on IBF students
as interns within their organisations.
8.9
IBF publishes information about the full range of its activities, including
programmes. The information is found to be fit-for-purpose by staff and students and is
up-to-date and readily accessible. The review team therefore conclude that Standard 1.8
is met.
Standard 1.9 Ongoing monitoring and periodic review of programmes
Institutions should monitor and periodically review their programmes to
ensure that they achieve the objectives set for them and respond to the
needs of students and society. These reviews should lead to continuous
improvement of the programme. Any action planned or taken as a result
should be communicated to all those concerned.
Findings
9.1
Annual monitoring and periodic review are conducted according to governmental
requirements. Since 2018, undergraduate programme specialities have had to be mapped
against the Higher Education Undergraduate Program Teaching Quality National Standard.
This standard is used as the frame of reference for an annual self-assessment report on the
quality of the programmes. The self-assessment reports are reviewed through the Office of
Academic Affairs and then the IBF Teaching Guidance Committee and the IBF Academic
Committee, before going to the University's senior management team and the Academic
Degree Committee for final approval and transmission to the Guangdong Education
Committee. IBF's recently-introduced Teaching Quality Assurance Committee will now have
oversight at faculty level. The team had difficulty discerning the trail of the reports through
the committees but the reports themselves were substantial and clearly respond to the
detailed and specific requirements of the regional and national government, with significant
use of data on student recruitment, retention, progression and achievement and focus on
issues of strategic significance to IBF. Heads of departments and other 'front line' staff were
well aware of the reporting requirements.
9.2
The team heard from IBF that the Department of Education of Guangdong Province
has set a requirement for a new programme to be subject to periodic review by BNUZ after
four years. A periodic review report is not yet due under this new arrangement, which
provides for a programme review to be approved by BNUZ and then reported to the
Department of Education of Guangdong Province.
9.3
The University also participates in periodic surveys, for example, Department of
Education of Guangdong Province organised a 'Program Satisfaction for Students' survey in
2018, involving higher education institutions in Guangdong, enabling IBF to benchmark its
performance against other institutions.
9.4
There is a Quality Engineering Project initiative and an Education and Teaching
Reform Project. These initiatives are intended to support the development of good/best
practice over a period of two to three years. Successful projects are disseminated within
BNUZ and shared with the Department of Education of Guangdong Province, which provides
external scrutiny.
9.5
The University and IBF have several mechanisms for continuous quality control and
periodic review and the team notes the rigour with which the effective and reliable delivery of
teaching is managed and facilitated, with significant use of data on student admission,
retention, progression and achievement. This led the review team to conclude that
Standard 1.9 is met.
Standard 1.10 Cyclical external quality assurance
Institutions should undergo external quality assurance in line with the ESG on
a cyclical basis.
Findings
10.1
The main source of external quality assurance is the regulation of the Ministry of
Education and the Department of Education of Guangdong Province. BNUZ is subject to
ongoing scrutiny through the Department of Education of Guangdong Province and an
Advisory Committee works with reference to the National Standard for assessing the quality
of undergraduate teaching. BNUZ also has to apply the Specialty Catalog and Introduction of
Undergraduate Course of Common Colleges and Universities (2012). Since 2018,
undergraduate programme specialities have had to be mapped against the Higher Education
Undergraduate Program Teaching Quality National Standard. Other forms of regular scrutiny
are set out in the following paragraphs.
10.2
There is a University Quality Engineering Project initiative and a Teaching Reform
Project. These initiatives are intended to support the development of good/best practice over
a period of two to three years. Successful projects are disseminated within BNUZ.
10.3
A recently-created Advisory Committee includes well-known experts and scholars,
entrepreneurs and staff from relevant government departments. The Advisory Committee is
responsible for providing decision-making consultations on the development strategy, major
policies and the improvement of teaching quality within IBF. It is too early to assess the
impact of this committee but the team heard evidence of the close and valuable relationships
between IBF, and local and regional employers and graduates who work together on the
generation of employment opportunities. BNUZ also makes use of graduate feedback
through annual MyCOS evaluations, conducted by a Chinese data analytics company that
specialises in higher education management data. Visits by IBF personnel to graduates in
their workplaces also take place and IBF brings graduates back as visiting graduates and
through the Back to School symposium.
10.4
This current International Quality Review by QAA is seen by IBF as an additional
method of external scrutiny in the recognition of IBF's strategy and the improvement of
quality assurance as a result of benchmarking international standards and as a means of
international exchange of good practice.
10.5
Overall, the range of regular external quality assurance to which IBF is subject
leads the team to conclude that Standard 1.10 is met.
Glossary
Action plan
A plan developed by the institution after the QAA review report has been published, which
is signed off by the head of the institution. It responds to the recommendations in the report
and gives any plans to capitalise on the identified good practice.
Annual monitoring
Checking a process or activity every year to see whether it meets expectations for standards
and quality. Annual reports normally include information about student achievements and
may comment on the evaluation of courses and modules.
Collaborative arrangement
A formal arrangement between a degree-awarding body and another higher education
provider. These may be degree-awarding bodies with which the institution collaborates
to deliver higher education qualifications on behalf of the degree-awarding bodies.
Alternatively, they may be other delivery organisations who deliver part or all of a proportion
of the institution's higher education programmes.
Degree-awarding body
Institutions that have authority, for example from a national agency, to issue their own
awards. Institutions applying to IQR may be degree-awarding bodies themselves or may
collaborate to deliver higher education qualifications on behalf of degree-awarding bodies.
Desk-based analysis
An analysis by the review team of evidence, submitted by the institution, that enables the
review team to identify its initial findings and subsequently supports the review team as it
develops its review findings.
Enhancement
See quality enhancement.
European Standards and Guidelines
For details, including the full text on each standard, see www.enqa.eu/index.php/home/esg.
Examples of practice
A list of policies and practices that a review team may use when considering the extent to
which an institution meets the standards for review. The examples should be considered as
a guide only, in acknowledgment that not all of them will be appropriate for all institutions.
Facilitator
The member of staff identified by the institution to act as the principal point of contact for the
QAA officer and who will be available during the review visit, to assist with any questions or
requests for additional documentation.
Good practice
A feature of good practice is a process or way of working that, in the view of a QAA review
team, makes a particularly positive contribution to the institution's higher education provision.
Lead student representative
An optional voluntary role that is designed to allow students at the institution applying for
IQR to play a central part in the organisation of the review.
Oversight
Objective scrutiny, monitoring and quality assurance of educational provision.
Peer reviewers
Members of the review team who make the decisions in relation to the review of the
institution. Peer reviewers have experience of managing quality and academic standards
in higher education or have recent experience of being a student in higher education.
Periodic review
An internal review of one or more programmes of study, undertaken by institutions
periodically (typically once every five years), using nationally agreed reference points,
to confirm that the programmes are of an appropriate academic standard and quality.
The process typically involves experts from other higher education providers. It covers
areas such as the continuing relevance of the programme, the currency of the curriculum
and reference materials, the employability of graduates and the overall performance of
students. Periodic review is one of the main processes whereby institutions can continue
to assure themselves about the academic quality and standards of their awards.
Programme of study
An approved course of study that provides a coherent learning experience and normally
leads to a qualification. UK higher education programmes must be approved and validated
by UK degree-awarding bodies.
Quality enhancement
The process by which higher education providers systematically improve the quality of
provision and the ways in which students' learning is supported.
QAA officer
The person appointed by QAA to manage the review programme and to act as the liaison
between the review team and the institution.
Quality assurance
The systematic monitoring and evaluation of learning and teaching, and the processes
that support them, to make sure that the standards of academic awards meet the necessary
standards, and that the quality of the student learning experience is being safeguarded
and improved.
Recognition of prior learning
Assessing previous learning that has occurred in any of a range of contexts including school,
college and university, and/or through life and work experiences.
Recommendation
Review teams make recommendations where they agree that an institution should consider
developing or changing a process or a procedure in order to improve the institution's higher
education provision.
Reference points
Statements and other publications that establish criteria against which performance can
be measured.
Self-evaluation document
A self-evaluation report by an institution. The submission should include information about
the institution as well as an assessment of the effectiveness of its quality systems.
Student submission
A document representing student views that describes what it is like to be a student at the
institution, and how students' views are considered in the institution's decision-making and
quality assurance processes.
Validation
The process by which an institution ensures that its academic programmes meet
expected academic standards and that students will be provided with appropriate learning
opportunities. It may also be applied to circumstances where a degree-awarding institution
gives approval for its awards to be offered by a partner institution or organisation.
QAA2508 - R10921 - Apr 20
© The Quality Assurance Agency for Higher Education 2020
Southgate House, Southgate Street, Gloucester GL1 1UB
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Tel: 01452 557 000
Website: www.qaa.ac.uk
