QAA Quality Code

In this section
QAA Quality Code

Mapping of Institutional Policies to the Quality Assurance Agency (QAA) UK Quality Code

The QAA Quality Code sets out fundamental principles that should apply to higher education quality across the UK. The Quality Code is split into 12 sections and is based on a number of elements that together provide a reference point for effective quality assurance and enhancement. These include expectations for quality and standards, as well as core and common practices. These elements join together to create a framework from which Higher Education providers can base their quality management mechanisms.

It is important that the University ensures that it meets the expectations and practices of the Quality Code and, as such, undertakes to map its policies and procedures to the Code.

This mapping is a living document which is kept up to date as policies are reviewed and developed. Mapping of University policy and procedures to the Quality Code is an important supporting document considered as part of Enhancement-led Institutional Review.

Principle 01 - Taking a strategic approach to managing quality and standards
Principle 02 - Engaging students as partners
Principle 03 - Resourcing delivery of a high-quality learning experience
Principle 04 - Using data to inform and evaluate quality
Principle 05 - Monitoring, evaluating and enhancing provision
Principle 06 - Engaging in external review and accreditation
Principle 07 - Designing, developing, approving and modifying programmes
Principle 08 - Operating partnerships with other organisations
Principle 09 - Recruiting, selecting and admitting students
Principle 10 - Supporting students to achieve their potential
Principle 11 - Teaching, learning and assessment
Principle 12 - Operating concerns, complaints and appeals processes

 

In mapping to the Code, the Guiding Principles (available in the Advice and Guidance documentation on the QAA website) have been used as the reference point. Alongside contextual information, supporting documentation has been provided.

This may take the form of webpages, policy documents, sections of the Academic Quality Handbook (AQH), regulations, guidance information or similar kinds of documentation. The contextual information outlines the current practices and the methods of achieving each guiding principle, while the supporting documentation is provided as evidence to back these up.