Quality Enhancement Strategy (Version 2)

[First version approved by the Senate of Glasgow Caledonian University, June 2003; second version approved June 2007]

Introduction

The quality enhancement strategy for Glasgow Caledonian University has been revised in the light of the successful Enhancement Led Institutional Review (ELIR) of the University in academic Session 2005/06 and the experience of quality enhancement within the University since the approval of the original strategy in 2003. The strategy covers all of the academic activities of the University. Academic activity includes research and knowledge transfer as well as teaching and learning.

Strategy

Glasgow Caledonian is committed to the enhancement of the student experience at the University. This has two outcomes, firstly the student's time at University will become more rewarding, and secondly the graduate's employability will be increased. The commitment is underpinned by five key principles which guide the enhancement strategy. The strategy must:

• seek to improve all of the activities of the University which have an effect on the student experience. The University is therefore committed to the enhancement of learning and teaching, research and knowledge transfer activity, and the improvement of academic and business related support services in order to improve the experience of all stakeholders
• assist the University in achieving its 2015 Vision and therefore will encourage innovation, responsiveness, and self-reflection by both students and staff and include input from all stakeholders
• make the best use of staff competencies and skills, seek to maximise staff satisfaction, and link staff development activity to enhancement
• maintain academic standards
• identify national and international best practice and embed it across the University

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Approach

Aim: The improvement of the student experience at Glasgow Caledonian in line with the strategy described above.

Proposed key features of the approach are:

• simplicity
• student-focused
• holistic
• fitness for purpose
• rigour
• evidence-based
• focus on exchanging good practice throughout the Institution
• involvement of students and other stakeholders (e.g. employers and professional/statutory bodies)
• openness

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Components

The components of the University Quality Enhancement Strategy are:

• the Learning, Teaching, and Assessment Strategy and all other relevant University Policies
• the annual monitoring and approval activities currently in place e.g. the annual monitoring of programmes and modules, and programme approval/re-approval
• External Assessors' reports
• thematic audit
• the annual planning process
• Academic and Business Support Department Review
• Performance Annual Review
• Enhancement-led Internal Subject Review
• the SFC/QAA enhancement themes
• External Enhancement-led Institutional Review (ELIR)

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The following new features are highlighted as part of the new enhancement strategy:

• Glasgow Caledonian conducts subject review on a five-year cycle by School or other appropriate grouping
• The scope of subject reviews encompasses all taught provision, research-student supervision and CPD activity, consultancy and knowledge transfer, and the connection between research and curriculum development
• School plans will include quality enhancement plans derived from the annual monitoring process and all other relevant sources of information
• The process of achieving enhanced engagement of the student community with quality processes will continue
• The subject review process will be aligned, wherever possible, with the programme approval/re-approval process and with professional/statutory body reviews

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Last updated: 19 November 2009

Annual Report to Court on Quality Assurance and Enhancement at Glasgow Caledonian University

Executive summary
Annual report to SFC on Internal Subject Review
Progression and retention
Biennial programme monitoring process
External assessors
Programme approval and review