Digital Education Resource Archive (DERA)

Outcomes from collaborative provision audit: arrangements for monitoring and support, sharing good practice

Quality Assurance Agency (QAA), corp creator. (2011) Outcomes from collaborative provision audit: arrangements for monitoring and support, sharing good practice.

[img]
Preview
PDF
QAA383ArrangeMonitorandSupp.pdf - Published Version
Available under License Permission Granted by Copyright Owner.

Download (287kB) | Preview

Abstract

It is clear from the 30 Collaborative provision audit reports published between May 2005 and March 2007 that awarding institutions were fully aware of the requirement for careful monitoring of collaborative provision in the intervals between formal approval and periodic review/revalidation events. All had in place systems for annual monitoring of the quality and standards of collaborative programmes. These systems were generally similar to those for monitoring of internal provision; however, in some cases they were tailored to accommodate different forms of collaborative provision or modes of delivery, or to reflect the particular risks involved in such provision. In most cases monitoring systems were found to be robust; where recommendations for improvement were made, these concerned the need to achieve consistency across provision and to involve staff of partner institutions in the monitoring process. Procedures for reporting and acting upon the outcomes of annual monitoring were sometimes found to be protracted and cumbersome, whereas the efforts of some awarding institutions to achieve effective oversight of their collaborative provision and to involve partner staff in that oversight were singled out as features of good practice. The role of the primary contact within the awarding institution was found to be of crucial importance to the effective operation of collaborative arrangements, and numerous features of good practice were identified in this area. The variety of terms used for this primary contact reflects the different functions involved: liaising, managing, monitoring and supporting. 'Link tutor' is probably the most widely used term, and will be adopted in the remainder of this paper to denote the role. Link tutors played both a formal and an informal part in annual monitoring. Some had assessment responsibilities and were involved in the appointment of and support for external examiners. In some cases their monitoring responsibilities extended to scrutiny of the information produced by partner organisations about collaborative programmes. As the main point of contact with the awarding institution, the link tutor also monitored aspects of the student learning experience, such as the provision of adequate academic and personal support, the adequacy of learning resources, and the opportunities provided to students for feedback and representation. The audit reports confirm that most awarding institutions fulfilled their obligation to ensure that staff directly involved in the delivery of collaborative programmes were properly qualified by scrutinising staffing arrangements and staff qualifications at initial approval and during periodic review. In the interim, the quality of teaching and any changes in staffing were monitored both formally as part of annual monitoring and informally by link tutors. Staff support and development needs were identified during appraisal or annual monitoring, and were met by awarding institutions in a variety of ways. The large number of features of good practice identified in the area of staff support and development indicates the care taken by awarding institutions to ensure that staff delivering collaborative programmes were appropriately trained and provided with the necessary development opportunities.

Item Type: Document from Web
Publisher: Quality Assurance Agency
Additional Information: http://www.qaa.ac.uk/reviews/institutionalAudit/outcomes/CPaudit/QAA383ArrangeMonitorandSupp.pdf
Depositing User: Editor (1)
Date Deposited: 01 Jun 2011 09:23
Last Modified: 03 Jul 2012 18:25
URI: http://dera.ioe.ac.uk/id/eprint/2993
Edit Item Edit Item