In May 2023, the University was formally reviewed by the Quality Assurance Agency (QAA) panel via its Quality Enhancement & Standards Review (QESR) method, introduced as an interim review between the last Enhancement-led Institutional Review (ELIR), which took place in 2019, and the introduction of a new Tertiary Quality Framework being developed for introduction in 2024/25. All Scottish Higher Education Institutions will undergo a QESR Review, either in 2022/23 or 2023/24.
Strathclyde’s QESR Review took place on 11 May 2023. The Review Panel met with a range of students and staff to discuss the student learner experience and the management and enhancement of academic standards and associated processes. Prior to the Review taking place, the University submitted documentation to the QAA comprising a range of examples of its approach to enhancement of the student learner experience and to implementing the quality and standards framework. This submission included: the Strathclyde Student Alliance; the Student Partnership Agreement; Faculty Annual Reports; Quinquennial Reviews Reports; Thematic Review Reports; education committee minutes and annual reports; and papers submitted to committees on an annual basis, such as data analysis of student progression and outcomes, mapping to the QAA Quality Code etc.
Following the Review, the QAA has published its report and confirmed that it is confident that the University of Strathclyde is making effective progress in continuing to monitor, review and enhance its higher education provision to enable effective arrangements to be in place for managing academic standards and the quality of the student learning experience.
The Principal, Professor Sir Jim McDonald, made the following comments about the Review process and outcome:
We would like to thank the Review Panel for their diligence and professionalism in undertaking the Review and producing this report. Their positive interactions with staff and students during the QESR process facilitated detailed scrutiny of our education enhancement content and systems, constructive engagement with those they interacted with, and promotion of the strategic value of such externally led reviews. We are delighted to see that Strathclyde’s key strengths in our strategic approach to enhancement, student partnership working and digital education have been recognised by the Review Panel as features of good practice. This is very much reflective of who we are, how we work, and our commitment to delivering high-quality learning and teaching and an outstanding student experience. We look forward to working with students and staff across the University to embed the good practice and recommendations highlighted by the Review Panel, and to furthering the enhancement of our education delivery.
The full QESR Report is available on the QAA website.
In summary, the QESR Report highlighted the following features of good practice:
- Strategic approach to enhancement: The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The Learning and Teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees to ensure the student experience is enhanced.
- Student partnership working: The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, and co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues.
- Digital education: The University has continued to develop and strengthen an effective digital education capacity through a collaborative, deliberate and strategic approach.
The Report also highlights two recommendations for action:
- Thematic review of professional services: As the new professional services review process is embedded, the University should produce a timetable of reviews to ensure that all student-facing professional services are systematically reviewed within a suitable timeframe;
- PGR teaching: The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University.
The University has developed an action plan to respond to the recommendations. This will be updated in July 2024.