Date of review	Publication date	Type of review	Judgements about quality and standards	Reference
Mar-2011	1 Jun 2011	Integrated Quality and Enhancement Review: England	Confidence in the College's management of its responsibilities, as set out in its partnership agreements, for the quality of learning opportunities it offers. - What does this mean? Confidence in the College's management of its responsibilities, as set out in its partnership agreements, for the standards of the awards it offers on behalf of its awarding bodies. - What does this mean? Reliance can be placed on the accuracy and completeness of the information that the College is responsible for publishing about itself and the programmes it delivers. - What does this mean?	978 1 84979 294 3

Features of good practice	Recommendations for action
The team has identified the following good practice for dissemination: the detailed and analytical annual monitoring and review process at programme and college level which provides a sound vehicle for quality enhancement the peer observation process which enhances teaching and learning practice the use of learning technologies as part of an interactive approach to learning and teaching on the FdA Music Production and FdA Digital Design provides students with a broad experience of industry-standard technologies the extensive and well-established links with employers in supporting high-quality learning opportunities.	The team has also identified a number of recommendations for the enhancement of the higher education provision. The team considers that it would be advisable for the College to: review the terms of reference for the Higher Education Steering Group to provide more explicit focus on the management of academic standards and engagement with the Academic Infrastructure establish examination boards for Higher National programmes which have clear terms of reference, constitution and membership, and which clarify the role of the Higher National Board of Studies establish a set of clear and unambiguous policies and procedures for Higher National programmes to ensure that all staff and students understand the academic assessment regulations review the range of information provided to higher education students to ensure that it is appropriate and consistent and provides a coordinated approach introduce a clear process for ensuring that programme handbooks are consistent, accurate and complete. The team considers that it would be desirable for the College to: align all College higher education operations and documentation to the Academic Infrastructure to ensure that it is fully embedded and understood introduce an annual overview of external examiners' reports as part of the higher education self-assessment review process clarify the policy on tutorial support for higher education students to provide a consistent basis for the regular review of student progress clarify the terms of reference and membership of programme committees and publish an annual schedule to ensure that student representatives can attend and contribute consider how the Higher Education Forum can be more effective in creating a community of higher education practitioners.

Features of good practice

Recommendations for action

The team has identified the following good practice for dissemination:

the detailed and analytical annual monitoring and review process at programme and college level which provides a sound vehicle for quality enhancement
the peer observation process which enhances teaching and learning practice
the use of learning technologies as part of an interactive approach to learning and teaching on the FdA Music Production and FdA Digital Design provides students with a broad experience of industry-standard technologies
the extensive and well-established links with employers in supporting high-quality learning opportunities.

The team has also identified a number of recommendations for the enhancement of the higher education provision.

The team considers that it would be advisable for the College to:

review the terms of reference for the Higher Education Steering Group to provide more explicit focus on the management of academic standards and engagement with the Academic Infrastructure
establish examination boards for Higher National programmes which have clear terms of reference, constitution and membership, and which clarify the role of the Higher National Board of Studies
establish a set of clear and unambiguous policies and procedures for Higher National programmes to ensure that all staff and students understand the academic assessment regulations
review the range of information provided to higher education students to ensure that it is appropriate and consistent and provides a coordinated approach
introduce a clear process for ensuring that programme handbooks are consistent, accurate and complete.

The team considers that it would be desirable for the College to:

align all College higher education operations and documentation to the Academic Infrastructure to ensure that it is fully embedded and understood
introduce an annual overview of external examiners' reports as part of the higher education self-assessment review process
clarify the policy on tutorial support for higher education students to provide a consistent basis for the regular review of student progress
clarify the terms of reference and membership of programme committees and publish an annual schedule to ensure that student representatives can attend and contribute
consider how the Higher Education Forum can be more effective in creating a community of higher education practitioners.

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