Higher education review work United Kingdom degree-awarding bodies (mainly universities) set their own standards for the degrees and other qualifications they award (
academic degrees), but since most courses are partly or entirely publicly funded (including through student loans) there is a requirement that they undergo external review to demonstrate that a national 'threshold' standard is met, and that quality is satisfactory. QAA is the body that undertakes this independent role in the United Kingdom. It does so through processes of peer review. Reviewers have extensive experience of higher education at a senior level, or are current or recent students. While there are some differences between the methods used by QAA to achieve this, they have some key features in common. All reviews check that United Kingdom expectations are met; currently this is done by benchmarking the provision against QAA's Quality Code (see below). Other resources used for benchmarks of academic standards include the 'subject benchmark statements' (maintained by QAA in consultation with the academic community), relevant qualifications and credit frameworks, institutions' own rules and handbooks, standards set by professional bodies, and the European Standards and Guidelines maintained by the
European Association for Quality Assurance in Higher Education (ENQA). Each review results in a published report containing
judgements on whether United Kingdom expectations are met. Separate judgements comment on academic standards, academic quality, and the public information provided about courses. Reports include recommendations for improvement, citations of good practice, and affirmations of actions taken by the higher education provider to improve since the last review. QAA's review methods are informed by a self-evaluation submitted in advance by each university or college, and by a 'student submission' - a commentary by its students. At time of writing, review places an emphasis on the existence of robust academic management structures, and policies and approaches that enable national expectations to be fulfilled, combined with evidence that this is happening. Evidence is obtained in a variety of ways, including interviews with relevant individuals and structured discussions with student and staff focus groups. QAA reviews do not generally look at individual courses or programmes of study, neither do they review or evaluate students' work.
Guidance on quality and standards In cooperation with the United Kingdom higher education sector, QAA maintains the United Kingdom Quality Code for Higher Education (Quality Code - see below), the subject benchmark statements for bachelor's and master's degrees, and other guidance for helping higher education providers to meet agreed United Kingdom expectations. Where appropriate, QAA also works with professional, regulatory and statutory bodies, and employers, to ensure that its guidance is fit for purpose. Draft guidance is published on QAA's website (via a tab on the home page), where it is accessible for public consultation before being formally published.
The Quality Code The Quality Code (full name: United Kingdom Quality Code for Higher Education) sets out four expectations for standards and quality that must be met by United Kingdom higher education providers that receive any kind of public or student loan funding. These expectations are underpinned by core practices, which are mandatory for all United Kingdom providers, and common practices, which are mandatory in Scotland, Wales and Northern Ireland. The Quality Code replaced the 'Academic Infrastructure' (see below) in 2012 as the main reference point for checking on the quality of United Kingdom higher education, having been developed in close consultation with the United Kingdom higher education sector. In 2015 the Quality Code was extended to include the United Kingdom 'frameworks for higher education qualifications' (specifying levels for the different higher education qualifications and defining these through 'level descriptors') and the subject benchmark statements (specifying what outcomes - knowledge, understanding, skills and attributes - are expected of bachelor's and master's graduates in specific disciplines). The Code was revised in 2018 following the passing of the
Higher Education and Research Act. Owned and maintained by QAA, it sets out 'fundamental principles that should apply to higher education quality across the United Kingdom'. The Quality Code covers: • setting and maintaining standards, as determined by the United Kingdom qualifications frameworks and subject benchmark statements, together with other relevant guidance • meeting United Kingdom expectations about the quality of the student experience, and seeking ways to enhance this • providing trustworthy and reliable information about courses. In Scotland the levels are different, being part of the
Scottish Credit and Qualifications Framework). Wales also has an integrated academic credit and qualifications framework, while England has a separate credit framework maintained by QAA. Higher education providers use the Quality Code, in conjunction with their own internal policies and other guidance, to design the programmes of study that lead to their higher education awards (including
academic degrees). QAA reviewers use it to check that expectations are met when they conduct a review.
Other guidance QAA provides other guidance to supplement the Quality Code (but which unlike the Quality Code is advisory rather than mandatory). The Quality Code is supported by advice and guidance, divided into twelve Themes. The
Higher Education Credit Framework for England (see previous note) enables providers to allocate a credit tariff to courses and modules. Other guidance documents help universities and colleges to address particular student needs, such as learning about sustainable practices or enterprise and entrepreneurship, or they inform the public and students about the higher education experience, for example the balance between self-directed and structured learning. QAA conducts or sponsors research projects and consultation events relating to quality in United Kingdom higher education and publishes guidance on topical issues. It also publishes analysis of the collective findings of its reports to identify emergent trends.
Investigation of complaints and concerns QAA investigates allegations of 'systemic failings' by higher education providers, whereas the
Office of the Independent Adjudicator deals with individual complaints and grievances. Both systems are designed as a recourse for students who have already asked for an internal investigation into their complaint and have not found the outcome of this to be satisfactory. Systemic failings are taken to mean a failure by a university or college in meeting its responsibilities for standards and quality. The concern needs to be supported by evidence. Where QAA deems a full investigation necessary it publishes its findings in a report.
Advisory role on degree awarding powers and university title QAA advises the
Privy Council of the United Kingdom, via government ministers, on the merits of applications for degree awarding powers or the right to be called a university. No organisation may award degrees or call itself a university in the United Kingdom unless authorised to do so by the government. Applications are considered by a dedicated QAA committee, the
United Kingdom Advisory Committee on Degree Awarding Powers, enabling its board to offer advice to ministers.
Regulation of the Access to Higher Education Diploma QAA is the regulator for the
Access to Higher Education Diploma which enables adults without
A-Levels or their equivalent to progress to
higher education. Organisations known as Access Validating Agencies (AVAs) are responsible for validating and reviewing Access courses and awarding the Diploma to successful students. QAA licenses and monitors the AVAs and publishes information about its findings. ==International relations==