Annual monitoring

This section of the Framework covers the annual monitoring of all taught programmes.

Key reference points

Relevant benchmark statements, UWE Bristol Strategy 2020, QAA Quality Code.

Audience

Heads of Department, Programme Managers, Module Leaders, members of committees involved in the monitoring and review of academic provision.

Annual monitoring section documents and templates

View annual monitoring section documents, templates and quality process sheets.

Annual monitoring sections

  1. Scope and principles
  2. Key roles and responsibilities
  3. Timescales
  4. Quantitative and Qualitative Data
  5. Annual module report
  6. Annual programme report
  7. Annual department report
  8. Partnership lead report
  9. Annex
  10. Section documents and templates

1. Scope and principles

The annual monitoring process relates to all taught programmes and sets out the expectations for the monitoring of modules and programmes, including those delivered at partner institutions.  The process is undertaken at module, programme and department levels and aims to enhance curriculum provision, safeguard quality and standards and identify and disseminate features of good practice.  It considers the quality of the student experience, student performance and academic standards using both quantitative and qualitative information relating to progression and achievement, External Examiners’ comments, student survey results and feedback from students.

Although reported on an annual basis, the process of monitoring is a constructive and ongoing process and an integral part of academic activity which enhances the student experience across all taught provision. The reporting templates have been developed to facilitate effective monitoring and can be used as a living document to record actions and changes as they occur.

Annual monitoring of collaborative provision may vary depending on the relationship between the University and the partner, and the model of delivery.  Specific details of the process can be found in the guidance QPS21.

In certain circumstances, where a PSRB undertakes annual monitoring or review of a programme, the PSRB report can take the place of the annual Programme Report. However it should be noted that the same information outlined in section 7 below will be required for the Department Report. Further guidance is available from the CRA Manager in Academic Services.

2. Key roles and responsibilities

Key individuals

a) The Curriculum Review and Accreditation Manager (CRA Manager) has an overview of the process on behalf of the University.  They are responsible for ensuring that the annual monitoring templates are up to date and available and that deadlines for the receipt of reports are set.  They are also key in liaising with Business Intelligence to ensure that relevant quantitative information is made available to the report writers at key points in the process.

b) The Quality Account Manager has an overview of the process on behalf of the Faculty. They retain an overview of the deadlines and try to ensure that the flow of information between report writers is maintained.

c) The Module Leader is responsible for ensuring that student feedback is captured during the module run and completing a Module Report each year. 

d) The Programme Manager is responsible for completing the Programme Report each year.

e) The Head of Department is responsible for the completion of the Department Report each year. 

f) The Associate Dean Learning, Teaching and the Student Experience (LTSE) (or equivalent) assumes overall responsibility for the Faculty annual monitoring activity and ensures that staff are aware of their roles and responsibilities.

g) The Link Tutor is responsible for liaising with module and programme leaders in Partner Institutions to support them through the Annual Monitoring process.

h) The UWE Partnership Lead is responsible for completing the annual Partnership Lead Report.

Committees

a) The Departmental Committee is responsible for the oversight of the Department Report and for ensuring that it is forwarded to the Faculty Academic Standards and Quality Committee (ASQC).  It is also responsible for dealing with any enhancement or developmental activity that is fed down to it as a result of the scrutiny of the report by the Faculty ASQC.

b) The Faculty ASQC is responsible for the oversight of the annual monitoring process on behalf of the Faculty and for reporting any University issues to the Learning, Teaching and Student Experience Committee (LTSEC).  The ASQC is responsible for ongoing monitoring of Department Action Plans.  It is also responsible for dealing with any enhancement or developmental activity that is fed down to it as a result of the overview of reporting activity from LTSEC and Academic Board.

c) The Collaborative Provision Committee (CPC) is responsible for the oversight of the annual monitoring of Collaborative Provision process on behalf of the University. The CPC is responsible for ongoing monitoring of Partnership Lead Report Action Plans.

d) Partnership Boards are responsible for receiving and acting upon Partnership Lead Reports and Action Plans.

3. Timescales

At the start of each academic year, the CRA Manager will set the schedule of annual monitoring to include deadlines for reporting activity which will take account of the availability of data from the Business Intelligence team. The deadlines will also fall in line with the Governance structure in order to ensure that the relevant reports can be discussed at appropriate meetings.

4. Quantitative and qualitative data

Annual monitoring relies on the evaluation of evidence in the form of both quantitative and qualitative data to support the enhancement of the provision. Data for Module Reports will be collected at the time of the Field Boards and made available to the Module Leader.  Business Intelligence will supply a standard set of data towards the end of August each year, which should provide a starting point for analysis of the performance and overall health of programmes. For UWE based provision the annual monitoring templates will include links to data sets that will inform some of the discussions outlined in the report.  

Where modules or programmes are also delivered at a Partner Institution, the Link Tutor should make the Partner’s Module and Programme Reports available to the UWE Module and Programme Leaders to enable them to be considered within the UWE reports.  Data sets for programmes delivered Partner Institutions will be made available to the Partner Programme Leaders through the Partnership Sites.  

5. Annual module report

Whilst a module report is submitted only once a year, the monitoring of modules is a continuous process which relies on any issues which arise being dealt with as quickly as possible. Any actions, including the revision and re-approval of modules, should be taken as and when required.  Amendments to modules are approved through the curriculum approval process and reported upon in the annual module report. In this way the report acts as critical evaluation which can be used for discussion within the teaching team and with the External Examiner.

The aims of the process are:

  • to ensure that module content is current and learning outcomes are being achieved;
  • to monitor student achievement;
  • to ensure that student feedback is collected and responded to;
  • to promote continual enhancement of the module.

There are two Module Report Templates for UWE Bristol provision: AME1 and AME1b.  Template AME1b should only be used for modules with at least a 50% response rate which received a Green RAG rating for Question 13 of the Module Evaluation.  This template is designed to encourage reflection on what aspects of the module have contributed to the high level of student satisfaction reflected in the Module Evaluation and elements of good practice that can be shared.  

Template AME1 should be used in all other cases and the report is based on the following:

  • data on student performance;
  • student feedback - via module evaluation questionnaires and any other relevant feedback;                   
  • External Examiner comment; verbal at the Field Board; written and/or verbal feedback received during the year.

The Module Leader will:

  • provide a brief update of the impact achieved through implementing the action plan from the previous annual monitoring round;
  • consider any areas of performance which may be presenting concerns and whether there is an indication of any trend;
  • consider areas of performance showing consistently excellent results and how this could be disseminated;
  • consider whether there are any discrepancies of achievement where modules are taught by partners, at different sites or contribute to different programmes;
  • consider the contribution of the module to meeting the Education for Sustainable Development (ESD) aims of the University, the expectations of the QAA-HEA guidance and Chapter B3 of the Quality Code;
  • identify any main messages from student feedback and how these have been acted upon;
  • provide a brief action plan that is based on available quantitative and qualitative information.

Data will be provided at the level of first attempt/ first opportunity.  The following data will be available from Field Board Reports:

  • number of enrolments;
  • average pass rate overall;
  • number of withdrawals;
  • performance of the module over the previous three years.

Completed Module Reports should be uploaded to the Faculty SharePoint site so that Programme Leaders and the Head of Department can use them to inform their reports. 

Feedback from students is essential for an effective module review. There are various methods of gaining feedback from students. It is also important that students’ comments are responded to and module tutors should ensure that students are made aware of actions taken in response to their feedback.  This can be done through Blackboard and/or to the next cohort of students via the Module Handbook.

For Collaborative Provision delivered by a Partner Institution the aims and principles of monitoring and enhancement outlined above remain the same, but there are some differences in the process (see Quality Process Sheet QPS21). The Link Tutor will liaise with the partner to make reporting templates and guidance available and receive and disseminate completed reports appropriately.

6. Annual programme report

The monitoring of the programme is concerned with the review of the ongoing effectiveness of student achievement, and the quality of the student learning experience, drawing on relevant statistical data and feedback. Programme monitoring is a continuous process, but summarised annually through the annual Programme Report (Template AME2). The template can be used to record actions at critical times in the academic cycle, so that any issues arising can be dealt with promptly. The template can also be used in response to the timely production of information, rather than waiting until the academic cycle is complete. For example, if enrolment data becomes available during the autumn term, this could be reviewed so that actions can be implemented before the next intake of students.

Annual monitoring at programme level is based on the following:

  • data on student performance, retention and progression and achievement - across sites of delivery (where applicable);
  • student feedback - via the NSS/SES and Student Representative, Staff forums;
  • other external feedback (e.g. PSRBs, employer forums, subject bodies);
  • employability based on Graduate Destinations data;
  • External Examiner feedback prior to or during the Award Board.

The Programme Leader will:

  • provide a brief update of the impact achieved through implementing the action plan from the previous annual monitoring round;
  • consider any areas of performance which may be presenting concerns and whether there is an indication of any trend;
  • consider areas of performance showing consistently excellent results and how this could be disseminated;
  • consider the performance of the programme against comparable programmes and against the Faculty and departmental portfolio;
  • consider whether there are any issues with specific modules contributing to this programme;
  • consider whether there are any discrepancies of achievement where a programme is taught by various partners;
  • consider the nature and extent of Education for Sustainable Development (ESD) in the delivery of the programme and present recommendations for enhancement;
  • identify any main messages from student feedback and how these have been acted upon;
  • provide a brief action plan that is based on available quantitative and qualitative information;
  • comment on any recommendations made in the approval or Periodic Curriculum Review processes

Data will be provided to cover the following areas:

  • positioning of the programme within the Faculty and departmental portfolios in terms of market attractiveness and academic performance;
  • student results, progression and retention;
  • student surveys and feedback;
  • employability and graduate destinations;
  • modules within the programme that have below average pass rates;
  • KIS information in relation to comparable programmes from a specified set of competitors.

Once completed the programme report should be uploaded to the Faculty SharePoint site so that the Head of Department will be able to use the information for the Department Report. 

For collaborative provision delivered by a partner institution the aims and principles of monitoring and enhancement outlined above remain the same, but there are some differences in the process (see Quality Process Sheet QPS21) and the data set provided. The Link Tutor will liaise with the Partner to make reporting templates and guidance available and receive and disseminate completed reports appropriately.

7. Annual department report

The review of provision within a Department occurs on a continuous basis with the aim of ensuring that academic standards are maintained, that the quality of the student experience is good and is being enhanced.  A Department Report (Template AME4) will be completed on an annual basis, bringing together the evidence and action plans from the annual Module and Programme Reports.

The Head of Department is responsible for signing off the annual Department Report, but they will call on input from Associate Heads of Department responsible for Fields of Study, Directors of Studies (for undergraduate and postgraduate modular schemes), collaborative provision Link Tutors, and Programme Mangers as required. At departmental level the objectives of annual monitoring of taught provision are to enable Departments to:

  • critically reflect on the quality and standards of all the programmes and modules for which they are responsible;
  • take appropriate action to further enhance the quality of the student learning experience;
  • review the extent to which programmes and modules still meet their intended learning outcomes, and revise either or both as appropriate;
  • identify factors that are constraining the operation and development of their programmes and modules, and stimulate an appropriate response;
  • identify effective practice and demonstrate strategies for sustaining and further disseminating this practice within and beyond the Department.

8. Partnership lead report

The review of provision delivered by a Partner Institution is an ongoing process carried out in collaboration between the Partner and the University. A Partnership Lead Report (Template AME5) will be completed on an annual basis, bringing together the evidence and action plans from the Module and Programme Reports from a specific Partner.

This overarching report considers themes which may have arisen through Annual Monitoring or Partnership Boards relating to academic standards and the quality of learning opportunities. It also identifies areas of good practice which could be disseminated to the rest of the partnership, to other partners, the relevant Department, to the Faculty or to the institution. It provides an opportunity to reflect upon the alignment of the partnership to University strategies and the ongoing development and future focus of the relationship.

9. Annex

Antecedents 

Approved by Academic Board 7 December 2011
For implementation January 2012
V1.1 Operational update May 2012
V1.2 Operational update August 2013
V1.3 Operational update
V1.5 Operational update July 2015

Log of operational changes made to QMEF Handbook Annual Monitoring Section

Version

Section

Change

1.1

2

Timeline adjustments to Table 1

 

3.1

Change to indicate that data will not just be available to license holders in the faculty.

 

3.2

Removal of the requirement to hold specific module box information in the faculty.

Change of name of group to Student Representative, Staff Liaison Group.

 

4.4

Staff feedback removed from the evidence base as there is no formal way of currently gathering this.

External examiner comment removed and added to Department Report.

Other external comment removed and added to the Programme Report.

 

4.5

Change to availability of data at Module Report level.

 

4.6

Amended so that it is clear that Module Reports will be stored on SharePoint.

 

5.2

5.4

Amendment of parameters for Annual Programme Reports.

 

5.5

Amended so that it is clear that Programme Reports will be stored on SharePoint.

 

7.2

Amendment of text to ensure the ASQC has early oversight of the Monitoring and Review Reports.

1.2

 

General update of wording and re-organisation of sections in preparation of website deployment.

 

9

Clarification of collaborative provision requirements.

1.3 9 Updates to the collaborative provision arrangements
1.4 6, 7 and 8 Inclusion of Education for Sustainable Development in the annual reporting process 
1.5 All Update terminology and integrate collaborative provision processes and principles.

10. Section documents and templates

Templates

Quality process sheets

Documents

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