Learning and Teaching Matters

Archive for the ‘Quality Handbook’ Category

The QAA have published a second edition of the Framework for Higher Education Qualifications: England, Wales and Northern Ireland (FHEQ) and a new companion publication Higher Education Credit Framework for England: guidance on academic credit arrangements in higher education in England.   Further details can be found in the Quality Handbook (http://www.soton.ac.uk/quality/framework/qaa_nqf.html)


Staff are invited to apply for funding for projects and activities which support the achievements of the University of Southampton Learning and Teaching Enhancement Strategy and the University of Southampton E-Learning Strategy. The scheme is open to all staff involved in teaching, or learning support, and individuals or teams may apply.

There is a common application scheme for the two funds and initial applications require the completion of a one page “Expression of Interest” Form. The deadline for submission of Expression of Interest Application forms is noon on Wednesday 15th October 2008.

The funds can be used for projects of varying scale and nature. Ideally, the intention is to free up staff time for an agreed period so that effort can be focused on developing learning and teaching. Staff may collaborate with colleagues from their School, other Schools or Professional Service.

The criteria that will be used to select projects to be funded are:

  • Alignment with the Learning and Teaching Enhancement Strategy
  • Enhancement of the student Experience
  • Transferability across disciplines
  • Value for money
  • Sustainability of the project
  • Collaboration with other Schools
  • Evaluation of Outcomes & Impact
    – a clear method to evaluate the success, outcomes and impact of the project

See our website for full details of the funds and application procedures

The Collaborative policy and External Relationships in Education policy documents are being revisited by the Quality team in LATEU along with members from Schools and Professional services.  Hopefully the process of creating and maintaining educational relationships with institutions in order for students to gain an award from Southampton will become a lot easier as a result of this work.  For further information, please contact Fiona Grindey.

We have now been sent the full QAA Audit report.  This is available via our web site. If you have any questions about the audit report then please contact us.  The University was awarded the best outcome possible which was ‘confidence’ in both academic standards and learning opportunities.  A small number of actions were suggested in the desireable category which we will be taking forward over the next academic year.

LATEU are reviewing the University processes for collaborative provision.  A meeting took place this week where there was a very informative and productive discussion over how the University gathers information from Schools about the different types of collaborative provision.  Part of the review of the process will involve the refining of procedures for drafting contracts of engagement with other insitutions in order to improve the speed of service.  If you would like to know more about this or have any comments to make, then please contact Fiona Grindey.

There is a growing awareness among professional bodies and groups working in the field of student support of the need for higher education institutions to respond appropriately to situations where visible signs of illness, mental health difficulties, psychological, personality or emotional disorders may have a profoundly disturbing impact on the functioning of individual students and on the wellbeing of others around them.

The new Intervention Policy for students causing significant concern and/or risk is now available either from the Quality Handbook or from the Student Support Services web site.

At the February meeting of AQSC a revised version of the Guidance for Schools on using the Academic Integrity Statement was approved.  A number of changes were approved to the regulations in the Calendar and changes to this guidance document related to the changes in regulations, issues regarding serial and multiple incidents, issues involving two or more students in different roles (eg supplier and copier) and consideration of the possibility of consequential effects of imposed penalties.