ࡱ; [ Z !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXY\Root Entry  !"#$%&'()*+,-./012346789;<=>?@  FMicrosoft Word-Dokument MSWordDocWord.Document.89qDyK yK 2mailto:jkelly3@qmu.ac.ukgDyK yK https://www.qmu.ac.uk/1 [vvDefault & Fdd1$A$*$5B*phOJQJCJsH sH PJ^JaJnH _HtHj"j Heading 2!@& & F & F$$#B*phOOJ QJ CJ5^J aJ\V"V Heading 3 & FCJsH sH 5PJnH ^JaJ<<Default Paragraph Font@@annotation referenceCJaJBBComment Text CharOJQJCJaJN!NComment Subject CharOJQJCJ5aJ\F1FBalloon Text CharOJ QJ CJ^J aJJUAJ Internet Link B*phsHsH>*nH_HtHPQPHeading 2 Char#B*phOOJ QJ CJ5^J aJ\.a. Header CharOJQJ.q. Footer CharOJQJXXFootnote Text Char$OJQJCJsH sH PJnH ^JaJ88footnote referenceH*>>FollowedHyperlink B* ph>*:: ListLabel 1B* phrCJ65** ListLabel 2^J 66Footnote Characters2&2Footnote anchorH*0*0Endnote anchorH*44Endnote CharactersF"FHeading !x$OJQJCJPJ^JaJ.B". Text body "x/!2List#<B<Caption $xx $CJ6aJ]"R"Index% $BbBannotation text & & FCJaJFarFannotation subject ' & F5\PP Balloon Text( & FOJ QJ CJ^J aJRRList Paragraph) & Fd^]`sH sH ! 1 Numb head+* & F$ h^h]`$,B* phrOJQJCJsH sH PJ^JaJ\*1*i) Para + & FPP List Number, & F1$sH sH PJ^JaJ>>Header- & F B# $> >Footer. & F B# $bb footnote text/ & F$OJQJCJsH sH PJnH ^JaJ<<Footnote0^]` $CJaJ3n11136h $ Jm4n89:;1D?@AdQU  p [u 9P!=+''( )))t*U+B,1XXXXXXXXX !_eXX_GoBack&1&1^`P^@`@^`0^```^`^`^`^``^0`0^h`OJQJ ^8`OJQJ^J o^`OJQJ^ `OJQJ ^ `OJQJ^J o^x`OJQJ^H`OJQJ ^`OJQJ^J o^`OJQJWWNum1233PGTimes New Roman5Symbol3&ArialGTimes New Roman7Calibri3Arial7Calibri3ArialGTimes New Roman7Cambria)5Tahoma5Tahoma?Courier New3&ArialIArial Unicode MS5Symbol?6Courier New;Wingdings"h ug ug|=.44|=.44' 0 0about-the-university/quality/quality-enhancement-and-external-context/information-on-quality-at-qmu/ODyK yK https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/Queen-Margaret-University-EdinburghDyK yK phttp://intranet.qmu.ac.uk/sites/nssResults/default.aspxDyK yK <mailto:hglendinning@qmu.ac.ukDyK yK Fmailto:externalexamining@qmu.ac.ukSDyK yK https://www.qmu.ac.uk/about-the-university/quality/quality-enhancement-and-external-context/quality-enhancement/CDyK yK http://www.sfc.ac.uk/funding/outcome-agreements/outcome-agreements-2018-19/queen-margaret-oa2018-19.aspxKDyK yK http://intranet.qmu.ac.uk/sites/sppu1/Strategic%20Planning%20201525/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fsppu1%2FStrategic%20Planning%20201525%2FStrategic%20plan%202015%2D2025&View=%7B07BCE2FD%2D5615%2D4754%2DB5C1%2D13F1B5FE1FA0%7D DyK yK https://www.equalityhumanrights.com/en/equality-act/protected-characteristicsDyK yK |http://www.ecu.ac.uk/guidance-resources/equality-legislation/Oh+'0 X` Annual Monioring Arrangements dmartin1 259DEF42jkelly33@-1@@!@ ՜.+,D՜.+,\D P$,4< AppVersionCompany DocSecurityHyperlinksChangedLinksUpToDate ScaleCrop ShareDoc16.0000M 06nCaolan80 ̄1 8<   4 H D $0 4\d  (H ^ j br :N,z ANNUAL MONITORING ARRANGEMENTS 2018-19 Please complete the template and return to GQE (Jill Kelly:  HYPERLINK "mailto:jkelly3@qmu.ac.uk"jkelly3@qmu.ac.uk) no later than Friday 28 June 2019. Section one should be completed in full by this deadline. Section two should be completed in so far as possible. The template will be updated once the full data set becomes available. The deadline for submission of the updated template will be Thursday 31 October 2019. General guidance The Annual Monitoring process is designed to evaluate the continued effectiveness of taught provision at QMU. It is one of a number of related institutional quality mechanisms, serving two main purposes as follows: a) To support the maintenance of standards and quality; and b) To enhance the student experience. The Annual Monitoring Report (AMR) is evidence-based, drawing on various sources of data to inform action plans for the coming year. It is intended to facilitate and record effective, innovative and reflective Programme development. External context The Scottish Funding Council (SFC) expects all HEIs to operate annual monitoring across the full range of provision. The SFC published Guidance on Quality states that Annual Monitoring is likely to include consideration of the following: themes arising from and responses to external examiner reports; internal and external student survey data; performance data on recruitment, progression and achievement; and data trends. QMU is required to report annually to SFC on the operation of Institution-led Review. Reports to the Funding Council can be viewed here:  HYPERLINK "https://www.qmu.ac.uk/about-the-university/quality/quality-enhancement-and-external-context/information-on-quality-at-qmu/"https://www.qmu.ac.uk/about-the-university/quality/quality-enhancement-and-external-context/information-on-quality-at-qmu/ In common with other universities, QMU s process for Annual Monitoring has been developed with regard to the UK Quality Assurance Agency (QAA) Quality Code This includes the Expectation that: Courses are well-designed, provide a high-quality academic experience for all students and enable a student s achievement to be reliably assessed. It is a guiding principle within the Monitoring and Evaluation Theme of the Quality Code that: providers normalise monitoring and evaluation as well as undertaking routine formal activities. The effectiveness of Annual Monitoring is subject to external evaluation through periodic QAA review (Enhancement-led Institutional Review) and internal institution-led review. QMU most recently participated in ELIR in 2017-18. The full reports are available on the QAA website:  HYPERLINK "https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/Queen-Margaret-University-Edinburgh"https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/Queen-Margaret-University-Edinburgh One of the areas of positive practice identified by the ELIR reviewers was the development of the Annual Monitoring process (see below for the full extract). 2018 ELIR commendation Responsive annual monitoring arrangements - Following a period of reflection and the operation of a successful pilot, the University has implemented a two-stage annual monitoring process across its taught provision. The process makes effective and detailed use of a range of data, enabling programme teams to implement enhancements for the start of the next academic year. Internal and other audiences The AMR should be used as a tool for reference and reflection throughout the academic session and between five yearly review and revalidation events. The primary internal audience for the report is the Programme Team. The report is considered and approved by the Programme Committee in the semester one meeting. This provides an important opportunity for students to contribute to the process, as Class Representatives attend Programme Committee meetings. Heads of Division and Deans use the reports to highlight key issues to the School Academic Boards and institutional committees. Some Teams may also use the report to meet Professional, Statutory and Regulatory Body (PSRB) requirements. If this applies, it is important to consider carefully the particular requirements of the PSRB concerned and to include the necessary evidence within the template. Full details will be available on the relevant PSRB website. If you need any further guidance on Annual Monitoring for PSRB purposes, please check with your Head of Division. Length and tone Reports should be concise. A maximum length of four pages is recommended. Appendices are not required, as these are typically held centrally by the Division of Governance and Quality Enhancement. However, it may be useful to refer to supporting documents, which readers (in particular members of the Programme Team) can consult for further information, as appropriate. Note that tables and free text boxes can expand to provide more space, as needed. Completion of the Annual Monitoring pro forma provides an important opportunity for reflective Programme evaluation. It is expected, therefore, that reports will be self-reflective, rather than descriptive, and positive in tone. In particular, the free text boxes provide space for further comment to reflect on achievement and celebrate success. Using data to complete the report template It is essential that Programme Teams make best use of the full data set available to them. Standard data sources are identified in section two of the template. Teams are encouraged to identify other sources of evidence, as appropriate. Examples might include feedback from service users, advisory panels or Visiting Lecturers. When considering data, it is important to take a co-ordinated approach to evaluation, i.e. to consider the overall themes emerging and not to view each source of evidence in isolation. Equality and diversity Teams are expected to pay due regard to relevant legislation and, where appropriate, to promote equality in respect of the protected characteristics, as defined under the Equality Act 2010. As a reminder, the nine protected characteristics are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. It is expected that consideration is given to each of these characteristics. However, it is not necessary to reference each within the Annual Monitoring Report, unless there are particular matters that need to be highlighted. Performance indicators (data from Registry) Information on the timescale for receipt of performance indicators will be provided in time for submission of the updated template in October 2019. Teams may wish to comment on: Trends in numbers of applications and admissions and any resulting actions. Student performance and how this compares with previous years/expected level. Where performance is unusually high or low, reasons should be offered. Numbers of withdrawals. Where numbers are unusually high or low, reasons should be offered. Survey data Previous years QSS and NSS results are available on the  HYPERLINK "http://intranet.qmu.ac.uk/sites/nssResults/default.aspx"NSS results intranet site. Programmes with sufficient respondents for the QSS 2019 will be sent Programme level results by the end of May 2019. NSS Programme result packs, including student comments, will be sent out later in the year (usually September). If you have any questions about these results, please contact Hilary Glendinning, Student Retention and Surveys Manager, in the Division of Governance and Quality Enhancement:  HYPERLINK "mailto:hglendinning@qmu.ac.uk"hglendinning@qmu.ac.uk External Examiner reports External Examiner reports are available from the Division of Governance and Quality Enhancement, using the generic email address:  HYPERLINK "mailto:externalexamining@qmu.ac.uk"externalexamining@qmu.ac.uk. Annual Monitoring reports must be submitted by the stated deadline, even in the absence of the External Examiner s formal annual report. It is expected that on-going dialogue with the Examiner throughout the year, and in particular his or her contribution at the Exam Board, will allow Teams to form an overall impression of likely recommendations and commendations. Specific guidance on section one Update on actions identified in previous report (2016-17) This section is used to record progress against actions identified in the previous year s report. If there are any actions that have not been completed, it should be indicated in the right hand column why that is the case, e.g. change of priorities within the Division. Three things to celebrate (resilience factors) This section is used to record and celebrate success. It is an important source of information for Heads of Division and Deans, and selected examples are reported through the Student Experience Committee, meaning that staff from different parts of the University can learn from one another. The action columns have been included here to provide opportunity for identifying steps to further develop good practice. Teams are asked to identify three examples of good practice or innovation that have enhanced the quality of the student experience. These might include examples of innovative assessment techniques; approaches in learning and teaching; use of new technologies; or student support mechanisms. Staff development initiatives in support of student learning can be identified under this heading, including those which stem from engagement with professional or academic literature. The examples need not be major interventions. The guiding principle is that they can be shared usefully with colleagues. The University s Student Experience Strategy (2015-20) will serve as a useful reference point and stimulus for completing this section, although examples do not need to relate solely to the Strategy. The Strategy is available from:  HYPERLINK "https://www.qmu.ac.uk/about-the-university/quality/quality-enhancement-and-external-context/quality-enhancement/"https://www.qmu.ac.uk/about-the-university/quality/quality-enhancement-and-external-context/quality-enhancement/ The priorities within the Student Experience Strategy are as detailed below. These are inter-related and of equal importance: Other reference points that may be helpful when completing this section include: QMU Outcome Agreement:  HYPERLINK "http://www.sfc.ac.uk/funding/outcome-agreements/outcome-agreements-2018-19/queen-margaret-oa2018-19.aspx"http://www.sfc.ac.uk/funding/outcome-agreements/outcome-agreements-2018-19/queen-margaret-oa2018-19.aspx QMU International Strategy; QMU Widening Participation and Student Retention Strategy; QMU Employability Strategy - all available from:  HYPERLINK "http://intranet.qmu.ac.uk/sites/sppu1/Strategic Planning 201525/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fsppu1%2FStrategic Planning 201525%2FStrategic plan 2015-2025&View={07BCE2FD-5615-4754-B5C1-13F1B5FE1FA0}"http://intranet.qmu.ac.uk/sites/sppu1/Strategic%20Planning%20201525/Forms/AllItems.aspx?RootFolder=%2fsites%2fsppu1%2fStrategic%20Planning%20201525%2fStrategic%20plan%202015%2d2025&View=%7b07BCE2FD%2d5615%2d4754%2dB5C1%2d13F1B5FE1FA0%7d Three things to improve (risk factors) This section is used to highlight issues affecting the quality of the student experience now or in future (if not addressed). Many such issues can be addressed locally and need not be included in the following section (matters to bring to the attention of SAB/SEC/the University). For example, student feedback on an individual assessment component might lead to an area for improvement, but it would not be necessary for a senior committee to be made aware of this. However, a more significant matter, such as a professional body requirement to alter substantially the balance of classroom and work-based learning would need to be included. Three matters to highlight to the SAB/SEC/University (risk or resilience) (Head of Division to work with PL to filter these for School composite report) Include any matters to draw to the attention of the School or institutional committees, including resource related matters affecting the student experience. This section may also be used to provide information on changes to the external context that have affected the Programme, such as changes to legislation or professional body requirements, political events or organisational changes.   http://www.sfc.ac.uk/web/FILES/guidance_sfcgd112017/SFCGD112017-SFC-guidance-HE-institutions-quality.pdf   https://www.qaa.ac.uk/quality-code   For more information, see  HYPERLINK "https://www.equalityhumanrights.com/en/equality-act/protected-characteristics"https://www.equalityhumanrights.com/en/equality-act/protected-characteristics and  HYPERLINK "http://www.ecu.ac.uk/guidance-resources/equality-legislation/"http://www.ecu.ac.uk/guidance-resources/equality-legislation/.  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