Date of review	Publication date	Type of review	Judgements about quality and standards	Reference
Apr-2012	18 Jul 2012	Review for Educational Oversight	Confidence in how the provider manages its stated responsibilities for the standards of the awards it offers - What does this mean? Confidence in how the provider manages its stated responsibilities for the quality and enhancement of the learning opportunities 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 provider is responsible for publishing about itself and the programmes it delivers. - What does this mean?	ISBN 978 1 84979 620 0

Features of good practice	Recommendations for action
The team has identified the following good practice: effective working partnerships with awarding bodies the use of UK and US external reference points in the management of academic standards staff commitment to students' academic and pastoral support.	The team considers that it is advisable for the provider to: ensure that second marking and moderation assessment procedures are consistently applied across all higher education programmes. The team considers that it would be desirable for the provider to: continue to develop a formal and explicit mapping process to manage the benchmarking of all UK and US programmes monitor actions resulting from formal meetings to assist these in being taken to a successful conclusion develop a formal mechanism to compare and contrast the student experience across all programmes evaluate the impact of staff development on the students' learning experience.

Features of good practice

Recommendations for action

The team has identified the following good practice:

effective working partnerships with awarding bodies
the use of UK and US external reference points in the management of academic standards
staff commitment to students' academic and pastoral support.

The team considers that it is advisable for the provider to:

ensure that second marking and moderation assessment procedures are consistently applied across all higher education programmes.

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

continue to develop a formal and explicit mapping process to manage the benchmarking of all UK and US programmes
monitor actions resulting from formal meetings to assist these in being taken to a successful conclusion
develop a formal mechanism to compare and contrast the student experience across all programmes
evaluate the impact of staff development on the students' learning experience.

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