This document details QAA's response to the Office for Students' consultation on its new strategy for 2025 to 2030, including its proposals for an integrated quality model and a quality risk register.

This paper examines the relationship between quality and the current English higher education funding landscape in the context of ongoing inflationary pressures.

This paper argues that the English quality system can maintain internationally agreed and UK-wide principles of quality while still operating a risk-based quality approach.

This policy paper considers how international trust in English higher education benefits the sector and what can be done to preserve and reinforce it.

This report looks at how to strengthen the system that oversees quality in English higher education to ensure it is fit for the future.

This short document is designed to help policymakers and other stakeholders understand what is meant by ‘quality’ in UK higher education.

This report considers provider, employer and apprentice expectations of quality, and how the system in England can better facilitate high-quality degree apprenticeships commensurate with the political ambitions held of them.

This report presents a comprehensive qualitative analysis of provider submissions and panel statements, broken down by features of excellence. It is designed to demonstrate the extent of work happening within the sector, extracting key themes and areas of learning from what has been recognised as outstanding practice, to support the sector in preparing for the next iteration of the TEF and also the broader enhancement of their provision. 

This analysis by Professor Claire Pike from Anglia Ruskin University looks at the extent to which evidence submitted in narrative submissions appears to have a material, potentially transformational, effect upon provider outcomes - and whether these effects (positive or negative) were equally distributed among provider types and geographies.

This edition of Quality Compass considers implications of Generative Artificial Intelligence for the UK higher education sector, where the challenges lie and how they might be addressed. Reflections from a range of colleagues highlight the opportunities presented by Generative Artificial Intelligence and how it could be harnessed to help address some of HE’s stubborn issues.