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University of Essex
Institutional Audit

MARCH 2008

RG 382 07/08

Summary

Introduction

A team of auditors from the Quality Assurance Agency for Higher Education (QAA) visited the University of Essex (the University) from 10 to 14 March 2008 to carry out an institutional audit. The purpose of the audit was to provide public information on the quality of the learning opportunities available to students and on the academic standards of the awards that the University offers.

To arrive at its conclusions, the audit team spoke to members of staff throughout the University and to current students, and read a wide range of documents about the ways in which the University manages the academic aspects of its provision.

In institutional audit, the institution's management of both academic standards and the quality of learning opportunities are audited. The term 'academic standards' is used to describe the level of achievement that a student has to reach to gain an award (for example, a degree). It should be at a similar level across the United Kingdom (UK). The term 'quality of learning opportunities' is used to describe the support provided by an institution to enable students to achieve the awards. It is about the provision of appropriate teaching, support and assessment for the students.

Outcomes of the institutional audit

As a result of its investigations, the audit team's view of the University is that:

  • confidence can reasonably be placed in the soundness of the institution's present and likely future management of the academic standards of the awards that it offers
  • confidence can reasonably be placed in the soundness of the institution's present and likely future management of the quality of the learning opportunities available to students.

The University's management of its collaborative provision will be subject to separate audit and judgements.

Institutional approach to quality enhancement

The University does not have a specific quality enhancement strategy, rather it has taken a systematic approach to establish a range of means of appraising and improving the quality of student learning opportunities. The proactive approach adopted by the University to quality enhancement has created a sound basis for further development.

Postgraduate research students

The audit found that the University has a sound framework for its arrangements for postgraduate research students. Institutional oversight is secured through the Graduate School and its Dean and the work of the Graduate School Board. The Higher Degree Regulations and University Codes of practice for Research Degrees and Professional Doctorates define with clarity the relevant policies and procedures. The University has taken appropriate action in response to the report of QAA's Review of research degree programmes (2005-06). The research environment and postgraduate experience are fully in alignment with the Code of practice, Section 1: Postgraduate research programmes.

Published information

The audit found that reliance could reasonably be placed on the accuracy and completeness of the information that the University provides about its provision, including that related to the academic standards of the awards and to learning opportunities offered by the University.

Features of good practice

The audit team identified the following areas of good practice:

  • the clarity of definition and consistency of application of the procedure for the online submission of coursework which secures parity of treatment for students
  • the approach to and the consistent implementation of the policy on plagiarism, which provides clear guidance to students and promotes sound academic practice
  • the effective support for learning and teaching provided by the University's Learning and Teaching Unit, which contributes to the enhancement of the student learning opportunities
  • the structured approach to enhancement of student learning opportunities as exemplified by the Thematic Review of Academic and Careers Support process.

Recommendations for action

The audit team recommends that the University considers further action in one area.

It would be desirable for the University to:

  • review its approach to recording that conditions of approval and review have been met, to ensure that no programme operates when not in full approval.

Reference points

To provide further evidence to support its findings, the audit team investigated the use made by the College of the Academic Infrastructure, which provides a means of describing academic standards in UK higher education. It allows for diversity and innovation within academic programmes offered by higher education. QAA worked with the higher education sector to establish the various parts of the Academic Infrastructure, which are:

  • Code of practice for the assurance of academic quality and standards in higher education
  • frameworks for higher education qualifications in England, Wales and Northern Ireland, and in Scotland
  • subject benchmark statements
  • programme specifications.

The audit found that the University of Essex took due account of the elements of the Academic Infrastructure in its management of academic standards and the quality of learning opportunities available to students.

>> Report

ISBN 978 1 84482 852 4

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