18 exciting new Collaborative Enhancement Projects are launching in 2024, having been selected for funding by QAA.
The Collaborative Enhancement Projects programme funds groups of institutions to work together to enhance the quality of the student learning experience, offering outputs that benefit the wider QAA Membership and the HE sector as a whole.
Now in its fourth year, the scheme has proven even more popular than ever, with 147 different proposals being put forward for consideration during this latest round.
The successful projects will explore a range of topics including artificial intelligence in higher education, degree apprenticeships, exam boards, skills and achievement gaps, learner assessment and the student voice.
The projects being funded and institutions participating are:
Project title | Lead institution and project partners |
| A Competence-Based Assessment Framework (C-BAF) | University of Hull (Lead) Bishop Burton College Cardiff University University of Chester Newcastle University University of Leicester |
| AI in Higher Education | University of Brighton (Lead) University of the West of England Liverpool John Moores University |
| Compassionate assessment in higher education | University of Bedfordshire (Lead) Queen Margaret University University of the Arts London |
| Enhancing Assessment Literacy: Balancing staff expectations with students' effort and time | Coventry University (Lead) Aston University IU University of Applied Sciences-Germany University of West London University of the West of Scotland |
| Evaluating the Impact of Apprenticeship Skills Coaches on Degree Apprenticeships | University Centre Quayside (Lead) Manchester Metropolitan University Middlesex University |
| Examining how educational collaborative partnership providers can effectively enhance student engagement and delivery in higher education programmes | University of Plymouth (Lead) University of Central Lancashire Brunel University Edinburgh Napier University Taylor’s University (Malaysia) |
| Exploring graduate and employer perceptions and expectations of the support provided for the learner-earner journey and mechanisms to bridge the digital skills gap | Northumbria University (Lead) Abertay University University of Bath Cardiff University Ulster University University of Huddersfield University of York |
| Exploring the opportunities that generative artificial intelligence (AI) offers for higher education | Kingston University (Lead) University of Birmingham Teesside University Robert Gordon University University of Hertfordshire University of Greenwich Leeds Beckett University Middlesex University University of West of England University of Brighton Anglia Ruskin University |
| Improving retention and attainment: the promotion of the ‘sticky course’ | De Montfort University (Lead) University of Brighton University of the Arts London Glasgow Caledonian University |
| Investigating differing modes of study | University of Roehampton (Lead) University of Liverpool |
| Making Human Learning Visible in a World of Invisible Generative AI: An International Perspective from the Universities of Bath (UK) and Stellenbosch (ZA) | University of Bath (Lead) Stellenbosch University, South Africa |
| Standing out in the crowd: A best practice framework for inclusive and effective student engagement | University of Lincoln (Lead) Queen Mary University of London University of Greenwich Ghent University Monash University University of Cape Coast North-West University University of Cape Town Northern Illinois University Lakehead University Sri Sri University |
| Supporting the ethical and equitable use of Generative AI (GenAI) for Formative and Summative Assessment: a transnational perspective | King's College London (Lead) Imperial College London University of Huddersfield Central Queensland University Australia |
| The Audit of Student Representation and Voice Practices Project | University of Nottingham (Lead) University of Portsmouth Sheffield Hallam University University of Newman University of the Highlands & Islands |
| The effectiveness of institutional data in identifying the drivers of awarding gaps | University of Sussex (Lead) Anglia Ruskin University Queen Mary University of London |
| The future of exam boards | University of Bristol (Lead) Kingston University |
| Using AI in learning and teaching in art and design | Nottingham Trent University (Lead) University of the Arts, London Norwich University of the Arts |
| Using Generative AI as a force for good to promote Education for Sustainable Development (ESD) and support the development of students’ digital skills with a particular focus on mature and BAME students | London Metropolitan University (Lead) Coventry University Brunel University University of Hertfordshire University of Staffordshire University of Elbasan “Aleksander Xhuvani”, Albania |
Discover more about each project
To find out more about all Collaborative Enhancement Projects, including those already completed, please visit the Collaborative Enhancement Projects webpage.
We update these pages as each project progresses, adding new resources as soon as they are available. Our weekly Member Update email is another great way to keep informed of these outputs, so do make sure that you are subscribed.