QAA publishes TQER report for Edinburgh Napier University

QAA has published the report of its Tertiary Quality Enhancement Review (TQER) of Edinburgh Napier University.

TQER is the method by which QAA reviews Scottish tertiary education providers as part of Scotland’s Tertiary Quality Enhancement Framework.

Edinburgh Napier University comprises five academic schools: the Business School; the School of Arts and Creative Industries; the School of Applied Sciences; the School of Computing, Engineering and the Built Environment; and the School of Health and Social Care. It offers programmes from levels 7 to 11 on the Scottish Credit and Qualifications Framework, comprising undergraduate, taught and research postgraduate degrees, graduate apprenticeships and short courses. In 2024-25, the University had a total student population of around 20,000 students studying at one of the University's three campuses in Edinburgh, online through distance learning, or through a collaborative partnership with another institution.

Edinburgh Napier University's review visits took place on 1-2 December 2025 and 26-29 January 2026. The review was conducted by a team of five independent reviewers, including a student reviewer.

The TQER team makes a judgement as to whether an institution meets sector expectations in managing academic standards, enhancing the quality of the learning experience and enabling student success, and has the quality assurance and enhancement arrangements in place to enable this to continue into the future. 

The team judged that Edinburgh Napier University is effective in managing academic standards, enhancing the quality of the learning experience and enabling student success. 

The review report listed six areas of good practice and five recommendations for action.

The TQER team identified the following features of good practice:

• The University fosters a strong culture of collegiality and partnership across and between academic schools and professional services, which effectively enhances students’ learning experiences.
• The introduction of the University’s Curriculum Management Environment has further strengthened the systematic development, review and enhancement of curriculum, supported targeted evaluation and enhancement of programmes and modules, and enabled the University to work collaboratively in meeting its ambitions for curriculum development.
• The University demonstrates a commitment to compassionate communications, evidenced by a review of tone and style across services, and informed by student wellbeing priorities to adopt a more supportive and empathetic approach.
• The University takes a strategic approach to the design and delivery of transition activities which are data-informed, consistently applied and supplemented by tailored approaches to support particular student groups, including college leavers and international students.
• The University has a well-embedded and impactful approach to student partnership through the Student Consultant roles in quality and enhancement activities.
• The University has made significant progress in the development of data reports and dashboards, data-led monitoring and enhancement culture, including the use of data to support institution-led reviews, annual monitoring and action planning, and career readiness.

The TQER team made the following recommendations for action:

• Recognising the serious concerns raised by some students as to their experience of clinical placements, the University should, by December 2026, undertake a review of students’ clinical placement experiences for the online MSc Nursing programmes to better understand concerns and identify enhancements. This review should be undertaken in partnership with students, including sharing the outcomes and any recommendations with them.
• The University should develop clear and robust mechanisms for receiving and responding to student concerns about clinical placements to ensure that these are dealt with in a timely and appropriate manner, and that students feel heard about their concerns. In addition, the University should develop clear and robust mechanisms for the recording and oversight of such concerns.
• The University should, in partnership with students, continue to work to close the feedback loop. to more visibly and consistently demonstrate how it has responded to student voice to enable students to see that their feedback is considered, and responded to, at programme, school, campus and institutional level.
• The University should continue to work with academic staff to reinforce the role and value of annual monitoring as a key quality process, and work to improve return rates of programme and module reports. Where reporting is not completed within specified timescales, the University should develop a mechanism for monitoring and addressing non-submission.
• The University should, as a matter of priority, establish a clear, cyclical approach for institution-led review of its research postgraduate (PGR) provision which fully aligns with the expectations for quality as set out by the Scottish Funding Council and examines the entirety of the PGR student experience. These arrangements should be approved and implemented by the end of academic session 2026-27.

Professor Sue Rigby, Principal and Vice-Chancellor of Edinburgh Napier University, said: "I am delighted with this QAA review outcome which affirms Edinburgh Napier's commitment to providing an excellent experience for our students. I am particularly pleased that the review team have recognised our culture of collegiality and partnership in our ambition to develop our curriculum. I am deeply proud of the work we do to support our students and enhance their learning experiences, and in the good practice recognised in how we have strengthened our empathetic and supportive approach to student wellbeing. I also acknowledge and value the opportunities for improvement highlighted within the TQER recommendations and we are committed to taking these forward in the coming months. I would like to thank the QAA review team, on behalf of the University, for their considered approach in engaging with students and staff to fully understand the learning, teaching and student experience at Edinburgh Napier."

The full report can be read here.