QAA publishes TQER report for the University of Aberdeen

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

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

Founded in 1495, the University of Aberdeen is one of the six ancient universities in the United Kingdom. It was established to serve the north‑east of Scotland with a foundational purpose of being open to all and dedicated to the pursuit of truth in the service of others. It has two campuses in Aberdeen, and it also operates a campus in Doha, Qatar, and delivers programmes through the Aberdeen Institute at South China Normal University. Its campus in Mumbai, India, is scheduled to open in September 2026.

The University of Aberdeen 's review visits took place on 9-10 December 2025 and 2-5 February 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 the University of Aberdeen is effective in managing academic standards, enhancing the quality of the learning experience and enabling student success. 

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

The TQER team identified the following features of good practice:

• The robust oversight of quality processes through the Quality Assurance Committee that supports a consistent approach and sharing of practice across the University to inform enhancement of the student experience.
• The considered approach to growing the University’s transnational education portfolio, building on established effective arrangements resulting in a mature partnership model that responds to the local delivery context and positively influences practice, both for the University and its partner institutions.
• The University’s effective embedding of the Aberdeen 2040 strategic themes throughout the curriculum, making the strategy visible and impactful at all levels.
• The work undertaken to develop the virtual learning environment which extends beyond course content and information to include employability tools, closing the feedback loop with students, and a consistent structure that provides all students with comprehensive information and supports an equitable student experience.
• The University’s provision of effective student support and wellbeing services, underpinned by partnership between professional services and academic Schools, that creates a proactive and caring environment for students.
• The strategic and effective approach to support for student employability and skills development, which enables students to recognise, develop and articulate their employability skills.
• The University’s embedded approach to listening to the student voice, and staff commitment to enhancing the student experience which has led to meaningful change for students.
• The University’s proactive approach to staff development enhancement activities led by the Centre for Academic Development which aligns with both strategic priorities and locally identified needs.

The TQER team made the following recommendations for action:

• The University should continue to develop its planned approach to ensuring that external examiners with responsibility for collaborative provision provide oversight of student work at partner institutions within their annual reports to ensure comparability of standards and outcomes.
• Building on established mechanisms, including consideration through Internal Teaching Review, the University should develop its arrangements for Professional Services Review to include greater externality from professional services to support the identification and sharing of good practice and highlight areas for further enhancement.
• The University should strengthen its approach to assessment feedback to ensure greater consistency, equity, and transparency.
• The University should continue to ensure clear and consistent communication of assessment expectations, so that all students understand the criteria against which their work will be assessed, how marks are allocated and how grades contribute to awards to support students to succeed.
• The University should review the datasets which are considered within course and programme review and ensure that staff are supported in the consistent use of this data to better understand and enhance the student outcomes and experience.

Professor Peter Edwards, Principal and Vice-Chancellor of the University of Aberdeen, said:

"The publication of this Tertiary Quality Enhancement Review report is a strong endorsement of our commitment to providing high quality education and an outstanding student experience at the University of Aberdeen. We are particularly pleased that the review recognises the effectiveness of our approach to academic standards, our embedded quality culture, and the dedication of our staff to continuous enhancement. It is especially encouraging to see recognition of how our Aberdeen 2040 strategy is embedded across the curriculum and shapes the learning experience for our students at every stage.

"We welcome the insights and recommendations provided by the review team and will use them constructively as we continue to strengthen our learning, teaching and student support, ensuring our education remains inclusive, interdisciplinary, international and sustainable - whilst responsive to the needs of our students and wider society."