QAA publishes TQER report for the University of the West of Scotland
| Date: | January 22 - 2026 |
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The Quality Assurance Agency has published the report of its Tertiary Quality Enhancement Review (TQER) of the University of the West of Scotland.
TQER is the method by which QAA reviews Scottish higher education providers as part of Scotland's Tertiary Quality Enhancement Framework.
The University of the West of Scotland delivers programmes from five campuses, four located across the west of Scotland (Paisley, Lanarkshire, Ayr and Dumfries) and one in London. Its student population for 2024-25 was around 16,000 FTE, with the largest number enrolled at the Paisley campus.
The University of the West of Scotland serves a diverse student body: over 75 per cent of students are over the age of 21, and 45 per cent are first in family to study at university. It has a focus on widening access with the largest number of articulating students in Scotland – 64 per cent of entrants are from Scottish colleges with Advanced Standing.
The University of the West of Scotland also has validation and franchise agreements with seven colleges in Scotland to offer undergraduate degrees.
The review comprised two visits: an Initial Review Visit (IRV) which took place on campus on 8-9 September 2025; and a Main Review Visit (MRV) which took place on campus on 20-23 October 2025. The review was conducted by a team of five independent reviewers, including a student reviewer.
The TQER team makes a judgement on 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 the West of Scotland is effective in managing academic standards, enhancing the quality of the learning experience and enabling student success.
The review report included six areas of good practice and three recommendations for action.
The TQER team identified the following features of good practice:
- The University's response to the 2023 cyber-attack that demonstrated a highly student-led and strategically coordinated approach to crisis management.
- The strategic and data-informed approach to portfolio sustainability and responsiveness that delivers curriculum that is relevant, aligned with industry, and meets students' and societal needs.
- The consistent and embedded approach to work-related learning as a defining characteristic of learning, teaching and assessment that results in satisfied students who recognise its relevance, applicability, and central role in developing essential employability skills.
- The strategically embedded and impactful culture of professional development for teaching and student-facing staff that enhances practice service delivery and evidences a commitment to continuous enhancement of the student experience.
- The systematic and collaborative approach to supporting student success that delivers early intervention for students at risk and informing curriculum development to improve retention.
- The strategic and effective approach to the use of data for enhancement that impactfully informs assurance and enhancements of learning, teaching, assessment, and the wider student experience.
The TQER team made the following recommendations for action in the following areas:
- The University should review its approach to student communication ensuring that there is a consistent and coordinated approach across academic programmes, professional services and the institution as a whole to ensure clear, effective, and consistent messaging to students.
- The University, in partnership with the Students' Union, should continue to work to enhance the engagement and support for student representatives, including improved uptake of student representative training, and enhancing representation at Divisional level.
- The University, in partnership with the Students' Union should, building upon a clearly effective and strong foundation of student voice, continue to champion a culture of partnership working with students at all levels of the University.
Professor James Miller FRSE, Principal and Vice-Chancellor of University of the West of Scotland said: "To be awarded the highest possible judgement is a welcomed honour for UWS. The peer review recognition of our effectiveness in providing a high-quality learning experience focused on student success, has been achieved by the hard-work and dedication of all colleagues across the University.
"As an institution committed to creating educational opportunities for all, it is gratifying that the review demonstrates to our current and future students as well as the wider community our delivery of high academic standards with a clear focus on an exceptional student experience."