This report is intended to offer an overview of the key matters learned from the ELIR 4 cycle in relation to current trends and areas for development in the Scottish higher education (HE) sector. The following text draws attention to a number of specific instances of positive practice identified in ELIR 4 reports of individual institutions. It is possible that additional practice takes place within the institutions subject to ELIR, that is not captured here.

This report identifies material relating to Professional Services Review (PSR) contained within the ELIR reports for the 18 Scottish higher education institutions reviewed in the ELIR 4 cycle. The analyses is based on examples of commendations and recommendations which have been highlighted in the ELIR 4 Outcome Reports and within ELIR 4 Technical Reports. It is possible that additional practice takes place within these 18 institutions that is not captured here.

This report identifies material relating to the postgraduate research (PGR) and postgraduate taught (PGT) student experiences contained within the ELIR reports for the 18 Scottish higher education institutions reviewed in the ELIR 4 cycle. The analyses is based on examples of commendations and recommendations which have been highlighted in the ELIR 4 Outcome Reports and the more detailed findings included within ELIR 4 Technical Reports. It is possible that additional practice takes place within these 18 institutions that is not captured here.

In 2017, we produced a Thematic Report on technology in learning and teaching. This report provides an overview of sector activity in this area as at the beginning of the 2019-20 academic session. This analysis is based on the Technical Reports published for the first seven reviews of the ELIR 4 cycle (Queen Margaret University, Royal Conservatoire of Scotland, University of Aberdeen, University of Dundee, University of Strathclyde, University of Glasgow and Scotland’s Rural College).

In 2017 we produced a Thematic Report on employability and graduate attributes. This report provides an overview of sector activity in this area as at the beginning of the 2018-19 academic session. The intelligence on which this update is based is the reports produced by institutions at the end of the first year of the current Enhancement Theme, along with the Technical Reports published for the first two reviews of the ELIR 4 cycle (Queen Margaret University and the Royal Conservatoire of Scotland). It is likely that there is additional activity in the sector that is not captured here.

This report identifies material relating to employability and graduate attributes contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

In 2017 we produced a Thematic Report on the use of institutional data. This report provides an overview of sector activity in this area as at the beginning of the 2018-19 academic session. The intelligence on which this update is based is the reports produced by institutions at the end of the first year of the current Enhancement Theme, along with the Technical Reports published for the first two reviews of the ELIR 4 cycle (Queen Margaret University and the Royal Conservatoire of Scotland). It is likely that there is additional activity in the sector that is not captured here.

This report identifies material relating to the use of institutional data within all 18 reports published in the ELIR 3 cycle. The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to approaches to institution-led review (ILR) contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the Royal Conservatoire of Scotland (Conservatoire); Queen Margaret University (QMU); University of Aberdeen; University of Dundee; University of Strathclyde; University of Glasgow; Scotland's Rural College (SRUC); Glasgow School of Art (GSA); University of the West of Scotland (UWS); Glasgow Caledonian University (GCU); Heriot-Watt University; University of St Andrews; Edinburgh Napier University; University of Stirling; University of Edinburgh; University of Abertay, Dundee, The Robert Gordon University; and the University of the Highlands and Islands.

This report identifies material relating to managing collaborative provision within all 18 reports published in the ELIR 3 cycle. ​The institutions included are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde; and the University of the West of Scotland.

This report identifies material relating to student engagement within all 18 reports published in the ELIR 3 cycle. ​The institutions included are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to assessment and feedback within all 18 reports published in the ELIR 3 cycle. ​The institutions included are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde; and the University of the West of Scotland.

This report identifies material relating to technology in learning and teaching contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to widening access contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to the postgraduate student experience contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to student engagement within all 18 reports published in the ELIR 3 cycle. The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

This report identifies material relating to transitions into university contained within the ELIR reports for all 18 Scottish higher education institutions reviewed in the ELIR 3 cycle (2013-16). The institutions included in this report are: the University of Aberdeen; Abertay University; the University of Dundee; the University of Edinburgh; Edinburgh Napier University; Glasgow School of Art; Glasgow Caledonian University; the University of Glasgow; Heriot-Watt University; the University of the Highlands and Islands; Queen Margaret University; Robert Gordon University; the Royal Conservatoire of Scotland; Scotland's Rural College (SRUC); the University of St Andrews; the University of Stirling; the University of Strathclyde and the University of the West of Scotland.

As part of the ELIR 3 method, QAA Scotland produces regular Thematic reports to support the sector learning from the outcomes of individual ELIR reports. This report identifies the themes picked up in the Outcome reports for reviews of Scotland's Rural College, University of Glasgow, University of Strathclyde, and Glasgow School of Art.

The purpose of this report is to inform future dissemination and development work in the sector. In particular, it aims to inform future QAA Scotland activities. This report sets out the themes identified in the Outcome reports for reviews of the Royal Conservatoire of Scotland, Queen Margaret University, the University of Aberdeen, and the University of Dundee.