What this means

Providers align a long‑term strategy with short‑term operations across every stage of the student journey. This requires clear governance, flexible planning and ongoing stakeholder engagement. By mapping student needs from outreach to alumni engagement, providers can allocate resources, design inclusive support, and ensure quality across all modes of delivery.

In practice

Providers typically:

• map each stage, from outreach to alumni engagement, to guide planning and resourcing
• allocate digital, physical and human resources based on evidenced student needs
• use flexible operational plans that adapt to governance or regulatory changes
• maintain clear governance structures across all delivery modes
• use the student voice alongside regular monitoring and evaluation to inform and refine in‑year decisions
• invest in inclusive learning environments, support services, and staff recruitment and development.

Why this matters

Providers need to plan coherently, allocate resources wisely and support students effectively throughout their entire journey, to:

• strengthen alignment between strategy, operations and student needs
• improve consistency and quality across all delivery modes and partnerships
• enable timely, evidence‑based decisions that enhance student success
• ensure resources are targeted where they have the greatest impact.

Resources

• Hitch, Danielle, Goldingay, Sophie, Hosken, Norah et al (2012), Academic skills and beyond: a resource based approach to support student success in higher education, Journal of academic language and learning 6(2), A29-A41
• Advance HE, Student Needs Framework

What this means 

Providers plan and continually improve educational resources so they meet the evidenced needs of diverse students. Providing inclusive spaces, accessible digital tools, well‑designed learning materials and integrated support services, together with employing appropriately skilled staff providers, can help all students to fully participate, feel represented and access the help they need to succeed. 

In practice

Providers typically:

• ensure resources, spaces and services genuinely match the needs of their student body   
• promote inclusion, so that all students can participate fully and feel represented
• support a high‑quality learning experience through the provision of accessible environments and materials   
• encourage student success by integrating academic, wellbeing and career support
• help staff work effectively through clear roles, training and manageable workloads
• foster a culture of continuous improvement that reduces the barriers that disadvantage specific groups. 

Why this matters

A well‑resourced, inclusive learning environment is essential for students to thrive. This Key Practice helps providers to plan, review and improve support in ways that genuinely meet diverse student needs through: 

• strengthening equity by removing barriers for under‑represented and neurodiverse students
• improving learning quality through accessible spaces, tools and materials
• enhancing student success by integrating academic, wellbeing and career support
• ensuring staff are equipped and aligned to deliver a consistent, supportive experience. 

Resources 

• QAA, Speaking my language – understanding and supporting the experiences of disabled students 
• Advance HE, Student Needs Framework  
• Advance HE, Framework for Inclusive Learning and Teaching  
• GOV.uk, Understanding accessibility requirements for public sector bodies  
  

What this means

Effective management of resources is a prerequisite for a high-quality student experience. Providers should understand, plan, monitor and regularly review financial, human, physical, digital and support resources. Strategic alignment with curriculum, student support and employability objectives ensures relevance and sustainability. Collaboration with students, staff, employers and stakeholders supports continuous improvement, reduces institutional risk and enhances educational outcomes. 

In practice

Providers typically:

• maintain a clear resource inventory of staff, facilities, digital tools, learning materials and student support services so gaps and duplication can be identified
• consider resource implications before making changes to programmes, assessments, curriculums or student support provision to ensure capacity can meet demand 
• provide clear signposting, so staff and students know what support and resources are available and how they can be accessed
• monitor usage and effectiveness of resources through data, feedback and engagement metrics, using the findings to inform future investment decisions
• assign clear ownership and accountability for resources, ensuring they are regularly reviewed, updated and included in quality assurance and governance processes 
• engage students, employers, alumni and professional bodies in reviewing and improving resources to keep them relevant, inclusive and aligned with employability needs 
• promote collaboration and sharing of good practice across departments and external partners to improve efficiency, enhance the student experience and make best use of staff time. 

Why this matters

Effective resource management enables providers to deliver high-quality learning, meet student needs, manage institutional risk and support positive outcomes. This: 

• enhances student experience, wellbeing, retention and success 
• ensures resources align with strategic, curriculum and employability goals 
• strengthens accountability, efficiency and continuous improvement across the institution. 

Resources

• Advance HE, Essential Frameworks for Enhancing Student Success 
• University of St Andrews, Report + Support
• Sparqs, Student Learning Experience model   
• Advance HE, Student Needs Framework  
• QAA, Subject Benchmark Statements 

What this means

Providers treat staff development as a strategic, continuous process rather than a one-off training requirement. By investing in subject expertise, teaching capability and institutional knowledge, they can improve teaching quality, support inclusive practice, enhance staff wellbeing, and ensure students receive a consistent, high-quality learning experience across all modes of delivery.

In practice

Providers typically:

• embed continuous professional development (CPD) into everyday practice rather than relying solely on induction and mandatory training
• develop staff across three areas: subject expertise, teaching and assessment skills, and understanding of institutional systems and processes
• ensure equitable access to development opportunities for all staff, regardless of role, contract type or department
• align staff development with strategic priorities, such as blended learning, digital capability, student support and graduate outcomes
• use appraisal, supervision and career development processes to identify development needs, set objectives and monitor progress
• promote peer learning and reflective practice through mentoring, teaching observation, peer review and communities of practice
• embed equality, diversity, inclusion and accessibility principles within CPD to help staff better support diverse student populations and deliver inclusive learning experiences.

Why this matters

Investing in ongoing staff development helps providers maintain teaching quality, respond to changing student needs and deliver consistently positive student outcomes. This:

• enhances the student experience through effective teaching, assessment and support
• builds organisational resilience by helping staff adapt to new technologies, pedagogies and sector expectations
• promotes equity and inclusion by ensuring all staff can develop the skills needed to support diverse learners. 

Resources

• QAA, Moving Beyond Measurement: Enhancing Learning and Teaching Quality Through Collaborative Observation
• QAA, The Impact of Staff Professional Development on Teaching Practice and Student Learning and Performance 

What this means

Providers ensure that academic standards and quality enhancement are appropriately resourced and embedded within their governance framework and strategic planning. This approach supports regulatory compliance, strengthens academic integrity, enables meaningful student partnership and protects the student experience.  Programmes remain high quality, sustainable and responsive to change while staying aligned with external expectations and sector requirements. 

In practice

Providers typically:

• align quality assurance and academic standards activities with institutional strategy, operational plans and regulatory requirements
• ensure governance committees and decision-making structures provide effective oversight of quality, standards and enhancement
• allocate sufficient financial, staffing, digital and physical resources to support quality management activities 
• embed robust processes for programme approval, review, assessment, academic integrity and risk management
• actively gather, analyse and act on student feedback, ensuring students are genuine partners in enhancement
• invest in staff development, digital systems and AI-ready processes to respond effectively to regulatory changes and evolving student needs. 

Why this matters

Effective governance, resourcing and oversight help providers maintain academic standards, meet regulatory expectations, enhance student outcomes and safeguard institutional reputation. This: 

• supports compliance with national regulators, PSRB requirements and sector quality expectations 
• ensures students receive a high-quality, reliable and continuously improving academic experience
• strengthens institutional resilience through effective risk management, resource planning and evidence-based enhancement. 

Key practices

• Advance HE, Professional Standards Framework 
• Office for Students, Securing Student Success: Regulatory Framework for Higher Education in England 
• Jisc, Learning Analytics Code of Practice 

What this means

Providers take a proactive, institution-wide approach to creating learning environments that are accessible, inclusive and sustainable by design. Physical, digital and hybrid spaces enable all students to participate fully, regardless of their needs, circumstances or mode of study. Providers embed accessibility into planning, delivery and review processes, meet legal obligations, and work with staff and students to continuously improve engagement, belonging and educational quality.

In practice

Providers typically:

• design and maintain physical, digital and hybrid learning environments that are accessible, inclusive and sustainable from the outset, rather than relying on individual adjustments after barriers arise 
  
• ensure teaching rooms, libraries, laboratories, online platforms and campus facilities accommodate diverse student needs, including disabled, neurodivergent, commuter and distance-learning students
  
• adopt consistent, accessible digital design standards across modules and programmes so students can easily find learning materials, assessments, support services and key information
  
• provide appropriate technology, policies and support for hybrid learning, including lecture capture, recordings, captions and transcripts, to enable equitable participation regardless of location 
  
• embed accessibility, inclusion and belonging within institutional governance, quality assurance and enhancement processes, ensuring compliance with the Equality Act 2010
  
• invest in staff development so educators can confidently apply universal design principles, create accessible learning materials and deliver inclusive teaching and assessment practices
  
• regularly review learning environments in partnership with students, using feedback and lived experience to continuously improve engagement, participation, belonging and student success. 
  

Why this matters

Creating accessible and inclusive learning environments improves student success, strengthens regulatory compliance and helps to ensure all students can engage, participate and achieve, regardless of their circumstances or needs. This: 

• reduces barriers to learning and supports improved student outcomes, retention and progression
  
• helps providers meet Equality Act 2010 obligations and demonstrate effective quality enhancement 
• strengthens student engagement, belonging and satisfaction across diverse student populations. 

Resources

• Equality and Human Rights Commission, Technical Guidance on further and higher education 

What this means

Providers systematically use student feedback gathered at programme, module and individual levels to improve learning environments and resource allocation. Effective quality assurance relies on meaningful student partnership with well-trained representatives who facilitate agile responses to emerging issues. Strong collaboration across academic and professional services supports continuous improvement while making transparent, evidence-based decisions about where resources are invested. 

In practice

Providers typically:

• collect and analyse student feedback from surveys, module evaluations and informal conversations to build a complete picture of student priorities and experiences
  
• use student feedback to inform improvements to learning environments, teaching resources and support services, while clearly explaining decisions and constraints
• create multiple, accessible channels for students to provide feedback and ensure they understand how their views are used
• empower student representatives through training, mentoring and strong staff partnerships so they can contribute effectively to decision-making and problem-solving
• use student-staff committees and liaison meetings to identify issues quickly and implement timely improvements during the academic year
• ensure quality assurance processes evaluate the impact of resources and learning environments on student outcomes and drive meaningful enhancement
• encourage collaboration between academic departments and professional services to share intelligence, reduce duplication, identify efficiencies and promote continuous improvement across the institution. 

Why this matters

Effective use of student feedback, quality assurance and cross-institution collaboration helps providers make informed decisions about resources, enhance the student experience and drive continuous improvement. This:

• ensures resources and learning environments better meet student needs and support success 
  
• enables evidence-based decisions about where limited resources will have the greatest impact
• strengthens student engagement, trust and partnership in improving the educational experience. 

Resources

• Collett, T., Hanks, S., Watson, H., & Davies, T. (2017). Collecting student feedback: a whole school approach. Medical Education, 51(5), 547-548. https://doi.org/10.1111/medu.13303