Northumbria University
University Framework for Quality and Standards
1. Introduction and Context
The University’s aims for providing a high quality student learning experience are set out in its vision and
mission statements [1]. The Learning and Teaching Strategy [2] sets out the objectives for the development
and enhancement of the curriculum and the student learning experience.
The University’s Framework for Quality and Standards supports these aims and objectives by specifying the
responsibilities and procedures by which the standards of the academic programme and the quality of the
student learning experience are managed, assured and enhanced. The main purposes of this Framework are:
 To secure the academic standards of Northumbria awards, assuring students, graduates, and the
public that
o the level of achievement required for those awards meets or exceeds national, international
and relevant professional requirements and is comparable to those expected by other UK
Higher Education institutions
o curricula are up to date and in line with external expectations for the subject in question
 To assure and enhance the quality of the student learning experience, ensuring that students
o receive appropriate and effective forms of teaching, assessment and support
o are provided with learning opportunities to enable them to attain the academic standards and
develop the skills required for their award
 To maintain and enhance the University’s excellent reputation for quality and standards, evidenced in
reports from the Quality Assurance Agency (QAA),and recognition by external bodies including
professional, statutory and regulatory bodies (PSRBs) and collaborative partner institutions
Key principles underlying this Framework are that:
 The primary responsibility for the quality of the student experience lies at the point of delivery, with the
staff engaged in teaching and supporting learning in the University’s nine Schools (plus Graduate
School), its support services and, where appropriate, its partner institutions
 Quality assurance procedures exist to support the University’s aim of delivering an outstanding
student experience and not as ends in themselves. They should lead to enhancement of learning and
teaching and should be subject to ongoing review of their effectiveness
 Quality assurance processes should be evidence-based, making full use of available management
information and contributing to the further development of that information
This statement of the University’s Framework updates and replaces that approved by the University Learning
and Teaching Committee in June 2004 which, in turn, drew on earlier versions approved by its predecessor
committees and Academic Board dating back to 1993. Note that document references in square brackets are
to documents in Appendix 1 below.
2. Management Responsibilities for Quality and Standards
2.1 Committees [3]
Academic Board is the University’s most senior committee in relation to academic matters. It has overall
responsibility for the University’s awards, the quality and standards of the academic programme and the
quality assurance framework. It directly approves new collaborative partnerships and changes to the
academic framework but more detailed functions are largely delegated to its sub-committees - for taught
awards, the University Learning and Teaching Committee (ULT); for research degrees, the Research and
Innovation Committee (RIC) and the Graduate School Committee (GSC). These committees in turn operate a
series of sub-committees responsible for the operation of the quality assurance procedures.
For the University Learning and Teaching Committee, these include:
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Programme Approvals Scrutiny Sub-Committee (preliminary scrutiny of new programme proposals
and determination of processes for approval)
External Examiners’ Appointments Sub-Committee
Regulations and Frameworks Sub-Committee (review and maintenance of assessment regulations
and academic framework)
School Learning and Teaching Committees (SLTs) (operation of quality framework at School level,
they include cross-School representation to support consistency)
School Module Examination Boards and Progression and Awards Boards
School Programme Committees and Student Staff Liaison Committees
For the University Research and Innovation Committee, arrangements are as follows:
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University Research & Innovation Committee is responsible for ensuring that the University’s research
degree regulations, frameworks and procedures operate effectively and are complied with; and
monitors and evaluates the level and quality of research activity and outputs (including PGR);
Graduate School Committee is a sub-committee of RIC and reports to RIC, but operates with
delegated authority from Academic Board for aspects of research degrees (to formulate, approve,
review and develop the regulations, frameworks and procedures for research degrees, reflecting the
principles approved by Academic Board; to promote and monitor training in research methods; to
promote good practice in research supervision; and to report annually to RIC on the progress of
research students and training activity involving research degree matters)
In particular, Graduate School Committee exercises its powers, delegated by Academic Board for the
arrangements for examination of research and higher degrees (specifically including appointment of
examiners and confirming the conferral of awards) through the Graduate School Committee
Examinations Panel
GSC Professional Doctorate Standing Group oversees Professional Doctorates (including
formulating, approving, reviewing and developing regulations, frameworks and procedures; advising
Schools, and reporting annually on development of professional doctorates across the University).
School Research and Innovation Committees (or equivalent; operation of research degree procedures
at School level)
The University Ethics Committee is a sub-committee of RIC and has the responsibility to provide
guidelines for staff and students on ethical issues in research and to take a University overview on
ethics policy implementation
2.2 Executive Responsibilities [4]
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The Vice-Chancellor and Chief Executive is responsible to the Board of Governors and has ultimate
responsibility for the quality and standards of the University’s awards
Deputy Vice-Chancellors support the Vice-Chancellor in the University Executive and have specific
responsibilities, including Learning and Teaching; Research and Innovation.
Deans of School have responsibility for quality and standards of programmes in their respective
Schools and for the proper operation of processes to support this at School level
Associate Deans provide support to the Deans; Schools have autonomy in relation to their structures
and their different sizes and natures lead to some variations in roles, but most Schools have specific
responsibilities for Learning and Teaching and for Research
The Director of Academic Registry has responsibility for operation and maintenance of University
academic frameworks and regulations for taught programmes and for programme approval and
review processes
The Director of the Graduate School (also Chair of the Graduate School Committee) has
responsibility for operation and maintenance of the University academic frameworks and regulations
for research degrees
3. Key Elements of the Quality and Standards Framework
3.1 External Reference Points
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The main external reference for this framework is the Academic Infrastructure developed by the
Quality Assurance Agency (QAA). Northumbria awards are aligned with the Framework for Higher
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Education Qualifications (FHEQ) [5] and the Higher Education Credit Framework for England [6]; the
QAA Code of Practice [7] has been a key reference for the development of the University’s
procedures while Subject Benchmark statements [8] inform academic programme development
The QAA conducts regular audits of the University’s management of its standards and quality to
determine the level of confidence that can be held in its processes, including its alignment with the
Academic Infrastructure. Very positive audit reports [9] are available for all recent audits including
Institutional Audit (2005), Collaborative Provision Audit (2006), Overseas Collaborative Audits and
Major Review of Healthcare Provision (2006)
Through the FHEQ, Northumbria awards are aligned with the Framework for Qualifications for the
European Higher Education Area (FQ-EHEA) [10]. Where Northumbria awards result from
international collaboration, every effort will be made to ensure alignment with the requirements of
relevant national quality assurance agencies
A good many of Northumbria’s awards are accredited or recognised by external bodies including
PSRBs; such accreditations, with any conditions, are reported to ULT [11]
Programme Specifications are published on the University’s web site [12] and detail programme aims,
learning outcomes, learning teaching and assessment strategies, admission requirements etc. All
award level students receive a transcript detailing performance on modules studied and a Diploma
Supplement [13] to support international transferability
3.2 The University Academic Framework
The key elements of the University’s academic framework are:
 The Modular Framework for Northumbria Awards (MFNA) [14]. The University operates a common
framework for taught awards and this document specifies those awards and their credit requirements,
aligned with QAA’s FHEQ and the Higher Education Credit Framework for England.
 The Assessment Regulations for Northumbria Awards (ARNA) [15]. The University operates a
standard set of assessment regulations for taught awards, with variations allowed only in exceptional
circumstances and by ULT approval. ARNA defines progression, compensation and classification
requirements and, in appendices, contains regulations applying to academic misconduct and conduct
of assessments and examinations
 The Research Degree Regulations set out requirements for the University’s awards of MPhil and
PhD, PhD by publication, and Higher Doctorates [16]
 The Professional Doctorate Framework [16] sets out the requirements for professional doctorate
programmes, which combine aspects of taught and research degree regulations
 The University’s Ethics Policy applies to all of those engaged in research at Northumbria, including
research students, taught postgraduates and undergraduates engaged in projects. Full guidelines are
contained in the Research and Ethics Governance Handbook [17]
3.3 Examination Boards and External Examiners
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The University operates a two tier system of Examination Boards for taught awards (except where
PSRB requirements lead to approved variation). The roles, membership and duties of the
Examination Boards are set out in the University’s Examiners’ Handbook [18]; this document also
contains requirements for marking and moderation of assessments:
o Module Examination Boards (MEBs) assure the University that appropriate arrangements are
made for module assessment, that appropriate moderation has taken place and that marks
awarded for each module reflect attainment and are awarded consistently
o Progression and Awards Boards (PABs) determine classification of awards and the
progression of students
External Examiners are appointed to cover all taught programmes; their responsibilities include the
verification of the standards of the University’s awards and of the fairness of its assessment
processes. Criteria for appointment of External Examiners together with definition of their roles are
included in the Examiners’ Handbook. New External Examiners are nominated by School Learning
and Teaching Committees; nominations are considered by the External Examiners’ Appointments
Sub-Committee and ratified by ULT
External Examiners are required to report annually, including confirmation of standards [19] . Reports
are responded to by Schools; a summary report is prepared annually for ULT and Academic Board
Regulations for the examination of research degrees are set out in the University’s Research Degree
Regulations (for MPhil/PhD; PhD by Published Work; Higher Doctorates) and Framework for
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Professional Doctorates. These documents also specify the requirements for appointment of External
Examiners and their responsibilities. Further details of confirmation of Examiners’ decisions are
enshrined in the approved Terms of Reference of the Graduate School Committee Exams Panel [20].
Procedures for appeal against Examination Board decisions are contained in the University’s
Handbook of Student Regulations [21]
3.4 Programme Approval Processes (other than for Collaborative Programmes)
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Procedures for approval of new taught programmes are detailed in the University’s Programme
Approvals Handbook [22]. Following School-level scrutiny, initial approval of a programme proposal is
by the ULT Programme Approval Scrutiny Sub-Committee (LTPAS) which scrutinises for alignment
with the University’s academic framework and determines the method of approval. This will normally
be an SLT panel chaired by a ULT approved independent chair and including a suitable external
member
The programme approval process is designed to secure academic standards by reference to external
benchmarks including the FHEQ, relevant subject benchmark statements and any relevant PSRB
requirements. Where programmes are to be delivered through distance learning or as part of the
University’s work-based learning framework, expert scrutiny is required. It is designed to assure the
quality of the student learning experience through scrutiny of resources for learning and of
programme learning, teaching and assessment strategies
The Programme Approvals Handbook also specifies procedures for programme modification and
module approval and modification
New Professional Doctorate programme proposals must be approved both by the Professional
Doctorate Standing Group (a sub-committee of the Graduate School Committee) and LTPAS
3.5 Programme Review Processes (other than for Collaborative Programmes)
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Procedures for review of taught programmes and modules are detailed in the University’s Review
Handbook [24]
Periodic Review takes place on a six-yearly cycle [25] and is of subject disciplines (as defined by the
Schools and approved by ULT). Review panels are drawn from a ULT approved register and include
at least one external subject expert. Student involvement is described in 3.7 below
Periodic review is designed to secure academic standards by examining continued alignment with the
FHEQ, relevant subject benchmarks and other external reference points, by scrutinising follow-up to
external examiner reports, by examining programme data including for admissions and student
performance and achievement. It is designed to assure the quality of the student learning experience
through student involvement, scrutiny of data including student feedback and by focussing on
measures taken to enhance learning, teaching and assessment [26]
Annual Programme Monitoring (APM) is a strongly evidence-based process, drawing on a programme
data set containing entry, progression and awards, employment and student feedback data. The APM
template [27] requires comment where data is flagged as outside of the expected range, either
indicating need for action or as providing evidence of good practice. External Examiners’ reports and
enhancement activity are also to be commented on
Module review [28] is similarly evidence-based, looking at student performance and feedback on the
module, with any external comments. Fuller review is required only if this evidence indicates the need
for more detailed scrutiny
Postgraduate Research programme provision is periodically reviewed on a six-yearly cycle using a
modified version of the standard periodic review process. Annual monitoring of performance of
research degree students is conducted by the School Research Committee which provides a report to
the Graduate School Committee, which in turn reports to Academic Board (via Research and
Innovation Committee).
3.6 Collaborative Programmes
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Definitions of the forms of collaboration that Northumbria will enter into together with procedures for
approval and management of collaborative programmes are contained in the University’s
Collaborative Procedures Handbook [29]. Collaborative Programmes, of whatever form, are required
to conform to the University’s academic framework and to be taught and assessed in English.
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Collaborative programmes involve the University in higher levels of risk than standard programmes
and this is reflected in the collaborative procedures which require additional scrutiny dependent on
expected level of risk
Following School scrutiny, proposals for new collaborative programmes are brought to LTPAS for
consideration. Where the proposed partner organisation is new to Northumbria, LTPAS will require a
partnership review; [30] reports of partnership reviews go to ULT and Academic Board for approval.
LTPAS will also determine the form of programme approval; normally this will be a ULT approval
panel involving a suitable external member. Conditions of approval are monitored by ULT
An operations manual detailing arrangements for the management and quality assurance of the
programme will be approved by the approval panel. This will include arrangements for annual
programme monitoring, for student assessment and examination boards and for collection of student
feedback. Normally these will be closely aligned with those for non-collaborative awards; in all cases it
will be a Northumbria Progression and Award Board which is responsible for recommending a
Northumbria award
As collaborative programmes are approved for fixed time periods, periodic review is primarily through
the re-approval process [32]. Where a collaborative programme is an integral part of a programme
cluster with associated home-based programmes, it may also be considered as part of the periodic
review of those programmes
3.7 Student Involvement in Quality Assurance
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Student feedback is collected through a series of questionnaires, at module and programme level
[33]. Where available, questionnaires allowing external benchmarking are used, so that the National
Student Survey (NSS) [34] is used as the programme questionnaire for eligible final year
undergraduates, the Postgraduate Taught Experience Survey (PTES) for taught postgraduates and
the Postgraduate Research Experience Survey (PRES) for research students [35]. A web-based
internal programme questionnaire is used for other students. Data from these surveys is fed into the
annual programme review and periodic review processes as part of the evidence base to be
examined in those reviews
The panel for periodic review includes a Student Union sabbatical officer. In addition to participating in
the review as a full panel member, they will chair a separate open student meeting which produces a
Student Written Submission for the review [36]
Student representatives are included on Programme Committees and Student-Staff Liaison
Committees. Training for representatives, including an annual conference and support from the
Advice and Representation Office, is provided by the Students’ Union [37]
A system of School representatives (two taught and one postgraduate research student per School) is
operated to provide representation on School-level committees including SLTs and SRCs as well as
on university-level sub-committees. Student Union sabbatical officers sit on the main University
Committees including Academic Board, ULT and RIC
Collaborative approval events include, where possible, a meeting with students at the partner
institution. The operations manual details the arrangements for programme committees and collection
of feedback from collaborative students
3.8 Enhancement of Learning, Teaching and Assessment
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The University’s main enhancement objectives are set out in its Learning and Teaching Strategy [2].
In addition, there are close links between quality assurance processes and enhancement activity, for
example:
o An enhancement showcase is part of the periodic review process [24]
o Identification of areas of good practice is part of the annual programme monitoring process
[27]
o Guidelines for Good Assessment Practice [38] supplement ARNA and the Examiners’
Handbook
Sharing of good practice is supported through many mechanisms including the annual Northumbria
Conference [39], ULT enhancement groups, the Northumbria Teaching and Learning Exchange staff
development programme [40], the Research Supervisor Training programme, the Academic Practice
continued professional development programme and PCAPL programme for new staff, the peer
observation of teaching and appraisal processes. It is supported by the activities of the university
Learning and Teaching Advisers, the LTech team (for elearning materials) [41], the MARCET staff
development resources centre [42] and the CETL in Assessment for Learning [43]. Staff rewards exist
Framework for Quality and Standards
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4.
through the University’s Applauding and Promoting Teaching (APT) scheme [44] and the annual
promotions round
Students are involved in quality enhancement through means including membership of ULT groups
and the School representative system, though Student Applauding and Promoting Teaching awards
and the Learner Informing Teaching awards [45]
Reviewing of the Quality and Standards Framework
The elements of this framework are kept regularly under review to ensure their fitness for purpose:
 New developments in the QAA academic infrastructure are reported to ULT and assigned for
consideration to the relevant university committee or group which reports back to ULT on any
necessary action
 Regulations and frameworks are kept under regular review by the ULT Regulations and Frameworks
Sub-Committee or the Graduate School Committee. An annual review of Examination Board
Procedures and Assessment Regulations is conducted for ULT and this, together with the annual
summary of External Examiner Reports, informs the annual review of ARNA, with major changes
approved by Academic Board
 Regular reviews of approval, review and collaborative procedures are conducted by ULT resulting in
revised procedures (for example, review of the Review processes 2007/8, mini-review of collaborative
procedures 2008/9)
Approved:
University Learning and Teaching Committee February 2009
Academic Board March 2009
For enquiries, contact:
Alan Dordoy, Academic Registry
Framework for Quality and Standards
Version of March 2009
Appendix 1: Index of Quality and Standards Framework Documents
University Mission and Strategies, Structures and Committees
Ref
1
2
3
4
Document
University Mission and Vision Statement
University Learning and Teaching
Strategy
Terms of reference of Academic Board
Committees and a committee structure
diagram
University Organisational Chart
Location
http://www.northumbria.ac.uk/vc/corpstrat/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/abc/
Linked from www.northumbria.ac.uk/vc/
External Reference Points
Ref
5
Document
QAA Framework for Higher Education
Qualifications for England, Wales and
Northern Ireland (FHEQ)
6
The Higher Education Credit Framework
for England
QAA Code of Practice for assurance of
academic standards and quality in HE
QAA Subject Benchmark Statements
Northumbria’s Audit Reports on QAA
website
Framework for Qualifications for the
European Higher Education Area
List of PSRB accreditations and
programme recognitions
Northumbria Programme Specifications
search
Diploma Supplement template
7
8
9
10
11
12
13
Location
www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/
For a mapping of Northumbria procedures to FHEQ,
Code of Practice and other elements of QAA Academic
Infrastructure, see
http://www.northumbria.ac.uk/static/worddocuments/ardo
cs/qaacode.doc
www.qaa.ac.uk/england/credit/
www.qaa.ac.uk/academicinfrastructure/codeOfPractice/
www.qaa.ac.uk/academicinfrastructure/benchmark/
www.qaa.ac.uk/reviews/reports/instReports.asp?ukprn=1
0001282
www.bologna-bergen2005.no/Docs/00Main_doc/050218_QF_EHEA.pdf
www.northumbria.ac.uk/static/worddocuments/ardocs/psr
baccredlist.doc
www.northumbria.ac.uk/programmespecs/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/approval/framework/
The University Academic Framework
Ref
14
15
16
17
Document
The Modular Framework for Northumbria
Awards (MFNA)
The Assessment Regulations for
Northumbria Awards (ARNA)
Northumbria Research Degree
Regulations and Professional Doctorate
Framework
University Ethics Policy and Procedures
and Research Ethics and Governance
Handbook
Framework for Quality and Standards
Version of March 2009
Location
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/approval/framework/
www.northumbria.ac.uk/static/worddocuments/ardocs/arn
a.doc
Linked from
http://www.northumbria.ac.uk/researchandconsultancy/gr
aduateschool/documents/
Linked from
http://www.northumbria.ac.uk/researchandconsultancy/sa
/ethgov/
Examination Boards and External Examiners
Ref
18
Document
Examiners’ Handbook for Taught Awards
19
External Examiner Report Templates
20
Terms of Reference of the Graduate
School Committee Exams Panel
21
Handbook of Student Regulations
Location
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/assess/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/assess/exex/
Linked from
http://www.northumbria.ac.uk/researchandconsultancy/gr
aduateschool/documents/
www.northumbria.ac.uk/sd/central/uso/stud_reg_handbk/
Programme Approval Processes (other than for Collaborative Programmes)
Ref
22
Document
Programme Approvals Handbook
23
Programme Approvals Documentation
Location
www.northumbria.ac.uk/static/worddocuments/ardocs/ap
proval_process.doc
Linked from left and right panels of
www.northumbria.ac.uk/sd/central/ar/qualitysupport/appr
oval/framework/
Programme Review Processes (other than for Collaborative Programmes)
Ref
24
Document
Review Handbook
25
Periodic Review schedule and supporting
documentation
26
Summary reports from Periodic Reviews,
published on university website
Annual Programme Monitoring (APM)
Templates
27
28
Module Review Templates
Location
Linked from
www.northumbria.ac.uk/sd/central/ar/qualitysupport/revie
w/intrev/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/tqinf/prreports/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/
Collaborative Programmes
Ref
29
Document
Collaborative Procedures Handbook
30
Partnership Review Documents
31
Operations Manual Templates
32
Review and Re-approval of Collaborative
Programmes
Framework for Quality and Standards
Version of March 2009
Location
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cphandbook/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cptemplates/partner/
Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cptemplates/mang/
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cptemplates/cvreview/
Student Involvement in Quality Assurance
Ref
33
34
35
36
37
Document
Requirements for internal questionnaires
are defined in the Review Handbook,
Section 5
National Student Survey results are
published on the unistats website
Information on Postgraduate Taught
Experience Survey (PTES) and
Postgraduate Research Experience
Survey (PRES)
Student Contribution to Periodic Review
Northumbria Students’ Union Advice and
Representation web page
Location
See 24 above
www.unistats.com
www.heacademy.ac.uk/ourwork/research/surveys
www.northumbria.ac.uk/static/worddocuments/ardocs/PR
_SWS_briefing.doc
http://mynsu.northumbria.ac.uk/adviceandrepresentation/
Enhancement of Learning, Teaching and Assessment
Ref
2
24
27
38
Document
Learning and Teaching Strategy
Review Handbook
Annual Programme Monitoring Template
Guidelines for Good Assessment Practice
39
Northumbria Conference
40
Learning & Teaching Academy Exchange
41
LTech (Learning Technology Team)
42
MARCET staff development resources
centre
CETL Assessment for Learning
Applauding and Promoting Teaching
(APT)
Learner Informing Teaching Awards
43
44
45
Location
See 2 above
See 24 above
See 27 above
http;//northumbria.ac.uk/static/worddocuments/ardocs/gg
ap.doc
http://www.northumbria.ac.uk/sd/central/ar/academy/ltaco
nf/
http://www.northumbria.ac.uk/sd/central/ar/academy/ltech
homepage/ltacademyexchange/
http://www.northumbria.ac.uk/sd/central/ar/academy/ltech
homepage/
http://northumbria.ac.uk/cetl_afl/
http://www.northumbria.ac.uk/sd/central/ar/academy/pedr
esdev/pastres/
Appendix 2: Glossary of Abbreviations
APM
ARNA
CETL
FHEQ
FQ-EHEA
GSC
LTPAS
MARCET
MEB
MFNA
NSS
PAB
PCAPL
Annual Programme Monitoring
Assessment Regulations for Northumbria Awards
Centre for Excellence in Teaching and Learning (HEFCE funded)
QAA’s Framework for Higher Education Qualifications
Framework for Qualifications for the European Higher Education Area
Graduate School Committee
ULT Sub-Committee for Programme Approvals Scrutiny
University staff development resources centre
Module (first tier) Examination Board
Module Framework for Northumbria Awards
National Student Survey
Progression and Award Board (second tier examination board)
Postgraduate Certificate in Academic and Professional Learning
Framework for Quality and Standards
Version of March 2009
PGR
PRES
PSRB
PTES
QAA
RIC
SLT
SRC
ULT
Postgraduate Research (degree)
Postgraduate Research Experience Survey
Professional, Statutory and Regulatory Body
Postgraduate Taught Experience Survey
Quality Assurance Agency for Higher Education
University Research and Innovation Committee
School Learning and Teaching Committee
School Research Committee
University Learning and Teaching Committee
Framework for Quality and Standards
Version of March 2009