University of Warwick
QAA Institutional Review Outcomes and Action Plan, June 2013 (revised August 2015)
The University of Warwick was subject to a QAA Institutional Review in January and February 2013. The outcomes of the visit were very
positive and represent a clear endorsement of the work of the University to maintain and enhance the standards and quality of its provision.
In the four areas where formal judgements were required:




Academic standards at the University meet UK expectations for threshold standards.
The quality of student learning opportunities at the University meets UK expectations.
Information about learning opportunities produced by the University meets UK expectations.
The enhancement of student learning opportunities at the University is commended.
In accordance with normal practice the review produced recommendations and endorsement of areas of work where improvements were
already in progress. The University is required to agree and publish an action plan to address the recommendations and affirmations and
give plans to capitalize on the identified good practice. The following action plan has been produced in response to the Review report and
will be updated annually.
The University’s approach to this is not simply of compliance with the requirements of the QAA Report. All of the recommended areas for
action relate to matters which were either the subject of ongoing work or were being kept under constant review. The action plan refers to
additional work to ensure that the recommendations are addressed fully and form a coherent part of its ongoing commitment to enhance
the student learning experience.
1
Response to the recommendations
Recommendation
1. Share external examiners’
reports more consistently
with all student
representatives (by the
beginning of the academic
year 2013-14). Paragraph
1.9
Action (updates August 2015 in green)

Produce and circulate to departments guidance for
sharing all external examiners’ reports relating to taught
undergraduate and postgraduate courses, responses
and action plans with all student representatives on
SSLCs and appropriate University committees.
Lead
Timescale
TQ/Examinations
Office/SU
By 1
September
2013
Feedback in the Summer term 2013-14 indicated that
some departments felt in need of further guidance which
will be issued before the start of the Autumn term. The
operation of system will be reviewed in the summer term
of 2014-15 at both undergraduate and postgraduate
levels.



The training and briefing for SSLC staff convenors has
been rejuvenated to provide the appropriate guidance and
will be delivered in autumn 2015. The operation of the
SSLC system was reviewed by the Student Experience
Working Group of AQSC and a Code of Conduct has been
approved by Senate.
The
training
andSU
briefing
convenors
has
Jointly
with the
revise for
theSSLC
SSLCstaff
handbook
to include
been
rejuvenated
provide the appropriate guidance and
references
to the to
recommendation.
Completed.
will be delivered in autumn 2015. The operation of the
By end
September
2013
SSLC system was reviewed by the Student Experience
Working
Group
of AQSC
and ainto
Code
of Conduct
Jointly with
the SU
incorporate
SSLC
training has
sessions
information
relating to external examiners’
been approved
by Senate.
October
2013
reports.
This was done. In discussions with the SU the University
has been asked to provide additional information or input
into training organized by the SU for the Autumn term,
which will be given.
2

The handbook is being further revised for the autumn
term 2015.

Ensure appropriate training relating to external
examiners’ reports is incorporated into briefings for
student members of University committees and include
those student representatives on sub-groups considering
reports.
These were scheduled for Autumn 2013 but there was
no student take-up. They are scheduled again for
Autumn 2014

October
2013
Done. Training is delivered annually.

Communicate with current external examiners to inform
them of this requirement and revise the information
provided to external examiners.
Completed

Amend the SSLC annual report form to incorporate the
requirement in order to enable the University to be
assured of its implementation.
Completed.
By end
September
2013
3
2. Develop robust arrangements 
for assuring itself that the
information produced for
students is fit for purpose and
trustworthy (by the beginning of
the academic year 2014-15).
Paragraph 3.3
Establish a working group of relevant stakeholders to
create a ‘one-stop’ gateway containing key academic
information for students (to include course
specifications, module specifications, learning outcomes
and methods of assessment, examination regulations
and conventions, credit framework, classification
arrangements, progression requirements, appeals and
complaints procedures and other relevant information).
A working group of relevant stakeholders was
established and the University’s online A-Z has been
comprehensively reviewed to include clear signposts to
academic information for students. A separate webpage
has also been established providing links through to key
academic information for students.
TQ/ITS
 Annual review and update of key information by relevant

On-going
stakeholders.
The updating of this key information will take place as
changes occur throughout the academic year. In
addition stakeholders will review this information
annually.
 Revise Good Practice Guide on Providing Information to
3. Ensure that course handbooks
contain sufficient and accurate
information (by the beginning
of the academic year 201415). Paragraph 3.3
To be
completed by
summer 2014
TQ
October 2013
Students for approval by AQSC with template
handbooks.
Completed and approved by Senate.

 Disseminate to departments.
Done.
 Implement annual process for updating information and

November
2013
Summer 2014
template in summer term of each year.
AQSC will consider proposed changes each year and
outcomes will be communicated to departments for
implementation.
4


 Provide support and consultancy to departments.
Done and on-going in future years.
 Create central repository for all handbooks.
Summer 2014
Done
 Implement system for sampling and checking

On-going
handbooks.
The Teaching Quality team will be responsible for this on
an on-going basis.
Summer 2014
and ongoing
5
Continuing work on affirmations of action already being taken
 Assessment regulations for pass degrees, postgraduate
1. The harmonization of
assessment regulations,
including pass degrees
(paragraph 1.11)
TQ/AQSC
Completed
taught courses, first year boards of examiners and revised
classification conventions following the abolition of the
‘Seymour formula’ have been approved by Senate.
 Revisions to classification arrangements for Integrated

Masters courses will be progressed during 2013-14 for
implementation 2014-15.
Senate has approved revised classification arrangements
in principle. Implementation will take place in 2015-16 to
allow time to align provisions relating to remedying failure
to those of other taught level 7 provision. See below.
 Review of progression conventions for intermediate years

of study will be progressed during the autumn term 201314 for consultation in the Spring term and subsequent
approval by Senate.
Completed. Senate has approved in principle but see
below.
 Assessment regulations will be kept under review on an

TQ/BUGS/BGS/
AQSC
TQ/BUGS/AQSC
TQ/AQSC
on-going basis.
On-going. AQSC has agreed to undertake a review of the
Undergraduate Degree Classification Conventions in
2014/15. The intention is to implement changes to these
and to Integrated Masters and intermediate year
progression conventions together rather than
incrementally.
 Continue to explore the possible introduction of a grade
PVC/AQSC
Summer 2014
Spring 2014
On –going
On-going
point average system to replace degree classification.


On-going.
6

2.
The Quality Assurance Working Group of AQSC
commenced a full review of Undergraduate Degree
Classification Conventions in 2014/15 and examined
underpinning principles to inform future work. Further
detailed work, modelling and consultation will be
undertaken during 2015/16 with a view to bringing
forward proposals and a timetable for implementation to
AQSC and Senate.
 The implementation of the policy for monitoring timeliness
The implementation of
the policy for monitoring
timeliness and quality of
assessment
feedback.
(paragraph 1.14)

 Policy relating to feedback on examinations and

TQ/AQSC
Ongoing
TQ/AQSC
Summer 2014
TQ/IT Services
Ongoing
of feedback on formative and summative assessed work
has been completed. On-going monitoring will be through
termly reports to Faculty Boards and annual reports to
AQSC.
Monitoring through Faculty Boards and AQSC has taken
place as outlined above and will be on-going.
dissertations will be developed and consulted upon during
2013-14 for implementation in 2013-14.
Due to conflicting priorities this has not been possible within
the timeframe. It is intended to commence this process
during the Autumn term 2014-15, which will be informed by
discussions which have already taken place in some
faculties.
 Proposals were developed and discussed by AQSC during
2014/15. Further discussions and consultations will take
place during the academic year 2015/16 in order to finalise
and implement policy.
 The development of systems for providing and monitoring

feedback through electronic means is on-going.
The systems are now in place and inform the monitoring
referred to above.
7
 Guidance for students on the use of feedback will be
developed during 2013-14.
Following discussions with the SU the SU developed
guidance, in consultation with TQ, to be issued to students
in the Autumn term 2014-15. The University and the SU will
consider whether further guidance needs to be developed
in the light of feedback.

TQ/AQSC/
departments
Summer 2014
Departments
Summer 2014
UST/AQSC/
ITS
2013-14 and ongoing
 The guidance was issued and will be kept under review.
 The quality of feedback will be monitored at departmental
level through student feedback and will feed into the further
development of excellence in teaching.
Ongoing. Analysis of NSS scores shows increased
satisfaction.


 The University and departments continue to monitor and
keep this under review.
3.
The implementation of the
new
personal
tutoring
guidance and policy to
ensure consistency across
the University. (paragraph
2.7)
 On-going development of Tabula (an on-line
administration system) designed to facilitate the
administration of the personal tutoring system to enable
monitoring of consistency across departments. Pilots
planned for 2013-14 and subsequent roll-out to
departments.
The system has been developed and piloted. The system
is now being rolled across the University and its usage
and impact will be monitored by the UST.


The system has been implemented in all departments.
Monitoring of usage and its impact is undertaken by the UST
and will be ongoing.
8
 Inclusion of revised PDP on Tabula to encourage student


engagement and review of skills development through the
personal tutoring system.
Done.
 Implement common template for role of DST.
By 2014-15
Done.
 Annual report by UST to AQSC, drawing on information

By 2014-15
Annually
from annual meeting of DSTs, Tabula, student surveys,
external expectations. The report to cover an annual
review of the personal tutoring system, good practice,
issues for development and action plan, policy
recommendations.
Ongoing. The UST also reports to the Steering
Committee.
 The UST’s report to the Steering Committee was part of the
Student Support Annual Report in the autumn term 2014. A
further report will be presented in the autumn term 2015.
 Keep under review the emerging role of departmental

directors of student experience and implications for
personal tutoring.
Ongoing.
 Explore with the SU the inclusion of personal tutoring as a

On-going
Autumn 2013
standing item on SSLC agendas.
Although this item forms part of the template agendas
there is inconsistency in consideration of this by SSLCs.
We will continue to work with the SU to address this.
 The UST continues to keep this under review.
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4.
 In the light of the analysis of the surveys dealing with
The review of postgraduate
research students’
teaching workloads to
develop an institutional
protocol. (paragraph 2.26)
postgraduate students who teach BGS and BUGS have
established working groups to consider policy
development on issues relating to (inter alia) recruitment,
training, remuneration, deployment, mentoring,
supervision and review.
 Consult with HR, Graduate School, SU and LDC in the
BGS/BUGS/
AQSC/SU/
Graduate
School
Autumn 2013
Autumn 2013
development of policy.
 Consult with departments and faculties on proposals.

 Consideration of policy by AQSC and Senate and
Spring term 2014
Summer 2014
introduction of policy for 2014-15.
 LDC and departments to implement and monitor the
On-going
operation of the policy.

The analysis through BGS and BUGS and consultations
with HR Graduate School SU and LDC have taken place.
An institutional protocol will go to consultation in the
Autumn term 2014-15. In the meantime the University is
launching TeachHigher, designed to support the
employability of postgraduate research students, enable
postgraduate research students (inter alia) to access
comprehensive development and skills training, and
linked to recruitment, remuneration and contractual
arrangements which will be consistent across the
University. This will be piloted in four departments starting
in the Autumn term 2014-15 and its evaluation will feed
into the development of policy. These developments are
now being overseen through the Professional
Development Working Group of AQSC.
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 The University’s Policy on the Employment of Postgraduates
as Teachers was approved by BGS, AQSC and Senate
during 2014/15. A Sessional Teaching Project Group and a
Sessional Teachers User Group have been established,
overseen by a Steering Group (all with Student Union
representation), to implement and monitor the Policy. The
Policy will be piloted in eight departments in the autumn term
of 2015 and will then be evaluated.
Capitalizing on identified good practice
1. The resources available to
all staff to support their
professional development.
(paragraph 2.2)
 Broaden the CPD framework for administrative and
LDC/AQSC
On-going
support staff.
Done. All administrative and support staff are now
included in the framework.
 Enhance training for postgraduate students who teach
and create a tailored summer school.
The Postgraduate award has been redesigned and its
curriculum will be reviewed in the Autumn term.
Developments in this area are also relevant to the
launch of Teach Higher referred to above. It was
decided not to proceed with a summer school due to
student workloads.
 The curriculum for the Postgraduate award was reviewed
and revised in autumn 2014. LDC is involved in the training
of postgraduates who teach and the pilot initiatives referred
to above.
 Continue to work with departments to further develop
contextual provision in the redesign of the PCAPP and
PGA.
Tailored provision has been designed for the Business
School, the Medical School and other departments.
Collaboration with departments and faculties is on-going.
11
 Further tailored provision has been designed for
Mathematics and Statistics.
 Expand provision relating to technology enhanced
learning.
New and redesigned provision relating to technology
enhanced learning has been introduced, alongside a
new postgraduate award. There is a new Technology
Enhanced Learning Forum. These developments cohere
with the integrated work of IATL, LDC, and the
Academic Technologies team referred to later.

A new on-line version of the Postgraduate Award in
Technology Enhanced Learning has been launched.
 Enhance provision for teaching fellows.
A Teaching Fellows Forum was launched in Autumn
2013, which meets termly.
 Align academic promotions criteria relating to teaching
with UK Professional Standards Framework.
Completed for all teaching staff promotions relating to
teaching fellows. The criteria relating to teaching for
other academic staff promotions are being revised for
the next promotions cycle.

It was necessary to re-prioritise this work which will be
undertaken during 2015/16.
 Expand provision for mid to late career academic
professional development.
This has been done through the Faculty based Teaching
and Learning Showcases and through the on-going work
with individual members of staff under the HEA
Recognition Scheme.
12
 Further develop and enhance peer observation schemes.
This is ongoing work, which has been progressed with
individual departments, the Teaching Fellows Forum and
through a project with the HEA. This work is now being
overseen by the Professional Development Working
group of AQSC which will report in the Autumn term
2014-15.

For operational reasons this work has been rescheduled
for 2015/16.
 Report progress annually to AQSC.
Ongoing.
 Scope new forms of support for enhancing teaching
excellence.
In addition to the matters mentioned above, a new support
model is emerging in the context of course development,
covering new courses and course and module re-design.
Moreover, the University is committed to the launch of the
Warwick International Higher Education Teaching
Academy, one key aim of which will be to enhance teaching
excellence.

2. The simultaneous periodic
review of teaching and learning
in all departments, which
promotes
enhancement
across
the
University
(paragraph 4.2)
The University has launched the Warwick International
Higher Education Academy, which will become fully
operational 2015/15.
 Actions at University and departmental levels arising from
the ITLR are on-going.
Steering
On-going
Committee/AQSC/
TQ
 TQ will make an update report to Steering Committee in
Autumn 2013 on actions taken against departmental level
recommendations.
 Actions arising from faculty engagements and themes are
being progressed. Faculties have established working
13
groups reporting to faculty boards which have oversight of
enhancements. A consolidated report will be made to
Steering Committee in 2013-14.
 AQSC will determine whether there are any necessary
University-wide issues requiring thematic review in 201314 when the report is considered.
Changes to the operation of AQSC in Autumn 2013 led
to the need to re-prioritise these actions. The update
and consolidated report will now be made in Autumn
2014. AQSC established a series of working groups to
take forward enhancements. A newly formed Quality
Assurance Working Group has already determined
issues for thematic review which will be progressed in
2014-15.
 Reviews have taken place in a number of areas,
including assessment conventions and progression
requirements, annual course review, course approval
and external examining and the University is
progressing implementation of this work. Planning has
commenced for the next ITLR, which will include follow
up of actions arising from the previous ITLR.
3. The integrated work of the
Library, the Institute of
Advanced Teaching and
Learning (IATL), the Learning
and Development Centre
(LDC) and the Student
Careers and Skills (SCS)
service to facilitate innovation
in teaching and learning
(paragraph 4.3)
 Expand the informal membership of this group to include
IATL/AQSC
Completed
the Academic Technologies team in ITS, representatives
of the SU, TQ and the International Office with a view to
developing further provision to enhance innovation in
teaching and learning.
Done.
 Continue work to enhance the curriculum through the
On-going
development of further interdisciplinary modules and
collaborative work with Monash University and further
14
expand projects
IATL has developed further interdisciplinary modules at
undergraduate and postgraduate levels. Collaborative
work with Monash is takes place on a continuous basis.
 Develop new projects which may emerge from the
Student and Academic Services Network, for example by
widening current work on transitions into Warwick to
encompass more groups of students, enhance on-going
work on student life-cycles to address stress points and
strategic interventions, and enhance pedagogies on
diversity issues.
Examples of new projects include the Diversity project,
investigating inclusive pedagogies, and Induction and
Transitions which are being taken forward by an AQSC
Working Group.
 The Induction Strategy Working Group has continued work
in this area and has produced minimum requirements for
induction guidance which has been approved. A conference
on undergraduate and postgraduate student transitions will
be held in September 2015 – a joint initiative of the Induction
Strategy Steering Group and the Student Experience
Working Group. Work on student lifecycles continues to be
promoted to bring together academic and service agencies
to support students at specific points in their University
careers through the Student and Academic Services,
network, the Student Union, academic programmes,
wellbeing support, and postgraduate community activities.
 Further develop with the SU educational strategies on
enterprise education and entrepreneurship, especially,
social enterprise, and open space learning.
This work is being taken forward by the Warwick
Enterprise Partnership.
15

4.
IATL has developed a new module on Entrepreneurship
and continues to advise on open space learning. The
Warwick Enterprise Partnership has developed the 50
Years of Warwick Enterprise Campaign, the Student
Enterprise Fund, a Student Enterprise Bootcamp and other
initiatives which will be progressed during 2015/16.
 Analyse the results of the IATL survey on student
engagement and develop appropriate strategic
responses.
The survey is now run annually and results are analysed
and considered by IATL and departments. AQSC has
established a Student Engagement working group to
develop strategic responses.

Ongoing.
 Promote these approaches internally and externally.
On-going.
 Revise the strategy for IATL alongside the refresh of the
University’s strategy in autumn 2013
Completed.
 Scope new forms of support for enhancing excellence in
teaching and teaching and learning innovations.
This will be continuing work. See also 1. Above in this
section.
16
Acronyms
AQSC
BGS
BUGS
CPD
DST
HEA
HR
IATL
ITLR
ITS
LDC
PCAPP
PGA
SCS
SSLC
SU
TQ
UST
Academic Quality and Standards Committee
Board of Graduate Studies
Board of Undergraduate Studies
Continuing Professional Development
Departmental Senior Tutor
Higher Education Academy
Human Resources
Institute of Advanced Teaching and Learning
Institutional Teaching and Learning Review
Information Technology Services
Learning and Development Centre
Postgraduate Certificate in Academic and Professional Practice
Postgraduate Award
Student Careers and Skills
Student Staff Liaison Committee
Warwick Students’ Union
Teaching Quality
University Senior Tutor
17