University of Bolton
Standards and Enhancement
Annex 1
Template for the ISR briefing paper
2014-15
Guidance on completion of this template
The briefing paper is intended to be a brief guide to evidence that shows how the subject
team has managed academic standards and quality of learning. The purpose is to guide a
Panel of reviewers through existing documentary evidence. Hence it is intended to be a
short document, and for the length of text inserted by the subject team to be between 25005000 words. The template for the briefing paper is available for downloading on the SEO ISR
webpage.
The style should be succinct, evaluative and fact based. Features of good practice should be
identified along with the challenges faced by the subject and the action plans to address any
gaps or areas for improvement. It is important to report successes, to provide a snap shot of
the health of the subject now, the plans for the future and how a subject is engaging with its
students and the enhancement themes.
Evidence should be numbered sequentially, lodged on your Moodle portal and indicated in
the right hand column of the template. Please insert a table at the end of the document
which contains a sequential list of numbered items of evidence. It is important to ensure that
the number / title / file name of each item of evidence correspond in all locations – i.e. in in
the text of the briefing paper, the list of evidence and on the file that is provided for the
Panel.
Guidance and further assistance is available from members of the Standards and
Enhancement Officers located in the Services and Administration Building on floor Z2.
This template is being used developmentally in 2014-15 and your feedback on its suitability
for your needs is most welcome and should be directed to the Academic Registrar.
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Internal Subject Review 2014-15
Self-Evaluation: briefing paper
Subject: insert title of subject
Author(s): insert name(s)
School, Group or Division: insert name(s)
Submission date: insert date when briefing document is submitted to the
Standards and Enhancement Office
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CONTENTS
SECTION 1
BRIEF CONTEXTUAL DESCRIPTION
SECTION 2
THE SUBJECT’S TRACK RECORD IN MANAGING
QUALITY AND STANDARDS
SECTION 3
SETTING AND MAINTAINING ACADEMIC STANDARDS
(UKQC Part A)
SECTION 4
ASSURING AND ENHANCING ACADEMIC QUALITY
(UKQC Part B)
SECTION 5
THE QUALITY OF INFORMATION ABOUT THE HIGHER
EDUCATION PROVISION OFFERED (UKQC Part C)
SECTION 6
ENHANCEMENT OF STUDENTS' LEARNING
OPPORTUNITIES
SECTION 7
EVIDENCE: A NUMBERED LIST OF SUPPORTING
EVIDENCE
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SECTION 1: BRIEF CONTEXTUAL DESCRIPTION
Under the following headings, please provide a brief commentary and cite relevant evidence
using existing documentation in your subject area.
Commentary
Evidence
(list numbered
items here)
Major changes since the last Internal Subject Review (ISR).
Subject team - insert your text here, this section will expand as you type.
Strategic aims or priorities at subject or School level.
e.g. 1. Local
Academic Plan
Subject team - insert your text here, this section will expand as you type.
Key challenges the subject faces in 2014-15.
Subject team - insert your text here, this section will expand as you type.
Implications of changes, challenges and strategic aims for
safeguarding academic standards and the quality of students'
learning opportunities.
Subject team - insert your text here, this section will expand as you type.
Programmes and awards
Provide a list of the programmes and awards offered, indicating the level
of each award (on the Framework for Higher Education Qualifications
(FHEQ) in Part A of the UK Quality Code) and support this with a pdf of
the programme specification for each programme (from the programme
database).
Subject team - insert your text here, this section will expand as you type.
e.g. 2.
Programme
specification for
programme xxx
Additional reference points
Provide details of the external reference points, other than the Quality
Code, which the subject is required to consider (for example, the
requirements of PSRBs and qualification frameworks other than the
FHEQ, such as the Qualifications and Credit Framework, the Scottish
Qualifications and Credit Framework, the Credit and Qualifications
Framework for Wales, and the European Qualifications Framework).
Subject team - insert your text here, this section will expand as you type.
Off Campus Programmes
Where applicable, give details of the subject’s responsibilities for its
programmes in places other than the Bolton campus.
The evidence for this section should include the underlying agreements
with partner organisations, which should reflect the Expectation in
‘Chapter B10: Managing higher education provision with others’ of the
Quality Code regarding the existence of agreements setting out the rights
and obligations of both parties.
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e.g. 3. Formal
written
agreements/
contracts with
partners
THE SUBJECT’S TRACK RECORD IN MANAGING QUALITY AND
STANDARDS
Commentary
Evidence
(list numbered
items here)
SECTION 2:
Briefly evaluate your track record in managing quality and standards by
reference to the outcomes of previous annual monitoring activities and
your responses to those outcomes.
e.g. 4. PQEP
5. DAR
6. SASER
Subject team - insert your text here, this section will expand as you type.
Evaluate how the recommendations from the last ISR have been
addressed, and how effective (good) practice identified has been built on.
Refer to any action plans that have been produced as a result of annual
monitoring or visits from Professional Statutory and Regulatory Bodies
(PSRBs).
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
SECTION 3: SETTING AND MAINTAINING ACADEMIC STANDARDS (UKQC Part A)
Commentary
Evidence
(list numbered
items here)
Please reference the evidence that you use to assure yourself that
academic standards are set and maintained and that you are managing
the subject area effectively. Evaluate effectiveness against the
Expectations A1-A3.
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
The evidence for this section should include
 a representative sample of the reports of external examiners,
programme approval reports and any programme reviews by
PSRBs
 your subject area/ academic group’s response to those reports,
where applicable.
SECTION 4: ASSURING AND ENHANCING ACADEMIC QUALITY (UKQC Part B)
Commentary
Evidence
(list numbered
items here)
Under the following headings, please provide a brief commentary about
activities that have taken place since September 2012. Please reference
the evidence that your subject area uses to assure itself that the UKQC
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Expectation (B1-B11) are being met and that you are managing the area
effectively.
Please comment on each Expectation separately (including where
applicable, within the context of agreements with any partner
organisations).
Programme design, development and approval (UKQC Expectation B1)
 Changes in the purpose and nature of programmes
 Involvement in programme design, development and approval
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Recruitment, selection and admission (Expectation B2)
Do your recruitment, selection and admission policies and procedures
adhere to the principles of fair admission? Are they transparent, reliable,
valid, inclusive and underpinned by appropriate organisational structures
and processes? Do they support the selection of students who are able to
complete their programme? This might include
 The basis for effective recruitment, selection and admission
 Stages of the recruitment, selection and admission process
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Learning and teaching (Expectation B3)
How do you articulate and systematically review and enhance the
provision of learning opportunities and teaching practices?
Is every student enabled to develop as an independent learner, study their
chosen subject(s) in depth and enhance their capacity for analytical,
critical and creative thinking? This might include
 The basis for effective learning and teaching
 The learning environment
 Student engagement in learning
 Digital literacy
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Enabling student development and achievement (Expectation B4)
How effectively do your arrangements and resources enable students to
develop their academic, personal and professional potential? This might
include
 Strategic approaches
 Student transitions
 Student voice
 Facilitating development and achievement
 Digital literacy
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
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Student engagement (Expectation B5)
How effectively do you take deliberate steps to engage all students,
individually and collectively, as partners in the assurance and
enhancement of their educational experience? Where is the student voice
and how well do you engage in dialogue? This might include
 Representational structures
 Training and ongoing support
 Informed conversations and the student voice
 Valuing the student contribution
 Monitoring, review and continuous improvement
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Assessment of students and the recognition of prior learning (Expectation B6)
Are the processes of assessment used within your programmes equitable,
valid and reliable? Do they enable every student to demonstrate the
extent to which they have achieved the intended learning outcomes for the
credit or qualification being sought? This might include
 The basis for effective assessment
 Developing assessment literacy ; Designing assessment
 Conducting assessment; Marking and moderation
 Examination boards and assessment Panels
 Enhancement of assessment processes
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
External examining (Expectation B7)
Does the subject make scrupulous use of external examiners? This might
include
 Being clear about the role of the external examiner
 The nomination and appointment of external examiners
 Members of staff carrying out the role of external examiner
 Recognition of the work of external examiners/external verifiers
 External examiners'/external verifiers' reports
 Serious concerns
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Programme monitoring and review (Expectation B8)
In meeting your responsibilities for setting and maintaining academic
standards and assuring and enhancing the quality of learning
opportunities, do you operate effective, regular and systematic processes
for monitoring and for review of programmes? Evaluate your involvement
in programme monitoring and review
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Academic appeals and student complaints (Expectation B9)
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Evaluate the way that you have handled any academic appeals and
student complaints about the quality of learning opportunities. Are your
procedures fair, accessible and timely? This might include
 Action, monitoring and enhancement
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
Managing higher education provision with others (Expectation B10)
In line with B10 the University takes ultimate responsibility for academic
standards and the quality of learning opportunities, irrespective of where
these are delivered or who provides them.
How do you ensure that arrangements for delivering learning opportunities
with partner organisations other than the University are implemented
securely and managed effectively? This might include
 Developing, agreeing and managing an arrangement to deliver
learning opportunities with others
 Responsibility for, and equivalence of, academic standards
 Quality assurance
 Information for students and delivery organisations, support
providers or partners
 Certificates and records of study
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice.
Research degrees (Expectation B11)
B11 states that research degrees are awarded in a research environment
that provides secure academic standards for doing research and learning
about research approaches, methods, procedures and protocols.
How do you offer research degree students the quality of opportunities
and the support they need to achieve successful academic, personal and
professional outcomes from their research degrees? This might include
 University arrangements
 The research environment
 Selection, admission and induction of students
 Supervision
 Progress and review arrangements
 Development of research and other skills
 Evaluation mechanisms
 Assessment
 Research student complaints and appeals
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
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SECTION 5:
THE QUALITY OF INFORMATION ABOUT THE HIGHER EDUCATION
PROVISION OFFERED (UKQC Part C)
Commentary
Evidence
Please reference the evidence that your subject team uses to assure itself
that Expectation C (below) is being met and that you are managing the
area effectively.
Expectation C: Higher education providers produce information for their
intended audiences about the learning opportunities they offer that is fit for
purpose, accessible and trustworthy. This might include
 Information for the public
 Information for prospective students
 Information for current students
 Information for students on completion of their studies
 Information for those with responsibility for maintaining standards
and assuring quality
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
SECTION 6: ENHANCEMENT OF STUDENTS' LEARNING OPPORTUNITIES
Commentary
Evidence
Expectation: Deliberate steps are being taken at provider level to improve
the quality of students’ learning opportunities.
Outline how ‘deliberate steps’ are being taken at subject level to improve
the quality of students' learning opportunities in relation to the University’s
enhancement themes:
 Student Engagement
 Employability and Enterprise
 Digital literacy
Please reference the evidence that your subject area uses to assure itself
that this Expectation is being met and that you are managing the area
effectively.
Subject team - insert your text here, this section will expand as you type.
Remember to highlight effective (good) practice
SECTION 7: EVIDENCE: A NUMBERED LIST OF SUPPORTING EVIDENCE
Item
number
insert
number of
evidence
item here
File name of the evidence item given above
Subject team - insert name of evidence item here
add additional rows as required
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Template for the ISR briefing paper
Policy ref: tbc
Version number
Version date
Name of Developer/Reviewer
Policy Owner (Group/Centre/Unit)
Person responsible for implementation
(postholder)
Approving committee/board
Date approved
Effective from
Dissemination method e.g. website
Review frequency
Reviewing committee
Consultation history (individuals/group
consulted and dates)
Document history (e.g. rationale for and
dates of previous amendments)
01
29 April 2015
Academic Registrar
SEO
Academic Registrar
Education Committee
tbc
1 May 2015
Website
http://www.bolton.ac.uk/Quality/RM/Intern
alSubjectReview/Home.aspx
Annual update with three yearly
substantive review
Education Committee
ISR Panels during 2014-15 piloted the
revised approach on a developmental
basis
Updated to refresh previous guidelines
and to align process with UKQC
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