Union Theological College
Review for Educational Oversight
by the Quality Assurance Agency
for Higher Education
October 2012
Review for Educational Oversight: Union Theological College
Key findings about Union Theological College
As a result of its Review for Educational Oversight carried out in October 2012, the QAA
review team (the team) considers that there can be confidence in how the Union
Theological College manages its stated responsibilities for the standards of the awards it
offers on behalf of Presbyterian Theological Faculty, Ireland (PTFI) and Queen's University
of Belfast.
The team also considers that there can be confidence in how the provider manages its
stated responsibilities for the quality and enhancement of the learning opportunities it offers
on behalf of these awarding bodies.
The team considers that reliance can be placed on the accuracy and completeness of the
information that the provider is responsible for publishing about itself and the programmes
it delivers.
Good practice
The team has identified the following good practice:
the comprehensive academic and personal support provided for students
(paragraph 2.6)
the effectiveness of the College Library Users Forum (paragraph 2.14).
Recommendations
The team has also identified a number of recommendations for the enhancement of the
higher education provision.
The team considers that it is advisable for the provider to:
use external reference points when reviewing the PTFI Master of Ministry and
Doctor of Ministry programmes (paragraph 1.6).
The team considers that it would be desirable for the provider to:
clarify the reporting relationship between the Faculty and the Curriculum
Subcommittee of the College Management Committee (paragraph 1.2)
formalise systems for identifying and disseminating good practice in learning and
teaching (paragraph 1.9)
link staff appraisal to peer observation of teaching within a staff development policy
(paragraph 2.5)
introduce an induction programme for new staff (paragraph 2.12)
develop further the intranet to simplify navigation to resources for students
(paragraph 3.3).
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Review for Educational Oversight: Union Theological College
About this report
This report presents the findings of the Review for Educational Oversight1 (REO) conducted
by QAA at Union Theological College (the provider; the College). The purpose of the review
is to provide public information about how the provider discharges its stated responsibilities
for the management and delivery of academic standards and the quality of learning
opportunities available to students. The review applies to programmes of study that the
provider delivers on behalf of Presbyterian Theological Faculty, Ireland (PTFI) and Queen's
University of Belfast. The review was carried out by Professor David Eastwood,
Ms Ann Kettle and Ms Dorothy McElwee (reviewers), and Mrs Catherine Fairhurst
(coordinator).
The review team conducted the review in agreement with the provider and in accordance
with the Review for Educational Oversight: Handbook.2 Evidence in support of the review
included external examiners' reports, College Handbook, committee meetings' minutes,
student evaluations, programme reviews, meetings with staff from the College,
representatives of the awarding bodies and students.
The review team also considered the provider's use of the relevant external reference points:
the Academic Infrastructure
Memorandum of Agreement between the College and Queen's University of Belfast.
Please note that if you are unfamiliar with any of the terms used in this report you can find
them in the Glossary.
Union Theological College (the College) was founded in the nineteenth century as the
theological college of the Presbyterian Church in Ireland. The Church owns the College and
provides the finance, information technology support, human resource and estate
management functions. The College is a constituent college of Queen's University of Belfast
(the University) Institute of Theology and is situated adjacent to the University campus.
It delivers programmes which are validated and assessed by the University. There are six
full-time and up to 15 part-time members of academic staff.
The College professors constitute the Presbyterian Theological Faculty, Ireland (PTFI),
which has degree awarding powers in theology. These awards are conferred normally only
on Presbyterian Church ordinands, who are also expected to enrol concurrently for a
Queen's University of Belfast degree. There are currently 264 students enrolled on Queen's
University of Belfast-validated programmes, including 63 on programmes leading to
PTFI awards.
At the time of the review, the provider offered the following higher education programmes,
listed beneath their awarding bodies, with student numbers shown in brackets:
Queen's University of Belfast
Bachelor of Arts joint honours Theology with English, History, or Philosophy (48)
Bachelor of Theology (78)
Bachelor of Divinity (28)
Graduate Diploma in Theology (11)
Master of Divinity (9)
Master of Theology (10)
1
2
www.qaa.ac.uk/InstitutionReports/types-of-review/tier-4.
www.qaa.ac.uk/publications/informationandguidance/pages/reo-handbook.aspx.
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Review for Educational Oversight: Union Theological College
Master/Doctor of Philosophy (17)
Presbyterian Theological Faculty, Ireland (PTFI)
Bachelor of Divinity (3)
Graduate Certificate/Diploma in Youth Ministry (10)
Postgraduate Diploma in Ministry (44)
Master/Doctor of Ministry (MMin, DMin) (6)
The provider's stated responsibilities
The College's responsibilities vary according to the awarding body. For university-validated
awards, it shares with the University responsibilities for academic standards, assessment,
learning resources, programme design and development, public information and student
support. The College is responsible for staff development and teaching and learning.
For the PTFI awards, the College is responsible for academic standards, assessment
including external examiners' appointment, learning resources, programme design,
development and review, placement arrangements, public information, quality processes,
staff development, student support and teaching. The College has no responsibility for
student admissions for either awarding body.
Recent developments
Recent developments of programmes include the graduate awards in youth ministry.
Admissions to the degrees of MMin and DMin have been suspended since 2011 in
anticipation of a complete review in 2012-13. Student support was strengthened by the
introduction of a student mentoring scheme in 2011. A recent building programme has been
completed. This includes new common room facilities for students, additional seminar room
and office space, and study facilities for postgraduate students.
Students' contribution to the review
Students studying on higher education programmes at the provider were invited to present a
submission to the review team. The student submission was coordinated and drafted by the
President of the Ministry Students Council and informed by student meetings, a focus group
and evaluations from students' review. The College provided guidance, support and access
to documentation. The team found the student submission informative and explored its
content in meetings with students both at the preparatory meeting and during the visit to gain
a clear picture of the student learning experience.
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Review for Educational Oversight: Union Theological College
Detailed findings about Union Theological College
1
Academic standards
How effectively does the provider fulfil its responsibilities for the management
of academic standards?
1.1
The College fulfils its responsibilities for the management of academic standards
effectively. It delivers programmes as a constituent college of Queen's University of Belfast
Institute of Theology, covered by the Memorandum of Agreement, and the responsibilities
are clearly understood by the College staff. The professors of the College (the Faculty)
constitute the Presbyterian Theological Faculty, Ireland (PTFI), which separately has degree
awarding powers and provides ministerial training programmes for ordinands of the
Presbyterian Church in Ireland.
1.2
The College Management Committee is appointed by the General Assembly of the
Presbyterian Church in Ireland. The Principal has executive responsibility under this
committee for the management of all aspects of the College. The Curriculum Subcommittee
of the College Management Committee oversees academic standards together with the
Faculty. The connection between the Faculty and the Curriculum Subcommittee, and their
respective responsibilities with regard to the management of the standards, is not clear. It is
desirable for the College to clarify the reporting relationship between the Faculty and the
Curriculum Subcommittee.
1.3
The regulation and quality assurance processes of the PTFI awards are modelled
on those of Queen's University of Belfast; for example, following recent changes to pathway
regulations of the University's programmes to ensure more explicit progression between
levels, similar changes have been made to pathways in the PTFI degree programmes.
Students met by the team were aware of intended learning outcomes and progression
between levels.
1.4
The College has recently reviewed the management of the academic standards of
its PTFI programmes. As a result, the PTFI now meets frequently to consider matters such
as regulatory changes, student progress and feedback and the appointment of external
examiners. The MMin/DMin programmes will undergo a comprehensive review during
2012-13. Currently, admission to these postgraduate research programmes has been
suspended pending the results of this review.
How effectively are external reference points used in the management of
academic standards?
1.5
The College's effective use of the Academic Infrastructure is through engagement
with the University's quality assurance processes for the University's awards,
with appropriate reference to The framework for higher education qualifications in England,
Wales and Northern Ireland, the Code of practice for the assurance of academic quality and
standards in higher education and the theology and religious studies subject benchmark
statement.
1.6
There is little evidence that external reference points are used as effectively for
PTFI awards. Members of the College Management Committee give advice to ensure that
the PTFI programmes are appropriately designed to prepare students for professional
practice in ministry and the syllabus for the new graduate awards in youth ministry was
developed together with the Presbyterian Church of Ireland Board of Youth and Children.
The forthcoming review of the MMin/DMin programmes offers the College the opportunity to
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Review for Educational Oversight: Union Theological College
increase further the effectiveness of its internal approval, monitoring and review processes.
It is recommended as advisable for the College to use external reference points when
reviewing the PTFI MMin and DMin programmes.
How does the provider use external moderation, verification or examining to
assure academic standards?
1.7
The College uses external moderation effectively to assure academic standards.
In the case of the university-validated programmes, the appointment of external examiners,
agreement of module marks, student progression, degree classification and student appeals
are the responsibility of the University. Assessment is designed and undertaken through the
University's Institute of Theology's subject boards. External examiners report to the subject
board and usually do not distinguish between the Institute's constituent colleges. There is at
present no formal process, or requirement by the awarding body, for the consideration of
external examiners' reports and other quality assurance reports within the College.
1.8
Assessment procedures for the assessment of PTFI awards are similar to those of
the University. The College plans to introduce a standardised procedure for the double
marking of written assignments in the Postgraduate Diploma in Ministry programme during
2012-13. External examiners are appointed by PTFI and are expected to possess the same
level of qualifications and experience as those appointed by the University. PTFI procedures
currently provide that, for all modules above level 4, external examiners are consulted about
the setting of assignments and examinations and are involved in the moderation of marks;
from 2012-13 it is intended to extend this involvement of external examiners to level 4
modules. The PTFI meets formally as an examination board at the end of each semester.
The College has recently sought to develop and improve the feedback offered to students on
summative assessment.
1.9
Procedures for the identification and dissemination of good practice in teaching and
assessment within the College are relatively informal. Within the College, meetings of the
Faculty provide the opportunity to share good practice with one day each semester allocated
to formal discussion and dissemination of good teaching practice. In June 2012, the Faculty
held a development forum for the discussion and sharing of good practice on teaching and
assessment. The University Institute of Theology Board, which includes all full-time and most
part-time staff from the College and University staff from other subject areas, facilitates the
sharing of good practice across colleges and disciplines. External examiners occasionally
identify an aspect of good practice by a particular college, such as the summary of students'
marks, and recommend its dissemination. It is desirable for the College to develop more
formal and systematic methods of identifying and disseminating good practice in teaching
and assessment.
The review team has confidence in the provider's management of its responsibilities for the
standards of the awards it offers on behalf of its awarding bodies.
2
Quality of learning opportunities
How effectively does the provider fulfil its responsibilities for managing and
enhancing the quality of learning opportunities?
2.1
The key responsibilities for the quality of learning opportunities are as described in
paragraphs 1.1-1.4. The College Management Committee is currently reviewing its
procedures relating to the formal management of staff appraisal and staff development.
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Review for Educational Oversight: Union Theological College
How effectively are external reference points used in the management and
enhancement of learning opportunities?
2.2
The use of external reference points in the management and enhancement of
learning opportunities are as described in paragraphs 1.5-1.6.
How does the provider assure itself that the quality of teaching and learning is
being maintained and enhanced?
2.3
The College does not have an independent teaching and learning strategy, but it
assures itself that the quality of teaching is being maintained by means of the University's
annual review processes and by student feedback. The University's practices and
procedures are followed effectively. For example, the University conducts a comprehensive
and effective annual review of the College's module and programme.
2.4
Student feedback on the quality of teaching and learning is collected effectively in a
number of ways. Module evaluation questionnaires are completed at the end of all modules
and a summary for each module is posted on the College noticeboard. Collated student
responses also form an essential ingredient of the annual module review and annual
programme review processes. End-of-course feedback is collected from PTFI students.
The effectiveness of these measures is confirmed by the students.
2.5
The College has no current system of peer review or peer observation of teaching.
The quality of individual staff teaching is analysed by the Principal and heads of department
from student module feedback surveys and from informal verbally expressed student
concerns. Evaluation of individual teaching quality currently forms no part of either staff
appraisal or staff development. The College recognises the need for a more formal appraisal
process for teaching staff and for a more structured programme for academic staff
development, both of which are under current review. It is desirable to link staff appraisal to
peer observation of teaching and a staff development policy in order to enhance the quality
of teaching and learning.
How does the provider assure itself that students are supported effectively?
2.6
Student support within the College is both comprehensive and effective.
All undergraduate students are assigned a personal tutor for both academic and pastoral
support. The Principal interviews all students at least once a year to review their academic
progress and module choices. There is open access for students to receive guidance and
advice from any academic staff member, for example with respect to module choices.
Students confirm the availability and helpfulness of both the academic and administrative
staff. The comprehensive academic and personal support provided for students is
good practice.
2.7
Student induction surveys show approval of the College's induction processes.
There is a College induction programme for all first year undergraduate students, followed by
a module-based tutorial system where transferable academic skills are developed in tandem
with subject skills. First year students are also in support groups with second and third year
student mentors. For Postgraduate Diploma in Ministry students, a traditional two-day
residential pre-term induction programme is currently being extended to a five-day
programme. The College is improving its induction provision for postgraduate students and a
formalised induction programme, dealing especially with non-academic and social aspects of
College life, is currently under review.
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Review for Educational Oversight: Union Theological College
What are the provider's arrangements for staff development to maintain and/or
enhance the quality of learning opportunities?
2.10
The College does not have a formal policy by which staff development can be
systematically documented and disseminated. Involvement in staff development
opportunities depends on the initiative of individuals. There are, however, generous
development opportunities, such as sabbaticals, paying for staff to attend conferences,
books and other resources.
2.11
All College teaching staff are well qualified academically, almost all to PhD level.
Those who teach on University programmes must be formally recognised by the University's
Collaborative Provision Group and undergo a rigorous periodic review of this recognition
after three to five years; a process that stresses significant evidence of continuous
professional development over that period. Staff who are teaching on PTFI programmes are
required to be qualified to the same level as those teaching on comparable University
programmes. Discussion is scheduled for 2012-13 on a policy to encourage all new lecturing
staff to enrol for the Postgraduate Certificate in Higher Education Teaching, on which one
part-time staff member is currently enrolled.
2.12
The College does not operate a formal induction programme for new staff to
promote understanding of the College's policies, procedures and practices. Instead, given
the small numbers, new staff members meet informally with the Principal and student
feedback is carefully reviewed. Prior to the award of recognised teacher and honorary
lecturer status, the University instigates its own induction and mentoring processes. It is
desirable for the College to introduce a more formal and documented induction programme
for new staff.
How effectively does the provider ensure that learning resources are
accessible to students and sufficient to enable them to achieve the learning
outcomes?
2.13
Under the Memorandum of Agreement, the University requires that the learning
resources provided by the College must be commensurate with the requirements of students
undertaking programmes within the University. The physical resources within the College are
good, with well equipped classrooms, modern common room and dining room facilities,
library study areas and a computer suite - all contributing to a positive learning environment.
There was a £3 million refurbishment in 2003. Staff resources are good, with well qualified
teaching staff, all with ongoing research interests.
2.14
The College's library facilities are excellent and, in addition to the main library,
also include the Gamble Library, the largest theological library in Ulster, in which specialist
theological collections provide an outstanding research resource. The College employs two
professionally qualified librarians and a library assistant, and allocates an annual budget for
books, journals and other learning resources. College students and staff have access to the
University library, which has a significant theology section. The College contributes to the
central funding of research journals held in the University Library and to annual subscriptions
to online databases. A College Library Users Forum has been established to obtain
feedback from students on library facilities. This consists of undergraduate and postgraduate
representatives, together with senior academic, management and library staff. Students met
during the review visit confirmed the effectiveness of this forum. The College Library Users
Forum is good practice.
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Review for Educational Oversight: Union Theological College
The review team has confidence that the provider is fulfilling its responsibilities for
managing and enhancing the quality of the intended learning opportunities it provides
for students.
3
Public information
How effectively does the provider's public information communicate to
students and other stakeholders about the higher education it provides?
3.1
The College effectively uses a range of media to communicate information to its
students and other stakeholders. These include a well designed website, a comprehensive
College Handbook, promotional leaflets, noticeboards, electronic screens, email and the
student intranet (Online Student Resource Centre). The information provided is sufficient
and students confirm its usefulness.
3.2
The College website provides prospective students, parents and sponsors with
information to enable them to make informed decisions on the provision. The application
process, facilities, support services, policies, regulations and summary information on
programmes are published on the website. Students report the website to be a useful
information source during the application period. There are also links to the library catalogue
and the Online Student Resource Centre to enable external access.
3.3
The Online Student Resource Centre provides module-specific information and
resources. This resource is used as a repository for information and the distribution of
learning materials. While students consider this resource to be useful for study materials,
they report it to be difficult to navigate. It is desirable for the College to further develop this
intranet and simplify navigation to resources for students.
How effective are the provider's arrangements for assuring the accuracy and
completeness of information it has responsibility for publishing?
3.4
There is no formal policy on public information assurance, although the
arrangements are effective. These arrangements for assuring the accuracy and
completeness of public information rest almost exclusively with the Principal and Registrar.
Other staff are involved in providing information subject to their area of responsibility.
All marketing and advertising materials, including handbooks which refer to the University,
are submitted to the Director of the Institute of Theology for approval, prior to publication.
3.5
To assure accuracy, only the Registrar has the editing rights to make changes on
the website. Timetables and regulations are updated, and announcements on events and
publications are made as appropriate. The Registrar checks links daily to ensure they are
active. A further check is made to ensure the Student Online Resource Centre is accessible
for students. Out-of-date materials are removed on a semester basis. The Principal
undertakes a review of the College Handbook annually and the website biannually,
and updates the content.
3.6
Students are positive about the quality of information they receive from the College
and report it to be accurate, helpful and comprehensive, even though their views are not
sought to enhance the effectiveness of communications.
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Review for Educational Oversight: Union Theological College
The team concludes that reliance can be placed on the accuracy and completeness of the
information that the provider is responsible for publishing about itself and the programmes
it delivers.
9
Action plan3
The Principal will
interview all second
and third year
students towards the
beginning of 2012 to
monitor progress,
advise on module
choices and related
academic matters, to
3
Week six of
second
semester (midMarch 2013)
The Principal
A student
evaluation survey
on the
effectiveness of
personal and
academic support
Reported to
Evaluation
The Principal
Records of
attendancemonitoring
process; record
of interviews in
individual student
files; minutes of
Faculty
The Faculty and
Management
Committee
The results of the
student survey
and the minutes
of Faculty and
Management
Committee
The provider has been required to develop this action plan to follow up on good practice and address any recommendations arising from the review. QAA monitors progress
against the action plan, in conjunction with the provider's awarding bodies.
Review for Educational Oversight: Union Theological College
10
Union Theological College action plan relating to the Review for Educational Oversight
Good practice
Action to be taken
Target date
Action by
Success
indicators
The review team
identified the following
areas of good
practice that are
worthy of wider
dissemination within
the provider:
Process trialled The
Students who
the comprehensive A process has
already been put in
throughout first Administration
appear to be at
academic and
place to monitor class semester of
Team
risk will be
personal support
attendance more fully 2012-13 and to
interviewed by a
provided for
in
order
to
help
be
reviewed
in
relevant member
students
identify
students
at
January
2013
of staff and
(paragraph 2.6)
risk (in academic
with a view to a
appropriate advice
terms) so as to
refined process
given
provide appropriate
in the second
advice and support
semester
identify those in need
of specific support,
and to encourage the
use of University
Careers guidance
services
Week three of
the second
semester (end
of February
2013)
Week six of
each semester
The Principal
Advisable
The Forum will meet
at least once per
semester and the
minutes will be posted
on the noticeboard
and in the Student
Online Resource
Centre
Action to be taken
Target date
Action by
The team considers
that it is advisable for
the provider to:
use external
reference points
when reviewing the
PTFI Master of
Ministry and Doctor
of Ministry
Initial review phase of
these programmes, in
particular noting what
changes to the
programmes might be
necessary in light of
May 2013
A subgroup
appointed by
the
Presbyterian
Theological
Faculty, Ireland
the effectiveness of
the College Library
Users Forum
(paragraph 2.14).
The staff of the
Biblical Studies
department (as
a pilot scheme)
Student evaluation
of this feedback
process
The Principal
Records of
attendance at
feedback
interviews
Records of
student
evaluation of the
process
Minutes of Forum
and of Curriculum
Subcommittee
The minutes will
show that matters
raised at the
Forum are tracked
and followed
through until
completed or
closed
Success
indicators
Curriculum
Subcommittee of
the Management
Committee
Reported to
Evaluation
A report on
progress
presented to the
Presbyterian
Theological
Faculty, Ireland
The Presbyterian
Theological
Faculty, Ireland
Faculty
The minutes of
the Presbyterian
Theological
Faculty, Ireland
Review for Educational Oversight: Union Theological College
11
Making available
feedback on
summative
assessment will be
developed further
after the first
semester
examinations
programmes
(paragraph 1.6).
Desirable
formalise systems
for identifying and
disseminating good
practice in learning
and teaching
(paragraph 1.9)
Action to be taken
Target date
A draft paper
clarifying this
reporting relationship
to be drawn up by the
Convener of the
Curriculum
Subcommittee for
discussion and
eventual agreement
by both bodies and by
the Management
Committee
At least once a
semester there
should be a formal
meeting of members
of Faculty for this
purpose, which
should consider,
among other matters,
relevant comments
from student
evaluations and from
external examiners'
comments
April 2013
January 2013
and every six
months
thereafter
These meetings
Faculty
(convened by
Principal)
Action by
Success
indicators
Reported to
Evaluation
The Convener
of the
Curriculum
Subcommittee
An agreed
statement on this
reporting
relationship that is
clear and
understood by all
parties
The Convener of
the Management
Committee
The minutes of
the relevant
bodies and of the
Management
Committee
The Secretary
of Faculty
Implementation of
action points
arising from
meetings
The Principal
The minutes of
the meetings,
showing how
action points
have been
tracked and
followed through
to completion
Review for Educational Oversight: Union Theological College
12
The team considers
that it is desirable for
the provider to:
clarify the reporting
relationship
between the
Faculty and the
Curriculum
Subcommittee of
the College
Management
Committee
(paragraph 1.2)
relevant external
reference points
should be minuted,
with action points
tracked until
completion
13
link staff appraisal
to peer observation
of teaching
within a staff
development policy
(paragraph 2.5)
September
2103 and
every year
thereafter
The member of
Faculty
responsible for
undergraduate
teaching and
learning
Implementation of
action points
arising from
meetings
The Principal
The minutes of
the meetings,
showing how
action points
have been
tracked and
followed through
to completion
These meetings
should be minuted,
with action points
tracked until
completion
Peer observation pilot
scheme to be put in
place in second
semester of 2012-13
Week eight of
second
semester (end
of March 2013)
Principal
Peer observation
sessions for key
staff completed
and recorded
Convener of the
Curriculum
Subcommittee
Records of peer
observation
sessions
A development policy
for academic staff to
be drafted and
implemented
Draft policy by
end of
academic year
(June 2013)
Principal and
Convener of
Curriculum
Subcommittee
Draft policy
presented to
Management
Committee
Convener of
Management
Committee
Minutes of
Management
Committee
A plan in place and
implemented for
each full-time
member of
academic staff and
module
coordinators
The Convener of
the Curriculum
Subcommittee
Minutes of the
Curriculum
Subcommittee
Implementation The Principal
from
September
2013 with
review in June
2014
Review for Educational Oversight: Union Theological College
At the end of each
academic year, there
should be a meeting
of part-time staff for
sharing and
dissemination of good
practice
introduce an
induction
programme for new
staff
(paragraph 2.12)
Drafted by May
2013
Convener of
the Finance
and Personnel
Committee
Programme
finalised and
available for
implementation
Convener of the
Management
Committee
Programme
documents and
minutes of
Management
Committee
Implement
programme once
finalised
Implementation
for all new staff
by September
2013 (or as
soon as
programme
finalised)
November
2012 (already
completed)
Principal and
Administrator
Programme
provided for new
staff (if any)
Convener of the
Finance and
Personnel
Committee
Evaluations of
those for whom
the programme is
provided (if any)
Administrator
and Information
Technology
Manager
Newly designed
Student Online
Resource Centre
available to
students
Principal
Record of student
meetings where
feedback is
sought and the
follow-through of
comments and
suggestions
February 2013
Administrator
Feedback
comments noted
and actioned
where appropriate
Principal
Liaise with
Information
Technology
department to
develop the intranet
as recommended
Seek feedback from
student committees
Review for Educational Oversight: Union Theological College
14
develop further the
intranet to simplify
navigation to
resources for
students
(paragraph 3.3).
Draft an induction
programme for all
College staff (with
guidance from parentchurch body's Human
Resources
department)
Review for Educational Oversight: Union Theological College
About QAA
QAA is the Quality Assurance Agency for Higher Education. QAA's mission is to safeguard
standards and improve the quality of UK higher education.
QAA's aims are to:
meet students' needs and be valued by them
safeguard standards in an increasingly diverse UK and international context
drive improvements in UK higher education
improve public understanding of higher education standards and quality.
QAA conducts reviews of higher education institutions and publishes reports on the findings.
QAA also publishes a range of guidance documents to help safeguard standards and
improve quality.
More information about the work of QAA is available at: www.qaa.ac.uk.
More detail about Review for Educational Oversight can be found at:
www.qaa.ac.uk/institutionreports/types-of-review/tier-4.
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Review for Educational Oversight: Union Theological College
Glossary
This glossary explains terms used in this report. You can find a fuller glossary at:
www.qaa.ac.uk/aboutus/glossary. Formal definitions of key terms can be found in the
Review for Educational Oversight: Handbook4
Academic Infrastructure Guidance developed and agreed by the higher education
community and published by QAA, which is used by institutions to ensure that their courses
meet national expectations for academic standards and that students have access to a
suitable environment for learning (academic quality). It consists of four groups of reference
points: the frameworks for higher education qualifications, the subject benchmark
statements, the programme specifications and the Code of practice. Work is underway
(2011-12) to revise the Academic Infrastructure as the UK Quality Code for Higher
Education.
academic quality A comprehensive term referring to how, and how well, institutions
manage teaching and learning opportunities to help students progress and succeed.
academic standards The standards set and maintained by institutions for their courses and
expected for their awards. See also threshold academic standard.
awarding body A body with the authority to award academic qualifications located on the
framework for higher education qualifications, such as diplomas or degrees.
awarding organisation An organisation with the authority to award academic qualifications
located on the Qualifications and Credit Framework for England and Northern Ireland (these
qualifications are at levels 1 to 8, with levels 4 and above being classed as 'higher
education').
Code of practice The Code of practice for the assurance of academic quality and standards
in higher education, published by QAA: a set of interrelated documents giving guidance for
higher education institutions.
designated body An organisation that has been formally appointed to perform a particular
function.
differentiated judgements In a Review for Educational Oversight, separate judgements
respectively for the provision validated by separate awarding bodies.
enhancement Taking deliberate steps at institutional level to improve the quality of learning
opportunities. It is used as a technical term in QAA's audit and review processes.
feature of good practice A positive aspect of the way a higher education institution
manages quality and standards, which may be seen as exemplary to others.
framework A published formal structure. See also framework for higher education
qualifications.
framework for higher education qualifications A published formal structure that identifies
a hierarchy of national qualification levels and describes the general achievement expected
of holders of the main qualification types at each level, thus assisting higher education
providers in maintaining academic standards. QAA publishes the following frameworks:
4
www.qaa.ac.uk/publications/informationandguidance/pages/reo-handbook.aspx.
16
Review for Educational Oversight: Union Theological College
The framework for higher education qualifications in England, Wales and Northern Ireland
(FHEQ) and The framework for qualifications of higher education institutions in Scotland.
highly trusted sponsor An education provider that the UK government trusts to admit
migrant students from overseas, according to Tier 4 of the UK Border Agency's points-based
immigration system. Higher education providers wishing to obtain this status must undergo a
successful review by QAA.
learning opportunities The provision made for students' learning, including planned
programmes of study, teaching, assessment, academic and personal support, resources
(such as libraries and information systems, laboratories or studios) and staff development.
learning outcome What a learner is expected to know, understand and/or be able to
demonstrate after completing a process of learning.
operational definition A formal definition of a term, which establishes exactly what QAA
means when using it in reports.
programme (of study) An approved course of study which provides a coherent learning
experience and normally leads to a qualification.
programme specifications Published statements about the intended learning outcomes
of programmes of study, containing information about teaching and learning methods,
support and assessment methods, and how individual units relate to levels of achievement.
provider An institution that offers courses of higher education, typically on behalf of a
separate awarding body or organisation. In the context of REO, the term means an
independent college.
public information Information that is freely available to the public (sometimes referred to
as being 'in the public domain').
reference points Statements and other publications that establish criteria against which
performance can be measured. Internal reference points may be used by providers for
purposes of self-regulation; external ones are used and accepted throughout the higher
education community for the checking of standards and quality.
quality See academic quality.
subject benchmark statement A published statement that sets out what knowledge,
understanding, abilities and skills are expected of those graduating in each of the main
subject areas (mostly applying to bachelor's degrees), and explains what gives that
particular discipline its coherence and identity.
threshold academic standard The minimum standard that a student should reach in order
to gain a particular qualification or award, as set out in the subject benchmark statements
and national qualifications frameworks. Threshold standards are distinct from the standards
of performance that students need to achieve in order to gain any particular class of award,
for example a first-class bachelor's degree. See also academic standard.
widening participation Increasing the involvement in higher education of people from a
wider range of backgrounds.
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