POLICY: Academic Regulations - Monitoring and Evaluation Regulations POLICY URL: https://lsi-ac.uk/policy/63b28ea4-7b75-4d28-9991-fa011dbe0bec POLICY STATEMENT: The School is committed to maintaining high academic standards through rigorous monitoring and evaluation, emphasising student engagement. This regulation mandates annual reviews of course content, teaching methods, and assessments, incorporating student feedback from surveys, sessions, and committees. This collaborative approach ensures continuous improvement, responsiveness, and accountability, upholding the quality of education and fostering a culture of mutual respect and enhancement. POLICY PRINCIPLES: ------------------ - Accountability : Emphasising the School's responsibility to deliver on its educational promises to students, staff, and stakeholders; - Transparency : Ensuring open and clear processes in the assessment and reporting of academic and operational performance; - Improvement : Fostering a commitment to continual advancement in the quality of educational provisions; - Rigour : Applying meticulous and systematic monitoring methods to maintain and improve academic standards; - Responsiveness : Adapting swiftly to feedback and evaluation findings to better serve the academic and wider community; - Inclusivity : Recognising and addressing the diverse needs and perspectives of the School's community in evaluation processes; - Integrity : Upholding ethical standards in data collection, analysis, and reporting for monitoring and evaluation; - Evidence-Based : Making decisions grounded in reliable, accurate, and relevant data; - Consistency : Applying uniform evaluation criteria across all programmes and services for fairness and comparability; - Student-Centred: Prioritising student outcomes and experiences in evaluation and enhancement activities; - Stakeholder Engagement : Valuing contributions from all members of the academic community in shaping the monitoring and evaluation practices; - Sustainability : Ensuring that monitoring and evaluation efforts contribute to the long-term viability and relevance of the School's programmes. REGULATORY CONTEXT: ------------------ This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following: R1. Quality Assurance Agency (QAA): Advice - Monitoring and Evaluation - Guidance on procedures and principles for monitoring and evaluating the quality and effectiveness of higher education programmes. R2. Office for Students (OfS): Regulatory framework for higher education in England - This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money. R3. Information Commissioner's Office (ICO): Guide for higher education institutions - Provides guidance for higher education providers on their obligations under data protection law. R4. Quality Assurance Agency (QAA): The Quality Code - This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality. R5. Quality Assurance Agency (QAA): Advice - Student Engagement - Guidance on student engagement in higher education, focusing on quality assurance and enhancement processes. R6. Equality and Human Rights Commission (EHRC): Code of Practice for Higher Education - Guidance for higher education providers on their obligations under equality law. R7. Advance HE: Code of Governance for Universities - A code of governance that sets out the principles and standards that universities in the UK should follow. METRICS AND KPIS: ------------------ The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations: M1. Communication of Review Outcomes: Communicate review outcomes and resulting actions to 100% of stakeholders within one month of completion. Transparency in communicating how feedback is used builds trust and keeps stakeholders informed, enhancing the collaborative environment and commitment to continuous improvement. M2. Completion Rate of Student Surveys: Achieve a 80% completion rate for student surveys each academic year. High response rates provide a representative sample of student opinions, enabling more accurate and effective assessments of courses and teaching methods. M3. Implementation of Committee Recommendations: Implement 85% of actionable recommendations from Student Experience Committee within one academic year. Ensures that recommendations for improvement are not only acknowledged but also acted upon, fostering a culture of accountability and responsiveness. M4. Timeliness of Annual Reviews: Complete 100% of annual reviews of course content, teaching methods, and assessments within 10 working days of final examination board. Ensures that all courses are regularly evaluated and updated, promoting continuous improvement and maintaining high academic standards. SECTION 1: Assessment of Module Performance by Module Leader ------------------ 1.1. Module Management and Student Engagement (by Module Leader): Modules are distinct units used within programmes to help students earn necessary credits. Module leaders oversee content, learning, teaching, and assessment. They evaluate performance, adjust teaching methods, recommend materials, set assessments, and oversee marking. Module leaders are accessible to students via the VLE and attend Student Experience Committee meetings once a semester; This ensures modules are effectively managed, maintaining academic standards and enhancing student engagement. 1.2. Annual Module Review (by Module Leader): After all summative assessments, refers, and defers are completed and reviewed by the Module Examination Board, module leaders must complete an Annual Module Review Form, covering:; Module performance compared to the previous year, including metrics, teaching quality, student participation, and assessment outcomes; Student engagement, committee meetings, and satisfaction surveys; Collaboration with programme leaders; Analysis of summative assessments, both quantitative (mark breakdown) and qualitative (achievement of learning outcomes); Comments on standards and rigour; Analysis of external examiner reports and responses, included as an appendix; Progression; Recommendations for improving quality and standards; Updates needed for the next academic year, consultations with stakeholders like employers or professional bodies; The report should be sent to relevant programme leaders and the Director of Education; This ensures a thorough review and continuous improvement of each module, maintaining high educational standards and addressing areas for enhancement. SECTION 2: Programme Review and Performance Analysis ------------------ 2.1. Oversight of Programmes (by Programme Leader): A 'programme' is a structured course of learning in a subject, approved by the School, leading to an OfS-recognised qualification upon earning the required credits. It consists of related modules and may have multiple levels. Programme leaders must regularly meet with module leaders to discuss student engagement and ensure coherence. Programme leaders must attend the Student Experience Committee meeting once a semester; Regular meetings between programme and module leaders and students ensure alignment, coherence, and enhanced student engagement across the programme. 2.2. Annual Programme Review (by Programme Leader): After all summative assessments, refers, and defers are completed and the Programme Examination Boards have concluded, programme leaders must complete an Annual Programme Review form. This form requires comments on:; Marketing, recruitment, and admissions; Programme performance, including satisfaction surveys, feedback from student representatives, meetings with module leaders, and comparison to previous years; Views on learning, teaching, and summative assessments; Quantitative and qualitative analysis of marks, including passes, fails, and awards; Retention and progression; External examiner reports, responses, and discussions; Needed changes to the programme specification; Other improvements for quality and standards; This report should be sent to the Director of Education; This ensures a comprehensive and reflective review of the programme, identifying areas for improvement and maintaining high standards. SECTION 3: Monitoring Student Engagement and Feedback ------------------ 3.1. Student Feedback Mechanisms (by Director of Operations): The School gathers student feedback through:; Internal surveys: module, programme, and School experience; External surveys: National Student Survey (NSS), Graduate Outcomes Survey, and Postgraduate Research Experience Survey (PRES); The School’s Virtual Learning Environment (VLE) hosts programme and module content with a 'comment' link for student feedback on activities and a discussion board for feedback on learning, enabling module leader engagement; School feedback via MyLSI; These mechanisms ensure continuous student input, enhancing the School's ability to improve the academic experience. 3.2. Students and Staff (by Director of Education): Students and staff collaborate to ensure student input shapes the academic experience. Mechanisms include:; Assignment of a Personal Academic Tutor (PAT) for feedback and action; Meetings with module and programme leaders during office hours; Meetings with the President and Director of Education during office hours; Programme and module handbooks with staff email addresses; Access to the Student Wellbeing Team; This fosters a collaborative environment where student feedback is valued and acted upon, enhancing their academic experience. 3.3. Student Experience Committee (by Director of Education): Each programme and level contribute 2 representatives to the Student Experience Committee. Elections are conducted by the Student Wellbeing Team at the start of the academic year. Chaired and coordinated by the Director of Education, the Student Experience Committee includes all module and programme leaders. It meets once a semester, with 75% of representatives and the Chair needed for quorum. Meetings can be in person, hybrid, or virtual. The Chair prepares the agenda, sends invitations, records minutes, and notes actions. Decisions are made by consensus or majority vote, with the Chair having a casting vote if needed. After meetings, the Chair sends action lists to relevant staff and students and tracks progress. The Director of Education reports Student Experience Committee outcomes to the Executive Committee and Academic Board; This structure ensures effective student representation and continuous improvement of the student experience. 3.4. Student Involvement in Governance (by Executive Committee): Students will be invited to join relevant committees, particularly those affecting the academic experience; This ensures student voices are heard in decision-making processes, enhancing the academic environment. 3.5. Student Consultation on Changes (by Academic Board): Under the New Programme and Module Approval and Modification Regulations and Academic Regulations and Policies Policy, students must be consulted on proposed major and minor changes to programmes, modules, regulations, and policies. Proposers must consult students before seeking approval from governing bodies, which must ensure student engagement; This ensures that student perspectives are considered in decision-making, fostering a collaborative and responsive academic environment. 3.6. Interim Student Representation and Support: The School does not plan to host an independent Students’ Union until it reaches a scale of 500 students or is feasible. It will provide a budget (up to 5% of net surplus) for an independent Students’ Union once this threshold is met. Until then, it will offer access to independent advice through the National Union of Students and other bodies; This ensures students have access to democratic representation and independent advice, proportional to the School's size and resources. SECTION 4: Director of Education: Oversight and Improvement Reports ------------------ 4.1. Oversight by Director of Education (by Director of Education): The Director of Education oversees the Module and Programme Teams:; Module Team:; Ensure updated content, learning, and teaching; Deliver the module; Act as module contacts; Oversee summative assessments, marking, and scrutiny; Work with external experts; Submit marks to the Module Examination Boards; Write annual reports; Recommend changes; Programme Team:; Oversee programme recruitment; Ensure coherence; Act as programme contacts; Submit award and classification profiles to the Programme Examination Boards; Work with external experts; Write annual reports; Oversee programme changes; The Director holds regular meetings with module and programme teams to discuss learning, teaching, and assessments. The Director reports to the Executive Committee and Academic Board based on these meetings and other evidence, such as module and programme leaders’ reports; Regular oversight and communication ensure academic quality, coherence, and continuous improvement across modules and programmes. 4.2. Student Engagement Meetings (by Director of Education): The Director of Education, along with all module and programme leaders, meets with programme and level representatives once a semester as the Student Experience Committee Chair. The Director, as a member of the Executive Committee, raises student matters at weekly meetings and may invite other members as needed. The Director's annual report to School bodies must address student meetings and Student Experience Committeeactivities; Regular meetings with student representatives ensure continuous engagement, addressing student concerns and improving their experience. 4.3. Annual Reporting by Director of Education (by Director of Education): The Director of Education, a member of the Executive Committee (EC), reports weekly on departmental operations, learning, and teaching to the EC. They also submit reports to the Academic Board, which then reports to the Board of Governors. After completing summative assessments, referrals, deferrals, and Examination Boards, and receiving reports from module and programme leaders, the Director must prepare an Annual Report for the EC and Academic Board. This report should:; Reflect on the Education department’s performance, comparing it to previous years; Comment on key metrics like recruitment, admissions, quality, standards, and student satisfaction; Analyse EDI initiatives; Assess the quality and standards of programmes and modules; Explain efforts to promote graduate attributes; Discuss student engagement and meetings, informing strategic decision-making; Provide quantitative and qualitative analysis of retention, assessments, progression, and KPIs; Advise on staff training and development; Evaluate School standards against sector-recognised standards, the FHEQ, and subject benchmarks; Comment on programme development, learning and teaching, and overall academic experience; Analyse external and stakeholder reports; Comment on the risk register; Provide information on graduates and alumni; Suggest improvements for quality and standards; Include appendices on student agendas and minutes, and module and programme review forms; This comprehensive report ensures thorough evaluation and continuous improvement of the School's academic operations and strategies. SECTION 5: Academic Board: Review for Quality Assurance ------------------ 5.1. Role and Reporting of the Academic Board (by Academic Board): The Academic Board, as the senior academic authority, operates under powers delegated by the Board of Governors. It collaborates with the Executive Committee, particularly the Director of Education, and oversees the examination boards. The Director of Education submits an annual report to the Academic Board and presents it orally for discussion and clarification. This report becomes part of the Chair's submission to the Board of Governors on programme performance, standards, and regulatory compliance; This process ensures comprehensive oversight and accountability, maintaining high academic standards and regulatory compliance. 5.2. Academic Board Report to the Board of Governors (by Academic Board): The Academic Board's report to the Board of Governors will include an analysis of the Director of Education's report, focusing on:; Compliance with sector-recognised standards; Quality of the academic experience for all students; Insights on recruitment, admissions, and inclusive growth; Assessments, marks, progression, and retention; Comparisons with previous years' data; Efforts to encourage participation and progression, and student support; Financial and resource needs; Staffing requirements; Risk register updates; Strategic growth and mission alignment, including course portfolio expansion; Necessary changes in regulations and policies; Relevant information for strategic and operational planning; This ensures comprehensive oversight, continuous improvement, and strategic planning aligned with the School's mission. SECTION 6: Board of Governors: Strategic Oversight ------------------ 6.1. Responsibilities of the Board of Governors (by Board of Governors): Under the Governance Structure, the Board of Governors meets at least three times per calendar year, either in-person or virtually. The Board's responsibilities include:; Strategy; Setting the School's strategic vision, mission, and values; Setting and evaluating the School's academic orientation and long-term business and academic plans; Identify criteria or key performance indicators (KPIs) to assess and secure the outcomes specified above, ensuring that these align with the needs and expectations of internal and external stakeholders and relevant regulatory bodies; Transparently report to stakeholders and regulators in relation to the areas described above; Monitoring and Evaluation:; Monitor and evaluate consistency and the performance and effectiveness of the School against its vision and values, regulations and policies, key performance indicators (KPIs), and academic, business, and other plans; Resolve differences, especially on decision making, between School bodies, acting as final interpreter and arbiter of terms of reference; Monitor the effectiveness and performance of the School's executive team (including the President) for the academic, corporate, financial, estate, and human resource management of the institution; Ensure the establishment and monitoring of systems of control and accountability, including risk register and appetite, financial and operational controls, appointment of auditors, risk assessment, and procedures for managing conflicts of interest; The Board receives reports from various bodies, including the Academic Board and Executive Committee, on academic quality and standards, incorporating module and programme leader reports and the Director of Education's report. This ensures accountability, regulatory compliance, and continuous improvement; This ensures a structured approach to governance, aligning strategy and operations with the School's mission and regulatory standards. 6.2. Stakeholder Feedback Updates (by Marketing Team): Stakeholders will be updated on how their feedback has been acted on through committee minutes and actions. The School will produce an annual report following the Board of Governors’ strategic review, detailing actions taken. Updates will also be provided via the news and broadcast sections on the website and AGS when appropriate; This ensures stakeholders are informed of how their feedback influences decisions, fostering transparency and engagement.