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This section aims to be an accessible and comprehensive guide to procedural requirements for the annual review of taught programmes leading to Oxford Brookes awards, especially for:
It covers all undergraduate and taught postgraduate provision leading to Oxford Brookes credit or awards, including programmes delivered through collaborative partnerships, and programmes which form part of a Higher or Degree Apprenticeship. Short courses are also included and should, where possible, be reviewed as part of a group of cognate programmes.
The purpose of annual programme monitoring is to enable the University to consider the currency and effectiveness of programmes in meeting their stated aims, and reflect on the success of students in attaining the intended learning outcomes. Annual monitoring also has a key role to play in facilitating action to continuously enhance the provision, and create a supportive and effective learning environment. The annual quality monitoring process is therefore an evidence-based process, drawing on a range of relevant qualitative and quantitative evidence. It is intended to enable academic staff and managers to easily identify issues affecting the learning experience that require action, and therefore to take timely action at the appropriate level to improve quality and standards. The process should also highlight areas of good practice and make recommendations for the enhancement of learning, teaching and assessment.
It is recognised that programme monitoring is a continuous activity, managed by Subject/Programme Committees, which takes place throughout the year. The purpose of annual reports at programme level is to provide assurance to the Quality & Learning Infrastructure Committee (QLIC) of the quality and standards of the University’s academic awards, and to facilitate timely action at the appropriate level to remedy any shortcomings and enhance the quality of the student experience. An important feature of the annual review process is that it should be evaluative, action-focused and forward-looking, and should promote discussion between programme teams, students, external stakeholders, academic managers, and professional services.
Annual Quality Monitoring full text