In this month’s instalment, Dr Kerr Castle (QAA’s Quality Enhancement & Standards Specialist) chats with Mercy Mwansa (University of Leeds) and Rachel Van Krimpen (University of Nottingham) about different barriers to success for postgraduate researchers. 

The discussion covers issues including mental health and wellbeing, imposter syndrome, the influence of research culture and perceptions of identity. 

During the episode, the guests discuss the work of their QAA Collaborative Enhancement Project, ‘Defining, Measuring and Supporting Success for Postgraduate Researchers (PGRs) from Diverse Backgrounds’ and conclude with suggestions for senior leaders to better support PGRs. 

In this episode, Amrita Narang (Quality Enhancement & Standards Specialist) chats with Dr Paul Campbell (University of Leicester), Bethany Sumner (University of Wolverhampton) and Dr Gary Hazeldine (Birmingham City University) about improving the experience of undergraduate students from different ethnic backgrounds and their award outcomes in assessment.

During the episode, the guests discuss the work of their QAA Collaborative Enhancement Project ‘Broadening understanding in differing outcomes for specific assessment types for undergraduate students from different ethnic backgrounds’ and how its interventions have supported students within partner institutions.

If you’d like to find out more about this and other QAA Collaborative Enhancement Projects, visit https://www.qaa.ac.uk/membership/collaborative-enhancement-projects.

In this episode, Si Bullock (Quality & Standards Specialist) sits down with Professor Michael Draper from Swansea University to discuss academic integrity. 

The pair consider contract cheating, student attitudes to misconduct and relevant regulatory frameworks and legislation that underpin how the sector maintains standards. 

As part of our work in this area, QAA has developed an Academic Integrity Charter alongside the Academic Integrity Advisory Group which sets a baseline level of commitment for institutions to ensure qualifications are verifiable and genuine. For more information visit Academic integrity (qaa.ac.uk)

In this episode, we talk about unpacking the ‘unspoken rules’ or ‘hidden curriculum’ in Higher Education with Pam Birtill and Richard Harris from University of Leeds.

Along with their colleague Madeleine Pownall, Pam and Richard were first commissioned by QAA Membership to produce the Student Guide to the Hidden Curriculum – a practical, student facing resource explaining terminology that is a common feature of Higher Education across the sector.

The Student Guide has been incredibly well received, and we are very pleased to be able to share and discuss their latest resource, a Guide for Educators, designed to support staff to unpack the hidden curriculum in their local context.

We start things off by discussing what the hidden curriculum is and why this matters, before turning our attention to the Student Guide to the Hidden Curriculum and reflecting on how this resource supports students.

Pam and Richard then introduce the new Guide for Educators resource, explaining how staff can get started with unpacking the hidden curriculum in their subject area or across the wider institution, and how the Guide interacts with the original student resource.

We hope that you enjoy this podcast and if you’d like to learn more about our work around supporting successful student transitions, visit https://www.qaa.ac.uk//en/membership/membership-areas-of-work/teaching-learning-and-assessment/flexible-pathways-and-student-transitions

This podcast was first published on 23 September 2022.

In this podcast, we talk to Ian Pepper - Curriculum Qualifications and Apprenticeship Senior Adviser and Head of Centre at Harperley Hall, College of Policing - about the new Subject Benchmark Statement for Policing. 

Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas; they show what graduates might reasonably be expected to know, do and understand at the end of their studies.

Ian, who was part of the advisory group for the Policing Subject Benchmark Statement, discusses with Si Bullock - QAA Quality and Standards Specialist - about how it will be a fantastic addition to policing programmes; ensuring that there is standardisation across the board and that all requirements are met.

To find out more about Subject Benchmark Statements, visit https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements

This podcast was first published on 1 September 2022.

In this podcast, we explore the institutional context for pass/fail assessment in undergraduate and postgraduate courses with colleagues from Leeds Arts University, and ways in which the experience of pass/fail assessment can support authentic learning. We hear from students about the role of tutor and peer feedback, and finally, consider its impact on skills development for future employability.

Our guest speakers are:
- Peter Hughes (Academic developmental manager) 
- Laura da Costa (Access and participation development manager)
- Max Mooney-Walsh (Level 5 student pursuing BA Hons Comics and Concept Art)
- Lennox Bruwer (Level 7 student, MA Animation, Interactive Technology, Video Graphics and Special Effects)

This podcast focuses on student experience and is part of the QAA Collaborative Enhancement Project, Belonging through assessment: Pipelines of compassion. For more information about the project, visit https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/belonging-through-assessment-pipelines-of-compassion

This podcast was first published on 19 July 2022.

In this episode, we discuss enterprise, entrepreneurship and student ambition with Rob Ingram from Falmouth University and Ruth Donnelly from University of Edinburgh.

Considering how enterprise and entrepreneurship are approached at each institution, Rob and Ruth reflect on student identity and what students want, before discussing ways to nurture and support student ambition.

In the second part of the podcast, we focus on two great examples of experiential learning, as Ruth introduces the work and impact of the Students as Change Agents (or ‘Sacha’) programme at University of Edinburgh, and Rob tells us about LEAP Summer School at Falmouth University. 

We hope that you enjoy this podcast and if you’d like to learn more about our work around enterprise and entrepreneurship education, visit https://www.qaa.ac.uk/the-quality-code/enterprise-and-entrepreneurship-education

This podcast was first published on 12 July 2022.

In this episode, we consider the student experience of enterprise and embedded employability in higher education with Helen Hughes from University of Leeds, Edward Pollock from Robert Gordon University, and Iwan Williams from University of Liverpool.

We start by discussing the student experience of enterprise and entrepreneurship education in teaching and learning, and how to embed employability and enterprise education principles in the curriculum.

Then we take a look at supporting entrepreneurial mindset and skills development for all students, reflecting on benchmarking and tracking students’ progress, and “enterprise in disguise”.

Finally, we consider the impact of the pandemic, creating new training needs 
and influencing pathways to employment.

We hope that you enjoy this podcast and if you’d like to learn more about our work around enterprise and entrepreneurship education, visit https://www.qaa.ac.uk/the-quality-code/enterprise-and-entrepreneurship-education

This episode was first published on 12 July 2022.

In this two-part podcast, we talk about the QAA Collaborative Enhancement Project 'Making the language of assessment inclusive'. The project is led by the University of West of the England, in partnership with University of Brighton, University of Greenwich, and University of Hertfordshire. 

In this second podcast, we speak to staff and students to cover key aspects pertaining to:
1. Student as partners approach - student views 
2. Cross institutional partnership - opportunities and challenges 
3. Intended vision for the project 

If you would like to find out more about the project, visit https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/making-the-language-of-assessment-inclusive

This podcast was first published on 25 May 2022.

In this two-part podcast, we talk about the QAA Collaborative Enhancement Project 'Making the language of assessment inclusive'. The project is led by the University of West of the England, in partnership with University of Brighton, University of Greenwich, and University of Hertfordshire. 

In this first podcast, we speak to staff and students to cover key aspects pertaining to:
1. Drivers for the project 
2. The mystery behind mysterious quotients 
3. Challenges within assessment for staff and students 
4. The how of the project & emerging themes 

In podcast two, we then explore the students as partners approach and student views, opportunities and challenges around cross institutional partnership, and the intended vision for the project.

If you would like to find out more about the project, visit https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/making-the-language-of-assessment-inclusive

This podcast was first published on 25 May 2022.