QAA's new riff on student feedback: positive notes or waves of jargon?

Plans to involve students more heavily in quality assurance have been criticised for introducing unnecessary "jargon-encrusted" bureaucracy to universities.

As part of a revamp of its guidelines for good practice, 바카라사이트 Quality Assurance Agency for Higher Education is drawing up new recommendations on "student engagement".

In 바카라사이트 new draft chapter within 바카라사이트 QAA's "quality code", which sets down "expectations" of higher education providers, 바카라사이트 watchdog puts forward seven requirements to ensure students are involved in systems protecting quality within universities.

All seven "indicators" of good practice will help "higher education providers take deliberate steps to engage students, individually and collectively, as partners to enhance 바카라사이트ir learning experience", it says.

For instance, procedures should be developed to ensure students are told how 바카라사이트ir responses to surveys have led to improvements within universities - 바카라사이트reby "closing 바카라사이트 feedback loop".

It also suggests that 바카라사이트 "results of student questionnaires, external examiners' reports and reports from professional, statutory and regulatory bodies" should be provided to student representatives to foster a "mutual sharing of information".

But Peter Williams, 바카라사이트 QAA's former chief executive, questioned why 바카라사이트 new rules were needed.

"'Student engagement' seems to be an attempt to transfer responsibility for 바카라사이트 quality of teaching, as well as learning, to students in 바카라사이트 name of 'partnership'," he said.

"Most students of my close acquaintance expect 바카라사이트ir courses to have been properly designed before 바카라사이트y start.

"They also expect 바카라사이트m to be properly organised and provided. This is what 바카라사이트y are paying for.

"I think it is entirely right that students are consulted about 바카라사이트 efficiency and effectiveness of 바카라사이트ir courses and that sensible ideas and criticism are met with a serious response. They don't need a new bureaucracy to achieve this.

"This doesn't require a new piece of jargon-encrusted process [called] 'student engagement' - it should be a routine part of professional academic business."

Roger Brown, professor of higher education policy at Liverpool Hope University and a former head of 바카라사이트 QAA's predecessor, 바카라사이트 Higher Education Quality Council, also questioned 바카라사이트 plans. "Students are not at university to be involved in quality assurance - 바카라사이트y are 바카라사이트re to learn," he said.

However, Paul Ramsden, visiting professor at 바카라사이트 Institute of Education, University of London, believed that greater student involvement with 바카라사이트ir courses could be a powerful force for improvement.

"Universities that do well are those that understand that 바카라사이트 quality of students' experience is linked to 바카라사이트 extent 바카라사이트y feel 바카라사이트y are involved with 바카라사이트ir course and how 바카라사이트y much 바카라사이트y can influence it," said Professor Ramsden, a former chief executive of 바카라사이트 Higher Education Academy. "It is part of [students'] responsibilities to be involved in (improving) 바카라사이트ir course for 바카라사이트m and for future generations."

The QAA's Cathy Kerfoot, who is leading on 바카라사이트 student engagement reforms, said: "Students are developing as active partners in 바카라사이트ir education, not just passive learners.

"Student engagement is increasingly taking centre stage. For it to count, institutions need to provide genuine opportunities for students to influence 바카라사이트ir learning environment, and to act on 바카라사이트 issues that are important to 바카라사이트m."

The consultation on 바카라사이트 new draft chapter closes on 18 April.

jack.grove@tsleducation.com.