Southampton Solent University Institutional Review by the Quality Assurance Agency for Higher Education Evidence base

June 2013

Contents About this evidence base ................................................................................................... 1

Judgement on academic standards .................................................................................. 2

Judgement on quality of learning opportunities ............................................................ 10

Judgement on information about learning opportunities .............................................. 22

Judgement on enhancement of learning opportunities ................................................. 25

Commentary on theme B: Student Involvement in Quality Assurance and Enhancement ............................................................................................................. 27

1

About this evidence base This evidence base explains in detail the evidence on which the review team based its findings, and accompanies the report of the Institutional Review conducted by the Quality Assurance Agency for Higher Education (QAA) at Southampton Solent University (the University). The review took place on 3-7 June 2013. Further information about the institution and the purpose of the review is given in the report.

2

Judgement on academic standards

Expectation: Each qualification (including those awarded under collaborative arrangements) is allocated to the appropriate level in the FHEQ.

Findings 1 The awards described by the University as 'traditional awards' are mapped to the appropriate level of The Framework for Higher Education Qualifications (FHEQ) and meet the qualifications descriptors for those awards in full. 2 Awards within the Professional Development Framework (PDF) consist of Professional Development Units (PDUs), each of which is individually mapped on to the FHEQ with reference to the University's generic level descriptors. Professional Development Awards (PDAs) are not required to meet FHEQ qualification descriptors in full because the University views them as 'short cycle' awards, in contrast to the University's 'traditional awards'. 3 Academic Board's terms of reference specify responsibility for academic standards. This responsibility is devolved to Academic Standards and Development Committee (ASDC) which has responsibility for effectiveness of the University's arrangements for safeguarding academic standards. 4 The Academic Handbook specifies that all the University's higher education provision is aligned with the FHEQ and the Higher Education Credit Framework for England (CFE), and that credit be awarded for the achievement of learning outcomes. 5 The University's responsibilities for setting academic standards against the FHEQ in respect of its collaborative provision are set out in the relevant section of the Academic Handbook. 6 As the research degree-awarding body, Nottingham Trent University (NTU) is responsible for academic standards on the postgraduate degree programmes that are delivered by Southampton Solent University. 7 The programme specification template references professional, statutory and regulatory body (PSRB) requirements, and the Academic Handbook requires PSRB requirements to be included in relevant validation and review documentation. Conclusion: 'Traditional' awards were allocated to the appropriate level on the FHEQ, while Professional Development Awards were not. In light of their similar names, it was considered that there was sufficient scope for confusion between 'traditional' awards and Professional Development Awards to put academic standards at risk in respect of Professional Development Awards. It was recommended that the University should, before any Professional Development Awards are made, rename the Professional Development Awards to avoid any possibility of giving students, employers and other stakeholders the impression that these awards are the same as the main qualifications on the FHEQ and the Higher Education Credit Framework for England. Expectation: met in respect of 'traditional awards' but not met in respect of Professional Development Awards

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Risk: low in respect of 'traditional' awards but serious in respect of Professional Development Awards

Evidence 8 Evidence (ev) 303 (Academic Handbook 2B Academic Framework credit-bearing provision, paragraphs 18 and 175-6, and Annexes 1 and 2); Ev 825 (Faculty of Business, Sport and Enterprise (FBSE) Course Approval Phase 2 (CAP2) Business Economics, report and papers); Ev 826 and 827 (Maritime and Technology Faculty (MarTec) CAP2 BSc (Hons) Computer Networking Programmes); Ev 828 (FDSc Health and Social Care Collaborative Programme Approval; Report: FDSc in Health and Social Care with University Hospital Southampton NHS Foundation Trust - Collaborative Programme Approval Event; Confirmation of approval by Chair of Panel); ASDC minutes, throughout; Ev 830 (FBSE BA Business Management CAP2 document and report); Ev 831 (Faculty of the Creative Industries (FCIS) CAP2 Criminology document and report); Ev 832 (MarTec Academic Planning Committee (APC) B&PC paper); Ev 833 (MarTec CAP2 B&PC and Southampton Solent University HNCs). 9 Self-evaluation document (SED) 3.3; Ev 303 (Academic Handbook 2B, paragraphs 175-202); Ev 305 (Guide to Professional Development Framework); Ev 862 (PDU numbers); Vice-Chancellor (VC) meeting - first team visit; Ev 312 (Academic Handbook 2F Unit approval and course modification); Ev 834 (Professional Development Unit faculty approval - Enhancing learning in higher education); Ev 203 (Minutes of PDU review, 10-06-11); Faculty Board minutes, throughout; SED 3.4; PowerPoint on Professional Development Framework, 2010; APC minutes, 24-02-10 and 16-12-09; Meeting 3 - Institutional Oversight: review visit; Senior Layer Meeting - first team visit; Ev 829 (Professional Development Award Approval); Faculty Board minutes, throughout; Meeting 6 - Senior Layer Final: review visit; Response from Dr Ann Read, 05-06-13; Ev 860 and 861 (certificate examples of PDU/PDA). 10 Ev 302 (Academic Board Terms of Reference); ASDC Terms of Reference; ASDC minutes, throughout. 11 Ev 303 (Academic Handbook 2B Academic Framework credit-bearing provision, paragraphs 18 and 175-6, and Annexes 1 and 2). 12 Ev 308 (Academic Handbook 2G Collaborative provision, paragraph 30i, Annex 4); Ev 828 (FDSc Health and Social Care Collaborative Programme Approval document; Report: Collaborative Provision); Ev 828 (FDSc in Health and Social Care with the University Hospital Southampton NHS Foundation Trust - Collaborative Programme Approval Event); Ev 828 (Confirmation of approval by Chair of Panel). 13 SED 3.6; Ev 309 (Institutional Agreement with Nottingham Trent University); Ev 310 (Paper 13-AB-04 Annual Report to NTU). 14 Ev 311 (BA (Hons) Accountancy and Finance programme specification); Ev 307 (Academic Handbook 2D Course approval and withdrawal); Ev 825 (FBSE CAP2 Business Economics, report and papers); Ev 826 and 827 (MarTec CAP2 BSc (Hons) Computer Networking Programmes); Ev 830 (FBSE BA Business Management CAP2 document and report); Ev 831 (FCIS CAP2 Criminology document and report); Ev 832 (MarTec APC B&PC paper); Ev 833 (MarTec CAP2 B&PC and Southampton Solent University HNCs).

4

Expectation: Higher education providers make scrupulous use of external examiners.

Findings 15 The University has assured itself that it is well aligned with UK Quality Code for Higher Education (Quality Code) Chapter B7: External Examining. 16 Policies for the nomination and appointment of external examiners are set out clearly and implemented systematically. 17 External examiners are adequately prepared for their role. 18 The reports of external examiners are comprehensive and are considered thoroughly by the University. 19 Academic Board receives an Annual Review of Academic Standards and Quality which includes a section on general issues emerging from external examiner reports. Conclusion: Scrupulous use is made of external examiners at Southampton Solent University. Expectation: met Risk: low

Evidence 20 Ev 206 (Paper 12/ASDC/63); Ev 315 (Academic Handbook (AH) 2K); Ev 316 (AH 2I).

21 Ev 317 (Paper 12 - Academic Board-39 Report from External Examiner Scrutiny Group (EESG), Annex 2 External examiner distribution, Annex 3 EESG nominee for approval); Ev 103 (EESG Terms of Reference); Ev 327 (Research and Enterprise Survey 2011 - Southampton Solent University staff employed as external examiners); SED 3.22; Minutes of EESG; Meeting 4 - Staff and Student Support: review visit; Faculty Board minutes, throughout. 22 Ev 318 (Unit external examiners - Award external examiners' information checklists PowerPoint slides from Briefing Day); Ev 319 (www.solent.ac.uk/about-us/departments/academic-services/external-examiners/external-examiners.aspx); Ev 321 (Guidance on Mentoring First Time Unit External Examiners); Ev 316 (Academic Handbook 2I External examiners). 23 Ev 316 (Academic Handbook 2I External examiners); Meeting 3 - Institutional Oversight: review visit; Ev 848 (FCIS: Annual Programme Review Meeting, Feb 2013); Ev 847 (FBSE: Health, Exercise and Sport Science (HESS) Annual Portfolio Review, Nov 2012); Ev 839 (MarTec Annual Monitoring Review, Nov 2012); Ev 835 (Examples of FBSE external examiner reports and responses (Unit and Progression and Award Board (PAB))); Ev 836 (Examples of FCIS external examiner reports and responses (Unit and PAB)); Ev 837 (Examples of MarTec external examiner reports and responses (Unit and PAB)); Ev 838 (Examples of collaborative provision external examiner report and response).

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24 Ev 325 (Paper 12-ASDC-37 External Examiner Reports 2010-11 Qualitative Analysis of Good Practice); Ev 326 (Paper 12-Academic Board-03 University Review of Academic Standards and Quality 2010-11 and 2011-12; Ev 840.

Expectation: Design, approval, monitoring and review of assessment strategies is effective in ensuring that students have the opportunity to demonstrate learning outcomes of the award.

Findings 25 There is comprehensive guidance on assessment for staff. 26 The University states that assessment regulations are normally reviewed every five years and will be considered as relevant sections of the Quality Code are published. The University Review of Academic Standards and Quality, presented to Academic Board by ASDC, also picks out some themes, such as regulatory issues noted at Progression and Award Boards. 27 Close attention is paid to assessment strategies at course and unit approval. 28 Unit assessments are reviewed by peers using a comprehensive 'Internal Peer Review' template which incorporates links to relevant University policies. 29 Assessment strategies are routinely reviewed by the University at both unit and course levels. 30 External examiners reports comment on assessment design, attainment and standards. 31 There are comprehensive policies on accreditation of prior learning, academic misconduct, appeals and extenuating circumstances/extensions, and a set of clear examination administration procedures. 32 Guidance on Assessment Boards thoroughly covers the composition and responsibilities of Unit Assessment Boards and Progression and Award Boards. 33 A programme of staff development is provided by Academic Services. 34 Students were largely positive about information on assessment, the varied assessment diet and the overall volume of assessment. Concerns were mentioned, however, about the scheduling of assessment. Conclusion: Assessment strategies at the University are effective in ensuring that students are provided with opportunities to demonstrate achievement of the learning outcomes of their awards. Expectation: met Risk: low

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Evidence 35 Ev 333 (Academic Handbook 2O Assessment policy); Ev 334 (Assessment Regulations); Ev 335 (Academic Handbook 4O); Ev 337 (Assessment Brief template); Ev 338 (Student Handbook); Student Meeting - first team visit; Meeting with Employers: review visit. 36 SED 3.37; Ev 840 and 326 (Review of Academic Standards and Quality 2011-12; Review of Academic Standards and Quality 2010-11); Senior Layer Meeting - first team visit. 37 Ev 342 (CAP2 template); Ev 343 (Example of course-level Learning, Teaching and Assessment Strategy); Ev 307 (Academic Handbook 2D CAP2 guidance); Ev 825 (FBSE CAP2 Business Economics, report and papers); Ev 826 and 827 (MarTec CAP2 BSc (Hons) Computer Networking Programmes); Ev 828 (FDSc Health and Social Care Collaborative Programme Approval document; Report: Collaborative Provision: FDSc in Health and Social Care with the University Hospital Southampton NHS Foundation Trust - Collaborative Programme Approval Event; Confirmation of approval by Chair of Panel); ASDC minutes, throughout; Ev 830 (FBSE BA Business Management CAP2 document and report); Ev 831 (FCIS CAP2 Criminology document and report); Ev 832 (MarTec APC B&PC paper); Ev 833 (MarTec CAP2 B&PC and Southampton Solent University HNCs). 38 Ev 344 (Internal Peer Review template); Ev 345 (Scrutiny by external examiners); Ev 841 (Examples of consultation with external examiners); Ev 841 (Examples of completed Internal Peer Review templates); Ev 841 (FBSE external examiner moderation pack). 39 Ev 361 (Academic Handbook 2E Programme monitoring, periodic academic review and academic audit); ASDC, 23-01-13; Ev 850 (Documentation for Periodic Academic Review: Periodic Academic Review documentation and reports for Schools of Fashion and Marketing); Ev 851 (MarTec Maritime); Ev 840 (University Review of Academic Standards and Quality 2011-12). 40 Ev 835 (Examples of FBSE external examiner reports and responses (Unit and PAB)); Ev 836 (Examples of FCIS external examiner reports and responses (Unit and PAB)); Ev 837 (Examples of MarTec external examiner reports and responses (Unit and PAB)); Ev 838 (Examples of collaborative partner external examiner report and response). 41 Ev 347 (Academic Handbook 2H Accreditation of prior learning and credit transfer); Ev 348 (Academic Handbook 2L Student academic misconduct); Ev 349 (Academic Handbook 2P Extenuating circumstances); Ev 350 (Academic Handbook 2M Policy for the query of, and appeal against, the decision of a Unit Assessment or Progression and Award Board); Ev 353 (Examination administration procedures); Ev 843 (FCIS Extenuating Circumstances Panel 2012-13); Ev 842 (FCIS Accreditation of Prior Experiential/Certificated Learning (APEL/APCL) Sub-Committee 25-10-12); Ev 840 (Review of Academic Standards and Quality 2011-12). 42 Ev 315 (Academic Handbook 2K The purpose and conduct of Assessment Boards - http://docman.solent.ac.uk/DocMan8/rns?RNS=ASQS/AH/1234573064); Ev 844 and 846 (Sample of Unit Award Board minutes); Ev 845 (Sample of Progression and Award Board minutes). 43 Ev 403 (Academic Services briefings workshops and events); Ev 357 (Examples of staff development materials on assessment); Ev 354 (PGCE Teaching and Learning in Higher Education (HE) web page http://portal.solent.ac.uk/teaching-and-learning/professional-development/postgrad-pgctl.aspx); Senior Layer Meeting - first team visit; Meeting 3 - Institutional Oversight: review visit.

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44 Ev 335 (Academic Handbook 4O); Ev 358 (Paper 13-TLSC-02 SSU - Students' Union (SU) Feedback Project); Student submission (SWS) p 12; SWS 3.2; SWS 2.5; Student Meeting - first team visit; Meeting 1 - Undergraduate (UG) and Postgraduate Taught (PGT) Students: review visit; Meeting 2 - Postgraduate Research (PGR) Students: review visit.

Expectation: Design, approval, monitoring and review of programmes enables standards to be set and maintained and allows students to demonstrate learning outcomes of the award.

Findings 45 Course Approval and Withdrawal Procedures and related documents require that courses set and maintain standards in course design and ensure that students can demonstrate learning outcomes via assessment 46 Annual Programme Monitoring (APM) reports are required to evaluate aims, learning outcomes, curriculum and assessment, and student achievement. 47 Six-yearly, the Periodic Academic Review (PAR) considers the currency, relevance and appropriateness of taught provision. Conclusion: The University has effective processes for programme approval, monitoring and review that facilitate setting and maintaining of academic standards and ensure that students have the opportunity to demonstrate that they have achieved the learning outcomes of their awards. Expectation: met Risk: low

Evidence 48 Ev 307 (Academic Handbook 2D); Ev 308 (Academic Handbook 2G Collaborative provision); Ev 825 (FBSE CAP2 Business Economics, report and papers); Ev 826 and 827 (MarTec CAP2 BSc (Hons) Computer Networking Programmes); ASDC minutes, throughout; Ev 830 (FBSE BA Business Management CAP2 document and report); Ev 831 (FCIS CAP2 Criminology document and report); Ev 832 (MarTec APC B&PC paper); Ev 833 (MarTec CAP2 B&PC and Southampton Solent University HNCs); Ev 324 (Academic Handbook 4E); Faculty Board minutes, throughout; Ev 834 (Faculty approval of Professional Development Units)

49 Ev 324 (Academic Handbook 4E); Ev 326 and 840 (University Review of Academic Standards and Quality 2010-11 and 2011-12; Ev 847, 848 and 849 (Examples of Annual Programme Monitoring reports - FBSE, FCIS and MarTec).

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Expectation: Subject benchmark statements and qualification statements are used effectively in programme design, approval, delivery and review to inform standards of awards.

Findings 51 Subject benchmark statements are taken into consideration at course approval, reapproval and periodic review. 52 External validation panel members are asked to comment on alignment of courses with subject benchmark statements and other external reference points.

53 Faculties provide comprehensive annual reports to ASDC on PRSB accreditations and other processes. PSRB outcomes are also noted in the Annual Review of Academic Standards and Quality.

54 Subject benchmark statements are not employed in the design of PDAs as the qualifications scheduled for award at the time of the review are not seen as honours or master's degrees.

Conclusion: The University has effective processes for ensuring that programmes are aligned with any relevant subject benchmark statements. Expectation: met Risk: low

Evidence 55 Ev 359 (Academic Handbook 4D Course approval process); Ev 303 (Academic Handbook 2B, Annexe 2); Ev 825 (FBSE CAP2 Business Economics, report and papers); Ev 826 and 827 (MarTec CAP2 BSc (Hons) Computer Networking Programmes); Ev 828 (FDSc Health and Social Care Collaborative Programme Approval document; Report: Collaborative Provision: FDSc in Health and Social Care with the University Hospital Southampton NHS Foundation Trust - Collaborative Programme Approval Event; Confirmation of approval by Chair of Panel); ASDC minutes, throughout; Ev 830 (FBSE BA Business Management CAP2 document and report); Ev 831 (FCIS CAP2 Criminology document and report); Ev 832 (MarTec APC B&PC paper); Ev 833 (MarTec CAP2 B&PC and Southampton Solent University HNCs); Ev 359 (Academic Handbook 4D Course approval process); Ev 850 (Documentation for Periodic Academic Review); Periodic Academic Review documentation and reports for School of Fashion; Ev 851 (Marketing; MarTec Maritime). 56 Ev 313 (Unit external examiner report template); Ev 322 (Award external examiner report template); Ev 325 (Paper 12-ASDC-37 External Examiner Reports 2010-11 Qualitative Analysis of Good Practice); Ev 835 (Examples of FBSE external examiner reports and responses (Unit and PAB)); Ev 836 (Examples of FCIS external examiner reports and responses (Unit and PAB)); Ev 837 (Examples of MarTec external examiner reports and responses (Unit and PAB)). 57 Ev 365 (Paper 12-ASDC-32 PSRB MarTec); Ev 366 (Paper 12-ASDC-33 PSRB FCIS); Ev 367 (Paper 12-ASDC-34 PSRB FBSE); Ev 326 and 840 (University Review of Academic Standards and Quality 2010-11 and 2011-12).

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58 Meeting 3 - Institutional Oversight: review visit; Ev 876 (Note from Dr Ann Read on 'Benchmarks, benchmarking and titles for Professional Development Awards); Meeting 6 - Senior Layer Final: review visit. Judgement on academic standards - overall: meet UK expectations for threshold standards.

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Judgement on quality of learning opportunities

Expectation: Professional standards for teaching and support of learning are supported.

Findings 1 The University assures itself routinely that staff and others involved in delivering or supporting programmes are appropriately qualified. 2 Not all staff were familiar with the University's Personal Development Framework. It was, nevertheless, clear that staff were well aware of the opportunities available to them and the rationale that lay behind them. Conclusion: Professional standards for teaching and support of learning are maintained by the University. Expectation: met Risk: low

Evidence 3 Meeting 3 - Institutional Oversight: review visit; Ev 852 (process for checking and recording staff qualifications); Ev 805 (sample of staff development take-up); SED 4.8; Ev 401 (Personal and Organisational Development Framework); Meeting 4 - Student and Staff Support: review visit. 4 Ev 805 (sample of staff development take-up): Ev 618 (examples of FBSE staff development activities); Ev 618 (examples provided of staff development-related activity at Teaching and Learning Conference); Meeting 3 - Institutional Oversight: review visit; Ev 412 (extracts of Research and Enterprise Committee (REC) papers 12-6-12); SED 4.3 and 4.4; Ev 401 (Personal and Organisational Development Framework); Meeting 4 - Student and Staff Support: review visit; SED 4.11 and 4.12; Meeting 5 - Distinctiveness and Employability: review visit; Meeting 6 - Senior Layer Final: review visit.

Expectation: Learning resources are appropriate to allow students to achieve the learning outcomes of their programmes.

Findings 5 The University has adopted a strategic approach to the overall deployment of learning resources, and the Learning and Information Service (LIS) Strategy has been implemented thoroughly. 6 The quality of University services had been recognised externally through customer service awards for excellence Conclusion: The University's learning resources are appropriate and enable students to achieve the learning outcomes of their programmes. Learning resources had made a significant contribution to the features of good practice identified elsewhere in the report. The comprehensive and inclusive range of support mechanisms for students, as exemplified by succeed@solent, constituted a feature of good practice.

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Expectation: met Risk: low

Evidence 7 Meeting with Students: first team visit; Meeting 1 - UG and PGT Students: review visit; SWS 3.3 and 5.0; Ev 489 (On Track summary); Ev 419 (Academic Handbook 2Q Admission, supervision and monitoring of research students); Ev 414 (NSS data, paragraphs 9, 13 and 33); Ev 416 (LIS Annual Report, paragraph 8 - key activities 2011-12); Meeting 4 - Student and Staff Support: review visit; www.solent.ac.uk/student-life/welfare/disability/disability-support.aspx; SWS 3.3; Ev 415 (links to sample of specialist learning resources); Ev 849 (MarTec APM, p 27 action plan number 8); Ev 416 (LIS Library and Learning Resources Annual Report - multiple examples of plans, actions and improvements, paragraph 8); Ev 625 (poster outlining plans for library). 8 Meeting 4 - Student and Staff Support: review visit.

Expectation: There is an effective contribution of students to quality assurance.

Findings 9 Students are represented on various decision-making bodies and working groups at all levels throughout the University. 10 The University has bench-marked itself against other local institutions and the UK Quality Code for Higher Education, as part of a recent internal audit. It has reason to be confident that it is aligning with the new Chapter B5: Student engagement and has identified a few areas for enhancement. Conclusion: The University, working in partnership with the Students' Union, is acting upon its commitment to enable a increasingly diverse range of students to make an effective contribution to quality assurance at all levels and in a variety of contexts.

Expectation: met Risk: low

Evidence 11 SED (4.22-4.32) and SWS (3.6); Meeting with Students: first team visit; Meeting 1 - UG and PGT Students: review visit; Ev 424 (QAA NUS report, p 13); Ev 912 and 913 (FBSE and FCIS quality enhancement action plans). 12 Ev 810 (Academic Audit Report section 2); https://mycourse.solent.ac.uk/login/index.php; Meeting with Students: first team visit; Ev 809 (MarTec programme monitoring report and response); Meeting 4 - Student and Staff Support; Ev 810 (Academic Audit Report 2013); Meeting 6 - Senior Layer Final: review visit; SWS 3.6 - student comment on quality assurance; Ev 705 (Students' Teaching and Recognition (STAR) Awards plus printed handout given during review visit).

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Expectation: There is effective use of management information to safeguard quality and standards and to promote enhancement of student learning opportunities.

Findings 13 The Research and Information Unit (RIU) responds to and meets the strategic management information needs of the University. 14 The University collects and interrogates management information with a view to safeguarding quality and enhancement and driving continual improvement. 15 The University uses two sets of key performance indicators (KPIs), one of which operates at University level and the other at faculty level.

Conclusion: The University makes effective use of management information to safeguard standards and assure quality, and to promote the enhancement of student learning opportunities.

Expectation: met Risk: low

Evidence 16 Meeting 4 - Student and Staff Support: review visit. 17 SED (4.33-4.47); SWS (4.1, 4.2, 5.1); Ev 419 (Academic Handbook 2Q Admissions, supervision and monitoring of research students); Meeting 4 - Student and Staff Support: review visit; Meeting 5 - Distinctiveness and Employability: review visit; Ev 438 (paper on Destinations of Leavers from Higher Education (DLHE) 2010-11); Ev 435 (Report on student complaints); Ev 434 (Report from academic appeals and Misconduct Committee); Ev 446 (memo - Learning from Appeals and Complaints); Ev 813 (evidence of formal consideration and adoption of learning point on appeals and complaints); Ev 812 (evidence of action on employment arising from DLHE); Meeting 3 - Institutional Oversight: review visit. 18 Meeting 4 - Student and Staff Support: review visit

Expectation: Policies and procedures used to admit students are clear, fair, explicit and consistently applied.

Findings 19 The University's commitment to social justice is evident in its comprehensive admissions policy. This is supported by the University's Academic Regulations, which are subject to periodic review. 20 The University's approach to admissions has been informed by its evaluation of its processes in 'The Student Information Journey'. The information needs of students have been mapped from enquiry to enrolment. Conclusion: The University's admissions policies are clear, fair, explicit and are consistently applied.

13

Expectation: met Risk: low

Evidence 21 Ev 440 (Academic Handbook 2J Admissions policy); Meeting 5 - Distinctiveness and Employability: review visit; VC Meeting: first team visit; Ev 347 (Accreditation of Prior Learning and Credit Transfer); Ev 842 (FCIS APEL panel minutes); Senior Layer Meeting: first team visit. 22 Ev 515 (Student Experience Sub-Committee (SESC) Student Information Journey); 'Hello Uni'; SWS 4.0; Meeting with Students: first team visit; SED (4.48, 4.50, 4.52-4.54 and 4.55); Prospectus 2014:, Meeting 1 - UG and PGT Students: review visit; Meeting 4 - Student and Staff Support: review visit; Ev 501 (Public information statement); Ev 502 (Management of Information Policy, sections 3-7); Ev 509 (Joining Instructions); Ev 511 (New overseas pre-arrival pack information Jan 2013); Ev 510 (International Students Guide).

Expectation: There are effective complaints and appeals procedures.

Findings 23 Students at all levels and comprehensive documentary evidence confirmed that complaints and appeals procedures are clear, readily available and fair. 24 The University has seen a reduction in complaints, There is some evidence that this can be attributed in part at least to the work of the Students' Union and course representatives in trying to resolve issues swiftly using informal channels at the early stages of the complaints process. Conclusion: The University's complaints and appeals procedures are effective. Expectation: met Risk: low

Evidence 25 SED 4.56 and 4.57: Ev 814 (Academic Handbook 4N Student Complaints Procedure): Ev 350 (Academic Handbook 2M Policy for the query of, and appeal against, the decision of a Unit Assessment or Progression and Award Board); Meeting 2 - PGR Students: review visit; Ev 349 (Academic Handbook 2P Extenuating circumstances); Ev 348 (Student academic misconduct); SWS 2.4 and 2.5. 26 Meeting with Students first team visit; Meeting 2 - PGR Students: review visit; SWS 2.4 and 2.5; Ev 813 (Evidence of formal consideration and adoption of learning point on appeals and complaints).

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Expectation: There is an approach to career education, information, advice and guidance (CEIAG) that is adequately quality assured.

Findings 27 The approach at Southampton Solent University is characterised by its strategic drive to embed employability within the curriculum and extend opportunities for 'real-world' learning into the wider student experience. 28 Communication with students about careers is effective. 29 Careers education extends beyond the curriculum 30 Employers are actively engaged in careers education, guidance and advice Conclusion: The University's approach to careers education, advice and guidance is adequately quality assured.

Expectation: met Risk: low

Evidence 31 Ev 448 (paper 12-EE-16: The inclusion of employability in the Teaching and Learning Strategy and Academic Framework); Academic Handbook 3C EEC Terms of Reference (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-3.aspx).

32 http://portal.solent.ac.uk/careers/careers.aspx; Portal - teaching and learning pages (http://portal.solent.ac.uk/teaching-and-learning/employability-in-the-curriculum/support-for-students-employability-enterprise-service.aspx); Meeting 1 - UG and PGT Students: review visit.

33 www.solentsu.co.uk/content/873553/the_centre; http://portal.solent.ac.uk/teaching-and-learning/institutional-review/resources/additional-evidence/817-centre-for-student-involvement.pdf; www.solentsu.co.uk/content/775543/volunteering. 34 Meeting with Employers: review visit; Meeting 5 - Distinctiveness and Employability: review visit; Ev 849 (MarTec APM); Ev 850 (Periodic Academic Review documentation); Meeting 5 - Distinctiveness and Employability: review visit; Portal with app tab (http://portal.solent.ac.uk/explore/portal.aspx).

Expectation: The quality of learning opportunities is managed to enable the entitlements of disabled students to be met.

Findings 35 Clear, ongoing and responsive support is provided for those with specific needs. 36 The effectiveness of the support provided is evaluated and monitored through several fora and informs the Student Support Network (SSN) annual report.

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37 Concerns have been raised, for example in the student submission, about disabled students achieving lower than expected employability outcomes; however, the University is proactively working to combat this imbalance with a targeted approach. Conclusion: The quality of learning opportunities is managed by the University to enable the entitlements of disabled students and others with specific needs to be met.

Expectation: met Risk: low

Evidence 38 Ev 452 (Paper 13-MB-07 Equality, Diversity and Inclusivity (EDI) Scheme); Ev 432 (Paper 12-ASDC-08 Student Equality Forum annual report 2010-11); Ev 455 (Paper 12-SESC-15 SSN Working Group update); SWS p 15, final paragraph; Ev 421 (University Charter); Ev 102 (University Strategic Plan 2008-15); http://portal.solent.ac.uk/support/one-to-one-student-support/access-solent/access-solent.aspx; Ev 454 (http://portal.solent.ac.uk/careers/essential-info/news/news-articles/2013/february/leadership-course-disabled.aspx); Ev 452 (Paper 13-MB-07 EDI Scheme); Ev 455 (SSN Working Group update (June 2012) 2011-12); Ev 802 (Access Solent Survey); Ev 802 (Access Solent liaison meeting notes (FCIS) March 2013-05-23, SSN Working Group April 2013); Ev 801 (Faculty student forum). 39 Ev 454 (http://portal.solent.ac.uk/careers/essential-info/news/news-articles/2013/february/leadership-course-disabled.aspx); Ev 452 (Paper 13-MB-07 EDI Scheme); Ev 455 (SSN Working Group update (June 2012) 2011-12); Ev 802 (Access Solent Survey); Ev 802 (Access Solent liaison meeting notes (FCIS) March 2013-05-23, SSN Working Group April 2013); Ev 801 (Faculty student forum). 40 Ev 454 (http://portal.solent.ac.uk/careers/essential-info/news/news-articles/2013/february/leadership-course-disabled.aspx); Ev 802 (Access Solent liaison meeting notes (FCIS) March 2013-05-23, SSN Working Group April 2013); Ev 801 (Faculty student forum).

Expectation: The quality of learning opportunities for international students is appropriate.

Findings 41 The University's strategic vision does not include a significant increase in numbers of its undergraduate and postgraduate international students. 42 International students have clear and appropriate support both pre and post-admission. 43 The progress and well-being of international students is systematically monitored by the University. International students, particularly undergraduate students, are monitored by a specific group called Supporting International Students More Effectively Working Group (SISWG), which reports to the Student Experience Sub-Committee of Academic Board. Conclusion: The University makes an appropriate quality of learning opportunities available to international students.

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Expectation: met Risk: low

Evidence 44 Ev 306 (Extract from APC 05-12-12 minutes, paper reference 12-APC-51); Ev 102 (University Strategic Plan 2008-15); VC Meeting: first team visit: Ev 460 (ISB summer 2012 presentation). 45 Ev 509 (Joining instructions); Ev 510 (International Student Guidance); Ev 511 (New overseas student pre-arrival pack information); www.solent.ac.uk/international/international.aspx. 46 SWS p 19; Ev 457 (Paper 12-SESC-08 SISWG annual report 2011-12); Ev 459 (Learning skills end of year report 2011-12); Ev 460 (International Student Barometer presentation); Ev 853 (International Operations Group minutes March 2012, Jan 2013 and May 2013); Meeting 4 - Student and Staff Support: review visit; Ev 847 (FBSE APM); Ev 930 (SISWG annual report 2011-12).

Expectation: Appropriate support and guidance is provided to enable postgraduate research students to complete their programmes and to enable staff involved in research programmes to fulfil their responsibilities.

Findings 47 Since 1992, Southampton Solent University has had a formal arrangement with Nottingham Trent University for the award of research degrees. Southampton Solent University has no immediate plans to change this arrangement and work towards gaining research degree-awarding powers in its own right. 48 The arrangement between Southampton Solent University and Nottingham Trent University is supported by clear regulations and procedures. 49 There is a well articulated student feedback and representation process and postgraduate research student representatives are routine members of the non-confidential business of the Research Degrees Committee (RDC). 50 The progress of postgraduate research students is supported and monitored. 51 The learning environment for postgraduate research students is satisfactory. However, students and staff acknowledged that providing a research environment presents a challenge to the institution given the small numbers of postgraduate research students. 52 The Research and Enterprise Committee oversees the Research and Enterprise Strategy and supports faculty plans for enhancing the research environment through projects and conferences. Conclusion: The provision of advice and guidance by the University to postgraduate research students enables them to complete their programmes of study. In addition, the University supports staff involved in research to fulfil their responsibilities.

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Expectation: met Risk: low

Evidence 53 Ev 309 (Institutional agreement with Nottingham Trent University); VC Meeting: first team visit. 54 Academic Handbook 4R (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-4/section-4r.aspx); Ev 461(Academic Handbook 2R). 55 http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/research-degrees-committee-rdc/research-degrees-committee-rdc.aspx; (RDC minutes 21 June 2012, 1 Dec 2011 and 8 March 2012). 56 Ev 309 (Paper13-AB-04 Annual Report to NTU); http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/research-degrees-committee-rdc/papers.aspx?meetingDate=03/07/2013; Meeting 4 - Student and Staff Support: review visit; http://portal.solent.ac.uk/support/support-with-research/postgraduate-research-support/key-documents-and-useful-links.aspx; Meeting 2 - PGR Students: review visit: Ev 803 (Completion rates table for PGCert Research 10/11 and 11/12); Nov 2012 meeting - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/research-degrees-committee-rdc/papers.aspx?meetingDate=11/29/2012. 57 University research website - www.solent.ac.uk/research/clusters-and-groups/clusters.aspx; Meeting 4 - Student and Staff Support: review visit; Meeting 6 - Senior Layer Final: review visit; Meeting 2 - PGR students: review visit. 58 Research and Enterprise Strategy (Academic Handbook 1C) - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-1.aspx; Research and Enterprise Committee (12 June 2012) - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/research-enterprise-committee-rec/research-enterprise-committee-rec.aspx; Research and Enterprise Committee (28 Feb 2012) - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/research-enterprise-committee-rec/research-enterprise-committee-rec.aspx.

Expectation: The quality of learning opportunities delivered as part of collaborative arrangements is managed effectively to enable students to achieve their awards.

Findings 59 The Partnership Strategy provides a clear vision for the University's collaborative provision, which includes partnerships with regional providers, international exchanges and arrangements for credit recognition. There is no strategic intention to expand current collaborative provision, which is relatively small. 60 Collaborative arrangements are facilitated and regulated effectively by the University.

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Conclusion: The University manages its collaborative arrangements effectively, enabling students to achieve their awards. Expectation: met Risk: low

Evidence 61 Academic Handbook 1D (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-1.aspx); Ev 468 (Paper 12-AB-17 Annual Report on Partnership Activity (appendix - noting HNC Building Surveying at Bournemouth and Poole College)); VC Meeting: first review visit. 62 Academic Handbook 2E (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-2.aspx); Ev 469 (Guide to partnerships and off-campus activities); Ev 471 (Academic Handbook 4G Collaborative provision process - due diligence); Bournemouth and Poole College web pages (showing HNC Built Environment and three aligned HNC pathways) www.thecollege.co.uk/courses/hnc-built-environment (accessed 03/04/13 and 02/06/13); www.solent.ac.uk/courses/courses.aspx; Senior Layer Meeting: first team visit; ASDC 24 April minutes (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/academic-standards-development-committee-asdc/academic-standards-development-committee-asdc.aspx); Academic Handbook 2G, paragraph 52 (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-2.aspx); Ev 869 (Link Tutor role specification); Meeting 4 - Student and Staff Support: review visit.

Expectation: The quality of learning opportunities delivered through flexible and distributed arrangements, including e-learning, is managed effectively.

Findings 63 The Teaching and Learning Strategy expresses the University's commitment to flexible learning and the University's regulations provide clear guidance on requirements and expectations of online courses. 64 SOLOnline is easily accessible and has adopted a clear and appropriate approach to online learning. 65 The University has introduced online assessment submission on a voluntary basis and is monitoring the outcomes robustly. 66 Online PDUs have been developed by a academic teams together with a dedicated LIS team, which supports the University's commitment to meeting employers' needs in a flexible and responsive way. Conclusion: The quality of learning opportunities delivered through flexible and distributed arrangements, including e-learning, is managed effectively. However, the review team recommends that the University take steps to ensure that prospective and current students studying Professional Development Units are systematically provided with advice and guidance to enable them to make informed decisions in relation to credit accumulation and achievement of awards.

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Expectation: met Risk: low/moderate

Evidence 67 Academic Handbook - Teaching and Learning (T&L) Strategy http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-1.aspx; SOLOnline - http://learn.solent.ac.uk/login/index.php 68 Meeting 1 - UG and PGT Students: review visit; succeed@solent site - http://portal.solent.ac.uk/explore/succeed.aspx; SWS p 13, section 3.3 paragraph 2; Academic Handbook 2V Framework for online courses and units - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-2.aspx. 69 Ev 341(Extracts from ASDC 8-6-11 minutes 11-41) and ASDC 19-10-11 minutes 11-85); Meeting 1 - UG and PGT Students: review visit. 70 Meeting 5 - Student and Staff Support: review visit; Ev 303 (Academic Handbook 2B (paragraphs 175-202)); Senior Layer Meeting: first team visit; Response from Dr Ann Read, 05-06-13; Meeting 6 - Senior Layer Final: review visit.

Expectation: The quality of learning opportunities delivered through work-based and placement learning is effective.

Findings 71 The University has adopted a strategic approach to embedding real-world learning into the curriculum and extending it into the wider student experience. 72 The strategy is implemented and embedded by a variety of means. 73 The strategy has received favourable responses from external commentators, including external examiners, who are asked to comment on the strategy. Conclusion: The University manages the quality of learning opportunities delivered through work-based and placement learning effectively. Expectation: met Risk: low

Evidence 74 Ev 448 (paper 12-EE-16 The inclusion of employability in the T&L strategy and Academic Framework); Meeting 5 - Distinctiveness and Employability: review visit; Ev 815 (Terms of Reference EEC); Academic Handbook 1D (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-1.aspx); Academic Handbook 2 (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/section-2.aspx); Meeting with Employers: review visit; Ev 816 (EEC selected minutes and email p 18); Meeting 4 - Student and Staff Support: review visit.

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75 EEC minutes (Feb 2013) - http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/employability-and-enterprise-ee/employability-and-enterprise-ee.aspx; Meeting 4 - Student and Staff Support: review visit; Ev 834 (Examples of Faculty-approved process for PDU development); FBSE report Feb 2012 (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/academic-planning-committee-apg-apc/papers.aspx?meetingDate=02/27/2013); Meeting 5 - Distinctiveness and Employability: review visit and Meeting 6 - Senior Layer Final: review visit; Ev 483 (placement handbook); Meeting with Employers: review visit; Ev 702 (Extract from Teaching and Learning Sub-Committee (TLSC) 27-11-12 minutes 12-61 and 12-62); SWS p 16, section 3.5 paragraphs 3-4. 76 Ev 325 (Paper 12-ASDC-37 External Examiner Report 2010-11 Qualitative Analysis and Good Practice); Ev 838 (Collaborative provision external examiner report); Ev 837 (MarTec external examiner report); Ev 313 (Unit external examiner form); Ev 320 (External examiner briefing day programme and briefing day slides).

Expectation: A student charter, or equivalent document, setting out the mutual expectations of the institution and its students, is available.

Findings 77 The current Southampton Solent University Charter clearly sets out expectations of the University and its students. 78 The Student Handbook signalled that a new Charter would be ready for 2012-13, but it became clear to the review panel that it was not yet ready for dissemination. 79 The new Charter is more succinct than its predecessor and clearly communicates the ethos of the University. The new Charter focuses primarily on what undergraduate students are entitled to expect of the University. The expectations that the University might have of students are less clearly articulated.

Conclusion: A student charter setting out the mutual expectations of the University and its students is available. Expectation: met Risk: low

Evidence 80 Ev 488 (existing Charter); http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/student-documents.aspx; UG student prospectus 2014; Ev 903 (Student Handbook); Meeting 1 - UG and PGT Students: review visit; Meeting 2 - PGR students: review visit; Ev 421 (new Charter); Students Meeting: first team visit; Consultation on new Charter - June 2012 (http://portal.solent.ac.uk/news/news-articles/2012/june/university-charter.aspx); VC Meeting: first team visit. 81 Meeting 2 - PGR Students: review visit; Ev 421 (paper-12-AB-14 University Charter); Students Meeting: first team visit; Consultation on new Charter - June 2012 (http://portal.solent.ac.uk/news/news-articles/2012/june/university-charter.aspx); Student Handbook - (http://portal.solent.ac.uk/teaching-and-learning/institutional-review/resources/sws-evidence/903-student-handbook.pdf); SED paragraph 4.1.12.

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82 Ev 421 (University Charter).

Judgement on quality of learning opportunities - overall: meets UK expectations.

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Judgement on information about learning opportunities

Expectation: Higher education providers produce information for their intended audiences about the learning opportunities they offer that is fit for purpose, accessible and trustworthy.

Findings 1 There are effective mechanisms at Southampton Solent University for ensuring that information for the public is fit for purpose, accessible and trustworthy. Academic Board exercises overall responsibility for the Information and Communication Strategy and the quality of information about learning opportunities. The Management Board, advised by the Information and Communication Committee, maintains oversight of public information.

2 Information for prospective students helps them to select their courses with an understanding of the academic environment in which they will be studying and the support that will be made available to them. 3 The University is in the process of addressing concerns raised by students in respect of lack of information for prospective students about additional costs such as field trips or specialist equipment. 4 Specific guidance is available for prospective international students via the International Recruitment Office, the international section of the website and through agents. 5 Information for current students, at all levels, is comprehensive and informative. 6 The University takes direct responsibility for producing all certificates and transcripts, regardless of where the student has studied. 7 Information available to those responsible for academic quality and standards is appropriate and sufficient to enable them to discharge those responsibilities effectively. 8 The information detailed in the Higher Education Funding Council for England (HEFCE) circular letter 2011/18, and in particular the Key Information Set (KIS) and the Wider Information Set (WIS), is up to date and accessible to the institution's stakeholders. 9 The University states in its self-evaluation document that external examiners' reports are presented annually to student/staff course committees, or their equivalent, by course leaders, but the review team heard from students that, although the content of reports was discussed at course committees, the reports themselves had not been seen by student representatives. Conclusion: The information about learning opportunities produced by Southampton Solent University for its intended audiences is fit for purpose, accessible and trustworthy. However, the review team recommends that the University should, for the academic session 2013-14, ensure that external examiners' annual reports are consistently and systematically made available, in full, to student representatives.

Evidence 10 SED 5.2 and 5.5; Ev 502 (Management of Information Policy); Ev 811 (Checking collaborative information to students - examples of memoranda of agreement); Meeting 3 -

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Institutional Oversight: review visit; Management Board Information and Communication Committee (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/management-board-mb/management-board-mb.aspx); Information and Communication Committee (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/information-communication-committee-icc/information-communication-committee-icc.aspx). 11 SED 5.7 and 5.12; www.solent.ac.uk/student-life/students/postgraduate/postgrad-study.aspx; Ev 504 (www.solent.ac.uk/prospectus/undergraduate-entry-2013.aspx); Bournemouth and Poole College (BPC) website (www.thecollege.co.uk/courses/hnc-built-environment); Meeting 4 - Student and Staff Support: review visit; Ev 505 (www.solent.ac.uk/courses/undergraduate/course_related_info/how-to-apply.aspx); Ev 506 (www.solent.ac.uk/courses/undergraduate/course_related_info/financial-matters.aspx); www.solent.ac.uk/student-life/fees/what-are-my-tuition-fees.aspx. 12 SWS 4.4; Ev 873 (additional fees information -www.solent.ac.uk/courses/undergraduate/sport-coaching_bsc/course_details.aspx); www.solent.ac.uk/courses/undergraduate/fine_art_ba/course_details.aspx; Meeting with Employers: review visit; Meeting 1 - UG and PGT Student Meeting: review visit; Ev 442 (http://hellouni.solent.ac.uk); Ev 873 (www.solent.ac.uk/courses/2014/undergraduate/fashion-graphics-ba/course-details.aspx; www.solent.ac.uk/courses/2014/undergraduate/product-design-ba/course-details.aspx; www.solent.ac.uk/courses/2014/undergraduate/maritime-business-bsc/course-details.aspx; www.solent.ac.uk/courses/2014/undergraduate/network-security-management-bsc/course-details.aspx). 13 Ev 510 (International Student Guidance p 12); Ev 511 (New overseas student pre-arrival pack information Jan 2013). 14 SED 5.4, 5.13 and 5.14; SWS 4.3; Ev 338 (http://portal.solent.ac.uk/support/policies-and-procedures/student-handbook/student-handbook.aspx); Ev 301 http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook.aspx; Ev 512 http://portal.solent.ac.uk/support/policies-and-procedures/student-handbook/resources/student-survival-guide.pdf; Ev 477 http://mycourse.solent.ac.uk/my; Meeting 1 - UG and PGT Students. 15 SED 5.15 and 4.99; Ev 308 (Academic Handbook 2G Collaborative provision, paragraph 99); Meeting 4 - Student and Staff Support: review visit; Ev 301

(http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/academic-handbook.aspx); Academic Board (AB) and ASDC minutes and papers on portal - AB papers 21 Mar, 11 Jul, 28 Nov 2012 accessed from http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/academic-board-committee-ab/academic-board-committee-ab.aspx. 16 ASDC papers 4 Jul, 7 Nov 2012, 23 Jan, 24 Apr 2013 accessed from http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/academic-standards-development-committee-asdc/academic-standards-development-committee-asdc.aspx.

17 University website including course pages; Unistats: Ev 501 (Public Information Statement).

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18 SED 5.19; Student Meeting: first team visit; Meeting 1 - UG and PGT Students: review visit; Meeting 3 - Institutional Oversight: review visit; Ev 877 (Sharing and consideration of external examiner reports with student representatives - provided during review visit); Ev 323 (Process for Viewing External Examiner Details and Requesting External Examiner Reports). Judgement on information about learning opportunities - overall: meets UK expectations.

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Judgement on enhancement of learning opportunities

Expectation: Deliberate steps are being taken at institutional level to improve the quality of students' learning opportunities.

Findings 1 The University takes a strategic approach to enhancing the quality of students' learning opportunities. 2 Enhancement initiatives are well integrated within mainstream activities of the University and are having widespread beneficial effects on both students and staff. 3 Enhancement initiatives in respect of employability, undertaken by the University, have had a demonstrable impact on the quality of student learning opportunities. Opportunities to experience 'real-world' learning are embedded within the undergraduate curriculum. 4 Real-world learning also enriches the wider, extra-curricular student experience. 5 Employers whom the review team met confirmed that they have a positive perception of the University, that it has developed a reputation for being responsive to their needs, and that students arrived well prepared for work.

6 Other evidence of enhancement was found. Conclusion: Southampton Solent University is taking deliberate steps to improve the quality of student learning opportunities. Two features of good practice were identified: the transformational impact of the strategic development programme, which has enhanced student learning opportunities and engendered a more outward-looking and proactive attitude across the University; and the strategic and innovative approach to employability which includes extensive use of real-world learning and has a demonstrable impact on the student experience and the University's external profile.

Expectation: met Risk: low

Evidence 7 SED 6.2; Ev 606 (Strategic Development Programme Portal site http://portal.solent.ac.uk/strategy/whats-happening/introduction.aspx); Meeting - Senior Layer: first team visit; Meeting 3 - Institutional Oversight; review visit; Meeting 4 - Student and Staff Support: review visit; Meeting 5 - Distinctiveness and Employability: review visit. 8 VC Meeting: first team visit; Senior Layer Meeting: first team visit; Meeting 2 - PGR Students: review visit; Meeting 5 - Distinctiveness and Employability: review visit; Ev 819 (Strategic Development Programme (SDP) final evaluation, Lancaster University p 25); Minutes of the meeting of the Information and Communication Committee held on 04-10-12 12/53(i) (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/information-communication-committee-icc/information-communication-committee-icc.aspx); Minutes of Management Board 12-06-12 12/54(ix) (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/management-board-mb/management-board-mb.aspx); Minutes (throughout) from Teaching and Learning Sub-Committee on portal

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(http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/academic/teaching-learning-sub-committee-tlsc/teaching-learning-sub-committee-tlsc.aspx); Ev 610 (Extract from REC 28-02-12 minutes 12-11); Ev 368 (Paper 11-ASDC-31 Academic Audit on Assessment - Innovation and Constraints); Ev 325 (Paper 12-ASDC-37 External Examiner Reports 2010-11 Qualitative Analysis of Good Practice); Ev 404 (Paper 12-TLSC-09A Report on Solent Teaching and Learning Community Conference); Southampton Solent University (SSU) Employability and Enterprise Awards 2012-13 - provided during review visit; 'STAR' awards information - provided during review visit; Ev 905 (www.solentsu.co.uk/news/361003/news_star_awards_26022013). 9 Ev 606 (Strategic Development Programme Portal site http://portal.solent.ac.uk/strategy/whats-happening/introduction.aspx); Ev 608 (http://portal.solent.ac.uk/careers/careers.aspx); Ev 301 (Academic Framework non-credit-bearing provision); Ev 302 (Academic Handbook 3BB Terms of Reference - Employability and Enterprise Committee (EEC)); Meeting 5 - Distinctiveness and Employability: review visit; EEC committee minutes and papers on portal (http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/committees/management/employability-and-enterprise-ee/employability-and-enterprise-ee.aspx); SSU Employability and Enterprise Awards 2012-13 - provided during visit; Latest DLHE figures provided during visit; SED 3.35; Ev 356 (http://portal.solent.ac.uk/teaching-and-learning/employability-in-the-curriculum/essential-documents.aspx; http://portal.solent.ac.uk/support/policies-and-procedures/official-documents/academic-handbook/academic-handbook.aspx Section 2b paragraph 148). 10 SED 4.116 and 7.3; SWS 3.5; Ev 928 (http://portal.solent.ac.uk/campus/solent-facilities/solent-creatives.aspx); VC Meeting: first team visit; Meeting 5 - Distinctiveness and Employability: review visit; Student Meeting: first team visit and Meeting 1 - UG and PGT Students: review visit; Meeting with Employers: review visit; www.solent.ac.uk/sport/about-us/who-we-are.aspx; www.solent.ac.uk/sport/sports-development/schools-and-colleges.aspx; www.solent.ac.uk/sport/sports-development/volunteering.aspx; Centre for Student Involvement update at http://portal.solent.ac.uk/teaching-and-learning/institutional-review/resources/additional-evidence/817-centre-for-student-involvement.pdf; http://portal.solent.ac.uk/news/top-stories/issue-075/tal-funding.aspx; Ev 702 (Extract from TLSC 2011-12: Student peer-to-peer placement scheme, minutes 12-61 and 12-62); Ev 823 (Information on Implementation of the Graduate Associate Scheme, Graduate Development Scheme and Business Graduate Scheme). 11 Meeting with Employers: review visit. 12 SED 4.116(i) and SED 4.79; Ev 489 ('On Track' summary); Ev 302 (Supporting International Students Working Group Terms of Reference); Ev 457 (Paper 12-SESC-08 Supporting International Students Working Group Annual Report 2011-12); Ev 425 (Student survey link http://portal.solent.ac.uk/support/policies-and-procedures/student-survey- results/student-survey-results.aspx); http://portal.solent.ac.uk/campaigns/you-said-we-listened/you-said-we-listened.aspx; Ev 605 (Addressing the NSS); Ev 812 (Evidence of action on employment arising from DLHE). Judgement on enhancement of learning opportunities - overall: meets UK expectations.

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Commentary on theme B: Student Involvement in Quality Assurance and Enhancement

Innovations in student involvement in quality assurance and enhancement Findings Students are represented at all levels of the University, from programme committees through to the Management Board and the University's Board of Governors. Evidence SED 7.1; VC Meeting and Student Meeting: first team visit; Ev 810 (Academic Audit Report 2013); Meeting 4 - Student and Staff Support: review visit; Ev 845 (Evidence of actions taken in response to Solent Unit Evaluation (SUE) - provides three examples of student-prepared papers (12/TLSC/22: Assessment and Feedback, 12/TLSC/28: Student Teaching and Recognition at Solent, 13/AB/03: Institutional Review Student Written Submission)); Ev 705 (STAR Awards); Meeting 1 - UG and PGT Students: review visit; Meeting 2 - PGR Students: review visit; Meeting 4 - Staff and Student Support: review visit; Ev 864 (Employability and Enterprise Awards 2012-13 paper); Ev 701 (www.solentsu.co.uk/content/873553/the_centre).

Staff experience of/participation in student involvement in quality Findings There is clear evidence of partnership working between staff, students, Students' Union officers and senior managers of the University.

Evidence Ev 324 (Academic Handbook 4E); Ev 361 (Academic Handbook 2E); Ev 850 (List of documentation required for PAR); Ev 851 (PAR examples); Ev 847 (FBSE APM); Ev 848 (FCIS APM); Ev 849 (MarTec APM); Student Meeting: first team visit; Ev 856 (Update on course representatives for Institutional Review); Ev 839 (Minutes of staff/student liaison committee); VC Meeting: first team visit; Meetings 1 and 2 - UG /PGT and PGR Students: review visit; Meeting 4 - Staff and Student Support: review visit; Ev 424 www.qaa.ac.uk/publications/informationandguidance/documents/understanding-barriers-to-se.pdf; Ev 810 (Academic Audit Report 2013).

Acting on student contributions and 'closing the feedback loop' Findings The University acts on student feedback and is taking initiatives to improve response rates to student surveys. Evidence Ev 854 (Evidence of actions taken in response to SUE); Meeting 5 - Distinctiveness and Employability: review visit; Meeting 4 - Student and Staff Support: review visit; Meeting 1 - UG and PGT students: review visit; SED 7.12; Student Meeting: first team visit; VC Meeting: first team visit; 'You Said, We Listened' leaflets/bookmarks.

RG 1186 08/13a The Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB Tel 01452 557000 Fax 01452 557070 Email enquiries@qaa.ac.uk Web www.qaa.ac.uk © The Quality Assurance Agency for Higher Education 2013 ISBN 978 1 4979 895 2 All QAA's publications are available on our website www.qaa.ac.uk. Registered charity numbers 1062746 and SC037786