Part B(2), Appendix 3
Guidance for Producing the Reflective Analysis Document
OVERVIEW OF THE REFLECTIVE ANALYSIS DOCUMENT
In advance of the Review event, the discipline team will produce a Reflective Analysis (RA) document, which:
Ø should be written following a review and evaluation of current practice (including all levels, locations and modes of study[1]), identifying strengths and weakness, and future plans and development.
Ø should be written as a formal report in the third person, past tense;
Ø should be structured under three main headings: student experience; programme quality and academic standards; quality enhancement. Each heading should provide factual information followed by an evaluation. Factual information should be kept brief, with greater emphasis on the evaluation. The detail under these headings will inform discussions during the review meetings; however, if a specific area is well-described and evaluated, the review team may decide that further discussion is unnecessary. Additional sub-headings under each of these main headings may be added as appropriate.
Ø should include a brief 'Introduction' explaining the process for producing and approving the document.
Ø may include a 'Student Overview' section; the School Officer should be given the opportunity to make the decision as to whether to include one or not.
Ø may make reference to other documentation (ie, a brief introduction followed by cross-referencing may reduce the size of the RA);
STRUCTURE OF THE REFLECTIVE ANALYSIS DOCUMENT
As mentioned above, the RA should follow a basic structure, with the flexibility of inserting additional sub-headings as required. Guidance for populating each of the standard sections is provided as follows:
1. Introduction
A short introduction, approximately half an A4 page should be included, outlining the process undertaken for producing and approving the RA. It is expected that production of the RA will be inclusive of staff within the discipline being reviewed and that the document will be approved through School Committees.
2. Student Experience
Information within this section will mainly be discussed during the first meetings with students; follow-up discussions may take place during consequent meetings with staff.
This section must include consideration of all students studying at all levels, all locations, and all modes of delivery (including IDL, ALP, industrial and exchange students). Information might include, for example:
a) Student Feedback
i. An outline of the methods used for collecting student feedback;
ii. comments on any findings, and particularly upon the use of the VLE (student comments should be included as an appendix);
iii. a reflection of the effectiveness of the processes (in terms of improving programmes and the student learning experience).
iv. In addition to students, feedback may also be sought from graduates, employers, PSRBs, etc.
b) Student representation and engagement in professional partnership and development.
c) Student Learning Experience (such as mentoring, induction, enrolment, employability, work experience, IT, infrastructure).
3. Programme Quality and Academic Standards
Information within this section will mainly be discussed during meetings with academic staff.
Within this section the School should outline and reflect upon the effectiveness of its methods for assuring quality and academic standards, particularly in an environment of multiple modes and locations of delivery. Information should include:
a) Academic standards (including progression and achievement, monitoring of new staff, External Examiners, assurance across multiple modes and locations, working with academic partners). Reference should also be made to the School's annual monitoring and review mechanisms (the previous three years' reports will be provided to the review team).
b) Currency of the syllabus including development of skills, use of research as a learning style, internationalisation, preparation for employment, comparison with other subjects and institutions.
c) Use of the QAA Quality Code and University Codes of Practices, professional expectations, industry trends and other reference points.
d) Teaching quality (including current issues and actions).
4. Quality enhancement
Information within this section will mainly be discussed with senior staff led by the Director of Learning & Teaching, although some discussion may take place during other meetings. Information within this section may fall into three categories as suggested below:
a) A review and analysis of statistics and other performance indicators over recent years, eg entry scores, retention or completion, student satisfaction and graduate destinations.
b) Activities and plans in support of international business development.
c) Engagement with and reflection upon activities relating to the implementation of the objectives of the University's Learning & Teaching Strategy: enhancing student learning; reshaping the learning environment; developing staff; growing and diversifying the student population. Reference should be made to the School's Learning & Teaching Strategy and Enhancement Plan.
[1] Including distance learning and external partnerships; although operational matters need not be included as these are reviewed through the Internal Audit process.