{"text_format":"1","workbook":"xlsx","n_sheets":7,"sheets":[" Version history","User Guide","> TOPICS <","> FILTER <","> SEARCH <","> SUMMARY <","Workings"],"not_rendered":{"charts":0,"images":12,"macros":1,"external_links":0,"defined_names":111,"comments":0,"pivot_tables":1},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

{"sheet":" Version history","index":0,"n_rows":67,"n_cols":29,"rows_kept":67,"cut":false,"hidden":true,"merged":[[0,22,0,25]]}
[null,null,null,"Napier","Q Margaret","Dundee","Royal Conservatoire","Rural College","Aberdeen","Glasgow","Strathclyde","UWS","Caledonian","H-W","St Andrews","GSA","RGU","UHI","Stirling","Edin","Abertay",null,"Things to be done for the final version:"]
["3_1","2021-02-22","includes some test data. Allows <= 10,000 entries, but is v slow to type into search boxes",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"R = # rows in FILTER = 2560"]
["3_1_1","2021-02-24","Allows <= 1000 results, satisfactorily fast",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,1,"In WORKINGS, copy rows down to R",null,null,null,null,"✔"]
["3_1_2","2021-02-24","enables graceful error message on attempt to refresh pivot table when search result is empty",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,2,"In SEARCH, copy rows down to R",null,null,null,null,"✔"]
["4a","2021-03-01","tidied up validation lists and inserted coding structure",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,3,"In FILTER, paste col B onto itself by value",null,null,null,null,"✔"]
["4b","2021-03-01","not used",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,4,"In Filter, delete col H",null,null,null,null,"✔"]
["4c","2021-03-01","adding real text",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,5,"In Filter, delete col I",null,null,null,null,"✔"]
["4d","2021-03-01","corrected error in selection_workings",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,6,"In FILTER, set Col G width to 102",null,null,null,null,"✔"]
["4e","2021-03-01","separate sheet for selection_workings, to enable easier editing of data sheet",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,7,"Set calculation to Manual",null,null,null,null,"✔"]
["4f","2021-03-03","inserting Napier text",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,8,"Hide WORKINGS"]
["4g","2021-03-03","Debugged",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,9,"Identify and delete any reduncant macros",null,null,null,null,"✔"]
[5,"2021-03-03","Debugged. Napier text complete, part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,10,"Remove redundant items in TOPICS",null,null,null,null,"✔"]
["5a","2021-03-04","Napier coded; started QMU, part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,11,"Lock all tabs"]
["5b","2021-03-05","QMU Coded"]
["5c","2021-03-05","Convert Table68 to Range to allow filtering on Data tab. QMU and ENU complete. Dundee part coded",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"CTL-Shift-k","to duplicate a row"]
["5c","2021-03-10","Dundee complete"]
["5d","2021-03-12","Added ELIR topic and subtopics, and removed NotYetCoded. Debugged incorrect search results."]
["6a","2021-03-17","Added formula in Data!I for removing tabs in data imported from Word.\nRCS part done."]
["6b","2021-03-18","Appeals+Complaints added. \nStudent Development added.\nAdded Themes to Enhancement.\nAdded Externality to Quality_Processes\nNB need to revisit reports already coded (Napier, QMU, Dundee, RCS (part))"]
["6c","2021-03-26","RCS Complete.\nRevisited to add these throughout:\nAppeals+Complaints  \nStudent Development\nAdded Themes to Enhancement.\nAdded Externality to Quality_Processes"]
[7,"2021-03-26","Ready to start on Rural College"]
["7b","2021-03-30","Rural College complete"]
["7c","2021-03-30","Aberdeen started"]
["7d","2021-03-31","Aberdeen complete.\nPivot table added in new Summary tab, to prevent problems with row heights in the Dashboard.\nUser Guide written."]
["7e","2021-04-01","Experimented with non-automatic calculation: \nWorks well if macros to recalculate SelectionWorkings followed by Dashboard for each search\nStarted on Glasgow"]
["7f","2021-04-01","As 7e. Slow to add/remove rows in Data. "]
[8,"2021-04-07","As 7e, but deleted all but first 20 rows in Workings, speeds up add/remove rows. \nReturn to 7f if issues re data appear.\n**** Eventually restore #Workings rows >= # Filter rows ****\nGlasgow complete"]
["8b","2021-04-08","Started Strathclyde"]
[9,"2021-04-12","Strathclyde complete.\nSearch and summary now with improved macros.\nNB has 1500 rows, of which already over 1400 in use, so need to expand for next institution."]
["9a","2021-04-19","UWS complete"]
[10,"2021-04-21","As 9a but with shiny buttons"]
["10a","2021-04-26","Caledonian"]
["10b","2021-04-30","H-W"]
["10c","2021-05-04","StA, GSA"]
[11,"2021-05-05","COMPLETE with partial completion of final things to be done. Ready for use on further reports."]
[12,"2021-05-05","COMPLETE for 13 reports"]
[]
[22,"2022-03-30","RGU"]
[22,"2022-04-01","UHI"]
[23,"2022-04-05","Stirling"]
[23,"2022-04-05","Edinburgh"]
[24,"2022-04-07","Abertay "]
[25,"2022-04-13","Finalised"]
[]
[27,"2022-04-26","Finalised User Guide, with links to reports. Also corrected missing Recs for HWU."]
[]
[]
[null,"2023-02-22","START OF VERSION FOR QESR REPORTS"]
["01","2023-02-22","Uploaded QMU report    ^13([0-9]@) to search for para+number. Need to alter Workings to get correct columns to appear in Search"]
["02","2023-02-22","Institution code in column B, using col M. NB S+R to change tab to space after para no."]
["03 ","2023-02-22","Dead end, abandoned"]
["04","2023-02-23","Search now working with added subtopic columns. NB col headings in Workings are incorrect, and some cols are omitted, but the Search function works despite this.\nRCS added"]
["05","2023-02-27","As 04 but deleted 'Sheet 1' with apparently redundant copy of 'All Data'. \nSEARCH is working (at least for the first search term) but SUMMARY is not"]
["06","2023-03-31","SUMMARY working (changed col O in WORKINGS)"]
["07","2023-07-10","Added macro Ctrl-M to merge cells in the same column, needed if there is a line-break in pasted text."]
["08","2023-07-16","QMU, RCS, GLA inserted into FILTER; REFERENCE column added"]
["09",null,"Not used"]
[10,"2023-07-17","copied formulae for WORKINGS and for SEARCH down to 1000\nSUMMARY and SEARCH all OK\nReady for input of last 4 cases"]
[11,"2023-07-17","Corrected pasting error in WORKINGS, and started input of last 4"]
[12,"2023-07-19","Simplified calculation of Reference in FILTER.\nCompleted ABD, DUN, STR, UWS input"]
[13,"2023-07-19","Checked calculations and data lists\nFILTER Cols A-H copied down to row 5000\nWORKINGS and SEARCH copied to row 1500 (FILTER has 1463 populated rows)\nSuppressed zeros in SEARCH"]
[14,"2023-07-20","Expanded pivot table in SUMMARY\nEdited the User Guide and updated headings on all tabs."]
[15,"2023-07-21"]
[16,"2023-07-24","Added links to QESR reports"]
[17,"2023-07-24","As 16, but locked"]
[18,"2023-07-31","As 16 but corrected a bug (redined AllData range, and corrected cell references in WORKINGS A2:G2)"]
[19,"2024-10-30","Added all text from remaining 11 QESR reports. Worked through reports one at a time and added each paragraph as a separate entry. Due to time pressure, at this time, each piece of text appears once and is therefore coded only to one (primary) topic. This will mean that not all relevant text appears in Filter results, but all text will show up in Search. For the most part, affected text is lists (for example, lists of external reference points such as SCQF, Subject Benchmark Statements etc. will only be coded to SCQF). Additional codes for lines 1464-2038 can be added at a future date if time allows. Tested functionality, hid appropriate worksheets and locked."]

{"sheet":"User Guide","index":1,"n_rows":59,"n_cols":3,"rows_kept":59,"cut":false,"hidden":false,"merged":[[21,1,21,2],[23,1,23,2],[1,1,1,2],[25,1,25,2],[26,1,26,2],[38,1,38,2],[27,1,27,2],[29,1,29,2],[30,1,30,2],[31,1,31,2],[28,1,28,2],[32,1,32,2],[33,1,33,2],[34,1,34,2],[35,1,35,2],[36,1,36,2],[37,1,37,2],[49,1,49,2],[40,1,40,2],[41,1,41,2],[42,1,42,2],[43,1,43,2],[44,1,44,2],[45,1,45,2],[46,1,46,2],[47,1,47,2],[48,1,48,2],[57,1,57,2],[58,1,58,2],[50,1,50,2],[51,1,51,2],[53,1,53,2],[54,1,54,2],[55,1,55,2],[56,1,56,2]]}
[]
[null,"This knowledge base allows the user to access and interrogate the contents of all reports published as a result of the Quality Enhancement and Standards Review (QESR) process during the academic sessions 2022-23 and 2023-24. \n\nA list of all institutions reviewed can be found below, along with links to the QESR Report for each review."]
[null,"Abertay University","QESR Report"]
[null,"Edinburgh Napier University","QESR Report"]
[null,"Glasgow Caledonian University","QESR Report"]
[null,"Glasgow School of Art","QESR Report"]
[null,"Heriot-Watt University","QESR Report"]
[null,"Queen Margaret University","QESR Report"]
[null,"Robert Gordon University","QESR Report"]
[null,"Royal Conservatoire of Scotland","QESR Report"]
[null,"Scotland’s Rural College","QESR Report"]
[null,"University of Aberdeen","QESR Report"]
[null,"University of Dundee","QESR Report"]
[null,"University of Edinburgh","QESR Report"]
[null,"University of Glasgow","QESR Report"]
[null,"University of St Andrews","QESR Report"]
[null,"University of Stirling","QESR Report"]
[null,"University of Strathclyde","QESR Report"]
[null,"University of the Highlands and Islands","QESR Report"]
[null,"University of the West of Scotland","QESR Report"]
[]
[null,"The text of each report has been analysed into ‘topics’ and ‘subtopics’. In some cases, text has been classified using more than one combination of topic and subtopic.\nThe topics and subtopics used are visible in the ‘Topics’ tab at the bottom of the screen."]
[]
[null,"You may use the knowledge base in any one of  three ways: by filtering, by searching or by using the summary table."]
[]
[null,"Filtering"]
[null,"Useful particularly for identifying all text which has been classified under a given topic, or a given combination of topic and subtopic."]
[null,"Use the > FILTER < tab (at the bottom of the screen), containing all the text of each report and classification into topics. Each row refers to one paragraph from one of the reports."]
[]
[null,"The columns in the > FILTER < tab are as follows:"]
[null,"Reference: a code identifying the institution and a reference number for this piece of text. Thus for instance “QMU_44” signifies text from the report for Queen Margaret University."]
[null,"Type: is blank except when the paragraph describes a feature of Good Practice or a Recommendation."]
[null,"Topic: identifies the Topic to which this paragraph has been classified."]
[null,"Subtopic: identifies the Subtopic(s) to which this paragraph has been classified."]
[null,"Institution is the full name of the institution from whose report this paragraph comes."]
[null,"Text is the text which has been classified under the topic and subtopic(s) concerned."]
[]
[null,"To filter the data in this tab:"]
[null,"In Row 1 of the spreadsheet, use the drop-down menus in each column to select the entries you may wish to find. You may set filters on one or more columns. You may for instance find it useful to filter by Topic and also by Subtopic."]
[]
[null,"Searching"]
[null,"Useful for searching for particular words or phrases in any report, regardless of the topic to which they have been classified."]
[null,"Use the > SEARCH < tab, and enter your desired search term into the “First Search Term” box."]
[null,"You may if you wish also enter a second search term, or you may leave the box for the second search term box empty."]
[null,"The results of your search show all instances of text from any of the reports which contains your search term(s), along with the institution concerned and the topic and subtopic to which it has been classified."]
[]
[null,"Use buttons as follows: "]
[null,"             To carry out your search"]
[null,"             To clear your search"]
[null,"             To wrap the text of your search results into the width of one column."]
[null,"             To unwrap the text of your search results"]
[null,"You may also use the drop-down menus (in row 7 at the top of your search results) to filter your results by institution, topic, sub-topic or type."]
[]
[null,"Summary Table"]
[null,"Useful for a statistical summary of the results of a Search."]
[]
[null,"After the results of a Search have appeared in the > SEARCH < tab, move to the > SUMMARY < tab."]
[null,"You will see a summary of the results of your search, giving a breakdown of the number of instances of the search terms by Topic, Subtopic and Institution."]
[null,"You may additionally use the filters in row 3 to select particular sets of entries."]

{"sheet":"> TOPICS <","index":2,"n_rows":88,"n_cols":20,"rows_kept":88,"cut":false,"hidden":true,"merged":[]}
["Heading",null,null,null,null,null,null,null,null,null,null,null,null,"Institution","Column1","Type"]
["Findings",null,null,null,null,null,null,null,null,null,null,null,null,"Abertay_University","ATU","Good_Practice"]
["Instutution_Approach_to_QE",null,null,null,null,null,null,null,null,null,null,null,null,"University_of_Aberdeen","ABD","Recommendation"]
["Academic_Standards_and_Quality_Processes",null,null,null,null,null,null,null,null,null,null,null,null,"University_of_Dundee","DUN","-"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"University_of_Edinburgh","EDI"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"Edinburgh_Napier_University","NAP"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"University_of_Glasgow","GLA"]
["Findings",null,"Instutution_Approach_to_QE",null,null,null,"Academic_Standards_and_Quality_Processes",null,null,null,"Follow-up_Actions",null,null,"Glasgow_Caledonian_University","CAL"]
["Good_Practice",null,"Strategic_approach_to_Enhancement",null,null,null,"Key_features_of_the_institutional_approach",null,null,null,"Omit?",null,null,"Glasgow_School_of_Art","GSA"]
["Recommendations_for_Action",null,"Student_partnership",null,null,null,"Use_of_external_reference_points",null,null,null,null,null,null,"Heriot-Watt_University","HWU"]
[null,null,"Action_taken_since_ELIR4",null,null,null,"Use_of_data",null,null,null,null,null,null,"University_of_the_Highlands_and_Islands","UHI"]
[null,null,"Sector_Enhancement_topic",null,null,null,null,null,null,null,null,null,null,"Queen_Margaret_University","QMU"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"Robert_Gordon_University","RGU",null,null,null,null,{"$f":"VLOOKUP(S13, Table32[],2,FALSE)","v":{"$error":"#N/A"}}]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"Royal_Conservatoire_of_Scotland","RCS"]
[null,null,"Strategic_approach_to_Enhancement",null,"Promoting_enhancement",null,"Key_features_of_the_institutional_approach",null,null,null,null,null,null,"Scotland's_Rural_College","SRC"]
[null,null,"Links_to_internal_strategies",null,"Engagement_with_Enhancement_Themes",null,"Institution-Led_Review",null,null,null,null,null,null,"University_of_St_Andrews","STA"]
[null,null,"Links_to_other_strategies",null,null,null,"Annual_monitoring",null,null,null,null,null,null,"University_of_Stirling","STI"]
[null,null,"Promoting_enhancement",null,null,null,"Monitoring_and_review_of_professional_services",null,null,null,null,null,null,"University_of_Strathclyde","STR"]
[null,null,null,null,null,null,"Monitoring_and_review_of_distance_learning",null,null,null,null,null,null,"University_of_the_West_of_Scotland","UWS"]
[null,null,null,null,null,null,"Monitoring_and_review_of_collaborative_programmes"]
[null,null,"Student_partnership",null,null,null,"Monitoring_and_review_of_other_credit_bearing_provision"]
[null,null,"Student_partnership_arrangements_and/or_agreements"]
[null,null,"Responding_to_student_voice"]
[]
[]
[null,null,"Action_taken_since_ELIR4",null,null,null,"Use_of_external_reference_points"]
[null,null,"Admissions_and_WP",null,"Admissions_and_WP",null,"Scottish_Credit_and_Qualifications_Framework"]
[null,null,"Appeals_and_Complaints",null,"Admissions_criteria",null,"QAA_Subject_Benchmark_Statements"]
[null,null,"Assessment",null,"Admissions_appeals",null,"The_UK_Quality_Code"]
[null,null,"Collaborative_Partnerships",null,"Recognition_of_Prior_Learning_(RPL)",null,"European_Qualifications_Framework"]
[null,null,"Equality_diversity_and_inclusion",null,"Staff_training_on_admissions",null,"European_Standards_and_Guidance"]
[null,null,"Strategy_ policy-setting_and_communication",null,"Widening_participation",null,"Bologna"]
[null,null,"Learning_resources",null,null,null,"International_benchmarks"]
[null,null,"Postgraduate_research",null,"Appeals_and_Complaints",null,"Validation_processes"]
[null,null,"Staff_support",null,"Policies",null,"External_examiners"]
[null,null,"Student_development",null,"Practice",null,"PSRB_requirements"]
[null,null,"Student_support",null,"Regulations",null,"Employers"]
[null,null,"Teaching_and_learning"]
[null,null,null,null,"Assessment"]
[null,null,"Sector_Enhancement_topic",null,"Assessment_regulations",null,"Use_of_data",null,"student_population"]
[null,null,"The_future_of_learning_and_teaching",null,"Assessment_practice",null,"student_population",null,"Widening_participation"]
[null,null,null,null,"Assessment_moderation",null,"retention_and_progression",null,"International"]
[null,null,null,null,"Examination_boards",null,"degree_outcomes",null,"Study_mode"]
[null,null,null,null,"Feedback_on_assessment",null,"complaints_and_appeals",null,"Protected_characteristics_(EDI)"]
[null,null,null,null,null,null,"student_disciplinary_cases"]
[null,null,null,null,"Collaborative_Partnerships",null,"annual_monitoring"]
[null,null,null,null,"Oversight_of_collaborative_partnerships",null,"Institution-Led_Review_(ILR)"]
[null,null,null,null,"Student_numbers_on_collaborative_partnerships",null,"external_examiner_feedback"]
[null,null,null,null,"Student_experience_on_collaborative_partnerships",null,"student_feedback"]
[null,null,null,null,"Staff_support_in_relation_to_collaborative_partnerships"]
[null,null,null,null,"International_collaborative_partnerships"]
[]
[null,null,null,null,"Equality_diversity_and_inclusion"]
[null,null,null,null,"EDI_policy"]
[null,null,null,null,"EDI_ practice"]
[]
[null,null,null,null,"Learning_resources"]
[null,null,null,null,"Strategy_relating_to_learning_resources"]
[null,null,null,null,"Library_resources"]
[null,null,null,null,"IT_resources"]
[null,null,null,null,"Study_space"]
[]
[null,null,null,null,"Postgraduate_research"]
[null,null,null,null,"PGR_student_support"]
[null,null,null,null,"PGR_student_experience"]
[null,null,null,null,"PGR_student_representation"]
[null,null,null,null,"PGR_student_monitoring"]
[]
[null,null,null,null,"Staff_support"]
[null,null,null,null,"Staff_support_policy"]
[null,null,null,null,"Professional_development_opportunities_for_staff"]
[]
[null,null,null,null,"Student_development"]
[null,null,null,null,"Academic_skills_development"]
[null,null,null,null,"Professional_development_opportunities_for_students"]
[null,null,null,null,"Graduate_attributes"]
[]
[null,null,null,null,"Student_support"]
[null,null,null,null,"Student_support_at_induction/orientation"]
[null,null,null,null,"Student_support_on_progression"]
[null,null,null,null,"Student_academic_support"]
[null,null,null,null,"Student_welfare_support"]
[]
[null,null,null,null,"Teaching_and_learning"]
[null,null,null,null,"Teaching_and_learning_strategy"]
[null,null,null,null,"Curriculum"]
[null,null,null,null,"Distance_learning"]
[null,null,null,null,"Employability"]

{"sheet":"> FILTER <","index":3,"n_rows":5000,"n_cols":9,"rows_kept":5000,"cut":false,"hidden":false,"merged":[]}
[]
["Item","Reference","Type","Topic","Subtopic","Subtopic 2","Subtopic 3","Institution","Text"]
[1,"QMU_1","Recommendation","Findings","Recommendations_for_Action",null,null,"Queen_Margaret_University","Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."]
[2,"QMU_2","Recommendation","Findings","Recommendations_for_Action",null,null,"Queen_Margaret_University","Student engagement in surveys - drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."]
[3,"QMU_3","Recommendation","Findings","Recommendations_for_Action",null,null,"Queen_Margaret_University","The team recommends that drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."]
[4,"QMU_4","Recommendation","Findings","Recommendations_for_Action",null,null,"Queen_Margaret_University","Assessment feedback - in building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments."]
[5,"QMU_5","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","Student-centred approach to developing and implementing strategy - the University has continued to cultivate a student-centred approach to strategy development and implementation, as particularly demonstrated by its overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan, provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work."]
[6,"QMU_6","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","Embedded Student Partnership - the University has developed a strong and active collaborative partnership with students, achieved through the implementation of the Student Partnership Agreement which is co-created and actions prioritised collaboratively. There is an embedded co-creation approach to partnership - for example, institutional change is consistently managed through staff and studentinformed engagement including the developing approach to blended learning and evaluation of the student representative system. The strength of the partnership is valued by staff and students at all levels of the institution."]
[7,"QMU_7","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","Focus on professional learning - the extensive focus on professional learning within programmes, and at university level, is exemplified in the University's Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework and the Review of Graduate Attributes."]
[8,"QMU_8","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."]
[9,"QMU_9","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of  'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)"]
[10,"QMU_10","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."]
[11,"QMU_11","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."]
[12,"QMU_12","Good_Practice","Findings","Good_Practice",null,null,"Queen_Margaret_University","The University has a variety of approaches to sharing good practice, including  through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."]
[13,"QMU_13","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[14,"QMU_14","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make use of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."]
[15,"QMU_15","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[16,"QMU_16","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Queen_Margaret_University","The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code)"]
[17,"QMU_17","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."]
[18,"QMU_18","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Queen_Margaret_University","The QESR team found that the University makes effective use of external reference \npoints in the development of its policies and procedures in order to meet and maintain academic standards. The institution has a clear and detailed mapping of its policies and procedures to the Quality Code. While the mapping is not updated on a fixed timescale, updates to policies and procedures are checked against the Quality Code to ensure continued compliance, and remapping exercises are undertaken when the Quality Code is refreshed."]
[19,"QMU_19","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make use of external reference points including the Quality Code."]
[20,"QMU_20","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."]
[21,"QMU_21","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."]
[22,"QMU_22","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer."]
[23,"QMU_23","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs. ILR reports reviewed by the QESR team demonstrated a robust, assurance-focused process, resulting in clear recommendations and conditions of validation or revalidation."]
[24,"QMU_24","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","The University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which supports enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review"]
[25,"QMU_25","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."]
[26,"QMU_26","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"Queen_Margaret_University","The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."]
[27,"QMU_27","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."]
[28,"QMU_28","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports"]
[29,"QMU_29","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."]
[30,"QMU_30","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","It was evident to the QESR team, from annual and periodic review reports, external examiner reports and student surveys, as well as from discussions with students and staff, that the university-wide developments in digital/blended learning have had largely a positive impact on the student experience"]
[31,"QMU_31","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","During the COVID-19 pandemic, the University adjusted its regulations and procedures to enable learning and teaching to continue while maintaining quality and standards. From the evidence of external examiner reports, the review team considered this had been done appropriately and effectively"]
[32,"QMU_32","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans"]
[33,"QMU_33","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"]
[34,"QMU_34","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."]
[35,"QMU_35","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[36,"QMU_36","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","A collation of all external examiner reports is used to identify good practice and issues for consideration at an institutional level."]
[37,"QMU_37","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review."]
[38,"QMU_38","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The QESR team learned from meeting with staff how external examiner reports are effective in helping to inform changes for improving the student experience"]
[39,"QMU_39","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."]
[40,"QMU_40","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Queen_Margaret_University","SEC considers an analysis of external examiner reports identifying common themes and actions to be taken to enhance the learning and teaching experience"]
[41,"QMU_41","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Queen_Margaret_University","The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies - such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan - provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work (paragraph 13). \nThe revision of the Employability Strategy has afforded the University the opportunity to revisit its approach to recognising and recording student skills and achievement. A Career Management Skills Framework has been developed, linked to the QMU Graduate Attributes, and the QESR team heard from staff about a variety of ways in which Graduate Attributes are incorporated into programmes and assignments (paragraph 47), such as the development of a wider range of placements. A pilot is currently underway of a Graduate Attributes Toolkit to enable students to track skills and personal development gained through the curriculum. External engagement with employers and professional statutory and regulatory bodies (PSRBs) enabled the institution to put in place a dynamic range of adaptations in response to the global coronavirus pandemic, including simulated placements, and so ensuring that students acquired an equivalent professional learning experience."]
[42,"QMU_42","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Queen_Margaret_University","ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs."]
[43,"QMU_43","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in  place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents, including the Student Experience Strategy (SES) 2021-26 and associated Delivery Plan, Outcome Agreement report to Scottish Funding Council (SFC), Learning Teaching and Assessment (LTA) Guidance for 2022-23, outcomes of the Court Effectiveness Review, and minutes from meetings of Senate and the Student Experience Committee (SEC) - the key committees with responsibilities for enhancing and monitoring, learning and teaching, and the wider student experience. In addition, the team met with staff and students."]
[44,"QMU_44","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make use of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."]
[45,"QMU_45","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Queen_Margaret_University","Programmes are also expected to align with PSRB requirements where appropriate."]
[46,"QMU_46","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"Queen_Margaret_University","The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies - such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan - provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work (paragraph 13). \n4 The revision of the Employability Strategy has afforded the University the opportunity to revisit its approach to recognising and recording student skills and achievement. A Career Management Skills Framework has been developed, linked to the QMU Graduate Attributes, and the QESR team heard from staff about a variety of ways in which Graduate Attributes are incorporated into programmes and assignments (paragraph 47), such as the development of a wider range of placements. A pilot is currently underway of a Graduate Attributes Toolkit to enable students to track skills and personal development gained through the curriculum. External engagement with employers and professional statutory and regulatory bodies (PSRBs) enabled the institution to put in place a dynamic range of adaptations in response to the global coronavirus pandemic, including simulated placements, and so ensuring that students acquired an equivalent professional learning experience."]
[47,"QMU_47","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."]
[48,"QMU_48","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"Queen_Margaret_University","The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."]
[49,"QMU_49","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","Reflective and enhancement-focused approach to annual programme monitoring - the design and implementation of the University's Annual Programme Monitoring (APM) process provides a strong data-informed and explicit enhancement-focused approach to encourage reflection, enhancement and evaluation by programme teams and to enable sharing of good practice."]
[50,"QMU_50","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","Since ELIR 4, sector Enhancement Themes have continued to impact positively \non institutional policy and practice, including using learning from the 'Evidence for Enhancement' theme to enhance the module evaluation process and the presentation of data."]
[51,"QMU_51","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."]
[52,"QMU_52","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."]
[53,"QMU_53","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","At an institutional level, the University makes use of KPIs reported to Senate to monitor progress and identify actions. The APM process uses KPIs at a school level, and the data sets used in these indicators is comprehensive and comparable across programmes, allowing effective self-evaluation."]
[54,"QMU_54","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Queen_Margaret_University","Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward "]
[55,"QMU_55","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","The University has a clear process for considering student survey results from the National Student Survey, Postgraduate Research Survey, QMU Entrants Survey and QMU Students Survey. This data is benchmarked against the sector and compared with previous results."]
[56,"QMU_56","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Queen_Margaret_University","The QESR team learned that programme leaders are provided with comprehensive data sets ahead of exam board and ILR and APM processes. This data is used effectively to monitor progress and highlight priority areas for development. Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review"]
[57,"QMU_57","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Widening_participation","Queen_Margaret_University","Aligned to the SES, the University has a revised Employability Strategy, a Graduate School Strategy, and plans are in progress for a refreshed Widening Participation and Student Retention Strategy and Evaluation Plan."]
[58,"QMU_58","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Widening_participation","Queen_Margaret_University","The Equality and Diversity Committee has strategic oversight of maintaining equality outcomes, and analyses attainment gaps. The institution has recently established a Race Equality Steering group. The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR (Widening Participation and Student Retention) Board."]
[59,"QMU_59","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","International","Queen_Margaret_University","The University has several UK and international collaborative partners in Greece, Egypt, India and Nepal, with approximately one-third of its students studying with these partners."]
[60,"QMU_60","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","International","Queen_Margaret_University","From 2022-23, all pre-COVID-19 regulations were reinstated with the provision that consideration could be given to the continuation of Interim Regulations in overseas partners where local COVID-19 restrictions necessitated."]
[61,"QMU_61","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","International","Queen_Margaret_University","Prior to the QESR, recruitment to one of the University's overseas programmes had been suspended because legislative changes locally meant that the programme was no longer accredited in that country."]
[62,"QMU_62","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Study_mode","Queen_Margaret_University","Assessment feedback - in building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments"]
[63,"QMU_63","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","Queen_Margaret_University","There are three overarching themes of the SES - one of which is Equality, Diversity and Inclusion"]
[64,"QMU_64","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","Queen_Margaret_University","The Equality and Diversity Committee has strategic oversight of maintaining equality outcomes, and analyses attainment gaps."]
[65,"QMU_65","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"Queen_Margaret_University","The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."]
[66,"QMU_66","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","Queen_Margaret_University","The institution has recently established a Race Equality Steering group. The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR (Widening Participation and Student Retention) Board."]
[67,"QMU_67","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Queen_Margaret_University","Aligned to the SES, the University has a revised Employability Strategy, a Graduate School Strategy, and plans are in progress for a refreshed Widening Participation and Student Retention Strategy and Evaluation Plan."]
[68,"QMU_68","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data"]
[69,"QMU_69","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Queen_Margaret_University","The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR"]
[70,"QMU_70","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"Queen_Margaret_University","Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review - for example, analysing overall programme performance in terms of graduate outcomes and recruitment."]
[71,"QMU_71","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"Queen_Margaret_University","The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."]
[72,"QMU_72","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"Queen_Margaret_University","SEC considers an analysis of external examiner reports identifying common themes and actions to be taken to enhance the learning and teaching experience. In addition, SEC is responsible for oversight of academic appeals, fitness to practice, and student discipline cases."]
[73,"QMU_73","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The review team found a clear process for linking institutional strategies to implementation and monitoring through annual operational plans which are overseen by the School Academic Boards (SABs) and annual monitoring reports, which are overseen by SEC and SABs, and staff spoke positively about their engagement in a range of strategic initiatives."]
[74,"QMU_74","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."]
[75,"QMU_75","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys"]
[76,"QMU_76","-","Instutution_Approach_to_QE","Student_partnership",null,null,"Queen_Margaret_University","Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."]
[77,"QMU_77","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered the University's framework for programme monitoring and review; Institution-led Review reports; annual programme monitoring reports, including school-level composite reports; student feedback; papers and minutes from institutional committees; and met with staff and students."]
[78,"QMU_78","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."]
[79,"QMU_79","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","An Annual Monitoring Report for the Graduate School is considered by the Graduate School Academic Board."]
[80,"QMU_80","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The QESR team identified as good practice, the reflective, and enhancement-focused approach to annual programme monitoring, and that the design and implementation of the University's Annual Programme Monitoring (APM) process provides a strong data-informed and explicit enhancement-focused approach to encourage reflection, enhancement and evaluation by programme teams and to enable sharing of good practice."]
[81,"QMU_81","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make use of external reference points including the Quality Code."]
[82,"QMU_82","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Queen_Margaret_University","Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review - for example, analysing overall programme performance in terms of graduate outcomes and recruitment."]
[83,"QMU_83","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."]
[84,"QMU_84","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."]
[85,"QMU_85","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer. The QESR team viewed positively the direct involvement of the Students' Union in Personal Academic Tutoring (PAT) training for new staff, further enhancing the role of student partnership at QMU."]
[86,"QMU_86","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR)"]
[87,"QMU_87","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Queen_Margaret_University","The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)."]
[88,"QMU_88","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs. ILR reports reviewed by the QESR team demonstrated a robust, assurance-focused process, resulting in clear recommendations and conditions of validation or revalidation."]
[89,"QMU_89","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The outcomes of the full set of ILRs are considered annually by the Learning and Teaching Panel of the Student Experience Committee and institution-wide topics such as the currency and accuracy of programme and module information are identified. The review team identified as good practice, the effective use of the Learning and Teaching Panel in supporting institutional enhancement."]
[90,"QMU_90","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which supports enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."]
[91,"QMU_91","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The University reviews and monitors student-facing support services - both individual services and themes such as personal tutoring - through a wide range of methods. In some instances, such as the reviews of Student Services in 2010 and the Graduate School in 2017, these reviews follow a similar process to the ILRs of academic areas, but in other instances, including IT and the Careers Service, there is greater reliance on internal audit processes or external accreditation respectively and accordingly may not as explicitly employ enhancement-led approaches."]
[92,"QMU_92","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Queen_Margaret_University","The QESR team learned that programme leaders are provided with comprehensive data sets ahead of exam board and ILR and APM processes. This data is used effectively to monitor progress and highlight priority areas for development."]
[93,"QMU_93","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."]
[94,"QMU_94","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."]
[95,"QMU_95","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."]
[96,"QMU_96","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"]
[97,"QMU_97","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[98,"QMU_98","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Queen_Margaret_University","The QESR team is confident in the University's approach to developing and maintaining student partnership. The team considered the institution's Student Partnership Agreement (SPA), key committee minutes, and met with staff and students. The SPA was refreshed in September 2022, and themes identified include communications, student life, addressing assessment and feedback. The SPA was co-developed by the University and the Students' Union, with priority areas initially identified by students. Additionally, QMU senior management and the Students' Association have a partnership group to help prioritise issues, enabling a balance between institutional and student priorities. The team found the approach to developing the SPA particularly effective and a positive example of a strong working relationship between staff and students."]
[99,"QMU_99","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"Queen_Margaret_University","Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review."]
[100,"QMU_100","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","Doctoral student feedback indicates broad satisfaction with supervision."]
[101,"QMU_101","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","The Students' Union runs a class representative survey for staff and students which enables enhancement of the student representation structures through the identification of good practice and recommendations which had led to the development of enhanced training for class representatives with relevant case studies."]
[102,"QMU_102","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."]
[103,"QMU_103","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback; however, issues with feedback remain consistent in student surveys."]
[104,"QMU_104","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."]
[105,"QMU_105","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","The QESR team learned that the institution is very aware of the differing student views on their experiences of blended learning, and has been responsive to student feedback, adapting in order to provide a balance between on-campus and online provision as appropriate to each subject area."]
[106,"QMU_106","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","Focus On events are used to drive internal discussions, such as exploring methods for using student feedback to support the development of professional services."]
[107,"QMU_107","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","The University has a clear process for considering student survey results from the National Student Survey, Postgraduate Research Survey, QMU Entrants Survey and QMU Students Survey. This data is benchmarked against the sector and compared with previous results. Issues arising from these surveys are identified and discussed at SEC and the Graduate School Academic Board along with action plans and disseminated to school level via programme leaders."]
[108,"QMU_108","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","In the context of low completion rates for internal surveys, the QESR team learned in meeting staff, about programme-level examples of good practice to encourage student completion of these surveys - for example co-developing questions for a programme survey."]
[109,"QMU_109","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Queen_Margaret_University","Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."]
[110,"QMU_110","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Queen_Margaret_University","The team recommends that drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."]
[111,"QMU_111","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Queen_Margaret_University","Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward. In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback; however, issues with feedback remain consistent in student surveys."]
[112,"QMU_112","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Queen_Margaret_University","The QESR team is confident in the University's approach to developing and maintaining student partnership. The team considered the institution's Student Partnership Agreement (SPA), key committee minutes, and met with staff and students. The SPA was refreshed in September 2022, and themes identified include communications, student life, addressing assessment and feedback. The SPA was co-developed by the University and the Students' Union, with priority areas initially identified by students. Additionally, QMU senior management and the Students' Association have a partnership group to help prioritise issues, enabling a balance between institutional and student priorities. The team found the approach to developing the SPA particularly effective and a positive example of a strong working relationship between staff and students."]
[113,"QMU_113","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Queen_Margaret_University","The Students' Union runs a class representative survey for staff and students which enables enhancement of the student representation structures through the identification of good practice and recommendations which had led to the development of enhanced training for class representatives with relevant case studies."]
[114,"QMU_114","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Queen_Margaret_University","The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."]
[115,"QMU_115","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Queen_Margaret_University","ELIR 4 identified seven recommendations, on each of which it is evident that the University has taken action, although progress has been variable due to the impact of the pandemic in relation to recognising and recording student skills and achievement. However, the team was confident that plans are in place to continue to address the recommendation and developments in this area form part of the broader area of good practice in respect of professional learning (paragraphs 4 and 14)."]
[116,"QMU_116","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Queen_Margaret_University","The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports, and as highlighted in meetings with students and staff; albeit the feedforward initiative was paused due to the pandemic. Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback. The University has included within the LTA Guidance for 2022-23, its standard deadlines for return of feedback. Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward."]
[117,"QMU_117","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Queen_Margaret_University","In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback"]
[118,"QMU_118","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Queen_Margaret_University","issues with feedback remain consistent in student surveys."]
[119,"QMU_119","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Queen_Margaret_University","The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports, and as highlighted in meetings with students and staff; albeit the feedforward initiative was paused due to the pandemic."]
[120,"QMU_120","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Queen_Margaret_University","Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."]
[121,"QMU_121","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Queen_Margaret_University","Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward."]
[122,"QMU_122","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Queen_Margaret_University","The QESR team recommends that, building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments."]
[123,"QMU_123","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Queen_Margaret_University","A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential."]
[124,"QMU_124","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"Queen_Margaret_University","The QESR team noted improved student performance following changes to English language support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."]
[125,"QMU_125","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","Queen_Margaret_University","The QESR team noted improved student performance following changes to English language support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."]
[126,"QMU_126","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","Queen_Margaret_University","The QESR team viewed positively the arrangements put in place by the University for the risk management of its collaborative partners, and noted that periodic reviews had been undertaken, with resulting action plans, through the Portfolio Development Group (since reconfigured as the Academic Planning Board)."]
[127,"QMU_127","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","Queen_Margaret_University","Other collaborative partner monitoring and enhancement mechanisms include: Partner Organisation Student Survey, the Collaborative Operations Group, and reporting to SEC."]
[128,"QMU_128","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","Queen_Margaret_University","The Conservatoire's draft International Strategy describes the institutional approach to collaboration, which includes Memoranda of Understanding and collaborations, but currently no joint awards or collaborative partnership provision."]
[129,"QMU_129","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","Queen_Margaret_University","Collaborative and transnational education (TNE) provision is subject to the same quality processes as other provision at the University. Academic programmes are subject to the relevant programme approval process, annual monitoring and are included within PSR."]
[130,"QMU_130","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"Queen_Margaret_University","Students whom the QESR team met were positive about the effectiveness of training and the resources available, although the team noted that further support could be provided to GTAs beyond the initial training."]
[131,"QMU_131","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Queen_Margaret_University","Additional resources to support GTAs are available on the VLE Good Practice Hub pages."]
[132,"QMU_132","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","Queen_Margaret_University","Additional resources to support GTAs are available on the VLE Good Practice Hub pages. Postgraduates who teach are required to complete training prior to undertaking any teaching role and records are maintained."]
[133,"QMU_133","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","Queen_Margaret_University","Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions."]
[134,"QMU_134","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","Queen_Margaret_University","A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential."]
[135,"QMU_135","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","Queen_Margaret_University","Additional resources to support GTAs are available on the VLE Good Practice Hub pages. Postgraduates who teach are required to complete training prior to undertaking any teaching role and records are maintained."]
[136,"QMU_136","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","Queen_Margaret_University","The University has made significant progress in supporting staff to use data to understand, and address, variability in the student experience across disciplines"]
[137,"QMU_137","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","Queen_Margaret_University","ELIR 4 identified seven recommendations, on each of which it is evident that the University has taken action, although progress has been variable due to the impact of the pandemic in relation to recognising and recording student skills and achievement."]
[138,"QMU_138","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","Queen_Margaret_University","A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential. Additional resources to support GTAs are available on the VLE Good Practice Hub pages."]
[139,"QMU_139","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","Queen_Margaret_University","The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"]
[140,"QMU_140","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Graduate_attributes","Queen_Margaret_University","The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."]
[141,"QMU_141","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Graduate_attributes","Queen_Margaret_University","The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"]
[142,"QMU_142","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_at_induction/orientation","Queen_Margaret_University","Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system."]
[143,"QMU_143","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","Queen_Margaret_University","The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."]
[144,"QMU_144","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Queen_Margaret_University","Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system. The QESR team found that students were generally very positive about the PAT system, although there was variability in experiences and in levels of awareness regarding routes for raising issues related to PATs. The team learned that institutional oversight and ownership is currently being considered as part of the ongoing review of the PAT scheme. Building on practices, the University is also considering the most effective institutional approach to recording PAT meetings."]
[145,"QMU_145","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","Queen_Margaret_University","The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."]
[146,"QMU_146","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","Queen_Margaret_University","Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system. The QESR team found that students were generally very positive about the PAT system, although there was variability in experiences and in levels of awareness regarding routes for raising issues related to PATs. The team learned that institutional oversight and ownership is currently being considered as part of the ongoing review of the PAT scheme. Building on practices, the University is also considering the most effective institutional approach to recording PAT meetings."]
[147,"QMU_147","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Queen_Margaret_University","The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)."]
[148,"QMU_148","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."]
[149,"QMU_149","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Queen_Margaret_University","External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts,"]
[150,"QMU_150","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Queen_Margaret_University","The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."]
[151,"QMU_151","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Queen_Margaret_University","The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"]
[152,"QMU_152","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching","Sector_Enhancement_topic","Queen_Margaret_University","The University's commitment to a student-centred approach is also evident in its digital and blended learning developments"]
[153,"QMU_153","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."]
[154,"QMU_154","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."]
[155,"QMU_155","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","Prior to the new SFC tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering' - the University had been developing further its online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic, viewing 2022-23 as a transition year between the pandemic-related adaptations and a refreshed approach to blended and online learning."]
[156,"QMU_156","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","The University has developed significantly in its approaches to digital learning, having drawn on external, sector-level expertise, and is investing in its digital future, with a replacement VLE imminent and new fully online postgraduate programmes validated (paragraph 42). The University's approach is articulated within the 'innovation in learning, teaching and assessment' action strand within the Student Experience Strategy, with details specified further in the Delivery Plan, and is managed via SEC."]
[157,"QMU_157","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","The University has introduced a range of measures to support the digital experience for students, including a laptop loan scheme, access to a range of e-learning materials, and VLE and general IT induction materials."]
[158,"QMU_158","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","Digital coursework submission, marking and feedback had been in place prior to the pandemic."]
[159,"QMU_159","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","Students are actively engaged as partners in developing future uses of digital/blended learning, as evidenced by their collaboration in the replacement VLE. This approach builds on the engagement of students throughout the pandemic, with the outcomes of student views on their digital learning experiences during the pandemic shaping the transition arrangements."]
[160,"QMU_160","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","It was evident to the QESR team, from annual and periodic review reports, external \nexaminer reports and student surveys, as well as from discussions with students and staff, that the university-wide developments in digital/blended learning have had largely a positive impact on the student experience, including improvements in summative assessment due to access to recorded lectures and in providing more flexibility in time and location of study."]
[161,"QMU_161","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","Although the University does not have a separate Digital and Blended Learning \nStrategy, there is an Inclusive LTA Policy, which is scheduled for revision."]
[162,"QMU_162","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Queen_Margaret_University","The QESR team noted that this was an opportunity to develop a set of minimum standards or protocols for its strategic approach to digital/blended learning in order to promote a consistent student experience and to articulate its institutional direction, thereby achieving alignment across its provision and ensuring that there continues to be a strong institutional community, which is highly valued by staff and students."]
[163,"QMU_163","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","The University's monitoring and review processes, including external examining, \nenable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."]
[164,"QMU_164","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."]
[165,"QMU_165","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","The University is currently developing its offering of micro-credential courses. A section of the quality framework has been created to ensure that these courses are subject to equivalent but proportionate quality processes."]
[166,"QMU_166","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process."]
[167,"QMU_167","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","The QESR team found that the University makes effective use of external reference points in the development of its policies and procedures in order to meet and maintain academic standards."]
[168,"QMU_168","-","Academic_Standards_and_Quality_Processes",null,null,null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[169,"QMU_169","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Queen_Margaret_University","Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer. The QESR team viewed positively the direct involvement of the Students' Union in Personal Academic Tutoring (PAT) training for new staff, further enhancing the role of student partnership at QMU."]
[170,"QMU_170","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Queen_Margaret_University","The review team found a clear process for linking institutional strategies to implementation and monitoring through annual operational plans which are overseen by the School Academic Boards (SABs) and annual monitoring reports, which are overseen by SEC and SABs, and staff spoke positively about their engagement in a range of strategic initiatives."]
[171,"QMU_171","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Queen_Margaret_University","The University has a variety of approaches to sharing good practice, including \nthrough its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."]
[172,"QMU_172","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Queen_Margaret_University","The University's quality assurance processes include Annual Programme \nMonitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54). The APM process incorporates School-level summary reports which draw out significant cross-programme learning points. An Annual Monitoring Report for the Graduate School is considered by the Graduate School Academic Board."]
[173,"QMU_173","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Queen_Margaret_University","Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."]
[174,"QMU_174","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Queen_Margaret_University","Staff development and support are provided by HR, the LEAD Centre and the \nTechnology-Enhanced Learning Team through regular workshops, with plans in place for an in-house 'Inclusive Learning, Teaching and Assessment' continuing professional development programme commissioned from and delivered by Advance HE. The first cohort of this programme, comprising academic, professional service and Student Union representatives, will revise the Inclusive LTA policy and will become LTA Champions for the institution as a whole."]
[175,"QMU_175","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Queen_Margaret_University","The QESR team learned that university guidelines for professional services and thematic review were due for review in 2022-23."]
[176,"QMU_176","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Queen_Margaret_University","Focus On events are used to drive internal discussions, such as exploring methods for using student feedback to support the development of professional services."]
[177,"QMU_177","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"Queen_Margaret_University","Distance learning and collaborative programmes are subject to the same quality \nprocesses as on-campus provision, and follow the same regulations."]
[178,"QMU_178","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"Queen_Margaret_University","The University had recently engaged a commercial organisation to support the \nexpansion of its distance-learning provision. The University was working with an external quality organisation specialising in online provision to ensure that online learning materials were of high quality and accessible. The first programmes under this arrangement are due to commence in March 2023. The QESR team was assured that the University would continue to exercise full responsibility for the quality and standards of these programmes, using normal quality management processes."]
[179,"QMU_179","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Queen_Margaret_University","The QESR team noted improved student performance following changes to English \nlanguage support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."]
[180,"QMU_180","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Queen_Margaret_University","The QESR team viewed positively the arrangements put in place by the University \nfor the risk management of its collaborative partners, and noted that periodic reviews had been undertaken, with resulting action plans, through the Portfolio Development Group (since reconfigured as the Academic Planning Board)."]
[181,"QMU_181","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Queen_Margaret_University","Other collaborative partner monitoring and enhancement mechanisms include: Partner Organisation Student Survey, the Collaborative Operations Group, and reporting to SEC."]
[182,"QMU_182","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Queen_Margaret_University","Distance learning and collaborative programmes are subject to the same quality \nprocesses as on-campus provision, and follow the same regulations."]
[183,"QMU_183","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"Queen_Margaret_University","The QESR team noted improved student performance following changes to English \nlanguage support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."]
[184,"QMU_184","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Queen_Margaret_University","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."]
[185,"QMU_185","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Queen_Margaret_University","The QESR team found that the University makes effective use of external reference \npoints in the development of its policies and procedures in order to meet and maintain academic standards. The institution has a clear and detailed mapping of its policies and procedures to the Quality Code. While the mapping is not updated on a fixed timescale, updates to policies and procedures are checked against the Quality Code to ensure continued compliance, and remapping exercises are undertaken when the Quality Code is refreshed."]
[186,"QMU_186","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make \nuse of external reference points including the Quality Code."]
[187,"QMU_187","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Queen_Margaret_University","The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."]
[188,"QMU_188","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Queen_Margaret_University","External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[189,"QMU_189","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Queen_Margaret_University","External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"]
[190,"QMU_190","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Queen_Margaret_University","The University's programme development, monitoring and review processes make \nuse of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."]
[191,"RCS_191","Recommendation","Findings","Recommendations_for_Action",null,null,"Royal_Conservatoire_of_Scotland","Assessment: RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."]
[192,"RCS_192","Recommendation","Findings","Recommendations_for_Action",null,null,"Royal_Conservatoire_of_Scotland","Curriculum Review process: Curriculum Review should be included in the Quality Assurance Handbook, describing what this process is, ensuring information is reflective of the current approach, and clearly distinguishes Curriculum Review from other quality assurance and enhancement processes."]
[193,"RCS_193","Good_Practice","Findings","Good_Practice",null,null,"Royal_Conservatoire_of_Scotland","Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[194,"RCS_194","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Royal_Conservatoire_of_Scotland","The QESR team is confident that the Royal Conservatoire of Scotland has effective  arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of draft strategies, minutes of key institutional committees with responsibility for quality and standards, learning and teaching, and the wider student experience; and met with staff and students."]
[195,"RCS_195","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Royal_Conservatoire_of_Scotland","The Strategic Plan Summary provides a mission statement, values and strategic objectives articulated as 'perspectives' - People, Place and Promise. Each strategic area has a supporting plan."]
[196,"RCS_196","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Royal_Conservatoire_of_Scotland","Each Senior Management Team member has a strategy for their area to provide strong senior-level oversight."]
[197,"RCS_197","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","RCS is developing a range of strategies intended to align with and fulfil the objectives of the Conservatoire's Strategic Plan over an extended period (2021-30)."]
[198,"RCS_198","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."]
[199,"RCS_199","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","RCS is developing a range of strategies intended to align with and fulfil the \nobjectives of the Conservatoire's Strategic Plan over an extended period (2021-30)."]
[200,"RCS_200","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."]
[201,"RCS_201","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."]
[202,"RCS_202","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The delivery of strategies is project-led, bringing together groups of staff and \nstudents, ensuring inclusivity of approach and practical value to take forward agendas with oversight by the Academic Board and Academic Management Team."]
[203,"RCS_203","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","Each Senior Management Team member has a strategy for their area to provide \nstrong senior-level oversight."]
[204,"RCS_204","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire."]
[205,"RCS_205","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan."]
[206,"RCS_206","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."]
[207,"RCS_207","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."]
[208,"RCS_208","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."]
[209,"RCS_209","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","In meetings with staff, it was reported that, within the School of Music, there is a focus on heads of department becoming more directly engaged with gathering and acting on student feedback to understand and combat problems that are arising."]
[210,"RCS_210","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."]
[211,"RCS_211","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."]
[212,"RCS_212","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The draft Learning and Teaching Strategy is ambitious and clearly articulated, with \nthe student learning experience as a key element throughout. Learning and Teaching priorities link to the three perspectives of the Strategic Plan."]
[213,"RCS_213","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire. The QESR team noted that the plan closely mirrors the Strategic Plan in principles and values relating to teachers and learners and references the Curriculum Review."]
[214,"RCS_214","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation"]
[215,"RCS_215","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan."]
[216,"RCS_216","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."]
[217,"RCS_217","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."]
[218,"RCS_218","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."]
[219,"RCS_219","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"Royal_Conservatoire_of_Scotland","There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity."]
[220,"RCS_220","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"Royal_Conservatoire_of_Scotland","RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals. Six were received from which one, entitled Creative Conversations, was selected for development. This was led by an institutional team."]
[221,"RCS_221","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The QESR team notes RCS's positive engagement with the current Enhancement \nTheme - 'Resilient Learning Communities'. RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals."]
[222,"RCS_222","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","In Year 2, the theme of 'Coaching' was taken forward by a Steering Group comprising six individuals committed to coaching. Eight staff met eight times during the year and explored different coaching models. In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."]
[223,"RCS_223","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The QESR team considered the documentation that illustrated engagement with the \nEnhancement Theme to be thorough. It included slides from two recent events: a Coaching Conference held in June 2022 and the RCS Curriculum Day on 20 September 2022."]
[224,"RCS_224","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","In addition to these specific projects, the QESR team saw evidence that RCS seeks \nto embed learning from the Enhancement Themes - for example, under guidance notes, the Undergraduate Academic Framework asks for a demonstration of the Enhancement Theme in the Specification document."]
[225,"RCS_225","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The QESR team considered RCS's paper - 'Enhancement Topic Reflection' - which clearly sets out the significant priorities in digital/blended learning. Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access"]
[226,"RCS_226","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review."]
[227,"RCS_227","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."]
[228,"RCS_228","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Royal_Conservatoire_of_Scotland","The QESR team notes the Conservatoire's approach provides opportunity for reflection, discussion and the contribution of a variety of stakeholders, including external members, to the enhancement of learning, teaching and assessment and that the sharing of effective practice is now embedded in annual Joint Management Team meetings."]
[229,"RCS_229","-","Instutution_Approach_to_QE","Student_partnership",null,null,"Royal_Conservatoire_of_Scotland","Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[230,"RCS_230","-","Instutution_Approach_to_QE","Student_partnership",null,null,"Royal_Conservatoire_of_Scotland","The QESR team is confident in the Conservatoire's approach to developing and \nmaintaining its student engagement and partnership arrangements."]
[231,"RCS_231","-","Instutution_Approach_to_QE","Student_partnership",null,null,"Royal_Conservatoire_of_Scotland","The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."]
[232,"RCS_232","-","Instutution_Approach_to_QE","Student_partnership",null,null,"Royal_Conservatoire_of_Scotland","The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[233,"RCS_233","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Royal_Conservatoire_of_Scotland","There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."]
[234,"RCS_234","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Royal_Conservatoire_of_Scotland","Through its Learning and Teaching Strategy, RCS is committed to developing the student voice."]
[235,"RCS_235","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Royal_Conservatoire_of_Scotland","While progress has been made in broadening the range of student voices - for example, in addressing student representation of those with disabilities - students have fed back to the institution that the impact of intensive courses can be a barrier to students getting involved in academic extra-curricular activities."]
[236,"RCS_236","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Royal_Conservatoire_of_Scotland","The QESR team encourages RCS to continue in its efforts to explore how best to support students in representative roles and diversify the student voice."]
[237,"RCS_237","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Royal_Conservatoire_of_Scotland","The QESR team is confident in the Conservatoire's approach to developing and \nmaintaining its student engagement and partnership arrangements. The team considered the Student Partnership Agreement and evaluation of it, Outcome Agreement report, Students' Union reports to the Academic Board, and minutes from key institutional committees, and met with staff and students."]
[238,"RCS_238","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Royal_Conservatoire_of_Scotland","Through its Learning and Teaching Strategy, RCS is committed to developing the student voice. Similarly, in the Student Partnership Agreement, increasing student engagement is noted as a priority for two student groups in particular - those within the School of Drama, Dance, Production and Film and those enrolled on the Learning and Teaching postgraduate taught programme."]
[239,"RCS_239","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Royal_Conservatoire_of_Scotland","The Student Partnership Agreement notes that a priority for 2022-23 is to increase visibility and optimise the current offering to students."]
[240,"RCS_240","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","The QESR team is confident that the Conservatoire has effective arrangements in \nplace to monitor and review its actions taken in response to ELIR 4. The team considered the ELIR 4 action plan, Follow-up report, and minutes from key institutional committees, and followed up on key areas in meetings with staff and students."]
[241,"RCS_241","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","The QESR team was satisfied that RCS has made good progress in addressing the \nfive formal recommendations made by the ELIR 4 review team, as well as responding to further advice and reflections that were contained within the Technical Report. The institution's responses are tracked in an ELIR Spreadsheet which details 28 action points and progress against them. RCS states in its Annual Quality Report for academic year 2021-22 that 'ELIR 4 actions are completed, or in train, with clear end dates'."]
[242,"RCS_242","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","RCS has prioritised work to make processes, documentation and evaluation more efficient, ensuring alignment to strategies and clearer communications. An Assessment and Feedback Code of Practice has been developed and progress has been made in relation to its communication through student-facing documentation and the development of the portal."]
[243,"RCS_243","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","The QESR team found evidence to show that the communication of key institutional \npolicies has improved. Staff and students are made aware of key institutional policies and regulations by a variety of means including committee membership and weekly updates to staff and students from the Principal and Heads of Department. Heads of Programmes come together in School Management Team meetings for updates on policies and regulations."]
[244,"RCS_244","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","ELIR 4 recommended RCS establish an institutional strategy for assessment and \nbring greater clarity and consistency to the design and delivery of assessments including assessment weighting and marking practices."]
[245,"RCS_245","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","There have been operational changes, including the development of assessment \nrubrics introduced into a number of programmes. The students who met the team were clear about the ways in which they are being assessed. The QESR team recognises progress made in relation to assessment approaches in some areas, but notes that there is more work to be done, particularly to ensure consistency across the institution both in terms of articulation and implementation, and recommends that RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."]
[246,"RCS_246","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","In ELIR 4, RCS was asked to reflect on its approach to self-evaluation and review to \nensure it is able to optimise the learning from its review activity while streamlining the burden of conducting multiple reviews. A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[247,"RCS_247","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."]
[248,"RCS_248","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Royal_Conservatoire_of_Scotland","While the QESR team could be confident that progress is being made to address the ELIR 4 recommendations, this view was based on consideration of a range of documents - including draft policies and strategies; minutes and notes from key committees and groups; internal reflections; and meetings held during the review visit - rather than the Action Plan commentary, which is not clear about the current status of actions. A number remain recorded as both completed and ongoing and yet the Institution-Led Review of Quality suggests that the ELIR 4 actions have definite end dates. A clearer record of the status of actions would be beneficial."]
[249,"RCS_249","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"Royal_Conservatoire_of_Scotland","An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment,"]
[250,"RCS_250","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"Royal_Conservatoire_of_Scotland","RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report"]
[251,"RCS_251","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"Royal_Conservatoire_of_Scotland","Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment."]
[252,"RCS_252","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Admissions_appeals","Royal_Conservatoire_of_Scotland","The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."]
[253,"RCS_253","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Admissions_appeals","Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."]
[254,"RCS_254","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","Royal_Conservatoire_of_Scotland","An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."]
[255,"RCS_255","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"Royal_Conservatoire_of_Scotland","The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."]
[256,"RCS_256","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."]
[257,"RCS_257","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"Royal_Conservatoire_of_Scotland","Detailed data sets relating to complaints were provided to the QESR team. A quarterly report is taken to senior management and the Board of Governors on key performance information from this data."]
[258,"RCS_258","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Practice","Royal_Conservatoire_of_Scotland","The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."]
[259,"RCS_259","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Practice","Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."]
[260,"RCS_260","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The QESR team recognises progress made in relation to assessment approaches in some areas, but notes that there is more work to be done, particularly to ensure consistency across the institution both in terms of articulation and implementation, and recommends that RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."]
[261,"RCS_261","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."]
[262,"RCS_262","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."]
[263,"RCS_263","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The QESR team saw evidence of the University's effective engagement with the issues raised in the work of the Assessment and Feedback workstream, and the Learning through Assessment Framework."]
[264,"RCS_264","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."]
[265,"RCS_265","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","ELIR 4 recommended RCS establish an institutional strategy for assessment and \nbring greater clarity and consistency to the design and delivery of assessments including assessment weighting and marking practices."]
[266,"RCS_266","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The QESR team notes that significant developments have taken place in relation to approaches to assessment and student feedback - for example, the Assessment and Feedback Code of Practice. RCS reported that a number of issues relating to assessment remain under review, including the award of pass/fail at master's level."]
[267,"RCS_267","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","RCS confirmed to the QESR team that the issue of the differences in the loading of assessments across modules is to be addressed through the Curriculum Review with further guidance in the Assessment and Feedback Code of Practice."]
[268,"RCS_268","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"Royal_Conservatoire_of_Scotland","The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements."]
[269,"RCS_269","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","There have been operational changes, including the development of assessment \nrubrics introduced into a number of programmes."]
[270,"RCS_270","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","The students who met the team were clear about the ways in which they are being assessed."]
[271,"RCS_271","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","RCS's approach to quality is overseen by the Quality and Standards Committee, \nreporting to Academic Board. From the minutes available, it was evident that the Committee has appropriate oversight and carries out its obligations in accordance with its terms of reference. This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."]
[272,"RCS_272","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","The QESR team notes the Conservatoire's approach provides opportunity for reflection, discussion and the contribution of a variety of stakeholders, including external members, to the enhancement of learning, teaching and assessment and that the sharing of effective practice is now embedded in annual Joint Management Team meetings."]
[273,"RCS_273","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee."]
[274,"RCS_274","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment,"]
[275,"RCS_275","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Royal_Conservatoire_of_Scotland","RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."]
[276,"RCS_276","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","Royal_Conservatoire_of_Scotland","The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee. RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment"]
[277,"RCS_277","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"Royal_Conservatoire_of_Scotland","Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[278,"RCS_278","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"Royal_Conservatoire_of_Scotland","The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."]
[279,"RCS_279","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"Royal_Conservatoire_of_Scotland","In Year 2, the theme of 'Coaching' was taken forward by a Steering Group comprising six individuals committed to coaching. Eight staff met eight times during the year and explored different coaching models. In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."]
[280,"RCS_280","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"Royal_Conservatoire_of_Scotland","In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."]
[281,"RCS_281","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The delivery of strategies is project-led, bringing together groups of staff and \nstudents, ensuring inclusivity of approach and practical value to take forward agendas with oversight by the Academic Board and Academic Management Team."]
[282,"RCS_282","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements. Furthermore, this approach was expected to encourage direct engagement by students and staff."]
[283,"RCS_283","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The QESR team notes RCS's positive engagement with the current Enhancement \nTheme - 'Resilient Learning Communities'. RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals. Six were received from which one, entitled Creative Conversations, was selected for development. This was led by an institutional team. Nine sessions were held; two facilitated by students."]
[284,"RCS_284","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The QESR team considers RCS's approach to student engagement to be a \nparticular strength, with evidence of student feedback and participation across all key processes related to the management of quality and standards. The student body is also represented on every academic committee and the Board of Governors. The Student Union reports to Academic Board include evidence of this positive working relationship with priority areas for students being heard and acted upon."]
[285,"RCS_285","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review. The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."]
[286,"RCS_286","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[287,"RCS_287","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The QESR team notes the positive steps which have been taken to enhance \nstudent engagement - for example, the regular meetings now held between senior leadership and the Students' Union President and Vice-Presidents, and the additional support available to them."]
[288,"RCS_288","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","The QESR team noted some inconsistencies in how students in representative, \nquality and committee roles are supported and trained."]
[289,"RCS_289","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","Royal_Conservatoire_of_Scotland","training and supporting students in specialist roles is key to meaningful participation and there is an expectation that the institution will take ultimate responsibility for ensuring a consistent approach to training."]
[290,"RCS_290","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","Royal_Conservatoire_of_Scotland","RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas. As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement."]
[291,"RCS_291","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","Royal_Conservatoire_of_Scotland","An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."]
[292,"RCS_292","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"Royal_Conservatoire_of_Scotland","The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements."]
[293,"RCS_293","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"Royal_Conservatoire_of_Scotland","Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."]
[294,"RCS_294","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"Royal_Conservatoire_of_Scotland","The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."]
[295,"RCS_295","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"Royal_Conservatoire_of_Scotland","The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability."]
[296,"RCS_296","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"Royal_Conservatoire_of_Scotland","Further, data for particular student groups have been documented in the Anti-Racism Action Plan as well as the annual disability and counselling report, indicating the effective intersectional approach to data from RCS as it works to become a more equitable institution."]
[297,"RCS_297","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","Royal_Conservatoire_of_Scotland","An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."]
[298,"RCS_298","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","Royal_Conservatoire_of_Scotland","Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."]
[299,"RCS_299","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","Royal_Conservatoire_of_Scotland","The QESR team found evidence of this throughout the documentation provided - for example, the Dignity at Work and Study Policy, the Anti-Racism action plan, and ongoing evaluation and planning around equality outcomes."]
[300,"RCS_300","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","Royal_Conservatoire_of_Scotland","The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements."]
[301,"RCS_301","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","Royal_Conservatoire_of_Scotland","The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability."]
[302,"RCS_302","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Royal_Conservatoire_of_Scotland","RCS has prioritised work to make processes, documentation and evaluation more efficient, ensuring alignment to strategies and clearer communications. An Assessment and Feedback Code of Practice has been developed and progress has been made in relation to its communication through student-facing documentation and the development of the portal."]
[303,"RCS_303","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Royal_Conservatoire_of_Scotland","The QESR team found evidence to show that the communication of key institutional \npolicies has improved."]
[304,"RCS_304","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Royal_Conservatoire_of_Scotland","Programme communications are coordinated by School Directors and regular cohort meetings with staff and students. Communication and support for students had been effective during the pandemic, as evidenced through notes from the fortnightly Academic Management Team/Academic Continuity Group joint meetings, discussion at key committees - including the Students' Union President's reports to Academic Board - and student feedback."]
[305,"RCS_305","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Royal_Conservatoire_of_Scotland","The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."]
[306,"RCS_306","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Royal_Conservatoire_of_Scotland","RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students. This is being addressed through the Digital Strategy which is in draft form and aligns with the RCS Strategic Plan objectives. The Digital Strategy also relates to the Learning and Teaching Strategy, and there will be linked projects that deliver in both strategy areas. The QESR team was informed that RCS has begun to restructure and centralise its IT function, in support of learning and systems."]
[307,"RCS_307","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Royal_Conservatoire_of_Scotland","Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access. The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"]
[308,"RCS_308","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Royal_Conservatoire_of_Scotland","The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process."]
[309,"RCS_309","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","Royal_Conservatoire_of_Scotland","RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."]
[310,"RCS_310","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."]
[311,"RCS_311","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","The aims and objectives set out in these strategies will inform the current Curriculum Review for Undergraduate provision, the Postgraduate Review (2024)"]
[312,"RCS_312","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan. The Research Strategy is to be developed by means of seven projects between 2022 and 2024."]
[313,"RCS_313","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research"]
[314,"RCS_314","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","The Curriculum Review, Postgraduate Taught Review (2024) and Undergraduate \nReview (2027) are intended as vehicles for the implementation of RCS's strategies as outlined by Academic Board."]
[315,"RCS_315","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","The review team can confirm that the institution is currently on schedule with its review of all undergraduate provision and a review of taught postgraduate provision will follow in 2024."]
[316,"RCS_316","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"Royal_Conservatoire_of_Scotland","There are two Academic Frameworks: one for undergraduate provision and another for postgraduate taught provision."]
[317,"RCS_317","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","Royal_Conservatoire_of_Scotland","Through its Learning and Teaching Strategy, RCS is committed to developing the student voice. Similarly, in the Student Partnership Agreement, increasing student engagement is noted as a priority for two student groups in particular - those within the School of Drama, Dance, Production and Film and those enrolled on the Learning and Teaching postgraduate taught programme."]
[318,"RCS_318","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","Royal_Conservatoire_of_Scotland","In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."]
[319,"RCS_319","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"Royal_Conservatoire_of_Scotland","The QESR team found evidence to show that the communication of key institutional \npolicies has improved. Staff and students are made aware of key institutional policies and regulations by a variety of means including committee membership and weekly updates to staff and students from the Principal and Heads of Department."]
[320,"RCS_320","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"Royal_Conservatoire_of_Scotland","Digital surveys in 2020 and 2021 led to a review of the virtual learning environment \n(VLE), and student and staff engagement with the VLE. RCS collected a range of data to drive future planning and, in meetings, staff reported that the new dashboard and app under development for the portal - 'My Day' and showcased at TELF - will provide a new interface for staff and students."]
[321,"RCS_321","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"Royal_Conservatoire_of_Scotland","RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas."]
[322,"RCS_322","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"Royal_Conservatoire_of_Scotland","The use of a pro forma document provided in the Quality Assurance Handbook requires staff to detail the sector guidance which has been referenced in the development of the programme. This supports staff in programme development through making explicit the need to draw on key sector reference points and guides, and also ensures that there is transparency around the external reference points used to inform the development."]
[323,"RCS_323","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"Royal_Conservatoire_of_Scotland","RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results. As a consequence, staff in a range of positions were confident that they had a better understanding of the data available to them and could, therefore, make more informed decisions around prioritisation of actions."]
[324,"RCS_324","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","Royal_Conservatoire_of_Scotland","This supports staff in programme development through making explicit the need to draw on key sector reference points and guides, and also ensures that there is transparency around the external reference points used to inform the development."]
[325,"RCS_325","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development",null,"Royal_Conservatoire_of_Scotland","This will bring into a single team expertise that is currently dispersed across RCS, with the aim of improving visibility and availability of specialist skills, enabling a more effective institutional approach."]
[326,"RCS_326","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"Royal_Conservatoire_of_Scotland","Communication and support for students had been effective during the pandemic, as evidenced through notes from the fortnightly Academic Management Team/Academic Continuity Group joint meetings, discussion at key committees - including the Students' Union President's reports to Academic Board - and student feedback. Staff and students also spoke positively about this in meetings during the"]
[327,"RCS_327","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","Royal_Conservatoire_of_Scotland","'My Day' and showcased at TELF - will provide a new interface for staff and students. Staff explained to the review team how this was intended to allow for a more targeted and personalised interface for staff and students that could better support innovation and would enable a more equitable experience for students across subjects."]
[328,"RCS_328","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","Royal_Conservatoire_of_Scotland","The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."]
[329,"RCS_329","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","Royal_Conservatoire_of_Scotland","The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."]
[330,"RCS_330","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."]
[331,"RCS_331","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","The draft Learning and Teaching Strategy is ambitious and clearly articulated, with \nthe student learning experience as a key element throughout. Learning and Teaching priorities link to the three perspectives of the Strategic Plan. Staff explained how reflections from learning during the pandemic have helped to inform its development."]
[332,"RCS_332","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire"]
[333,"RCS_333","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."]
[334,"RCS_334","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","Through its Learning and Teaching Strategy, RCS is committed to developing the student voice."]
[335,"RCS_335","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","The Digital Strategy also relates to the Learning and Teaching Strategy, and there will be linked projects that deliver in both strategy areas."]
[336,"RCS_336","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","Royal_Conservatoire_of_Scotland","Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access. The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"]
[337,"RCS_337","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."]
[338,"RCS_338","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The aims and objectives set out in these strategies will inform the current Curriculum Review for Undergraduate provision, the Postgraduate Review (2024), and the next Undergraduate Review (2027)."]
[339,"RCS_339","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","Staff explained how reflections from learning during the pandemic have helped to inform its development. 10 indicative \nprojects, which include Decomplexifying the Curriculum: An Inclusive Academy and Sustainable Art-making, are listed and align with the overarching objectives of the RCS Strategic Plan."]
[340,"RCS_340","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The QESR team noted that the plan closely mirrors the Strategic Plan in principles and values relating to teachers and learners and references the Curriculum Review. \n7 The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."]
[341,"RCS_341","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."]
[342,"RCS_342","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The Curriculum Review, Postgraduate Taught Review (2024) and Undergraduate \nReview (2027) are intended as vehicles for the implementation of RCS's strategies as outlined by Academic Board."]
[343,"RCS_343","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","They provide the opportunity to evaluate the relevance and 4 \nsustainability of the curriculum, review principles and expected graduate outcomes to ensure relevant alignment with industry needs, particularly post-Covid, and to streamline the curriculum."]
[344,"RCS_344","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The QESR team considered the documentation that illustrated engagement with the \nEnhancement Theme to be thorough. It included slides from two recent events: a Coaching Conference held in June 2022 and the RCS Curriculum Day on 20 September 2022."]
[345,"RCS_345","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."]
[346,"RCS_346","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","RCS reported that a number of issues relating to assessment remain under review, including the award of pass/fail at master's level. RCS confirmed to the QESR team that the issue of the differences in the loading of assessments across modules is to be addressed through the Curriculum Review with further guidance in the Assessment and Feedback Code of Practice."]
[347,"RCS_347","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."]
[348,"RCS_348","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process."]
[349,"RCS_349","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."]
[350,"RCS_350","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review. In other documents, RCS also refers to a periodic Curriculum Review exercise."]
[351,"RCS_351","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The current cycle of Curriculum Review aims to simplify the curriculum, building on achievements of the 2011 major curriculum review project and informed by the undergraduate Academic Framework which guides the review process and outlines overarching principles."]
[352,"RCS_352","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","Recently, the annual monitoring process has been streamlined to minimise duplication of effort as programme teams prepare to participate in Curriculum Review."]
[353,"RCS_353","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The QESR team noted that the Handbook refers to Programme Review and not Curriculum Review, and defines the purpose of Programme Review as confirming that the proposed modified programme is maintained at an appropriate academic level and is of sufficient academic quality. This does not reflect the strategic intent of the current cycle of Curriculum Review, which is to review all undergraduate provision to 'decomplexify the curriculum'. As a consequence, the relationship between Curriculum Review and Programme Review is not clear."]
[354,"RCS_354","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","Team recommends that Curriculum Review should be included in the Quality Assurance Handbook, describing what this process is, ensuring information is reflective of the current approach, and clearly distinguishes Curriculum Review from other quality assurance and"]
[355,"RCS_355","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The QESR team notes the institution's intent to use the current Curriculum Review and launch of the Strategic Plan in 2023 to expand Professional Services Review to enable benchmarking of progress against objectives in the Strategic Plan and to recognise the cooperation between academic and non-academic staff."]
[356,"RCS_356","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","Royal_Conservatoire_of_Scotland","The Curriculum Review process requires programme teams to ensure alignment of programmes to the appropriate Academic Framework."]
[357,"RCS_357","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","Royal_Conservatoire_of_Scotland","The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."]
[358,"RCS_358","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","Royal_Conservatoire_of_Scotland","RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."]
[359,"RCS_359","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","Royal_Conservatoire_of_Scotland","Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access."]
[360,"RCS_360","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Royal_Conservatoire_of_Scotland","There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."]
[361,"RCS_361","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Royal_Conservatoire_of_Scotland","As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."]
[362,"RCS_362","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Royal_Conservatoire_of_Scotland","RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."]
[363,"RCS_363","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","Royal_Conservatoire_of_Scotland","Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment."]
[364,"RCS_364","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","The QESR team considered RCS's paper - 'Enhancement Topic Reflection' - which clearly sets out the significant priorities in digital/blended learning. Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access."]
[365,"RCS_365","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"]
[366,"RCS_366","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","RCS has built upon the work it has been undertaking in online and blended learning \nas a result of the COVID-19 pandemic and has developed a set of strategic priorities. These include the creation of a centralised digital support, development and management unit. This will bring into a single team expertise that is currently dispersed across RCS, with the aim of improving visibility and availability of specialist skills, enabling a more effective institutional approach."]
[367,"RCS_367","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process. The Academic Board noted that RCS was not in a position to make significant investment in digital equipment and that meaningful partnerships would be required to support the Conservatoire's ambitions and adaptability within a fast-moving environment. As the relevant processes and strategies are still in progress or under development, the QESR team understands that discussion around resourcing and implementation will take place during the completion of this work."]
[368,"RCS_368","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","Digital surveys in 2020 and 2021 led to a review of the virtual learning environment \n(VLE), and student and staff engagement with the VLE. RCS collected a range of data to drive future planning and, in meetings, staff reported that the new dashboard and app under development for the portal - 'My Day' and showcased at TELF - will provide a new interface for staff and students. Staff explained to the review team how this was intended to allow for a more targeted and personalised interface for staff and students that could better support innovation and would enable a more equitable experience for students across subjects."]
[369,"RCS_369","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas."]
[370,"RCS_370","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."]
[371,"RCS_371","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Royal_Conservatoire_of_Scotland","The QESR team is confident that the Conservatoire has effective arrangements in \nplace to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."]
[372,"RCS_372","-","Academic_Standards_and_Quality_Processes",null,null,null,"Royal_Conservatoire_of_Scotland","The QESR team is confident that RCS has effective arrangements for the \nmonitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards."]
[373,"RCS_373","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Royal_Conservatoire_of_Scotland","There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."]
[374,"RCS_374","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Royal_Conservatoire_of_Scotland","A number remain recorded as both completed and ongoing and yet the Institution-Led Review of Quality suggests that the ELIR 4 actions have definite end dates. A clearer record of the status of actions would be beneficial."]
[375,"RCS_375","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Royal_Conservatoire_of_Scotland","The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."]
[376,"RCS_376","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[377,"RCS_377","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."]
[378,"RCS_378","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."]
[379,"RCS_379","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[380,"RCS_380","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."]
[381,"RCS_381","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review."]
[382,"RCS_382","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The annual monitoring process requires programme teams to detail significant changes made to programmes, enabling the Quality and Standards Committee to have oversight of all revisions and their associated impact. Recently, the annual monitoring process has been streamlined to minimise duplication of effort as programme teams prepare to participate in Curriculum Review."]
[383,"RCS_383","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."]
[384,"RCS_384","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","RCS's approach to quality is overseen by the Quality and Standards Committee, \nreporting to Academic Board. From the minutes available, it was evident that the Committee has appropriate oversight and carries out its obligations in accordance with its terms of reference. This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."]
[385,"RCS_385","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee. RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment,"]
[386,"RCS_386","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis. \nUse of data and evidence to inform"]
[387,"RCS_387","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","Data play a key role in the annual monitoring process at RCS."]
[388,"RCS_388","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Royal_Conservatoire_of_Scotland","Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."]
[389,"RCS_389","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Royal_Conservatoire_of_Scotland","In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."]
[390,"RCS_390","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Royal_Conservatoire_of_Scotland","The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."]
[391,"RCS_391","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."]
[392,"RCS_392","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"Royal_Conservatoire_of_Scotland","In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."]
[393,"RCS_393","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"Royal_Conservatoire_of_Scotland","A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[394,"RCS_394","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee"]
[395,"RCS_395","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Royal_Conservatoire_of_Scotland","In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."]
[396,"RCS_396","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Royal_Conservatoire_of_Scotland","A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[397,"RCS_397","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."]
[398,"RCS_398","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"Royal_Conservatoire_of_Scotland","In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."]
[399,"RCS_399","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"Royal_Conservatoire_of_Scotland","A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[400,"RCS_400","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."]
[401,"RCS_401","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Royal_Conservatoire_of_Scotland","The Quality Assurance Handbook is currently under review, an exercise which is \nscheduled to be completed by the end of the 2022-23 academic session. The version shared with the QESR team, however, is built on and explicitly references key sector standards, including the UK Quality Code, Scottish Credit and Qualifications Framework (SCQF),"]
[402,"RCS_402","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Royal_Conservatoire_of_Scotland","The Programme Handbook template ensures learning outcomes are mapped by level to the SCQF characteristics and the Dublin Descriptors."]
[403,"RCS_403","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Royal_Conservatoire_of_Scotland","There are two Academic Frameworks: one for undergraduate provision and another for postgraduate taught provision. Both Academic Frameworks are consistent with the SCQF and integrate graduate attributes and appropriate QAA Subject Benchmark Statements (where available) at module, level and programme learning outcomes."]
[404,"RCS_404","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Royal_Conservatoire_of_Scotland","The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements."]
[405,"RCS_405","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Royal_Conservatoire_of_Scotland","Both Academic Frameworks are consistent with the SCQF and integrate graduate attributes and appropriate QAA Subject Benchmark Statements (where available) at module, level and programme learning outcomes."]
[406,"RCS_406","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Royal_Conservatoire_of_Scotland","The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements. The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee"]
[407,"RCS_407","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Royal_Conservatoire_of_Scotland","The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."]
[408,"RCS_408","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","The QESR team found that RCS's arrangements for managing quality and setting \nstandards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC)."]
[409,"RCS_409","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","Institutional policies relating to programme and module development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[410,"RCS_410","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","Evidence that the team considered included the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and meetings with staff and students."]
[411,"RCS_411","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","Thus, the QESR team also encourages RCS to adopt a more evaluative approach to engagement with the Quality Code."]
[412,"RCS_412","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","From meetings with the QESR team, it was apparent that RCS was aware of sector developments with regards to the Quality Code and its regulatory position, but there was no evidence of regular and ongoing engagement with mapping to the UK Quality Code, and the QESR team considered that further work by the institution might usefully be done in this area."]
[413,"RCS_413","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","The Quality Assurance Handbook is currently under review, an exercise which is \nscheduled to be completed by the end of the 2022-23 academic session. The version shared with the QESR team, however, is built on and explicitly references key sector standards, including the UK Quality Code, Scottish Credit and Qualifications Framework (SCQF), and relevant Subject Benchmark Statements."]
[414,"RCS_414","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Royal_Conservatoire_of_Scotland","RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."]
[415,"RCS_415","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","European_Standards_and_Guidance",null,"Royal_Conservatoire_of_Scotland","RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."]
[416,"RCS_416","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Royal_Conservatoire_of_Scotland","RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."]
[417,"RCS_417","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee. In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."]
[418,"RCS_418","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Royal_Conservatoire_of_Scotland","The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."]
[419,"RCS_419","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Royal_Conservatoire_of_Scotland","RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."]
[420,"RCS_420","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Royal_Conservatoire_of_Scotland","The QESR team is confident that the Conservatoire has effective arrangements \nin place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."]
[421,"RCS_421","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Royal_Conservatoire_of_Scotland","Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment. Further, student feedback from Programme Committees also informs annual monitoring reports and action plans,"]
[422,"RCS_422","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Royal_Conservatoire_of_Scotland","NSS responses from both the School of Drama, Dance, Production and Film and \nSchool of Music indicate that a high value is placed on student feedback and that actions are taken at the most senior level to respond to student concerns. In meetings with staff, it was reported that, within the School of Music, there is a focus on heads of department becoming more directly engaged with gathering and acting on student feedback to understand and combat problems that are arising."]
[423,"RCS_423","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"Royal_Conservatoire_of_Scotland","RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."]
[424,"RCS_424","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","Royal_Conservatoire_of_Scotland","Further, data for particular student groups have been documented in the Anti-Racism Action Plan as well as the annual disability and counselling report, indicating the effective intersectional approach to data from RCS as it works to become a more equitable institution."]
[425,"RCS_425","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Royal_Conservatoire_of_Scotland","RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."]
[426,"RCS_426","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."]
[427,"RCS_427","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Royal_Conservatoire_of_Scotland","Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment. Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."]
[428,"RCS_428","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Royal_Conservatoire_of_Scotland","With regard to course completion rates, relevant data indicate that those students with a declared disability are significantly less likely to complete successfully than their peers and have been identified as an 'at risk' group. The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability"]
[429,"RCS_429","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."]
[430,"RCS_430","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Royal_Conservatoire_of_Scotland","A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."]
[431,"RCS_431","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Royal_Conservatoire_of_Scotland","There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee. In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."]
[432,"RCS_432","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"Royal_Conservatoire_of_Scotland","RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."]
[433,"RCS_433","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Royal_Conservatoire_of_Scotland","The QESR team is confident that RCS has effective arrangements for the \nmonitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."]
[434,"RCS_434","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Royal_Conservatoire_of_Scotland","The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee. The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."]
[435,"RCS_435","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Royal_Conservatoire_of_Scotland","This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."]
[436,"RCS_436","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Royal_Conservatoire_of_Scotland","The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals. Detailed data sets relating to complaints were provided to the QESR team. A quarterly report is taken to senior management and the Board of Governors on key performance information from this data."]
[437,"RCS_437","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Royal_Conservatoire_of_Scotland","Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."]
[438,"GLA_438","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Glasgow","Student Support Officer role: The University should ensure that the role is understood and clearly sigpnposted as being available to support all students, including postgraduate students (paragraph 14)."]
[439,"GLA_439","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Glasgow","Parity of experience of online and blended delivery: The University should review its current approach to online and blended delivery to ensure greater equivalence across all provision (paragraph 28)."]
[440,"GLA_440","Good_Practice","Findings","Good_Practice",null,null,"University_of_Glasgow","Learning and Teaching Strategy and its implementation: The clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy (paragraph 6)."]
[441,"GLA_441","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity. Collaboration between members of the Senior Management Group (SMG) with overlapping roles and responsibilities further enhances the effective integration of actions between strategies and delivery."]
[442,"GLA_442","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","In March 2021, the University launched its Learning and Teaching Strategy \ntogether with the University Strategy - 'World Changing Glasgow' 2025. Both strategies were developed during the pandemic with the pandemic acting as a catalyst for change and accelerated implementation of planned developments in learning and teaching across the University. The Learning and Teaching Strategy makes a commitment to ongoing support for blended and online teaching."]
[443,"GLA_443","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy."]
[444,"GLA_444","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."]
[445,"GLA_445","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships. The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students. Staff reported on the provision of open staff meetings, information and updates circulated to all staff. Senior managers cascade information to staff, many of whom were involved in working groups during the development phase."]
[446,"GLA_446","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Strategy is being delivered by means of four workstreams, which the QESR \nteam established are all now operational and have identified their three top priorities for the year. There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads. The aim is to create synergy rather than duplication of effort to support the effective delivery of the Strategy. The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners. The QESR team heard in meeting with staff that the work is cascading effectively from Deans of Learning and Teaching into colleges and schools. Valuable project management support is provided by the Transformation Team. Three focused Learning and Teaching Committee meetings have been added to the normal meeting cycle of five meetings a year to ensure both governance and a focus on strategy implementation with full ownership of the Strategy by the Learning and Teaching Committee."]
[447,"GLA_447","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy. The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process. The Estates department has also benefited from further investment in staff and resources and is continuing to retrofit and install purpose-designed spaces around campus. There is a new Accessibility Officer post in the Estates team, who is working closely with staff on Learning and Teaching Strategy implementation."]
[448,"GLA_448","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity. Collaboration between members of the Senior Management Group (SMG) with overlapping roles and responsibilities further enhances the effective integration of actions between strategies and delivery."]
[449,"GLA_449","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Glasgow","The Learning and Teaching Strategy sits alongside and aligns closely with the \nStudent Experience Strategy. The two strategies are interdependent and codependent and cross-membership of committees ensures visibility of actions between those committees. The Student Experience Committee is the main forum for the discussion of the Student Experience Strategy and includes the Chair of the Learning and Teaching Committee. The Chair of Education Policy & Strategy Committee (EdPSC) is a member of the Student Experience Strategy Oversight Board as are members of the Education Policy & Strategy Group. The QESR team heard that discussion and progress on the two strategies is well aligned at committee level. The QESR team considered the clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy to be a feature of good practice."]
[450,"GLA_450","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Glasgow","There has been significant investment in the physical and digital infrastructure \nwith further investment planned and additional funding is in place for learning and teaching projects and has been agreed in principle for enhanced support for enterprise and student-led activities. With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."]
[451,"GLA_451","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Glasgow","A PGR Policy and Enhancement Adviser was appointed in January 2023, taking responsibility for the PGR transformation project to improve data gathering and the interpretation of data."]
[452,"GLA_452","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit."]
[453,"GLA_453","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Glasgow","The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24). While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach."]
[454,"GLA_454","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Glasgow","Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."]
[455,"GLA_455","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Glasgow","The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic. However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."]
[456,"GLA_456","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."]
[457,"GLA_457","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Glasgow","The University's Periodic Subject Review (PSR), which acts as the institution-led \nreview process, is effective in identifying good practice and areas for enhancement, as demonstrated through school self-evaluations and subsequent enhancement plans. Reports are submitted to ASC, and the QESR team saw evidence of effective oversight, and actions being followed-up."]
[458,"GLA_458","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Glasgow","The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24). While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach."]
[459,"GLA_459","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Glasgow","Annual monitoring of courses and programmes is carried out at school and college \nlevel, with the latter reporting to ASC. Areas of good practice and issues for action are collated and reported at each level. The QESR team saw evidence of effective analysis and discussion in reports and ASC minutes, with issues referred for response and action by the appropriate person/group. Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."]
[460,"GLA_460","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Glasgow","Student Liaison Committee \n(SSLC) and hold at least one meeting of the SSLC per semester. The QESR team saw evidence of good student satisfaction and effective operation of the student voice through SSLCs."]
[461,"GLA_461","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Glasgow","Student representatives met by the QESR team confirmed the effectiveness of these SSLC meetings, which they viewed as an effective mechanism for hearing and responding to the student voice."]
[462,"GLA_462","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Glasgow","Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback. The data collected will be used to evaluate mechanisms for improvement in student responses by providing recommendations which align with the existing university Quality Framework."]
[463,"GLA_463","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Glasgow","The QESR team found the University has in place policies and procedures to \nsupport engagement and representation with students. The overarching framework for student engagement is set out in the Code of Practice on Student Representation. This document states that each school should have at least one Staff-Student Liaison Committee \n(SSLC) and hold at least one meeting of the SSLC per semester. The QESR team saw evidence of good student satisfaction and effective operation of the student voice through SSLCs."]
[464,"GLA_464","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Glasgow","The Students' Representative Council (SRC) is the recognised representative body \nfor students at the University. The SRC is led by a council of elected students and support officers and facilitates a direct means of communication between staff and students. In meeting with the QESR team, students and members of the SRC confirmed that any grievances or complaints raised by fellow students through the SSLC mechanism could be taken to the Council for advice."]
[465,"GLA_465","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Glasgow","Student representatives met by the QESR team confirmed the effectiveness of these SSLC meetings, which they viewed as an effective mechanism for hearing and responding to the student voice"]
[466,"GLA_466","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Glasgow","The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."]
[467,"GLA_467","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Admissions_criteria","University_of_Glasgow","The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."]
[468,"GLA_468","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"University_of_Glasgow","The Senate Appeals Committee is responsible for oversight of academic appeals \nand complaints, and allows appellants who are dissatisfied with the appeals and complaints procedure the opportunity to seek a review. It is evident to the QESR team from the committee minutes that such overview reports are used to identify and action areas to enhance the student experience. The University's Complaints Procedure follows the SPSO's Model Complaints Handling Procedure; this includes an annual report to Senate, and a summary of themes reported to the Student Experience Committee."]
[469,"GLA_469","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Policies","University_of_Glasgow","In meeting with the QESR team, students and members of the SRC confirmed that any grievances or complaints raised by fellow students through the SSLC mechanism could be taken to the Council for advice."]
[470,"GLA_470","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Policies","University_of_Glasgow","The University's Complaints Procedure follows the SPSO's Model Complaints Handling Procedure; this includes an annual report to Senate, and a summary of themes reported to the Student Experience Committee."]
[471,"GLA_471","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Practice","University_of_Glasgow","while remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers."]
[472,"GLA_472","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Glasgow","Based on the evidence available, the QESR team is confident that the institution is \nmanaging its arrangements for assessment and feedback effectively. The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy (see paragraph 5)."]
[473,"GLA_473","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Glasgow","The University has developed processes to enable oversight of academic \nmisconduct, particularly in plagiarism in coursework and misconduct in online exams (see paragraph 38). As the number of cases have increased significantly due to remote delivery of assessment, this has been identified by the University as presenting a potential threat to academic standards."]
[474,"GLA_474","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Glasgow","The team considered that good progress had been made on some of the other \nrecommendations from ELIR 4. The recommendation that consistent communication on Feedback and Assessment should be provided for students when there is deviation from standard turnaround times is being addressed through phases of the Learning and Teaching Assessment and Feedback Transformations Project (AFTP)"]
[475,"GLA_475","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Glasgow","Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."]
[476,"GLA_476","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Glasgow","The QESR team met with senior staff who described the changes brought to the delivery of assessments. The changes to assessment practices include a return from hybrid to on-campus exams, more staff allocated to work on the student conduct caseload, and development of guidance on the use of generative AI tools in assessments."]
[477,"GLA_477","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Glasgow","The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."]
[478,"GLA_478","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Glasgow","The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population."]
[479,"GLA_479","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Glasgow","The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases."]
[480,"GLA_480","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Glasgow","The University has addressed the ELIR 4 recommendation on use of discretion \nby exam boards (see paragraph 18), with a standard grade profile algorithm applied in borderline zones."]
[481,"GLA_481","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Glasgow","Phase 1, 2021-22, involved development of a student assessment dashboard which provides assessment information including submission date, turnaround time, grade and feedback for staff and students."]
[482,"GLA_482","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Glasgow","Phase 2 in 2022-23 involves improving student awareness of marking dates and any live changes."]
[483,"GLA_483","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Glasgow","The QESR team learnt that a template has been agreed to encourage a more standardised approach to communicating delays in marking turnaround times and circulated to Deans of Learning and Teaching for wider distribution."]
[484,"GLA_484","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Glasgow","In addition, the National Student Survey (NSS) Action Plans within schools have a focus on timeliness of feedback. In their meeting with the QESR team, students reported that feedback return dates are provided on the virtual learning environment and most feedback is provided within the three-week guidelines with some provided earlier."]
[485,"GLA_485","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_Glasgow","Of the 2022-23 student population, 6,130 were studying part-time. In addition, a further 9,350 were studying with the University's collaborative partners."]
[486,"GLA_486","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Glasgow","Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures. The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."]
[487,"GLA_487","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Glasgow","The remit of the Vice-Principal External Relations includes TNE and international activities, and attendance at EdPSC twice per year, to ensure this committee is able to maintain an appropriate overview of activities. Transnational education (TNE) provision is also monitored by the main TNE Board, which reports to SMG."]
[488,"GLA_488","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Glasgow","The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."]
[489,"GLA_489","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_numbers_on_collaborative_partnerships","University_of_Glasgow","In addition, a further 9,350 were studying with the University's collaborative partners."]
[490,"GLA_490","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Glasgow","There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads."]
[491,"GLA_491","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Glasgow","The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."]
[492,"GLA_492","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."]
[493,"GLA_493","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Glasgow","The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students."]
[494,"GLA_494","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Glasgow","The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners."]
[495,"GLA_495","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"University_of_Glasgow","The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."]
[496,"GLA_496","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."]
[497,"GLA_497","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Glasgow","The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy."]
[498,"GLA_498","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Glasgow","The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."]
[499,"GLA_499","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."]
[500,"GLA_500","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The Chair of Education Policy & Strategy Committee (EdPSC) is a member of the Student Experience Strategy Oversight Board as are members of the Education Policy & Strategy Group."]
[501,"GLA_501","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy."]
[502,"GLA_502","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The Students' Representative Council (SRC) is the recognised representative body \nfor students at the University. The SRC is led by a council of elected students and support officers and facilitates a direct means of communication between staff and students."]
[503,"GLA_503","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","This process is supported by a new PGR Policy and Enhancement Adviser role to provide additional support on the ongoing PGR transformation project."]
[504,"GLA_504","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The QESR team also found evidence that the recommendation to ensure that clear \ncommunication of advising arrangements for postgraduate taught (PGT) students was being addressed, particularly through the work of Student Support Officers, which has helped to standardise practice and disseminate information to students; although, based on meetings with the team, there is still some work to do to make the role fully understood and effective"]
[505,"GLA_505","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","A PGR Policy and Enhancement Adviser was appointed in January 2023, taking responsibility for the PGR transformation project to improve data gathering and the interpretation of data."]
[506,"GLA_506","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","ASC minutes suggest that there have been issues over the Recording of Teaching policy with regard to terminology and the consequences for what teaching sessions are recorded."]
[507,"GLA_507","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The University's Academic Quality Framework sets out the principles and institutional approach to managing quality. It is managed and maintained by the Academic Policy & Governance (APG) team, and is reviewed on an ongoing basis."]
[508,"GLA_508","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."]
[509,"GLA_509","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Glasgow","The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team"]
[510,"GLA_510","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Glasgow","The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching Strategy."]
[511,"GLA_511","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Glasgow","The Annual Report to Senate Assessors for Student Conduct states that additional resources are needed for the increased caseload and emergence of technologies such as generative artificial intelligence (AI)."]
[512,"GLA_512","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Glasgow","The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic. However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes. Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee."]
[513,"GLA_513","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Study_space","University_of_Glasgow","The Estates department has also benefited from further investment in staff and resources and is continuing to retrofit and install purpose-designed spaces around campus."]
[514,"GLA_514","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Study_space","University_of_Glasgow","With regard to physical space, staff acknowledge there are pressures on space on \ncampus, especially post-Covid, but the University aims to provide sufficient teaching and study spaces, through optimising use of spaces by timetabling, and building new accommodation - such as the James McCune Smith Learning Hub."]
[515,"GLA_515","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Study_space","University_of_Glasgow","Students reported difficulty in finding workspaces and in booking rooms for group study, even when this is a course requirement. The QESR team heard from students that they are keener to be on campus post-Covid, which has exacerbated the demand for space. The University has identified the suitability and quality of teaching spaces/timetabling as a recurring theme that requires attention. The QESR team would encourage the University to continue in its efforts to ensure that suitable facilities and learning spaces are made available for all students."]
[516,"GLA_516","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Study_space","University_of_Glasgow","This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."]
[517,"GLA_517","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Study_space","University_of_Glasgow","Some examples of good practice were cited by students, such as lecture recording, but differences may lead to potential disadvantage to some students if resources and systems are available in some schools but not in others."]
[518,"GLA_518","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Glasgow","The QESR teams understands that there is an ongoing postgraduate research \n(PGR) student transformation project to improve data gathering and the interpretation of data to improve consistency and reduce repetitions in operations. This process is supported by a new PGR Policy and Enhancement Adviser role to provide additional support on the ongoing PGR transformation project. In meeting with university staff, the QESR team noted that the project was active but not fully operational, with some staff unaware of the project."]
[519,"GLA_519","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Glasgow","The role of Student Support Officer (SSO) is to signpost students to university \nwelfare support networks, and resolve or refer on any pastoral issues they may be facing. However, in meetings with students the QESR team heard from some participants about a lack of clarity about the responsibilities and definition of the SSO role, and a lack of understanding about the SSO role particularly at the postgraduate level"]
[520,"GLA_520","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Glasgow","the QESR team recommends that the University should ensure that the SSO role is understood and clearly signposted as being available to support all students, including postgraduate students."]
[521,"GLA_521","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Glasgow","The QESR team also found evidence that the recommendation to ensure that clear \ncommunication of advising arrangements for postgraduate taught (PGT) students was being addressed, particularly through the work of Student Support Officers, which has helped to standardise practice and disseminate information to students; although, based on meetings with the team, there is still some work to do to make the role fully understood and effective"]
[522,"GLA_522","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Glasgow","The QESR team noted that the use of the Postgraduate Research Experience \nSurvey (PRES) had been discontinued. Staff reported that it did not provide the data they needed, as the questions were generic and rarely changed, so they developed their own survey. Following a pause, this new survey is due to be launched in May 2023, pending confirmation of questions. The University employs other means of external benchmarking, including comparisons with other Scottish universities, Russell Group benchmarking, and through UK Council for Graduate Education, to inform annual monitoring."]
[523,"GLA_523","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Glasgow","The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."]
[524,"GLA_524","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Glasgow","The QESR team noted the discontinuation of the Postgraduate Research Experience Survey (PRES), and its replacement by an internal survey designed to align with the Graduate School Review (GSR). Pending approval from senior staff on the final questions to be include, this new survey is due to be launched in May 2023"]
[525,"GLA_525","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Glasgow","The Learning and Teaching Committee Postgraduate Advisory subgroup has taken \nforward developments in reviewing postgraduate taught activity to better understand the approaches taken across the University. Postgraduate Taught Advisers have joined the University Chief Advisers' Sub-Committee (CASC), a move intended to allow CASC oversight of advising at both UG and PGT levels."]
[526,"GLA_526","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Glasgow","The Internal Student Survey (2022) showed evidence of increased student satisfaction in Academic Advising and Supporting Your Interactions compared with the previous year. Furthermore, responses to the Student Experience Survey suggest that postgraduate taught students have higher levels of satisfaction than undergraduate students."]
[527,"GLA_527","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Glasgow","Annual monitoring on the postgraduate research (PGR) student experience has \nbeen introduced at university level, with the submission of an annual report to the Student Experience Committee (which, in turn, reports to the Senate and Court). This work is ongoing through a wide-ranging PGR project to improve data gathering and the interpretation of data."]
[528,"GLA_528","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."]
[529,"GLA_529","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."]
[530,"GLA_530","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students."]
[531,"GLA_531","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","The Strategy is being delivered by means of four workstreams, which the QESR \nteam established are all now operational and have identified their three top priorities for the year. There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads"]
[532,"GLA_532","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners. The QESR team heard in meeting with staff that the work is cascading effectively from Deans of Learning and Teaching into colleges and schools. Valuable project management support is provided by the Transformation Team. Three focused Learning and Teaching Committee meetings have been added to the normal meeting cycle of five meetings a year to ensure both governance and a focus on strategy implementation with full ownership of the Strategy by the Learning and Teaching Committee."]
[533,"GLA_533","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."]
[534,"GLA_534","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","Staff confirmed that the University has allocated more staffing to deal with the student conduct caseload and has returned to on-campus exams (now approximately 50% of exams)"]
[535,"GLA_535","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Glasgow","The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."]
[536,"GLA_536","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Glasgow","The Adviser of Studies' (AoS) role is primarily to provide advice on academic issues \nwhile remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers. In their meeting with students, the QESR team heard how contact was made by AoS at least twice per semester with an emphasis on contact with Year 1 and 2 students. The view of the students met by the team was that advisers were generally viewed as proactive, supportive and accessible"]
[537,"GLA_537","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Glasgow","The Adviser of Studies' (AoS) role is primarily to provide advice on academic issues \nwhile remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers. In their meeting with students, the QESR team heard how contact was made by AoS at least twice per semester with an emphasis on contact with Year 1 and 2 students. The view of the students met by the team was that advisers were generally viewed as proactive, supportive and accessible"]
[538,"GLA_538","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Glasgow","The Senate Appeals Committee is responsible for oversight of academic appeals \nand complaints, and allows appellants who are dissatisfied with the appeals and complaints procedure the opportunity to seek a review."]
[539,"GLA_539","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Glasgow","The University has developed processes to enable oversight of academic \nmisconduct, particularly in plagiarism in coursework and misconduct in online exams (see paragraph 38). As the number of cases have increased significantly due to remote delivery of assessment, this has been identified by the University as presenting a potential threat to academic standards."]
[540,"GLA_540","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","University_of_Glasgow","The role of Student Support Officer (SSO) is to signpost students to university \nwelfare support networks, and resolve or refer on any pastoral issues they may be facing. However, in meetings with students the QESR team heard from some participants about a lack of clarity about the responsibilities and definition of the SSO role, and a lack of understanding about the SSO role particularly at the postgraduate level and in some colleges."]
[541,"GLA_541","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."]
[542,"GLA_542","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","In March 2021, the University launched its Learning and Teaching Strategy \ntogether with the University Strategy - 'World Changing Glasgow' 2025. Both strategies were developed during the pandemic with the pandemic acting as a catalyst for change and accelerated implementation of planned developments in learning and teaching across the University."]
[543,"GLA_543","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The Learning and Teaching Strategy makes a commitment to ongoing support for blended and online teaching. The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."]
[544,"GLA_544","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships. The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students. Staff reported on the provision of open staff meetings, information and updates circulated to all staff. Senior managers cascade information to staff, many of whom were involved in working groups during the development phase."]
[545,"GLA_545","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The Learning and Teaching Strategy sits alongside and aligns closely with the \nStudent Experience Strategy. The two strategies are interdependent and codependent and cross-membership of committees ensures visibility of actions between those committees. The Student Experience Committee is the main forum for the discussion of the Student Experience Strategy and includes the Chair of the Learning and Teaching Committee."]
[546,"GLA_546","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The QESR team considered the clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy to be a feature of good practice."]
[547,"GLA_547","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."]
[548,"GLA_548","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","There is a new Accessibility Officer post in the Estates team, who is working closely with staff on Learning and Teaching Strategy implementation."]
[549,"GLA_549","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Glasgow","The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy"]
[550,"GLA_550","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Glasgow","The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."]
[551,"GLA_551","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Glasgow","With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."]
[552,"GLA_552","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Glasgow","With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."]
[553,"GLA_553","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Glasgow","The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching Strategy."]
[554,"GLA_554","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Glasgow","Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee."]
[555,"GLA_555","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Glasgow","the QESR team recommends that the University reviews its current approach to online and blended delivery to ensure greater equivalence across all provision."]
[556,"GLA_556","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."]
[557,"GLA_557","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","Staff who met with the QESR team described how the enhancement topic was \nbeing embedded in their practice across the University through the work of Deans of Learning and Teaching in colleges and support from the Academic & Digital Development team. In its digital learning statement, the University outlines that an overarching aim is to strike a balance in terms of blended and face-to-face learning."]
[558,"GLA_558","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","Based on information collected during the pandemic the University has accelerated the institution's engagement with blended learning approaches. The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching"]
[559,"GLA_559","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic."]
[560,"GLA_560","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes. Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee. Some examples of good practice were cited by students, such as lecture recording, but differences may lead to potential disadvantage to some students if resources and systems are available in some schools but not in others."]
[561,"GLA_561","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Glasgow","The review team also heard that connectivity is sometimes limited, depending on number of users, even in libraries. ASC minutes suggest that there have been issues over the Recording of Teaching policy with regard to terminology and the consequences for what teaching sessions are recorded. In the light of reported variability, the QESR team recommends that the University reviews its current approach to online and blended delivery to ensure greater equivalence across all provision."]
[562,"GLA_562","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","Other internal university review processes, such as the Periodic Subject Review \n(PSR) and the Graduate School Review, are viewed by students as positive, particularly around use of externality and the discussions with student groups as part of the process."]
[563,"GLA_563","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","The University's Academic Quality Framework sets out the principles and institutional approach to managing quality. It is managed and maintained by the Academic Policy & Governance (APG) team, and is reviewed on an ongoing basis. The Academic Quality Framework was updated on the university website in February 2023, and the University indicates that further reviews are planned during 2022-23 to enhance its effectiveness, particularly in relation to enhancing approaches to student feedback and reviewing procedures for course and programme approval."]
[564,"GLA_564","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[565,"GLA_565","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","The University's Periodic Subject Review (PSR), which acts as the institution-led \nreview process, is effective in identifying good practice and areas for enhancement, as demonstrated through school self-evaluations and subsequent enhancement plans. Reports are submitted to ASC, and the QESR team saw evidence of effective oversight, and actions being followed-up."]
[566,"GLA_566","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","The University has undertaken those PSRs which were postponed due to Covid, with scheduled reviews now back in line with its six-year cycle. PSRs were conducted online during Covid, but the University has now reverted to face-to-face events, finding that this format generates better dialogue and rapport, and enables external panel members to view facilities."]
[567,"GLA_567","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","A separate Graduate School Review (GSR) process considers PGR student \nexperience and operates at college level. The GSR process was reviewed in 2019, but the impact of the COVID-19 pandemic delayed implementation, and the new process ran for the first time in 2022."]
[568,"GLA_568","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","Collaborative and transnational education (TNE) provision is subject to the same \nquality processes as other provision at the University. Academic programmes are subject to the relevant programme approval process, annual monitoring and are included within PSR. Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."]
[569,"GLA_569","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."]
[570,"GLA_570","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Glasgow","The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."]
[571,"GLA_571","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Glasgow","Annual monitoring on the postgraduate research (PGR) student experience has \nbeen introduced at university level, with the submission of an annual report to the Student Experience Committee (which, in turn, reports to the Senate and Court)."]
[572,"GLA_572","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Glasgow","The University employs other means of external benchmarking, including comparisons with other Scottish universities, Russell Group benchmarking, and through UK Council for Graduate Education, to inform annual monitoring."]
[573,"GLA_573","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[574,"GLA_574","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Glasgow","Annual monitoring of courses and programmes is carried out at school and college \nlevel, with the latter reporting to ASC. Areas of good practice and issues for action are collated and reported at each level."]
[575,"GLA_575","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Glasgow","The QESR team saw evidence of effective analysis and discussion in reports and ASC minutes, with issues referred for response and action by the appropriate person/group. Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."]
[576,"GLA_576","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Glasgow","The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24)."]
[577,"GLA_577","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Glasgow","While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach"]
[578,"GLA_578","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"University_of_Glasgow","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."]
[579,"GLA_579","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Glasgow","Other internal university review processes, such as the Periodic Subject Review \n(PSR) and the Graduate School Review, are viewed by students as positive, particularly around use of externality and the discussions with student groups as part of the process. The QESR team learnt that the Student Representatives' Council provides a panel member for all PSRs, further strengthening student partnership."]
[580,"GLA_580","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Glasgow","The SFPS review framework has a holistic perspective, intended to allow themed reviews, rather than a review of a single service, with a data resource to be provided by the Planning team to support review activity. Themed reviews across multiple services are expected in 2023 onwards, to align with large-scale transformation projects, such as student on-boarding."]
[581,"GLA_581","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Glasgow","Currently, the scope and focus of SFPS reviews are determined by the senior responsible officers, the Deputy Vice-Chancellor and Chief Operating Officer and Vice-Principal (Learning & Teaching). The University aims, in time, to have a comprehensive review schedule but currently it is responding to immediate needs identified by staff and students. As the University continues to develop this area, the QESR team would encourage the University to ensure that all services are included in an appropriate SFPS review in accordance with sector guidance."]
[582,"GLA_582","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Glasgow","The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."]
[583,"GLA_583","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Glasgow","Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[584,"GLA_584","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Glasgow","Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."]
[585,"GLA_585","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Glasgow","External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements"]
[586,"GLA_586","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Glasgow","The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[587,"GLA_587","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Glasgow","Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."]
[588,"GLA_588","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Glasgow","External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements,"]
[589,"GLA_589","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Glasgow","The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[590,"GLA_590","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Glasgow","The University undertook a detailed mapping of its policies and procedures to the Quality Code at the time of ELIR 4 in 2019 and is confident that it continues to meet the Expectations of the Core and Common practices for both Standards and Quality through its Academic Quality Framework, academic governance structure, and a range of procedures and codes."]
[591,"GLA_591","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Glasgow",", the University has not remapped its overall framework since, the rationale being that there is close relationship between the previous and current versions of the Quality Code, and has not fixed a date for this at the time of the review. The QESR team encourages the University to maintain an ongoing reflection on how the Quality Code can be used in the development of new processes and consider the benefits of revisiting their mapping when the current sector-level review of the Quality Code is complete."]
[592,"GLA_592","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Glasgow","Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."]
[593,"GLA_593","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Glasgow","The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."]
[594,"GLA_594","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","The QESR team found two recommendations completed. The first of these \nrelated to making external examiner reports accessible to students. To address this recommendation, the University has made information about accessing external examiner reports a standard part of the Student Representation Toolkit. In addition, students can access the external examiner reports through the course management system."]
[595,"GLA_595","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","In meetings with students the QESR team heard that students were aware of the external examiner reports and some of the students met had accessed reports. The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases. Staff confirmed to the QESR team in meetings that the algorithm is in place and consistently applied, and that there is greater clarity around degree outcomes. This has resulted in decision outcomes which are clearer and more defensible to students and external examiners."]
[596,"GLA_596","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[597,"GLA_597","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."]
[598,"GLA_598","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","The University noted a decline in the number of external examiner reports submitted during the pandemic but is confident that there is overall sufficiency to assure standards. The team noted that the University is monitoring closely the downward trend in reports received and would encourage appropriate action to be taken to return this to pre-pandemic levels. External examiners were positive overall about the University's management of assessment and academic standards but raised a number of issues around use of online exams, grade inflation and diversity of assessment instruments."]
[599,"GLA_599","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","The QESR team saw evidence of appropriate use of externality, both through external examiners and use of external subject expertise, in ILR and annual monitoring."]
[600,"GLA_600","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions and providing ongoing assurance on the use of external reference points."]
[601,"GLA_601","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Glasgow","When meeting with students, the team found that external examiner reports are made available and have been accessed by some of the students met by the team"]
[602,"GLA_602","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Glasgow","Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."]
[603,"GLA_603","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Glasgow","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality processes."]
[604,"GLA_604","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Glasgow","A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school."]
[605,"GLA_605","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Glasgow","The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."]
[606,"GLA_606","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Glasgow","Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback. The data collected will be used to evaluate mechanisms for improvement in student responses by providing recommendations which align with the existing university Quality Framework."]
[607,"GLA_607","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Glasgow","The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."]
[608,"GLA_608","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Glasgow","The review team understood from meetings that the roll-out of this initiative was still in its early stages and, as a consequence, some staff were not yet aware of the data packs or had not accessed them. The QESR team recognised, however, that this was a positive development and had the potential to enhance the University's use of data in self-evaluation and decisionmaking following full implementation."]
[609,"GLA_609","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","University_of_Glasgow","The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."]
[610,"GLA_610","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Glasgow","The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression."]
[611,"GLA_611","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Glasgow","The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."]
[612,"GLA_612","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Glasgow","The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases. Staff confirmed to the QESR team in meetings that the algorithm is in place and consistently applied, and that there is greater clarity around degree outcomes. This has resulted in decision outcomes which are clearer and more defensible to students and"]
[613,"GLA_613","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Glasgow","However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."]
[614,"GLA_614","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Glasgow","The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."]
[615,"GLA_615","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[616,"GLA_616","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Glasgow","A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school."]
[617,"GLA_617","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"University_of_Glasgow","From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[618,"GLA_618","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Glasgow","Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."]
[619,"GLA_619","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Glasgow","The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy (see paragraph 5). The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."]
[620,"GLA_620","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Glasgow","External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions and providing ongoing assurance on the use of external reference points. When meeting with students, the team found that external examiner reports are made available and have been accessed by some of the students met by the team"]
[621,"GLA_621","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Glasgow","The Academic Quality Framework was updated on the university website in February 2023, and the University indicates that further reviews are planned during 2022-23 to enhance its effectiveness, particularly in relation to enhancing approaches to student feedback and reviewing procedures for course and programme approval."]
[622,"GLA_622","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Glasgow","A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school. The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."]
[623,"GLA_623","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Glasgow","Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback."]
[624,"GLA_624","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Glasgow","In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."]
[625,"DUN_625","Good_Practice","Findings","Good_Practice",null,null,"University_of_Dundee","Implementation of institutional strategies: There is clear alignment between strategic planning and schools' and professional services' priorities, supporting the effective implementation of institutional strategies (paragraph 3)."]
[626,"DUN_626","Good_Practice","Findings","Good_Practice",null,null,"University_of_Dundee","Use of student journey data for enhancement: The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience (paragraph 46)"]
[627,"DUN_627","Good_Practice","Findings","Good_Practice",null,null,"University_of_Dundee","Digital Champions: The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice (paragraph 27)."]
[628,"STR_628","Good_Practice","Findings","Good_Practice",null,null,"University_of_Strathclyde","Strategic approach to enhancement: The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The Learning and Teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees to ensure the student experience is enhanced (paragraph 3)."]
[629,"STR_629","Good_Practice","Findings","Good_Practice",null,null,"University_of_Strathclyde","Student partnership working: The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, and co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues (paragraph 11)."]
[630,"STR_630","Good_Practice","Findings","Good_Practice",null,null,"University_of_Strathclyde","Digital education: The University has continued to develop and strengthen an effective digital education capacity through a collaborative, deliberate and strategic approach (paragraphs 17-21)."]
[631,"UWS_631","Good_Practice","Findings","Good_Practice",null,null,"University_of_the_West_of_Scotland","Strategic approach to widening participation: The University's strategic approach and ongoing commitment to widening participation is fully embedded across the University at all stages of the learner journey."]
[632,"UWS_632","Good_Practice","Findings","Good_Practice",null,null,"University_of_the_West_of_Scotland","Institution-wide, student-centred approach to policy and strategy development: Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."]
[633,"UWS_633","Good_Practice","Findings","Good_Practice",null,null,"University_of_the_West_of_Scotland","Student support; The University's new one-stop shop approach by the Student Success Hub (SSH) not only responds to student enquiries but also uses an appointment referral system for students requiring specialist support and targeted intervention to prevent long-term disengagement. The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services."]
[634,"DUN_634","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Dundee","Professional services review: The University should develop a systematic approach to professional services review that complements the existing mechanisms for engaging professional services in quality processes. The University should ensure that there is appropriate engagement with staff and students, and appropriate externality, to promote high-quality learning and continuous improvement (paragraph 37)."]
[635,"STR_635","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Strathclyde","Thematic review of professional services: As the new professional services review process is embedded, the University should produce a timetable of reviews to ensure that all student-facing professional services are systematically reviewed within a suitable timeframe (paragraph 27)."]
[636,"STR_636","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Strathclyde","PGR teaching: The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University (paragraph 13)."]
[637,"UWS_637","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_the_West_of_Scotland","Training for student representatives: The University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels, and to better represent students."]
[638,"UWS_638","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_the_West_of_Scotland","Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."]
[639,"UWS_639","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_the_West_of_Scotland","Implementation of change: In developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."]
[640,"UWS_640","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_the_West_of_Scotland","Strengthen the use of data in quality processes: In continuing to embed and strengthen the use of data in quality processes, the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."]
[641,"DUN_641","-","Instutution_Approach_to_QE",null,null,null,"University_of_Dundee","The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience"]
[642,"DUN_642","-","Instutution_Approach_to_QE",null,null,null,"University_of_Dundee","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement."]
[643,"STR_643","-","Instutution_Approach_to_QE",null,null,null,"University_of_Strathclyde","A range of education committees report to Senate and provide comprehensive annual written reports. QAC has delegated authority from Senate to assure academic standards on its behalf and works with other committees; for example, taking a collaborative approach between QAC and LEC in reviewing quality and enhancement via Faculty Annual Report (FARs) and reporting into the ESC and onto Senate."]
[644,"UWS_644","-","Instutution_Approach_to_QE",null,null,null,"University_of_the_West_of_Scotland","The QESR team is confident that UWS has clear, effective strategic leadership and \nestablished systems in place to support the enhancement of learning and teaching, and the student experience."]
[645,"UWS_645","-","Instutution_Approach_to_QE",null,null,null,"University_of_the_West_of_Scotland","The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."]
[646,"DUN_646","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Dundee","The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice"]
[647,"DUN_647","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Dundee","In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."]
[648,"STR_648","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Strathclyde","The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The learning and teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees, to ensure the student experience is enhanced. It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."]
[649,"STR_649","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Strathclyde","The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan. The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."]
[650,"STR_650","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Strathclyde","Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."]
[651,"STR_651","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Strathclyde","A range of data is available through the Strathclyde Dashboard, SUnBIRD (Strathclyde University Business Intelligence Reports and Dashboard). The QESR team noted close working of the Directorate of Strategy and Planning with the Quality Enhancement and Assurance Team and QAC in accessing and analysing data."]
[652,"UWS_652","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_the_West_of_Scotland","The University should, wherever possible, ensure enough time between development and implementation to secure clear understanding of the scope and intended impact of strategic initiatives."]
[653,"UWS_653","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_the_West_of_Scotland","The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."]
[654,"STR_654","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs)."]
[655,"STR_655","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it, individuals who lead enhancement initiatives and working groups which focus on specific initiatives. The Committee's membership is inclusive of faculties and professional services, and is served by several members of the University's executive team and the University's Leadership Group. Faculties also have learning enhancement committees and it was evident in the documentation that there are regular opportunities for cross-institutional dialogues as well as discipline-based enhancement activities."]
[656,"STR_656","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."]
[657,"STR_657","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."]
[658,"STR_658","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."]
[659,"STR_659","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."]
[660,"STR_660","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."]
[661,"STR_661","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","The e-FIRST Framework was praised in assisting the University to react quickly to changing environments (paragraph 19). While reporting to Senate through ESC, the QAC and LEC work closely to learn from current practice, and make recommendations for change annually; examples include: continually responding to digital education needs in such a rapidly changing environment, and development of revised guidelines to support students through periods of disruption."]
[662,"STR_662","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Strathclyde","Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."]
[663,"UWS_663","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_West_of_Scotland","To support the work of Strategy 2025, UWS launched the Student Experience \nProject in 2021 with a series of workstreams. The work is led by the Pro-Vice-Chancellor Learning, Teaching and Students with a whole-institution approach taken to delivery through the committee structure, cross-university working groups, schools and professional services. A student-centred approach was clearly articulated throughout the evidence submitted and by the staff and students the QESR team met. The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."]
[664,"UWS_664","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_West_of_Scotland","The University has developed a new Curriculum Framework in consultation with \nstaff, students, academic schools and discussed at the Education Advisory Committee (EAC) before being formally approved and full implementation is planned for session 2025-26. A Curriculum Incubator project has been initiated to support intensive and fast-tracked multi-stakeholder programmatic design such as the institution-wide Academic, Professional and Personal Development (APPD) curriculum which is in the early stages of implementation."]
[665,"UWS_665","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_West_of_Scotland","The QESR team learned that an Enhancement Theme lead has been appointed \nto improve institutional engagement and dissemination. The University takes a strategic cross-institutional approach involving staff and students in the development of new initiatives."]
[666,"DUN_666","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","Staff recognised and valued school-specific discussions focused on the relationship between university KPI's and school priorities, as a supportive and tailored planning mechanism, and welcomed the responsive and nuanced use of data to support enhancement within the planning process."]
[667,"DUN_667","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."]
[668,"DUN_668","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."]
[669,"DUN_669","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","The Digital Champions, established during the University's COVID-19 response, play a key cross-institutional role in advising and guiding enhancements, and sharing best practice within and across academic schools and professional services"]
[670,"DUN_670","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","Annual Monitoring Quality Enhancement Reports are produced at module and \nprogramme level. School Boards or School Quality and Academic Standards Committees consider any issues that arise from APRs and ensure that these feed into school Learning and Teaching Enhancement (LTE) reports, which also inform school operational plans."]
[671,"DUN_671","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Dundee","The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."]
[672,"STR_672","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Strathclyde","the QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."]
[673,"STR_673","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Strathclyde","The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it, individuals who lead enhancement initiatives and working groups which focus on specific initiatives."]
[674,"STR_674","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Strathclyde","The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."]
[675,"STR_675","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_Strathclyde","The Learning and Teaching Improvement Framework uses student feedback to enhance student education. The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."]
[676,"UWS_676","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_the_West_of_Scotland","The University has developed and implemented a new UWS Model of Supporting \nStudent Success underpinned by the streamlining of professional services and academic support through the creation of the Student Success Hub (SSH) and staff team. The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."]
[677,"UWS_677","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_other_strategies",null,"University_of_the_West_of_Scotland","The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."]
[678,"DUN_678","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","University and DUSA have successfully implemented enhancements aligned with the SPA, the team would encourage the University to raise awareness of the SPA more broadly."]
[679,"DUN_679","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","The University makes effective use of the Quality Code in the development of its \npolicies and procedures for quality assurance and enhancement."]
[680,"DUN_680","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes. QASC members are asked to disseminate the report to encourage sharing of practice and enhancement."]
[681,"DUN_681","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","The QESR team learned of significant scrutiny of data and level of activity arising enabling an integrated school and institutional approach of reporting and actioning to inform enhancement activities."]
[682,"DUN_682","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","The University is continuing to develop dashboard functionality to further enhance the ways in which data is made available."]
[683,"DUN_683","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Dundee","The QESR team found good use of Student Pulse surveys in understanding student \nfeedback at various points throughout the academic year. The team considered the pulse survey analysis to be a useful means of gauging student ongoing satisfaction to celebrate success and inform enhancements across a range of matters."]
[684,"STR_684","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Strathclyde","For example, the Learning and Teaching Improvement Planning Process engages staff and students as well as faculty and institutional committees in scrutiny, oversight and implementation of enhancements. Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."]
[685,"STR_685","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Strathclyde","The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement. Student representation on committees at all levels of the institution, the recognition of the importance 3 \nof student feedback, and the three-year Strathclyde Strategic Alliance underpin the enhancement strategy. Students the QESR team met were positive about their engagement in enhancement activities."]
[686,"STR_686","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_Strathclyde","As part of its strategy for internal review, the institution analysed sector approaches and determined that a thematic review approach would have benefits over a service-led method, especially in identifying connectivity and enhancement opportunities."]
[687,"UWS_687","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_the_West_of_Scotland","The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."]
[688,"UWS_688","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_the_West_of_Scotland","UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution."]
[689,"UWS_689","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement",null,"University_of_the_West_of_Scotland","Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities."]
[690,"DUN_690","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement"]
[691,"DUN_691","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","Through reviewing documentation and meetings with staff and students, the team \nlearned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs). This innovative practice employs students in roles to deliver training for class reps as well as leading on a range of enhancement projects and student consultations."]
[692,"DUN_692","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."]
[693,"DUN_693","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners."]
[694,"DUN_694","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","The QESR team heard positively from staff of enhancements to the Academic Adviser system helping guide practice and promote consistency."]
[695,"DUN_695","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Dundee","During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."]
[696,"STR_696","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Strathclyde","The QESR team noted that previous Sector Enhancement Themes have impacted \npositively on the institution's strategy, policy and practice in learning and teaching. Student Transitions and Resilient Learning Communities have each been linked to strategic priorities. A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[697,"UWS_697","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_the_West_of_Scotland","The QESR team learned that an Enhancement Theme lead has been appointed \nto improve institutional engagement and dissemination. The University takes a strategic cross-institutional approach involving staff and students in the development of new initiatives. A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."]
[698,"UWS_698","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_the_West_of_Scotland","The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."]
[699,"UWS_699","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_the_West_of_Scotland","The University aims to further deliver its ambition to build broader direct \nengagement in Enhancement Theme activities as the new Directorates of Learning and Teaching Enhancement and Student Success (formed in 2022) are embedded."]
[700,"ABD_700","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_Aberdeen","The University and Aberdeen University Students' Association (AUSA) have a long-standing, embedded and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life."]
[701,"ABD_701","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_Aberdeen","Based on evidence from committee minutes and meetings with staff and students, academic staff clearly demonstrated an openness to receiving feedback from students and addressing issues raised quickly and fully. Students commented positively on their experience as representatives, confirmed they had appropriate opportunities to give feedback on strategy and policy development and on key decisions. Students also confirmed that the class representative training provided by the AUSA had been useful and accessible to engage with and had effectively prepared them for their role."]
[702,"DUN_702","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_Dundee","The QESR team is confident that the institution has an effective approach to \nengaging with its students."]
[703,"DUN_703","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_Dundee","The institutional approach to student representation is articulated through the \nStudent Voice and Representation Agreement, and associated reference points which provide accessible guidance on all components of student voice and engagement activity."]
[704,"DUN_704","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_Dundee","At academic school level, student representation is through Class Reps, School Presidents and Vice-Presidents. The team explored the extent to which students at satellite campuses are engaged in representation. Through these conversations the team learned that students generally feel connected to the University despite some challenges. The team viewed positively the steps being taken to improve sense of belonging and connection (both for staff and students), including regular visits from the senior team and DUSA."]
[705,"UWS_705","-","Instutution_Approach_to_QE","Student_partnership",null,null,"University_of_the_West_of_Scotland","The QESR team is confident that UWS has effective arrangements in place to \nmonitor, review and enhance its approach to student partnership."]
[706,"DUN_706","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Dundee","In meetings with staff and students, the QESR team learned of a number of \npartnership approaches and initiatives - for example, to develop National Student Survey Action Plans and community building events (see paragraph 17)."]
[707,"DUN_707","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Dundee","The QESR team found that student engagement was evident in PPR panels, \nmodule reviews, through Student Staff Liaison Committees (SSLC), and through professional services' student surveys and consultations."]
[708,"DUN_708","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Dundee","The team found that there are appropriate mechanisms in place for taught and research postgraduate students to provide feedback. The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking. The team found that feedback was captured and responded to appropriately with examples offered by staff and students in meetings with the team, including the co-creation of new modules and actions taken in respect of response times to student queries and equity of access on satellite campuses"]
[709,"STR_709","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Strathclyde","The QESR team found that the University has in place policies and procedures to \nsupport the engagement and representation of students. The Student Partnership Agreement (SPA) outlines the routes in which the University, Strathclyde Students' Union (Strath Union) and the wider student body will work together in order to enhance the student experience. Introduced in 2018, the SPA is the responsibility of the Student Experience Committee (SEC), and sets the priorities, goals and core values between the University and Strath Union."]
[710,"STR_710","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Strathclyde","An additional document - the Strathclyde Strategic Alliance - captures jointly agreed priorities for the University and Strath Union and provides a mechanism for continuity and transition between elected sabbatical officers. In meetings with the QESR team, students outlined the clear partnership working which has been accomplished through the creation and implementation of the SPA goals and activities."]
[711,"STR_711","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Strathclyde","Approaches to seeking feedback from students include module feedback using the virtual learning environment (VLE) - MyPlace, National Student Survey (NSS), Strathclyde Undergraduate Satisfaction Survey (SUSS), Postgraduate Taught Experience Survey (PTES), engagement in Staff-Student Liaison Committees and focus groups."]
[712,"UWS_712","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_West_of_Scotland","In meetings with the team, student representatives supported the strength of institutional partnership arrangements and confirmed that UWS staff are very receptive to student input on new initiatives."]
[713,"UWS_713","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_West_of_Scotland","The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)."]
[714,"UWS_714","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_West_of_Scotland","Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."]
[715,"UWS_715","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_West_of_Scotland","Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services."]
[716,"DUN_716","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","The University sets out a strong commitment to partnership with its students in the \nStrategy 2022-27. The institution has a clear and detailed SPA covering all aspects of shared priorities, principles, fora, elections and responsibilities. These align with the Student Officers' Manifesto and Action Plans."]
[717,"DUN_717","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","Examples of shared priorities include the 'Engaging our Community' SPA priority which is reflected in DUSA manifestos as a 'Fostering Community' goal and the 'Student Voice' priority which is reflected in the 'Revitalise Representation' goal."]
[718,"DUN_718","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","Progress on the SPA is monitored formally by the Student Experience Executive Group (SEEG). A separate operational group has been established to provide a forum for more regular liaison between DUSA and the University in relation to implementing the SPA."]
[719,"DUN_719","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement."]
[720,"DUN_720","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","Student and staff awareness of the SPA appeared to be somewhat limited."]
[721,"DUN_721","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","While acknowledging that the University and DUSA have successfully implemented enhancements aligned with the SPA, the team would encourage the University to raise awareness of the SPA more broadly."]
[722,"DUN_722","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","the team learned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs)"]
[723,"DUN_723","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Dundee","The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."]
[724,"STR_724","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","The University has an extensive student representation system in place which is detailed in the SPA. Students at programme level select a class representative to attend Student-Staff Liaison Committees (SSLC). In turn, faculty representatives collate the views of the class representatives and feed into faculty-level committees and discussions. There is evidence of student feedback and participation across all key quality and standards processes including appropriate student representation on key university committees related to quality and standards."]
[725,"STR_725","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","Several mechanisms are in place to hear the student voice and encourage increased partnership. At the time of the current QESR, the long running 'You Said We Did' campaign continued to be valuable, complemented by an additional \n'Maintaining the Dialogue Survey' which influenced institutional priorities. During the QESR visit, students indicated that the 'Maintaining the Dialogue Survey' had positively supported the level of student engagement across the institution."]
[726,"STR_726","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","Students who met the QESR team spoke positively about the representation roles at both an undergraduate and postgraduate level; however, it was noted that the type and quality of representative training varied across schools and levels of representatives. The team would encourage the University to reflect on student representative training to ensure consistency across the institution."]
[727,"STR_727","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members. ESC has standing agenda items for both the student voice and student partnership, via SEC. SEC is co-chaired by students and senior staff, and helps inform decision-making, oversees revisions to the SPA, and has notable achievements including the Student-led Digital Transformation Project, securing widening access to graduation bursaries and the creation of a Sexual Health Working Group."]
[728,"STR_728","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","The QESR team noted that the SEC annual report described the committee as 'pragmatic, responsive and continues to provide an excellent platform to innovate and continue the work to heighten the student voice with a revitalised focus on strong partnership and effectiveness'."]
[729,"STR_729","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues."]
[730,"STR_730","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Strathclyde","The exemplary partnership arrangements (also commended in ELIR 4) were identified as a continuing feature of good practice, with particular recognition that the partnership also helps to bring communities together across the University - of particular relevance following the pandemic, to boost the welfare of students."]
[731,"UWS_731","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","The QESR team found the University has in place policies and procedures to \nsupport the engagement and representation of students. The overarching framework for student engagement is set out in the Student Partnership Agreement (SPA) which details the shared priorities agreed between the student body, by their sabbatical team, and UWS for the next academic year."]
[732,"UWS_732","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","The SPA is updated annually by the SPA Working Group with input from sabbatical officers, student representatives, Students' Union (SU) staff and UWS staff. Implementation of the SPA is coordinated by the Student Partnership Forum which is embedded in existing UWS committee structures to ensure effective oversight, support and dissemination of information between both organisations"]
[733,"UWS_733","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","The team identified as good practice, the institution-wide, student-centred approach to policy and strategy development. Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."]
[734,"UWS_734","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities. During the QESR visit, student representatives indicated that their contributions are valued by staff members on these committees."]
[735,"UWS_735","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","The SU Strategic Plan and Annual Report identify increasing student engagement \nwith formal student representation structures as a key priority for the organisation. The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)"]
[736,"UWS_736","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."]
[737,"UWS_737","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","Efforts to grow student engagement with the Students' Union have been effective as \nstudent participation in elections (both as candidates and in terms of voting turnout) and Student Council attendance has steadily grown."]
[738,"UWS_738","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","recent institutional survey results indicate that students are still not clear on how the SU represents their academic interests and how the feedback they provide is acted upon."]
[739,"UWS_739","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_West_of_Scotland","The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."]
[740,"DUN_740","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Dundee","The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."]
[741,"DUN_741","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Dundee","The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review. In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"]
[742,"DUN_742","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Dundee","In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners. The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information (paragraph 24)."]
[743,"DUN_743","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Dundee","In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University. In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11)."]
[744,"DUN_744","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Dundee","In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."]
[745,"STR_745","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements to monitor and review actions taken in response to ELIR 4."]
[746,"DUN_746","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Dundee","In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."]
[747,"DUN_747","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Dundee","This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."]
[748,"STR_748","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Strathclyde","The implementation of the measures taken is ongoing; in meetings with students the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."]
[749,"STR_749","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Strathclyde","Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."]
[750,"STR_750","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Admissions_appeals","University_of_Strathclyde","The team considered a range of documentation, including the University's annual reports to SFC, data used by the University for oversight of retention and progression, degree outcomes, complaints and appeals,"]
[751,"STR_751","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Admissions_appeals","University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[752,"ABD_752","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Recognition_of_Prior_Learning_(RPL)","University_of_Aberdeen","The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project."]
[753,"ABD_753","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Recognition_of_Prior_Learning_(RPL)","University_of_Aberdeen","The University actively contributes to a range of sector-level Theme work including the 'Understanding Micro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project. The QESR team has identified the University's approach as good practice."]
[754,"ABD_754","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Aberdeen","This relationship brings a wide range of benefits including representative structures that support the diversity of the student population"]
[755,"ABD_755","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Aberdeen","The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project"]
[756,"ABD_756","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Aberdeen","The evidence submitted allowed the QESR team to conclude that the University has \ncontinued to enhance and embed the commendations made during the last ELIR. For example, the University remains dedicated to its commitment to fair access and supporting student transition, linking their overarching strategic direction to their strategy for equality, diversity and inclusion (EDI) as outlined in the Aberdeen 2040 Strategy."]
[757,"ABD_757","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Aberdeen","The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution"]
[758,"DUN_758","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Dundee","The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."]
[759,"DUN_759","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Dundee","The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review. In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"]
[760,"DUN_760","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Dundee","In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners."]
[761,"DUN_761","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Dundee","In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University."]
[762,"DUN_762","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Dundee","In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11). The arrangements for distance learning students include module and pulse surveys, student representation and informal contact with staff in order to identify areas of good practice and development."]
[763,"STR_763","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_Strathclyde","The University has a strong and sustained commitment to widening access to and participation in higher education."]
[764,"UWS_764","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_the_West_of_Scotland","Strategic approach to widening participation: The University's strategic approach and ongoing commitment to widening participation is fully embedded across the University at all stages of the learner journey."]
[765,"UWS_765","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_the_West_of_Scotland","UWS continues to invest in a core aspect of its mission to widen access with \nsuccess. UWS has exceeded its target to maintain the proportion of students from SIMD20 postcodes above 25% as shown by the 2021-22 figure of 30.7%. In addition, the University continues to attract a significant number of students progressing into higher education from local colleges on articulation arrangements. To provide a smooth learner journey for these students, a partnership-based approach is taken with local colleges. An example is the new strategic partnership with New College Lanarkshire (NCL) which has established a university campus within the college."]
[766,"UWS_766","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_the_West_of_Scotland","The QESR team considered that the University's strategic approach and ongoing commitment to widening participation was fully embedded across the University and provides evidence of good practice at all stages of the learner journey; examples include well-established collaborative relationships with schools and colleges and the university campus within a college setting to aid transition, the Student Engagement Analytics Tool, and adapting the teaching timetable to support widening participation students."]
[767,"UWS_767","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP","Widening_participation","University_of_the_West_of_Scotland","The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."]
[768,"ABD_768","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"University_of_Aberdeen","The team considered evidence from the institution including the Outcome Agreement Self-Evaluation, the University's use of data on continuation, degree outcomes/classifications, academic complaints and appeals,"]
[769,"ABD_769","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"University_of_Aberdeen","The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data."]
[770,"STR_770","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[771,"DUN_771","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Policies","University_of_Dundee","The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress."]
[772,"ABD_772","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Practice","University_of_Aberdeen","The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data."]
[773,"DUN_773","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Practice","University_of_Dundee","Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"]
[774,"UWS_774","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Appeals_and_Complaints","Regulations","University_of_the_West_of_Scotland","UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."]
[775,"ABD_775","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Aberdeen","The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[776,"ABD_776","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Aberdeen","The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'"]
[777,"ABD_777","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Aberdeen","The sample of documents provided to the team demonstrated that this information is reflected on by staff and used to support enhancements to courses and programmes - for example, subsequent amendments to assessment formats."]
[778,"DUN_778","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Dundee","The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review. The team considered this to be an effective and holistic approach to developing current approaches."]
[779,"STR_779","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_Strathclyde","QAC considers the full reports and coordinates a subsequent follow-up. The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."]
[780,"UWS_780","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment",null,"University_of_the_West_of_Scotland","The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."]
[781,"DUN_781","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_Dundee","At the time of the QESR, the University was reviewing its assessment policies, \nhaving recently also updated its guidance on academic misconduct. The QESR team heard that a comprehensive programme of activity was underway. An important focus of the review is to separate policy and guidance."]
[782,"DUN_782","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_Dundee","Resulting from NSS feedback, specific challenges were identified by the University about assessment and feedback, including timeliness of feedback, and this was identified as a priority action for all schools."]
[783,"STR_783","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_Strathclyde","The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."]
[784,"STR_784","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_Strathclyde","The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."]
[785,"UWS_785","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."]
[786,"UWS_786","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."]
[787,"UWS_787","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."]
[788,"UWS_788","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it."]
[789,"UWS_789","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."]
[790,"UWS_790","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_regulations","University_of_the_West_of_Scotland","A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."]
[791,"ABD_791","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[792,"ABD_792","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."]
[793,"ABD_793","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","In addition, the Transforming Experience of Students through Assessment (TESTA) pilot is already generating a real eagerness among the staff involved to try different forms of assessment"]
[794,"ABD_794","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","Staff outlined that the TESTA pilots are already starting to deliver practical changes including approaches to formative feedback, and inclusivity and accessibility within assessment design"]
[795,"ABD_795","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The QESR team learned that during 2020-21, a range of approaches was used \nto capture student and staff views on the blended delivery of teaching, learning and assessment,"]
[796,"ABD_796","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University's approach is grounded in the recommendations made following a wide-ranging and comprehensive evaluation of blended teaching, learning and assessment across the institution conducted in 2021."]
[797,"ABD_797","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."]
[798,"ABD_798","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."]
[799,"ABD_799","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes. The"]
[800,"ABD_800","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Aberdeen","The University has recently begun piloting TESTA (paragraph 6) in two of its Schools and the team was assured that the University has been moving to incorporate more authentic and flexible assessment approaches through the Principles for the Delivery of Education as part of the Education Strategy overseen by the University Education Committee (UEC) (paragraphs 33 and 34)"]
[801,"DUN_801","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Dundee","Staff reported to the team that student work was now mostly being returned on time within three weeks, and, where this was not possible, staff were expected to communicate the revised deadline in good time. The team heard from students that they were mostly satisfied with the quality and timeliness of feedback, although there was some variability across schools."]
[802,"STR_802","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Strathclyde","the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."]
[803,"STR_803","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Strathclyde","The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."]
[804,"STR_804","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_Strathclyde","The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."]
[805,"UWS_805","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_the_West_of_Scotland","A 'digital first' approach is shaping the design of learning, teaching and assessment."]
[806,"UWS_806","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","University_of_the_West_of_Scotland","A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."]
[807,"ABD_807","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Aberdeen","The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes."]
[808,"ABD_808","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Aberdeen","External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions. Based on the sample of reports supplied, the team can confirm that EEs are generally positive about the University's management of assessment."]
[809,"ABD_809","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Aberdeen","External examiners comment on academic standards and assessment arrangements"]
[810,"STR_810","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Strathclyde","External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[811,"STR_811","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Strathclyde","The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance. External examiner reports considered by the QESR team were positive about the University's management of assessment."]
[812,"STR_812","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_Strathclyde","Scrutiny of external examiner reports is primarily undertaken within programme teams and other faculty, department and school platforms. QAC has institutional oversight over the external examining reporting process through an annual report which contains analysis of the external examiner feedback, a summary report and numerical breakdown of responses."]
[813,"UWS_813","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_the_West_of_Scotland","Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it."]
[814,"UWS_814","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_the_West_of_Scotland","External examiner reports considered by the team were positive about the University's management of assessment, but have commented on the consistency of marking criteria and rubrics, and moderation processes."]
[815,"UWS_815","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_the_West_of_Scotland","The QESR team encourages the University to assure itself that requirements in these areas are clear and understood by staff and external examiners."]
[816,"DUN_816","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Dundee","The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."]
[817,"DUN_817","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Dundee","The QASC considers an annual summary of external examiner feedback. The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes."]
[818,"DUN_818","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Dundee","The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."]
[819,"STR_819","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","University_of_Strathclyde","External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[820,"ABD_820","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Aberdeen","The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."]
[821,"ABD_821","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Aberdeen","Staff outlined that the TESTA pilots are already starting to deliver practical changes including approaches to formative feedback, and inclusivity and accessibility within assessment design."]
[822,"DUN_822","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Dundee","Staff reported to the team that student work was now mostly being returned on time within three weeks, and, where this was not possible, staff were expected to communicate the revised deadline in good time. The team heard from students that they were mostly satisfied with the quality and timeliness of feedback, although there was some variability across schools."]
[823,"ABD_823","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_Aberdeen","The University has two campuses: one is at King's College in Old Aberdeen; and a second campus, accommodating Medicine, Dentistry, Medical Science and Nutrition, is located adjacent to Aberdeen Royal Infirmary. The University established a partnership with Al Faleh Group (AFG) College in Doha in 2017 which sits alongside other transnational education partnerships"]
[824,"STR_824","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_Strathclyde","The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, and co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues (paragraph 11). \n• Digital education: The University"]
[825,"STR_825","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_Strathclyde","The CPA sub-group continues to report to the Senate through the Senate Business Committee but also now meets annually with the Quality Assurance Committee (QAC) to consider collaborative partnerships due for renewal. Additionally, QAC submits to the CPA sub-group, a summary report of quality assurance on partnerships agreements and on the student experience."]
[826,"UWS_826","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_the_West_of_Scotland","To provide a smooth learner journey for these students, a partnership-based approach is taken with local colleges. An example is the new strategic partnership with New College Lanarkshire (NCL) which has established a university campus within the college."]
[827,"UWS_827","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_the_West_of_Scotland","The QESR team considered that the University's strategic approach and ongoing commitment to widening participation was fully embedded across the University and provides evidence of good practice at all stages of the learner journey; examples include well-established collaborative relationships with schools and colleges and the university campus within a college setting to aid transition, the Student Engagement Analytics Tool, and adapting the teaching timetable to support widening participation students."]
[828,"UWS_828","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_the_West_of_Scotland","The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."]
[829,"UWS_829","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_the_West_of_Scotland","At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."]
[830,"ABD_830","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Aberdeen","The QESR team is satisfied, based on the information provided, that appropriate \nprogress has been made with respect to the management of arrangements for collaborative partnerships to allow the University to ensure that the Register of Partnerships and Collaborative Provision is current and complete."]
[831,"ABD_831","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Aberdeen","Collaborative programmes are subject to the same quality processes as on-campus \nprogrammes."]
[832,"DUN_832","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Dundee","The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code)."]
[833,"DUN_833","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Dundee","The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."]
[834,"DUN_834","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Dundee","The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."]
[835,"DUN_835","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Dundee","In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"]
[836,"DUN_836","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Dundee","Periodic and annual review of collaborative provision follow the standard approach for oncampus programmes but with more requirements, including a three-year interim review for each new programme and a site visit where credit-bearing delivery physically takes place outside the boundaries of existing University of Dundee campuses. The team was able to view examples of collaborative PPR and APR reports confirming consistency of approach."]
[837,"STR_837","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members. ESC has standing agenda items for both the student voice and student partnership, via SEC. SEC is co-chaired by students and senior staff, and helps inform decision-making, oversees revisions to the SPA,"]
[838,"STR_838","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","The QESR team is satisfied, based on the information provided, that appropriate progress has been made with respect to the recommendation on institutional oversight of collaborative provision."]
[839,"STR_839","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","The University was recommended to reflect on the information available to the Collaborative Provision Agreements (CPA) sub-group about collaborative programmes to better support its institutional-level oversight of collaborative activity. The institution recognised that there could be better connectivity between the CPA sub-group and available data sources to ensure a unified approach to the initiation, approval and monitoring of partnership provision."]
[840,"STR_840","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","The CPA sub-group continues to report to the Senate through the Senate Business Committee but also now meets annually with the Quality Assurance Committee (QAC) to consider collaborative partnerships due for renewal. Additionally, QAC submits to the CPA sub-group, a summary report of quality assurance on partnerships agreements and on the student experience."]
[841,"STR_841","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."]
[842,"STR_842","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_Strathclyde","The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision. A Database of Collaborative Provision is retained and updated regularly. Partnerships are monitored by the Collaborative Provision Agreement (CPA) sub-group chaired by the Vice-Principal. A Collaborative Education Provision Review normally takes place every three years to assess the student learning experience. QAC considers the reviews and reports to the CPA sub-group."]
[843,"UWS_843","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_the_West_of_Scotland","The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC) (paragraphs 41-44). The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[844,"UWS_844","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_the_West_of_Scotland","Collaborative programmes are subject to equivalent quality processes to \nstandard on-campus provision and follow the same regulations. For franchised provision, a Collaborative Annual Report (CAR) feeds into the Programme Monitoring Report, while for validated provision, a Programme Annual Report feeds into the Joint Programme Panel."]
[845,"UWS_845","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Oversight_of_collaborative_partnerships","University_of_the_West_of_Scotland","Franchised programmes are also subject to ILR, while validated provision is considered through regular Collaborative Reviews."]
[846,"UWS_846","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_numbers_on_collaborative_partnerships","University_of_the_West_of_Scotland","In 2022-23, UWS had a total student population of 20,367 (headcount) of whom: 58% were undergraduate (UG); 32% were postgraduate taught (PGT); and 3% were postgraduate research (PGR). Of these, 13% of students were part-time; 8% were studying by distance learning; and 2% were studying with overseas partners. 66% of students were classified as home/EU students; 4% were from the rest of the UK; and 30% were non-EU."]
[847,"ABD_847","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Aberdeen","It was reported to UEC that, by registering for the QAA QE-TNE Scheme, the University is investing in the quality of the students' academic experience and demonstrating its commitment to the advancement of UK higher education delivered overseas."]
[848,"DUN_848","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Dundee","Progress on the SPA is monitored formally by the Student Experience Executive Group (SEEG). A separate operational group has been established to provide a forum for more regular liaison between DUSA and the University in relation to implementing the SPA"]
[849,"DUN_849","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Dundee","In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11)."]
[850,"DUN_850","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Dundee","In reviewing quality assurance reports, the QESR team was assured that students' learning experience through online and blended learning was appropriately considered and enhanced. The team recognised the University identification of student experience surveys, including the use of pulse surveys, as a key reference point for evaluating students' experiences with digital tools and technologies, and their experience of online and blended learning"]
[851,"STR_851","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Strathclyde","Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."]
[852,"STR_852","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_Strathclyde","The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The learning and teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees, to ensure the student experience is enhanced."]
[853,"UWS_853","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland",". The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."]
[854,"UWS_854","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."]
[855,"UWS_855","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","The approach to partnership is particularly positive in supporting the student experience across academic and professional services."]
[856,"UWS_856","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."]
[857,"UWS_857","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","The recommendation about consistency of student support has been integrated \ninto the new Student Experience Programme (SEP)."]
[858,"UWS_858","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."]
[859,"UWS_859","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Student_experience_on_collaborative_partnerships","University_of_the_West_of_Scotland","Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it. At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."]
[860,"DUN_860","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Dundee","In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."]
[861,"DUN_861","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."]
[862,"DUN_862","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Dundee","Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."]
[863,"DUN_863","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Dundee","In meetings with staff, the QESR team heard that staff felt supported and able to access appropriate support for digital tools and technologies."]
[864,"DUN_864","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_Dundee","The University also aims to strengthen support for digital skills through the establishment of the Education Academy"]
[865,"UWS_865","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."]
[866,"UWS_866","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."]
[867,"UWS_867","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."]
[868,"UWS_868","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."]
[869,"UWS_869","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","Considering the diverse student population, the University aims to deliver a hybrid \nstudent experience where students have easy access to learning online and on-campus."]
[870,"UWS_870","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."]
[871,"UWS_871","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","Staff_support_in_relation_to_collaborative_partnerships","University_of_the_West_of_Scotland","The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."]
[872,"ABD_872","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Aberdeen","The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice"]
[873,"ABD_873","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Aberdeen","The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR). Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."]
[874,"ABD_874","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Aberdeen","Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."]
[875,"DUN_875","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Dundee","The Strategy 2022-27, approved in April 2022, sets out three key institutional \npriorities for education: ensuring academic excellence; growing reach, particularly in widening access, social inclusion and internationalisation; and transforming the University to be a truly digital community."]
[876,"STR_876","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Strathclyde","The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."]
[877,"STR_877","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_Strathclyde","Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."]
[878,"UWS_878","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships","International_collaborative_partnerships","University_of_the_West_of_Scotland","Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."]
[879,"ABD_879","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"University_of_Aberdeen","Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."]
[880,"ABD_880","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"University_of_Aberdeen","The Aberdeen 2040 Strategy and the Principles for the Delivery of Education make \nclear the importance of embedding inclusivity and accessibility throughout the overarching strategy. The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution"]
[881,"ABD_881","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Aberdeen","The evidence submitted allowed the QESR team to conclude that the University has \ncontinued to enhance and embed the commendations made during the last ELIR. For example, the University remains dedicated to its commitment to fair access and supporting student transition, linking their overarching strategic direction to their strategy for equality, diversity and inclusion (EDI) as outlined in the Aberdeen 2040 Strategy."]
[882,"STR_882","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Strathclyde","It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."]
[883,"STR_883","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_Strathclyde","Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."]
[884,"UWS_884","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","University_of_the_West_of_Scotland","In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."]
[885,"ABD_885","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Aberdeen","based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits including representative structures that support the diversity of the student population, students as engaged members of strategic"]
[886,"ABD_886","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Aberdeen","This relationship brings a wide range of benefits to the student experience including representative structures that support the diversity of the student population and students as engaged members of strategic Task and Finish Groups."]
[887,"ABD_887","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Aberdeen","Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."]
[888,"DUN_888","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Dundee","The institutional approach to student representation is articulated through the \nStudent Voice and Representation Agreement, and associated reference points which provide accessible guidance on all components of student voice and engagement activity."]
[889,"DUN_889","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Dundee","The team found that feedback was captured and responded to appropriately with examples offered by staff and students in meetings with the team, including the co-creation of new modules and actions taken in respect of response times to student queries and equity of access on satellite campuses"]
[890,"DUN_890","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_Dundee","In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC)."]
[891,"UWS_891","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_the_West_of_Scotland","The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."]
[892,"UWS_892","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","University_of_the_West_of_Scotland","The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."]
[893,"ABD_893","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen","Students commented positively on their experience as representatives, confirmed they had appropriate opportunities to give feedback on strategy and policy development and on key decisions."]
[894,"ABD_894","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen","The development of the student intern role provides effective opportunities for students to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience with students often taking leadership roles in the work with which they engage. Students are clear that their contributions are valued and acted upon."]
[895,"ABD_895","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen","there is now a dedicated area within the University's virtual learning environment which contains policy and institutional information and training requirements."]
[896,"ABD_896","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen",". In addition, a new working group (Academic Policy and Regulations Group (APRG)) is responsible for the development and regular review of education policy and regulations"]
[897,"ABD_897","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen","The team heard that the mapping is intended to be a \n'live' document and can confirm that plans are in place to ensure that the Academic Regulations and Policy Group considers and updates one mapping section at each meeting to ensure that it remains up-to-date (paragraph 43"]
[898,"ABD_898","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Aberdeen","Staff confirmed that the mapping exercise had usefully highlighted areas of practice which would benefit from improvement - for example, enhancements to the University's placement policy"]
[899,"DUN_899","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The Strategy 2022-27, approved in April 2022, sets out three key institutional \npriorities for education: ensuring academic excellence; growing reach, particularly in widening access, social inclusion and internationalisation; and transforming the University to be a truly digital community."]
[900,"DUN_900","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The Strategy 2022-27 is supported by five sub-strategies focused on: Education and Students; Research and Impact; Engagement and Enterprise; People and Talent; and Digital. Each strategy has a sub-strategy lead and Strategy Implementation Planning Board with delivery monitored through an implementation plan overseen by the University Executive Group and University Court."]
[901,"DUN_901","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","At the time of the review, the QESR team learned that the University was in the process of developing equality, diversity and inclusion work aligned to the People and Talent strategy, and postgraduate research work aligned with the Education and Students, and Research and Impact strategies."]
[902,"DUN_902","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level. In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews."]
[903,"DUN_903","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","A key priority for the University through its Strategy 2022-27 and sub-strategy for \nEducation and Students, is curriculum transformation."]
[904,"DUN_904","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement."]
[905,"DUN_905","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."]
[906,"DUN_906","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."]
[907,"DUN_907","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy."]
[908,"DUN_908","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. The team considered the mapping of institutional policy and process against the Quality Code, minutes from key institutional committees, the annual overview of external examiner reports, annual SFC reporting, and met with staff and students with responsibilities for quality assurance, enhancement and academic standards."]
[909,"DUN_909","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Dundee","The QESR team is confident that the University effectively manages and analyses \nthe data that it gathers and uses this to inform its decision-making and the development of policy and practice."]
[910,"STR_910","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs). The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."]
[911,"STR_911","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it,"]
[912,"STR_912","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."]
[913,"STR_913","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement."]
[914,"STR_914","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment."]
[915,"STR_915","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The QESR team noted that previous Sector Enhancement Themes have impacted \npositively on the institution's strategy, policy and practice in learning and teaching."]
[916,"STR_916","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies."]
[917,"STR_917","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members."]
[918,"STR_918","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The QESR team was informed that, in practice, instead of providing students with the full external examiner reports, summaries of external examiner reports are provided at SSLCs and Faculty Academic Committees which provide the means to discuss comments with staff. The team noted that the University's policy and practice were not fully aligned and would encourage the University to amend the policy to reflect practice."]
[919,"STR_919","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","There is a Thematic Review of Student Facing Professional Services Policy and Procedure which is embedded as part of the University's ongoing internal review approach."]
[920,"STR_920","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."]
[921,"STR_921","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision."]
[922,"STR_922","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The Policy and Procedure for Quinquennial Review of Academic Provision and Internal Review Framework describes how institutional practices and policies align with the Quality Code, and the Scottish Funding Council's (SFC) guidance to institutions on quality."]
[923,"STR_923","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."]
[924,"STR_924","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The team was confident that the University uses data strategically to drive policy development and enhance the student learning and teaching experience both at a university level as well as at discipline level."]
[925,"STR_925","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance."]
[926,"STR_926","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Strathclyde","The QESR team noted close working of the Directorate of Strategy and Planning with the Quality Enhancement and Assurance Team and QAC in accessing and analysing data."]
[927,"UWS_927","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","Institution-wide, student-centred approach to policy and strategy development: Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."]
[928,"UWS_928","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","To support the work of Strategy 2025, UWS launched the Student Experience \nProject in 2021 with a series of workstreams. The work is led by the Pro-Vice-Chancellor Learning, Teaching and Students with a whole-institution approach taken to delivery through the committee structure, cross-university working groups, schools and professional services."]
[929,"UWS_929","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."]
[930,"UWS_930","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","Staff and students who spoke with the team were very positive in relation to the new and emerging multi-channel communications being implemented by the University with the nature and subject of communications determining the channel used (see paragraph 24)"]
[931,"UWS_931","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","The University engages fully with the sector Enhancement Themes which has had \na positive impact on policy development"]
[932,"UWS_932","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","UWS began responding to the student communications recommendation in 2020 \nthrough a working group which included staff, students and the SU. A set of principles was developed and approved by EAC in February 2021, to create a Student Communications Strategy, toolkit and good practice guides. The QESR team learned that students considered communications had improved considerably since the introduction of a multi-channel approach. This approach had also positively influenced staff communication."]
[933,"UWS_933","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_West_of_Scotland","UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."]
[934,"ABD_934","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Aberdeen","Staff spoke positively about the support that had been developed for them and outlined a number of specific resources that have influenced and supported changes in their learning and teaching practice."]
[935,"DUN_935","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Dundee","Staff within professional services outlined how strategies had informed service delivery such as Centre for Technology and Innovation in Learning (CTIL) prioritising work against the Strategy and working with Digital Champions (paragraph 27) to understand school priorities and how investment funds could be channelled to achieve institutional objectives."]
[936,"DUN_936","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Dundee","The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information"]
[937,"DUN_937","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Dundee","The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources. Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."]
[938,"STR_938","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Strathclyde","The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."]
[939,"STR_939","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_Strathclyde","Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[940,"UWS_940","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_the_West_of_Scotland","The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."]
[941,"UWS_941","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_the_West_of_Scotland","The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation"]
[942,"UWS_942","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources",null,"University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment."]
[943,"ABD_943","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[944,"ABD_944","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","The QESR team heard that staff have been actively encouraged to share the Enhancement Themes projects and resources they are working on by submitting proposals to conferences"]
[945,"ABD_945","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","the University's Decolonising the Curriculum Steering Group is developing a set of principles and working on a suite of resources to support the academic schools to make changes to their curriculums. The University is also continuing to work on the development of a toolkit of case studies and resources from its Theme-related projects."]
[946,"ABD_946","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","The institution also adopts a range of approaches to effectively share practice including a cross-institutional community of practice, as part of its annual Academic Symposium and through the production of a range of toolkits and resources."]
[947,"ABD_947","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","These Principles have been designed to be both student and staff-facing, and a set \nof resources and toolkits has been developed for both groups to facilitate a community of learning, with the University setting out its commitment to delivery and outlining the expectations for student engagement with the process."]
[948,"ABD_948","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Aberdeen","The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."]
[949,"STR_949","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Strathclyde","The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."]
[950,"STR_950","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Strathclyde","Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment."]
[951,"STR_951","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Strategy_relating_to_learning_resources","University_of_Strathclyde","The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."]
[952,"DUN_952","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Library_resources","University_of_Dundee","The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports. During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."]
[953,"STR_953","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","Library_resources","University_of_Strathclyde","Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment. The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."]
[954,"DUN_954","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Dundee","The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."]
[955,"STR_955","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Strathclyde","The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"]
[956,"STR_956","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Strathclyde","The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."]
[957,"STR_957","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Strathclyde","The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."]
[958,"STR_958","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Strathclyde","Engagement with digital learning and associated surveys and consultations will inform improvements to the University's digital infrastructure with a view to achieving the ideal balance and ongoing dialogue to enhance the student experience."]
[959,"UWS_959","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."]
[960,"UWS_960","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_the_West_of_Scotland","The QESR team learned that UWS continues to invest in its Digital Transformation 1 SFC Guidance on Quality 2022-23 and 2023-24 7 \nProject which aims to transform university systems, data and the learning environment. Strategic investment has been made to further enhance digitally-enabled learning and teaching. Ongoing developments in learning analytics and student engagement dashboards aims to create an institution-wide digital 'ecosystem'."]
[961,"UWS_961","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_the_West_of_Scotland","A 'digital first' approach is shaping the design of learning, teaching and assessment. UWS has invested in a learning management system to support flexible and inclusive learning. In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."]
[962,"DUN_962","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Dundee","Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform"]
[963,"STR_963","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Learning_resources","IT_resources","University_of_Strathclyde","Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment. The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."]
[964,"ABD_964","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","The University achieves its purpose through excellence in its core activities of education and research."]
[965,"ABD_965","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","The postgraduate curriculum is growing and, as with the undergraduate curriculum, draws from the University's research."]
[966,"ABD_966","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","The University currently offers over 600 undergraduate and over 380 taught postgraduate degree programmes, many of which are professionally accredited,"]
[967,"ABD_967","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","tackling. Aberdeen 2040 sets out a range of commitments with respect to each of the strategic themes, with a core set of strategic themes for education and research."]
[968,"ABD_968","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","the PGR School and university committees. Members of the Doctoral Reps Group attend various university committees and working groups including the PGR Committee, Research Policy Committee and the PGR Task and Finish Group."]
[969,"ABD_969","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Aberdeen","The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students;"]
[970,"DUN_970","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Dundee","The student population comprises 11,795 undergraduates, 5,578 taught postgraduate and 729 postgraduate research students."]
[971,"STR_971","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Strathclyde","In 2022-23, the University had a student population of just over 22,350 full-time equivalent (FTE), of whom 66% were studying at undergraduate level, 28% were engaged in taught master's-level provision and 6% in postgraduate research."]
[972,"STR_972","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Strathclyde",": The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"]
[973,"STR_973","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Strathclyde","Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."]
[974,"STR_974","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_Strathclyde","The QESR team recommends that the University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University."]
[975,"UWS_975","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_the_West_of_Scotland","The QESR team learned of the University's strategic commitment to research \nand research-informed teaching. UWS submitted 279 staff to the Research Excellence Framework (REF) in 2021 compared to 120 staff which were submitted in the 2014 REF."]
[976,"UWS_976","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_the_West_of_Scotland","The Doctoral College, overseen by the Doctoral College Board, is responsible \nfor development of the postgraduate research environment across the University. Its responsibilities include monitoring PGR progression and completion. Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR."]
[977,"UWS_977","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research",null,"University_of_the_West_of_Scotland","The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."]
[978,"ABD_978","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Aberdeen",". The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students; rebuilding the PGR website; the establishment of a 'Doctoral Researchers Group (DRG)'; a professional development programme for PGR supervisors; a supervisor's handbook; a workshop for those who are new to the supervision of PGR students; and regular update training sessions for experienced supervisors. The team heard that these developments, particularly the training for PGR supervisors, has been very positively received by academic staff."]
[979,"ABD_979","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Aberdeen","The current personal tutor arrangements for undergraduate (UG) students are well understood by staff and students. However, arrangements for postgraduate taught and postgraduate research students appear to be more bespoke and vary depending on subject area."]
[980,"ABD_980","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Aberdeen","the QESR team recommends that the University continues work to finalise its approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population - particularly postgraduate taught students - and the support provided is clearly communicated to all students"]
[981,"DUN_981","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Dundee","At the time of the review, the QESR team learned that the University was in the process of developing equality, diversity and inclusion work aligned to the People and Talent strategy, and postgraduate research work aligned with the Education and Students, and Research and Impact strategies."]
[982,"DUN_982","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Dundee","Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."]
[983,"DUN_983","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Dundee","Through reviewing documentation and meetings with staff and students, the team \nlearned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs). This innovative practice employs students in roles to deliver training for class reps as well as leading on a range of enhancement projects and student consultations."]
[984,"DUN_984","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Dundee","The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy. Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."]
[985,"DUN_985","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Dundee","The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources. Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."]
[986,"STR_986","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Strathclyde","To address the recommendation relating to training for postgraduate research (PGR) students who teach, the University conducted a survey of PGR students"]
[987,"STR_987","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Strathclyde","Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision. Both groups operated across departments, schools and faculties to ensure that PGR students are adequately prepared to undertake support for teaching."]
[988,"STR_988","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Strathclyde","Policies and guidance are aligned to the UK Quality Code for Higher Education (the Quality Code). The revised policies and procedures are designed to ensure that mandatory training is undertaken by PGRs who support teaching and enable the tracking of compliance by departments and schools."]
[989,"STR_989","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Strathclyde","; in meetings with students the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."]
[990,"STR_990","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_Strathclyde","The QESR team recommends that the University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"]
[991,"UWS_991","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_support","University_of_the_West_of_Scotland","Students commented very positively on the support available and the developing research community."]
[992,"DUN_992","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","The team found that there are appropriate mechanisms in place for taught and research postgraduate students to provide feedback. The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking."]
[993,"DUN_993","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","The University articulates a clear vision for the delivery of an outstanding education \nand student experience. Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs)."]
[994,"DUN_994","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim."]
[995,"DUN_995","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally. The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."]
[996,"DUN_996","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","Introduced in 2018, the SPA is the responsibility of the Student Experience Committee (SEC), and sets the priorities, goals and core values between the University and Strath Union."]
[997,"DUN_997","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","Internal surveys of the student experience of digital learning have helped to shape the future direction."]
[998,"DUN_998","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee","The FAR template is tailored at the start of the academic year to ensure currency, and incorporates the Learner Experience Framework as an appendix."]
[999,"DUN_999","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Dundee",". Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."]
[1000,"UWS_1000","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."]
[1001,"UWS_1001","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_the_West_of_Scotland","The University has invested Research Excellence Funding, University Innovation Funds and PGR income to build sustainable growth with a focus on excellence. A review of research groups planned for academic year 2022-23 aims to inform further investment in areas of existing and emerging research strength. Students commented very positively on the support available and the developing research community."]
[1002,"ABD_1002","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Aberdeen","The QESR team understands that elected Postgraduate Research (PGR) student representatives are also members of the Doctoral Reps Group, which meets regularly with the PGR School to discuss PGR matters."]
[1003,"ABD_1003","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Aberdeen","Members of the Doctoral Reps Group attend various university committees and working groups including the PGR Committee, Research Policy Committee and the PGR Task and Finish Group."]
[1004,"STR_1004","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Strathclyde","The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement. Student representation on committees at all levels of the institution, the recognition of the importance 3 \nof student feedback, and the three-year Strathclyde Strategic Alliance underpin the enhancement strategy."]
[1005,"STR_1005","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Strathclyde","The QESR team found that the University has in place policies and procedures to \nsupport the engagement and representation of students. The"]
[1006,"STR_1006","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Strathclyde","The University has an extensive student representation system in place which is detailed in the SPA."]
[1007,"STR_1007","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Strathclyde",". Students who met the QESR team spoke positively about the representation roles at both an undergraduate and postgraduate level; however, it was noted that the type and quality of representative training varied across schools and levels of representatives. The team would encourage the University to reflect on student representative training to ensure consistency across the institution."]
[1008,"STR_1008","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_Strathclyde","To address the recommendation relating to training for postgraduate research (PGR) students who teach, the University conducted a survey of PGR students. Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision."]
[1009,"UWS_1009","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_representation","University_of_the_West_of_Scotland","UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution. Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities. During the QESR visit, student representatives indicated that their contributions are valued by staff members on these committees."]
[1010,"ABD_1010","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Aberdeen","Each of the academic schools and professional services also produce annual plans with a focus on delivery and support for education and research."]
[1011,"ABD_1011","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Aberdeen","The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes."]
[1012,"DUN_1012","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Dundee","A new process for reviewing postgraduate research provision has been developed \nfor implementation from 2023-24 to complement the existing arrangements for the Annual Review of Research Degrees. The QESR team heard that the new methodology is expected to enhance opportunities for sharing practice and that it will also support and inform scholarly and teaching activity."]
[1013,"DUN_1013","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Dundee","Annual Module Monitoring Reports are used to develop Programme Annual Reports which then inform the development of Faculty Annual Reports (FARs), facilitated by Faculty Academic Committees."]
[1014,"STR_1014","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_Strathclyde","Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study."]
[1015,"UWS_1015","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_monitoring","University_of_the_West_of_Scotland","Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR. The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."]
[1016,"DUN_1016","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"University_of_Dundee","Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level. In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews."]
[1017,"DUN_1017","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support",null,"University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."]
[1018,"ABD_1018","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[1019,"ABD_1019","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","Each of the academic schools and professional services also produce annual plans with a focus on delivery and support for education and research."]
[1020,"ABD_1020","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","A number of Task and Finish Groups (TFGs) and Steering Groups, involving both \nstaff and student interns (paragraph 17) from across the University, have been established to support the implementation of the Education Action Plan."]
[1021,"ABD_1021","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice."]
[1022,"ABD_1022","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."]
[1023,"ABD_1023","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","In response to the ELIR 4 recommendation, the University is currently undertaking \nan extensive review of its personal tutoring system, which senior university staff recognised had taken longer to carry out than expected. Early positive outcomes of this review have been greater clarity of, and support for, the role of the Senior Personal Tutor and a website containing support information for staff and students, which has been well received by those who met the QESR team."]
[1024,"ABD_1024","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","Staff spoke positively about the support that had been developed for them and outlined a number of specific resources that have influenced and supported changes in their learning and teaching practice"]
[1025,"ABD_1025","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Aberdeen","These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic, focusing on the Principles for the Delivery of Education, and a range of detailed case study examples to support implementation of the evaluation recommendations"]
[1026,"DUN_1026","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Dundee","Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities. In meetings with staff, the QESR team heard that staff felt supported and able to access appropriate support for digital tools and technologies. The University also aims to strengthen support for digital skills through the establishment of the Education Academy"]
[1027,"STR_1027","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Strathclyde","QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."]
[1028,"STR_1028","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Strathclyde","The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching. Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."]
[1029,"STR_1029","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Strathclyde","A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."]
[1030,"STR_1030","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_Strathclyde","It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."]
[1031,"UWS_1031","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_the_West_of_Scotland","At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."]
[1032,"UWS_1032","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Staff_support_policy","University_of_the_West_of_Scotland","The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution. The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."]
[1033,"ABD_1033","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Aberdeen","The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students; rebuilding the PGR website; the establishment of a 'Doctoral Researchers Group (DRG)'; a professional development programme for PGR supervisors; a supervisor's handbook; a workshop for those who are new to the supervision of PGR students; and regular update training sessions for experienced supervisors."]
[1034,"ABD_1034","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Aberdeen","The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."]
[1035,"ABD_1035","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Aberdeen","PGR students who teach are also required to complete a professional development programme."]
[1036,"DUN_1036","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Dundee","Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."]
[1037,"DUN_1037","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Dundee","The QESR team learned from staff that Associate Deans have oversight of these analyses, as well as individual PPR and school LTE reports, and that Associate Deans have monthly meetings with the Vice-Principal (Education) through which they can share and reflect on their experiences. The team heard that these mechanisms facilitate wider dissemination of the good practices emerging through quality processes. Staff meeting the team also reported significant benefits for individual PPR panel conveners and members - both for professional development and transfer of practice across schools."]
[1038,"STR_1038","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Strathclyde","The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."]
[1039,"STR_1039","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Strathclyde","Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."]
[1040,"STR_1040","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Strathclyde","A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."]
[1041,"STR_1041","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Strathclyde","Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students. QAC considers the full reports and coordinates a subsequent follow-up."]
[1042,"STR_1042","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Strathclyde","For example, the recent Student Mental Health thematic review recommended that training opportunities for staff be expanded and rolled out across the institution."]
[1043,"UWS_1043","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_the_West_of_Scotland","Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."]
[1044,"UWS_1044","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_the_West_of_Scotland","At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment. The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution."]
[1045,"UWS_1045","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_the_West_of_Scotland","The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."]
[1046,"ABD_1046","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Aberdeen","The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives."]
[1047,"ABD_1047","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Aberdeen","The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."]
[1048,"DUN_1048","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Dundee","In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."]
[1049,"DUN_1049","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world. The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."]
[1050,"STR_1050","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Strathclyde","A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[1051,"STR_1051","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Academic_skills_development","University_of_Strathclyde","The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic. Digital champions perform a key advocacy role in schools and faculties."]
[1052,"ABD_1052","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Aberdeen","The University currently offers over 600 undergraduate and over 380 taught postgraduate degree programmes, many of which are professionally accredited, across a wide range of disciplines,"]
[1053,"ABD_1053","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Aberdeen","PGR students who teach are also required to complete a professional development programme."]
[1054,"ABD_1054","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Aberdeen","Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."]
[1055,"STR_1055","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Strathclyde","It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."]
[1056,"STR_1056","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Strathclyde","A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[1057,"STR_1057","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Strathclyde","Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision. Both groups operated across departments, schools and faculties to ensure that PGR students are adequately prepared to undertake support for teaching."]
[1058,"STR_1058","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Strathclyde","The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic. Digital champions perform a key advocacy role in schools and faculties."]
[1059,"STR_1059","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_Strathclyde","Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."]
[1060,"UWS_1060","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_the_West_of_Scotland","A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."]
[1061,"UWS_1061","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_the_West_of_Scotland","At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment. The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution."]
[1062,"UWS_1062","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_the_West_of_Scotland","The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."]
[1063,"UWS_1063","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_the_West_of_Scotland","The SU Strategic Plan and Annual Report identify increasing student engagement \nwith formal student representation structures as a key priority for the organisation. The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)."]
[1064,"UWS_1064","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","University_of_the_West_of_Scotland","Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."]
[1065,"ABD_1065","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Graduate_attributes","University_of_Aberdeen","The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives."]
[1066,"ABD_1066","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Graduate_attributes","University_of_Aberdeen","The QESR team noted in the evidence provided that, as part of the University's ITR \nprocess, course-level curriculum maps to the relevant SBS are produced by programme teams and these mappings also detail how students will meet the University's Graduate Attributes."]
[1067,"DUN_1067","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Graduate_attributes","University_of_Dundee","Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."]
[1068,"ABD_1068","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Aberdeen","It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[1069,"ABD_1069","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Aberdeen","The University and Aberdeen University Students' Association (AUSA) have a long-standing, embedded and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits including representative structures that support the diversity of the student population,"]
[1070,"ABD_1070","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Aberdeen","Students have ex-officio membership of these committees from the AUSA President and Vice-President (Education) or their nominees. Students confirmed that the University provides appropriate training to support students undertaking committee representation roles."]
[1071,"ABD_1071","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Aberdeen","The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."]
[1072,"STR_1072","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Strathclyde","The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"]
[1073,"STR_1073","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Strathclyde","The revised policies and procedures are designed to ensure that mandatory training is undertaken by PGRs who support teaching and enable the tracking of compliance by departments and schools"]
[1074,"UWS_1074","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_the_West_of_Scotland","UWS has well-established and effective student support services. Building on the \nELIR 4 recommendations, UWS has created a new department - the Student Success Hub (SSH) - which acts as a single point of contact for all student support queries and uses both learner analytics and engagement data to identify emerging student support concerns which then inform targeted interventions, where the team directly reaches out to students and liaises with academic staff in Schools."]
[1075,"UWS_1075","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_the_West_of_Scotland","The review team considers the University's recognition of student support services interdependencies and pre-emptive approach to ensure timely access to specialist support appointments, to be a feature of good practice."]
[1076,"DUN_1076","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_at_induction/orientation","University_of_Dundee","The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking."]
[1077,"DUN_1077","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_at_induction/orientation","University_of_Dundee","During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."]
[1078,"UWS_1078","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_at_induction/orientation","University_of_the_West_of_Scotland","The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."]
[1079,"ABD_1079","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Aberdeen","The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives. The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice"]
[1080,"ABD_1080","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Aberdeen","The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."]
[1081,"ABD_1081","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Aberdeen","The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience"]
[1082,"DUN_1082","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Dundee","The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."]
[1083,"STR_1083","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_Strathclyde","Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis."]
[1084,"UWS_1084","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_the_West_of_Scotland","The QESR team learned that the University has strengthened this approach further by implementing a new appointment referral system between student support services, enabling reserved appointment slots to be offered to students identified as at risk of disengaging due to (emerging in-year/specific) support requirements."]
[1085,"UWS_1085","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_the_West_of_Scotland","The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services."]
[1086,"UWS_1086","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_the_West_of_Scotland","The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."]
[1087,"UWS_1087","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_the_West_of_Scotland","The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."]
[1088,"UWS_1088","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","University_of_the_West_of_Scotland","Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."]
[1089,"ABD_1089","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Aberdeen","Working groups have also been established to embed work-integrated learning opportunities for students incorporating online delivery methods and to raise the awareness of contract cheating among students and provide additional support."]
[1090,"ABD_1090","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Aberdeen","The QESR team also explored with senior staff, the University's response to an \nincrease in Academic Misconduct Cases, which will involve working in partnership with students to understand how these situations arise, in order to develop further support for students."]
[1091,"DUN_1091","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Dundee","The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice"]
[1092,"STR_1092","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Strathclyde","QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."]
[1093,"STR_1093","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Strathclyde","The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."]
[1094,"STR_1094","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_Strathclyde","While reporting to Senate through ESC, the QAC and LEC work closely to learn from current practice, and make recommendations for change annually; examples include: continually responding to digital education needs in such a rapidly changing environment, and development of revised guidelines to support students through periods of disruption."]
[1095,"UWS_1095","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_the_West_of_Scotland","The University engages fully with the sector Enhancement Themes which has had \na positive impact on policy development, student support and the wider student experience. The current Theme of Resilient Learning Communities has informed the development of the University's curriculum framework and continues to inform other areas of work including the review and development of the revised Student Support Model and micro-credentials framework."]
[1096,"UWS_1096","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_the_West_of_Scotland","The University has not yet finalised its revised approach to personal tutoring which will see Personal Tutors being replaced by ASPIRE advisers. At the time of the current QESR, UWS was running with a dual model where some students had an ASPIRE adviser while others had a personal tutor (see paragraph 6 and 8). UWS will undertake further scoping work during 2022-23 as part of a three-year APSIRE implementation plan."]
[1097,"ABD_1097","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","University_of_Aberdeen","Continue work to finalise the University's approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population, particularly postgraduate taught students, and the support provided is clearly communicated to all students by the end of academic year 2022-23"]
[1098,"ABD_1098","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","University_of_Aberdeen","While all students assured the team that they knew they could approach academic staff and access the University's centralised student support services when they needed help, the QESR team recommends that the University continues work to finalise its approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population - particularly postgraduate taught students - and the support provided is clearly communicated to all students by the end of academic year"]
[1099,"STR_1099","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","University_of_Strathclyde","The exemplary partnership arrangements (also commended in ELIR 4) were identified as a continuing feature of good practice, with particular recognition that the partnership also helps to bring communities together across the University - of particular relevance following the pandemic, to boost the welfare of students."]
[1100,"UWS_1100","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","University_of_the_West_of_Scotland","The team considered the Student Partnership Agreement (SPA), the Student Mental Health Agreement,"]
[1101,"ABD_1101","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"]
[1102,"ABD_1102","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"]
[1103,"ABD_1103","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","The development of the student intern role provides effective opportunities for students to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience with students often taking leadership roles in the work with which they engage. Students"]
[1104,"ABD_1104","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."]
[1105,"ABD_1105","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","The QESR team was impressed by the manner in which the University has \neffectively used this evaluation information to support the development of its 'Principles for the Delivery of Education for Academic Year 2022-23', which have been designed to align to and support the education strand of the Aberdeen 2040 Strategy. The team note that these Principles were developed through work supported by one of the student interns (paragraphs 10 and 17), discussed across all the academic schools through mechanisms like School Education Committees, were formalised through the University committee structure, and are framed in terms of commitments to learning and teaching from both staff and students."]
[1106,"ABD_1106","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."]
[1107,"ABD_1107","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning",null,"University_of_Aberdeen","Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."]
[1108,"ABD_1108","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The University has an effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread engagement with, and ownership of, the University Strategy and its underpinning action plans, by staff and students."]
[1109,"ABD_1109","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","Student interns play active roles in the delivery of the University's Learning and Teaching Enhancement Programme (LTEP) of Themes-related projects and the institution adopts a range of approaches to effectively share practice including a cross-institutional community of practice which is valued by staff"]
[1110,"ABD_1110","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The staff met by the QESR team also had a clear understanding of the aims and \nthemes of the Aberdeen 2040 Strategy and spoke very positively about the impact that the Principles for the Delivery of Education are having on their approaches to teaching and learning"]
[1111,"ABD_1111","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching;"]
[1112,"ABD_1112","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The University's Year 3 plan outlines the University's cross-institutional approach to the delivery of its Themes' work, which is aligned to the Aberdeen 2040 Strategy (paragraphs 2-5), its approach to digital/online learning (paragraphs 32-36), and involves staff and students working in partnership."]
[1113,"ABD_1113","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The QESR team has identified as good practice the University's effective approach \nto strategic planning in relation to learning and teaching"]
[1114,"ABD_1114","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Aberdeen","The University's Academic Quality Handbook contains the University's policies, \nprocedures and regulations relating to all aspects of teaching and learning."]
[1115,"DUN_1115","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Dundee","A key priority for the University through its Strategy 2022-27 and sub-strategy for \nEducation and Students, is curriculum transformation. This project is informed and driven by the University's development and implementation of their Curriculum Design Principles. These principles establish a core set of values and design elements that underpin programme development and review, and were developed in consultation with staff and students. The University has committed that all programmes should review and align curriculum to these principles by the end of the strategic planning round in 2027 with schools required to complete curriculum review within their Periodic Programme Review (PPR) cycle."]
[1116,"DUN_1116","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Dundee","Staff who met with the QESR team confirmed progress with curriculum transformation, 3 \nproviding examples of curricular changes through recent PPR processes, and examples of engaging students in the mapping of curriculum to the Curriculum Design Principles. Staff recognised the value in developing and embedding the Curriculum Design Principles, establishing clear expectations for knowledge, skills and capabilities for programme development, and supporting and future-proofing curriculum and learning for students."]
[1117,"DUN_1117","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Dundee","Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."]
[1118,"DUN_1118","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Dundee","In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."]
[1119,"DUN_1119","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Dundee","The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy. Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform"]
[1120,"STR_1120","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The Learning and Teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees to ensure the student experience is enhanced"]
[1121,"STR_1121","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects. The institution's Executive Team is leading preparations for the 2030 strategic vision and the QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim."]
[1122,"STR_1122","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","For example, the Learning and Teaching Improvement Planning Process engages staff and students as well as faculty and institutional committees in scrutiny, oversight and implementation of enhancements."]
[1123,"STR_1123","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."]
[1124,"STR_1124","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The Learning and Teaching Improvement Framework uses student feedback to enhance student education."]
[1125,"STR_1125","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement."]
[1126,"STR_1126","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development"]
[1127,"STR_1127","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'."]
[1128,"STR_1128","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."]
[1129,"STR_1129","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_Strathclyde","The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."]
[1130,"UWS_1130","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_the_West_of_Scotland","The QESR team is confident that UWS has clear, effective strategic leadership and \nestablished systems in place to support the enhancement of learning and teaching, and the student experience."]
[1131,"UWS_1131","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_the_West_of_Scotland","The University has developed and implemented a new UWS Model of Supporting \nStudent Success underpinned by the streamlining of professional services and academic support through the creation of the Student Success Hub (SSH) and staff team. The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."]
[1132,"UWS_1132","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_the_West_of_Scotland","The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach."]
[1133,"UWS_1133","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment."]
[1134,"UWS_1134","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Teaching_and_learning_strategy","University_of_the_West_of_Scotland","UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution."]
[1135,"ABD_1135","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The University describes itself as offering a flexible undergraduate curriculum that encourages students to grow as independent learners, with its degree programmes combining breadth and depth. The postgraduate curriculum is growing and, as with the undergraduate curriculum, draws from the University's research."]
[1136,"ABD_1136","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The University has successfully embedded learning from the national Enhancement Themes, enabling Theme priorities to be realised in a wide range of institutional policy and practice including ongoing work to decolonise the curriculum."]
[1137,"ABD_1137","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","Students who met the QESR team had a clear understanding of the aims of the Aberdeen 2040 Strategy and its four strategic themes, and provided the QESR team with a number of examples where its implementation was already impacting positively on aspects of their studies and student life. These include students being involved in the University's project to decolonise the curriculum and the use of student interns in a number of the Task and Finish Groups"]
[1138,"ABD_1138","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project"]
[1139,"ABD_1139","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The team understands that through linkages with the sector-wide Anti-Racist Curriculum Project, the University's Decolonising the Curriculum Steering Group is developing a set of principles and working on a suite of resources to support the academic schools to make changes to their curriculums. The University is also continuing to work on the development of a toolkit of case studies and resources from its Theme-related projects."]
[1140,"ABD_1140","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The University has successfully embedded learning from the national Enhancement \nThemes, enabling Theme priorities to be realised in a wide range of institutional policy and practice including ongoing work to decolonise the curriculum"]
[1141,"ABD_1141","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The University actively contributes to a range of sector-level Theme work including the 'Understanding Micro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project. The QESR team has identified the University's approach as good practice."]
[1142,"ABD_1142","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The team heard in meetings with staff and students, that student engagement in this way is supporting a strong culture of partnership working - for example, in areas such as Decolonising the Curriculum (paragraph 12), and appointing student interns to support on aspects of developments such as the Principles for Delivery of Education (paragraphs 33 and 34) and the TESTA pilot project"]
[1143,"ABD_1143","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Aberdeen","The QESR team noted in the evidence provided that, as part of the University's ITR \nprocess, course-level curriculum maps to the relevant SBS are produced by programme teams and these mappings also detail how students will meet the University's Graduate Attributes."]
[1144,"DUN_1144","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."]
[1145,"DUN_1145","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Dundee","The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."]
[1146,"DUN_1146","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Dundee","The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."]
[1147,"STR_1147","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Strathclyde","It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."]
[1148,"STR_1148","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_Strathclyde","Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[1149,"UWS_1149","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The University has developed a new Curriculum Framework in consultation with \nstaff, students, academic schools and discussed at the Education Advisory Committee (EAC) before being formally approved and full implementation is planned for session 2025-26. A Curriculum Incubator project has been initiated to support intensive and fast-tracked multi-stakeholder programmatic design such as the institution-wide Academic, Professional and Personal Development (APPD) curriculum which is in the early stages of implementation."]
[1150,"UWS_1150","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","While the introduction of the APPD curriculum was welcomed and clearly understood by some staff and students who met with the QESR team, others were less clear. The University should, wherever possible, ensure enough time between development and implementation to secure clear understanding of the scope and intended impact of strategic initiatives."]
[1151,"UWS_1151","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."]
[1152,"UWS_1152","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."]
[1153,"UWS_1153","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."]
[1154,"UWS_1154","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The current Theme of Resilient Learning Communities has informed the development of the University's curriculum framework and continues to inform other areas of work including the review and development of the revised Student Support Model and micro-credentials framework."]
[1155,"UWS_1155","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."]
[1156,"UWS_1156","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Curriculum","University_of_the_West_of_Scotland","In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."]
[1157,"ABD_1157","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Aberdeen","The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice."]
[1158,"ABD_1158","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Aberdeen","Further clarification has been provided to EEs regarding training responsibilities and there is now a dedicated area within the University's virtual learning environment which contains policy and institutional information and training requirements"]
[1159,"ABD_1159","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Aberdeen","The QESR team is able to confirm that the University has been further developing \nits online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic."]
[1160,"ABD_1160","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Aberdeen",". These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic,"]
[1161,"DUN_1161","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Dundee","Also in 2021-22, some 1,068 FTE students were studying by distance learning."]
[1162,"DUN_1162","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Dundee","The QESR team was satisfied that the University had responded appropriately to \nthe three recommendations made by the ELIR 4 team, as well as responding to additional comments from the team that were contained within the Technical Report. The institution's responses were monitored through an ELIR Action Plan Steering Committee and an ELIR 4 action plan. All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."]
[1163,"DUN_1163","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Dundee","In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners. The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information (paragraph 24). In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University. In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11). The arrangements for distance learning students include module and pulse surveys, student representation and informal contact with staff in order to identify areas of good practice and development."]
[1164,"DUN_1164","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Dundee","The University has also worked to improve its system for Adviser of Studies through \na revised handbook incorporating lessons learned from online distance learning programmes. The QESR team heard positively from staff of enhancements to the Academic Adviser system helping guide practice and promote consistency."]
[1165,"DUN_1165","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Dundee","Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers. For programmes delivered by distance learning, there is an extra requirement for the panel to include an academic with relevant experience."]
[1166,"STR_1166","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'."]
[1167,"STR_1167","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The Strathclyde Online Learning (SOL) Committee developed practices, procedures and standards in digital learning."]
[1168,"STR_1168","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."]
[1169,"STR_1169","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The governance infrastructure around online, blended and digital education has been developed to be responsive to feedback from students and staff, and to ensure that the expectations for quality and standards in the UK Quality Code are met."]
[1170,"STR_1170","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The STRATHReps: Unified Class Representative Management Project enables engagement with all students, whether studying online or on-campus and the Myplace VLE enables a consistent approach to module evaluation."]
[1171,"STR_1171","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_Strathclyde","The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."]
[1172,"UWS_1172","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_the_West_of_Scotland","A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."]
[1173,"UWS_1173","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_the_West_of_Scotland","When the rapid pivot to online learning, necessitated by the pandemic, identified that measuring student attendance was no longer applicable, the University quickly developed a student engagement analytics tool."]
[1174,"UWS_1174","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_the_West_of_Scotland","Considering the diverse student population, the University aims to deliver a hybrid \nstudent experience where students have easy access to learning online and on-campus. Departments/programmes have been given flexibility to implement the hybrid student experience locally"]
[1175,"UWS_1175","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Distance_learning","University_of_the_West_of_Scotland","The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[1176,"ABD_1176","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Aberdeen","Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support"]
[1177,"DUN_1177","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Dundee","Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."]
[1178,"DUN_1178","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Dundee","All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."]
[1179,"STR_1179","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Strathclyde","The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."]
[1180,"STR_1180","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Strathclyde","It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."]
[1181,"STR_1181","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Strathclyde","A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[1182,"STR_1182","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Strathclyde","Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."]
[1183,"STR_1183","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Teaching_and_learning","Employability","University_of_Strathclyde","Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."]
[1184,"ABD_1184","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Aberdeen","The QESR team is able to confirm that the University has been further developing \nits online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic. The University's approach is grounded in the recommendations made following a wide-ranging and comprehensive evaluation of blended teaching, learning and assessment across the institution conducted in 2021."]
[1185,"ABD_1185","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Aberdeen","These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic, focusing on the Principles for the Delivery of Education, and a range of detailed case study examples to support implementation of the evaluation recommendations."]
[1186,"ABD_1186","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Aberdeen","The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."]
[1187,"ABD_1187","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Aberdeen","Working groups have also been established to embed work-integrated learning opportunities for students incorporating online delivery methods and to raise the awareness of contract cheating among students and provide additional support"]
[1188,"ABD_1188","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Aberdeen","The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."]
[1189,"DUN_1189","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital and blended learning offering. The team considered: the institution's Tertiary Enhancement Topic reflective summary; Digital sub-strategy and associated implementation plan; the Dundee module baseline; minutes from key institutional committees; and meetings with staff and students exploring their experience of, and support for, online, blended and technology enhanced learning and teaching."]
[1190,"DUN_1190","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."]
[1191,"DUN_1191","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."]
[1192,"DUN_1192","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."]
[1193,"DUN_1193","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","In response to recommendations from ELIR 4, the University has developed and \nadopted the Dundee module baseline to provide a common format for all modules in order to enhance consistency with the virtual learning environment."]
[1194,"DUN_1194","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."]
[1195,"DUN_1195","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."]
[1196,"DUN_1196","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","Support for staff in the use of digital tools and technologies, to enable and enhance learning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."]
[1197,"DUN_1197","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Dundee","The QESR team viewed as good practice, the network of Digital Champions that play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice, and acting as an effective conduit for the sharing of good practice."]
[1198,"STR_1198","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended learning offering. The team considered the institution's Digital Education Reflective Statement, guidance papers"]
[1199,"STR_1199","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'. The Strathclyde Online Learning (SOL) Committee developed practices, procedures and standards in digital learning. The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic."]
[1200,"STR_1200","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","Digital champions perform a key advocacy role in schools and faculties. The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."]
[1201,"STR_1201","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The governance infrastructure around online, blended and digital education has been developed to be responsive to feedback from students and staff, and to ensure that the expectations for quality and standards in the UK Quality Code are met. The Strath Union Vice-President Education is a member of the SOL Committee. The Student Experience Committee (SEC) considers flexible learning and the Strathclyde Strategic Alliance (see paragraph 11) has deliverables related directly to digital education. e-FIRST working groups ensure agile responses to circumstances and student need while playing a critical role in managing quality and standards."]
[1202,"STR_1202","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The annual report from the e-FIRST groups 2021-22 reported that these groups have allowed regular information exchange and discussion between faculty, professional service and Strath Union representatives, enabling immediate response to emergent issues including addressing changing Sottish Government advice during the pandemic. Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."]
[1203,"STR_1203","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The student voice is also at the forefront of the University's approach. The Student Mobile Application allows all students to engage digitally. The STRATHReps: Unified Class Representative Management Project enables engagement with all students, whether studying online or on-campus and the Myplace VLE enables a consistent approach to module evaluation."]
[1204,"STR_1204","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","Internal surveys of the student experience of digital learning have helped to shape the future direction. For example, the development of the Strathclyde Student Insights Learning Analytics Dashboards will enable staff to monitor student online activity and be alerted to potential issues with student engagement. At the same time, the institution is aware of the necessity to ensure that the blend between digital and other forms of learning is sensitive to different discipline approaches."]
[1205,"STR_1205","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_Strathclyde","The University's approach to digital education was commended in ELIR 4. The QESR team consider that the University has continued to develop and strengthen an effective digital education capacity through a collaborative, deliberate and strategic approach and has highlighted this as a feature of good practice."]
[1206,"UWS_1206","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."]
[1207,"UWS_1207","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure"]
[1208,"UWS_1208","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."]
[1209,"UWS_1209","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","The team considered the UWS paper on 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering', the University's Resilient Learning Communities plans and reports, minutes from key institutional committees, and met with staff and students."]
[1210,"UWS_1210","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","The QESR team learned that UWS continues to invest in its Digital Transformation 1 SFC Guidance on Quality 2022-23 and 2023-24 7 \nProject which aims to transform university systems, data and the learning environment. Strategic investment has been made to further enhance digitally-enabled learning and teaching. Ongoing developments in learning analytics and student engagement dashboards aims to create an institution-wide digital 'ecosystem'."]
[1211,"UWS_1211","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","When the rapid pivot to online learning, necessitated by the pandemic, identified that measuring student attendance was no longer applicable, the University quickly developed a student engagement analytics tool. This tool brought together data from multiple sources including data from the digital learning environment and modules presenting data in a way that staff could identify when and where student engagement was declining"]
[1212,"UWS_1212","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","A 'digital first' approach is shaping the design of learning, teaching and assessment. UWS has invested in a learning management system to support flexible and inclusive learning. In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."]
[1213,"UWS_1213","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","The_future_of_learning_and_teaching",null,"University_of_the_West_of_Scotland","A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."]
[1214,"ABD_1214","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Aberdeen","The QESR team was impressed by the manner in which the University has \neffectively used this evaluation information to support the development of its 'Principles for the Delivery of Education for Academic Year 2022-23', which have been designed to align to and support the education strand of the Aberdeen 2040 Strategy. The team note that these Principles were developed through work supported by one of the student interns (paragraphs 10 and 17), discussed across all the academic schools through mechanisms like School Education Committees, were formalised through the University committee structure, and are framed in terms of commitments to learning and teaching from both staff and students."]
[1215,"ABD_1215","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Aberdeen","The QESR team is confident that the University has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."]
[1216,"ABD_1216","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Aberdeen","The University uses three processes to monitor and review academic standards across all its taught provision: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR)."]
[1217,"ABD_1217","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Aberdeen","External examiners comment on academic standards and assessment \narrangements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points"]
[1218,"STR_1218","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","There is evidence of student feedback and participation across all key quality and standards processes including appropriate student representation on key university committees related to quality and standards."]
[1219,"STR_1219","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","There is evidence of ongoing continuous improvements to processes; notable areas include the Thematic Review, which routinely identifies areas for enhancement as well as annual programme monitoring and FARs. For"]
[1220,"STR_1220","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes."]
[1221,"STR_1221","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews."]
[1222,"STR_1222","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making in quality processes."]
[1223,"STR_1223","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_Strathclyde","The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."]
[1224,"UWS_1224","-","Academic_Standards_and_Quality_Processes",null,null,null,"University_of_the_West_of_Scotland","The QESR team is confident that the UWS has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."]
[1225,"UWS_1225","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_West_of_Scotland","The University is proactive in reviewing and developing its processes with the aim \nof enhancing their effectiveness."]
[1226,"UWS_1226","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_West_of_Scotland","The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC) (paragraphs 41-44)."]
[1227,"UWS_1227","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_West_of_Scotland","The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution."]
[1228,"UWS_1228","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_West_of_Scotland","Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it. At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."]
[1229,"UWS_1229","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_West_of_Scotland","A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised. The University is encouraged to ensure there is clear oversight and coordination of these various processes, to ensure assessment processes remain coherent and robust."]
[1230,"ABD_1230","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Aberdeen","The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation. Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"]
[1231,"DUN_1231","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team is confident that the University has effective arrangements in place \nto monitor, review and enhance its strategic approach to enhancement. The team considered a range of evidence including: the University's Strategy 2022-27 and associated sub-strategies and implementation plans; the University's annual report to the Scottish Funding Council (SFC) on Institution-Led Review (ILR)"]
[1232,"DUN_1232","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The University has committed that all programmes should review and align curriculum to these principles by the end of the strategic planning round in 2027 with schools required to complete curriculum review within their Periodic Programme Review (PPR) cycle."]
[1233,"DUN_1233","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","Staff who met with the QESR team confirmed progress with curriculum transformation, 3 \nproviding examples of curricular changes through recent PPR processes, and examples of engaging students in the mapping of curriculum to the Curriculum Design Principles."]
[1234,"DUN_1234","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team found that student engagement was evident in PPR panels,"]
[1235,"DUN_1235","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers."]
[1236,"DUN_1236","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team heard from academic staff that data for the PPR evidence base is provided in a standardised format and that this is helpful in terms of accessibility and evaluation."]
[1237,"DUN_1237","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","PPR outcomes include good practice, areas for development and suggestions. The \nQESR team heard from staff that there is a well-understood distinction between mandatory and advisory outcomes. Following each PPR, a six-week action plan is submitted to QASC followed by a year-on report."]
[1238,"DUN_1238","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team learned of the ongoing review of the arrangements for PPR and \nAPR. The review of PPR has a focus on efficiency with particular consideration being given to the unit of review and is being conducted with due regard to the Quality Code."]
[1239,"DUN_1239","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The University prepares comprehensive and informative overview reports of \nPPR outcomes and school LTE reports. These reports are considered at school and institution-level committees with a remit for quality."]
[1240,"DUN_1240","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team learned from staff that Associate Deans have oversight of these analyses, as well as individual PPR and school LTE reports, and that Associate Deans have monthly meetings with the Vice-Principal (Education) through which they can share and reflect on their experiences."]
[1241,"DUN_1241","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The team heard that these mechanisms facilitate wider dissemination of the good practices emerging through quality processes. Staff meeting the team also reported significant benefits for individual PPR panel conveners and members - both for professional development and transfer of practice across schools."]
[1242,"DUN_1242","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports."]
[1243,"DUN_1243","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","There is currently no separate review process in place to evaluate the effectiveness of professional services and their contribution to the student experience. However, this falls within the scope of the ongoing review of PPR and, taking into consideration the outcomes from the University's ongoing review of its Periodic Programme Review process and reflecting further on the Scottish Funding Council Guidance on Quality, the QESR team recommends that the University should develop a systematic approach to professional services review that complements the existing mechanisms for engaging professional services in quality processes. The University should ensure that there is appropriate engagement with staff and students, and appropriate externality, to promote high-quality learning and continuous improvement."]
[1244,"DUN_1244","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","All teams participating in PPR are required to include an Annex demonstrating how \nthey have mapped their programmes against the reference points noted in paragraph 41, and there are similar expectations to align with reference points within the new Postgraduate Research Review Policy and Guidance and APR guidance."]
[1245,"DUN_1245","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","In addition to the mapping exercise, teams are required to consult with employers and other external advisers when preparing their Reflective Analysis for PPR. All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."]
[1246,"DUN_1246","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Dundee","External examiner reports inform the Reflective Analysis submitted for PPR."]
[1247,"STR_1247","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements for monitoring and review of its approach to managing quality and to setting, maintaining, and reviewing and assessing academic standards."]
[1248,"STR_1248","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Strathclyde","The Internal Review cycle is predominantly programme focused, beginning with module evaluation and review of external examiner reports"]
[1249,"STR_1249","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Strathclyde","Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."]
[1250,"STR_1250","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Strathclyde","QAC considers the full reports and coordinates a subsequent follow-up. The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."]
[1251,"UWS_1251","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_the_West_of_Scotland","ILR is conducted by panels that include internal and external academic peers and \nstudent members, in accordance with SFC expectations. The University follows a two-stage ILR process, with the first stage identifying key areas of focus for deeper consideration in the review visit, which itself normally occupies two days. Students are involved throughout the process. ILR reports reviewed by the QESR team demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement, while the one-year follow-up reports illustrated effective action planning and reporting."]
[1252,"UWS_1252","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_the_West_of_Scotland","An analysis of the outcomes of the full set of ILRs, including institutional \nrecommendations and identified actions, is considered annually by Academic Quality Committee, Education Advisory Committee and at the Institutional EAM Event. The QESR team learned that ILR processes were to be reviewed in 2022-23 with a view to identifying lessons learned from reviews conducted online during the pandemic and developing best practice for the future."]
[1253,"ABD_1253","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Aberdeen","The QESR team is confident that the University has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."]
[1254,"ABD_1254","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Aberdeen","The University uses three processes to monitor and review academic standards across all its taught provision: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR)."]
[1255,"ABD_1255","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Aberdeen","ITR is conducted at school-level by panels comprising internal and external \nacademic peers and student members, informed by an evidence-based critical analysis, and supported by the school's quality assurance repository (which is prepopulated with course and programme annual monitoring reports and their responses; professional, statutory and regulatory body (PSRB) reports and responses; past ITR submissions and follow-up reporting; and the School Plan, quality assurance metrics and action plans)."]
[1256,"ABD_1256","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Aberdeen",". As part of the University's annual monitoring processes, ACRs and APRs are considered at school level and at university level by the QAC, which provides feedback to the academic schools on the sample of ACRs it considers and identifies areas for development and good practice from across the APRs."]
[1257,"DUN_1257","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level."]
[1258,"DUN_1258","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews"]
[1259,"DUN_1259","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."]
[1260,"DUN_1260","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","Annual Monitoring Quality Enhancement Reports are produced at module and \nprogramme level. School Boards or School Quality and Academic Standards Committees consider any issues that arise from APRs and ensure that these feed into school Learning and Teaching Enhancement (LTE) reports, which also inform school operational plans."]
[1261,"DUN_1261","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","The University prepares comprehensive and informative overview reports of \nPPR outcomes and school LTE reports. These reports are considered at school and institution-level committees with a remit for quality."]
[1262,"DUN_1262","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports."]
[1263,"DUN_1263","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review. The team considered this to be an effective and holistic approach to developing current approaches."]
[1264,"DUN_1264","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","There is also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback."]
[1265,"DUN_1265","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Dundee","The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress."]
[1266,"STR_1266","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","Annual Module Monitoring Reports are used to develop Programme Annual Reports which then inform the development of Faculty Annual Reports (FARs), facilitated by Faculty Academic Committees. The FARs then undergo a peer review process involving the Quality Enhancement and Assurance Team (QEAT), and the Vice Dean (Academic) and Assistant Faculty Manager - both from another faculty. This offers a two-way dialogue providing opportunity for the FAR to be refined accordingly prior to submitting the final version to the Quality Assurance Committee (QAC) and the Learning Enhancement Committee (LEC)."]
[1267,"STR_1267","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","Intertwined in this approach, QEAT produces a Thematic Review which considers the key themes across the four FARs (good practice, innovation, challenges) and outlines cross-faculty recommendations."]
[1268,"STR_1268","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","The Thematic Reports and FARs are scrutinised at a joint meeting of QAC and LEC as a collegiate institutional approach; follow-up momentum is continued where faculties keep track of actions updating QAC and LEC annually."]
[1269,"STR_1269","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","The QESR team considered the internal review cycle process to be an effective way for the University to distil the work of the four faculties and provide valuable insights to what had worked (and not worked) over the year. It allows the University to share good practice and provides a process to identify, discuss and address challenges."]
[1270,"STR_1270","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","There is evidence of ongoing continuous improvements to processes; notable areas include the Thematic Review, which routinely identifies areas for enhancement as well as annual programme monitoring and FARs."]
[1271,"STR_1271","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Strathclyde","The FAR template is tailored at the start of the academic year to 8 \nensure currency, and incorporates the Learner Experience Framework as an appendix. Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."]
[1272,"UWS_1272","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","The University is proactive in reviewing and developing its processes with the aim \nof enhancing their effectiveness. The Quality Handbook is reviewed annually. Annual institutional analyses of programme approvals, EAM, ILRs and external examiner reports are used both to enhance learning and teaching, and to make improvements to the underlying processes."]
[1273,"UWS_1273","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners"]
[1274,"UWS_1274","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","Programme leaders are also provided with data on programme health (applications, offers, entrants); student success (retention and progression); student satisfaction (MEQs, NSS and SES (Student Experience Survey) data); and graduate outcomes."]
[1275,"UWS_1275","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","In the 2022-23 annual monitoring cycle, the University integrated Programme Monitoring Reports (PMRs) with programme-level NSS action plans. The University is encouraged to pursue this approach, to promote more consistent and effective action planning at programme level."]
[1276,"UWS_1276","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","PMRs are synthesised into Divisional Summary Reports which are considered at \nSchool level, either at the School Board or in a discrete event, forming the basis of School reports which identify SMART targets and good practice for consideration at an annual institution-level EAM event."]
[1277,"UWS_1277","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","The University's approach to EAM was under review at the time of the current QESR, with a view to introducing a refreshed process from 2023-24. The team encourages the University to use this review to ensure that the extensive data at its disposal is used fully in programme monitoring, and that the opportunities annual monitoring provides for the sharing of good practice institutionally are fully exploited (paragraph 49)."]
[1278,"UWS_1278","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","The Doctoral College, overseen by the Doctoral College Board, is responsible \nfor development of the postgraduate research environment across the University. Its responsibilities include monitoring PGR progression and completion. Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR. The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."]
[1279,"UWS_1279","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_West_of_Scotland","The team saw evidence of annual monitoring processes being reviewed in relation to the advice and guidance sections of the Quality Code and that mapping is kept under review to reflect progress on active projects."]
[1280,"ABD_1280","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Aberdeen","Finally, the QESR team concluded having considered a range of documented evidence, including a sample of ITR reports and school Critical Analysis reports, that the role of professional services has been strengthened within the University's ITR process and is consistent with sector expectations"]
[1281,"ABD_1281","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Aberdeen","Since the last ELIR, the ITR process has been amended to integrate professional services review and reflect the extent and quality of interactions between student-facing professional services, and the academic school and its students to identify areas for enhancement"]
[1282,"DUN_1282","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Dundee","Where appropriate, PPRs are conducted in conjunction with professional, statutory and regulatory bodies (PSRBs) with Quality and Academic Standards Committee (QASC) oversight."]
[1283,"STR_1283","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Strathclyde","An outcome from ELIR 4 encouraged the University to make demonstrable progress to implement a process for reviewing professional services (see paragraph 15). There is a Thematic Review of Student Facing Professional Services Policy and Procedure which is embedded as part of the University's ongoing internal review approach. The QESR team noted that reviews will be undertaken biennially with the next theme identified as 'Online Support for the Learner Journey'. The team recommends that the University should produce a timetable of reviews to ensure that all student-facing professional services are systematically reviewed within a suitable timeframe."]
[1284,"ABD_1284","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"University_of_Aberdeen","Staff from relevant professional services, including Registry, the Careers and Employability Service, Student Experience and Student Support engage in each school's ITR. Based on the sample of ILR documents supplied, the QESR team is assured that the ITR process is robust and effectively supported by the University."]
[1285,"DUN_1285","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"University_of_Dundee","All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."]
[1286,"DUN_1286","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"University_of_Dundee","Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers. For programmes delivered by distance learning, there is an extra requirement for the panel to include an academic with relevant experience."]
[1287,"UWS_1287","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_distance_learning",null,"University_of_the_West_of_Scotland","Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply to all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[1288,"ABD_1288","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Aberdeen","The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR)."]
[1289,"ABD_1289","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Aberdeen","Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."]
[1290,"DUN_1290","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Dundee","All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."]
[1291,"DUN_1291","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Dundee","The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."]
[1292,"DUN_1292","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Dundee","In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University."]
[1293,"DUN_1293","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Dundee","The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes (paragraph 30)."]
[1294,"DUN_1294","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Dundee","Comprehensive procedures are in place with flexibility to accommodate all provision. Periodic and annual review of collaborative provision follow the standard approach for oncampus programmes but with more requirements, including a three-year interim review for each new programme and a site visit where credit-bearing delivery physically takes place outside the boundaries of existing University of Dundee campuses. The team was able to view examples of collaborative PPR and APR reports confirming consistency of approach."]
[1295,"STR_1295","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Strathclyde","The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision. A Database of Collaborative Provision is retained and updated regularly. Partnerships are monitored by the Collaborative Provision Agreement (CPA) sub-group chaired by the Vice-Principal. A Collaborative Education Provision Review normally takes place every three years to assess the student learning experience. QAC considers the reviews and reports to the CPA sub-group."]
[1296,"UWS_1296","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_the_West_of_Scotland","Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[1297,"UWS_1297","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_the_West_of_Scotland","Collaborative programmes are subject to equivalent quality processes to \nstandard on-campus provision and follow the same regulations. For franchised provision, a Collaborative Annual Report (CAR) feeds into the Programme Monitoring Report, while for validated provision, a Programme Annual Report feeds into the Joint Programme Panel. Franchised programmes are also subject to ILR, while validated provision is considered through regular Collaborative Reviews. At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."]
[1298,"ABD_1298","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Aberdeen","Student access to external examiner reports: Ensure that all students have access to external examiner reports for their programme of study by the end of academic year 2022-23 (paragraph 30)"]
[1299,"ABD_1299","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Aberdeen","External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions"]
[1300,"ABD_1300","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Aberdeen","Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."]
[1301,"DUN_1301","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Dundee","A new process for reviewing postgraduate research provision has been developed \nfor implementation from 2023-24 to complement the existing arrangements for the Annual Review of Research Degrees."]
[1302,"DUN_1302","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Dundee","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. The team considered the mapping of institutional policy and process against the Quality Code, minutes from key institutional committees, the annual overview of external examiner reports, annual SFC reporting, and met with staff and students with responsibilities for quality assurance, enhancement and academic standards."]
[1303,"DUN_1303","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Dundee","External examiner reports inform the Reflective Analysis submitted for PPR. There \nis also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback."]
[1304,"DUN_1304","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_Dundee","During the review visit, the QESR team viewed positively the confirmation from students that external examiner reports are made available to them. The team would encourage the University to continue with this practice to support students' understanding of the role of external experts in quality assurance and enhancement."]
[1305,"UWS_1305","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"University_of_the_West_of_Scotland","Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply to all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[1306,"STR_1306","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_Strathclyde","The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."]
[1307,"ABD_1307","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Aberdeen","Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[1308,"ABD_1308","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Aberdeen","The University's programme development, monitoring and review processes take \naccount of, and remain current with, key external reference points, including the Quality Code, Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF)."]
[1309,"DUN_1309","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Dundee","The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."]
[1310,"STR_1310","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Strathclyde","The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the Quality Code and align with the guidance issued by the Scottish Funding Council (SFC). Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[1311,"STR_1311","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Strathclyde","External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[1312,"UWS_1312","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_the_West_of_Scotland","UWS integrates the Quality Enhancement Framework (QEF), the Scottish Credit \nand Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and approach to EAM. UWS makes appropriate use of external expertise in the development of new, and significant amendments to existing, modules and programmes through consultation with external experts."]
[1313,"ABD_1313","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Aberdeen","Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks"]
[1314,"ABD_1314","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Aberdeen","The University's programme development, monitoring and review processes take \naccount of, and remain current with, key external reference points, including the Quality Code, Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF)."]
[1315,"ABD_1315","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Aberdeen","The QESR team saw evidence of the use of key reference points in ITR processes. In meeting with staff with recent experience of the University's ITR process, the Subject Benchmark Statements (SBS) in particular, were highlighted as a useful reference point in devising the structures for programmes."]
[1316,"DUN_1316","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Dundee","The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."]
[1317,"STR_1317","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_Strathclyde","Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."]
[1318,"UWS_1318","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"University_of_the_West_of_Scotland","UWS integrates the Quality Enhancement Framework (QEF), the Scottish Credit \nand Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and approach to EAM. UWS makes appropriate use of external expertise in the development of new, and significant amendments to existing, modules and programmes through consultation with external experts."]
[1319,"ABD_1319","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Aberdeen","The QESR team found that the University's arrangements for managing quality \nand setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC)."]
[1320,"ABD_1320","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Aberdeen","Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code"]
[1321,"ABD_1321","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Aberdeen","In addition, a new working group (Academic Policy and Regulations Group (APRG)) is responsible for the development and regular review of education policy and regulations and for ensuring their alignment with the Quality Code and wider academic infrastructure."]
[1322,"ABD_1322","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Aberdeen","The QESR team noted the comprehensive and clear mapping of the University's \npolicies, procedures and quality processes against the Quality Code, and this mapping is published on the University website."]
[1323,"DUN_1323","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Dundee","The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the SFC (paragraphs 40-42)."]
[1324,"DUN_1324","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Dundee","The QESR team learned of the ongoing review of the arrangements for PPR and \nAPR. The review of PPR has a focus on efficiency with particular consideration being given to the unit of review and is being conducted with due regard to the Quality Code."]
[1325,"DUN_1325","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Dundee","The University makes effective use of the Quality Code in the development of its \npolicies and procedures for quality assurance and enhancement. The University provided the QESR team with a detailed map of how the Quality Code informs the institution's policies, procedures and principles, demonstrating clear alignment with the Expectations and Core and Common practices of the Code."]
[1326,"STR_1326","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Strathclyde","There was evidence that the Quality Code mapping had been reviewed and endorsed by QAC in February 2023, providing additional assurances that practices were up-to-date and, where they required to be revisited, the mapping provided a good indication of status. The Policy and Procedure for Quinquennial Review of Academic Provision and Internal Review Framework describes how institutional practices and policies align with the Quality Code, and the Scottish Funding Council's (SFC) guidance to institutions on quality."]
[1327,"STR_1327","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Strathclyde","The team saw evidence of annual monitoring processes being reviewed in relation to the advice and guidance sections of the Quality Code and that mapping is kept under review to reflect progress on active projects."]
[1328,"ABD_1328","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","International_benchmarks",null,"University_of_Aberdeen","The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice. In addition, the Transforming Experience of Students through Assessment (TESTA) pilot is already generating a real eagerness among the staff involved to try different forms of assessment."]
[1329,"ABD_1329","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","International_benchmarks",null,"University_of_Aberdeen","The QESR team heard that staff have been actively encouraged to share the Enhancement Themes projects and resources they are working on by submitting proposals to conferences, and in June 2023 the University will host an international sector conference which aims to share practice and celebrate higher education, focusing on compassionate approaches to education, and will positively promote the achievements of the current Resilient Learning Communities Enhancement Theme."]
[1330,"ABD_1330","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation."]
[1331,"ABD_1331","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR). Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."]
[1332,"DUN_1332","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Dundee","The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."]
[1333,"STR_1333","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[1334,"STR_1334","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."]
[1335,"STR_1335","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."]
[1336,"UWS_1336","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."]
[1337,"ABD_1337","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","Student access to external examiner reports: Ensure that all students have access to external examiner reports for their programme of study by the end of academic year 2022-23"]
[1338,"ABD_1338","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."]
[1339,"ABD_1339","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","Since ELIR 4, the University has reviewed its arrangements for the monitoring, training and induction of external examiners (EEs), setting out a model where training delivery is split, carried out centrally for university-wide aspects of the role and followed by training in academic schools for specific discipline requirements."]
[1340,"ABD_1340","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","that providing students with access to EE reports for their programmes is an ongoing matter. The team found in meeting with students, they had some knowledge of the role of external examiners through their course handbooks but very little understanding of the external examiners reports for their programmes - that these reports should be available to them, how to access the reports and how external examiner feedback informs practice. The QESR team therefore recommends that the University ensures that all students have access to external examiner reports for their programme of study by the end of academic year"]
[1341,"ABD_1341","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions. Based on the sample of reports supplied, the team can confirm that EEs are generally positive about the University's management of assessment. The external examiner report template clearly allows for responses to be made at school and university level and returned to the examiner to close the loop on their feedback."]
[1342,"ABD_1342","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen",". Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."]
[1343,"ABD_1343","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","External examiners comment on academic standards and assessment \narrangements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points. Staff spoke positively about how external examiner reports are used during the Annual Programme Review (APR) process to support enhancements to programmes and courses. The QESR team understands that, at the time of this review, the University's analysis of external examiner reports was underway for session 2020-21 with the final report scheduled to be considered by the QAC in March 2023."]
[1344,"ABD_1344","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."]
[1345,"DUN_1345","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Dundee","External examiner reports inform the Reflective Analysis submitted for PPR. There \nis also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback. The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes. QASC members are asked to disseminate the report to encourage sharing of practice and enhancement. During the review visit, the QESR team viewed positively the confirmation from students that external examiner reports are made available to them. The team would encourage the University to continue with this practice to support students' understanding of the role of external experts in quality assurance and enhancement."]
[1346,"STR_1346","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","Responding to ELIR recommendations relating to student engagement with the work, role and reporting of external examiners, the University revised its procedure and guidelines for external examiners, and updated its Faculty Annual Report (FARs) template to enable monitoring of compliance with the guidance. It also made arrangements for external examiners to meet with students, both during and after the pandemic, and invested in the human resource required to oversee the external examining activity more broadly."]
[1347,"STR_1347","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The revised guidance indicates that, with appropriate exceptions, external examiner reports are to be made available to students in full. This is undertaken through the Student-Staff Liaison Committees (SSLC)."]
[1348,"STR_1348","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The QESR team was informed that, in practice, instead of providing students with the full external examiner reports, summaries of external examiner reports are provided at SSLCs and Faculty Academic Committees which provide the means to discuss comments with staff."]
[1349,"STR_1349","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."]
[1350,"STR_1350","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The Internal Review cycle is predominantly programme focused, beginning with module evaluation and review of external examiner reports."]
[1351,"STR_1351","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."]
[1352,"STR_1352","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."]
[1353,"STR_1353","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."]
[1354,"STR_1354","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","External examiner reports considered by the QESR team were positive about the University's management of assessment. Scrutiny of external examiner reports is primarily undertaken within programme teams and other faculty, department and school platforms."]
[1355,"STR_1355","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","QAC has institutional oversight over the external examining reporting process through an annual report which contains analysis of the external examiner feedback, a summary report and numerical breakdown of responses. There is an expectation that the content of external examiner reports and the departmental responses are disseminated to students and discussed at Student-Staff Liaison Committees"]
[1356,"STR_1356","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action"]
[1357,"UWS_1357","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","EAM reports, including divisional, school and institutional overviews; ILR reports and follow-up reports, and associated institutional-level overviews; institution-level analyses of external examiner reports and student feedback; papers and minutes from institutional committees responsible for quality and standards; and met with staff and students."]
[1358,"UWS_1358","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","Annual institutional analyses of programme approvals, EAM, ILRs and external examiner reports are used both to enhance learning and teaching, and to make improvements to the underlying processes."]
[1359,"UWS_1359","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."]
[1360,"UWS_1360","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","External examiners are required to comment on alignment with the Scottish Credit \nand Qualifications Framework (SCQF) and comparability with provision at other higher education institutions. External examiner reports considered by the team were positive about the University's management of assessment, but have commented on the consistency of marking criteria and rubrics, and moderation processes. The QESR team encourages the University to assure itself that requirements in these areas are clear and understood by staff and external examiners."]
[1361,"UWS_1361","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","The AQC and School Boards provide institutional oversight through annual analysis \nof programme approval, external examiner, ILR and PSRB reports, reporting recommendations to EAC and Senate where matters arise."]
[1362,"UWS_1362","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","When developing ILR and PMR self-evaluation documentation, programme teams are instructed to reflect on survey data, SSLG minutes, external examiner reports and, where external requirements exist, reflect on outcomes from recent PSRB and accreditation reports. This ensures that external reference points are well-embedded in EAM processes and that existing programmes remain compliant with external requirements."]
[1363,"UWS_1363","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Validation_processes",null,"University_of_the_West_of_Scotland","The team considered the University's Annual Reports to SFC, institutional analysis of data on retention and progression, degree outcomes, complaints and appeals, use of data in annual monitoring processes, engagement with learner analytics to enhance student support offerings, and feedback from students and external examiners."]
[1364,"ABD_1364","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Aberdeen","The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation. Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"]
[1365,"ABD_1365","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Aberdeen","ITR is conducted at school-level by panels comprising internal and external \nacademic peers and student members, informed by an evidence-based critical analysis, and supported by the school's quality assurance repository (which is prepopulated with course and programme annual monitoring reports and their responses; professional, statutory and regulatory body (PSRB) reports and responses; past ITR submissions and follow-up reporting; and the School Plan, quality assurance metrics and action plans)."]
[1366,"ABD_1366","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Aberdeen","Programmes are also expected to align with PSRB requirements where appropriate."]
[1367,"ABD_1367","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR). The sample of documents provided to the team demonstrated that this information is reflected on by staff and used to support enhancements to courses and programmes - for example, subsequent amendments to assessment formats."]
[1368,"DUN_1368","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Dundee","Where appropriate, PPRs are conducted in conjunction with professional, statutory and regulatory bodies (PSRBs) with Quality and Academic Standards Committee (QASC) oversight."]
[1369,"DUN_1369","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Dundee","The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements"]
[1370,"STR_1370","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Strathclyde","Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."]
[1371,"STR_1371","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Strathclyde","A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."]
[1372,"UWS_1372","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_the_West_of_Scotland","The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."]
[1373,"UWS_1373","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_the_West_of_Scotland","The AQC and School Boards provide institutional oversight through annual analysis \nof programme approval, external examiner, ILR and PSRB reports, reporting recommendations to EAC and Senate where matters arise."]
[1374,"UWS_1374","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_the_West_of_Scotland","When developing ILR and PMR self-evaluation documentation, programme teams are instructed to reflect on survey data, SSLG minutes, external examiner reports and, where external requirements exist, reflect on outcomes from recent PSRB and accreditation reports. This ensures that external reference points are well-embedded in EAM processes and that existing programmes remain compliant with external requirements."]
[1375,"ABD_1375","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Aberdeen","Staff from relevant professional services, including Registry, the Careers and Employability Service, Student Experience and Student Support engage in each school's ITR"]
[1376,"ABD_1376","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Aberdeen",". Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support"]
[1377,"DUN_1377","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Dundee","Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."]
[1378,"DUN_1378","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Dundee","In addition to the mapping exercise, teams are required to consult with employers and other external advisers when preparing their Reflective Analysis for PPR. All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."]
[1379,"STR_1379","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Strathclyde","The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."]
[1380,"STR_1380","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Strathclyde","It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."]
[1381,"STR_1381","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Strathclyde","A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."]
[1382,"STR_1382","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Strathclyde","Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."]
[1383,"STR_1383","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"University_of_Strathclyde","Additional groups seek to further enhance practice such as the Careers and Employability Working Group,"]
[1384,"ABD_1384","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making."]
[1385,"ABD_1385","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","The team considered evidence from the institution including the Outcome Agreement Self-Evaluation, the University's use of data on continuation, degree outcomes/classifications, academic complaints and appeals, samples of Annual Programme and Course Review forms, feedback from students through survey responses to the National Student Survey (NSS) and the Aberdeen Student Experience Survey (ASES), and meetings with staff and students."]
[1386,"ABD_1386","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","The University has clear processes for considering student survey and feedback \ninformation that is monitored and used to enhance practice. The University uses a range of survey mechanisms including course-level feedback forms which are administered during each term, the ASES and NSS."]
[1387,"ABD_1387","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","The University's analysis of its NSS results is benchmarked against the sector and compared with previous results, with issues arising discussed at the University Education Committee (UEC), along with an action plan to take forward enhancements across the University."]
[1388,"ABD_1388","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey."]
[1389,"ABD_1389","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Aberdeen","In meeting with staff and students from across the institution, the QESR team learned that additional informal approaches were being used to gather student feedback including discussion boards. Staff viewed these informal approaches as helpful mechanisms for \n'identifying quick wins' in terms of responding to student feedback in session"]
[1390,"STR_1390","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Strathclyde","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making in quality processes."]
[1391,"STR_1391","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action - for example, requesting further analysis of the data to investigate reasons for voluntary withdrawal and discussion, and exploration of data at programme level to identify further actions required."]
[1392,"ABD_1392","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Aberdeen","The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey. In meeting with staff and students from across the institution,"]
[1393,"DUN_1393","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Dundee","The team also learned of developments in the use and analysis of data on retention, progression and awards to better understand differences between students who hold different protected characteristics and to inform enhancement."]
[1394,"STR_1394","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[1395,"STR_1395","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice. The University uses a range of survey mechanisms including student module evaluation, the Strathclyde Undergraduate Student Survey (SUSS), the National Student Survey (NSS) and the Postgraduate Taught Experience Survey (PTES)."]
[1396,"STR_1396","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response."]
[1397,"STR_1397","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."]
[1398,"STR_1398","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","Student insight dashboards are being further developed at an institutional level to allow staff, dynamic, customisable views of student survey data. The analysis of student feedback is used to identify institutional campus-specific, and faculty/departmental trends in student satisfaction which are then reported to the University's Surveys and Metrics Working Group and directed for action as appropriate."]
[1399,"STR_1399","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","The University Surveys and Metrics Working Group is an established forum which analyses all survey results and informs thematic reporting. The QESR team recognised the broad work undertaken in the area of data and evidence, noting the Learner Experience Framework (LEF) and associated activities which captures the educational experience through various performance indicators."]
[1400,"STR_1400","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","The team was confident that the University uses data strategically to drive policy development and enhance the student learning and teaching experience both at a university level as well as at discipline level. For example, the University uses NSS data in a nuanced way to ensure that adjustments are made to directly affect students within the discipline area. A discipline-level comparison is undertaken to ensure they are comparing across the sector in specific disciplines and making appropriate changes. In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance. The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."]
[1401,"STR_1401","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_Strathclyde","Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis. It was evident to the team that the data available informed internal review activities and reports; however, triangulation of effective systems could always be improved."]
[1402,"UWS_1402","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","Strengthen the use of data in quality processes: In continuing to embed and strengthen the use of data in quality processes, the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."]
[1403,"UWS_1403","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","The QESR team is confident that UWS has effective arrangements in place to \nmonitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making."]
[1404,"UWS_1404","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","Institutional committees overseeing management of quality and standards - \nprimarily, Senate and its standing committee, the Education Advisory Committee (EAC) and sub-committee, the Academic Quality Committee (AQC) - engage with data through consideration of annual monitoring outcome reports to inform amendments of UWS academic policies and regulations; and when reflecting on the impact of institutional strategies through consideration of league table performance and NSS results."]
[1405,"UWS_1405","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","The University undertakes appropriate consideration of institution-wide student \nfeedback, in particular the NSS and the UWS SES, the analysis of which is used to identify institutional, campus-specific and School-specific trends in student satisfaction, which are then reported to EAC and Senate."]
[1406,"UWS_1406","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","The team learned that UWS plans to deliver 'fixed core data sets', through the UWS Dashboard, for staff to consider when completing self-evaluation and to facilitate discussion between Schools."]
[1407,"UWS_1407","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population",null,"University_of_the_West_of_Scotland","Given staff analysis and interpretation of data underpins enhancement and annual monitoring activities, the team recommends that the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."]
[1408,"UWS_1408","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Widening_participation","University_of_the_West_of_Scotland","The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services. The review team considers the University's recognition of student support services interdependencies and pre-emptive approach to ensure timely access to specialist support appointments, to be a feature of good practice. The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."]
[1409,"ABD_1409","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Study_mode","University_of_Aberdeen","The QESR team can confirm that the University offers an appropriate range of \nformal and informal mechanisms to allow all students, regardless of place, mode and stage of study, to feed back on their experience including participating in the National Student Survey (NSS), the Aberdeen Student Experience Survey (ASES), SSLCs, focus groups and Course Feedback Forms."]
[1410,"ABD_1410","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Protected_characteristics_(EDI)","University_of_Aberdeen",", the introduction of the new GPA system as the only measure of degree classification is likely to impact on the number of good honours going forward. Staff also discussed how having information on degree outcomes for Black, Asian and Minority Ethnic Groups (BAME) had identified an awarding gap for these students, with the University currently working on plans to address this. The QESR team views this development positively and understands that this information will continue to be kept under review by the University Senate."]
[1411,"ABD_1411","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Aberdeen","The QESR team learned from staff that a project is ongoing to extend access and \nuse of the new business intelligence platform across the University. Priority has been given to the development of university-level information, analysis and reporting such as NSS and degree classifications. The team understands that a recent development means Directors of Education can access data pertinent to their own school on areas such as non-continuation, student progress and enrolments."]
[1412,"DUN_1412","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Dundee","The University has recently revised its approach to evaluation of student \nachievement, progression and attainment across the student journey. The established reporting and governance arrangements, including the recently constituted Access, Retention, Progression and Outcomes Committee (ARPOC) - which considers data across the student journey and enables actions to be identified and shared across the institution, provide extensive opportunity for sharing practice and effecting change on multiple levels."]
[1413,"DUN_1413","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Dundee","School data is considered at school Learning and Teaching Committees and shared with all staff. Associate Deans present the data at school level to ARPOC, identifying opportunities and challenges to enable appropriate school interventions by protected characteristics and SIMD quintiles."]
[1414,"DUN_1414","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Dundee","The QESR team learned of significant scrutiny of data and level of activity arising enabling an integrated school and institutional approach of reporting and actioning to inform enhancement activities. Actions put in place following consideration of the ARPOC data, in conjunction with data from other sources, include initiating the roll-out of automated messages to students once disengagement has been detected and Advisers of Studies being informed of disengagement to allow for staged interventions."]
[1415,"DUN_1415","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Dundee","The University is continuing to develop dashboard functionality to further enhance the ways in which data is made available. The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."]
[1416,"STR_1416","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[1417,"STR_1417","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_Strathclyde","Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis."]
[1418,"UWS_1418","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"University_of_the_West_of_Scotland","Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."]
[1419,"ABD_1419","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Aberdeen","the QESR team noted from the documents provided that University Senate had received an analysis of degree classifications which illustrated an increase in the numbers of first or upper-second-class honours classifications awarded by the University since 2016-17."]
[1420,"ABD_1420","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Aberdeen","The team explored with senior staff the University's understanding of possible reasons for this and how the University intends to continue to monitor this. Senior staff outlined that based on its analysis, its high standard of applicants, and its use of Grade Point Average (GPA) and Grade Spectrum during the COVID-19 pandemic - as part of the 'no detriment' policies for students, have influenced the increase."]
[1421,"DUN_1421","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Dundee","The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress. Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"]
[1422,"DUN_1422","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Dundee","The University has recently revised its approach to evaluation of student \nachievement, progression and attainment across the student journey. The established reporting and governance arrangements, including the recently constituted Access, Retention, Progression and Outcomes Committee (ARPOC) - which considers data across the student journey and enables actions to be identified and shared across the institution, provide extensive opportunity for sharing practice and effecting change on multiple levels."]
[1423,"DUN_1423","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Dundee","The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."]
[1424,"STR_1424","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"University_of_Strathclyde","Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response. Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."]
[1425,"ABD_1425","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."]
[1426,"ABD_1426","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"University_of_Aberdeen","The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data. It is evident to the QESR team that such overview reports are used to identify and action areas to enhance the student experience."]
[1427,"ABD_1427","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"University_of_Aberdeen","The QESR team also explored with senior staff, the University's response to an \nincrease in Academic Misconduct Cases, which will involve working in partnership with students to understand how these situations arise, in order to develop further support for students. The team heard that a student intern is currently working on improving understanding of students' attitudes to misconduct and views around contract cheating and artificial intelligence ("]
[1428,"DUN_1428","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"University_of_Dundee","The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress. Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"]
[1429,"UWS_1429","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_disciplinary_cases",null,"University_of_the_West_of_Scotland","UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."]
[1430,"ABD_1430","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Aberdeen","The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey."]
[1431,"ABD_1431","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."]
[1432,"STR_1432","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Strathclyde","The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews."]
[1433,"STR_1433","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Strathclyde","The team considered a range of documentation, including the University's annual reports to SFC, data used by the University for oversight of retention and progression, degree outcomes, complaints and appeals, student disciplinary cases, institutional analysis of annual monitoring, external examiner analysis, student feedback analysis and meetings with staff and students."]
[1434,"STR_1434","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action - for example, requesting further analysis of the data to investigate reasons for voluntary withdrawal and discussion, and exploration of data at programme level to identify further actions required."]
[1435,"UWS_1435","-","Academic_Standards_and_Quality_Processes","Use_of_data","annual_monitoring",null,"University_of_the_West_of_Scotland","A range of data is available through the UWS Dashboard for consideration in the \nUniversity's key quality processes, primarily ILR and EAM."]
[1436,"ABD_1436","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."]
[1437,"STR_1437","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"University_of_Strathclyde","The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."]
[1438,"UWS_1438","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"University_of_the_West_of_Scotland","A range of data is available through the UWS Dashboard for consideration in the \nUniversity's key quality processes, primarily ILR and EAM."]
[1439,"UWS_1439","-","Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"University_of_the_West_of_Scotland","It was evident from the ILR reports and PMRs considered that Schools were able to access a range of data to support their self-evaluation."]
[1440,"ABD_1440","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Aberdeen","The team found in meeting with students, they had some knowledge of the role of external examiners through their course handbooks but very little understanding of the external examiners reports for their programmes - that these reports should be available to them, how to access the reports and how external examiner feedback informs practice. The QESR team therefore recommends that the University ensures that all students have access to external examiner reports for their programme of study by the end of academic year"]
[1441,"ABD_1441","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Aberdeen","The external examiner report template clearly allows for responses to be made at school and university level and returned to the examiner to close the loop on their feedback."]
[1442,"ABD_1442","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Aberdeen","Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."]
[1443,"ABD_1443","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Aberdeen","As part of the University's annual monitoring processes, ACRs and APRs are considered at school level and at university level by the QAC, which provides feedback to the academic schools on the sample of ACRs it considers and identifies areas for development and good practice from across the APRs."]
[1444,"DUN_1444","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Dundee","The QASC considers an annual summary of external examiner feedback."]
[1445,"STR_1445","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[1446,"STR_1446","-","Academic_Standards_and_Quality_Processes","Use_of_data","external_examiner_feedback",null,"University_of_Strathclyde","The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."]
[1447,"ABD_1447","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Aberdeen","The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."]
[1448,"ABD_1448","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Aberdeen","The University has clear processes for considering student survey and feedback \ninformation that is monitored and used to enhance practice. The University uses a range of survey mechanisms including course-level feedback forms which are administered during each term, the ASES and NSS. The University's analysis of its NSS results is benchmarked against the sector and compared with previous results, with issues arising discussed at the University Education Committee (UEC), along with an action plan to take forward enhancements across the University."]
[1449,"ABD_1449","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Aberdeen","Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."]
[1450,"DUN_1450","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Dundee","School data is considered at school Learning and Teaching Committees and shared with all staff. Associate Deans present the data at school level to ARPOC, identifying opportunities and challenges to enable appropriate school interventions by protected characteristics and SIMD quintiles."]
[1451,"DUN_1451","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Dundee","The QESR team found effective use of NSS data both on an institutional level - \nthrough a detailed analysis and action plan considered by Senate and with local plans at school level - and by DUSA."]
[1452,"DUN_1452","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Dundee","The team also considered reports and outputs from PTES and PRES data and considered positively the 'You Said, We Did' PRES publication. Resulting from NSS feedback, specific challenges were identified by the University about assessment and feedback, including timeliness of feedback, and this was identified as a priority action for all schools."]
[1453,"DUN_1453","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Dundee","The QESR team found good use of Student Pulse surveys in understanding student \nfeedback at various points throughout the academic year. The team considered the pulse survey analysis to be a useful means of gauging student ongoing satisfaction to celebrate success and inform enhancements across a range of matters."]
[1454,"STR_1454","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."]
[1455,"STR_1455","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."]
[1456,"STR_1456","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response."]
[1457,"STR_1457","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."]
[1458,"STR_1458","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."]
[1459,"STR_1459","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde","The analysis of student feedback is used to identify institutional campus-specific, and faculty/departmental trends in student satisfaction which are then reported to the University's Surveys and Metrics Working Group and directed for action as appropriate."]
[1460,"STR_1460","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Strathclyde",". A discipline-level comparison is undertaken to ensure they are comparing across the sector in specific disciplines and making appropriate changes. In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance. The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."]
[1461,"UWS_1461","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_the_West_of_Scotland","Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."]
[1462,"ATU_1462","Good_Practice","Findings","Good_Practice",null,null,"Abertay_University","Approach to improving retention: The University has implemented systematic and integrated enhancement procedures to improve retention rates. This includes a data-driven approach to supporting students at risk of disengagement or withdrawal, a proactive process to supporting student transitions, and effective collaborative working between academics, services and students (paragraph 7)."]
[1463,"ATU_1463","Good_Practice","Findings","Good_Practice",null,null,"Abertay_University","Supporting student transitions through microcredentials: The University has taken an effective and proactive approach to student transitions through the development of a suite of microcredentials that provides core academic literacies and supported peer learning. This has embedded support and development for academic success and for building student communities to support retention and inform enhancements within each programme (paragraph 10)."]
[1464,"ATU_1464","Good_Practice","Findings","Good_Practice",null,null,"Abertay_University","Digital learning experience: The University provides a high-quality digital learning experience for students through its use of blended learning approaches and accessible virtual learning environments. Staff and students are effectively supported through a range of activities to develop digital skills and use digital tools and technologies for learning (paragraph 29)."]
[1465,"ATU_1465","Good_Practice","Findings","Good_Practice",null,null,"Abertay_University","Use of data for enhancement: The University has made progress in its use of data to support enhancement, planning and decision-making. There has been investment by the University to develop the skills, capacity and infrastructure required for the effective use of data, and progress in developing data dashboards and the availability of data analysis to staff at all levels (paragraph 47)."]
[1466,"ATU_1466","Recommendation","Findings","Recommendations_for_Action",null,null,"Abertay_University","Thematic analysis of Institution-led Review: The University does not undertake an overall analysis of Institution-led Reviews while the review cycle is in progress. Therefore, the University should implement routine thematic analysis of the outcomes of its Institution-led Reviews at key points within the cycle of reviews, to ensure identification of thematic trends in good practice and areas of development which require institutional oversight or action (paragraph 33)."]
[1467,"ATU_1467","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Abertay_University","The QESR team is confident that the University has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of evidence including: the University's Learning Enhancement Strategy 2020-2025 and associated action plan; the University's annual report to the Scottish Funding Council (SFC) on Institution-led Review (ILR); the institution's annual Outcome Agreement Self-Evaluation Report; and minutes from meetings of the University's Senate, Teaching and Learning Committee (TLC), and Academic Quality and Standards Committee (AQSC). In addition, the team met with a range of staff and students to explore the effectiveness of strategies to direct, monitor and evaluate enhancement across the institution."]
[1468,"ATU_1468","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Abertay_University","The University's Learning Enhancement Strategy, approved in 2019, identifies five key institutional priorities: teaching excellence; the student journey; digital education; academic partnerships; and pedagogic research. Implementation of the Strategy is overseen by the TLC with each strategic priority implemented through a series of activities captured through an overarching action plan. The action plan utilises a series of illustrative 'indicators of success' for each of the actions in the Strategy, such as the inclusion of embedded blended learning opportunities, and staff engagement with the Abertay Learning Enhancement (AbLE) Academy. Evaluation is built into specific projects designed to deliver institutional strategies and the QESR team found this was evident in the University's use of a project proposal and monitoring system for their Digital Strategy. Institutional monitoring and reporting of key strategies for enhancement is undertaken through annual reporting on progress to TLC and Senate."]
[1469,"ATU_1469","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Abertay_University","Implementation of university strategies by Schools and Professional Services is undertaken through annual operational planning with a standardised template requiring all activities to align with, and demonstrate their support of, institutional priorities. Senior academic and professional service staff confirmed how operational planning is informed by institutional strategies and that there was clear alignment between enhancement activities and institutional strategies. The QESR team learned how annual academic planning at School and divisional level was informed by university strategies with clear examples offered, including the enhancement of student employability and digital learning."]
[1470,"ATU_1470","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Abertay_University","A key priority for the University has been to achieve improvements in student retention. The University's undergraduate retention rate, across all years of study, from 2022-23 to 2023-24 is 84%, aligned to its previous five-year average of 83%. The University has set a strategic ambition to retain 90% of students across all years. The University acknowledges that retention for SIMD20 entrants remains below its overall Scottish Domicile Undergraduate Entrants (SDUE), while retention for mature students (21+), the majority of which are students entering higher education from partner colleges, remains at the SDUE level. The University identified the continued impact from the pandemic as a key factor for persistent low retention rates and is taking steps to meet its target of 90%."]
[1471,"ATU_1471","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Abertay_University","The University has undertaken a comprehensive analysis of retention rates by programme, stage, division and School, together with a range of protected characteristics and entry points. The team heard from senior staff and saw in examples of Institution-led Review reports, that divisions and programmes with low retention outcomes were required to address these through specific enhancement action plans. The University has developed data dashboards to support senior staff and programme leaders so they have better oversight of module performance and the ability to target interventions for students who may be at risk of withdrawal (see paragraph 44)."]
[1472,"ATU_1472","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Abertay_University","The University has continued to implement support for students at risk of withdrawal or disengagement through its Student Success Officers and School Academic Advisers who provide proactive interventions to encourage engagement and provide targeted support. In meetings with students, the QESR team heard that students were confident about how to raise concerns and where to seek support. Academic and professional support staff described the introduction of Student Success Officers and School Academic Advisers, the discussion of specific enhancement action plans at division and programme level, together with the use of data dashboards and data analysis, as an integrated and collaborative approach in supporting students to achieve successful academic and professional outcomes. The University should continue with the approach and evaluate the impact on retention to ensure success in its ambition."]
[1473,"ATU_1473","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Abertay_University","In summary, the University has implemented systematic and integrated enhancement procedures to improve retention rates. This includes a data-driven approach to supporting students at risk of disengagement or withdrawal, a proactive process to supporting student transitions, and effective collaborative working between academics, services and students. The QESR team consider this to be a feature of good practice."]
[1474,"ATU_1474","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Abertay_University","In the academic session 2021-22, the University developed its microcredential offer to help students transitioning into higher education with the development of core academic literacies to support academic success. The University has worked proactively with the sector on the development of these microcredentials through the QAA Enhancement Themes and through leadership of a Collaborative Cluster exploring personalised approaches to resilience and community. A key feature of the microcredentials is supported peer learning using Student Module Assistants, who are students employed as peer facilitators of learning within the microcredential suites. They offer synchronous contact points for students to ask questions, gain support or be directed to academic staff. Students are also involved in the co-development and review of microcredential modules. This approach has embedded a strong partnership framework between the University and the student body for the ongoing development of the microcredential suites."]
[1475,"ATU_1475","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Abertay_University","In meetings with the QESR team, students were positive about how the microcredential offer had supported transitions and provided a strong introduction to the University. This was further supported by evaluative activities undertaken by the University which commended the use of student module assistants for co-creation and supporting student needs, as well as the use of diagnostic assessments to enable a high-level overview of cohort strengths and areas for development which informed interventions in subsequent modules."]
[1476,"ATU_1476","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Abertay_University","The QESR team identified the effective and proactive approach to student transitions taken by the University through the development of a suite of microcredentials that provides core academic literacies and supported peer learning. This has embedded support and development for academic success and for building student communities, and the team considers that the development of the microcredential suites as a proactive measure to support retention and inform enhancements within each programme is a feature of good practice."]
[1477,"ATU_1477","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Current Student Partnership Agreement (2022-2025), analysis of student feedback, information on student representation minutes of the Students as Partners Board, and Information on Unitu - an online platform. In addition, the team met with staff and students to explore the effectiveness of the current partnership arrangements and student satisfaction in 5 this area."]
[1478,"ATU_1478","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Current Student Partnership Agreement (2022-2025), analysis of student feedback, information on student representation minutes of the Students as Partners Board, and Information on Unitu - an online platform. In addition, the team met with staff and students to explore the effectiveness of the current partnership arrangements and student satisfaction in 5 this area"]
[1479,"ATU_1479","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Abertay_University","The overarching framework for student engagement is set out in the Current Student Partnership Agreement (2022-2025) which sets out the priorities agreed between the student body and the University over a three-year period. It is reviewed annually to reflect the nature of the agreement as a working document."]
[1480,"ATU_1480","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Abertay_University","A key mechanism for the student voice to be heard, are student voice forums. The QESR team heard from students that elected class and division representatives give feedback to the University during Student Voice forums and receive updates from the University on what is being done to resolve issues and close the feedback loop. The team was told that lecturers respond quickly and fully to feedback they have received through emails. Students can also approach their Students' Association Sabbatical Officers and raise issues who, in turn, can raise the issues in meetings with the senior leadership team."]
[1481,"ATU_1481","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Abertay_University","The University has been trialling an online platform, Unitu, which allows users to give and receive feedback in a flexible manner. It is managed by student representatives and monitored by partner leads at the Students' Association and the Abertay Learning Enhancement (AbLE) Academy. Comments on the platform can be shared and responded to by both academic and professional service staff as needed. The online platform was introduced in a limited pilot to a small number of programmes in 2022-23 and was further extended to the entire School of Business, Law and Social Science and the Division of Engineering and Food Science in 2023-24. The online platform allows the University to move away from traditional approaches to the student voice and allow an ongoing conversation between staff and students, even when students are not on campus"]
[1482,"ATU_1482","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Abertay_University","The University provides multiple routes for students to work in partnership with staff. Notably, the AbLE Academy provides a range of opportunities for staff and students, such as student research assistants, who collaborate through their EnAbLE projects, open to joint bids by staff and students to collaborate on institutional enhancement projects. The AbLE Academy also engages student consultants to work in partnership on key institutional priorities and student module assistants to co-create microcredentials, and to promote the resources available at open days and events. The University also funds projects by staff and students on topics, such as sustainability"]
[1483,"ATU_1483","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Abertay_University","The QESR team considered the University has a wide range of effective and accessible student support services. The students met by the team were very positive about the Student Enquiry Zone and the library as clear points of contact for support and that there is good support available, and it is easy to access support or referral to another service as appropriate. They confirmed that academic issues can be dealt with by talking to module leaders or class representatives, and that more specialist services, such as counselling and learning support, are also available to students."]
[1484,"ATU_1484","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the ELIR 2021 Action Plan; ELIR Follow-up Report; Institution-Led Review 2024-30 Handbook: Support Services, Adjustment of Marks Policy; and minutes from meetings of the TLC and AQSC. The team also explored the institution's ELIR 4 responses in meetings with staff and students."]
[1485,"ATU_1485","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Abertay_University","ELIR 4 identified five recommendations. The QESR team saw from the Technical Report and the action plan that the University has completed three recommendations relating to the review of professional services, and the policy with regard to adjustment of student marks and effective implementation of university strategies. The University has made satisfactory progress on the remaining two recommendations - student retention and feedback on assessment with further work ongoing. A strategic lead was identified to take forward the actions and the University's TLC receives regular reports on each of the recommendations."]
[1486,"ATU_1486","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Abertay_University","A review of all professional services was carried out within one event in May 2022. A Short-Life Working Group (SLWG) comprised of students, academic and professional services staff was convened on behalf of the Teaching and Learning Committee (TLC) to consider and develop the approach for the review of professional services. A revised approach and associated new review handbook were approved by TLC in June 2023. The new cycle of professional service review commenced in academic session 2023-24 and professional staff confirmed that good progress had been made in the preparatory phases. Plans to evaluate the new method were being considered at the time of the review and the QESR team would encourage continuation of these plans ensuring the effectiveness of the new review method."]
[1487,"ATU_1487","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","Abertay_University","In April 2022, a new policy relating to the adjustment of student marks was approved, to commence in the academic session 2022-23. The University has developed a communications strategy to inform staff and students about the introduction of the policy and confirmed that, although the policy had not been used in practice since approval, it was regularly discussed at Programme Assessment Boards."]
[1488,"ATU_1488","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Abertay_University","The recommendation relating to the effective implementation of university strategies has been met and the University undertook a review of institutional key performance indicators (KPIs) to ensure appropriate monitoring and reporting on institutional strategies. The team saw from the evidence submitted, that there is effective use of these KPIs. Awareness and engagement of academic and professional service staff with strategies the University has developed, has improved through the development of an Engagement Framework. Regular meetings communicate priorities and progress with strategies. Academic and professional service staff are aware of university strategies and how these are informing developments and enhancement activities (paragraph 3). The University acknowledges that its response to this recommendation requires a long-term approach and will utilise learning from these activities as it develops its new Strategic Plan and Learning and Teaching Strategy."]
[1489,"ATU_1489","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","Abertay_University","There is a strategic focus and robust oversight of retention challenges across the institution that continues to be a key priority for the University. A comprehensive analysis of retention rates by programme, stage, division and School; and a range of protected characteristics and entry points has been undertaken, and this provided confidence to the QESR team that the recommendation has been met. The QESR team would encourage the University to continue with its integrated approach to the enhancement of student retention, implement evidence-based interventions to improve retention, and ensure evaluation of the effectiveness of these interventions in achieving this ambition (see paragraphs 4-7)"]
[1490,"ATU_1490","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Abertay_University","To address the recommendation concerning consistency of feedback, the University established a Short Life Working Group (SLWG) on assessment in the academic session 2022-23. The SLWG included students, academics and professional services and led to a recommendations paper in June 2023 to enhance and ensure further consistency in practice (see paragraph 36). The AbLE service has also worked to review resources, support and development opportunities for staff to support more effective assessment and feedback practices. Developments include workshops and regular practice-sharing seminars on assessment and feedback, as well as student-facing sessions on assessment and feedback literacies. Staff and students were positive about the development and support for feedback practice. The University acknowledged that enhancements to assessment and feedback are 7 ongoing and that this will be a key feature of the new Learning and Teaching Strategy."]
[1491,"ATU_1491","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the specific evidence provided by the University relating to the Enhancement Topic; Learning Enhancement Strategy; Digital Strategy; principles of online and blended learning information about the microcredential suites; minutes from key institutional meetings; and met with staff and students."]
[1492,"ATU_1492","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","In response to the new SFC tertiary enhancement topic - The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering - the University has built upon its initial work on online and blended learning introduced during the COVID-19 pandemic. The University has developed a set of principles to support the transition to online and blended learning, as well as to set clear expectations for learning and teaching. The QESR team was clear, from discussions with students and staff, that the University has embraced a supportive blended learning approach, mainstreaming key developments such as pre-recorded lectures to support flexibility in learning, and prioritisation of learning interactions on campus, such as seminars, tutorials and workshops."]
[1493,"ATU_1493","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","The University has introduced a series of changes to ensure those studying online or at a distance have a consistent, high-quality student experience. Enhancements include updates to student voice mechanisms through the pilot of an online feedback platform which supports the new blended learning system by allowing feedback to be collected without the need for on-campus focus groups. In addition, the provision of microcredentials, to increase digital literacy among students and staff, was also found to be helpful. The QESR team also heard how students valued the benefit of having access to a microcredential in advance of starting at the University."]
[1494,"ATU_1494","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","The QESR team learnt from staff that the move to a blended approach to learning supported retention among the diverse student demographic at Abertay which was confirmed by students who welcomed access to pre-recorded and recorded lecturers, as well as the flexibility offered by blended learning. However, it was acknowledged by both staff and students that a blended learning approach was not the preference for all learners. The team learned that the University was considering the best approaches to prioritise on-campus interactions and community building through learning and teaching approaches, such as block teaching and focusing on physical skills - for example, laboratory skills."]
[1495,"ATU_1495","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","Support for staff and students in developing digital skills and using key learning and digital technologies is further supported through the AbLE Academy and the Technology Enhanced Learning Support (TELS) team who offer a range of workshops, guidance and training for staff and students (see paragraphs 14 and 15). The AbLE Academy has also continued to offer their 'AbLE Bites' sessions and Blended Learning Summer Camps, at programme and division level, to support developments in digital learning. The University has also recently established a new Learning Technologies Development Forum to support communication and implementation of the Digital Strategy, as well as to help identify development and infrastructure needs, and continue to challenge enshrined pedagogies. The Jisc 2023 digital insights survey provided the University with information on how students were using the technology and what made a difference to their learning and working experiences. The results allowed the University to benchmark the experience of their students on their learning situation, digital platforms and service, and the use of technology in learning. The Jisc 2023 survey results were positive, with 85% of students at Abertay rating the overall quality of the online learning environment as excellent or good. Abertay ranked ahead of the sector benchmark in terms of support provided to enable students to access online platforms and services off campus."]
[1496,"ATU_1496","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Abertay_University","The University provides a high-quality digital learning experience for students through its use of blended learning approaches and accessible virtual learning environments. Staff and students are effectively supported through a range of activities to develop digital skills and use digital tools and technologies for learning. The QESR team was confident that students have a strong and effective digital learning experience at the University and that this is a feature of good practice."]
[1497,"ATU_1497","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to managing quality and setting, maintaining, reviewing and assessing academic standards. The team considered a sample of quality process reports, relevant guidance documents for annual monitoring and institution-led periodic review, along with minutes from institutional committees, and met with staff and students."]
[1498,"ATU_1498","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Abertay_University","The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional procedures relating to programme development and approval are aligned to sector expectations expressed in the Quality Code and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). The Teaching and Learning Committee (TLC) - a sub-committee of Senate - has responsibility for approving new programmes and considers such approvals, taking account of reports from Programme Approval Advisory Panels, Programme Change Advisory Panels and recommendations from the Academic Quality and Standards Committee (AQSC). AQSC approves module and programme changes."]
[1499,"ATU_1499","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Abertay_University","Within the University's approach to Institution-led Review, it conducts thorough and robust annual monitoring and periodic review. All programmes, divisions, Schools, support services and partner institutions are required to produce annual reports. Programme, division and partner annual reports are approved at school level, while school and support service reports are approved by the AQSC. Annual reports focus on both quality assurance and ongoing enhancement and include actions to be progressed as follow-up to the monitoring process. Action plans prepared in response to periodic reviews are monitored through the annual monitoring process and are approved by Senate. TLC receives an annual report on institutional insights gathered from annual monitoring reports. The QESR team considered the overall approach is effective in facilitating alignment of periodic review outcomes and actions within the continuing annual quality processes, and enables oversight of progress at both school, service and institutional levels."]
[1500,"ATU_1500",null,"Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Abertay_University","Institution-led periodic reviews of divisions, partnerships, support services and postgraduate research degrees are undertaken by panels which include staff, students and external members. Detailed reports identify key strengths/commendations and recommendations on areas for improvement or enhancement. These are considered at school and university level, through the AQSC and TLC, and reports with associated action plans are ultimately approved by Senate. The QESR team found that the University does not currently undertake annual analysis of Institutional-led Reviews. Since there may only be a very small number of reviews taking place each year, thematic analysis may not be appropriate on an annual basis. However, the lack of such analysis at a mid-point, results in a lack of opportunity to consider cross-institutional themes or trends in good practice, areas 9 for development, or other issues which may require institutional response or oversight. The QESR team recommends that the University implements routine thematic analysis of the outcomes of its Institution-led Reviews at key points within the cycle of reviews to ensure identification of thematic trends in good practice and areas of development which require institutional oversight or action."]
[1501,"ATU_1501",null,"Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Abertay_University","Evaluation of the effectiveness of support services is governed by the same principles as the processes for the review of divisions, partnerships and postgraduate research degrees. The revised process for professional service review that was approved in June 2023, in response to ELIR 4, focuses on cross-institutional objectives and themes, and how service areas collaborate in respect of a theme, rather than on provision in individual service areas (paragraph 25). Subsequent to the review of all professional services that took place during the 2021-22 academic year and no periodic reviews of services taking place in 2022-23, the new process is being implemented from 2023-24. A further professional services review of 'building learning communities' is scheduled to take place in the second term of the academic year, with the theme of 'sustainability' to be reviewed in 2024-25."]
[1502,"ATU_1502",null,"Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Abertay_University","In accordance with institutional strategy, growth of transnational partnerships is a current objective for the University. The Partnership Committee, reporting to TLC, provides oversight of partnerships and includes a range of senior officer, staff and student representatives within its membership. The Dean of International and UK Partnerships provides leadership and works closely with the Dean of Teaching and Learning. Operational elements of partnership delivery align with the University's core quality arrangements and are defined by thorough and considered processes for managing the full lifecycle of a partnership. These are set out in an Academic Partnership Handbook and resourcing considerations linked to partnerships are included within core annual planning processes. The QESR team is confident that the University has given careful and comprehensive consideration to the development of robust processes for partnership development and management. The University is continuing to reflect upon and enhance the processes to establish standard, annual due diligence considerations in addition to those undertaken at the development stage. The University is encouraged to maintain this proactive and considered approach as it continues to grow its portfolio of partnerships."]
[1503,"ATU_1503",null,"Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Abertay_University","The University has focused on improving consistency and quality of feedback on assessments, and, more broadly, has kept assessment policy and procedure under review through a Short-life Working Group (SLWG) established in 2022-23. The group reports to TLC and a range of recommendations from the group were approved by TLC in June 2023, for implementation in 2023-24. Areas of focus for the University have included introducing a set of feedback principles, supporting student feedback literacy and piloting a new assessment brief template to develop consistency of the information provided to students on their assessments. The University intends to monitor the impact of its work on assessment through student feedback, and continuing review by the SLWG."]
[1504,"ATU_1504",null,"Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Abertay_University","The University mapped its practice to the QAA External Examining Principles during the 2022-23 academic year and proactively engaged with feedback from external examiners. TLC receives an institutional overview of the reports submitted by external examiners, and subsequently provides recommended actions at the institutional level to address feedback and seeks to encourage members of TLC to act upon the feedback at more local levels."]
[1505,"ATU_1505",null,"Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Abertay_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of institutional policy and process against the Quality Code, policies and a sample of reports for annual monitoring and Institution-led Review, policy for the review and monitoring of partnerships, minutes from key institutional committees, the annual overview of external examiner reports, and annual SFC reporting. In addition, the QESR team also met with staff and students with responsibilities and experience of quality assurance, enhancement and academic standards."]
[1506,"ATU_1506",null,"Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Abertay_University","The University makes effective use of the Quality Code in the development of its policies and procedures for quality assurance and enhancement. The University maintains a detailed map of how the Quality Code informs and enhances the institution's policies, procedures and principles - demonstrating clear alignment with the Expectations, Core and Common practices of the Code."]
[1507,"ATU_1507",null,"Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Abertay_University","The QESR team considers that external reference points are used effectively to inform quality processes and the development and review of policy. This includes the use of external examiners, employers, professional standards and regulatory bodies (PSRBs), and student participation in quality Scotland resources in annual monitoring and Institution-led Review. The development of the institution's approach to the review of professional services also evidenced engagement with sectoral developments such as the QAA Focus on Professional Service Partnership."]
[1508,"ATU_1508",null,"Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Abertay_University","Engagement with sector Enhancement Themes was also clearly demonstrated through the institution's work on retention and its leadership of a Collaborative Cluster exploring Personalised Approaches to Resilience and Community through its use of diagnostic assessment in the microcredentials suite (see paragraphs 8 and 9). A key feature of the microcredentials is supported peer learning using Student Module Assistants. Students are also involved in the co-development and review of microcredential modules. This approach has embedded a strong partnership framework between the University and the student body for the ongoing development of the microcredential suites."]
[1509,"ATU_1509",null,"Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Abertay_University","Development of new policies and processes was also clearly informed by sectoral reference points and demonstrated an integrative approach to meeting and aligning the expectations for quality and standards. The team saw an example of this in the recently approved Academic Partnership Handbook which engaged with a range of sectoral reference points including the Quality Code Advice and Guidance on Partnerships, QAA Characteristic Statements for qualifications involving more than one degree-awarding body, and a range of government agencies related to the management and monitoring of collaborative provision."]
[1510,"ATU_1510",null,"Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Abertay_University","The QESR team is confident that the University has in place effective arrangements to monitor and review its approach to the use of data and evidence, and to inform self-evaluation and decision-making. The team considered institution-level analysis of student feedback, Institution-led Review reports since 2021-22, the approach to annual monitoring, the Retention, Progression and Module Performance update, and met with staff and students."]
[1511,"ATU_1511",null,"Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Abertay_University","Retention continues to be a key priority for the University and a systematic integrated approach to the issue has been implemented (see paragraphs 4-7). At institutional level, the University has enhanced business intelligence systems through the introduction of a range of data dashboards, such as the retention, progression and achievement dashboard launched in January 2023. These dashboards have supported senior staff to make interventions on retention, by identifying module performance differences through Programme Assessment Boards and setting actions for further investigation and development. This new approach to data has also supported programme leaders to have 11 better oversight of module performance and target interventions for 'at-risk' students. In 2021-22, as a direct result of analysing the data on student retention, the University appointed a Student Success Officer in each School to monitor attendance on modules across the University and to alert colleagues to issues that require intervention. As a result of this intervention, in the academic year 2022-23, the University implemented an assessment at week four to identify struggling students. While retention rates fell in 2022-23, the team considered that this may be the continuing impact of the Covid pandemic and further monitoring will be required to assess this in the future."]
[1512,"ATU_1512",null,"Academic_Standards_and_Quality_Processes","Use_of_data","Institution-Led_Review_(ILR)",null,"Abertay_University","A range of data is considered in the University's key quality processes, primarily Institution-led Review reports, annual monitoring and student feedback. Quality reports reviewed by the QESR team demonstrated that academic schools and divisions were able to access a range of data, through the new Business Intelligence (BI) dashboards such as Application, Enrolment and Entry Standard data; Student Progression, Attainment and Satisfaction data; and employability data to support their evaluation of programme performance. However, evaluation is currently largely metric-driven, and how impact is being evaluated is currently being considered by the University."]
[1513,"ATU_1513",null,"Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Abertay_University","The University takes appropriate consideration of institution-wide student feedback, such as the National Student Survey (NSS) and Jisc surveys. Staff informed the team that all comments from the NSS are reviewed and reflected upon, and Jisc surveys are used to monitor attendance and virtual learning environment usage. Programme teams review the data and implement an action plan to address issues raised by students. Actions arising from the reviews include an increase in the number of suitable online textbooks for LLB Hons students and improvements to the recruitment and balanced representation of women on Art, Design and Technology programmes. A 'You Said, We Did' approach is taken in response to Jisc surveys, and a positive example of an outcome from these surveys has been investment in a new capture system for lectures which has aided learning, accessibility and quality of online materials in line with the University's new post-pandemic, blended\u0002learning approach."]
[1514,"ATU_1514",null,"Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Abertay_University","The University has made progress in its use of data to support enhancement planning and decision-making. There has been investment by the University to develop the skills, capacity and infrastructure required for the effective use of data and progress in developing data dashboards and the availability of data analysis to staff at all levels. The QESR team consider this to be a feature of good practice."]
[1515,"NAP_1515","Good_Practice","Findings","Good_Practice",null,null,"Edinburgh_Napier_University","The integration of the Enhance Curriculum Framework and Curriculum Management Environment: The Curriculum Development Framework (ENhance) and the Curriculum Management Environment have an extensive reach and impact at all levels across the University, together with the evidence of the extent to which they are embedded in the University's processes to enhance the student experience (paragraphs 4-9)."]
[1516,"NAP_1516","Good_Practice","Findings","Good_Practice",null,null,"Edinburgh_Napier_University","The approach to student engagement/partnership: This includes the use of Learning and Teaching Consultants and Student Quality Panel Members to ensure the student voice in decision-making processes; and the appointment of a new Head of Student Engagement and an Institutional Researcher for Learning and Teaching to strengthen the partnership between the student body and the University (paragraph 12)."]
[1517,"NAP_1517","Good_Practice","Findings","Good_Practice",null,null,"Edinburgh_Napier_University","Support for mental health: The University's well-rounded, holistic approach to mental health support including investment in support services by increasing staffing, the increased support offered to students and staff, increased visibility, as well as working in partnership with Edinburgh Napier Students' Association to strengthen awareness of these services (paragraph 14)."]
[1518,"NAP_1518","Recommendation","Findings","Recommendations_for_Action",null,null,"Edinburgh_Napier_University","Postgraduate research students: The University should make progress on and accelerate its actions in response to the ELIR 4 recommendations to develop an institutional approach to reviewing postgraduate research programmes and the wider student experience, ensuring that arrangements are in place for the next academic year. In addition, the University should put interim arrangements in place to capture the broader postgraduate research experience for existing students (paragraphs 20-21)."]
[1519,"NAP_1519","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Strategy, a description of the oversight arrangements for the Learning and Teaching Strategy, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching and the wider student experience. In addition, the team met with staff and students."]
[1520,"NAP_1520","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Edinburgh_Napier_University","The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Learning and Teaching Strategy that links explicitly to the institutional strategy, focusing on the student experience, the quality of the curriculum, the University's academic signature, and its impact. The Strategy document includes detailed enabling objectives and a monitoring and evaluation scheme with targets and timelines. There are quarterly updates to the Education and Student Experience Committee, with reporting lines to other committees, including School Education and Student Experience Committees. Some strands of the Strategy have had their own project teams and reporting structure - for example, the Curriculum Enhancement Framework and the Curriculum Management Environment. Academic Board and Court monitor the key performance indicators. The most recent update report presents progress with the eight enabling objectives with each 'achieved to a significant degree'."]
[1521,"NAP_1521","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Edinburgh_Napier_University","The QESR team heard that the University, through its core and underpinning strategies, aspires to enhance its reputation as an accessible, inclusive, student-centred, and applied university. It recognises that supporting student achievement requires an integrated approach internally between academic schools and professional services, and externally with various stakeholders. Furthermore, the University recognises the need to develop further high-quality taught provision that provides graduates and employers with the right skills for employment."]
[1522,"NAP_1522","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Edinburgh_Napier_University","Central to the Learning and Teaching Strategy is the new Curriculum Enhancement Framework, called ENhance. The ENhance framework requires programme teams to review curricula to meet the four ENhance principles that support curriculum design. The principles are in alignment with the Employability Strategy and Student Futures - a multidisciplinary service to support professional development and prepare students for the workplace. Achievement of the ENhance principles is recorded within the Curriculum Management Environment which allows the University to report on progress against the strategic key performance indicators and provides greater transparency across the University."]
[1523,"NAP_1523","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Edinburgh_Napier_University","The QESR team heard that the ENhance project has evolved since its introduction in 2021 and is now embedded into quality and standards processes. For example, Institution-led Review (ILRs) and mid-cycle review provide mechanisms for reviewing and making decisions on the extent to which ENhance principles are embedded in the curriculum."]
[1524,"NAP_1524","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Edinburgh_Napier_University","Academic staff who met the QESR team were able to provide examples of ways in which University Strategy and the ENhance project had positively impacted on their teaching. Most programmes subjected to ILR in 2022-23 achieved the ENhance threshold for incorporating employability into the curriculum. For example, in the Business School the ENhance principles are shaping programmes, curricula, module outcomes, and assessment in response to industry feedback and needs. In the creative industries, the team heard of a focus on employability in module outcomes and wider activities. ENhance principles are 5 being embedded into the ethos of the Schools through the creation of School Academic Lead (Curriculum Development) roles. Reporting to the School Heads of Learning and Teaching, these roles provide expertise in curriculum transformation together with dedicated time and resource to facilitate ENhance activity within the Schools."]
[1525,"NAP_1525","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"Edinburgh_Napier_University","The launch of a new Curriculum Management Environment in 2022-23 is intended to provide a single authoritative source of data to support the deliverables described in the Learning and Teaching Strategy. To date, four ILRs have been conducted using data outputs from the Curriculum Management Environment. The QESR team heard from academic staff that the Curriculum Management Environment was bringing improved accuracy and accessibility of academic data, and simplifying the process of mapping courses and programmes to learning outcomes. An example from Engineering was the use of the Curriculum Management Environment to map professional, statutory and regulatory body requirements to learning outcomes."]
[1526,"NAP_1526","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Edinburgh_Napier_University","Each School has an annual plan that sets out departmental strategies, actions and objectives which are aligned to the University Strategy. The Annual University and School Plans, available on the university website, demonstrate close alignment and show that the Schools have adopted the Learning and Teaching Strategy and have embedded it in their planning processes."]
[1527,"NAP_1527","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Edinburgh_Napier_University","Together, the Curriculum Enhancement Framework (ENhance) and the Curriculum Management Environment are considered by the QESR team to be a feature of good practice with their extensive reach and impact at all levels across the University, together with the evidence of the extent to which they are embedded in the University's processes to enhance the student experience."]
[1528,"NAP_1528","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the University's Student Partnership Agreement (SPA) and progress report; key strategic documents - including the Learning and Teaching Strategy, SFC Annual Report and Outcome Agreement; and committee meeting minutes; as well as meeting with staff and students."]
[1529,"NAP_1529","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Edinburgh_Napier_University","From meeting with staff and students and the evidence provided, it was apparent to the QESR team that there is a positive working relationship between the University and Edinburgh Napier Students' Association (ENSA). The SPA, which combines long-term goals with yearly objectives, closely links the two organisations together through a jointly agreed set of principles and the strategic objectives. The collaborative approach to enhancing the student experience is evident through the University and Student Association Forum (USAF), as well as student representation across different committees and working groups. The student experience is at the forefront of the work of the University and is highlighted as a key area in the Learning and Teaching Strategy."]
[1530,"NAP_1530","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Edinburgh_Napier_University","The QESR team heard from students and staff about the scale of the work being done to improve the student experience. The student partnership agreement has been revised and a new Student Voice webpage has been created on the student intranet - MyNapier - to promote voluntary extra-curricular opportunities for students to engage in quality processes. The University has invested in this area by deploying students in a range of remunerated positions such as Learning and Teaching Consultants and Student Quality Panel Members to ensure the student voice is included in decision-making processes. These key roles are supported by the new Head of Student Engagement and the introduction of changes to the recruitment, training and support for all students undertaking a representative role, including 6 school and institutional-level committees, approval boards and institution-led reviews. Furthermore, the University has also appointed an Institutional Researcher for Learning and Teaching to strengthen institutional understanding of the student experience and to evaluate its approach to student engagement through evidence-based developments in this area. Work has also been conducted by ENSA to boost engagement among the student body with the number of student representatives increasing across the University. This increase in numbers has been supported by additional training for students as well as buy-in from key stakeholders such as School leadership, the Department of Learning and Teaching Enhancement (DLTE), and ENSA. The QESR team considered the approach to student engagement/partnership as a feature of good practice by the QESR team."]
[1531,"NAP_1531","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Edinburgh_Napier_University","There is evidence of responsiveness to student feedback through various committees and working groups and from different student groups (ENSA representatives and DLTE student interns). One example of this is through the Blended Learning Working Group which makes use of student feedback through both ENSA representatives and DLTE student interns to develop a blended learning taxonomy and a set of principles for blended learning that are student-centred. However, the QESR team noted some variations in student engagement, such as the election of student representatives. In response, as indicated above, the University is aware and acting on this variation by investing in paid student positions as well as staff members to support these roles."]
[1532,"NAP_1532","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Edinburgh_Napier_University","Recognising the increased demand for support, the University has invested in support services by increasing staffing, offering and visibility, as well as working in partnership with ENSA to strengthen awareness of these services. In meetings with the QESR team, students noted their positive experiences of pastoral support provided by the University. This included the Personal Development Tutor (PDT) role who reached out to students, and those studying on alternative pathways - such as Graduate Apprenticeships and transnational education - noted how they felt supported by the University and knew where to turn for help. Meetings with staff raised the work going on to improve mental health support including a Harm Reduction Short Life Working Group, Suicide Safer Steering Group, as well as the provision of staff development including mental health first aid for those who are frontline with students such as library staff. The University is taking a holistic approach to support student mental health and wellbeing by not just investing in a reactive manner to support those currently struggling with mental health issues, but by taking a more compassionate and inclusive approach to curriculum design by aiming to avoid assessment pinch points which may exacerbate mental health issues. Staff also mentioned a collaborative approach to utilising data to identify students at risk of withdrawal early on as way of supporting those who most need it (see paragraph 47). The QESR team considered the University's well-rounded approach to mental health support as a feature of good practice by the QESR team."]
[1533,"NAP_1533","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The team considered the ELIR 4 Follow-up report, and minutes from key institutional committees, and met with staff and students. ELIR 4 identified eight areas for development. The QESR team saw from the follow-up report that the University had made significant progress in addressing all but one of the areas."]
[1534,"NAP_1534","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_development","Professional_development_opportunities_for_students","Edinburgh_Napier_University","As described in the Student Partnership section of this report, since ELIR 4, the structures for student representation have been strengthened and reviewed to include representation for all modes of delivery, supporting the election of and training of student representatives (see paragraph 12)."]
[1535,"NAP_1535","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Edinburgh_Napier_University","The ELIR 4 team asked the University to establish a systematic and timely mechanism for reviewing support for students including those studying off campus. A thematic review of professional service support for students who study off campus identified examples of good practice in support for students studying online and highlighted some areas for enhancement - including ensuring that inclusive language was used in university-wide communications to recognise that not all students study on campus or have access to physical campus facilities, and to ensure that the support available for students who study online was explicitly stated. The subsequent arrival of the Covid pandemic meant that several of the recommendations of the review of student support were superseded by developments in university-wide practice in response to the pandemic."]
[1536,"NAP_1536","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Edinburgh_Napier_University","The QESR team found that the postgraduate research culture has been enhanced by the establishment of a structured and longitudinal approach to researcher development. Postgraduate research students reported they have research development checkpoints every six months, which include a review of progress with training and any further requirements. Development opportunities are published at the start of each of six-month cycle. While many are geared to first-year students, there are others for later stage students."]
[1537,"NAP_1537","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Edinburgh_Napier_University","In response to the recommendation about training for postgraduates that teach, a new mandatory course for students who teach has been introduced. At the time of the review, the course was in its third iteration. An associated student-led Microsoft Teams Space is currently being evaluated. Students and supervisors confirmed that the two-module mandatory training course is required before teaching. Completion of the modules is checked by the supervisor before teaching can start."]
[1538,"NAP_1538","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Edinburgh_Napier_University","Changes to the ILR process for taught provision have been introduced as part of an annual review of the effectiveness of the Quality Framework by the Quality and Standards Committee. The procedure now includes a formal follow-up meeting a year after the review to ensure that progress continues to be made in addressing the recommendations and taking forward the commendations. A project is currently underway to review the ILR groupings to even out reviews within and across Schools. However, in terms of ensuring that the review of postgraduate study considers more fully the wider student learning experience beyond student progression and incorporates externality, there is no systematic ILR, or equivalent, process for postgraduate research programmes and practice varies across the University. The creation of a Doctoral College has been proposed by the University, recognising a need to provide a structured approach to support postgraduate research development. Once established, the QESR team was told that the Doctoral College will look at how best to evaluate the quality and standards of doctoral programmes."]
[1539,"NAP_1539","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Edinburgh_Napier_University","The QESR team considered that there has been limited progress to develop an approach to institution-led review that includes reviewing postgraduate research programmes and the wider student experience. In light of this, the QESR team recommends that the University makes progress on and accelerates its actions in response to the ELIR 4 recommendations to ensure that arrangements are in place for the next academic year. In addition, the University should put interim arrangements in place to capture the postgraduate research experience for existing students."]
[1540,"NAP_1540","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_welfare_support","Edinburgh_Napier_University","The Quality Framework has been amended for 2023-24 to strengthen an integrated approach to professional services review within the existing annual monitoring and review and ILR approaches. There was a thematic review of global online support services in 2020 (see paragraph 17) and a summary report on professional services contribution to the quality of the student experience was presented to the Quality and Standards Committee in September 2023. Professional service requirements are now formally incorporated into ILRs."]
[1541,"NAP_1541","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Examination_boards","Edinburgh_Napier_University","One of the recommendations from ELIR 4 was to make external examiners' reports 8 accessible to all students. While the reports of external examiners are now available to students, there was limited awareness of the reports or the role of external examiners among students met by the QESR team. The team encourages the University to explore how this situation could be improved through its partnership with ENSA."]
[1542,"NAP_1542","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Edinburgh_Napier_University","A thematic review of the English language entry criteria and proficiency of students on all transnational education (TNE) programmes was undertaken in 2020 and reported to the Quality and Standards Committee. Subsequent recommendations to ensure future student intakes have adequate language proficiency on entry, and to provide language support for existing students were taken forward by the Collaborative Provision Committee. Consistency has been established in the use of equivalencies of English language tests and IELTS. There is a requirement from the University to determine whether local tests are appropriate, by working with the English for Academic Purposes team."]
[1543,"NAP_1543","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the University's Enhancement Topic summary, the Digital Support Partnership report, the Blended Learning Short-Life Working Group report, and the Learning and Teaching Strategy as priority documents which consider this topic. The QESR team also met with staff and students."]
[1544,"NAP_1544","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Edinburgh_Napier_University","Developing digital literacy is a clear priority for the University, with one of the principles of their ENhance programme being dedicated to this, as well as a commitment in the Learning and Teaching Strategy to 'build on digital education'. The ILR process since the pandemic has also been updated to include explicit consideration of the student experience of online teaching and learning"]
[1545,"NAP_1545","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Edinburgh_Napier_University","The COVID-19 pandemic had an impact on the University in terms of realising its Learning and Learning Strategy but, following resumption of more normal activities in spring 2022, the University has started to apply what it learnt from the pandemic into its teaching practice, particularly from the Digital Support Partnership Project. The positive impact of this project, and the wider enhancement topic, is evidenced through resources for developing a student-centred online curriculum, clear expectations and guidance for staff, supported transitions into online delivery, shared practice forums, and better student engagement and experience."]
[1546,"NAP_1546","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Edinburgh_Napier_University","The Blended Learning Short-Life Working Group is an example of supporting digital learning within Schools and working towards a university-wide set of underpinning principles for teaching staff to use when designing blended learning and teaching. Other outputs from the working group include a blended learning taxonomy for the University, a suite of resources, and development events for staff on blended learning. The first two of these outputs are housed on a Blended Learning website, and the resources and development events sit with the Learning Technology Team and the Department of Learning and Teaching Enhancement (DLTE). From meeting with staff, the QESR team considers that there is a robust set of training and workshops provided to upskill in this area, as well as forming communities of practice and sharing learning. The QESR team learnt that external examiners have also highlighted the approach to blended learning and accessibility as being positive with the use of a variety and range of learning and teaching methods."]
[1547,"NAP_1547","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Edinburgh_Napier_University","While the QESR team found some examples of digital inequality for staff and students, it was clear from meetings with staff and students that the University is aware of this and actively working to improve parity of access to resources. When meeting with the QESR team, students noted good access to computer labs and IT resources, including laptop 9 loans, as well as online learning materials that were presented in an accessible manner. Staff highlighted the provision of IT resources, especially with respect to supporting the high numbers of non-traditional students enrolled."]
[1548,"NAP_1548","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements for managing quality and setting, maintaining, reviewing and assessing academic standards. The team considered the University's Quality Framework and Academic Regulations, Institution-led Review reports; annual monitoring reports including module, programme and school-level reports; student feedback; papers and minutes from institutional committees; and met with staff and students."]
[1549,"NAP_1549","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Edinburgh_Napier_University","The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Policies and procedures are monitored by the Education and Student Experience Committee (ESEC) and reviewed annually. Policies relating to curriculum development and approval are aligned to the Quality Code, and take account of relevant Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework (SCQF). The University's Quality Framework provides advice and guidance on quality processes and the application of the University's academic regulations, and is subject to an annual review of effectiveness."]
[1550,"NAP_1550","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Edinburgh_Napier_University","The QESR team considered that the Quality Framework provides detailed and comprehensive guidance on quality processes and is accessible to staff and students. In discussions with the QESR team, staff demonstrated an understanding of the key processes within the Quality Framework, and confirmed they were able to access information on the DLTE website and receive updates via School Academic Leads for Quality."]
[1551,"NAP_1551","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_other_credit_bearing_provision",null,"Edinburgh_Napier_University","The remit of the Quality and Standards Committee (QSC), reporting to ESEC, is to oversee the quality and standard of all taught awards and credit-bearing provision through monitoring and maintaining academic regulations, and a coherent framework of internal quality assurance and enhancement procedures which take account of and meet external expectations. From the minutes available, it was evident that the Committee has appropriate oversight, and operates in accordance with its remit. This includes consideration of reports on Institution-led Review (ILR), school-level reports on accreditation and approvals, annual monitoring and external examiner activity, as well as reports from working groups."]
[1552,"NAP_1552","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Edinburgh_Napier_University","The ILR process operates at the level of a programme or suite of cognate programmes, including all modes and locations of delivery, and leads to reapproval of the programme(s). It is effective in identifying both good practice and areas of challenge, as demonstrated through School annual reports and oversight by QSC. From 2022-23, the ILR process has included threshold decisions with respect to engagement with the ENhance curriculum framework. Discussions with staff confirmed that ILR is an efficient and effective mechanism for evidence-based decision-making in embedding the ENhance principles."]
[1553,"NAP_1553","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Edinburgh_Napier_University","The University has explored different approaches to Professional Services Review (PSR) and decided to continue with an integrated approach, whereby the contribution of professional services is more explicitly discussed within annual monitoring and ILR processes. The Quality Framework was amended in 2022-23 to underpin this approach. QSC received a summary report on professional services' contribution to the quality of the student learning environment, based on ILRs in 2022-23, which highlighted strengths and 10 areas for development, cross-referenced with student survey outcomes. The QESR team considered this integrated approach to PSR to be proportionate and effective, and in line with current sector requirements."]
[1554,"NAP_1554","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Edinburgh_Napier_University","Based on the evidence available, the QESR team is confident that the University is managing its arrangements for assessment and feedback effectively. The University keeps central oversight of external examiner reports through scrutiny by the Quality and Standards team, which provides an institutional summary report to QSC. External examiners were positive overall about the University's management of assessment and academic standards but raised some issues around consistency of feedback across modules, limited information on moderation processes, and variations in student performance across different modes/locations of delivery. The QESR team saw evidence in committee minutes of the University's effective engagement with the issues raised by external examiners and the establishment of working groups to explore issues in more depth (see also paragraph 43)."]
[1555,"NAP_1555","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Edinburgh_Napier_University","The University's approach to the management of quality and standards is the same for all programmes, irrespective of delivery mode or location. The QESR team saw evidence that all programme modes and locations of delivery are included within ILR reports and follow up, and annual monitoring reports. The University's Quality Framework expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."]
[1556,"NAP_1556","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Edinburgh_Napier_University","The Collaborative Provision Committee (CPC) has oversight of all matters relating to collaborative provision, on behalf of ESEC and the Academic Board, and ensures that all proposals to deliver in partnership with another organisation are approved in accordance with the procedure set out in the Quality Framework. Collaborative programmes are scrutinised 15-18 months after the first cohort enrolment by a review panel independent of the parent School. However, no new collaborative programmes had commenced since early 2021 due to pandemic disruption, so no First Year Reviews had been undertaken."]
[1557,"NAP_1557","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Edinburgh_Napier_University","The University's QSC had noted, in its analysis of good honours degrees in academic year 2020-21, that TNE students performed poorly in comparison with home students. Staff indicated they were aware of this attainment gap and identified a range of potential contributing factors. They were taking steps to address lower performance by offering TNE students extra support and more learning resources, and more applied forms of assessment. In addition, DLTE had created a staff development module for TNE partner staff. The QESR team considers that the University should continue in its efforts to take steps to close the attainment gap for TNE students and evaluate the effectiveness of the extra support offered to TNE students and staff."]
[1558,"NAP_1558","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team reviewed evidence including the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."]
[1559,"NAP_1559","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Edinburgh_Napier_University","The QESR team considered that the University makes effective use of external reference points in the management of academic standards through the implementation of its regulations, policies and procedures, as detailed in the Quality Code mapping document. This is a comprehensive document and is reviewed and updated annually. In addition to mapping university policies and practice to the Quality Code, the mapping document presents a reflective process that discusses the overall approach to meeting the expectation of the Quality Code, relevant ongoing enhancement activity, and consideration of the guiding principles in the advice and guidance in support of the Code. Each section has an 11 enhancement paragraph, which changes every year to refresh it and improve engagement among staff."]
[1560,"NAP_1560","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Employers",null,"Edinburgh_Napier_University","The University encourages industry and expert guest contributions to learning and teaching activity to enhance the student experience and play a role in preparing students for working life. The Quality Code mapping document emphasises the importance of externality through external examiners that go to Programme Assessment Boards, and the input of other external stakeholders to course design and development. The use of Employer and Industrial Liaison Panels is encouraged to support Schools in ensuring programmes meet standards and expectations and deliver high-quality graduates. While some disciplines, such as health and social care and engineering, already have close links with industry, the inclusion of industry or professional experts in ILR panels is not yet uniform practice. The QESR team encourages the University to increase the number of Employer and Industrial Liaison Panels across all disciplines."]
[1561,"NAP_1561","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Edinburgh_Napier_University","The external examiner role provides important feedback and is a source of evidence to improve ongoing monitoring and review activity. A university-wide External Examiner Report Template promotes a consistent approach to gathering feedback. A short-life working group was established to review and reflect upon the external examiner life cycle, including reference to the External Examining Principles from QAA. It was expected to report to the Quality and Standards Committee in April 2023. However, the working group changed into an ongoing sub-group of the Quality and Standards Committee. The QESR team understands that this sub-group is yet to report its findings and academic staff were unable to describe any recent changes in external examiner practice. In terms of other external reference points, all credit-bearing provision at the University must be assigned an appropriate SCQF level; further, university regulations are informed by the Scottish National Frameworks for Qualifications. The Student Partnership Agreement aligns to the Core and Common practices and good practice described within the Quality Code and QAA's Quality Enhancement Framework, of which student engagement is a key pillar."]
[1562,"NAP_1562","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Edinburgh_Napier_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered Institution-led Review (ILR) and annual monitoring reports, as well as evidence of use of data across committee meetings, and they met with staff and students."]
[1563,"NAP_1563","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Edinburgh_Napier_University","Commended in ELIR 4 for its growing capacity to provide data to staff in an accessible format, the University has built upon and enhanced this work including embedding an institutional dashboard system into the annual monitoring process. The impact of this is evident with annual monitoring reports from 2019 showing fewer concerns regarding the availability and nature of data presented. However, the QESR team found some evidence that the extent to which the data resources are used and accessible by staff across the University is mixed, with one ILR report noting staff struggling with the systems in place."]
[1564,"NAP_1564","-","Academic_Standards_and_Quality_Processes","Use_of_data","degree_outcomes",null,"Edinburgh_Napier_University","Various sources of data including retention, progression, attainment and student satisfaction are used in the ILR process to ensure an evidence-informed approach to self-evaluation. However, with respect to data on attainment, there are poorer outcomes for those enrolled on TNE provision (45% TNE compared to 87.4% UK-delivered). Meetings with staff confirmed there is an awareness at the University that this is an area that needs to be addressed and work on it is in the early stages (see also paragraph 39)."]
[1565,"NAP_1565","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_population","Widening_participation","Edinburgh_Napier_University","The Contextual Admissions policy also uses data to support offers to applicants from 12 underprivileged and non-standard backgrounds. However, the QESR team heard that there have been some delays in implementation of the policy because of the impact of the COVID-19 pandemic. The team heard that the admissions process considers adjustments made at schools through teacher assessed grades and this has had an impact on the quality of the data needed for reviewing the policy. In another area, data are being used by the Student Success Group which was created to align the institutions' oversight of data, actions and impact. This group is looking at trends in the data on student withdrawal and working with Learning and Teaching staff to identify students at risk of withdrawal so that more proactive support can be provided."]
[1566,"NAP_1566","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Edinburgh_Napier_University","The QESR team saw evidence of committees and working groups - including the Academic Board and Quality and Standards Committee - using data to support the University's reflective and evaluative approach. It was clear to the team, based on the evidence, that the use of data informs practice. Moreover, the student voice is key to this with the work of the Digital Support Partnership Project, for example, being informed by student survey data and student focus groups."]
[1567,"CAL_1567","Good_Practice","Findings","Good_Practice",null,null,"Glasgow_Caledonian_University","Challenges of artificial intelligence: The University's proactive response to the challenge presented by generative artificial intelligence (AI). This encompasses close engagement and partnership-working with both students and staff, a positive communications strategy and appropriate development and training provision. Furthermore, the QESR team noted the carefully planned ways in which the University's work around the challenges of generative AI is being moved into the classroom to enhance student understanding and knowledge as the challenges rapidly evolve (paragraphs 12, 26 and 34)."]
[1568,"CAL_1568","Good_Practice","Findings","Good_Practice",null,null,"Glasgow_Caledonian_University","Support for mental health and wellbeing: The University's strong commitment to student wellbeing, with a number of initiatives developed within a structured Mental Health and Wellbeing Framework. This includes implementation of the Mental Health Charter, and partnership working with external organisations and the GCU Students' Association to improve support for mental health and a more consistent, open and holistic approach to wellbeing that is embedded throughout the student experience (paragraph 14)."]
[1569,"CAL_1569","Recommendation","Findings","Recommendations_for_Action",null,null,"Glasgow_Caledonian_University","Postgraduate research students: Satisfaction among postgraduate research students is relatively low, particularly on the University's London campus (GCU London). This is a consequence of challenges related to tutoring responsibilities, lack of suitable study spaces and inconsistent experiences related to supervisory teams. The University should address the support for, and expectations of, postgraduate research students to ensure common levels of provision and consistency of experience within all Schools and subjects (paragraph 15)."]
[1570,"CAL_1570","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team met with staff and students from across the University and considered a wide range of documentation, including: GCU Strategy for Learning 2030, Implementation Roadmap 2030 and Gap Analysis; SFC Annual Report and Annual Outcome Agreement; GCU Delivery Principles; evidence relating to the Transforming Assessment Project; and minutes of key institutional committees with responsibility for quality and standards, learning and teaching, and the wider student experience."]
[1571,"CAL_1571","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Glasgow_Caledonian_University","The QESR team considers that the University has a clear and systematic approach to enhancement, which builds on its vision and mission as the 'University for the Common Good'. The QESR team learnt that this approach is founded on a strong sense of student partnership and has been effectively communicated at all levels, ensuring engagement from staff across all areas of delivery and support."]
[1572,"CAL_1572","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","The University's Strategy for Learning 2030 iterates a values-based grounding for enhancement. This enabling strategy supports the overall strategic direction of the University laid out in the 2023 Strategy Document. The Strategy seeks to deliver Transformative Education through: excellence in learning, teaching and assessment; inclusive, research-led and enquiry-based pedagogies and practice; and outstanding student support. These are set within the framework of the Sustainable Development Goals. The Strategy reflects a number of key outcomes measures which provide a basis for the understanding of the effectiveness of implementation, and which are closely aligned to a number of the outcomes reported annually to the Scottish Funding Council. These include SIMD20 intake and retention, National Student Survey results, degree completion and graduate outcomes. The foundation for the Strategy for Learning provided by the University's 'Common Good' mission ensures that there is a close focus upon equality of opportunity and support for all, with equality of participation and attainment for all students appearing as the first priority intention of the Strategy and providing the context for the other four."]
[1573,"CAL_1573","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","Implementation of the Strategy for Learning has been set out in a 'roadmap' which establishes annual actions throughout its lifecycle. Taking six key intentions of the Strategy for Learning 2030, the roadmap breaks these down further into contributing sub-themes, each of which is informed by a number of time-limited specific priority actions which will be assessed through identified measurable indicators of success. For example, delivering excellence in teaching and the student experience to deliver a transformational education experience includes a sub-strand of specific actions that will focus on enhancing students' sense of belonging and engagement in their learning, the success of which will be measured through a number of quantitative data sources. This implementation plan has also been mapped against Schools' and Services' Learning and Teaching-Related Enhancement plans, ensuring that actions taken locally will contribute to the overall implementation of the Strategy for Learning and the achievement of its objectives."]
[1574,"CAL_1574","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","Implementation of the Strategy is further supported through direct investment in projects which support the Strategy. This is evidenced both within strategic initiatives such as the Transforming Assessment Project and also through the wider range of more local projects supported through the Strategy for Learning Innovation Fund. The University plans to assess the impact of these projects, and progress against KPIs during the 2023-24 academic year."]
[1575,"CAL_1575","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","The overall strategic link between the University's 2030 Strategy and the 2030 4 Strategy for Learning influences the way that the principles of these documents have been implemented at an operational level. For example, the GCU Delivery Principles have supported a common approach to teaching and learning as the University has re-emerged from the impact of the COVID-19 pandemic. This is further iterated within the overarching theme of 'transformative education' which has, more recently, drawn upon such areas as the emergence of generative artificial intelligence (AI) tools and their use by both students and staff. This, in turn, supports another core university focus upon effective student engagement, through partnership with students (particularly the Students' Association) in raising awareness regarding effective use of generative AI (see paragraphs 12, 26 and 34)."]
[1576,"CAL_1576","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","The effective implementation of the Strategy for Learning, and its impact upon the day-to-day enhancement of learning and teaching at the University was clear through the meetings held by the QESR team with both staff and students. Through the documents provided, and in meetings with staff and students, the QESR team was afforded with strong evidence that the University's strategic approach to enhancement is sound and well understood at all levels."]
[1577,"CAL_1577","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_Caledonian_University","The University has used the opportunity for reflection following the return to face-to-face teaching after the pandemic, to focus upon resilience within its learning and teaching community, and to put into place a number of strategies focused on supporting students and staff to engage and respond to this new environment. This was evidenced through the GCU Enhancement Theme final report on the Resilient Learning Communities Theme and also reflected in some of the Strategy for Learning Innovation Fund projects - for example, a project specifically considering Barriers to learning and solutions discovered from Lockdown and Post Lockdown: How to strengthen SfL, which explored issues related to the sector Enhancement Theme, relating them to GCU to inform and strengthen the University's own strategy."]
[1578,"CAL_1578","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. Evidence that the QESR team considered included the Student Partnership Agreement, SFC Annual Outcome Agreement Self-Evaluation Report, and minutes from key institutional committees. The team also met with staff and students to explore their perspectives."]
[1579,"CAL_1579","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_Caledonian_University","The QESR team saw evidence that the University is working proactively with students as partners to keep students at the heart of decision-making processes. This includes the development of a range of mechanisms intended to enable effective engagement across the diversity of the student body. The University has incorporated within its governance structures, a number of forums that are designed partly to evaluate student satisfaction but also to enable early consultation with students. These include the Student Action Group for Engagement (SAGE), Student Staff Consultative Groups (SSCGs), school and department-level student representatives, and the Students' Association - all of which are used to inform University decision-making through various processes. The QESR team considered that the approach taken by SAGE was notable for the effective way in which it seeks to provide a dedicated student-led forum for the consideration of proposals for change relating to policies or practices that affect students, thereby ensuring robust and transparent student consultation throughout the process. Furthermore, SAGE provides a useful communication channel between the Pro Vice-Chancellor Learning and Teaching and the Students' Association Student Officers in reaching an agreed outcome."]
[1580,"CAL_1580","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_Caledonian_University","The QESR team heard evidence from students, noting the value of SSCGs as an effective method for feedback and as providing a productive forum for speaking with staff. An example of responsiveness to student feedback includes the current work to rebrand the 5 SSCGs as 'Student Partnership Forums' following comments from some students that 'Student Staff Consultative Group' was perceived as too formal. The new name has been agreed by the University and student body in partnership, and is intended to be simpler and clearer. The students also noted that the University is continuing to develop support and encouragement for student engagement - for example, in relation to chairing Student Partnership Forums. The QESR team was satisfied that GCU is continuing to consolidate the good practice around student partnership, and specifically the Student Action Group for Engagement, that was identified through the Enhancement-Led Institutional Review (ELIR 4) in November 2020."]
[1581,"CAL_1581","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_Caledonian_University","In addition to these mechanisms, the Learning Enhancement Sub-committee (LESC) and Education Committee (EC) have a strong focus on student experience, indicating further that students are at the centre of decision-making in key governance mechanisms. The QESR team considered that the University's work around academic integrity, and particularly in relation to the rapidly evolving challenges of generative artificial intelligence (AI), provides an example of effective student partnership working. Students noted the importance of understanding how to use AI effectively in the workplace and welcomed the University's proactivity in working with the student body around how to design understanding and skills around AI into the curriculum while also supporting them in recognising the limits of ethical use. This contributed to the QESR team's identification of the University's work around AI as a feature of good practice (see paragraph 26)"]
[1582,"CAL_1582","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Glasgow_Caledonian_University","Although Student Voice performs above the University's provider-level benchmark in the National Student Survey (NSS), it remains GCU's lowest score in the NSS 2023. GCU is actively working to increase opportunities for the student voice and student engagement beyond the formal opportunities and committee structures. In line with its partnership approach, the University and the student representatives are working together on the adoption of new strategies to increase engagement. These strategies include the use of new technologies such as social media platforms. In meetings, some students referenced survey and email 'fatigue' and so the QESR team encourages the University to continue to explore a diverse range of channels and media, and to develop a communication strategy that supports this. In doing so, the University should remain alive to the pressures on student representatives and seek to ensure that this does not result in additional burden on them."]
[1583,"CAL_1583","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Glasgow_Caledonian_University","The QESR team commended the University's strong commitment to student wellbeing. This was evidenced through the work of the Student Wellbeing Advisory Group and a number of initiatives relating to mental health. These include the implementation of the Mental Health Charter, partnership working with the Scottish Association for Mental Health (SAMH) to improve mental health support in the University, and the implementation of a Student Mental Health Agreement with the Students' Association. Further specific examples of developments around student wellbeing include GCU's implementation of the Suicide Safer Policy and Gender-Based Violence Prevention as part of the Mental Health and Wellbeing Framework. In meetings, members of the University described the positive impact of these activities in supporting a more consistent, open and holistic approach to wellbeing that is embedded throughout the student experience. The QESR team considered the University's strong commitment to student wellbeing, with a number of initiatives developed within the structured Mental Health and Wellbeing Framework, to be good practice."]
[1584,"CAL_1584","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Glasgow_Caledonian_University","The QESR team noted that the satisfaction of postgraduate research students as indicated through the Postgraduate Research Experience Survey (PRES) 2023 was relatively low for the sector in a number of areas, including overall satisfaction. Low satisfaction was particularly marked for PGR students based on GCU's London Campus. Issues that emerged from evidence included challenges related to tutoring responsibilities (both in marking and assessment and demand from some students for pastoral support which was outwith PGR students' responsibilities), lack of suitable study spaces, and 6 inconsistent experiences related to supervisory teams, including within subject areas. The QESR team recommends that the University should address the support for, and expectations of, postgraduate research students to ensure common levels of provision and consistency of experience within all schools and subjects."]
[1585,"CAL_1585","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the most recent progress update report on the ELIR 4 action plan, the follow-up report, GCU's annual report to SFC and self-evaluation on the outcome agreement, and minutes and papers from key institutional committees, and followed up on key areas in meetings with staff and students."]
[1586,"CAL_1586","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Glasgow_Caledonian_University","The University's ELIR 4 report presented a range of good practice (particularly of a strategic nature) and some focused recommendations, relating to feedback on assessment, streamlining quality assurance and enhancement processes, and approach to communication. The University's update on progress since ELIR 4 sets out both a clear set of actions aimed at addressing these three areas of recommendation, and also reflections upon ways in which areas of good practice may be both further enhanced and used as models for development across all Schools and professional services."]
[1587,"CAL_1587","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Glasgow_Caledonian_University","This approach to responding to the ELIR 4 report is further evidenced through the Strategy for Learning 2030 (developed after ELIR 4 and showing response to the recommendations of that review) and in such strategic initiatives as the Transforming Assessment Project (TAP). TAP is a three-year project aimed at enhancing and developing assessment and feedback practices aligning with key principles in the Strategy for Learning. The QESR team also noted other efforts designed to strengthen feedback and assessment, including a dedicated space created for staff to share and reflect on assessment and feedback topics, and encouraging publicity of this allocated space within the Learning and Teaching Hub to support increased interaction and maximise its potential benefits. At the time of the review, GCU was also piloting a Banded Grading Framework to address issues around the consistency in the quality of assessment feedback."]
[1588,"CAL_1588","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_Caledonian_University","While progress has been made on the other two recommendations (quality assurance and enhancement processes, and approach to communication), there are aspects of each of these which continue as works in progress. First, the streamlining of quality processes has some notable achievements - for example, a fully-implemented curriculum management system is now in place, and the revision of the Enhancement-Led Internal Subject Review, Programme Approval and Review, and Annual Monitoring processes is in the final stages of implementation. Action against this recommendation is planned to continue for some time, however, and forms a background to much developmental work (see section on Academic Standards and Quality Processes below)."]
[1589,"CAL_1589","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Glasgow_Caledonian_University","The second area relates to a more generic issue around communication at all levels across the University. While there is clear evidence (such as in the 'Common Good' principles and the University's strategy, more widely) that much work has been done on enhancing communication, there were reflections in some meetings that communication could be better targeted in some areas, and the University will wish to continue to build on successes in this area and to support further the effective communication of both strategic and operational priorities at all levels."]
[1590,"CAL_1590","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_ practice","Glasgow_Caledonian_University","Overall, however, the University has made progress in responding to the ELIR 4 review and has demonstrated clear and consistent engagement with its outcomes. Notably, the University has continued to build on identified strengths around equality, diversity and 7 inclusion, particularly with regard to supporting student wellbeing (see paragraph 14 above) and student partnership (see paragraphs 9-11 above)."]
[1591,"CAL_1591","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the GCU's paper providing a reflective summary of the University's approach, documents setting out the University's strategy, minutes and papers from key institutional committees, and met with staff and students."]
[1592,"CAL_1592","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_Caledonian_University","In response to the current SFC tertiary enhancement topic - The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering - the University has built upon the work it had already been doing to develop online delivery and support following the COVID-19 pandemic, which includes a structured digital learning approach. From the evidence available, the QESR team is confident that GCU has a successful, inclusive and comprehensive approach to digital learning. There was evidence that the University is aware of the need for digital accessibility for the whole University body, taking account of a range of circumstances."]
[1593,"CAL_1593","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_Caledonian_University","GCU has used learning from the pandemic to tailor its communication strategy around digital learning. In meetings with the QESR team, students were positive about support for different modes of learning. The University has implemented a pedagogical framework entitled Going Digital, constructed around 12 pedagogic principles underpinned by four enabling pillars. Other tools include the Responsive Curriculum Design & Development Toolkit (which supports staff by way of a set of digital resources and an online community) and GCU Go (which supports students in the development of key skills to support their learning.) Further digital tools and platforms that support student engagement and are intended to enhance the student experience include SIMS (a student information management system that enables students to manage key aspects of their experience by way of an online portal), DASH (a Data Analytics Shared Hub which provides key data to staff in a more accessible and user-friendly way) and Collaborate Ultra (an online learning tool to support an inclusive digital learning approach). There is also a student app receiving high usage which supports GCU's aim to put students at the heart of digital learning. The QESR team considered that the University had a diverse range of well-planned initiatives in place to define and deliver an effective and inclusive digital/blended offering, and was continually progressing developments in this area."]
[1594,"CAL_1594","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_Caledonian_University","The increase in digital learning in higher education has raised questions about how to ensure academic integrity in the digital and online environment. The Senate Disciplinary Committee Annual Report provided to the team was for 2021-22 and highlighted a small number of cases classified as 'Academic Misconduct/Contract cheating/Ghost-writing'. In response, a Plagiarism, Academic Integrity, Cheating and Collusion (PAICC) working group has developed a range of resources to educate students on the importance of academic integrity. The 'Don't Cheat Yourself' resources include a video and form part of an enhanced academic induction activity - Student Induction Essentials. Students confirmed to the QESR team that they found these resources and the University's work in this area helpful."]
[1595,"CAL_1595","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_Caledonian_University","Related to this, the QESR team found evidence that the University is working rapidly and proactively to meet the challenges presented by generative artificial intelligence technology, including incorporation of guidance to staff in the Transforming Assessment Project in January 2023. An holistic view of GCU's approach to digital assessment is planned for the 2023-24 academic session, focusing on evolving artificial intelligence in use for education and the development of employability skills, as well as misuse and more general policy and operational practice. Working groups, which include students, have been 8 established to create appropriate guidance and a roadmap. GCU is focusing on how to develop good practices, informed by key studies on AI and development sessions with people from industry working in innovative sectors. The University's aim is to frame the use of AI as a positive skill that can be developed and used in an ethical way. The QESR team considered that the University's proactive response to the challenge presented by generative AI, encompassing close engagement and partnership-working with both students and staff, to be a feature of good practice. In particular, this relates to the way that the University has moved the challenges in to the classroom with the aim of educating and upskilling for employability. The work has also been supported with a positive communications strategy and appropriate development and training provision (see also paragraphs 12 and 34.)."]
[1596,"CAL_1596","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining reviewing and assessing academic standards. The QESR team considered the University's Academic Quality Policy and Practice (AQPP) document, Enhancement-Led Internal Subject Review (ELISR) reports, programme review, thematic review, annual monitoring approaches, module quality enhancement and assurance, student evaluation and feedback, Transnational Education (TNE) and academic partnership, minutes from key institutional committees, and met with staff and students, including representation from GCU's London Campus."]
[1597,"CAL_1597","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_Caledonian_University","The QESR team confirmed that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Procedures and institutional guidance are clear and comprehensive, and in line with sector guidance, illustrating an embedded approach to drive improvements. A recent remapping of the Quality Code identified areas for improvement, many being progressed by annual review activities linked to the Education Committee's work plan. Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. There was a high level of consistency between sources of evidence considered by the QESR team, which demonstrated processes that were well understood and had clear outcomes."]
[1598,"CAL_1598","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_Caledonian_University","The Pro Vice-Chancellor Learning and Teaching has executive responsibility for academic quality. The PVC Learning and Teaching works closely with the Department of Quality Assurance and Enhancement (QAE) which operates under the line management of the Deputy Vice-Chancellor Operations, collaborating with others to provide guidance and support for all processes relating to academic quality, enhancement and assurance. Schools are responsible to Senate for ensuring effective implementation of the quality processes to enhance quality and standards of academic provision and for the implementation of the University's Strategy for Learning/Strategy 2030. Within the Governance framework, School Boards feed into Senate, as does the Education Committee (formerly Academic Policy and Practice Committee (APPC) until mid-2023) which operates four sub-committees - the Assessment Regulations Sub-Committee, the Admissions Sub-Committee, the Exceptions Sub-Committee and the Learning Enhancement Sub-Committee (LESC) - each with distinct roles. The LESC is well-established and continues to operate effectively in consideration of learning and teaching and wider student experience themes. The continued commitment to 9 Equality, Diversity and Inclusion (EDI), with transformative education ambitions, was observed by the QESR team and an example of how GCU has endeavoured to build on the good practice identified in ELIR 4."]
[1599,"CAL_1599","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Glasgow_Caledonian_University","The University's annual monitoring and programme approval/review, and Enhancement- Led Internal Subject Review (ELISR) are considered central to the University's internal quality assurance arrangements. The QAE department coordinates ELISR activity with the process culminating in an outcome report highlighting strengths and achievements, and including recommendations to enhance the student experience. Programme approval and review are undertaken in conjunction with departmental ELISR and, where practical, joint ELISR meetings held across multiple departments within Schools. The Schools respond to all recommendations arising from ELISR and programme approval/review through departmental action plans; as confirmed in the annual report to SFC. The subject area responds accordingly where outcome reports and responses are considered by LESC on behalf of the Education Committee and Senate. Momentum is retained by defined follow-up activity, reinforcing the thorough approach taken by QAE. Quality assurance mechanisms for collaborative partnerships are generally embedded into ELISR methodology. The QESR team confirmed ELISR reports provided a robust process with good evidence-based reflection and outcomes."]
[1600,"CAL_1600","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Glasgow_Caledonian_University","Annual monitoring processes are clearly outlined in QAE guidance, with an emphasis on the student voice in processes to make deliberate improvements. However, the annual monitoring practices still remain under review following the ELIR 4 recommendation, with a consultation taking place early 2023-24 to shape the revised approach, which is anticipated to be more data and evidence-based driven. The QESR team considers that the timing of annual monitoring in terms of analysis should be considered as part of the review. The team found that the April 2023 LESC considers Annual Reports for academic session 2021-22 and suggests that this interval is too long and earlier consideration of the reports would be beneficial."]
[1601,"CAL_1601","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Glasgow_Caledonian_University","The QESR team welcomed the Overview of ELISR, Programme Approval and Review activity 2022-23 which evidenced robust quality assurance processes outlining key themes and issues for LESC, drawing out commendations and areas for improvement. Continued reflection embedded within annual monitoring and ELISR as well as approval/review procedures takes account of feedback received. Monitoring of London campus provision is seamlessly embedded into existing quality processes. For example, ELISR identified recommendations around students' sense of belonging in London and the wider community, which has prompted actions. QAE undertakes a cross-institutional analysis of the external examiner reports to identify good practice, and any issues which may impact academic standards for the attention of the LESC."]
[1602,"CAL_1602","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_Caledonian_University","The overall approach to the management of assessment requirements and associated policies is overseen by the Assessment Regulations Sub-Committee which monitors related policies and guidance. The QESR team was satisfied that the required functions are carried out diligently with continual reflection."]
[1603,"CAL_1603","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_Caledonian_University","The University is commended for the continuous work in progress in response to the exponential growth of AI technology within the education sector and the publication of AI guidelines to facilitate assurance of academic standards and reduce misuse; the PAICC working group being instrumental. The institutional work leading to this commendation embraces student partnership at its best with excellent collaborative working (see also paragraphs 12 and 26)"]
[1604,"CAL_1604","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Glasgow_Caledonian_University","The University adopts a two-pronged approach to Professional Services Review (PSR): (i) integrated approach through ELISR; and (ii) individual reviews often with a broader 10 thematic review. One notable example is the 2022-23 review of Disability Support. Deliverables include development of an action plan to deliver a refreshed university model of disability support to include a revised triage system with accelerated use of reasonable adjustment forms."]
[1605,"CAL_1605","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Glasgow_Caledonian_University","The University's approach to oversight of its collaborative activities is outlined in the comprehensive TNE and Academic Partnerships section of the Academic Quality Policy and Practice document. A Register of Collaborative Provision is retained with clear information on the wide-ranging types of partnerships. Collaborative provision is subject to the same quality processes as on-campus provision, embedded into ELISR methodology. GCU's partnerships currently include 32 collaborative partnership arrangements, 10 transnational partnerships, and many articulation agreements."]
[1606,"CAL_1606","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Glasgow_Caledonian_University","In addition to these collaborative activities, there exists a Glasgow Caledonian New York College (GCNYC) site which operates as an independent college and a separate legal entity, with the New York State Education Department conferring degree-granting authority. The QESR team understood that GCU held no responsibility for academic standards of GCNYC awards while acknowledging that the GCU Academic Registrar also held the role of Registrar for GCNYC. The QESR team noted the University had recently agreed to end its financial and service obligations and exit from GCNYC, and the running out of the formal arrangement would conclude shortly."]
[1607,"CAL_1607","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. Evidence that the team considered included a comprehensive mapping of quality processes against the UK Quality Code, institution-led reports, key papers and minutes from institutional committees, annual reporting to SFC, and meetings with staff and students."]
[1608,"CAL_1608","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Glasgow_Caledonian_University","The University has recently updated its mapping of quality processes to the UK Quality Code to take account of the Code's Advice and Guidance. This was provided to the QESR team as a single document which provided a thorough mapping of the Expectations of the Quality Code against all of the University's core quality processes by way of the guiding principles within the 12 themes of the Advice and Guidance. This provided comprehensive assurance that all expectations had been considered and were responded to through the University's processes. Through this, GCU has also identified opportunities for enhancement and proposes that, going forwards, progress against these will be reviewed annually through the formal governance mechanisms. Based on this work and the University's intended use of the mapping as a live document, the QESR team considers that the approach is robust and the University is well-prepared for the impact of discussions upon the future structure and content of the Quality Code and well-placed to carry out a similar approach to any further developments in the Code and to respond appropriately."]
[1609,"CAL_1609","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Glasgow_Caledonian_University","Many courses carry accreditation from Professional, Statutory and Regulatory Bodies (PSRBs). Processes of approval and review of such accreditation remain within the context of individual courses and their home schools, and are reflected in internal review reports at school-level. Engagement with PSRBs is also reflected in annual monitoring processes."]
[1610,"CAL_1610","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Glasgow_Caledonian_University","The University also demonstrates clear engagement with external examiners and overall outcomes of the external examiner process are reported upon annually. QAE undertakes a cross-institutional analysis of the external examiner reports to identify areas of good practice, key issues that may impact on academic standards and identify common themes that require institutional-level enhancement, producing a report for institutional-level attention. This report and the identified themes are then considered by the Learning 11 Enhancement Sub-Committee (LESC) in April, once reports for all cycles of study have been received. The QESR team also saw evidence through the Annual Monitoring reports that external examiner comments were used locally at programme, department and school-levels in the annual reflection processes."]
[1611,"CAL_1611","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","QAA_Subject_Benchmark_Statements",null,"Glasgow_Caledonian_University","The QESR team confirmed that there is appropriate external engagement in course approval and review processes. The concept paper early in the programme approval process requires evidence of consideration of external benchmarks, including Subject Benchmark Statements and PSRB requirements (where appropriate). Reports from ELISR showed a diligent approach to the use of external experts, with panels including academic and industry representatives. There is also wider stakeholder engagement through the Student Partnership Agreement."]
[1612,"CAL_1612","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Glasgow_Caledonian_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered GCU's reports to SFC, the University's use of data on retention and progression, degree outcomes and complaints and appeals, feedback from students (including the National Student Survey) and external examiners, and feedback on the use of data from GCU staff members."]
[1613,"CAL_1613","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Glasgow_Caledonian_University","A range of data contributes to the annual monitoring process - from module level through to institutional level. These data include: internal mechanisms (such as Module Evaluation Surveys); external student surveys (including National Student Survey, Postgraduate Research Experience Survey and International Student Barometer); undergraduate and postgraduate taught performance reports showing completion and continuation; degree classification trends; graduate outcomes; SFC data on widening access; and student casework outcomes (complaints, appeals and disciplinary cases). University staff are supported in understanding and using data effectively through a Data Analytics Shared Hub (DASH). The QESR team saw examples of how programme, department and school-level annual monitoring built on each other. The team also observed consistency in approach across campuses and partner providers."]
[1614,"CAL_1614","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Glasgow_Caledonian_University","At institutional level, the University's main committees consider overviews of a range of data and evidence. Oversight of quality is devolved by Senate to the Education Committee (formerly the Academic Policy and Practice Committee) and its Learning Enhancement Sub\u0002committee. The Education Committee and LESC between them consider annual reports on Honours Degree Classification Trends, Graduate Outcomes, an overview of external examiner reports, annual monitoring, the consolidated report for institution-led reviews, student performance data, the NSS and the annual review of academic appeals, with some of these reports taken by both committees (for example, postgraduate taught completion and continuation). Annual analysis papers for complaints and disciplinary cases are considered by the Senate. From the documentation and meetings, the QESR team was satisfied that GCU drew extensively on internal and external data and evidence across a range of levels, and used that information to inform action and enhancement activity."]
[1615,"CAL_1615","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Glasgow_Caledonian_University","The QESR team noted the University's consideration of student feedback through a range of modes, including the National Student Survey (NSS) and internal module evaluation. There was evidence that GCU identifies and explores areas eliciting red flags, informing evidence-based short-term and long-term actions. Closing the feedback loop is a recurrent issue but the QESR team saw evidence that the University is aware of this and actively working to address this issue."]
[1616,"CAL_1616","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"Glasgow_Caledonian_University","Although the Complaints Annual Report for 2021-22 indicates an increase in the number of complaints, this is from a low base and, in the context of the total number of students, staff and stakeholders, remains relatively small, particularly in terms of complaints that progress from stage one (frontline resolution) to stage 2 (complaint investigation). The annual report includes 'lessons learned', 'future work' and 'recommendations' for consideration by Senate. The QESR team received evidence of the University's process identifying an issue and working proactively to address it. This included recognition that the number of students with a disability is increasing and the introduction of a triage system to advise schools more efficiently regarding any necessary adjustments. Overall, the QESR team was reassured that the University has an effective complaint resolution system and is conscientious in analysing and learning from complaints and taking appropriate action."]
[1617,"CAL_1617","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"Glasgow_Caledonian_University","The University has a Code of Student Conduct and the Senate Disciplinary Committee has responsibility for considering and investigating any serious formal allegations made against a student under the terms of that Code. The Senate Disciplinary Committee submits an annual report to Senate. As discussed above in paragraph 25, the largest proportion of the disciplinary cases relate to academic misconduct and GCU is working in partnership with its student body on a range of preventative mechanisms to educate students on academic integrity. In addition to the thoughtful approach towards student discipline set out in the Code and report, the QESR team noted that GCU proposed to review the Code of Student Conduct to enhance it further, taking account of the need for fairness, clarity and external interest."]
[1618,"GSA_1618","Good_Practice","Findings","Good_Practice",null,null,"Glasgow_School_of_Art","Strategic approach to the enhancement of learning and teaching: The rigorous and coordinated approach to enhancing learning and teaching by developing, embedding and monitoring the impact and implementation of a range of key institutional strategies. This includes the close alignment of strategies at the institutional and local level, with clearly-defined actions that are closely monitored that enable effective delivery and create impact at the local level (paragraph 3)."]
[1619,"GSA_1619","Good_Practice","Findings","Good_Practice",null,null,"Glasgow_School_of_Art","Introduction and evolution of the Student Consultant role: Working in partnership with staff and students, the student consultants have led on a number of initiatives aligned with strategic priorities, including changes to assessment and feedback, the curriculum review and the new Education Strategy, resulting in positive impact and strengthening the student voice in key institutional projects (paragraph 11)."]
[1620,"GSA_1620","Good_Practice","Findings","Good_Practice",null,null,"Glasgow_School_of_Art","Proactive and continuing development of quality processes: The continued proactive development of core quality processes (including an increasing focus on data) and the oversight of key quality reports at an institutional level, which provides assurance and an effective means of sharing practice to enhance the student experience (paragraph 36)."]
[1621,"GSA_1621","Recommendation","Findings","Recommendations_for_Action",null,null,"Glasgow_School_of_Art","Consistency and effectiveness of Student Staff Consultative Committees: Building on the work undertaken through the development of the Student Engagement and Representation Policy, GSA should keep under review the operation of the Student Staff Consultative Committees in consultation with students to ensure a consistent and effective approach (paragraph 12)."]
[1622,"GSA_1622","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Education Strategy and annual Action Plan, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. In addition, the team met with staff and students."]
[1623,"GSA_1623","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","The institution's approach to enhancing learning and teaching, including the metrics to be used to track progress, are defined in the Education Strategy 2023-27. This was approved by Academic Council in May 2023. The Education Strategy evolved from an Education Enhancement Plan that had been created partly in response to the Enhancement\u0002led Institutional Review (ELIR 4) and ran for two years. The Education Strategy consolidates and embeds work started under this Plan and sets priorities for the future. It is closely aligned to the GSA Strategic Plan 2022-27 and presents a collective approach for both academic schools and professional support services. Academic and professional services staff expressed confidence in their understanding of the Education Strategy, explaining how it supports their day-to-day activities, capturing the routine work of GSA in readily accessible format"]
[1624,"GSA_1624","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","The Education Strategy has five strategic objectives with associated success measures. The objectives are as follows: deliver an extraordinary student experience; transform models of creative education; support students to achieve their potential and make positive contributions; work in ambitious and creative partnerships with students; and strengthen and enhance practice. Implementation of the Education Strategy is directed by an associated annual Action Plan, which provides further detail and clearly-defined activities related to the strategic objectives. It describes 12 interlinked projects, each of which crosses over with schools and support services to ensure alignment of local activity with strategic ambitions. The QESR team saw a Year 1 Action Plan document that sets out how each workstream is intended to progress across the five years of the Strategic Plan and details the work that is to be carried out in the first year. Progress with the Action Plan is reported every two months to the Education Enhancement Planning Group (EEPG); an example Education Strategy tracking document demonstrates a rigorous approach to monitoring and coordination of the work, and shows significant progress with two of the Education Strategy projects - Assessment and Feedback, and Common Academic Framework. The Educational Enhancement Planning Group (EEPG) reports to the Education Committee and Academic Council through the Deputy Director (Academic). Annual reports are received by the committee in the autumn. There were updates to Academic Council on the Education and Digital Strategies March 2023 and a request for the Education Strategy to foreground creativity to reflect that it is a Strategy for an Art School. Overall, the QESR team found a rigorous and coordinated approach to enhancing learning and teaching by developing, embedding and monitoring the impact and implementation of a range of key institutional strategies. This includes the close alignment of strategies at the institutional and local level, with clearly-defined actions which are closely monitored, that enable effective delivery and create impact at the local level. Taken together, the QESR team considers this to be a feature of good practice."]
[1625,"GSA_1625","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","The responsibilities of the EEPG ensures that work to deliver the Educational Strategy aligns with other strategic developments, such as the Digital Strategy, the Student Communications Strategy, the People Strategy, the Estates Strategy, and the Research Strategy. Oversight by EEPG ensures that the Educational Strategy and other strategic development are implemented together, and that work does not overlap or get duplicated 4 and that nothing is omitted. Minutes of the Academic Council reveal a strong intention to link strategies to each other. Minutes of Academic Council record that the members consider that the Education Strategy aligned well with the Research Strategy and GSA Strategic Plan. Together, the QESR team considered these provide evidence of effective oversight of the Educational Strategy and its underpinning projects."]
[1626,"GSA_1626","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","Implementation of the Educational Strategy in each of the individual schools is planned and monitored through Quality Enhancement Action Plans and School Annual Summary reports. The QESR team learnt that planned developments to Programme Monitoring and Annual Reporting and Quality Enhancement Action Planning will include explicit reference to the Education Strategy to ensure alignment between activities and strategic objectives."]
[1627,"GSA_1627","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Glasgow_School_of_Art","An annual report on progress will be submitted to the Education Committee and Academic Council in the autumn of each academic session. As the Education Strategy approaches the end of year one, plans are in place to review progress and to define the priorities for year two. While no decisions had been made at the time of the QESR visit, staff reported there would be continuing commitment to different forms of education, staff and student success, and the student experience, together with initiatives to build and strengthen staff through communities of practice. Going into year two, some of the year one projects will be deemed completed, some will be integrated into normal business, while a few will continue into year two and possibly beyond."]
[1628,"GSA_1628","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Glasgow_School_of_Art","Based on the evidence and meetings with staff and students, the QESR team considers GSA has a systematic approach to enhancement, underpinned by established quality processes."]
[1629,"GSA_1629","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; The Education Strategy; Student Partnership Project Fund; Student Engagement and Representation Policy; Periodic Institution-Led Review Policy; minutes from key institutional committees; and met with staff and students."]
[1630,"GSA_1630","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_School_of_Art","The Student Partnership Agreement (SPA), co-created between GSA and the Glasgow School of Art Students' Association, covers the period from 2022-23 to 2024-25. The Agreement includes three priority themes intended to enhance the student experience: Sustainability and Climate Literacy; The Equitable Art School; and Post-Pandemic Studio Practice. Each of these themes is designed to drive changes to practice across GSA - for example, changes to the curriculum, a better understanding of the student experience, and ensuring students have the necessary skills to operate effectively in a digital environment. The SPA also includes metrics that will be used to determine its impact. Targets include increasing appropriate and diverse student representation, enhancing induction and training for representatives, and improving participation rates for internal surveys and ensuring the student voice is heard and responded to. Progress on the SPA is monitored by the Student Partnership Group (SPG) which comprises students and staff and is co-chaired by the Deputy Director (Academic) and Student President."]
[1631,"GSA_1631","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_School_of_Art","The Student Partnership Project Fund offers funding for projects where students and staff come together to enhance learning, teaching and the student experience. The QESR team heard from students about some of these projects, including one that has improved the environment in the social areas and another where an event was held to explore redefining Glasgow as 'UK's first feminist city'. While formal evaluation by GSA of the Student Partnership Project Fund and its impact will not take place until the end of the current SPA, the QESR team learnt that early indications are that the initiative has had some success 5 supporting partnership working."]
[1632,"GSA_1632","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_School_of_Art","GSA has been using student consultants employed by the Learning and Teaching Team to co-lead on strategic enhancement projects at institutional level and within each of the four academic schools. The QESR team heard that the student consultants have led on a variety of projects and supported policy development on assessment and feedback, as well as curriculum review and student engagement as part of the Common Academic Framework and curriculum review and, more recently, projects linked to the Education Strategy. The team heard from students that they consider the consultant role to be positive and impactful. They welcomed the autonomy to deliver on student-led projects and the support from a staff member acting in a mentor role for what can be a challenging role. Academic and professional services and senior staff also acknowledged the significant contribution made by the consultants. Working in partnership with staff and students, the student consultants have led on a number of initiatives aligned with strategic priorities - including changes to assessment and feedback, the curriculum review and the new Education Strategy - resulting in positive impact and strengthening the student voice in key institutional projects, and the team considered this to be a feature of good practice."]
[1633,"GSA_1633","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Glasgow_School_of_Art","GSA has recently approved a Student Engagement and Representation Policy which is being implemented from September 2024. The policy sets out GSA's approach to student engagement and partnership. In meeting with the students, the QESR team heard some differences in the experience of student representatives related to the effectiveness of Student Staff Consultative Committees (SSCC). In one example, students reported feeling well-supported through the SSCC and another example detailed how feedback was acted upon. However, the team also heard that this positive experience was not shared among all student representatives, with some students feeling unsupported and expressing a view that other methods of providing feedback and getting the student voice heard were more effective. The QESR team recommends GSA builds on the work undertaken through the development of the Student Engagement and Representation Policy and should keep under review the operation of the SSCC in consultation with students to ensure a consistent and effective approach to consistency and effectiveness."]
[1634,"GSA_1634","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Glasgow_School_of_Art","The student voice is also well-represented in GSA's periodic review and revalidation process. The QESR team saw an example in one programme where engagement with students resulted in changes to the studio space, leading to a more conducive learning environment. The team also read in a Periodic Review Report about staff commenting on working with students to co-create a range of projects and initiatives - for example, co-curating research events. Students also reported awareness of external examiner reports, and some students noted that they had been able to meet with the examiner for their programme."]
[1635,"GSA_1635","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Glasgow_School_of_Art","The QESR team learned that students based in Forres (the Highlands and Islands campus) felt disconnected from the Glasgow campus. However, the QESR team was satisfied from discussions with senior staff that efforts are ongoing to help the Forres-based students develop their own sense of community, with investment in property, events, services being advertised, visits from support staff and academics."]
[1636,"GSA_1636","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_School_of_Art","The QESR team is confident that GSA has put effective arrangements in place to monitor and review its actions taken in response to the recommendations from the following three reports: ELIR 4; concerns reports; and, more recently, the Re-review report from 2022. The QESR team considered a range of evidence, including strategy documents, committee papers, ELIR Follow-Up Reports and action plans, and met with staff and students."]
[1637,"GSA_1637","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_School_of_Art","In response to the three reports, GSA undertook a significant and structured plan of work to respond to the recommendations. GSA was re-reviewed by QAA Scotland in June 2022 with a positive judgement. The 2022 report described progress with each of the recommendations ELIR 4 and SCS investigations, and introduced four new recommendations. The new recommendations covered: development of a data strategy; development of a communications strategy; managing student expectations; and support for student Lead Representative. Following the re-review in June 2022, reports were submitted to the Education Committee in November 2022, plus the follow-up report in June 2023. In addition, there were quarterly progress meetings with QAA which ended in May 2024."]
[1638,"GSA_1638","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Glasgow_School_of_Art","Most of the recommendations from the ELIR 4 and SCS investigations were acknowledged as being fully addressed in the Re-review Outcome Report 2022, while some other recommendations were fully addressed by June 2023, including the four recommendations from the 2022 re-review. The June 2023 Follow-up Report identified three remaining recommendations for which work was underway, which are considered in this QESR report. The three recommendations concerned assessment and feedback; assessment design; and assessment policy."]
[1639,"GSA_1639","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Glasgow_School_of_Art","Work to address the three areas has been consolidated within the GSA Education Strategy 2023-27 to ensure appropriate oversight, monitoring and delivery moving forward. The Educational Enhancement Planning Group (formerly ELIR Recovery Group) has oversight of this work, with an annual progress report to the Education Committee and Academic Council. An Assessment and Feedback project was established in 2021-22 to enhance assessment and feedback practice across the institution, provide development opportunities for staff, and to ensure that the assessment policy, regulations and guidance were clear, consistent and easy to understand. The project included three stages - stage 1 was immediate action in summer 2021 to address the ELIR 4 concerns relating to academic standards and assessment practice. Stage 2 was a wider review and redevelopment of the Code of Assessment to provide clear, consistent and accessible regulations for assessment and feedback, which was approved in June 2022. The final phase - stage 3 - was the introduction of staff and student resources to support implementation of the new Code in September 2023."]
[1640,"GSA_1640","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Glasgow_School_of_Art","An Education Strategy tracking document shows significant progress with the Assessment and Feedback project. A review by the Head of Learning and Teaching in summer 2023 identified substantial enhancements to the guidance and support for staff and confirmed that programme teams had introduced greater consistency in assessment design, information to students, and the sharing and understanding of assessment criteria within the assessment process. Following this review, four new workstreams were introduced: a Year 1 review of the Code of Assessment; an examination of students' experience of assessment and feedback supported by a student consultant; a review of assessment briefs and criteria aimed at developing institutional templates to enhance consistency; and development of a standard induction for staff to assessment and feedback, supported by an online resource site."]
[1641,"GSA_1641","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Glasgow_School_of_Art","Work has started on each of these four workstreams, with progress to be monitored by the Learning and Teaching and Group and Educational Enhancement Planning Group. Evaluation activities with staff in relation to the Code of Assessment have concluded with an initial findings paper produced for the Learning and Teaching Group. The report presents the findings of a year one evaluation of the revised Code of Assessment, including a survey sent out to Heads of School, Programme Leaders, Heads of Department and Heads of Professional Support Services. Most respondents welcomed the amendments to the Code of Assessment, finding them clear, supportive and helpful in reviewing assessment across programmes and courses, and more closely aligned to practice. The report makes several recommendations that include the need to clarify the guidance available to students, 7 including clearer signposting to existing information. This was confirmed by students that met the QESR team, who reported some lack of clarity and inconsistency in language across courses. Students also described some inconsistencies in assessment rubrics, criteria and support from staff. In meetings with staff, the QESR team was satisfied that that these issues had been recognised by the institution and are being addressed through the Code of Assessment workstream."]
[1642,"GSA_1642","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_School_of_Art","Work also continues with the Common Academic Framework Implementation Project, with the next phase due to complete by September 2024. There is evidence of school engagement with the Common Academic Framework through Board of Studies minutes and reports to the Education Committee. The first batch of 17 programmes that submitted Major Programme Amendments to meet expectations within the Common Academic Framework were approved by Academic Council in May 2024 and will launch in September 2024. The remaining Major Programme Amendments will be submitted for validation in 2025 to complete the response to recommendation on Assessment Design."]
[1643,"GSA_1643","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Glasgow_School_of_Art","Following the re-review report 2022 and the follow-up report 2023, the QESR team is confident that GSA has completed the recommendations from previous reviews, except for three ongoing actions. Based on the evidence the team considers that the remaining three recommendations, all on aspects of assessment processes, are being addressed through the Assessment and Feedback Project and the new Common Academic Framework in an effective and timely manner."]
[1644,"GSA_1644","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered a paper that set out GSA's strategy and current enhancement priorities in relation to the Tertiary Enhancement Topic; Digital Strategy 2022-2027; Institutional Analysis of Programme Monitoring and Annual Reporting; PMAR, ILR and external examiner reports; minutes from key institutional committees; and met with staff and students."]
[1645,"GSA_1645","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","GSA has set out its approach and current enhancement priorities in relation to the Tertiary Enhancement Topic, which include: digital learning and teaching; strategic approach to enhancement; student partnership; and the management of academic quality and standards. In its Digital Strategy, GSA sets out four educational ambitions: a connected campus; efficient business processes; digital literacy; and a digitally enriched curriculum. The Vision within the Strategy is to provide a digital experience, encouraging creativity and innovation. To implement its strategy, GSA uses a range of technology-enhanced learning and teaching approaches which support its predominantly studio-based learning and research. Most programmes include some form of blended learning - for example, extending learning through online resources and activities, flipped classroom/learning, and, in some programmes, a mixture of on-campus and online teaching, learning and assessment activities."]
[1646,"GSA_1646","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","The QESR team learnt from speaking with staff, that a number of online electives and digital workshops are provided as an option for students, and this was one of the examples provided to illustrate how students at the Forres campus have an equivalent experience to those based in Glasgow. The QESR team also heard that students generally prefer campus-based learning but do recognise the advantages of online space. The QESR team was also confident from discussions with students that they knew how to navigate GSA's web-based virtual learning environment - the example provided relating to how to find information about external examiner reports."]
[1647,"GSA_1647","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","As part of the digital learning and teaching and strategic approach to enhancement, recording equipment has been installed in key learning spaces, including the Reid Auditorium. In other efforts to support students and enhance their learning experience, equipment has been upgraded in key teaching spaces; the integration of data exchange between the Library management system and the virtual learning environment has been completed; and long-term loans of laptops are offered to students through the digital inclusion scheme"]
[1648,"GSA_1648","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","The QESR team heard from senior staff that, at induction, students receive training and support on the use of virtual learning environment and standard office-use software, how to navigate the intranet, and other GSA systems. Should students require any further training, this is available from the Library and the Technical Support Department, or students are signposted to online resources. In addition, students can receive training in the use of programmes that are commonly used in the creative industries. In meeting with the Academic and Professional Services staff, the QESR team learned that Digital Skills development is delivered at an institutional and local level."]
[1649,"GSA_1649","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Glasgow_School_of_Art","The QESR team found that external examiners noted the efforts made by GSA to improve the use of digital tools to support students' critical reflection, development of digital skills - including experience with digital curation, and the display of digital work. There were multiple examples of students using different digital tools. Based on the evidence available, the QESR team was satisfied that GSA has an effective approach to inclusive digital/blended learning."]
[1650,"GSA_1650","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements for the monitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered policy documents for Periodic Review and Revalidation, Professional Services Review, and Annual Monitoring, as well as a sample of quality process reports and minutes from key institutional committees. In meetings, the team heard from staff and students about the effectiveness and continuing evolution of these arrangements."]
[1651,"GSA_1651","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Glasgow_School_of_Art","The QESR team found that GSA's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code), the Scottish Credit and Qualifications Framework (SCQF) and align with the guidance issued by the Scottish Funding Council (SFC). A detailed Quality Code mapping provides evidence of this. Procedures apply across the institution, with some extra requirements for partnership arrangements with the University of Glasgow. For example, programmes delivered jointly with the University of Glasgow are approved by the University of Glasgow's Academic Standards Committee."]
[1652,"GSA_1652","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Glasgow_School_of_Art","GSA undertakes five-yearly periodic reviews of taught provision at the level of its four schools. Each review panel includes academic, student, external and professional services representation. Panel recommendations are considered and approved by Academic Council. The expectation is that within one month of the Academic Council meeting, the School will provide an action plan explaining how any conditions and recommendations have been met or will be met. An initial response to review outcomes is normally submitted within one month of the event. This response and subsequent action plan updates are considered by the Education Committee and Academic Council. A final progress report is normally submitted within one year of the report of the review event having been produced. The team was able 9 to view examples of this and related committee minutes, which confirmed a robust approach to the process."]
[1653,"GSA_1653","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Glasgow_School_of_Art","Postgraduate research (PGR) provision is reviewed under a separate process, also on a five-year cycle. The most recent PGR review had recently concluded at the time of the review visit. The QESR team heard from students that there had been good opportunity for input to this process from the student body, resulting in positive actions including strengthening of the doctoral community in partnership with the GSA Students' Association."]
[1654,"GSA_1654","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Glasgow_School_of_Art","GSA introduced a professional services review process in May 2021, closely mirroring the academic programme review process. There is an agreed schedule of reviews, conducted either as discrete service area reviews or thematic reviews. The QESR team was able to view follow-up action plans from the professional service review 2021-22 of the Enterprise Studio. The QESR team heard from staff that, at the most recent service review of Technical Support Department, the process had resulted in positive change, including the set-up of a regular student group to gather feedback. The first thematic review (Student Communications) is scheduled for 2024-25. GSA is considering how best to structure and manage this review, the outcomes from which will form part of the wider evidence base for enhancing the student experience."]
[1655,"GSA_1655","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Glasgow_School_of_Art","Programme Monitoring and Annual Reporting (PMAR) is reported in semester one, with School Boards of Studies having oversight of PMARs and associated Quality Enhancement Action Plans (QEAPs). Following a specially convened annual meeting of the Board of Studies, each School produces a Self-Evaluation Report, School Annual Summary and QEAP. These are considered at an annual meeting of the Education Committee, where annual reports of professional services are also reviewed. The Annual Report on Research Degrees is considered by the Education Committee and Academic Council."]
[1656,"GSA_1656","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Glasgow_School_of_Art","The QESR team reviewed a range of programme and school reports and associated QEAPs, including one example of a collaborative PMAR and QEAP. The team considered the reports to be comprehensive, evidence-based and action-oriented. The team heard that staff found the PMAR process to be a helpful and structured mechanism for reflecting on data and effecting positive change. Actions within the QEAP are revisited throughout the year, including at meetings of the Student Staff Consultative Committee (SSCC). Staff also reported that they welcome the 'critical friend' review section within the PMAR as a useful opportunity to share practice."]
[1657,"GSA_1657","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Glasgow_School_of_Art","A delay was noted with the provision of HESA data in the sector due to the introduction of the HESA Data Futures for the 2022-23 reporting cycle. To ensure oversight of the data once available, an institutional analysis was undertaken as an additional measure with programme teams required to undertake analysis and reported to senior academic committees. The QESR team learnt that this approach worked well, and GSA will retain the additional institutional reporting, moving forward to strengthen oversight and make more visible the outcomes from data analysis within the PMAR process. Other examples include the enhancement of the external examiner summaries and development of complaints reporting. These examples of the continued development of GSA's quality processes, collectively contribute to the evidence base for enhancements to the student experience. The QESR team considers that the continued proactive development of core quality processes (including an increasing focus on data) and the oversight of key quality reports at an institutional level, which provides assurance and an effective means of sharing practice to enhance the student experience, is a feature of good practice."]
[1658,"GSA_1658","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Glasgow_School_of_Art","Analysis of the outcomes from periodic review - cross-referencing with other review and monitoring activity - is undertaken and reported through the annual submission to the SFC and the annual report to the University of Glasgow's Senate. The minutes of the 10 relevant Education Committee meetings summarise the key themes, areas of good practice and recommendations emerging from PMAR. At the review visit, the team heard that Heads of School sit on senior committees, meaning they have oversight of the outcomes from PMAR and other quality processes and are well placed to share practice within their Schools."]
[1659,"GSA_1659","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Glasgow_School_of_Art","The QESR team heard that the Periodic Review and Revalidation process will be subject to review in 2024-25 to allow for reflection on learning from the most recent round of school reviews. GSA does not currently have a published schedule for the wider review of policies, but this is in development. The QESR team considers that the planned approach, through which an annual update will be provided to the Education Committee, will further enhance oversight of the evolution of quality processes."]
[1660,"GSA_1660","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Glasgow_School_of_Art","Arrangements for assessment and feedback are consistent with sector expectations and continue to evolve as an outcome from the previous ELIR visits. The QESR team's assessment of the effectiveness of these arrangements is covered earlier in this report, under the section on 'Action taken since ELIR 4' (see paragraphs 19-20). External examining arrangements are also covered separately in the section on the 'Use of external reference points in quality processes' (see paragraph 43)."]
[1661,"GSA_1661","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered a mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."]
[1662,"GSA_1662","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Glasgow_School_of_Art","GSA developed a detailed mapping of policies and procedures to the advice and guidance of the Quality Code, including the Core and Common practices as part of the preparations for ELIR 4 in 2019-20. The mapping document also includes appropriate references to the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements. In keeping with institutional policy, the mapping underwent 'light-touch' reviews in 2022-23 and 2023-24, in preparation for Institutional Liaison Meeting (ILM) and QESR respectively. However, GSA has recognised that this approach is proving to be unsustainable and that, in its current form, the mapping document is unwieldy and difficult for staff to use. The QESR team heard from senior staff that GSA plans to adopt a new approach following the launch of the revised Quality Code in June 2024. The aim will be to make the Mapping Document better suited for demonstrating how sector expectations are met, while also providing staff with clear guidance on how to make best use of external reference points. It is anticipated that the revised approach will produce a dynamic document that provides both assurance and guidance. Scoping activity for this exercise has already been undertaken based on the draft revisions to the Quality Code in 2023-24."]
[1663,"GSA_1663","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Glasgow_School_of_Art","GSA's Periodic Review and Revalidation Policy includes a requirement that Periodic Review includes full consideration of Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SQCF), and the Quality Code, including an evaluation of the alignment of the relevant external reference points against the programme. In meeting with the QESR team, academic staff provided examples of how they engage with external reference points and take part in sector networks to inform their work."]
[1664,"GSA_1664","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Glasgow_School_of_Art","External examiners are required to report on the alignment with credit frameworks and Subject Benchmark Statements, and Periodic Review and Revalidation requires consideration of Subject Benchmark Statements, the SCQF, Quality Code and Quality Enhancement Framework (QEF). Schools are required to respond to external examiners by addressing the main issues requiring action raised in their reports. The responses are 11 shared with the external examiner, students and the individual School's Board of Studies. The Programme Monitoring and Annual Reporting process (PMAR), results in Annual Programme Reports where schools are required to reflect on the main themes and issues raised and describe how they were addressed. The Annual Programme Reports are shared with the individual School's Board of Studies and with the Education Committee. The QESR team saw evidence of the Annual Programme Reports informing the School Annual Summary Reports and Quality Enhancement Action Plans which are discussed at the PMAR meeting of Education Committee"]
[1665,"GSA_1665","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Glasgow_School_of_Art","In addition, with the aim of further enhancing the usefulness of data, data visualisation software has been introduced and staff are being trained to use it to analyse programme data, including the reports from external examiners and providing comparison with the previous year's analysis. This information will then be included in each School's Self-Evaluation Report and inform the QEAPs developed for the PMAR process. Staff reported that both the positive themes and areas for development emerging through external examiner reports can be tracked in QEAPs and strategy action plans, thereby providing assurance that the systems are working effectively. Based on the evidence available, the QESR team was confident that effective arrangements are in place to monitor and act on external examiner reports."]
[1666,"GSA_1666","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Glasgow_School_of_Art","The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered a range of documentation, including GSA's Annual Report to the Scottish Funding Council; HEI Data - Student Equality Monitoring 2022-23; a report on Complaints, Appeals and Conduct; analysis of student feedback; the GSA Data Strategy 2022 to 2027; minutes from key institutional committees; and met with staff and students."]
[1667,"GSA_1667","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Glasgow_School_of_Art","GSA's Data Strategy (2022-27) sets out how GSA will use and manage data across all its activities and is a sub-strategy to the Digital Strategy. This is GSA's first institutional data strategy and is intended to support the implementation of the strategic plan by using data to inform decision-making. The Data Strategy sets out the intended impact, such as the use of data when reporting to the key quality committees on areas of risk and the delivery of enhancement initiatives. However, the Data Strategy does not include an action plan or an explanation of how progress will be monitored, other than reference to the main Digital Strategy which includes a plan for developments from 2022 to 2027"]
[1668,"GSA_1668","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Glasgow_School_of_Art","From senior staff, the QESR team heard examples of how data is used to enable enhancement at school level, and that they are looking forward to using data dashboards that are under development. The team learnt that developing approaches to data had led to more focus on quantitative data especially when setting targets - for example, Key Performance Indicators - but without losing the overview of qualitative data. This includes the use of retention, progression and attainment data to identify risks and inform changes to policies and practice that have the potential to improve student outcomes. The team heard how programme teams use data to identify and support students from non-traditional backgrounds and inform practice for future cohorts. There was also evidence of data sets being used to identify areas of concern and guide future action as part of student equality monitoring."]
[1669,"GSA_1669","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Glasgow_School_of_Art","National Student Survey (NSS) results are considered annually by the Education Committee and Academic Council, and action plans drawn up for individual programmes. GSA has a strategic approach to engaging with NSS led by the Deputy Director (Academic), 12 whereby programmes identified as at risk are required to produce an action plan and meet with the Deputy Director (Academic) and Head of Learning and Teaching to agree the approach. These programmes and their associated NSS action plans are then monitored through the Learning and Teaching Group alongside the standard annual programme monitoring process. GSA has approved a suite of Student Experience Performance Indicators (SEPI), introducing a RAG rating system to monitor programmes."]
[1670,"GSA_1670","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Glasgow_School_of_Art","In addition to the NSS, GSA conducts a Student Experience Survey which mirrors the NSS questions. The introduction of the Student Survey Season has seen an increase in response rates for internal surveys from students. The QESR team also heard of professional service conducting their own surveys. For example, the QESR team heard about the library conducting its own survey about their services with the aim to provide feedback quickly by publishing 'You Said, We Did' style resources. Results on the PGR survey are considered through the annual research degrees report which goes to Academic Council in March each year. The QESR team saw evidence of the consideration of feedback from PGR students on supervision, programme management, and support and facilities."]
[1671,"GSA_1671","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"Glasgow_School_of_Art","The QESR team considered the reports and detailed analysis of papers related to Appeals, Complaints and Conduct. GSA has introduced new complaint themes with reporting aligned to the categories in the NSS and other common complaint themes so that reporting can be more effective, and trends can be identified. Data on student appeals, complaints and conduct is collected and is considered by the Education Committee and Academic Council. Based on the evidence available, the QESR team was confident that improved approaches to data analysis are contributing to the effectiveness of the complaints and appeals processes. In conjunction with this, the team heard about steps being taken to improve response times to individual cases through improved training, central support and extra guidance for staff."]
[1672,"HWU_1672","Good_Practice","Findings","Good_Practice",null,null,"Heriot-Watt_University","Global Strategy: The QESR team found the University's global vision and the related strategic and operational activity to be a feature of good practice. The University maintains the quality of its provision on a global scale to support 'One Heriot-Watt' as a single, global institution in which all campuses have equal standing. The global strategy drives the nature and ambition of the international activity and the wide range of opportunities for multi-location, multi-mode study. There is a strong commitment from senior staff to implement the strategy and the Globally Connected Learning experience for students. Staff are supported in tailoring the strategy to meet the needs of individual schools, and university policies and procedures ensure that the quality and standards of its programmes are the same across all modes and locations of study and there is a single, overarching operational plan, embracing all learning and teaching and teaching-related projects (paragraph 2 and 3)."]
[1673,"HWU_1673","Good_Practice","Findings","Good_Practice",null,null,"Heriot-Watt_University","Institution-led Review: The QESR team found that the University has successfully developed academic review as a unified global process. The team commends the University on its development of a robust, enhancement-focused approach featuring clear recommendations for improvement and areas of positive practice, which not only gives the University effective oversight of global quality and standards but has also helped to develop multi-campus teaching and management teams, thus supporting the 'One Heriot-Watt' ethos. Academic review reports, including the reports of the Enhancement Workshops, demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement and areas of positive practice. The team identified this as a feature of good practice (paragraph 34)."]
[1674,"HWU_1674","Recommendation","Findings","Recommendations_for_Action",null,null,"Heriot-Watt_University","Availability of external examiner reports: Students the QESR team met were unaware of external examiner reports and how to access them. The team recommends that the University should review its processes to ensure that external examiner reports are easily and routinely made available to students, including those who do not hold representative roles (paragraph 39)."]
[1675,"HWU_1675","Recommendation","Findings","Recommendations_for_Action",null,null,"Heriot-Watt_University","Risk management of collaborative provision: The team noted that the reports of both academic audits conducted in 2023 had required schools to document risks related to collaborative provision in a risk register. One academic audit report had also commented that the University's expectations in relation to risk management for partnership activity were not clearly articulated, though the QESR team received from the University extensive documentation detailing its requirements in relation to risk 3 management and ownership for collaborative provision. The team recommends that the University ensures that its requirements in relation to risk management and ownership for collaborative provision are understood by all school staff concerned with the management of collaborative provision (paragraph 43)."]
[1676,"HWU_1676","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Strategy and operational plan, the Outcome Agreement report to SFC, and minutes of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. In addition, the team met with staff and students."]
[1677,"HWU_1677","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","The University maintains the quality of its provision on a global scale based on the fundamental principle of 'identical academic standards: diversity of learning experiences' to support 'One Heriot-Watt' as a single, global institution. The University's global vision is embedded in the Learning and Teaching Strategy, and students receive the 'One Heriot-Watt' global degree. All campuses have equal standing as integral parts of Heriot-Watt. The distinctive features of the University are the scale of its international activity and the wide range of opportunities for multi-location, multi-mode study."]
[1678,"HWU_1678","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","The QESR team found evidence of a strong commitment from senior staff to implement the 'One Heriot-Watt' strategy and the Globally Connected Learning experience for students. Staff engagement is fostered through cross-committee membership and staff at all levels are supported in tailoring the strategy to meet the needs of individual schools. There is ongoing, effective oversight with well-considered reprioritisation when required as exemplified by action taken to reschedule the Assessment and Feedback project to concentrate, as a matter of urgency, on responding to the National Student Survey results. The QESR team found the University's global vision and the related strategic and operational activity to be a feature of good practice."]
[1679,"HWU_1679","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","The QESR team established that all university policies and procedures are designed to ensure that the quality and standards of its programmes are the same across all modes and locations of study. However, the University acknowledges that, as schools have diversified, there have been inconsistencies in some areas, including diverse progression requirements. A new Deputy Principal (Education and Student Life) was appointed in October 2022, and it was agreed that there should be a single, overarching operational plan, embracing all learning and teaching, and teaching-related projects, with oversight by the University Committee for Learning and Teaching (UCLT). The plan has been through appropriate governance structures and has been subject to UCLT scrutiny."]
[1680,"HWU_1680","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Heriot-Watt_University","The QESR team found that the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Learning and Teaching Strategy which is student-focused, supported by an Operational Plan and linked to the institutional strategy 2019-25. The Operational Plan provides a high-level tracking overview of actions and more detailed operational plans for each activity. There is synergy between the Learning and Teaching Strategy and the Global Access and Inclusion Strategy which incorporates widening participation. The University places great store in its championing of student engagement and partnership to enhance the quality of Learning and Teaching, and examples of success are cited in the Annual Outcome Agreement."]
[1681,"HWU_1681","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","The University's Learning and Teaching Strategy has curriculum, teaching and assessment as its three strategic priorities. To support delivery, the University has developed its institution-wide Global Changemaker Curriculum Framework, Globally Connected Learning model and Transforming Assessment initiative. Schools are in the process of developing or refreshing their taught provision and linking with the newly reworked HWU Graduate Attributes. The QESR team found evidence of effective 5 engagement with the Transforming Assessment initiative and the Global Curriculum toolkit, launched in spring 2023 and with the widespread revision of Learning Outcomes in the context of Global Changemaker Curriculum framework. In response to COVID-19, the University introduced Responsive Blended Learning (RBL), now superseded by the 'Globally Connected Learning' model which provides the opportunity to study the same programme and access the same support in different campus locations and for students to study globally, learning and collaborating as a global cohort. Globally Connected Learning is supported by the Learning and Teaching Academy, which has teams in Scotland, Dubai and Malaysia."]
[1682,"HWU_1682","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Heriot-Watt_University","Each school and relevant professional service has a Learning and Teaching Enhancement Plan and Operational Plan that aligns with the institutional Learning and Teaching Strategy, supported by Directors of Learning and Teaching to ensure that actions are undertaken and completed across the schools. The University takes a partnership approach between students and school, and professional services staff to ensure effective delivery. This is monitored and evaluated annually through key performance indicators."]
[1683,"HWU_1683","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","Heriot-Watt_University","The QESR team established that the sector Enhancement Themes have impacted positively on the University's strategy, policy and practice development in learning and teaching and the wider student experience. The University is adopting a multi-layered approach designed to amplify the impact of enhancement activities by reinforcing the connection between local and institutional change. This work is being supported by three areas of activity: institutionally commissioned work; the development of special clusters to support collaboration; and connection and mini enhancement projects."]
[1684,"HWU_1684","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered documents including the University's Student Partnership Agreement (SPA) and its Development Plan, the SFC Annual Report and Outcome Agreement, as well as meeting with staff and students."]
[1685,"HWU_1685","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Heriot-Watt_University","Heriot-Watt prides itself on being a global institution and the QESR team noted the standardising of approaches to student representation at all levels across all campuses to allow for parity of experience and more effective communication. However, the QESR team heard mixed views from students based at international campuses on feeling part of a global institution. Students reported the positive experience of being taught with students from other campuses but noted that this has reduced post-Covid, with the move back to more face-to-face teaching resulting in a more local than global experience. Students also reported issues resulting from different time zones as well as deadlines for global activities which fail to take account of events such as Ramadan and Chinese New Year."]
[1686,"HWU_1686","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Heriot-Watt_University","The SPA is a jointly signed document with each campus represented by a staff and student member which affirms the notion of a global institution committed to improving the student experience across sites. The agreement is supported by the more detailed SPA Development Plan which details objectives and outcomes, both globally and at local levels, with the shared aim of building a strong and supportive university community. Staff and students that the QESR team met, noted the need for improvements to student representation across the institution to address the lack of representation for approved learning partners (organisations delivering HWU programmes through partnership agreements), independent distance learner students, and postgraduate students. The QESR team encourages the University and student representative bodies to work together to ensure that progress is made to improve student representation."]
[1687,"HWU_1687","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Heriot-Watt_University","The QESR team noted the variable experience of training for student representatives, as well as challenges around postgraduate representation. There has been further evidence of the challenges of student representation through the Registry and Academic Support (RAS) Professional Services Review which notes a separate review by an external, independent consultant of the University's processes for Student Voice with a focus on 'closing the feedback loop'. Actions from this review, such as the aim to join up the Student Representative Bodies, approaches to feedback and the aim to work more in partnership both together and with the University, have already been incorporated into the University's SPA and SPA Development Plan."]
[1688,"HWU_1688","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Heriot-Watt_University","The University also evidences how the SPA is being used to drive in-year enhancement through its links with the Learning and Teaching Strategy and the Student Experience and Satisfaction Group. The four key objectives of the SPA (Academic, Community, Wellbeing and Sports) were drawn on to identify areas for institutional focus and action for the academic year that link directly with the Learning and Teaching Strategy, including Assessment and Feedback, Community, Student Voice, and Organisation and Management. While the SPA is influencing institutional work, there is varying awareness of this among the student body"]
[1689,"HWU_1689","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Heriot-Watt_University","The Student Feedback Summary Report notes that the UCLT has approved a revised survey schedule for the academic year 2023-24 with clear timelines and intended audiences defined to minimise survey fatigue. A university-wide, mid-semester Course Check-In - managed by the Strategic Planning, Performance & Projects and Academic Quality teams - was introduced in 2023-24 and has already run for a full academic year; schools no longer run their own mid-semester surveys. Attempts have been made to increase survey engagement through the introduction of QR codes on all digital display screens, increased incentive programmes and prize draws, and promotion through flyers, social media and a staff-facing Student Surveys page."]
[1690,"HWU_1690","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to Enhancement-led Institutional Review (ELIR 4). The team considered the ELIR 4 Action Plan, Follow-up Report and minutes from key institutional committees, and met with staff and students."]
[1691,"HWU_1691","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Heriot-Watt_University","ELIR 4 made four recommendations. The QESR team saw from the comprehensive action plan that while progress has been made across the four areas, further work remained. An Action Plan was first drafted in May 2021 and approved by UCLT in March 2021, and this has been updated annually each January, most recently in 2024. Two new senior appointments - Vice-Principal and Provost and Director of Strategic Planning and Performance - made before ELIR 4 was resumed, following postponement of the Review Visit due to the COVID-19 pandemic, have supported the work to address ELIR recommendations."]
[1692,"HWU_1692","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Heriot-Watt_University","In addressing the ELIR recommendation regarding systematic access to, and use of, data, the University acknowledges the difficulty in providing an immediate resolution but has developed three areas for action. First, a data strategy was developed in March 2022. Second, investment in establishing a systematic data solution has been made. The QESR team learned that the work to resource an integrated, accessible and sustainable approach to data has completed all procurement stages and that a Proof-of-Concept task to integrate student data in various campus locations and from the virtual learning environment (VLE) has been completed."]
[1693,"HWU_1693","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Heriot-Watt_University","As part of the third area of action, funding has been made available to support additional business intelligence analyst posts within Strategic Planning and Performance, enabling the production of dashboards including strategic performance and student number planning. The QESR team was told that staff will be supported in their increased use of these dashboards. The cross-institutional use of a single VLE (introduced after ELIR 4) and the support for the learning management system (LMS) across the academic community have facilitated the use of LMS-based learning analytics. While demonstrable progress has been made in terms of staffing and resources, the University is encouraged to continue its development of systematic access to, and use of data, including the tracking of students, postgraduate data and the availability of data for annual course and programme monitoring."]
[1694,"HWU_1694","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Heriot-Watt_University","The QESR team found evidence to show that, although progress has been made in addressing the ELIR recommendation to engage proactively and work in partnership with postgraduate research students to identify their sense of belonging in the university community, the Action Plan acknowledges the challenges and the outstanding work remaining."]
[1695,"HWU_1695","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Heriot-Watt_University","Emphasis has been placed on the Postgraduate Research Experience Survey (PRES) to mirror the Postgraduate Taught Experience Survey (PTES) and to engender greater student engagement. The Student Union in Scotland, the Student Council in Dubai and the Student Association in Malysia have restructured their arrangements to direct increased support for postgraduate research students (PGRs) and they are represented on all key university committees and, at school-level, PGRs are participating in Research Institute meetings. Each school has a Research Committee and there are PGR societies in each school. The introduction of the institutional Research Futures Academy is welcomed by students and proving to be beneficial. Measures have been put in place to enhance support for PGRs and none can teach without requisite approval and training. The Personal Tutor Scheme has been extended and PGR students meet with their personal tutors at least twice a year."]
[1696,"HWU_1696","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Heriot-Watt_University","A sense of community is being fostered by a dedicated document management system for PGRs and a new post of Quality Enhancement Officer for PG Experience has been created to liaise with the Chair of the Research Degrees Committee. A new post in Student Wellbeing Services has led to improved signposting for PGR student support services. The Building a Resilient Postgraduate Research Community: Staff and Student Perspectives has been developed as part of the Enhancement Theme. The QESR team recognises the renewed sense of purpose and focus in addressing this work, including the creation of the Graduate School which is to be launched in 2025, and encourages the University to progress work on consistency of postgraduate research experience across campuses."]
[1697,"HWU_1697","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","Heriot-Watt_University","Ensuring that there is equivalence of staff development opportunities across different locations was one of the actions arising from ELIR 4. As of March 2022, all generic staff development is available online across all campuses. Staff development is provided by three departments - People and Organisational Development (POD); the Learning and Teaching Academy (LTA); and the Research Futures Academy - and these departments play a pivotal role in coordinating a global, structured approach to staff development and in encouraging consistency of access. In-house coaching is offered to all staff and the POD offering is targeted to different roles and work groups - for example, Leaders/Managers or Technicians, to provide equity of participation. The Global Hub for Scholarship and Educational Leadership was launched in December 2022 and provides further opportunities for staff development across the campus locations. The QESR team noted that a Learning Management System (LMS) will soon be available to bring development activities and records onto one platform for staff. Actions have been accompanied by investment in three additional posts to enable the LTA to enhance institutional capability. The QESR team found 8 that the online provision of staff development ensured equitability and was well received by staff across all campuses."]
[1698,"HWU_1698","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"Heriot-Watt_University","The team found evidence that the University is addressing the ELIR recommendation to address variable practice across schools in policy implementation. The restructuring of the Registry and the Academic Support Directorate (RAS) - the final phase of the global, institution-wide restructuring of all Professional Services - has provided the organisational framework for ensuring greater consistency of policy implementation across schools. There has also been a significant review and redesign of processes which are now managed by a central team"]
[1699,"HWU_1699","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Heriot-Watt_University","The Learning and Teaching Group, in place since March 2020, has encouraged consistency over a range of academic practices, including release of assessment results, access to examination papers, turnaround times for feedback on substantive pieces of course work and feedback on take-home examinations. The issue of variability in the weightings used to calculate honours classification remains."]
[1700,"HWU_1700","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the University's Enhancement Topic Reflection and Summary Plan, their Digital Strategy update, as well as meeting with staff and students"]
[1701,"HWU_1701","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Heriot-Watt_University","The institution is in a transitionary period in its development of digital/blended learning, shifting from their emergency pandemic response work to a sustainable teaching model founded on pedagogically driven design. This work is guided by the 'Globally Connected Learning' initiative which aims to engage students with their studies and other campuses through digital technologies, and update policies and processes to enable this. Academic Review reports evidence the work done in this area - such as creating engaging materials and exploring new ways of teaching - ensuring that positive elements from the previous 'Responsive Blended Learning' are retained while also moving forward with 'Globally Connected Learning'."]
[1702,"HWU_1702","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Heriot-Watt_University","The QESR team noted the introduction of a new VLE in 2021-22, accompanied by a suite of training and support for teaching teams and students. The University states that all courses now have a strong digital base on their VLE site, and the institution-wide template supports student access to learning materials and helps ensure a more consistent approach. Students the team met spoke positively about their experiences with the new VLE; however, they considered that a more consistent approach to the materials available and less variation between staff and different courses was needed. It was also noted that digital technology is used well to connect students across campuses, although students still reported a sense of isolation at some campuses."]
[1703,"HWU_1703","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Heriot-Watt_University","The QESR team noted a list of key actions for the current academic year which are divided into different workstreams linked to the Learning and Teaching Strategy. This links external, sector-wide initiatives - such as the enhancement topic - directly into institutional strategic priorities; however, while the QESR team noted the evidence of work being done, it was not clear what, if any, impact of this there was yet. This was explored with staff who reported that there was more emphasis on setting up more standard approaches across the University to ensure that the 'aspirations' of the Learning and Teaching Strategy were understood across the board. The means by which this was to be achieved included working through annual monitoring and review, school-level Learning and Teaching Committees, Programme Boards of Study, and regular meetings with Directors of Learning and Teaching 9 as well as Programme Directors. Staff concluded that 'aspirations were beginning to cascade down'. The QESR team concluded that while there is not yet enough evidence to determine the nature of the impact of the work related to the digital/blended learning Enhancement Topic, there is a clear commitment to ensure that impact is consistent across the board."]
[1704,"HWU_1704","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Heriot-Watt_University","The QESR team noted that there is no single institutional approach to developing programmes with an online/on-campus blend and had some concerns about how a consistent experience for both staff and students across programmes would be ensured. The evaluation of the Learning and Teaching Strategic Operational Plan also made it unclear whether this was still an institutional strategic priority which raises questions about consistency of messaging. This was explored with staff who were clear that online learning has been supported for many years and that the University is working to develop this in a modern, post-pandemic context by achieving a balance between face-to-face and online content that benefits all students and creates the best, most consistent experience possible."]
[1705,"HWU_1705","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements for monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered key elements of the quality framework including annual monitoring, institution-led review guidance and external examining; institution-led review reports; samples of annual monitoring and review reports; institution-level analyses of annual monitoring, the institution-led review summary report, external examining and student feedback; minutes of institutional committees responsible for quality and standards; and met with staff and students."]
[1706,"HWU_1706","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","Since ELIR 4, the University has continued to review and develop its processes, drawing on the experience of adapting its procedures during the pandemic. Annual institution-level analyses of the outcomes of key quality management processes are considered by the University Committee on Quality and Standards - both to identify priorities for institutional action and to improve the underlying processes."]
[1707,"HWU_1707","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","The team found the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and the guidance issued by the Scottish Funding Council (SFC). Procedures are clear and comprehensive, and supported by institutional guidance targeted at a range of audiences. They apply to all forms of credit-bearing provision, across all campuses. Staff who met the team understood the processes and their roles in them."]
[1708,"HWU_1708","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Heriot-Watt_University","The University's annual monitoring and review (AMR) process is primarily school-focused. Each school produces an annual monitoring report which reviews all academic provision, delivered through all modes and at all locations. The report template is revised regularly to reflect changing needs; post-pandemic, it focuses on key themes rather than providing detailed overviews. There is no single university-wide approach to annual monitoring below school level, and it was unclear to the team what consistent evidence base was used to compile school monitoring reports. The University is alert to this, and during 2023-24 was conducting a review of sub-school level monitoring, with the aim of identifying a more common approach and establishing greater consistency in the evidence base. In the context of the University's evolving data strategy, the team considered a range of appropriate data should be reflected upon at all levels, and staff should be provided with appropriate training to help facilitate this so the University can be assured that there is robust 10 monitoring and reflection at all levels (for example, school, discipline, programme and course)."]
[1709,"HWU_1709","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Heriot-Watt_University","Academic review is the University's version of Institution-Led Review and reports reviewed by the team, including the reports of the Enhancement Workshops, demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement and areas of positive practice. The team commends the University for its successful development of academic review as a unified global process - a robust, enhancement-focused approach featuring clear recommendations for improvement and areas of positive practice, which not only gives the University effective oversight of global quality and standards but has also helped to develop multi-campus teaching and management teams - thus supporting the 'One Heriot-Watt' ethos. The team identified this approach as a feature of good practice."]
[1710,"HWU_1710","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","Review of the experience of postgraduate research students is integrated into the University's generic review and monitoring processes. The Chair of the Research Degrees Committee is responsible for leading action on institutional priorities in relation to issues affecting postgraduate research students and programmes identified through these processes."]
[1711,"HWU_1711","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","Student assessment and feedback are supported by comprehensive regulations, policies, procedures and guidelines; the team saw evidence that these are kept under appropriate review by the University Committee on Quality and Standards and the University Committee on Learning and Teaching. Institutional learning from the pandemic has led to substantive changes in assessment policies and procedures. A 'Transforming Assessment' initiative, focused on embedding assessment for learning in all programmes and courses and ensuring appropriate use of technology in assessment, forms a key component of the University's Learning and Teaching Strategy."]
[1712,"HWU_1712","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","The ELIR 4 report noted that the University was aware of variations in the implementation of policy and practice across schools and encouraged it to seek increased consistency where appropriate. Remaining inconsistencies identified in progression criteria and methods for calculating degree classification are currently under review. The team encourages the University to progress this work to ensure that student achievement is rewarded equitably, irrespective of the subject of study"]
[1713,"HWU_1713","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","External examiners are involved in awarding boards, although not in course assessments and progression. They are required to comment on the academic standards of awards, including consistency with Subject Benchmark Statements and comparability with other institutions. They are positive about the University's approach to assessment and provision of high-quality feedback but have commented on their workloads, communication about their responsibilities and access to assessment materials. The University is diligent in ensuring that all issues raised by external examiners are addressed appropriately. However, in 2021-22, only 104 out of 118 expected external examiner reports were received and the reasons for non-submission included that the requisite information required to enable submission was not supplied by the University. The University asserts that there are mechanisms in place to address this."]
[1714,"HWU_1714","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Heriot-Watt_University","The ELIR 4 report noted that students were almost universally unfamiliar with the external examiner system or how to access external examiner reports. Students the QESR team met were unaware of external examiner reports and how to access them. The team recommends that that the University should review its processes to ensure that external examiner reports are easily and routinely made available to students, including those who do not hold representative roles."]
[1715,"HWU_1715","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"Heriot-Watt_University","The University's process of Professional Services Review meets the expectations of the SFC guidance on quality. A revised format was introduced in 2022-23 following a successful pilot. The report of the pilot review indicates that the new arrangements are comprehensive, robust and strongly enhancement focused. Reviews focus either on a specific professional service, or on a theme that covers more than one service; the University assured the team that all services and themes that contribute to the student experience will be reviewed over the course of a six-year cycle"]
[1716,"HWU_1716","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Heriot-Watt_University","Collaborative programmes are subject to a separate process of partnership annual monitoring and review (PAMR). PAMR has been revised since the last ELIR to improve engagement, elicit more meaningful information about quality and standards, and clarify responsibilities. All 'high-risk' collaborative activities are normally subject to an additional three-yearly process of academic audit, which aims to ensure such activities are properly managed and their quality and standards assured."]
[1717,"HWU_1717","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Heriot-Watt_University","Based on the evidence available to the team, the PAMR and academic audit processes are clear, well-documented and effective. However, the University has been unable to ensure that timely monitoring or visit reports are received for some collaborative provision and the team encourages the University to review the effectiveness of its mechanisms for ensuring the timely submission of reports."]
[1718,"HWU_1718","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Heriot-Watt_University","The team noted that the reports of both academic audits conducted in 2023 had required schools to document risks related to collaborative provision in a risk register. One academic audit report had also commented that the University's expectations in relation to risk management for partnership activity were not clearly articulated, though the QESR team received from the University extensive documentation detailing its requirements in relation to risk management and ownership for collaborative provision. The team recommends that the University ensures that its requirements in relation to risk management and ownership for collaborative provision are understood by all school staff concerned with the management of collaborative provision"]
[1719,"HWU_1719","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Heriot-Watt_University","At the time of ELIR 4, the University signalled its intention to transition to fewer, more significant collaborative partnerships. The team heard that the University is continuing to work towards this goal, and that a number of partnerships had been terminated."]
[1720,"HWU_1720","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."]
[1721,"HWU_1721","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Heriot-Watt_University","The QESR team found that the University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards through its implementation of its regulations, policies and procedures. The University's quality framework is aligned to the Quality Code and is reviewed regularly. The University notes, however, that the length and detail of the mapping documents hinder practical use and that it will adopt a more practical view when deciding how to map the revised version of the Quality Code. Although a range of external expertise contributes to the design and development of new programmes, the University's mapping is unclear about the involvement of external expertise in new programme approval."]
[1722,"HWU_1722","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Heriot-Watt_University","The University integrates the Quality Enhancement Framework (QEF), the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and reports from its Global Academic Reviews. Periodic review includes external 12 membership and the Academic Review Guidance provides advice on nominating local and global external panel members in Dubai and the Malaysian Quality Agency."]
[1723,"HWU_1723","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Heriot-Watt_University","The University makes appropriate use of external expertise in significant amendments to existing modules and programmes through consultation with external examiners and in programme reapproval and programme review, and in the Professional Services review where externality was cited as a principle."]
[1724,"HWU_1724","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Heriot-Watt_University","The use and role of external examiners is well documented, and the External Examiner Handbook has recently been updated. The annual overview of external examiner reports is comprehensive although, as noted in paragraph 38, in 2021-22 only 104 out of 118 expected reports were received. Response letters to external examiners are reviewed by a Dean of the University and Academic Quality. Draft responses are then scrutinised by a Dean of the University who determines whether the issues raised by the external examiner have been addressed or whether further action is required."]
[1725,"HWU_1725","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Heriot-Watt_University","Four schools in the University deliver 38 programmes requiring professional, statutory and regulatory body (PSRB) accreditation, all of which were successfully reviewed in 2021-22. In July 2023, the University Committee for Quality and Standards approved a new policy and procedures for the oversight of PSRB activity, which has provided, for the first time, a clear approach for integrating and reporting on institutional and school processes."]
[1726,"HWU_1726","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Heriot-Watt_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered the University's analysis of retention, progression and degree-outcome data, student complaints, appeals and disciplinary data, as well as meeting with staff."]
[1727,"HWU_1727","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Heriot-Watt_University","The QESR team found that the University uses a suite of dashboards and data has consolidated and enhanced data provision through a central Dashboard Hub which ensures global access to appropriate data for all academic teaching staff, including engagement data, academic performance and course feedback. However, the QESR team considered that the institution has not yet fully addressed the ELIR 4 recommendation on the systematic access to and use of data as noted in paragraph 17. Enhancements have been made including the use of learning analytics in the VLE and new data dashboards, as well as investing in Student Success and Business Intelligence roles to help identify and support at-risk students, but the University does not yet have an integrated, single 'tracking system' with which to engage and support these students. Staff the team met noted that there is a prioritisation on learning and teaching-related data to represent the whole student journey and to enable school-level dashboards to support this."]
[1728,"HWU_1728","-","Academic_Standards_and_Quality_Processes","Use_of_data","retention_and_progression",null,"Heriot-Watt_University","Currently, retention data is considered annually by the University Committee for Learning and Teaching, with schools having access for programme and course review activities. The institutional retention figure has been increasing but saw a drop after the pandemic; however, both pre and post-pandemic figures are still below the University's key performance indicator target. The QESR team noted that retention data focuses on undergraduate students and is available for all years of study but that there are plans to expand this to postgraduate taught (PGT) students in the near future. Postgraduate research (PGR) students follow a very different pattern, with fewer data-driven outcomes for their study duration. This will be picked up by the Graduate School in due course."]
[1729,"HWU_1729","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"Heriot-Watt_University","The QESR team noted the increase in the number of complaints received by the University but considered the approach to managing complaints to be well-organised and monitored, with the institution learning from previous complaints. Similarly, while there is evidence of an increase in academic misconduct cases (2021-22 session: 2,545 cases), and the rate is still higher than pre-pandemic levels (2019-20 session: 215 cases), the team saw data that indicated the University's strategies to address this had achieved significant success (2022-23 session: 952 cases). The QESR team noted the high levels of academic misconduct cases from the School of Social Sciences, including the Edinburgh Business School, which are of concern although the University is taking action to reduce them."]
[1730,"HWU_1730","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Heriot-Watt_University","The documentation also noted the importance of data to inform processes such as academic reviews, with schools raising difficulties with the lack of central provision of data to make this possible. The QESR team considers that the University has an awareness of issues arising in the data, and schools recognise the importance of accessing relevant data to rectify this, but that there has been a lack of connection between university and school-level, as well as Professional Services, to make this happen. The University has now taken action to provide data dashboards to help support academic staff in all aspects of their role. In addition, the Academic Quality team and Learning and Teaching Academy have been engaged to ensure that staff are directed towards the data provision to support key processes including academic reviews."]
[1731,"RGU_1731","Good_Practice","Findings","Good_Practice",null,null,"Robert_Gordon_University","Student partnership and collaborative working: The University is committed to a culture of partnership which empowers and engages students collaboratively in designing solutions and enhancements to facilitate student voice opportunities across the Student Union and the University to enhance the student experience. Evidence includes work on the Staff Student Charter, on the collaboratively written Student Experience Sub-Strategy, and the engagement of students in a wide range of project groups and committees (paragraph 17)."]
[1732,"RGU_1732","Good_Practice","Findings","Good_Practice",null,null,"Robert_Gordon_University","Development of the use of data: The University has demonstrated a commitment to making improvements in the use of data for the benefit of staff and students by working proactively on both policy and practical projects. Evidence includes the work on the RGU Assessment and Feedback Standard and the introduction of the attendance and engagement app which enables early interventions to help support students (paragraph 48)."]
[1733,"RGU_1733","Recommendation","Findings","Recommendations_for_Action",null,null,"Robert_Gordon_University","Personal tutor system: The University's progress to improve the personal tutor system has been slow and in meetings with the QESR team students reported widely varying understanding and experience of the system. Staff acknowledged delays due to the recent review and the perceived need to nuance the way different Schools addressed the use of personal tutors. The University should ensure consistency in the provision of personal tutor support to students across the institution for the start of the next academic year. The University should also be able to demonstrate how the changes made have been designed to enhance consistency (paragraph 21)."]
[1734,"RGU_1734","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Robert_Gordon_University","The QESR team is confident that Robert Gordon University (RGU) has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the university strategies, institutional standards for teaching, learning and assessment, and appraisal and review action plans. The team also met with staff and students."]
[1735,"RGU_1735","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Robert_Gordon_University","The University, through its strategy, aspires to be an innovative, inclusive, professionally focused university that has a positive impact on those it serves. The RGU Strategy 2022 defines the University's purpose, mission and culture, and sets out strategic aims for: teaching, learning and the student experience; research and knowledge exchange; and economic, social and cultural development. In terms of teaching, learning and the student experience, the strategic aim is: 'To provide students with an excellent experience that will enable them to raise their aspirations and thrive in their professional careers as global citizens'. This is further defined in explicit intentions to create a vibrant and inclusive environment; design a broad, relevant and engaging curriculum; provide excellent academic and personal support; and widen access and grow enrolments. The Strategy defines 15 key performance indicators, the main teaching and learning related ones being: student success rates, student satisfaction rates, student employability rates and student access rates."]
[1736,"RGU_1736","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Robert_Gordon_University","The QESR team found that the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Student Experience Sub-Strategy developed by a steering group of students and staff, and supported by extensive consultation inside the University and with external stakeholders. This sub-strategy will set the direction and key priorities for the Strategic Aim for teaching, learning and the student experience, and maps the strategic aims to the three pillars of student development: academic, social and personal. The Student Experience Sub-Strategy has detailed enabling objectives and a monitoring and evaluation scheme with targets and timelines. The sub-strategy and its associated investment plan have been approved by the Board of Governors and launched in February 2024. It will be evaluated in the 2025-26 academic session."]
[1737,"RGU_1737","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Robert_Gordon_University","Other initiatives include a group of projects collectively forming the Future of Teaching, Learning and Assessment. The projects are intended to deliver outcomes in improved student and staff satisfaction, student recruitment, retention and progression, and employability. The projects delivered their objectives for 2022-23 which focused on post-pandemic delivery and the mode of blended learning, the review of all modules and reduction of assessment components, and development of digital, numeracy and literacy skills training packages. A new Attendance and Engagement Policy has been published along with the roll-out of a monitoring app to identify students who may need support."]
[1738,"RGU_1738","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Robert_Gordon_University","In 2022-23, the former Learning Infrastructure Sub-Committee and Teaching, Learning and Assessment Sub-Committee, which had some similarities in remit, were merged to form a new Student Experience Sub-Committee with a refreshed remit and enhanced student representation that reports to the Quality Assurance and Enhancement Committee (QAEC)."]
[1739,"RGU_1739","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Robert_Gordon_University","Following wide consultation, a set of new Standards have been defined to guide and enhance the teaching, learning and assessment activity of the University. They link explicitly to 7 the University's strategic aim - 'to provide students with an excellent experience that will enable them to raise their aspirations and thrive in their professional careers as global citizens'. The Standards were introduced in the 2022-23 academic year. They comprise: RGU Assessment and Feedback Standard; RGU Blended Learning Standard; RGU Academic Calendar Guidance; RGU Digital Learning Standard."]
[1740,"RGU_1740","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Robert_Gordon_University","Schools are expected to align their activities with the University Strategy although the Business School is required to have its own Strategic Plan for external accreditation. All the Schools produce annual Planning Statements that align to University strategy and provide detail on the objectives and key performance indicators, contextualised to the current situation of the school."]
[1741,"RGU_1741","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Robert_Gordon_University","Noting a need to link the Annual Appraisal Processes of taught provision with the Student-Facing Support Services Appraisal to enable appropriate enhancements to the student experience, the QAEC oversaw the collation of an Enhancement of Teaching, Learning and Assessment Action Plan. This plan gathered actions from Action and Enhancement Plans across the institution and the Annual Appraisal Process, and incorporated material from a variety of relevant projects including the Future of Teaching, Learning and Assessment projects; the Teaching Excellence Fellow projects; the Student School Officers' projects; and projects coordinated by the Department for the Enhancement of Learning, Teaching and Assessment (DELTA). This Enhancement of Teaching, Learning and Assessment Action Plan enables QAEC to take a holistic view of good practice and innovation across the University, alongside the School Academic Board Appraisal Reports. It is maintained as a live working document to keep track of progress with all enhancement activity."]
[1742,"RGU_1742","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Robert_Gordon_University","The QESR team considers the University has a systemic approach to enhancement underpinned by established quality processes. The review team considers that the Student Experience Sub-Strategy that is due to be launched soon after the QESR visit will further strengthen the institutional approach to enhancement."]
[1743,"RGU_1743","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Robert_Gordon_University","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; SFC Annual Outcome Agreement Self-Evaluation Report; SFC Annual Report on Quality; the Enhancement Topic Report; the Student Experience Sub\u0002Strategy; the Annual Appraisal Report; minutes from key institutional committees and met with staff and students."]
[1744,"RGU_1744","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Robert_Gordon_University","The QESR team found the University to have an ongoing commitment to student partnership and a systematic approach to student engagement, underpinned by established policies and procedures. The Student Partnership Agreement (SPA) outlines the overarching framework for student engagement and sets out the aims and approaches to partnership with 8 clear priorities and key areas of focus as agreed in collaboration with the student body for the next two academic years. Implementation of the SPA is coordinated by staff and students in collaboration, and partnership is embedded in existing university committee structures to ensure effective oversight, support and dissemination of information between both the University and the Students' Union - RGU:Union (the Union). The SPA will be updated by August 2025 and subsequently every two years with input from the Union, students and staff. In a meeting with the QESR team, student representatives highlighted the strength of institutional partnership arrangements and confirmed that RGU staff are very receptive to student input on new initiatives such as the Student Experience Sub-Strategy which was developed by students and staff in partnership."]
[1745,"RGU_1745","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Robert_Gordon_University","The University's institution-wide approach to listening to the student voice and acting in a timely manner on what it learns, ensures that feedback from students gathered through a wide variety of mechanisms including forums, class discussions and feedback sessions is used to shape decisions and enhance the student learning experience. Academic staff demonstrate an openness to listening and responding to the student voice and students praised the quick response in actioning feedback from student/staff discussions and forums."]
[1746,"RGU_1746","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Robert_Gordon_University","At school level, there are clear partnership roles and student representation is through elected representatives, appointed lead representatives for each academic school, equality champions and other student representatives with all attending a variety of forums, working groups, Head of Service meetings and committees. The QESR team identified as positive the commitment to promoting partnership working represented by the Union's Partnership Awards which recognise students who have actively sought to work in collaboration with their peers and university staff. The awards recognise outstanding commitment and achievements related to the student learning experience through collaboration with the University"]
[1747,"RGU_1747","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Robert_Gordon_University","The QESR team considered the commitment to connecting staff and student representatives within the 'Rep Connect' forum to be particularly positive in bringing student representatives, Student School Officers (SSOs) and key staff together for discussions on opportunities/challenges and best practice. Student engagement is embedded within Institution-led Subject Review (ILSR) and the Annual Appraisal Process, and an overview of data dashboards is provided to the SSOs ahead of School Academic Board meetings which consider the Annual Appraisal report."]
[1748,"RGU_1748","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Robert_Gordon_University","Staff and students have been supported to engage in enhancement theme activities. The Robert Gordon University Enhancement Team Leadership Group (RGU: ETLG) has been constituted and comprises cross-institutional representation from academic schools, professional services and the Union. Project teams include staff and students, and two student internships have been created to support staff and student engagement. There is evidence of effective partnership working with the commitment to provide enhancement of the student experience within each school through various projects. For example, the Staff Student Charter within Gray's School of Art, which was updated and co-designed alongside the SSOs and is due to be integrated into the work of the student representatives. The team identified the Staff Student Charter as a positive development and encourages the University to implement its action noted in the Quality Assurance and Enhancement Committee minutes to share this work across RGU."]
[1749,"RGU_1749","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Robert_Gordon_University","The QESR team found that that the University is committed to a culture of partnership which empowers and engages students collaboratively in designing solutions and enhancement to facilitate student voice opportunities across the Union and the University to enhance the student experience. Evidence includes work on the Staff Student Charter, on the collaboratively written Student Experience Sub-Strategy, and the engagement of students in a wide range of project groups and committees. The team identified this approach as a feature of good practice."]
[1750,"RGU_1750","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Robert_Gordon_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The team considered a range of evidence including strategy documents, committee papers, an ELIR Follow-Up Report and action plans, and met with staff and students."]
[1751,"RGU_1751","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Robert_Gordon_University","ELIR 4 identified four areas for development and the QESR team found that the University has made substantial progress in most areas with further work to do in one area. The implementation of policy and practice in the personal tutor system was identified for further development to ensure parity of student experience across the institution and to ensure that all taught students have access to and receive comparable student support. The University has responded to this recommendation with extensive work on the consistency of the student experience. This has focused on the Future of Teaching, Learning and Assessment projects, including the development and consistent implementation of the new standards for assessment and feedback, blended learning, academic calendar guidance and digital learning. The Assessment Brief and Feedback Grading templates ensure consistency in assignment briefs, assessment loads and the provision of feedback and a grade calculation tool within the virtual learning environment is being tested in some Schools. In meetings with the QESR team, both students and staff confirmed the consistency of implementation across the Schools. The introduction of Associate Dean for Academic Development and Student Experience (AD ADSE) roles in the Schools has also helped with the dissemination of policy changes to standardise the implementation. The presence of student representatives on all standing committees and sub-committees that report to Academic Council, has further assisted the dissemination and has engaged students in the setting of policies and practices."]
[1752,"RGU_1752","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Robert_Gordon_University","In the specific case of the personal tutor system, a short-life working group has been established, which is reporting to the Student Experience Sub-Committee (SESC) and QAEC. Recommendations, yet to be approved, have been developed for implementation in 2024-25 which will bring in compulsory training for the role of personal tutor, require the establishment of a lead personal tutor in each School, and provide clear guidance on escalation procedures. However, the most recent minutes of the Working Group state that 'any new system would not be a one size fits all but would be tailored for different School needs with clear institutional requirements established', implying there is still work to be done in defining exactly what the new system will look like, and exactly what are the institutional requirements."]
[1753,"RGU_1753","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Robert_Gordon_University","The University's progress to improve the personal tutor system has been slow and, in meetings with the QESR team, staff acknowledged delays due to the recent review and the perceived need to nuance the way different Schools addressed the use of personal tutors. In a meeting with the QESR team, students from different schools reported some confusion and widely varying experiences of the personal tutor system and some students reported that they had not met with their personal tutor at all. The QESR team recommends that the University ensures consistency in the provision of personal tutor support to students across the institution for the start of the next academic year. The University should also be clear about how they will evidence this improvement in consistency"]
[1754,"RGU_1754","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion","EDI_policy","Robert_Gordon_University","The ELIR 4 team identified a need for further development to embed equality, diversity, and inclusion (EDI) strategy, actions and practices and monitor their impact. This has been addressed through a number of actions, overseen by the Equality and Diversity Sub-Committee (EDSC) which considers EDI as part of annual appraisal and receives reports on actions such as the inclusive curriculum tool. Since ELIR 4, an Equality, Diversity and Inclusion Adviser has been appointed, the Staff Equality Champion role has been refreshed and Student Equality Champions have been introduced. Student-led networks, parent and disability networks and inclusion networks are now running, though some positions are still vacant. The Dignity at RGU Policy has been revised and revision of the Equality and Diversity Policy is underway. Equality, diversity and inclusion data are monitored by the School Academic Boards and the EDSC, and reported to the Quality Assurance and Enhancement Committee, as part of the Annual Appraisal Process. Students spoke enthusiastically about the University's positive action to promote inclusivity, inclusion and diversity across the campus. They confirmed that Student Equality Champions have been established to represent minority or under-represented groups."]
[1755,"RGU_1755","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_practice","Robert_Gordon_University","The ELIR 4 Report noted variable practice in operation of the criterion-referenced grading scheme across the institution. The University was asked to resolve its approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022. Actions have included the review and updating of documentation and briefing sessions on the grading scheme. The Future of Teaching, Learning and Assessment project has introduced further standardisation of approach to teaching, learning and assessment including the launch of the RGU Assessment and Feedback Standard, which has been communicated to all staff and is available online. Students confirmed a consistent approach across the Schools to assignment briefs, marking criteria and feedback."]
[1756,"RGU_1756","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Robert_Gordon_University","The ELIR 4 Report recommended that the University develops effective training for postgraduate students who teach and ensures that all postgraduate students receive formal training before commencing teaching and assessment. The University has established a formal process coordinated by the Graduate School and supported by DELTA and the School Operations Managers. The Introduction to Teaching and Demonstrating training requires participants to attend the training, submit the requirements within four weeks of attendance, complete one peer observation of teaching, complete a log of five hours of relevant and recent teaching or support activities, including shadowing activity, and complete one reflection. Implementation of the new mandatory training was confirmed by staff and postgraduate students."]
[1757,"RGU_1757","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Robert_Gordon_University","In summary, following changes made to quality processes in response to ELIR 4, the QESR team is confident that the University has brought in measures to improve the dissemination of policy and practice, including new standards that ensure consistency in key aspects of learning and teaching. Substantial progress has been made in embedding equality, diversity and inclusion across the University and its academic programmes, in training and support for postgraduate students that teach, and in implementing the criterion- referenced grading scheme."]
[1758,"RGU_1758","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Robert_Gordon_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the institution's Enhancement Topic Report and minutes from key institutional committees and met with staff and students."]
[1759,"RGU_1759","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Robert_Gordon_University","In response to the new SFC tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering' - the University has developed its work on online and blended learning done in response to the COVID-19 pandemic. There has been significant impact of RGU's engagement with the sector-wide enhancement topic with the development, in partnership with student representatives, of a multi-year initiative to develop institutional approaches to online learning with the University's Digital Learning Programme project. This encompasses Digital Learning Practice (a supported rollout of the updated RGU Online Learning to support academic staff meet minimum expectations), Digital Learning Environment (proposals for internal funding to support development), Digital Assessment (more sustainable mechanisms of supporting alternative assessments), and Learning Analytics (for a better understanding of students' digital learning experience and the interventions that can be made to further enhance quality). Students highlighted a positive experience of online learning, specifically during COVID-19, and staff highlighted the introduction of an online and digital learning network to ensure coverage of all parts of the student experience."]
[1760,"RGU_1760","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Robert_Gordon_University","In addition, the University has actively gathered feedback, via in-depth consultation with students and staff, to understand the impact of different modes of learning including fully online, blended and hybrid. The impact of changes introduced by the Future of Teaching, Learning and Assessment (FTLA) project are having a significant impact on the overall student satisfaction levels at the University as well as satisfaction with assessment and feedback. Satisfaction scores within the SVCF Questionnaire saw a percentage rise of nearly 10% with the same rise for assessment and feedback. The FTLA project - Curriculum Content RGU Standards - was launched in April 2022 and developed in partnership with staff and students. This series of RGU Standards are designed to guide and enhance the teaching, learning and assessment activities with further enhancements planned for 2023-24, including work in the staff development programme and promotion of retention, progression and student success. Changes were implemented to achieve the Standards by the end of June 2023 with a final evaluation undertaken to understand the impact in terms of progress towards the intended outcomes of the FTLA project. Staff and students within the team meeting also highlighted the work on consistency of the student experience with focus on the FTLA project. The project tracked extensive consultation with staff - resulting in the introduction of Associate Deans for research, academic, development and student experience - which the team found to be very positive and learned that the implementation of these new roles had an impact in enhancing the dissemination of the FTLA project."]
[1761,"RGU_1761","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Robert_Gordon_University","The University's engagement with the enhancement topic has impacted on strategy, policy and practice at various levels, and the commitment to the FTLA strand - which is evolving to become the key focus of enhancement activity finalising at the end of Enhancement Theme Year 3 - was noted as positive by the QESR team. Following implementation of the FTLA project, the University expects to be in a position to influence external practice and share insights in the future. The immediate changes expected include consistency of the RGU student experience which draws on the best of existing practice from across each of the academic schools"]
[1762,"RGU_1762","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Robert_Gordon_University","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered the University's Academic Quality Handbook; Institution-led Review reports and responses; Annual Appraisal Process reports and resulting action plans; papers and minutes from institutional committees; and met with staff and students. There was a high level of consistency between the sources of evidence, demonstrating that processes were well understood, applied consistently, and had clear outcomes which were actioned and monitored."]
[1763,"RGU_1763","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Robert_Gordon_University","The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Comprehensive procedures for quality assurance, applicable to all forms of provision across the institution, are detailed within the Academic Quality Handbook (AQH). The AQH is managed and maintained by the Governance and Academic Quality team and is regularly reviewed. Institutional procedures for Module, Course and Programme Developments are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and the relevant qualifications frameworks"]
[1764,"RGU_1764","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Robert_Gordon_University","The Quality Assurance and Enhancement Committee (QAEC) considers policy matters and practice relating to teaching, learning and assessment and the enhancement of the student experience, and develops and appraises the University's quality assurance processes for maintaining academic standards. The Research Degrees Committee oversees the development of and compliance with the University's regulations and policies for research degrees. It also monitors research student performance indicators and experience and includes consideration of the Annual Appraisal Process for research provision. From the documentation available to the QESR team, it was evident that QAEC and Research Degrees Committee (RDC) have appropriate oversight of quality assurance processes and operate within their remits."]
[1765,"RGU_1765","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Robert_Gordon_University","Assessment and feedback practices have been an area of focus for the University following the 2021 ELIR. QAEC considers and recommends revisions to the Academic Regulations to Academic Council, as proposed by the Academic Regulations Sub-Committee. Both taught and research external examiners commented positively on assessment practices, and student satisfaction with assessment and feedback - as evidenced by National Student Survey 2022 results - has increased which the University attribute to the significant enhancement work undertaken."]
[1766,"RGU_1766","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Robert_Gordon_University","The University's quality assurance procedures include the Annual Appraisal Process for academic provision and student-facing professional services, Institution-led Subject Review (ILSR) and Course Reapproval. The Annual Appraisal Process for taught provision requires course leaders to reflect on comprehensive quantitative and qualitative data, largely provided through the University's data dashboard system - RGU: Insight, resulting in the identification of key themes, good practice and areas of enhancement which are shared and tracked by School 13 Academic Boards and QAEC. An overview report is used by QAEC to develop the Enhancement of Teaching, Learning and Assessment Action Plan which details and tracks the actions identified in response to university-wide enhancement activities highlighted through the Annual Appraisal Process. The QESR team considered the Annual Appraisal process to be an effective way for the University to use evidence-based self-reflection from across Schools to develop the Enhancement of Teaching, Learning and Assessment Action Plans. The Annual Appraisal Process for postgraduate research provision is similar to that for taught provision, with the outcomes being reported to the Research Degrees Committee."]
[1767,"RGU_1767","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Robert_Gordon_University","The Annual Appraisal Process for student-facing professional services involves all relevant Heads of Service and results in a Student-Facing Professional Services Appraisal Report, detailing areas for development and key actions arising from data informed self-review. The outcomes are considered and tracked by the Student Experience Sub-Committee and QAEC. The QESR team heard from staff that the process has been enhanced over the past two years to become more structured and valuable."]
[1768,"RGU_1768","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Robert_Gordon_University","The QESR team considers the University's Institution-led Subject Review (ILSR), which acts as the Institution-led Review process for taught provision, to be an effective process for identifying good practice and areas for enhancement, as demonstrated through reports and responses from Schools. School Deans are responsible for leading preparation for reviews, and they are supported by the Governance and Academic Quality team and DELTA. Review panels have internal and external members and include one or more students. Student views are captured in an evaluation stage which involves stakeholder engagement and reviews consider professional and statutory regulatory body (PSRB) requirements as appropriate. There are detailed follow-up stages to ensure actions are undertaken and ILSR outcomes are a data source considered through the Annual Appraisal Process. The Research Degrees Internal Review (RDIR) acts as the University's process for Institution-led Review for postgraduate research provision. Through RDIR, the University formally reviews and plans future enhancement of its research degree provision, as overseen by the Graduate School. The process has many similarities with ILSR, evidence-based self-reflection, a panel with internal, external and student members, a review event, a review report and required follow-up on actions."]
[1769,"RGU_1769","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"Robert_Gordon_University","The University's approach to the management of collaborative arrangements is outlined in the Academic Quality Handbook. Collaborative arrangements, including student exchanges, are considered through the standard ILSR process, and the University reserves the right to conduct a discreet review at a partner institution at any time. Course reapproval activity incorporates collaborative courses, corporate provision and credit-rated short courses. Collaborative provision is also included in the Annual Appraisal Process and Link Coordinators produce Annual Reports each year which are a data source for course leaders carrying out appraisal. The University currently has two existing transnational education (TNE) partnerships which have grown in terms of enrolments. Potential new TNE partnerships are an area of focus for 2023-24."]
[1770,"RGU_1770","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Robert_Gordon_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students. 14 39 The QESR team found that the University makes effective use of external reference points in the management of academic standards through its implementation of its regulations, policies and procedures. The University's strategy, policies and frameworks are aligned to the Advice and Guidance Themes of the Quality Code. A document mapping the University's quality processes against the Quality Code was updated in the 2023-24 academic session to accommodate changes resulting from the Future of Teaching, Learning and Assessment (FTLA) project and the University Strategy (2022). A more extended review of the mappings is planned to take place following publication of the revised Quality Code in 2024."]
[1771,"RGU_1771","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Robert_Gordon_University","Both internal guidance and external reference points are used in course design, development and approval. Internal guidance and external reference points are documented in the Academic Quality Handbook Section 1; the Quality Code is referenced in Section 2; and the Quality Code mapping references all internal and external reference points for course approval."]
[1772,"RGU_1772","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"Robert_Gordon_University","The Academic Quality Handbook clearly states that all of the University's course provision is designed using the Scottish Credit and Qualifications Framework. Further detail is provided in Chapter A1: Courses - of the Academic Regulations. Similar attention is taken of relevant Subject Benchmark Statements in the Quality Handbook and the Quality Code mapping. The QESR team considered example course specifications and found evidence of the use of the appropriate QAA Subject Benchmark Statement in the course design process."]
[1773,"RGU_1773","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"Robert_Gordon_University","The Academic Quality Handbook states that a significant proportion of the University's courses are subject to PSRB accreditation or reaccreditation by the relevant bodies. The organisation and management of accreditation visits and document-only submissions are included within the University's quality assurance procedures to ensure appropriate oversight and monitoring."]
[1774,"RGU_1774","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Robert_Gordon_University","The coversheet for the Quality Code mapping document states: 'The Quality Code continues to be a source of reference for developments'. An example of this was provided by staff who described the use of the Quality Code in the establishment and monitoring of academic partnerships. Governance and Academic Quality Office staff reported that the advisory section of the Quality Code was particularly useful, and it is currently being used to guide the revision of Section 5 of the Quality Handbook."]
[1775,"RGU_1775","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Robert_Gordon_University","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered the Institution-led Review report to SFC; institutional analysis of data on retention and progression; Annual Appraisal Process Report; degree outcomes; complaints and appeals; student disciplinary cases; institutional analysis of annual monitoring; student feedback; and met with staff and students."]
[1776,"RGU_1776","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Robert_Gordon_University","The QESR team considers that the University effectively manages and analyses the data it gathers and uses it to support its reflective and evaluative approaches across all areas of provision. It has achieved this by pulling together a range of outcomes of quality processes to form the QAEC Enhancement of Teaching, Learning and Assessment Action Plan. The QAEC Enhancement of Teaching, Learning and Assessment Action Plan was developed, capturing the enhancement activities prioritised from all the Action and Enhancement Plans across the 15 University, the future of Teaching, Learning and Assessment projects and the Student School Officers' projects. This working document is monitored by QAEC throughout the year to ensure continuous improvement. RGU: Insights - the University's data dashboard system - is used for Annual Appraisal, for the overview of Achievement Gaps, Good Honours, and School Planning Statements. All reflect on KPIs, and the School Action and Enhancement Plans are monitored by the School Academic Boards. The University has reviewed student feedback mechanisms and has implemented changes for academic year 2023-24."]
[1777,"RGU_1777","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Robert_Gordon_University","Annual appraisal of teaching and the broader student experience is key to the University's quality assurance processes. Delivery of all courses, programmes and output standards are monitored. Examples of monitoring include feedback from students and performance indicator data. This feedback and data are analysed using the RGU: Insight Appraisal Dashboards and key priorities within the University Business Plan, and the analysis is presented to the Quality Assurance and Enhancement Committee as a focus for activities and used for reflection through the Annual Appraisal Process."]
[1778,"RGU_1778","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Robert_Gordon_University","The QESR team found the University's effective work on the use of data to be very positive and the University is further developing tools within academic and professional service departments to enhance this work for the benefit of staff and all students. Examples include work on the development of the Assessment Policy and the RGU Assessment and Feedback Standard - which has been updated in response to feedback and is incorporated as an appendix to the Policy. An external evaluation of the FTLA project and feedback from students and staff informed further collaboratively designed enhancements, including the Attendance and Engagement Policy. Students and staff highlighted positive ways the University is using data and the attendance and engagement app to put in place early interventions and offer extra layers of support where needed. Staff further highlighted a significant improvement in attendance with the new attendance app and the development of a new enquiry management system which will utilise the quantitative data to signpost services to where they will have the biggest impact."]
[1779,"RGU_1779","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Robert_Gordon_University","The QESR team found that the University has demonstrated a commitment to making improvements in the use of data for the benefit of staff and students by working proactively on both policy and practical projects. Evidence includes the work on the RGU Assessment and Feedback Standard and the introduction of the attendance and engagement app which enables early interventions to help support students. The QESR team found this to be a feature of good practice."]
[1780,"SRC_1780","Good_Practice","Findings","Good_Practice",null,null,"Scotland's_Rural_College","Annual monitoring process and the role of annual dialogue meetings in quality enhancement: The QESR team considered the annual monitoring process undertaken at programme and departmental level to be highly effective, robust, well-documented and consistently implemented across SRUC. The impact of the recently expanded annual dialogue meetings on quality enhancement and the student experience were evident through the identification of good practice, actions arising and areas for development (paragraph 32)."]
[1781,"SRC_1781","Recommendation","Findings","Recommendations_for_Action",null,null,"Scotland's_Rural_College","Consistent implementation of the framework supporting professional development for teachers: SRUC should consistently implement the framework supporting professional development for all those engaged in teaching and that support is in place and training is completed prior to teaching for postgraduate research (PGR) students who teach on a voluntary or employed basis (paragraph 17)."]
[1782,"SRC_1782","Recommendation","Findings","Recommendations_for_Action",null,null,"Scotland's_Rural_College","Student support for blended learning and PGR students: SRUC should address issues concerning access to, and communication about, the support and opportunities available to distance-learning and PGR students to help ensure parity and consistency of the student experience (paragraph 26)."]
[1783,"SRC_1783","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Scotland's_Rural_College","The QESR team is confident that SRUC has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Enhancement Strategy, the Curriculum Review Overview, action plans and reports, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees. In addition, the team met with staff and students."]
[1784,"SRC_1784","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Scotland's_Rural_College","SRUC has had a Learning and Teaching Enhancement Strategy in place since 2020. The strategy has two main pillars: Learning for Change and Learning for All. The Learning and Teaching Enhancement Strategy was formed following a four-stage development process that included analysis of existing documentation, workshops involving students and staff, and consultation with internal and external key stakeholders followed by approval by Academic Board. The current Learning and Teaching Enhancement Strategy sits alongside the existing institutional strategy and the QESR team heard that plans are in place to ensure the new teaching and learning strategy is embedded within the new institutional strategy. The Learning and Teaching Enhancement Strategy is delivered through seven workstreams, awareness raising and dissemination, policy and process, new course development, academic development, learning spaces, curriculum review and strategy review. The overall strategy lapsed in 2023; plans for the development of the new strategy are in place for 2024 and initial discussions have begun. The QESR team heard how the new strategy for learning and teaching enhancement will aim to establish greater integration between education and research - for example, by developing stronger links between the institutional expertise in agriculture and veterinary science and the curriculum."]
[1785,"SRC_1785","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","Scotland's_Rural_College","The Head of Learning and Teaching is responsible for the strategic leadership of enhancement in teaching and learning, and reports to the Provost and the Deputy Principal. The Vice-Principal Skills and Lifelong Learning has a more externally driven skills-based portfolio alongside the Vice-Principal for Enterprise and Knowledge Exchange, while the Provost and Deputy Principal has oversight of the Taught Degree Awarding Powers (TDAP) process and academic endeavour. These three leaders work closely together and, through regular dialogue and debate, oversee the integration of the Learning and Teaching Enhancement Strategy with that of research, enterprise and innovation. Through this continuous dialogue, the QESR team heard that the leadership team ensures the coherence of enhancement and the teaching and learning strategy in the institution."]
[1786,"SRC_1786","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Scotland's_Rural_College","One valuable outcome of the Learning and Teaching Enhancement Strategy is the curriculum review process that embeds Sustainability, Enterprise, Equality and Diversity, enabled by Active and Blended (SEEDABLE) learning in the curriculum development and review process. The SEEDABLE review process is supported by guidance documentation including an introductory video, a review process guide, expectations note, a guide to the framework and guidance documentation for those engaged in the review process. The process is managed by a steering group including academic staff from three faculties, professional service staff, a member of staff from SRUCSA (SRUC's Students' Association) and external consultancy. The QESR team found evidence that SEEDABLE is now embedded within the curriculum design process, has informed curriculum review in programmes across SRUC higher education provision, and has gained recognition in other institutions. The team heard from staff that the SEEDABLE curriculum review process has been beneficial by stimulating change in the curriculum and enhancement to programmes, such as the inclusion of authentic assessment and the development of learning materials which are more accessible to students. It was also noted that there were extra benefits 4 derived by staff from the professional development provided as part of the process and the embedding of self-reflection in pedagogical practice."]
[1787,"SRC_1787","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Scotland's_Rural_College","However, students who met the QESR team told the team they were not aware of the SEEDABLE curriculum review process and were therefore not able to confirm the benefits to the curriculum. In addition, the QESR team learnt that, while the SEEDABLE review processes have been helpful in highlighting actions needed - for example, the need to take a proactive approach to improving the accessibility of learning materials in the Agriculture programme - some of the actions are still ongoing or not yet started. Where the SEEDABLE review process has highlighted the need for action, SRUC is encouraged to progress these recommendations and ensure they are completed."]
[1788,"SRC_1788","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"Scotland's_Rural_College","Another initiative driven by the Learning and Teaching Enhancement Strategy is the plan to deliver academic development with a pedagogic focus for teaching staff through the Centre for the Enhancement of Learning and Teaching (CELT), including ensuring that academic staff have the competence, confidence, capacity and capability to implement the strategy. An outcome of this development is that academic staff are now provided with the opportunity to gain teaching qualifications and professional recognition for their teaching activities and to engage in a Teaching and Learning conference or campus-based staff development roadshows. The new promotions process also now recognises contributions to teaching and learning. The QESR team heard from academic staff that their contributions to teaching and learning are supported by CELT and that, more generally, there is an institutional culture of celebration of excellence and sharing good practice across professional and academic staff. Student involvement in the recognition of teaching excellence through an awards process was also reported in one campus but not across the institution."]
[1789,"SRC_1789","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Scotland's_Rural_College","The QESR team is confident that SRUC has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; Annual Report to SFC; Pilot SEAP Report; SEAP Quality Enhancement Plan; ELIR 2019 Final Update; End of Enhancement Theme Report 2020-23; Learning and Teaching Enhancement Strategy 2020-2025; Periodic Institution-Led Review Policy; minutes from key institutional committees; and met with staff and students."]
[1790,"SRC_1790","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Scotland's_Rural_College","The QESR team found that SRUC and SRUCSA are currently reviewing and restructuring the Student Partnership Agreement (SPA). This aims to embed partnership working at SRUC by setting out a series of key projects to be delivered on a three-year timescale. Through a series of workshops developed with the support of sparqs (Student Partnerships in Quality Scotland), SRUC and SRUCSA are reviewing the structure of the SPA, how key projects within the SPA are monitored and tracked, and the SPA's broader alignment to strategic and operational objectives. A previous successful project associated with the SPA included a Student Evaluation project on centralised student feedback survey mechanisms. This project included the development of a resource base for class representatives covering training, reference materials and the minutes of Student Liaison Committees. However, the QESR team heard the renewal of the SPA was making relatively slow progress and, as such, encourages SRUC to prioritise student partnership projects and report on actions and progress through appropriate forums, such as the Student Partnership Group."]
[1791,"SRC_1791","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"Scotland's_Rural_College","The QESR team found that the development of institutional policy and strategy was based on strong student partnership and representation. For example, SRUC's Mental Health Strategy and Widening Access and Participation Strategy was derived from Speak 5 Week - a SRUCSA-led initiative - following support and guidance from UUK Stepchange. The QESR team heard that both strategies have established a range of operational actions which prioritise retention and improve student support for those at risk of withdrawing from their programme due to challenging circumstances. This included the development of a training programme to enhance mental health resource provisions and a 'Preparing to Study' at SRUC module to help ease transition and support the development of essential skills."]
[1792,"SRC_1792","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Scotland's_Rural_College","Through sub-projects designed to address the student voice and help close the feedback loop, 'MyVoice,' a 24/7 feedback system has been developed. This aims to help students give feedback to SRUC on strengths and aspects of the student experience that they value as well as make suggestions and share ideas for enhancements. The system directs individual submissions to the appropriate service. The QESR team heard positive views of MyVoice, with examples outlining how the system was clear and easy to use and which were met with timely response rates. SRUC has an advisory group which can be used, when required, to address any issues coming from 'MyVoice' feedback where further advice is required."]
[1793,"SRC_1793","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"Scotland's_Rural_College","The QESR team identified good engagement with students across the series of Institution-Led Reviews (ILRs), particularly involvement with teams developing the self-evaluation and document-writing groups. In discussion with students, it was clear that students involved in ILR found the process to be valuable, providing pragmatic solutions and recommendations to put student feedback at the centre of improving programme structure and teaching provisions."]
[1794,"SRC_1794","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Scotland's_Rural_College","The QESR team is confident SRUC has effective arrangements to monitor and review actions taken in response to its Enhancement-led Review (ELIR 4). The team considered the ELIR 4 Follow-up report, and minutes from key institutional committees and met with staff and students. The institution has followed up on the key recommendations from the ELIR 4 report and these can be tracked through to the final update given to Academic Board in 2023. The report to the May 2023 Academic Board acknowledges that, while there has been progress on all the recommendations made in ELIR 4, there are areas that require further attention. The QESR team considers that four recommendations have been completed and three require further work."]
[1795,"SRC_1795","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Scotland's_Rural_College","The first recommendation in ELIR 4 concerned the effective use of the academic committee structures. The new academic committee structures ran for the first time in 2019-20 with the intention of judging effectiveness and appropriateness of remit, and membership a year later. In 2020, the role and remit of three of the sub committees (Programme Approvals and Academic Standards Committee, Student Support and Engagement Committee and the Learning and Teaching Committee) was reviewed in line with the new structures for Registry, the Centre for the Enhancement of Learning and Teaching (CELT), Doctoral College and the faculty offices In addition, there was a review of the effectiveness of the Academic Board in 2022-23. The QESR team agreed that the institution has now addressed this recommendation."]
[1796,"SRC_1796","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Scotland's_Rural_College","The ELIR 4 team recommended that SRUC review the needs and experience of students studying by distance-learning to ensure they are effectively supported. The QESR team found evidence of work across the institution to ensure that students studying by distance learning are effectively supported. For example, as part of the SEEDABLE initiative, minimum expectations have been set for online materials through a minimum standard for courses delivered through the virtual learning environment (VLE) ,and there are plans to conduct a review of compliance in 2023-24. The QESR team found that SRUC has also 6 amended the mitigating circumstances policy to better accommodate distance-learning students and the students met by the team reported positively on sympathetic arrangements to meet the needs of part-time and distance-learning students. There has been significant investment in the digital infrastructure and investment in staff development to assist colleagues to adapt to the different modes of teaching and learning, although there has been some delay in the implementation of improvements to technology in classrooms to help distance-learning students to engage."]
[1797,"SRC_1797","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","Scotland's_Rural_College","However, the QESR team heard from the students that there was inconsistency in the experiences of distance-learning students including, in some cases, significant shortfalls in the ability of students to access staff for advice and support. SRUC has identified that negative feedback from students is often owing to the suitability of the mode of delivery for the topic or task in hand. The students who met the team also reported a lack of parity of student experience when accessing the same module by distance learning or in person. The review team concluded that there was further work needed by the institution in partnership with students to understand these inconsistencies and to ensure parity of experience for students accessing modules through different modes of learning (see also paragraph 26)."]
[1798,"SRC_1798","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","Scotland's_Rural_College","SRUC was advised in the last ELIR to establish a clear policy which outlines institutional expectations for all staff and students before undertaking teaching and/or assessment responsibilities. The QESR team found a clear framework of expectations has now been established for the professional development that all staff and students should complete before undertaking teaching or assessment responsibilities. In addition, a tracking system to monitor engagement with the training across the institution, including all the campuses, is in place. The QESR team heard that staff are clear about their responsibilities with respect to the acquisition of training and that tracking of accumulated qualifications is thorough."]
[1799,"SRC_1799","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","Scotland's_Rural_College","In meeting with students, the QESR team heard that support for teaching and the training available were variable depending on the campus and supervisory support. The team heard how postgraduate research (PGR) students could avoid recording teaching hours, bypassing the need for training, and how PGR students had taught lectures without any dedicated training other than support from their supervisor. The team also heard from senior staff that improvements were needed to improve the consistency of application of the framework across the institution. The QESR team recommends that SRUC should consistently implement the framework supporting professional development for all those engaged in teaching, and that support is in place and training is completed prior to teaching for PGRs who teach on a voluntary or employed basis."]
[1800,"SRC_1800","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Scotland's_Rural_College","In the findings of the last ELIR, SRUC was asked to review the current arrangements for analysing and responding to student views to ensure that there is greater institutional oversight of responses with coordinated action being taken. The QESR team learnt there is a process in place where the outcomes from three student surveys - the National Student Survey (NSS), the Student Satisfaction and Engagement Survey (SSES) and the SRUC-wide survey (SWS) - are visible on dashboards and are considered together by the Academic Board and at the Annual Quality Dialogues. In the minutes of the Academic Board, there is recognition that work is still needed to ensure that students feel that their voice is heard and that responses to actions are fed back. Two new posts have been created which have the Student Voice within their remit: Academic Enhancement Lead (Student Journey) and Academic Enhancement Officer (Student Journey). These posts have oversight of how SRUC responds to student views on an institutional level. This team undertook a mapping of student voice activities during 2020-21. The mapping exercise demonstrated that there are inconsistencies in the student liaison group structure and a 7 need to improve the class representative system. The review team heard that students had variable experiences of how the student voice is heard and actioned. The QESR team was reassured to see that the need for SRUC to continue to develop approaches and mechanisms by which the student voice is heard - by working with students to strengthen the student partnership - is recognised in the pilot SEAP document."]
[1801,"SRC_1801","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","Scotland's_Rural_College","The ELIR 4 teams recommended that SRUC conclude the work that was underway at that time on ensuring there was greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy. In the ELIR update to Academic Board of May 2023, several developments, including a Feedback App, are described to improve the quality and timeliness of feedback to students on assessed work. The QESR team heard that the student experience of the timeliness and quality of feedback was very mixed between different campuses. In addition, the team heard that the implementation of the Feedback App had not been a success due to the poor quality of data informing the outputs from the app and that the app was not now in regular use. However, the NSS results indicate that the response to questions on Assessment and Feedback has steadily improved over the last three years. The QESR team considers that SRUC has improved with respect to timeliness and quality of feedback but that there is more work to do to ensure consistency and parity of experience in different areas of the campus."]
[1802,"SRC_1802","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"Scotland's_Rural_College","The ELIR 4 review also highlighted the need to improve access to management data across all aspects of the institution to support enhancements to the student experience. Changes that have been implemented while addressing this recommendation include enhancements to business management data, financial data and operational data, to include automation of student fee information and multiple applicant data. There have also been improvements to the data warehouse to provide better student demographics, progression and outcomes data, and committees and academic staff now have access to this data to help inform developments to the student experience. Recognising that improvements to data to enhance the student experience will need to remain ongoing, the review team took the view that this recommendation had been met."]
[1803,"SRC_1803","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_support_on_progression","Scotland's_Rural_College","The final recommendation from ELIR 4 was to enhance the mechanisms through which professional careers advice is provided to all students. The QESR team welcomed the steps taken to ensure that students studying at all campuses have access to careers advisers through the provision of VLE resources and an appointment booking system. The review team heard reports from some students of positive engagements with the Careers Service and use of the VLE resources. However, the review team also heard that there is still work to do to ensure that distance-learning and PGR students are supported in their career development (see also paragraph 26)."]
[1804,"SRC_1804","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Scotland's_Rural_College","The QESR team is confident that SRUC has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered the Tertiary Enhancement Topic and Enhancement Activity Plan 2023-24; Curriculum Review Action Plans; Annual Quality Dialogue Outcomes; minutes from key institutional committees; and met with staff and students."]
[1805,"SRC_1805","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Scotland's_Rural_College","SRUC's statement on digital and blended learning sets out the approach to digital and blended learning, teaching and assessment. This includes teaching locations that cover a wide variety of differing locations and a mix of technologies, as well as a range of learning strategies. As part of its Curriculum Review, SRUC has identified a strategic approach to digital/blended learning which it intends to use to inform a range of work and projects. For 8 example, the QESR team learnt in meetings with staff that the Personal Development Planning Tool is informed by the SEEDABLE competencies (see paragraph 4) to provide an online, virtual opportunity for students to identify, improve and develop upon key skills and experience captured in the student experience. The team encourages SRUC to develop this resource further in collaboration with the student body to help reach and engage a broader range of student groups and learners on different modes of study to overcome any obstacles that may be a barrier to accessibility and use."]
[1806,"SRC_1806","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Scotland's_Rural_College","SRUC has recognised the importance of providing guidance and support to students on generative artificial intelligence (GenAI) in learning, teaching and assessments. This has led to the development of a range of resources that support students in exploring the potential of GenAI while also ensuring they understand the ethical implications, including challenges related to academic integrity. From discussions with students, the QESR team was confident that students knew where to access the resources and were aware of the risks related to academic misconduct if artificial intelligence tools were used inappropriately."]
[1807,"SRC_1807","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Scotland's_Rural_College","The QESR team learnt that SRUC provides an opportunity for students to gain access to an IT skills assessment during the enrolment process, which is designed to address digital inaccessibility and provide an equitable approach to supporting students' digital needs required to enable student success. However, when the QESR team met with students, awareness and, therefore, uptake of the IT skills assessment were clearly mixed, particularly among distance-learning students. Students also commented that the needs analysis that complemented the assessment tool was too basic and of limited value."]
[1808,"SRC_1808","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","Scotland's_Rural_College","When meeting with students, the QESR team heard a range of experiences that indicated issues relating to the parity and consistency of the support to distance-learning students. These included student perceptions about the lack of practical experiences available for distance-learning students, the lack of access to an IT skills assessment, the need to extend communication from professional service teams in the form of career and professional development opportunities, and the opportunity to input into feedback forums. These issues also extended in parts to postgraduate research students - for example, in relation to engagement with career support and professional opportunities. The QESR team recommends that SRUC should address issues concerning access to, and communication about, the support and opportunities available to distance-learning and PGR students to help ensure parity and consistency of the student experience."]
[1809,"SRC_1809","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Scotland's_Rural_College","The QESR team is confident that SRUC has effective arrangements for managing quality and setting, maintaining, reviewing and assessing academic standards. The QESR team considered SRUC's Annual Report to the Scottish Funding Council 2022-23; Institution-Led Review Action Plan Progress reports; the Outcomes of Annual Quality Dialogue meetings; student feedback; minutes from institutional committees; and met with staff and students."]
[1810,"SRC_1810","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Scotland's_Rural_College","The QESR team found that SRUC's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Policies relating to curriculum development and approval are aligned to the Quality Code, take account of relevant Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework (SCQF)."]
[1811,"SRC_1811","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Scotland's_Rural_College","In 2022-23, the Final Awards Board, a sub-committee of Academic Board, was introduced to provide further assurance of the standards of the final awards by considering the end-of-year outcomes of all taught HE provision. The Final Awards Board is chaired by the Deputy Principal and Provost, and the QESR team reviewed minutes of the Board where external examiners confirmed that SRUC takes a consistent approach to quality assurance of awards."]
[1812,"SRC_1812","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Scotland's_Rural_College","The Academic Board is the governing and executive body responsible for overseeing the quality and standards of all taught awards and credit-bearing provision through monitoring and maintaining academic regulations and a coherent framework of internal quality assurance and enhancement procedures. From the minutes available, it was evident that the Board has appropriate oversight, and operates in accordance with its remit. This includes consideration of reports on Institution-Led Review (ILR), school-level reports on accreditation and approvals, annual monitoring and external examiner activity. The Learning and Teaching Committee is a key sub-committee of the Academic Board and has two sub-committees - the Student Support and Engagement Committee and Programme Approvals & Academic Standards Committee. Staff confirmed that they engaged in assuring the quality and standards of the awards through these committees. Academic Board also oversees research degrees and receives reports from the Doctoral College Committee, which is a sub-committee of the Research Committee. The QESR team reviewed committee minutes and considered that processes are robust and allow identification of any issues with plans for effective enhancement."]
[1813,"SRC_1813","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"Scotland's_Rural_College","The ILR process operates reviews for all modes of learning as well student support services provision on a six-year schedule. Academic subjects with a similar focus are grouped together and students are included on the ILR panels, both in the preparations of the self-evaluations and in the review event. Membership of the ILR panel includes external oversight by an academic member of staff from the validating university and two external subject experts. Evidence of effective student representation and involvement in the process was provided in the Institution-Led Review Reports considered by the QESR team and the student meeting."]
[1814,"SRC_1814","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"Scotland's_Rural_College","The reports and associated action plans addressing any recommendations coming from internal review are monitored by the Programme Approvals and Academic Standards Committee, and a progress report is submitted by the Board of Studies team. One of the key aspects of the annual monitoring processes is the Annual Dialogue meetings held with each department's management team. In 2022-23, the Annual Quality Dialogue process was revised by extending the meetings to three hours to accommodate extended discussion about the Board of Studies portfolio and the membership of the panel was expanded to include all Heads of Department along with a second member of the executive team. These meetings support a two-way dialogue about key priorities from each departmental annual report and identify examples of good practice. The QESR team considered the annual monitoring process undertaken at programme and departmental level to be highly effective, robust, well-documented and consistently implemented across SRUC. The impact of the recently expanded annual dialogue meetings on quality enhancement and the student experience were evident through the identification of good practice, actions arising and areas for development, and is considered as a feature of good practice."]
[1815,"SRC_1815","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"Scotland's_Rural_College","Based on the evidence available, the QESR team is confident that SRUC is managing its arrangements for assessment and feedback effectively. External examiners are required to submit an annual report which reflects upon the academic standards and quality of the learning experience. SRUC maintains an oversight of the external examiners' feedback through its Learning and Teaching Committee, allowing it to monitor good practice and identify any cross-institutional issues that require attention. SRUC ensures central oversight 10 of external examiner reports through scrutiny by the Programme Approvals and Academic Standards Committee in the form of an External Examiners Synthesis Report which summarises the areas for development and provides responses to the external examiners' comments. All external examiners identified areas of good practice about the SRUC's management of assessment and academic standards, with four themes emerging from the reports: the range and type of assessments, the support provided to students, the quality of the marking and feedback, and the ease of access to evidence through the VLE."]
[1816,"SRC_1816","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Scotland's_Rural_College","The QESR team is confident that SRUC has effective mechanisms in place to monitor and review its approach to the use of external reference points in quality processes. The team reviewed evidence, including the mapping of the quality processes against the Quality Code, minutes from key institutional committees and met with staff and students."]
[1817,"SRC_1817","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Scotland's_Rural_College","SRUC has mapped its quality processes to the Quality Code. The QESR team considered the mapping to be a detailed and thorough engagement with the Quality Code where the institution has identified areas representing ongoing challenges and areas for development, and with clear articulation of actions from previous mapping exercises to demonstrate where improvements have been made in the quality processes."]
[1818,"SRC_1818","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"Scotland's_Rural_College","Through the mapping process, strategic goals have been identified to improve student recruitment, retention, achievement and progression with respect to widening access and the need to ensure student mental health and wellbeing going forward. In addition, the mapping to the Quality Code has assisted in identifying opportunities to strengthen practice as SRUC now offers its own research degrees, validated by the University of Edinburgh. These arising actions demonstrate an effective process of self-evaluation and provides reassurance that SRUC can identify areas for further development following engagement with the Quality Code evaluation process."]
[1819,"SRC_1819","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"Scotland's_Rural_College","Where relevant, SRUC engages in the accreditation of its programmes with the appropriate body - for example, the BSc (Hons) Veterinary Nursing was recently reaccredited with the Royal College of Veterinary Surgeons in April 2023. With the agreement of the University of Glasgow, this process also included revalidation of the programme and SRUC is reminded of the importance of clearly evidencing that programmes meet the SCQF and relevant QAA Subject Benchmark Statements in validations and revalidations where appropriate."]
[1820,"SRC_1820","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"Scotland's_Rural_College","SRUC has a thorough process for review, approval and (re)validation of programmes which is overseen by the Programme Approvals and Academic Standards Committee, (PAASC, which receives reports of Institution-Led Reviews, programme suspensions and proposals. Institution-led reviews have a requirement for two external academics, or one academic and one industry specialist, on the review team. The PAASC also has oversight of outcomes of Boards of Study where the external examiner reports are considered, and an action plan is developed for that area of study. The PAASC committee also receives a synthesis of the reports from the external examiners and through this report identifies institutional areas for improvement. Finally, the PAASC reports to the Academic Board on which members of validating institutions sit. The QESR team was satisfied that the improved governance structure, in conjunction with a comprehensive approach to policy and process, provides SRUC with an effective mechanism of oversight of the use of external reference points in the quality process."]
[1821,"SRC_1821","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Scotland's_Rural_College","The QESR team is confident that SRUC has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team consulted a range of documentation, including the Annual Outcome Agreement Self-Evaluative Report; Curriculum Review Action Plans; Retention and Progression Data; Complaints and Appeals Data; ILR Action Plans; SRUC-Wide Report on NSS, SSES, SWS; and minutes from key institutional committees. The QESR team also met with staff and students."]
[1822,"SRC_1822","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"Scotland's_Rural_College","The QESR team noted that SRUC has undertaken significant work to develop and introduce data dashboards. These are designed to increase the availability of live data that can support the development of service-level key performance indicators and help staff to become more data-led in local decision-making and enhancement activity. The Digital Strategy Group has been developed to discuss the integration of data workstreams following the changes made post-ELIR 4 (see paragraph 20). This includes discussions with academic staff about accessing data packages for independent and ad-hoc needs, rather than solely for institutional annual programme reporting purposes or only within the ILR process."]
[1823,"SRC_1823","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"Scotland's_Rural_College","From evidence presented, the QESR team noted that SRUC has worked closely in partnership with SRUCSA on a Student Evaluation project intended to improve the quality and quantity of feedback provided through centralised survey mechanisms. The emphasis of this project was a review of how feedback in the Student Satisfaction and Experience Survey (SSES), National Student Survey (NSS) and the SRUC-Wide Survey (SWS) is discussed and embedded in recommendations which are then followed up by Academic Quality and Development. In meetings, the QESR team heard that more work is required in capturing PGR student data and working with awarding institutions to harmonise records and nuances of PGR inputs. SRUC also intends to implement the national Postgraduate Research Experience Survey (PRES) to capture more in-depth analysis and responses from the PGR student experience."]
[1824,"SRC_1824","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"Scotland's_Rural_College","At institutional level, SRUC's academic governance structure gives committees such as the Student Support and Engagement Committee (SSEC), Learning and Teaching Committee (LTC) and Academic Board constitutional responsibility for reviewing student evaluations and centralised survey forums. This responsibility includes oversight of the metrics and themes associated with student complaints and disciplinary cases. In discussion with academic staff, it was clear to the QESR team that there is effective use of complaints, academic misconduct and appeals data sets, enabling the identification of themes, behaviours and relationships experienced across policy and practice."]
[1825,"EDI_1825","Good_Practice","Findings","Good_Practice",null,null,"University_of_Edinburgh","School networks in support of learning and teaching development: The work of the Institute for Academic Development in establishing a network of secondees and associates embedded within the schools to support developments in learning and teaching (paragraph 7)."]
[1826,"EDI_1826","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Pace of change: The University should make progress on and accelerate its actions in response to the recommendations from the previous ELIR, ensuring effective and consistent implementation by all schools, and monitor the outcomes, in order to evidence significant progress within the next academic year (paragraph 20)."]
[1827,"EDI_1827","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Learning and Teaching Strategy: The University should expedite the final drafting, approval and implementation of the Learning and Teaching Strategy to help staff and students understand how major strategic projects work together and provide clarity on the strategic approach to enhancing learning and teaching (paragraph 19)."]
[1828,"EDI_1828","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Assessment and feedback: The University should take immediate action, within the current academic year, to ensure that the new Assessment and Feedback Principles and Priorities (developed in response to ELIR 4) are fully implemented in all schools, that feedback turnaround times and quality are monitored effectively, and that prompt action is taken to address any shortcomings (paragraphs 23-25)."]
[1829,"EDI_1829","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Training for postgraduate research (PGR) students who teach: The University should take prompt action, within the current academic year, to consistently implement its updated policy and to ensure that training for PGRs who teach is required at the university and school-level, and that this action is monitored on an ongoing basis to ensure that all PGRs are fully supported in undertaking their teaching duties (paragraph 21)."]
[1830,"EDI_1830","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Promotion of academic staff based on teaching: The University should clearly and accurately record data on promotion routes based on teaching excellence so it can effectively evidence the implementation of its goal to achieve parity between teaching and research, and take action to ensure this aim is met (paragraph 26)."]
[1831,"EDI_1831","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Edinburgh","Attainment gap monitoring: The University should pay particular attention to sharing good practice and supporting staff in understanding the causes of attainment gaps and taking effective action (paragraph 27)."]
[1832,"EDI_1832","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents, including: the University's Strategy 2030; the report to the Scottish Funding Council; the Outcome Agreement; the proposals and associated action plans in relation to development of the Learning and Teaching Strategy; the mapping of learning and teaching to the UK Quality Code for Higher Education (the Quality Code); and the minutes of the Senate Quality Assurance Committee and the Senate Education Committee (SEC). The team also met with staff and students."]
[1833,"EDI_1833","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Edinburgh","The University's Strategy 2030 sets out four areas of focus for the University. In the area of learning and teaching, the overarching objectives are that teaching will match the excellence of the research and that there will be sustained improvements in student satisfaction and wellbeing.The University has set out its current strategic approach to enhancement which is linked to four main projects: the Curriculum Transformation Programme (CTP); the new Student Support Model; Assessment and Feedback Principles and Priorities; and the Continuous Service Improvement Programme. At present, the University recognises that, while each project has a set of action plans, there is not a high\u0002level action plan providing coordinating oversight of all the projects: it is planned that this should form part of the Learning and Teaching Strategy when this is formulated. Oversight of the projects is currently maintained by reporting lines to Court, the University Executive, and the Senate. The University has also recently approved the establishment of a University Initiative Portfolio Board which will provide oversight of strategic projects and the development of new initiatives along with managing prioritisation."]
[1834,"EDI_1834","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Edinburgh","The CTP is planned to run until academic year (AY) 2025-26, setting out a 'vision of an outstanding educational experience for students'. As such, it is seen as underpinning the current strategic direction in learning and teaching with progress being reported on to SEC as a standing agenda item, as well as update reports to the University Executive. Key features of the CTP include the development of Challenge Courses and Experiential Learning as well as improving teaching efficiency and more effective use of the physical and digital estate. The QESR team was informed by senior staff that the University has engaged with academic champions in the schools to help identify the core elements of CTP and to strengthen communications. However, in meetings with the team, some staff and students observed that they were unclear about the direction and timescale for the project."]
[1835,"EDI_1835","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Edinburgh","Progress with the new Student Support Model is reported by the University in its self-evaluation for QESR as being excellent, with initial implementation taking place in AY 2022-23 and full roll-out in AY 2023-24. The overview report indicated that the new model was well received by staff and students with the provision of more effective and consistent levels of student support. This perspective was also confirmed by staff who met with the team, although some students observed that there was confusion over the channels of communication and role responsibilities of key staff, resulting in lack of clarity for some students."]
[1836,"EDI_1836","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_Edinburgh","The Continuous Service Improvement Programme (CSIP) is monitored by the Student Lifecycle Management Group, with reporting to the University Executive. The CSIP incorporates several projects intended to improve the student journey. Task and finish groups have been established 'with a view to implementing initial small changes for AY 2023-24'. These include large-scale projects such as timetabling, which are seen as a priority and are ongoing, as well as improved planning for course enrolments; review of the schemes for fees, bursaries and scholarships; improved induction and enhanced creation of 5 a sense of belonging; improvements in the capture and use of student feedback and an enhanced communications strategy. Outcomes of the CSIP have included guidance on the recognition, reward and remuneration for students who support the work of the University."]
[1837,"EDI_1837","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_Edinburgh","The University's plans to enhance the student learning experience are also articulated in the Digital Strategy which is linked to its engagement with the sector-wide enhancement topic (paragraphs 28-29), and underpinned through the objectives of the Curriculum Transformation Programme and the pre-existing work undertaken by the Edinburgh Futures Institute. This is also supported through the work of the Institute for Academic Development (IAD) which offers a range of focused workshops on developing digital teaching practices and the opportunity to engage in a peer observation of teaching (POT scheme), specifically focused on digital teaching practices. The University has also committed significant resource to prioritise major investments totalling over £2 million to enhance the digital estate."]
[1838,"EDI_1838","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_Edinburgh","The IAD has developed an ongoing provision of staff development activities in support of learning and teaching. These have included an annual learning and teaching conference, staff engagement with the Postgraduate Certificate in Academic Practice and recognition of fellowships at all four levels of the Professional Standards Framework. The IAD also delivered a wide range of workshops for staff covering different topics to support enhancement of academic practice. The IAD also hosts a number of staff on secondment each year, enabling them to focus time on specific enhancement projects. Former secondees remain engaged with the IAD as associates who form a network linking the IAD with their academic schools as well as being active contributors to the University's Teaching Matters blog. The embedding of the current and former secondees within the schools has helped disseminate good practice and drive developments in learning and teaching. The QESR team consider that the work of the Institute for Academic Development in establishing a network of secondees and associates embedded within the schools to support pedagogic developments, is a feature of good practice."]
[1839,"EDI_1839","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement (SPA); Outcome Agreement to the Scottish Funding Council (SFC) 2022-23; Annual report to the SFC on Institution-led Review and Enhancement Activity 2022-23; UK Quality Code Mapping; Internal Periodic Review (IPR) Handbook and Guidance; relevant institutional committee minutes considering student survey feedback; and met with staff and students."]
[1840,"EDI_1840","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Edinburgh","The overarching framework for student engagement is set out in the University's revised Student Voice Policy (SVP), which outlines the role and responsibilities of students, staff and university-level committees to ensure that partnership arrangements meet sector expectations. This is supported by extensive mapping to the Quality Code which provides an overview of student engagement activities at course, programme and institutional-levels. At school and college-level, students are given the opportunity to provide feedback through locally managed course evaluation, programme representatives, student-staff liaison committees and engagement with IPR in review meetings and as panel members; which is then used by staff to support reflection during annual monitoring self-evaluation activities. Opportunities for students to provide institution-level feedback are provided through Edinburgh University Students' Association (EUSA) student officers, university-wide student surveys (NSS, PTES, PRES, pulse surveys) and student panels and focus groups; with feedback then being used to inform institutional planning and development of strategic initiatives."]
[1841,"EDI_1841","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Edinburgh","The University's commitment to working in partnership with students is outlined 6 through its Student Partnership Agreement (SPA) - which is updated annually - and identifies shared priority areas between the University and the EUSA, reflecting key challenges affecting the student experience. As each of the SPA themes is intended to recognise existing areas of partnership, work in relation to the SPA is progressed through university-level project or task groups, as well as through new initiatives. In particular, the Curriculum Transformation Programme (CTP) and Continuous Service Improvement Programme (CSIP), both of which are feeding into the development of the new Learning and Teaching Strategy, were highlighted as examples of where ongoing work addresses SPA themes."]
[1842,"EDI_1842","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Edinburgh","The University is taking action to address 2023 NSS scores around Student Voice that indicate that 82.27% of students are satisfied with the opportunities available to provide feedback on their course but only 46.16% agree that they know how their feedback is acted upon. This is also reflected in IPR report recommendations from AY 2022-23 which highlight the need to close the feedback loop with students. As part of the SVP, schools have transitioned from using centrally-managed Course Enhancement Questionnaires (CEQ) to locally-managed course evaluation. This change is intended to facilitate closer student-staff interaction at a local level, with school staff responsible for monitoring and evaluating their approach to student voice activities. Progress reports on university-level actions arising from thematic analysis of Annual Quality Reports state that a toolkit has been developed to help support school staff and that monitoring of school-level approaches would continue to ensure effectiveness of the various approaches adopted and enable the sharing of best practice. Students highlighted examples of where course leaders have already taken steps to strengthen communication channels, including use of personalised emails updating cohorts on any actions taken in response to feedback provided."]
[1843,"EDI_1843","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Edinburgh","Student representatives that met with the QESR team recognised the closing of the feedback loop as an issue, explaining that they often encounter the same feedback at both school and institutional-levels, and that when feedback is provided, they 'hope' it is acted upon. Student representatives explained that receiving blanket 'nothing can be done' responses from staff was particularly frustrating and demoralising. Staff confirmed that they had experience of receiving feedback that could not be resolved at school-level; however, they highlighted that some Colleges had established Student-Staff Liaison Committees to ensure that feedback can progress through appropriate channels. The QESR team heard that the University is exploring training for staff on how to respond to student feedback when it cannot be actioned; recognising that when action is taken in response to student feedback, either at course-level or when it informs the development of a strand of a strategic initiative, the timescales may prohibit student awareness of the impact of their contribution. Senior staff reported an increasing trend towards use of 'mid-course feedback collection' by schools as it allows action to be taken within the semester and increases opportunities to close the feedback loop with students."]
[1844,"EDI_1844","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Edinburgh","Despite the reported NSS student satisfaction with feedback opportunities, reporting to the SFC identifies that schools and deaneries have experienced 'persistently low levels of student engagement with centrally and locally managed feedback initiatives', which has frustrated staff due to the impact on the utility of any feedback acquired. Staff explained while they have run focus groups to understand why students have not engaged with feedback opportunities, focused on building constructive relationships with student representatives and have trialled different feedback gathering initiatives which recognise and reflect 'what matters to students', engaging students continues to be extremely difficult. Examples of where staff have taken action to improve partnership working arrangements with student representatives is recorded in the SFC report, which provides specific examples of where collaboration has resulted in the design of course evaluation methods, creation of additional in-house surveys, and development of supporting guidance for student representatives."]
[1845,"EDI_1845","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Edinburgh","Senior staff recognised both closing the feedback loop and low levels of student engagement as ongoing challenges for the University, and confirmed they are working closely with EUSA, student representatives and the wider student body using student panels, pulse surveys and focus groups to enhance institutional understanding of both issues. The QESR heard that while the Student Lifecycle Management Group continues to identify and disseminate best practice from monitoring of school-level approaches, it was felt that the increased flexibility of the new model had undermined clarity on expectations underpinning student engagement and has meant that continuous improvement to student engagement activities is not currently 'self-fulfilling'. The University should continue to reflect on the strengths and weaknesses of the new arrangements to assure itself that the SVP vision of student-staff owned, strategically-led student engagement is fully realised."]
[1846,"EDI_1846","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Edinburgh","In 2021, the University of Edinburgh received 10 recommendations from Enhancement-led Institutional Review (ELIR 4). The QESR team concludes that the University has made sufficient progress on four of those recommendations but further action is required on the remaining recommendations from ELIR 4. In coming to this conclusion, the team considered the ELIR 4 action plan progress update, the ELIR follow-up report, the annual reports to the Scottish Funding Council, the minutes of the Senate Quality Assurance Committee (SQAC), the Senate Academic Policy and Regulations Committee and the ELIR Oversight Group. The team also met with staff and students."]
[1847,"EDI_1847","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Edinburgh","ELIR 4 (2021) identified 10 areas for development. The University was asked to make significant progress, within the following academic year on two of those recommendations (assessment and feedback, and the personal tutor scheme). The University has initiated actions in all areas but there is still further work to be done to progress a number of these where the impact of the action being undertaken is not yet complete, fully impacting positively on the student learning experience or being implemented consistently across schools. In aiming to address the recommendations, the University has established several working groups with reporting lines through to the ELIR Oversight Group which, in turn reports to the University Executive."]
[1848,"EDI_1848","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Admissions_and_WP",null,"University_of_Edinburgh","The ELIR 4 team recommended that the University increased oversight and planning for growth of student numbers and the QESR team concludes that sufficient progress has been made. In AY 2022-23, the University agreed a set of objectives - for on-campus undergraduate, taught postgraduate, and postgraduate research students, as well as for part-time online master's students - which are linked to the ambitions of the University's Strategy 2030 and underpinned by the Strategic Performance Framework; the initial focus being on the undergraduate and postgraduate taught student populations. The University Executive agreed the Strategic Recruitment Enrolment Plan which incorporates a set of key performance indicators including specific consideration of widening participation and international student recruitment. The planning also includes provision of additional resources to support teaching in previously over-recruited areas."]
[1849,"EDI_1849","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Edinburgh","The ELIR 4 team recommended that the University provided institutional oversight and ensured clarity for staff on the strategic approach to the enhancement of learning and teaching, in particular during the transitional period between the previous Learning and Teaching Strategy, which ended in 2019, and the development of a new one. In response, the University has built on key strategic projects, including: the Curriculum Transformation Programme; the Continuous Service Improvement Programme (CSIP) assessment; and feedback, training and support for PGR tutors and academic staff development; some of these being addressed as specific responsive actions set out below. Work is focused on developing approaches to institutional consistency and establishment of methods for monitoring across schools."]
[1850,"EDI_1850","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Edinburgh","It was reported that a task group of the Senate Education Committee (SEC) would take forward the work of developing a new Learning and Teaching Strategy in the first half of AY 2022-23. Subsequently SEC, in September 2023, 'discussed a proposal for the development of a Learning and Teaching Strategy', agreeing that 'an initial draft will be developed for further discussion. In a meeting with staff, the QESR team was told that, in the absence of an institutional strategy, schools had developed their own approaches. At the meeting with senior staff, the team was informed that a draft strategy had recently been formulated and undergone an initial review by SEC. The team was provided with a copy of the draft following the QESR visit. Given the delays in developing the Learning and Teaching Strategy and the associated direction for schools, the QESR team recommends that the University expedites the final drafting, approval and implementation of the Learning and Teaching Strategy to help staff and students understand how major strategic projects work together and provide clarity on the strategic approach to enhancing learning and teaching."]
[1851,"EDI_1851","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_Edinburgh","More effective management of the pace of change was recommended by the ELIR 4 team. This was taken on board as a series of recommendations by the Senior Leadership Team in September 2022, intended to take the form of the series of identified strategic change projects which are linked to Strategy 2030, and which provide clarity regarding the intended outcomes. There is recognition that the University still needs to develop effective ways of managing strategic projects and the QESR team was informed that a University Initiatives Portfolio Board has been established to maintain oversight of these projects and manage prioritisation along with an oversight group, chaired by the Provost, with the Heads of Colleges to ensure effective line management of project implementation. The QESR team recommends that the University makes progress on and accelerates its actions in response to the recommendations from the previous ELIR - ensuring effective and consistent implementation by all schools - and monitors the outcomes, in order to evidence significant progress within the next academic year."]
[1852,"EDI_1852","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Edinburgh","The ELIR 4 team recommended that the University should ensure effective implementation of its policy for the training and support for postgraduate students who teach. At its meeting in March 2023, the ELIR Oversight Group recognised that there was still progress needed to implement the policy for Tutors and Demonstrators, including postgraduate (PGR) students who teach. This issue is being addressed by a Training Working Group, overseen by the Institute for Academic Development, which has resulted in guidance being developed for the implementation of the policy to ensure consistency across schools. The QESR team was informed that the supplementary guidance to support the policy had been approved by Senate Education Committee the week preceding the QESR visit. PGR students who met the QESR team reported that they had engaged with university\u0002level training, though there was some confusion as to whether that training was mandatory. They also observed that programme-specific training was provided within schools, although this appeared variable and dependent on school provision. Likewise, there was variation in the perceived quality of school-level support provided for PGRs. Staff who met the QESR team reported that a PGR network was planned to further support PGRs who teach, but that there was still variability regarding policy implementation and governance within the schools. The team noted that the proposals for PGR training were appropriate but that more work needed to be done to embed them within the schools. The University should prioritise and complete the recommendation on training for PGR students who teach from ELIR 4, expediting progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should take prompt action, within the current academic year, to consistently implement its updated policy and to ensure that training for PGRs who teach is required at university and school-level, and that this action is monitored on an ongoing basis to ensure that all PGRs are fully supported in undertaking their teaching duties."]
[1853,"EDI_1853","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support",null,"University_of_Edinburgh","At the time of the 2021 ELIR, the timeline for the implementation of the new Student Support Model was planned for academic year AY 2023-24. The ELIR team noted that the University had been developing its approach to personal tutoring over an extended time period and recommended that there should be significant progress in implementing its plans, and asked the University to reflect on whether the timescale for implementation (AY 2023-24) was sufficiently ambitious. In response, the University established a new Student Wellbeing Service in September 2022 with an accelerated rollout of the new Student Support Model. Phase 1 was introduced for all new students in AY 2022-23 with Phase 2 being implemented for all students in AY 2023-24. Initial indications are that the system has been well received by staff and students, with greater consistency of support provision. The University reports progress as being 'excellent' and that adoption of the new Student Adviser, Wellbeing Adviser and Academic Cohort Lead roles has already begun to fulfil the strategic initiative aim of ensuring all students have access to appropriate academic guidance and wellbeing support during their studies. This was endorsed by staff who explained that the distinct support roles had provided a more accessible and consistent student support offering. Students that met with the QESR team generally reported optimistically on their experience of the new support arrangements; however, they expressed concern over lack of student awareness regarding which staff held roles in their school, flagging that online students as a group were particularly affected, and that there was the need for clarity on role responsibilities and communication channels between staff when referring students on to other support services. The QESR team recognises that the University is currently developing an evaluation model to provide ongoing quality assurance for the new Student Support Model arrangements; however, the team considers in the interim period that there would be benefit in strengthening communication with students regarding role responsibilities of staff and opportunities for students to provide feedback on the new model."]
[1854,"EDI_1854","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Edinburgh","Assessment and feedback was identified as an area for development in both the 2015 and 2021 ELIR reports. The University was therefore asked to make demonstrable progress within the academic year following the 2021 ELIR. As a result, the University's Assessment and Feedback Task Group was established to develop a set of Principles and Priorities. These were approved in May 2022 by the Senate Education Committee alongside the establishment of the Assessment and Feedback Strategy Group and the Assessment and Feedback Guidance, Procedures, Data, Systems and Evaluation Group"]
[1855,"EDI_1855","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Edinburgh","Schools have been required to report on their engagement with the Principles and Priorities as part of their annual monitoring procedure with evaluation via quality reports overseen by the Assessment and Feedback Strategy Group. The reports considered by the School Annual Quality Reports Sub-Group indicate variable progress in implementation of the Principles and Priorities. The ELIR 4 Action Plan - Progress Update 2023 states that the progress and impact of these Principles and Priorities have been impacted by the industrial action and the marking and assessment boycott - which is reflected in the National Student Survey (NSS) scores for assessment and feedback - with the largest impact being on feedback turnaround times. The University acknowledges in its annual report to the Scottish Funding Council that there are inconsistencies in meeting feedback return dates, and this was further confirmed during the QESR review meetings. In this context, the QESR team noted that the University was 11.9 percentage points below benchmark for assessment and feedback in the 2023 NSS and that both the quality and timing of feedback were identified as specific issues in the free-text comments. Students also commented on the variable quality of the feedback received. Senior staff recognise that this must be a priority for the University and informed the team that meetings have taken place with College Heads to ensure they monitor turnaround times and report upwards regarding any instances of these not being met. They also informed the team that assessment and feedback will be a focus for programme redesign as part of the Curriculum Transformation Programme."]
[1856,"EDI_1856","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Feedback_on_assessment","University_of_Edinburgh","The ELIR 4 recommendation on assessment and feedback also asked the University 10 to progress with proposals for a common marking scheme. The team heard that work is progressing with the identification of a preferred approach and that high-level principles have been established but that local tailoring of assessment schemes and marking criteria at school-level was proving challenging in some areas. The University should prioritise and complete the recommendation on assessment and feedback from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should take immediate action, within the current academic year, to ensure that the new Assessment and Feedback Principles and Priorities (developed in response to ELIR 4) are fully implemented in all schools, that feedback turnaround times and quality are monitored effectively, and that prompt action is taken to address any shortcomings."]
[1857,"EDI_1857","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_Edinburgh","The ELIR 4 team asked the University to progress with work to improve the recognition of teaching excellence across all aspects of the University. To aid recognition and support for academic staff development, and the promotion of academic staff based on teaching, the University is developing approaches to enhance support for professional development in teaching which is underpinned by a range of programmes delivered by the Institute for Academic Development. The University has also developed its HR policies to put greater emphasis on 'Contribution to Teaching' and Equality, Diversity and Inclusion considerations for implementation in AY 2024-25 with the aim of ensuring parity of teaching alongside research with associated promotion pathways. The team was informed that staff recognised that there had been improvements in the recognition of teaching but that there was still more to be done, particularly at school-level. The University provided the team with data on promotions but was unable to disaggregate them in terms of the different promotion routes. As such, it was not possible to determine the scale of improvement in recognition for leadership in teaching. The University should prioritise and complete the recommendation on promotion of academic staff based on teaching from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should clearly and accurately record data on promotion routes based on teaching excellence so it can effectively evidence the implementation of its goal to achieve parity between teaching and research, and take action to ensure this aim is met."]
[1858,"EDI_1858","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Equality_diversity_and_inclusion",null,"University_of_Edinburgh","The University had a recommendation from ELIR 4 to consider how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions. Work has been undertaken through SQAC and the use of Thematic Reviews to identify awarding gaps. It is noted that schools have engaged but 'have struggled to understand the underlying causes or what good practice should be encouraged'. The University's Equality, Diversity and Inclusion Committee (EDIC) has been engaged with trying to determine the underlying causes for sharing with schools. The associated baselines are planned to be incorporated into the annual monitoring cycle. The QESR team was informed that work is ongoing to support transition and progression, and that this is linked into the Curriculum Transformation Programme. The University should prioritise and complete the recommendation on attainment gap oversight, coordination and monitoring from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should pay particular attention to sharing good practice and supporting staff in understanding the causes of attainment gaps and taking effective action."]
[1859,"EDI_1859","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered Enhancement Topic related Project updates, Digital Strategy updates, uptake of relevant staff development opportunities, the SFC Report, Annual Outcome Agreement, minutes from key institutional committees, and met with staff and students."]
[1860,"EDI_1860","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Edinburgh","The University's engagement with the sector-wide enhancement theme - 'The future of learning and teaching: Defining and delivering an effective and inclusive digital/blended offering' - is embedded in its Digital Strategy and through key strategic projects including the development of the new Learning and Teaching Strategy and digital education strand of the Curriculum Transformation Programme. It is underpinned by prior research and projects led by the Edinburgh Futures Institute (EFI) which, in 2022, launched a major suite of postgraduate taught hybrid programmes delivered through what the University calls 'fusion' teaching, which allows students to combine on-campus with online study, and teaches on-campus and online students together as a single cohort. Post-pandemic, the University has continued to invest in its digital infrastructure, reporting that 5,000 modules have been migrated to the new virtual learning environment (VLE) and it has invested in equipping 400 classrooms with audio visual equipment to support hybrid delivery. Realisation of the Digital Strategy has been enhanced through the formation of the new Digital Estate Prioritisation Group short-life working group (DEP) which will oversee the development and effective management and prioritisation of major digital estate investments."]
[1861,"EDI_1861","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Edinburgh","Senior staff confirmed that student-facing professional services are required to reflect on how well they meet the needs of 'online and digital learners' and that thematic analysis of the Postgraduate Taught Experience Survey (PTES) has been used to support institutional understanding of differences in student satisfaction between student groups. Students that met with the QESR team expressed the view that sense of community can be negatively impacted by primary mode of study, and the University is aware that satisfaction for fully online students is lower on the theme of community than for other postgraduate taught students. Students reported an appetite for greater engagement with their academic peers through course or subject-level social events, and for staff support when trying to self-initiate opportunities to network with peers. Staff recognised the challenge of integrating different student cohorts and providing opportunities to collaborate when students are studying across different time zones."]
[1862,"EDI_1862","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered the institution-led review reports, the University's approach to annual monitoring, papers and minutes from institutional committees, and met with staff and students."]
[1863,"EDI_1863","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Edinburgh","The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance on quality issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course development are aligned to sector expectations set out in the Quality Code, taking account of relevant Subject 12 Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."]
[1864,"EDI_1864","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Edinburgh","The University has in place an overarching framework for the annual monitoring of programmes which is undertaken for all credit-bearing provision and non-credit bearing massive open online courses (MOOCs). Internal Periodic Review (IPR) allows for an in-depth investigation of the quality of academic provision over a six-year cycle. The reports are published on the website, followed by a 14-week response and a year-on response. Student Support Service Annual Review and periodic, cross-service Thematic Review are also in place for Student Services and reports are considered by the Senate Quality Assurance Committee (SQAC). Clear and concise supporting documentation for staff and students include the IPR Handbook, IPR Guidance for Staff, ILR Guidance for Students and Thematic Review Guidance. Areas of good practice identified in the IPR reports are published annually on the university website, along with areas for further development with the University identifying where the proposed responsibility for action lies. The IPR Schedule, up to and including AY 2028-29, is published on the university website covering undergraduate, postgraduate and research provision."]
[1865,"EDI_1865","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Edinburgh","At individual school-level, programme or programme cluster reports are provided to the School Director of Quality to inform the preparation of school annual quality reports. College quality committees (or equivalent) consider the annual reports, identifying themes and areas of good practice, and areas for further development. The annual monitoring templates are designed so that updates on key institutional issues are required to be included in the report - specifically, reflections on the Student Voice Policy, the Assessment and Feedback Principles and Priorities, and the industrial action. The University considers digital and blended learning as part of its broader approach to quality review - for example, via annual monitoring and IPR, some of these focusing specifically on online digital programmes."]
[1866,"EDI_1866","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Edinburgh","Assessment and feedback have been identified as areas for development in the ELIR 2015 and ELIR 2021 reports and, in 2021, the University was asked to make demonstrable progress within the next academic year (detailed in paragraphs 23-25)."]
[1867,"EDI_1867","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Edinburgh","The responsibility for programme approval and programme modification is devolved to the University's schools and colleges and these are considered by Boards of Studies, which include student representation, that meet at least once a year. The Boards of Studies are required to confirm that all new programmes align with institutional strategy, are academically rigorous, align with the Scottish Credit and Qualifications Framework (SCQF) and take account of Subject Benchmark Statements and Professional, Statutory and Regulatory Body (PSRB) requirements."]
[1868,"EDI_1868","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Edinburgh","The University has clearly mapped the arrangements for partnerships to the Quality Code and has an Academic Collaboration Advisory Group as the key contact for staff advice and guidance. A range of policies and a set of guidance documents set out the approval processes for the various collaborative agreements and provide a suite of templates to support schools in developing partnerships. The policies make clear the requirement for all academic collaborations to go through academic due diligence before collaborative proposals can be approved. Memorandum of Agreement templates include statements on the requirements for quality assurance, and the School Annual Quality Report template guidance on scope states that the report covers all taught, research and credit-bearing provision including collaborative provision and non-credit-bearing MOOCs. MOOCs are delivered in collaboration with a number of learning platforms and all courses associated with this are subject to the Programme and Course Approval and Management Policy. The University's remit for Internal Periodic Reviews states that the scope of these reviews includes provision delivered in collaboration with others."]
[1869,"EDI_1869","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. In coming to this conclusion, the team considered the mapping of the quality processes against the Quality Code, minutes from the Senate Quality Assurance Committee (SQAC) and the Senate Academic Policy and Regulations Committee (APRC), analysis of external examiner reports, and the annual report to the Scottish Funding Council."]
[1870,"EDI_1870","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Edinburgh","The University has recently updated its mapping to the Quality Code and the mapping documentation for each element of the Code is linked through to the associated policies which are published on the University's website. The University makes use of external reference points and expertise in the development of new programmes and in respect of major revisions. Approval of new programmes requires that the programme is aligned with the relevant Subject Benchmark Statement and the Scottish Credit and Qualifications Framework (SCQF). There is also a requirement for the involvement of external expertise as well as consideration by PSRBs and employers, where relevant."]
[1871,"EDI_1871","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_Edinburgh","Internal Periodic Review (IPR) is the main process for assuring the ongoing maintenance of academic standards and the quality of the student learning experience. As such, there is a requirement that there is alignment with the external reference points as identified in the University Remit. In support of this function, IPR panels are required to include two external panel members. Exemplar reports of recent IPRs viewed by the QESR team confirmed the engagement of external members with relevant expertise and the rigour of the review process. Progress on university-level actions arising from the Annual Quality Reports and the IPRs is monitored by SQAC."]
[1872,"EDI_1872","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Edinburgh","In their annual reports, external examiners are required to comment on the academic standards of the awards made by the University as well as the academic content. There is a requirement for the course/programme leads to respond to the feedback from the external examiners and the University also draws together thematic analyses of the external examiner reports for the dissemination of good practice which is considered by SQAC."]
[1873,"EDI_1873","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Edinburgh","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered the SFC Report, institutional analysis of data on retention and progression, degree outcomes, complaints and appeals, use of data in annual monitoring processes, feedback from external examiners, and met with staff and students."]
[1874,"EDI_1874","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Edinburgh","Institutional committees overseeing management of quality and standards - primarily Senate and its standing committees, the Education Committee (SEC) and Quality Assurance Committee (SQAC) - receive detailed reporting containing comprehensive analysis, where appropriate including sector-wide benchmarking, to inform reflection and development of strategy and policy relating to learning, teaching and the curriculum; and to monitor the quality of the student experience. SEC uses detailed analysis of National Student Survey (NSS) responses to identify issues affecting the student journey and inform any subsequent school, college or institutional-level actions in response. SQAC considers comprehensive analysis of degree outcome data, containing consideration of student attainment gaps; thematic analysis reports of complaints, appeals and student discipline cases; outcomes of institution-led review; and external examiner and annual monitoring activities - to monitor the quality and standards of student experience and reflect upon the effectiveness of quality assurance processes."]
[1875,"EDI_1875","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Edinburgh","The QESR team heard that the University had progressed pre-pandemic plans to enhance its ability to engage with data through the creation of a Data Task Group (DTG). The new group will align with ongoing projects led by the University's Academic Policy and Regulations Committee, Equality, Diversity and Inclusion Committee, Governance and Strategic Planning department, and Digital Estate Prioritisation group. Each of these groups had previously been reflecting independently on how existing data could be better used to understand the student body; what data is currently captured and at what point in the student journey; what additional data requirements might be needed; and their capacity to record, manage and share data meaningfully across the institution. The Student Analytics, Insights and Modelling (SAIM) team is currently strengthening data management processes by enhancing existing dashboard provision where entry requirement, widening participation and equality, diversity and inclusion data requests will be pulled together and made accessible for staff across the institution. The QESR team considered that this bringing together of activity, through the Data Task Group, would allow the University to make progress towards enhancing school-level understanding of student attainment gaps, given the increased range of data accessible during annual monitoring activities, and institutional-level understanding through the increased ability to identify and explore trends across subjects, disciplines and student groups (see also paragraph 27)."]
[1876,"EDI_1876","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_Edinburgh","The Annual Report on Complaints Handling for AY 2021-22, considered by SQAC, reports over 1,000 complaint contacts received during AY 2021-23, with nine of these being reported as being progressed to Stage 2 investigation. The University cites a variety of reasons for the proportionately low level considered at Stage 2, including effective frontline management of complaints at Stage 1, complaints being resolved by way of an explanation, complaints being dealt with under another procedure, and complaints not being considered - for example, for being time-barred. The report to SQAC recommends that resource is made available for a data management system to manage complaints."]
[1877,"EDI_1877","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_Edinburgh","The QESR team considered reports provided to SQAC which used data from recent and historic complaints cases to identify common themes, factors driving the increase in case load and resource implications of the continuing trend. Consideration of this report by SQAC prompted the University to initiate an internal audit into the complaints handling process, recognising the need to have a better mechanism for recording complaints and managing cases, as 'limitations on data collection' had hampered the effectiveness of institutional analysis. Senior staff confirmed that an action plan has recently been approved and will be monitored through the Audit and Risk Committee. Academic Services confirmed that they have already recruited staff and are currently putting in place interim improvements. Staff that met with the QESR team confirmed that staff resource had been increased to manage the rise in complaints, and that consideration was being given to better reporting systems, and that there were no particular thematic areas of concern. Students confirmed that they are aware that there is a formal process in place for dealing with complaints."]
[1878,"EDI_1878","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_Edinburgh","The annual report on academic appeals for AY 2021-22, considered by SQAC, reports a year-on-year increase in academic appeals with an 8% increase on AY 2020-21, bringing the total number of appeals for AY 2021-22 to 386. The report also notes continued challenges with 'appeal turnaround times', a 'significant' case backlog and confusion among students around what constitutes a valid appeal. In response to the rise in appeals, Academic Services have recruited additional 'bank' staff that can be deployed during peak times to maintain appropriate staffing levels, with the aim of ensuring that all appeals are resolved in as timely a way as possible. Recognising that the number of upheld appeals has remained static, the University plans to complete 'pre-emptive' work with schools to strengthen staff communication with potential appellants, particularly around student understanding of a valid basis for appeals under the Student Appeal Regulations, and to empower staff to act to address student concerns under research and assessment 15 regulations which may provide an alternative to students submitting an appeal"]
[1879,"EDI_1879","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_Edinburgh","The University confirmed its plans to reflect upon the success of actions taken to resolve ongoing challenges with Complaints and Appeals processes, including completing sector benchmarking on complaints at the end of AY 2023-24 to establish whether trends diverge from sector expectations; learning from individual cases and reflecting on how expectations are being managed in terms of appeals. The QESR team acknowledges that the University is undertaking work to improve complaints management and would encourage the next external review team to follow up on progress made on this and in the internal monitoring of appeals trends."]
[1880,"STA_1880","Good_Practice","Findings","Good_Practice",null,null,"University_of_St_Andrews","The implementation of strategy to support learning and teaching: The University demonstrates an effective approach to strategic planning and delivery of learning and teaching. There is evidence of effective engagement and ownership, across staff, of the University Strategy 2022-27 and its associated action plans to support learning and teaching. The University has effective monitoring and evaluation to ensure implementation of strategic goals (paragraph 5)."]
[1881,"STA_1881","Good_Practice","Findings","Good_Practice",null,null,"University_of_St_Andrews","Student partnership: The University has improved student representation and partnership since 2022. The positive impact of the Reimagining Representation project is clear in the increased diversity and expertise of students participating in university committees and working groups, and is a development well-received by both staff and students (paragraph 11)."]
[1882,"STA_1882","Good_Practice","Findings","Good_Practice",null,null,"University_of_St_Andrews","The strategic approach to grow digital education: The University Strategy 2022-27 demonstrates a commitment to student-centred, high-quality, research-led digital education that promotes global online learning and emphasises diversity. The Strategy is enabling the University to challenge its traditional approach to teaching and to embrace innovation in technology and pedagogy. Substantial investments have been directed towards supporting leadership and collaboration in digital education across various schools and professional services teams, which enables staff to address challenges and explore opportunities related to artificial intelligence (AI) (paragraph 22)."]
[1883,"STA_1883","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_St_Andrews","Module evaluation questionnaires: In its current review of the module evaluation questionnaires (MEQs) process, the University should consider its approach to support a more consistent and diverse level of engagement with students. The University should implement strategies that actively enhance student engagement and completion rates with MEQs, ensuring the collection of data that will facilitate the timely implementation of targeted improvements to further enhance the overall learning experience for students (paragraph 41)."]
[1884,"STA_1884","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including: the University Strategy 2022-27; the Education and Student Experience Strategy (ESES); the ESES action plan for 2023-24; the evaluation of 2022-23 ESES action plan; and the Scottish Funding Council (SFC) Outcome Agreement. The team also met with staff and students."]
[1885,"STA_1885","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_St_Andrews","The University Strategy 2022-27 focuses on expanding global influence, fostering diversity, cultivating an entrepreneurial culture, promoting research excellence, and emphasising social responsibility through its five core themes: world-leading, diverse, digital, sustainable and entrepreneurial. Each theme incorporates several key delivery objectives which include, for example: fostering students' integral involvement in the educational and student experience; expanding the University community digitally; providing flexible and accessible academic programmes to facilitate broader access and encourage lifelong learning; and integrating digital opportunities and skills development into the University's curriculum and cultural practices. The Strategy also has a focus on supporting students throughout their journey to graduation by fostering a broad portfolio of attributes and experiences, beyond academic proficiency, to prepare them for the future through a high-quality student experience."]
[1886,"STA_1886","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_St_Andrews","The University published its updated Education and Student Experience Strategy (ESES) in June 2023, which aims to 'support and endorse our teaching to focus on the student experience, and the successful outcomes of our students by promoting a quality culture throughout the institution, encouraging dialogue between staff and students to ensure that we have a shared goal in the quality assurance, improvement and enhancement of our practices'. The QESR team heard from senior staff that the ESES is informed by key elements of the University Strategy and that it is supported by an action plan that undergoes continuous monitoring through its Business Transformation Board (BTB). Responsibility for the implementation of the ESES is led by two strategic management groups: the Education Strategic Management Group (ESMG) and the Student Experience Strategic Management Group (SESMG). These groups are responsible for managing, through their respective governance structures, action plans arising from the ESES. The QESR team heard in meetings with staff that these groups play a pivotal role in fostering dialogue between staff and students through their collective commitment to quality assurance, improvement and enhancement. To ensure the integration and adoption of the Strategy, the University has conducted workshops and shared action plans with staff and students to keep them informed of progress."]
[1887,"STA_1887","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_St_Andrews","The QESR team found evidence of the effective strategic planning and implementation of learning and teaching strategies, with extensive engagement and ownership among staff with the associated action plans. In meetings with the QESR team, staff members exhibited a clear understanding of how these strategies shape institutional priorities, and effective monitoring and evaluation is supporting the successful realisation of goals. The QESR team considers that the management and operation of the committees and working groups play an effective role in supporting the effective engagement and ownership, across staff, of the University Strategy, in relation to learning and teaching, and the ESES. The QESR team considers that there is clear alignment between strategic planning and the priorities of schools and professional services, supporting the effective implementation of institutional strategies."]
[1888,"STA_1888","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_St_Andrews","The QESR team considered as a feature of good practice, the University's effective approach to strategic planning and delivery of learning and teaching. There is evidence of effective engagement and ownership, across staff, of the University Strategy 2022-27 and its associated action plans to support learning and teaching. The University has effective monitoring and evaluation to ensure implementation of strategic goals."]
[1889,"STA_1889","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered key documents including: the Student Partnership Agreement; Student Partnership and Engagement update paper; annual report to the Scottish Funding Council and Outcome Agreement; Education and Student Experience Strategy; minutes from key institutional committees; and also met with staff and students."]
[1890,"STA_1890","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The University has established structures for student partnership across all levels of the institution. Student representatives hold full membership on all university-level committees and their sub-committees. The Students' Association Committee, chaired by the Students' Association Director of Education, include the Vice-Principal Education (Proctor), Assistant-Vice Principal (Dean of Learning and Teaching) and Provost, and Director of Student Experience; this structure is replicated for postgraduate students. At school-level, students are represented through Student Staff Consultative Committees, led by School Presidents and attended by academic staff and class representatives."]
[1891,"STA_1891","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The QESR team noted that, in 2022-23, there was no Student Partnership Agreement (SPA) in place while a new framework was being developed. During this period, the University used the remapping by the Students' Association of the Student Engagement section of the UK Quality Code for Higher Education to make enhancements to areas including the University-led Reviews of Learning and Teaching and Collaborative Reviews. A new SPA for 2023-24, with the agreement spanning a four-year period, is currently awaiting formal approval. It includes annual priorities that are more closely aligned with the University Strategy, the Students' Association Strategy Plan and Sabbatical Officers' manifestos. The revised four-year planning structure of the SPA provides flexibility to support the implementation of longer projects. In meetings with the QESR team, students and staff confirmed they were aware of the new structure and were positive about the approach."]
[1892,"STA_1892","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The University has, in collaboration with the student body, established groups and sub\u0002committees at different levels that support ongoing and evolving student engagement and partnership arrangements. The QESR team consider that initiatives - such as the development of the SPA, the Reimagining Representation project (RRP) and the Student Experience Strategic Management Group (SESMG) - demonstrate an effective approach to engaging students, aligning with sector expectations."]
[1893,"STA_1893","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The QESR team learned of the institutional Reimagining Representation (RRP) project (RRP), conducted with support from sparqs (student partnerships in quality Scotland). The project has focused on reviewing current approaches to student engagement, performance and partnership. As a result, working groups have been established to address areas of relevant interest identified through internal and external annual reports and student engagement. Current topics include the cost-of-living crisis, student mental health, reimagining representation, the Student Partnership Agreement (SPA) and the structure of the Student Experience Strategic Management Group. The RRP was specifically designed to enhance student partnerships and engagement and has received positive feedback from staff and students who met with the QESR team. Key outcomes of the project include, for example, a revised process for appointing student representatives to university committees, 5 increased support for students to help them contribute to the design and drafting of committee papers, and inductions for student committee members from committee chairs."]
[1894,"STA_1894","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_St_Andrews","The QESR team considers that these developments demonstrate an effective approach to student engagement and partnership, and identified this as a feature of good practice. The University has improved student representation and partnership since 2022. The positive impact of the Reimagining Representation project is clear in the increased diversity and expertise of students participating in university committees and working groups and is a development well-received by both staff and students."]
[1895,"STA_1895","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The QESR team considered the ELIR 4 follow-up report, the Doctoral 'Students Who Teach' Policy, Student Handbook, Annual Academic Monitoring Handbook, annual report to the Scottish Funding Council and the annual Outcome Agreement self-evaluation report, minutes and papers from key committees and groups, and also met with staff and students."]
[1896,"STA_1896","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_St_Andrews","Four recommendations were made during ELIR 4 relating to oversight of postgraduate research students (PGRs) who teach; engagement with staff development; student access to external examiner reports; and external examiner engagement with degree classifications. The QESR team considered that the University had put in place a comprehensive action plan and progress was systematically overseen through meetings of the Academic Monitoring Group (AMG), Academic Monitoring Group (Collaborations and Partnerships) and Academic Assurance Group (AAG). During the review visit, the QESR team confirmed that the University had made progress against all of the recommendations."]
[1897,"STA_1897","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_St_Andrews","The University's ELIR 4 update noted several measures that had been implemented to address the first recommendation concerning oversight of postgraduate research students (PGRs) who teach. These included a refresh of the Director of Teaching (DoT) induction process in 2022-23, and the inclusion of support for PGRs involved in teaching as a standing agenda item at University-led Reviews of Learning and Teaching, with outcomes monitored through the AMG. In addition, in April 2023, DoTs were asked to prepare a comprehensive summary of arrangements within their schools, including feedback from PGR students who teach. As a consequence of these actions, enhancements to the policy for Doctoral students who teach were agreed by the Education Strategic Management Group (ESMG). From academic year 2023-24, the following improvements have been introduced for teaching assistants: a DoT start-of-year briefing; a designated school point of contact; an annually updated list of participants; and an end-of-year meeting. When exploring these developments in meetings, the team heard that some variability of practice persisted at school-level. Therefore, while the QESR team could see that some progress to address the recommendation had been made, they would encourage the University to continue to ensure greater consistency of experience for postgraduate research students who teach."]
[1898,"STA_1898","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_St_Andrews","The QESR team considered that good progress had been made regarding the ongoing development and implementation of systems to monitor uptake in mandatory areas of training, especially PGR supervisor training. This included the introduction of a new dashboard which tracks information on staff engagement in these activities. The dashboard is also enabling Organisational and Staff Development Services (OSDS) to provide biannual reports on staff completion to Heads of School and Directors of professional service units to support the monitoring of staff engagement. The University categorises designated PGR supervisor training as essential training. During the academic year 2021-22, OSDS 6 conducted an audit of all PGR supervisors to identify those who had not completed the new supervisor or refresher training, leading to the organisation of additional and enhanced training for those who had not completed. The University's virtual learning environment (VLE) is used to support PGR supervisor training, including a completion tracker, and AMG receive an annual report for monitoring completion rates across schools. Staff confirmed to the QESR team that reports on the completion of PGR supervisor training were distributed to Heads of Schools. The QESR team concludes that the University has made good progress with this recommendation."]
[1899,"STA_1899","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_St_Andrews","To ensure that all students can easily access external examiner reports for their respective programme of study, reports are now made available through the VLE. The University has also established an annual reminder to schools and publication of reports is monitored centrally, with reminders issued where necessary. The central Student Handbook now also includes a link to a webpage containing information on the role of an external examiner and a link to external examiner reports. In meetings with students, the QESR team noted there remained a lack of awareness about where they could access external examiner reports, despite the University's efforts to address the issue. The QESR team concludes that the University has established mechanisms to ensure the availability of external examiner reports to students and encourages the University to continue its promotion of the reports to students."]
[1900,"STA_1900","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Assessment","Assessment_moderation","University_of_St_Andrews","The final recommendation from ELIR 4 was that the University should share a final analysis of degree classifications with external examiners and seek their reflections on distribution patterns. Since 2021, the University has provided external examiners with classification data spanning a four-year period, to support the identification of trends. At the same time a new question was added to the annual report to prompt external examiners to provide comments on the classification data provided. Although the annual institutional analysis of undergraduate and postgraduate taught external examiner reports for 2021-22 noted that relatively few made any specific comment on this area, some external examiners had taken the opportunity to provide helpful reflections. The QESR team concluded that the University has addressed the recommendation and implemented systems to provide external examiners with annual degree classification data, enabling them to provide comments on the data."]
[1901,"STA_1901","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_St_Andrews"," The QESR team also noted that the University had taken a comprehensive range of actions across a number of other areas in response to the areas for enhancement that were noted in the ELIR 4 Technical Report and were able to confirm that the University is consistently enhancing and further embedding the seven commendations from ELIR 4."]
[1902,"STA_1902","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered a range of the University's initiatives including engagement with the Tertiary Enhancement Topic, the development of 'designed for online' digital programmes and the provision of digital support infrastructure. The team also examined the implementation of online discussion boards within modules and met with staff and students."]
[1903,"STA_1903","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_St_Andrews","The QESR team found that the University was undertaking a range of activities related to the sector-wide enhancement topic. This includes research into how students utilise lecture recordings to enhance their studies, engagement in online discussion groups, participation in a digital research study to address the impact of digital distractions on student wellbeing and productivity, and work on resilient learning spaces."]
[1904,"STA_1904","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_St_Andrews","The University Strategy 2022-27 reflects a commitment to providing a student-centred, high-quality, research-led digital education that promotes global learning and emphasises diversity. The existing portfolio at the University has been expanded to include new digital programmes, which encompass asynchronous online discussions to encourage peer learning, as well as pre-recorded learning content, drop-in sessions and residential components. Enhancements to support these developments have included the establishment of a new digital media team and associated learning infrastructure to support specialised academics to develop and deliver tailored online content. Cross-institutional development is supported by the inclusion of Digital Education in the Postgraduate Certificate of Academic Practice. Students are supported through the assessing of digital competencies and computing needs, programme guides to assist with software, and induction sessions. In addition, virtual learning environment-based learning analytics are being piloted to provide students with tailored dialogue about their progress against learning plans. The QESR team considered that the adoption of these practices positively illustrates efficacy in decision-making and policy development in this area."]
[1905,"STA_1905","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_St_Andrews","The QESR team identified as good practice the commitment in the University Strategy 2022-27 to student-centred, high-quality, research-led digital education that promotes global online learning and emphasises diversity. The Strategy is enabling the University to challenge its traditional approach to teaching and to embrace innovation in technology and pedagogy. Substantial investments have been directed towards supporting leadership and collaboration in digital education across various schools and professional services teams which enables staff to address challenges and explore opportunities related to artificial intelligence (AI)."]
[1906,"STA_1906","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered relevant university handbooks and policies that set out quality processes; University-led Reviews of Learning and Teaching (URLT) reports; annual academic monitoring reports; papers and minutes from institutional committees, and also met with staff and students."]
[1907,"STA_1907","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_St_Andrews","The University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. It was evident that policies and procedures are monitored by the Learning and Teaching Committee (LTC) or Postgraduate Research Committee (PGRC) with robust and effective approaches to policy management and review."]
[1908,"STA_1908","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_St_Andrews","The University's governance structure incorporates specialised committees tasked with monitoring outcomes and trends resulting from internal quality processes, and they initiate enhancement initiatives as needed. The Academic Monitoring Group (AMG) conducts annual reviews of reports on retention and progression, degree outcomes, attainment, complaints, appeals and academic misconduct. The Academic Assurance Group (AAG) evaluates risks that could impact the delivery or quality of learning and teaching, scrutinising actions implemented to mitigate those risks. The AMG is responsible to the AAG for the 8 quality of educational provision and student experience delivered by the University. The AMG (Collaborations and Partnerships) specifically oversees the management of external collaborative provision and partnerships, ensuring the maintenance of academic standards and enhancing the overall student learning experience. It was evident that reports are considered at the Committee with actions being captured and followed up effectively. Additionally, the online Community for Evidence-Led Practice in Education (CELPiE) hosts various events where staff can share experiences, exchange ideas and showcase good practice. The interconnection between these groups is essential to the University's functioning and is operating effectively, as affirmed by the staff during meetings with the QESR team."]
[1909,"STA_1909","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_St_Andrews","The University has recently made a number of enhancements to quality processes. It has developed an Annual Academic Monitoring Handbook to guide schools/departments, outlining the purpose of and process for academic monitoring. Similarly, the policy on collaborative provision of undergraduate and postgraduate programmes has been updated, incorporating a new approval process for collaborative provision. In addition, the University has undertaken a review and revision of the senate regulations, amended the parental leave policy for postgraduate research students and refreshed the GRADskills programme."]
[1910,"STA_1910","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_St_Andrews","The Annual Academic Monitoring (AAM) process comprises completion of a report pro forma by August, attendance at a meeting in October with a subset of AMG on a three-year cycle, and attendance at a dissemination event in November. Staff commented on the value of the dissemination events in sharing practice between schools and for facilitating thematic discussions on areas of strategic interest - for example, the use of artificial intelligence (AI)."]
[1911,"STA_1911","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_St_Andrews","All academic schools and student-facing professional services units participate in the URLT on a six-year cycle, which staff confirmed aligned well with the cyclical AAM dialogues. The institution also operates a five-stage review process for collaborative provision. This includes an agreement renewal review, which is held 15-18 months prior to the expiration of a partnership agreement. The University's current review schedule is for the period 2020-26. Schools respond to review recommendations with an action plan and a year-on update, and these are considered by AMG. The handbook for the URLT process is clear and comprehensive, and the URLT reports confirm that the management of quality and academic standards is embedded. In recognition of its strategic importance for the University's growth and development, a new review process for new postgraduate taught (PGT) programmes will be implemented from 2023-24. The process runs alongside URLTs carried out at school-level and is intended to provide additional granular scrutiny of new PGT programmes to support the development of Digital St Andrews."]
[1912,"STA_1912","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_St_Andrews","The QESR team found that URLTs provided evidence of commitment from academic and professional services staff, increased levels of student satisfaction, responsive approaches to student input, carefully crafted curricula, and consideration of inclusivity. However, the QESR team noted several issues highlighted in the annual report which warrant further attention by the University, including heightened pressure due to increased staff workloads as a result of increased student enrolment and student expectations; concerns regarding the availability of teaching technology; and a decline in sense of community among student cohorts within schools. To address some of these areas, the team learned that university initiatives are in progress to improve institution-wide student communications through enhanced segmentation, targeting and the use of digital platforms. Furthermore, efforts are being made to strengthen staff communities to provider additional support."]
[1913,"STA_1913","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_St_Andrews","A review of the University's approach to professional service unit review, and the units included in the review cycle, is underway, making use of resources produced in connection with the related QAA Focus On project - Professional Services Partnerships. The QESR team found that professional service departments are key stakeholders alongside the academic schools and students in strategic initiatives to enhance the student experience."]
[1914,"STA_1914","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_St_Andrews","The QESR team is confident that the University is managing its arrangements for assessment and feedback effectively. In meetings with the team, students confirmed that an increasing diversity of assessment approaches are being adopted, particularly at honours and postgraduate levels where more authentic assessment tasks are evident, such as the production of policy reports. There is high awareness of academic integrity issues among students, around issues such as plagiarism, with recognition that academic misconduct is taken very seriously. Students are aware of emerging generative AI tools but reported that the University is cautious around their adoption. The panel learned that this is an area of exploration for the University, and that there are pilots underway where use of AI has been incorporated into curriculum design. The QESR team would encourage the University to continue to further develop guidance on the use of generative AI tools in assessment."]
[1915,"STA_1915","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_St_Andrews","The University makes effective use of its external examiners, exemplified by the comprehensive external examiner overview report. The QESR team found that all schools maintained standards fairly and appropriately, in relation to assessments undertaken during the COVID-19 pandemic. One area of academic standards that several examiners identified as an area for consideration was the high proportion of first-class and upper second-class degrees being awarded. External examiners were careful to indicate that this is a wider issue for the sector, but several felt that outcomes were increasing to a level with which they were uncomfortable, and the University should continue its work to closely monitor this."]
[1916,"STA_1916","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered a range of evidence including the University's mapping to the UK Quality Code for Higher Education (the Quality Code), overview of external examiner reports, annual report to the Scottish Funding Council, and also met with staff and students."]
[1917,"STA_1917","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_St_Andrews","The QESR team found that the University makes effective use of the Quality Code in the development of policies and procedures for quality assurance and enhancement, as demonstrated through a revised mapping to the Quality Code in 2022-23. Actions arising from the revised mapping include the ongoing University review of the use of contextual data to support postgraduate taught student admissions and initiatives to raise awareness of widening access, through staff training and collaboration with Faculty Equality, Diversity and Inclusion Leads. The team additionally found evidence of comprehensive and clearly articulated progress on actions stemming from the previous mapping of the Quality Code."]
[1918,"STA_1918","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_St_Andrews","The QESR team found evidence of external reference points informing quality processes and programme development - for example, schools design programmes in accordance with Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). The use of these reference points is scrutinised through URLTs. The annual report submitted to the Scottish Funding Council includes a detailed analysis of activities, key findings, institutional actions and their subsequent impact aligned with external reference points."]
[1919,"STA_1919","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_St_Andrews","The QESR team found that the University's approach to aligning with external reference points was evidenced through its reviews of policy and practice following the 10 revised mapping to the Quality Code. Recent developments include a review of the Recognition of Prior Learning Policy to consider online postgraduate programmes and experiential learning and the updating of the Good Academic Practice Policy to address challenges posed by AI in assessment. As a result of the latter, the annual appeals report now includes a section on lessons learned in response to issues raised during the appeals process. Actions relating to the Enabling Student Achievement Advice and Guidance include the introduction of an online training course for staff covering disability awareness and inclusive practices in supporting disabled students, and the development of transition toolkits for incoming students to support orientation and induction."]
[1920,"STA_1920","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_St_Andrews","The QESR team noted that the alignment with sector standards was confirmed by external expertise. External examiner reports confirm the provision of high-quality learning and teaching in accordance with sector standards and highlighted the dedication and engagement of staff, innovative teaching and assessment methods, and the effectiveness of quality assurance processes. External accreditation was also confirmed by schools offering degree programmes accredited by professional, statutory and regulatory bodies."]
[1921,"STA_1921","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_St_Andrews","The QESR team considers that the use of external reference points in quality processes at the University is effective. The University has systematically aligned its quality processes with the Quality Code, demonstrating comprehensive progress and clear articulation of actions from previous mapping exercises. Moreover, it has effectively explored external reference points during University-led Reviews of Learning and Teaching."]
[1922,"STA_1922","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_St_Andrews","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered a range of documents including URLTs, annual academic monitoring reports and external examiner reports. The team also considered evidence of the use of data to inform decision-making across committee meetings and in support of internal reviews and training. The team met with staff and students who confirmed the extensive data collection undertaken by the University and the comprehensive, integrated approach to monitoring and using data related to student retention, progression, degree outcomes and attainment."]
[1923,"STA_1923","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_St_Andrews","The QESR team found that the management of data across the University supported reflective and evaluative approaches. The University has an effective approach to the use of data and evidence to inform working groups and uses student surveys, including the National Student Survey (NSS), promptly responding to student and staff needs. This responsiveness contributes to the University's self-evaluation and decision-making capabilities. At school-level, data from both internal and external sources enables schools to regularly review the best approaches to meet the needs of their stakeholders."]
[1924,"STA_1924","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_St_Andrews","At the time of the review, the QESR team learned that the University was in the process of reviewing the University's Module Evaluation Questionnaires (MEQs) process. The team found evidence of challenge around student engagement with, and completion of, MEQs impacting on the institution's ability to use module-level data to drive enhancement. The University has recognised these challenges and is taking action on them through a review of the MEQs process. The QESR team recommends that in its current review of the MEQs process, the University should consider its approach to support a more consistent and diverse level of engagement with students. The University should implement strategies that actively enhance student engagement and completion rates with MEQs, ensuring the 11 collection of data that will facilitate the timely implementation of targeted improvements to further enhance the overall learning experience for students."]
[1925,"STI_1925","Good_Practice","Findings","Good_Practice",null,null,"University_of_Stirling","Supporting belonging: The University, in partnership with the Students' Union, has developed a 'Be Connected' scheme which provides a range of learning, wellbeing and arts and culture events, activities and resources available through the university app, which supports community and belonging on and off campus for students and staff (paragraph 10)."]
[1926,"STI_1926","Good_Practice","Findings","Good_Practice",null,null,"University_of_Stirling","Development of the use of data: There is ongoing collaborative activity to ensure that data supports curriculum management and reporting, and to enhance the utility of, and access to, data and information (paragraph 23)."]
[1927,"STI_1927","Good_Practice","Findings","Good_Practice",null,null,"University_of_Stirling","Research student environment: The University has taken positive steps to enhance the postgraduate student environment, developing arrangements and activities to support Research Supervisor Training and staff development - for which uptake has been good, from a range of staff across different career stages, and for which feedback has been positive (paragraph 26)."]
[1928,"STI_1928","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Stirling","Hybrid learning: The University should ensure consistency in the approach to hybrid learning in accordance with university policies and articulated approaches and reduce reliance on individual staff approaches, particularly in respect of lecture recording and access via 'Listen Again' (paragraph 32)."]
[1929,"STI_1929","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Stirling","Feedback to students: The University should develop an approach to ensure the consistent dissemination of information from Staff Student Feedback Committees (SSFCs) to enable effective closing of the student feedback loop. This should ensure programme teams meet the expectations set out in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs (paragraph 17)"]
[1930,"STI_1930","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Stirling","Collaborative provision reporting: The University should improve the management of collaborative provision to ensure that reporting at senior institutional level is formalised and strengthened so that the University can more effectively consider issues and necessary actions at institutional level. Action on this recommendation should build on the established quality assurance and enhancement processes, and the effectiveness of arrangements with the Partnership Management Team and the Partnership Management Committee (paragraph 38)."]
[1931,"STI_1931","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_Stirling","External examiners: The University should take a proactive approach to ensure that all students have automatic access to the external examiner reports for their programmes of study, building on the progress in this area since ELIR 4 (paragraph 27)."]
[1932,"STI_1932","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","The QESR team is confident that the University of Stirling has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Quality and Enhancement Strategy (LTQES), ELIR 4 follow-up documentation, SFC annual quality report, SFC outcome agreement report, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. The University's embedded approach to the enhancement of the student experience was also evident through the QESR team's meetings with staff and students."]
[1933,"STI_1933","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","The University's vision as articulated in its Strategic Plan and LTQES is to deliver learning and teaching of the highest quality and an outstanding learning experience. The University Strategy and Policy Group led preparations for the university strategy towards 2030 and senior staff reinforced the view that a distinctive student experience, combined with high-quality learning and teaching infrastructure remains a core strategic priority. This overarching strategy will be supplemented by a series of enabling strategies - including for Learning and Teaching, Digital Provision and Research - supported by continued investment in the campus, infrastructure, and systems to support and enhance the staff and student experience."]
[1934,"STI_1934","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","The QESR team found the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including the Learning and Teaching Quality and Enhancement Strategy which is currently being refreshed to align with the new Strategic Plan. Consultation with the university community and key stakeholders has been fundamental to ensuring continued alignment of learning and teaching strategy with the institutional strategy."]
[1935,"STI_1935","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","The University has policies and procedures, and a schedule for annual and periodic institutional review for the effective monitoring of academic quality and standards. The QESR team considers that these arrangements confirm and evidence the University's commitment to an enhancement-led approach which is reviewed and reported internally and externally to SFC and professional, statutory and regulatory bodies (PSRBs)."]
[1936,"STI_1936","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_Stirling","The QESR team noted the positive views expressed by staff and students regarding the institution's commitment to continuous improvement of the student experience. This is reflected through both the recent substantial investment in the university campus and the establishment of the Teaching and Learning Enhancement team."]
[1937,"STI_1937","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Stirling","Oversight of academic quality, education and the student experience is the responsibility of the Education and Student Experience Committee (ESEC) which reports to the Academic Council. ESEC has a number of sub-committees including the Learning and Teaching Quality Committee to ensure appropriate depth of focus. These committees receive reports and updates from the five faculties and the professional services teams. The team noted that this reporting could be further strengthened to ensure that trends and themes are identified, considered, and translated into formally recorded and monitored university-level action points. This would support more effective completion of action on issues of institution-wide significance."]
[1938,"STI_1938","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","Implementation of the University's education strategy has been accompanied by significant investment in the learning and teaching infrastructure and environment. Campus Central, in which digital technology supports external speakers and hybrid engagement, is 4 considered to be an outstanding learning and study space by students and staff. Campus Central's success is also driving enhancements across the wider campus, informing the design, and supporting technological infrastructure for the extensive refurbishment of learning and teaching spaces with innovative technology and approaches implemented by the Teaching and Learning Enhancement team."]
[1939,"STI_1939","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_Stirling","The QESR team heard in meetings with staff that investment in the Teaching and Learning Enhancement team is reflective of the University's wider ambition to integrate and extend support for staff in relation to a range of strategic ambitions. These include enhanced digital provision and infrastructure, academic development, the reaccreditation of Advance HE programmes and an overall commitment to staff support."]
[1940,"STI_1940","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_Stirling","At the time of the current QESR, the University was engaged in several curriculum and portfolio review activities. Central to these is the implementation of the 'Curriculum Lifecycle Management System'. This project reinforces the University's ambitions to streamline the curriculum and the related approvals and review process, linking the institution's embedded approach and ongoing commitment to integrating an enhancement-led approach to quality and academic standards. Staff commented that although the project was at an early stage of implementation, feedback to date indicated the positive impact the work would have on increasing the efficiency of academic support systems and on reducing the administrative burden. The University plans to further embed its commitment to inclusivity and equality in its approach to portfolio and curriculum review and to incorporate an institutional commitment to authentic assessment, skills development, and work-based learning."]
[1941,"STI_1941","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_Stirling","Student partnership is an embedded characteristic of institutional activity. Students are full and active participants in education committees and working groups at university, faculty and divisional levels. The University, in partnership with the Students' Union, has developed a 'Be Connected' scheme which provides a range of learning, wellbeing, and arts and culture events, activities and resources available through the university app which supports community and belonging on and off campus for students and staff. The QESR team considers this to be a feature of good practice."]
[1942,"STI_1942","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Engagement_with_Enhancement_Themes","University_of_Stirling","Sector Enhancement Themes have impacted positively on strategy, policy and practice development in learning and teaching, and the wider student experience. This includes embedding updates and reporting on the Enhancement Themes into strategic learning and teaching priorities, student partnership working and annual monitoring."]
[1943,"STI_1943","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Stirling","The QESR team is confident that the institution has effective arrangements in place to monitor, review and enhance its approach to student partnership and engagement. The team considered the Student Partnership Agreement (SPA), Committee Student Representation and Quality Code Mapping, and met with staff and students."]
[1944,"STI_1944","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Stirling","The QESR team found the University has in place policies and procedures to support the engagement and representation of students. Student partnership is outlined in the University's 'Student Participation and Feedback' policy and the SPA which was produced collaboratively between the Students’ Union (SU) and University and is reviewed for each SU Officer term."]
[1945,"STI_1945","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Stirling","Student representation consists of Academic Representatives (module/programme/year-group), Undergraduate and Postgraduate (research/taught) Faculty Officers, and the SU. Ownership of the representation system is shared; the SU recruits and trains while faculties manage Student Staff Feedback Committees (SSFCs). Information from Academic Representatives filters upwards through Faculty Officers to the 5 SU. Students use the representation system to gather opinions, seek clarity and liaise with staff. Staff noted that they had experienced disengagement with the system after the pandemic and the student representation process is currently under review. Students spoke very highly of the support teaching staff provide, and this was also noted in Quinquennial review reports. The Vice-President Education and Faculty Associate Deans are working collaboratively to improve recruitment and training; training was previously held online, but now includes the option to attend in-person."]
[1946,"STI_1946","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Stirling","Students can provide feedback via several mechanisms, including SSFCs, held at least twice per semester, and governance committees such as University Court, Academic Council, and Education and Student Experience Committee (ESEC), where students hold full membership. One student described the first SSFC meeting of each semester as an opportunity to raise issues, and for progress on these to be discussed in the second. The approach to these meetings varies, with some being staff-led and others by Faculty Officers."]
[1947,"STI_1947","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Stirling","SSFCs are currently undergoing redevelopment by the Dean for Learning, Teaching and Student Experience. The new terms of reference aim to enhance how the University hears and responds to student feedback and seek to promote SSFCs as a 'joint activity' with the SU. The Staff Guide to Student Staff Feedback Committees focuses on encouraging engagement and emphasises closing the feedback loop. The University and SU collaborated on the production of a student guide, mirroring the terms of reference, which uses accessible language and tone of voice without jargon to provide information on SSFCs and how to fully utilise them. Notably, students are guided with prompt questions taken from sparqs' (Student Partnerships in Quality Scotland) Student Learning Experience Model. The QESR team noted this positive approach to supporting students in the representation process."]
[1948,"STI_1948","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Stirling","The QESR team found that there was inconsistent practice in disseminating information post-SSFC with some students receiving minutes, and others not receiving them at all, and staff were unclear about where responsibility lies for closing the loop following SSFC meetings. This was also identified as an issue during the University's 2022-23 Quinquennial Reviews. Closing the feedback loop is referred to in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs. The QESR team recommends that the University should develop an approach to ensure the consistent dissemination of information from Staff Student Feedback Committees (SSFCs) to enable effective closing of the student feedback loop. This should ensure programme teams meet the expectations set out in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs."]
[1949,"STI_1949","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_Stirling","There is an institutional commitment to student participation in review activity, and students (usually Faculty Officers) are members on Quinquennial Learning and Teaching Reviews. The Vice-President Education and Faculty Officers support students in populating an evaluative 'Student Submission', considered by review teams during Quinquennial Review and staff highlighted the importance of student participation during the review and their appreciation of it. Students can also provide feedback via Early Module Check-ins (EMC) and Module Evaluation Questionnaires (MEQ), as well as internal and external surveys."]
[1950,"STI_1950","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_Stirling","The University and SU have an embedded, collaborative relationship which is evident through the joint initiatives set out in the SPA, ongoing work on SSFCs and student representation system. This strength in relationship was also tangible in the meetings."]
[1951,"STI_1951","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the documentation including the Update to Follow-up Report to Enhancement-Led Institutional 6 Review (ELIR) 4 and minutes from key institutional committees and met with staff and students."]
[1952,"STI_1952","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","ELIR 4 recommended five areas for development and the QESR team is confident that the University has made progress in four of the areas with continued enhancement evident through a combination of improvement of systems and an institutional commitment to enhancing the student and staff experience. For the other area, ongoing action is required to address the student-facing aspects associated with external examiner roles and access to reports"]
[1953,"STI_1953","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","The QESR team saw evidence of systematic follow-up on ELIR 4 through the ELIR Monitoring Group convened by the Deputy Principal (Education and Students) which has student and staff representation. The University's follow-up to ELIR is evidenced through institutional governance and reporting reflected in the information submitted for QESR and from the QESR team's meetings with staff and students."]
[1954,"STI_1954","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","Building on the University's commitment to evolving its data-informed approach to supporting and enhancing the experience of students and staff, the ELIR 4 team recommended the completion of the review of the University's approach to data management to explore and maximise the benefits from the integration of key information systems. Documentation reviewed by the QESR team reinforced the positive progress being made through a range of systems integration and enhancement projects and engagement with the university community. Core to this is a commitment to 'improve data accessibility … ensuring the right people have access to the right information when they need it' (see also paragraphs 50-54). The ongoing impact is reflected through a range of activities, policies and projects, including information to support internal review, thematic and summary analysis and reporting of feedback, annual reports and review findings. There is ongoing collaborative activity to ensure that data supports curriculum management and reporting, and to enhance the utility of, and access to, data and information. The QESR team considers this to be a feature of good practice."]
[1955,"STI_1955","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","ELIR 4 recommended the introduction of a process for reviewing student-facing professional services that complements the current process of annual review, drawing on good practice from the approach to the institution-led review of academic provision. The University has made some progress with this recommendation. Guidance has been approved for the review of student-facing professional services. Internal reorganisation has delayed the implementation of the revised guidance but discussions with staff confirmed that a review utilising this approach, focused on employability and skills, will take place in spring 2024."]
[1956,"STI_1956","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Stirling","Oversight of the postgraduate research student (PGR) experience was highlighted by the ELIR 4 review team as an area where governance and reporting by the Institute for Advanced Studies (IAS) required clarification. This would help to provide the University with effective oversight of the postgraduate research student experience including student progression and awards, student feedback and student engagement with training and research skills provision. The QESR team noted positive action with consistent and systematic oversight and reporting from the IAS to Academic Council at institutional level with further engagement through the University Research Committee and the Education and Student Experience Committee. Both of these committees have staff and student representation to support and facilitate reporting to and from faculties."]
[1957,"STI_1957","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_Stirling","The Institute for Advanced Studies continues to coordinate support for the University's research community, including PGR supervisors. Since ELIR, there have been updates to the code of practice for research degrees for staff and PGR students. This commitment to developing and supporting supervisors and supervisory teams is a clear strategic priority and 7 reflected in reporting to SFC and through internal reviews and reporting at divisional, faculty and institutional levels. Arrangements and activities outlined in the ELIR follow-up report have been successfully implemented and the University has taken positive steps to enhance the postgraduate student environment by developing arrangements and activities to support Research Supervisor Training and staff development - for which uptake has been good from a range of staff across different career stages, and for which feedback has been positive. The QESR team considers this to be a feature of good practice."]
[1958,"STI_1958","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_Stirling","The previous ELIR recommended that students have clarity regarding the work of external examiners and to have access to the external examiner reports. The QESR team received information which highlighted updates to the process and support for external examiners. However, the team was concerned that students did not receive access to external examiner reports unless specific requests were made. The team also noted that students had limited awareness of the role of external examiner processes associated with quality and academic standards and recommends that the University takes a proactive approach to ensure that all students have automatic access to the external examiner reports for their programmes of study, building on the progress in this area since ELIR 4."]
[1959,"STI_1959","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital and blended learning offering. The team considered the Tertiary Enhancement Topic reflective summary, Learning and Teaching Quality and Enhancement Strategy (LTQES) 2018-2023 and LTQES Evaluation, and met with staff and students."]
[1960,"STI_1960","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The University recognised the importance of future digital learning in the LTQES, and this was accelerated in response to COVID-19. The University has continued to build upon these developments through updating the provision of equipment available to students, introducing an app which aids accessibility of university software, improving staff training and through strategic projects relating to digital learning"]
[1961,"STI_1961","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The University introduced changes to support student learning during COVID-19 and has maintained and adapted these to cater for current circumstances - for example, access to SSFCs online to allow a broader range of students to be involved. Students informed the QESR team that most meetings have continued to take place in a hybrid format or online. The Students as Partners in Learning Group where students 'road-tested' online content prior to going live was introduced during the pandemic. An update on this activity was provided during the review meetings and the QESR team heard that, although this specific group is no longer active, the University is planning to foster this approach in other activities. The University introduced short-term, medium-term, and full academic year laptop loan services during COVID-19 and is maintaining the scheme in response to student demand and feedback. The University also upgraded on-campus PCs and introduced a software which allows students/staff to access university software from personal devices."]
[1962,"STI_1962","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The University Wifi Wizard Helpers, is a peer-support service, introduced during induction. The QESR team learned from students that this service is accessible to them via the library, available all year round, and that students who run the service are renumerated."]
[1963,"STI_1963","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The QESR team heard from students that the approach to hybrid learning is variable across faculties and can be dependent upon staff running individual modules. The team were advised that blended learning is the standard approach; however, the degree of 'hybridity' varies. Digital content - such as pre-learning materials, podcasts and discussion forums - were spoken of positively. It is university policy for lectures to be recorded via Listen Again. However, students noted that it does not happen in all cases and a recommendation 8 related to this was made during the recent ILR. The QESR team recommends that the University ensures consistency in the approach to hybrid learning in accordance with university policies and articulated approaches and reduces reliance on individual staff approaches, particularly in respect of lecture recording and access via Listen Again."]
[1964,"STI_1964","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_Stirling","The University is developing a Digital Capabilities Framework for staff for 2023-24 which focuses on Online Teaching, Teaching in a Digital Environment (on campus), and Digital Assessment. Staff will receive digital badges. Staff noted the new Teaching and Learning Enhancement team as a good source of digital support but that training for Teaching Assistant postgraduate students could be improved. Good practice is showcased at the University Learning, Teaching and Quality Committee (ULTQC) and a new approach to a Learning and Teaching Festival occurred this year."]
[1965,"STI_1965","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Stirling","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to managing quality, and for setting, maintaining, reviewing, and assessing academic standards. The team considered a sample of quality process reports, relevant policy and guidance documents for Module Review, Annual Programme Monitoring and Quinquennial Learning and Teaching review, and minutes from institutional committees, and met with staff and students. There was a level of consistency across the sources of evidence considered by the team, which was seen as demonstrating that processes are well understood."]
[1966,"STI_1966","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Stirling","The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Comprehensive procedures are in place with flexibility to accommodate all provision. Institutional policies relating to programme development and approval are aligned to sector expectations expressed in the Quality Code and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework. The Education and Student Experience Committee (ESEC), through devolved powers from Academic Council, has responsibility for overseeing and regulating the University's curriculum and approval of curriculum, in turn devolving consideration and approval of module and programme approvals to its Curriculum Management sub-committee (CMSC)."]
[1967,"STI_1967","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_Stirling","Within the University's overall approach to Institution-led Review, it conducts Module Review, Annual Programme Monitoring, and Quinquennial Learning and Teaching review - the latter of which is focused on subject level and includes on the panel an external member and a student representative. Detailed reports identify commendations and recommendations, and these are then considered at subject, faculty, and university level (specifically University Learning and Teaching Committee), and good practice is shared through a number of routes, including symposia, a Learning Festival, the staff bulletin and social media."]
[1968,"STI_1968","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_Stirling","The QESR team reviewed an Annual Programme Monitoring report for an online master's degree, which showed responsiveness to student feedback and active ongoing enhancement activity. The Learning and Teaching review report for the subject area in question similarly evidenced a keen awareness of the support and resources needed by cohorts of students studying remotely."]
[1969,"STI_1969","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_Stirling","Approval and review of collaborative provision follows the standard approach for on campus programmes and outputs and outcomes from partnerships/collaborations are monitored through the University's quality assurance and enhancement arrangements. The QESR team was able to view examples of collaborative provision Partner Annual Summary reports which were thorough and consistent in their approach. These reports are considered by the Partnership Management team and the Partnership Management Committee. Matters are identified in the summary reports as 'for the attention of the university' but the team was unable to ascertain the formal route by which this would happen. The QESR team recommends that the management of collaborative provision is improved to ensure that reporting at senior institutional level is formalised and strengthened so that the University can more effectively consider issues and necessary actions at institutional level. Action on this recommendation should build on the established quality assurance and enhancement processes, and the effectiveness of arrangements with the Partnership Management team and the Partnership Management Committee."]
[1970,"STI_1970","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_Stirling","There is a separate review process to evaluate the effectiveness of professional services and their contribution to the student experience. These Student-Facing Services Reviews are planned to be undertaken on a periodic basis, on a four to five-year rolling programme, with each review addressing either an area of professional service practice or a particular theme. Priorities for review will be identified through the integrated planning process. Due to work being undertaken to revise the professional services structure, however, these reviews were not implemented as planned in 2022-23 and have been deferred until 2024."]
[1971,"STI_1971","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Stirling","The University has effective arrangements in place for the management of assessment. The institutional analysis of external examiner reports provides a comprehensive overview of external examiner activity and action; this includes thematic analysis at institutional level, including key recommendations and identification of areas of strength."]
[1972,"STI_1972","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_Stirling","Work to review the institutional approach to external examining in the light of the QAA External Examining Principles is ongoing, with some elements - such as improved processes for Right to Work checks - already in place and others - for example, reviews of the report pro forma and the External Examiner Handbook - in train."]
[1973,"STI_1973","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Stirling","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."]
[1974,"STI_1974","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Stirling","The QESR team found that the University makes effective use of external reference points in the management of academic standards through review and implementation of its regulations, policies and procedures. The University's policies and frameworks are aligned to the Quality Code and appropriate PSRB standards and expectations."]
[1975,"STI_1975","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_Stirling","The team saw evidence of the annual monitoring process being reviewed in relation to the advice and guidance sections of the Quality Code, and the mapping to the Quality Code is kept under review and used to support enhancement. The University's Quality team staff are responsible for UK Quality Code mapping and the QESR team noted the comprehensive, thorough and effective mapping that had been reviewed and approved by the Education and Student Experience Committee for academic year 2022-23. Staff at faculty and divisional levels ensure alignment with PSRB requirements and standards, and 10 externality is embedded in formal reviews, partnership working, governance and developmental activities at programme level."]
[1976,"STI_1976","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","PSRB_requirements",null,"University_of_Stirling","The University's Policy and Procedure on Quality Monitoring and Evaluation and the Guidance on Quinquennial Learning and Teaching Reviews also reinforce and highlight integration of the Quality Code and expectations in relation to internal process and procedures at faculty and divisional levels. The QESR team noted the institutional commitment to alignment with the Quality Code, the SFC's guidance and expectations, and relevant PSRB requirements."]
[1977,"STI_1977","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_Stirling","Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures that a clear and consistent approach is adopted and that Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF), PSRB requirements and external input are incorporated. The QESR team reviewed a range of evidence of the integration of key reference points in SFC reporting, annual monitoring processes, programme approval and in the reports from internal reviews - for example, through external representation on internal and thematic reviews, and engagement with external examiners and professional bodies in programme review and approvals."]
[1978,"STI_1978","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","External_examiners",null,"University_of_Stirling","The University Learning, Teaching and Quality Committee receives and reviews an annual summary of external examiner reports and feedback following review of reports at programme, divisional and faculty level. This review, in combination with thematic summaries for internal reviews and student feedback, provides ULTQC and, thereafter, the Education and Student Experience Committee and Academic Council, with the necessary oversight and assurance associated with external expectations and standards alongside sustained inputs and feedback from programmes, staff and students."]
[1979,"STI_1979","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Stirling","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making external reference points in quality processes. The team considered the update to ELIR 4 Follow-Up Report, the Annual Report on Institution-Led Review 22-23, reports pertaining to attainment, appeals, awards, complaints, discipline and Quinquennial Review reports."]
[1980,"STI_1980","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Stirling","ELIR 4 featured a recommendation on the management and sharing of data. The University has made steps towards improving this - for example, through the recruitment of a Data Architect in spring 2022 and by undertaking a data usage gap analysis. The University is currently undertaking a scoping exercise which will create a Data Entity Relationship map to better understand the flow of data and its sources, and ultimately result in a new Data Governance Model."]
[1981,"STI_1981","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Stirling","A range of data is considered in the University's key quality processes - primarily, Institution-led Subject Review, annual monitoring and programme approval. ULTQC receives attainment reports and appeals reports. The Student Experience Committee receives complaints reports. Module Review Reports, Module Evaluation, feedback received from SSFCs and data from surveys - including National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES) and Postgraduate Research Experience Survey (PRES) - are considered during Annual Programme Monitoring (APM) where staff are required to 'review and reflect'. Summary APM reports are submitted to Registry and considered by ESEC for institution-wide consideration. The APM process is currently under review with 11 aims to 'support optimal data access and nurture critical reflection and build alignment with Quinquennial Learning and Teaching Reviews'."]
[1982,"STI_1982","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Stirling","The University uses interactive data visualisation software to provide staff with data dashboards which can be used for planning and monitoring. Faculties are provided with data (including student satisfaction, demographics and staffing) to support and inform planning activities. This feeds into Faculty Planning Meetings which occur five times per year. The University is also introducing Faculty Planning Committees which will support faculties in planning development and investment. Data dashboards relating to student attainment, awards, progression and retention are in progress. At a local level, this data and emerging dashboards will increasingly support staff in identifying the needs of students, identifying those at risk and allows for timely support."]
[1983,"STI_1983","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_Stirling","Learning and Teaching Reviews are also supported by data dashboards and the software allows for a consistent data set to be provided for review teams ensuring 'accuracy and robustness'. Staff noted that the improvements to data allowed for a smoother and more data-focused review and are looking forward to accessing the tools."]
[1984,"STI_1984","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_Stirling","Data from the Stirling Experience Survey and national surveys - including NSS, PRES and PTES - is considered at faculty/division level and progress is monitored through the use of action trackers. Staff can use data dashboards to analyse these surveys at varying levels (subject through to sector) and across years. Data analysis is conducted at faculty, subject and course level, and faculties prepare action plans based on the results. University-wide actions are considered at ESEC. There is a specific group dedicated to student surveys, re\u0002established in spring 2023, which reports to ESEC and aims to 'minimise student survey fatigue and to maximise the impact and use of data generated by those surveys which do take place as evidence for enhancement'. Data from Early Module Check-ins (EMC) and Module Evaluation Questionnaires (MEQs) are considered during quality assurance processes such as Module Evaluation and Annual Programme Monitoring."]
[1985,"STI_1985","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_Stirling","There are plans in progress to introduce a dedicated Student Conduct and Casework team to manage complaints, appeals, discipline and fitness to study in 2023-24. The team intends to facilitate progress in case management timelines and use data to inform development and enhancement in relation to student information, guidance and support"]
[1986,"UHI_1986","Good_Practice","Findings","Good_Practice",null,null,"University_of_the_Highlands_and_Islands","Student support: Equity of support and access across the federal structure of the University is ensured through a comprehensive and effective student support service. This is characterised by a proactive approach informed by a comprehensive understanding of the needs of, and challenges faced by, the student community and underpinned with effective communication structures that enable deployment of resources with the aim of providing an informed and consistent experience for students (paragraph 5)."]
[1987,"UHI_1987","Recommendation","Findings","Recommendations_for_Action",null,null,"University_of_the_Highlands_and_Islands","Professional development and opportunities for postgraduate research students with regard to teaching: While recognising that some work has taken place in this area since the Enhancement-led Institutional Review (ELIR 4), a number of issues remains to be addressed, including the need for postgraduate research students (PGRs) to have completed training before they teach, very limited opportunities provided for PGRs who want to teach, an inconsistent understanding across the University of training requirements and a lack of clarity around responsibility for addressing these issues. The University is asked to give greater urgency to its work in this area (paragraph 20)."]
[1988,"UHI_1988","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_Highlands_and_Islands","The QESR team is confident the University has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team reviewed a range of evidence including the Annual Report to SFC, ELIR 4 follow-up documents, Learning and Teaching Enhancement Strategy (LTES), UHI Strategic Plan 2030 and minutes of key institutional committees. They also met with staff and students of the University."]
[1989,"UHI_1989","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement",null,null,"University_of_the_Highlands_and_Islands","The University deploys a distributed leadership model with strategic and operational accountability clearly identified in the new structure. The QESR team observed that the University had been through a challenging period with a significant number of changes and new strategic initiatives. These include the appointment of a new Vice-Chancellor, changes in executive team members and leadership responsibilities, restructure of the University, new posts, and new LTES and associated action plans. The University is seeking to create a 'One University' approach to strategic development in which the UHI partnership will 'think, plan, act as one to deliver the mission and vision'."]
[1990,"UHI_1990","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_Highlands_and_Islands","The University's new Strategic Plan 2030 (launched 2023) and the new LTES were developed through partnership and consultation, exemplifying UHI's strategic commitment to co-creation and partnership working. This approach is also being deployed as the University develops and implements its new Retention Strategy. To enable the delivery of the University's strategic plan and the effective implementation of the supporting strategies, including the Retention Strategy, the University approved a restructuring plan to create two faculties with six cognate subject groups. The new structures aim to bring learning and teaching, further education (FE), higher education (HE), and research and knowledge exchange together to facilitate sharing of good practice, and to build a collective sense of academic community. Although still at an early stage, staff commented positively on the restructure as this was already enhancing collaboration and partnership working."]
[1991,"UHI_1991","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_Highlands_and_Islands","Faculty Deans have overall strategic responsibility for education, research, implementing university strategies and building strong partnerships. Associate Deans' responsibilities include developing practitioner academic communities across the region, operationalising faculty academic plans, and implementation and evaluation of quality assurance and enhancement across FE and HE provision. Roles and responsibilities of the 10 Academic Partners that comprise the federal university and the two faculties have also been outlined. At this point in the implementation of the new Strategy, the QESR team heard how the focus was on developing the new teams and ensuring systems and processes were clearly articulated, such as the new Faculty Boards. All Academic Partners have agreed to implement the new LTES - an important development in delivering the strategic aim that the partnership operates as a single tertiary institution. Overall strategic responsibility sits with university executive and senior Academic Partners."]
[1992,"UHI_1992","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_Highlands_and_Islands","Teaching, learning and student support remains a key strategic priority. A notable strength that is already established is the co-ordinated approach towards student support across the Academic Partners. Exemplifying the 'One University' ethos, the QESR team learnt through documentary evidence and meetings with staff and students how a comprehensive and effective student support service ensures equity of support and access across the federal structure of UHI. The QESR team was provided with evidence of a proactive approach, informed by a comprehensive understanding of the needs of, and challenges faced by, the diverse student community. For example, staff from across UHI were pulled together into a Hardship Group where the various initiatives - such as affordable meals - were collated, noting what was available on each site. The group coordinated this work to ensure all sites were able to make some provision, suitable for their students and appropriate to the site. Training is provided and teams continually review and enhance the service. The successful approach is enabled by strong and embedded communication channels which ensure student need across all partners is recognised and resources deployed effectively. An example of this would be the bi-monthly meeting online of all student support managers, complemented by discussion and activity between meetings, where practice is shared, explored and reviewed, and best practice agreed; and then local practice varied to reflect that. In meetings, the QESR team heard evidence that the student experience of the disability service is particularly noteworthy with appropriate support delivered in a sensitive manner to students who would likely have ceased their studies without this intervention. The QESR team considered UHI's arrangements for and operation of student support to be a feature of good practice."]
[1993,"UHI_1993","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_the_Highlands_and_Islands","The QESR team confirmed the University has effective and established quality assurance and enhancement systems and processes in place. Formal committee structures effectively enable monitoring of student outcomes and the impact of initiatives. Policies and procedures are disseminated through faculties, Academic Partners and cognate subject groups. The Quality Assurance and Enhancement Committee (QAEC) has strategic oversight and reports to Academic Council. Cross-university working groups are deployed to develop enhancement activities and/or develop strategic initiatives. The University aims to further refine quality processes to align with new structures and feedback from staff going forward. The QESR team noted that the UHI 2024 strategic enhancement programme is progressing but there is limited evaluation as yet (see also paragraph 29)."]
[1994,"UHI_1994","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Links_to_internal_strategies",null,"University_of_the_Highlands_and_Islands","The LTES is intended to be a fluid strategy that adapts in response to future need and external change. Its implementation is supported by investment in people and technology. The University's commitment to sustainability is articulated through an aim to have sustainability embedded in all programmes by 2027-28. A new set of learning and teaching values provides the basis for enhancement and innovation, defining the dimensions of learning that all students should experience during their studies. Four enabling pillars help staff embed the strategy in their disciplines and programmes. The University is currently in year of a five-year implementation plan. Plans are evaluated and actions agreed each year. The QESR team found clear linkages between strategy and implementation plans, with evaluation approaches and expected impact clearly documented. The QESR team also heard examples of how the LTES was already enhancing the student experience - for example, by providing a framework that enabled academic staff to be confident that their course was delivering on aspirations. A student-facing version is also being used successfully as a tool to support student reflection and understanding"]
[1995,"UHI_1995","-","Instutution_Approach_to_QE","Strategic_approach_to_Enhancement","Promoting_enhancement","Promoting_enhancement","University_of_the_Highlands_and_Islands","A new Learning and Teaching department has been developed, led by the Dean of Learning and Teaching, with two distinct but related teams covering the functional areas: Academic Practice Development and Academic Standards and Enhancement. Further restructuring has created a new Learning Technologies team who are working with Academic Practice Development to support staff in developing knowledge and skills in digital education practice. The QESR team heard that the investment in staff academic development was part of the wider Strategic Plan that aimed to recognise and support staff across the tertiary education system and was welcomed by staff."]
[1996,"UHI_1996","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the University's Student Partnership Agreement (SPA), committee minutes, and held meetings with staff and students."]
[1997,"UHI_1997","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_Highlands_and_Islands","The SPA identifies key themes for enhancement and partnership work, created in collaboration with the Highlands and Islands Students' Association (HISA). The SPA is reviewed each year and updated with Enhancement Themes, which are informed by and feed into Subject Area Reviews. A recent example of a Theme is the development of learning communities, which was an area of improvement identified through student surveys. Key performance indicators for measuring performance and a summary of previous work from the last academic year, also make up part of the SPA. The SPA involves students beyond those in traditional student representation roles and is written to be accessible to students less familiar with the operational procedures of a university. Students who met with the QESR team all had an awareness of the SPA and its themes. The current SPA focuses on improved academic growth, engagement and quality, active campaigning and community engagement, and celebrating success."]
[1998,"UHI_1998","-","Instutution_Approach_to_QE","Student_partnership","Student_partnership_arrangements_and/or_agreements",null,"University_of_the_Highlands_and_Islands","The Student Engagement Vision and Strategy defines student engagement for the institution. UHI's work in this area is led through the Student Engagement Group (SEG) and the Student Voice Representative (SVR) Group. Student representation is present at all levels of governance, up to and including University Court, through student membership of key committees. The institution works in partnership with HISA to train and support Student Voice Representatives (SVRs). SVRs contribute at course level to identify key issues and work in conjunction with staff to enhance the student experience. For example, an adjustment to the pace of learning throughout a module to better support the student learning experience was brought about by SVRs working with their peers and the course team. Students who met with the QESR team, expressed the view that their feedback is valued and that they are considered true partners in enhancing the student experience."]
[1999,"UHI_1999","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_Highlands_and_Islands","The Quality Forum - an enhancement-focused group with representation from across Academic Partners and which reports in to QAEC - aims to implement a central register of Student Voice Representative (SVR) post-holders by UHI in the academic year 2023-24, enabling more support to be offered to help address poor engagement and retention of representatives. This work is being conducted in collaboration with HISA. Alongside this, HISA and UHI now have a data-sharing agreement in place to enable HISA to communicate more effectively with the student body, supporting SVRs in better representation of students and to help develop student societies/interest groups, further enhancing the student experience. The QESR team also heard how HISA, working with the University, had, and continues to have, open meetings with staff and students to ensure all are aware of the developments related to the current change programme and that they have a voice."]
[2000,"UHI_2000","-","Instutution_Approach_to_QE","Student_partnership","Responding_to_student_voice",null,"University_of_the_Highlands_and_Islands","The Subject Area Review process includes a student panel member as a full and equal member on every review. Focus groups are convened to enable the student voice to inform self-evaluation documents for the review, and review panels also meet with groups of students during the review process, engaging students and their feedback directly in quality assurance and enhancement methods. For example, the Engineering, Computing and the Built Environment Subject Area Review commended strong student support services - an area identified by students as part of the review process. Students who met with the QESR team also identified student support services as being valuable and effective, particularly disability support, and that this is consistent across the institution. Additionally, review processes recommended the need to build learning communities for both online/part-time students, which was also discussed by students who met with the QESR team. While there is some evidence that UHI is responding on this issue when it is raised by students, the QESR team considered that there may be opportunities for a more proactive approach to identifying and building online communities."]
[2001,"UHI_2001","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements in place to monitor and review actions taken in response to ELIR 4. A comprehensive and detailed ELIR Action Plan has been created and identifies a number workstreams aimed at responding to ELIR recommendations. The team considered a range of evidence, including the ELIR 4 Action Plan; SFC Annual Report and Outcome Agreement; Learning and Teaching Enhancement Strategy 2022-26 (LTES); Academic Council minutes and Quality Assurance and Enhancement Committee (QAEC) minutes; and met with staff and students. "]
[2002,"UHI_2002","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_the_Highlands_and_Islands","ELIR 4, which took place in November 2021, made seven recommendations, all of which have been or are in the process of being progressed as part of a significant university-wide strategic change programme. Staff and students endorsed the partnership approach to developing and implementing change at UHI. The QESR team noted that many actions were being initiated at the time of the QESR or were planned for implementation in 2024-25. Progress with ELIR actions is monitored through QAEC. Executive team members provide leadership and strategic oversight, reporting to Executive and University Court."]
[2003,"UHI_2003","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Collaborative_Partnerships",null,"University_of_the_Highlands_and_Islands","The ELIR 4 team asked UHI to improve oversight of collaborative activity. The University's Collaborative Provision project has enabled the University to review all aspects of collaborative provision processes and documentation. This has resulted in the formation of a new External Partnerships Management Group established to review initial proposals prior to consideration by the External Partners Steering Committee (EPSC). A new risk appetite framework has also been developed to enhance the consistency and risk management of new and continuing partnerships, with the review schedule clear at the outset. Refreshed guidance for staff is planned to be available from the end of academic session 2023-24."]
[2004,"UHI_2004","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Student_support","Student_academic_support","University_of_the_Highlands_and_Islands","In response to another of the ELIR 4 team's recommendations and the retention student metrics falling below the University's benchmark, a new institution-wide strategic approach to managing student retention is being implemented. A Retention Strategy and Action Plan 2024-30 has been created and was formally approved in February 2024 with an initial action plan to run from April 2024 to June 2025. The University is initially focusing on undergraduate and HNC/D levels but lessons learned and recommendations will be disseminated and embedded across all areas of UHI. The student voice and sharing of good practice are central to this work. Monitoring is being undertaken by the newly-formed Retention Engagement Group reporting to QAEC. The QESR team heard evidence of good practice in student support, which will be instrumental in the University delivering its Retention Strategy vision (see paragraph 5)."]
[2005,"UHI_2005","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Staff_support","Professional_development_opportunities_for_staff","University_of_the_Highlands_and_Islands","In support of the University's aspirations at the time of ELIR 4, a recommendation was made that UHI should develop and articulate an institution-wide staff development approach to ensure parity of esteem between teaching and research. Enhancing learning and teaching practice and staff professional recognition form a key pillar of the University's current learning and teaching strategic plan. The University is working to establish an equitable cross-partner baseline for staff development. External benchmarks are used to support staff development and staff recognition in learning and teaching. The creation of the Academic Practice Development Plan, due for completion May 2024, will not only support UHI in meeting the ELIR 4 recommendations but will be an integral part of the implementation of the LTES and enhancing staff skills in use of virtual learning environments and digitally-enabled learning and teaching."]
[2006,"UHI_2006","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4",null,null,"University_of_the_Highlands_and_Islands","The University acknowledges that progress with another of the ELIR 4 recommendations - consolidating and analysing the outcomes of the range of all Student Surveys to support cross-network enhancements - has been constrained by university 7 resources and the lack of capacity to integrate survey outcomes at this time. However, the individual groups responsible for each survey now meet twice annually and UHI is working to bring management and operationalisation of the different surveys closer together (National Student Survey (NSS); Postgraduate Taught Experience Survey (PTES); Postgraduate Research Experience Survey (PRES); Early Student Experience Survey (ESES); Student Satisfaction and Engagement Survey (SSES)). The QESR team heard how staff are using student feedback and survey data to inform curriculum design and enhance the student experience - for example, the interview process for direct entrants and the creation of online residencies. The QESR team encourages the University to maintain focus on the strategic aim of bringing all FE/HE survey data and analysis together to inform strategic developments (see paragraph 47)."]
[2007,"UHI_2007","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Postgraduate_research","PGR_student_experience","University_of_the_Highlands_and_Islands","The ELIR 4 team identified a need for training for postgraduate research (PGR) students who teach. The QESR team noted that availability of training has been enhanced through the recent appointment of a Head of Postgraduate Researcher Development and the delivery of an introductory workshop by the Dean of Learning and Teaching. A pilot to support PGR students beyond the introductory level is being considered for academic session 2024-25. The QESR team noted that, while initial training is available, PGR students can proceed to teach without having completed the training programme and there was a lack of clarity in the understanding of staff and students as to what training was required prior to teaching. Opportunities for students to teach was a challenge noted by staff and students with a lack of understanding as to why this was the case. While recognising that some work has taken place in this area since ELIR 4, a number of issues remains to be addressed, and the QESR team recommends that the University gives greater urgency to its work in this area."]
[2008,"UHI_2008","-","Instutution_Approach_to_QE","Action_taken_since_ELIR4","Strategy_ policy-setting_and_communication",null,"University_of_the_Highlands_and_Islands","In considering the evidence submitted, and through meeting staff and students, the QESR team is confident that the recommendations made by the ELIR team are being taken forward as part of the strategic developments of the University. Comprehensive action plans have been developed that aim to effect lasting enhancements across the University where sharing of good practice is further embedded in institutional culture and practice. The QESR team noted that, at the time of the QESR, a number of ELIR 4-related strategic initiatives were in the very early stages of implementation and, although impact measures have been included, a full evaluation of impact would take time. "]
[2009,"UHI_2009","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital and blended offering. The QESR team considered UHI's Learning and Teaching Enhancement Strategy and action plan 2022-26; the University Strategy 2030; UHI's self-reflections on the SFC Tertiary Enhancement Topic and related programme of work; and met with students and staff."]
[2010,"UHI_2010","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","The QESR team saw evidence of the University's strategic engagement with SFC's tertiary sector-wide enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'. Given the unique positioning of the University, both geographically and through its federated model of Academic Partners, digitally-enabled learning and teaching has been central to the University's academic delivery since its inception. As a consequence, UHI does not have a separate digital/blended learning strategy but has, instead, embedded the strategic development of digital learning and teaching provision within the institutional approach to learning and teaching values as part of the LTES. Specific pedagogical guidance, and staff and student support for effective engagement in digitally-enabled learning and teaching, is made available."]
[2011,"UHI_2011","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","UHI's commitment to the strategic development of digital learning and teaching provision is evident within policy and processes - for example, in programme approval and annual quality monitoring. A consistent approach across all Academic Partners has been a key focus for the University, and partner and student involvement continues to be central to the implementation of the University Strategy 2030 and LTES. This is further supported by institutional benchmarks which provide guidance regarding the effective use of the virtual learning environment (VLE) and share examples of good practice. Threshold benchmarks establish the minimum requirements for modules and units. These provide staff with a range of types of activity and features (for example, discussion boards and video-conferencing spaces) which benefit the student learning experience."]
[2012,"UHI_2012","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","Student orientation on blended and online study is standard across the institution and within programmes of study. Students who met with the QESR team confirmed that they considered this was effective and they knew where to find additional support if required. UHI provides an essential student skills suite of resources which includes digital skills and technology. Equivalent resources are provided to staff who teach. To support the further development of digitally-enabled learning and teaching, the University has produced extensive guidance and, through the new Learning and Teaching Directorate, has increased staff development and professional recognition of learning and teaching. Pre-existing policy requires staff to articulate how they support students through the use of digital technologies, identifying good practice and highlighting how the values of the LTES are used and realised."]
[2013,"UHI_2013","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","Student partnership is evident in the development of digital learning. Student feedback is sought via surveys at module, programme and institutional levels on digital learning. Students who met with the QESR team confirmed that staff are receptive to their feedback and have engaged with Student Voice Representatives - for example, developing policies on the use of generative artificial intelligence in learning and teaching. For some courses, following the COVID-19 pandemic, UHI has retained online and hybrid approaches to learning and teaching owing to the improvements these enabled in the student experience and in response to requests from students."]
[2014,"UHI_2014","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","UHI makes use of external reference points in relation to digital learning: the General Teaching Council Scotland's 'Standards for Teaching in Scotland's Colleges' and Advance HE's Professional Standards Framework. The University partners with external organisations such as Jisc and other higher education institutions and colleges to ensure an evidence-based approach is taken to developing academic practices and to inform guidance for staff in enhancing the digitally-enabled/blended student experience. The University is also implementing a Framework for the Development of Open Educational Practices which seeks to encourage the use, reuse and creation of open educational resources. Through this framework, the University aims to extend initial pilot work, develop low-cost and no-cost 'open textbooks', and make increased use of open textbooks available in the sector - thereby supporting students who face challenges purchasing educational resources."]
[2015,"UHI_2015","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","UHI is currently developing learning analytics capability within its VLE and has made progress towards this. A new widget on the VLE is available to staff which enables them to monitor student engagement. Previously, data analysis has been retrospective, and the University is looking to move towards real-time processing to better-inform decision-making - for example, on areas of student retention. UHI has been working in collaboration with the Highlands and Islands Students' Association to revitalise staff engagement with the VLE and is about to enter the initial phase of work which will revise VLE benchmarks and roll out Jisc digital capability tools."]
[2016,"UHI_2016","-","Instutution_Approach_to_QE","Sector_Enhancement_topic","Sector_Enhancement_topic","Sector_Enhancement_topic","University_of_the_Highlands_and_Islands","Strategic development of digital learning and teaching continues to be a focus for the University across both FE and HE provision. The Learning and Teaching Academy and IT and Digital Infrastructure (ITDI) have a joint programme of work - 'Strategic enhancement of 9 tertiary digital education practice' - that is intended to enhance digital learning and teaching provision further. Phase one, which focuses on how UHI might better understand their current position, was in progress at the time of the review visit."]
[2017,"UHI_2017","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The QESR team considered UHI's approach to institution-led review through a sample of Subject Area Review reports, together with outputs from the Annual Quality Monitoring process, including Annual Programme Monitoring Dialogues. Minutes of the Quality Assurance and Enhancement Committee (QAEC) and Academic Council were considered, and the team met with staff and students"]
[2018,"UHI_2018","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_Highlands_and_Islands","The QESR team confirmed that the arrangements for managing quality and setting academic standards met the Expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the Scottish Funding Council guidance. Institutional policies and procedures in place for programme approval are aligned to sector expectations and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). QAEC maintains an effective detailed overview of the quality processes and Academic Council considers all suggested evolutions to policies and procedures. The implementation of the new Learning and Teaching Enhancement Strategy (LTES) has had a particular impact on programme approval and reapproval, with teams now required to consider how they are applying the LTES values during the exercise - a development valued by staff."]
[2019,"UHI_2019","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Institution-Led_Review",null,"University_of_the_Highlands_and_Islands","UHI has a comprehensive and long-standing approach to Subject Area Review aligned to the academic structure, which has moved from eight subject networks to six cognate subject groups. Events run over two days and include student and external members on panels, exploring a range of matters across all programmes. Progress against action taken in response to commendations and recommendations are considered at QAEC. The QESR team found the recent addition of a forward-looking element to reviews to be valued by staff. Two reviews have run since these changes were introduced and staff commented on the benefits they had gained from more focused documentation and the opportunity to get feedback from colleagues and external members on proposals for the future development of the subject, rather than a more retrospective look."]
[2020,"UHI_2020","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Annual_monitoring",null,"University_of_the_Highlands_and_Islands","Programmes are reviewed annually under the Annual Quality Monitoring process and the team reviewed a sample of self-evaluation documents - confirming that the process supports effective self-reflection - in which strengths and opportunities for improvement are clearly identified. Under a risk-based approach, some programmes also go through Annual Quality Monitoring Dialogues and outputs from these show a critical and supportive process in operation. The Graduate School has its own annual report which draws on student feedback and external comment and data sources. This provides a clear action plan with an enhancement focus. The Graduate School takes part in the Annual Quality Monitoring Dialogues on a biennial basis."]
[2021,"UHI_2021","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_professional_services",null,"University_of_the_Highlands_and_Islands","Professional and Student Services are also included within institution-led review and a review of the student experience of Personal Academic Tutors (PAT) was due to start in the week of the QESR visit and conclude in 2025. The team explored this area with students who reported varied experiences of PATs, with a particular issue seeming to be where the tutor was not a member of staff of the subject area being studied, but from the Academic Partner at which the student was registered, resulting in inadequate understanding of students' issues. The issues around inconsistency are recognised by the University with differences in how each Academic Partner implements the role of PAT. The University sees the review as important which is, as a result, being chaired by the Deputy Principal Academic and Research. Although this demonstrates the University is using its processes to explore an area of concern, as the review is not due to complete until May 2025, the University is advised to consider whether an accelerated timescale for conclusions might be possible and valuable."]
[2022,"UHI_2022","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_Highlands_and_Islands","The University uses its external examiners effectively with reports considered at programme and cognate subject-group level. An overview of the themes from external examiner reports is produced for QAEC with a clear action plan agreed on key areas. For example, an issue raised about the consistency of second marking has been referred to a re-established Academic Regulations Sub-Committee to consider any changes for 2024-25. Specific points from external examiners are also included in Annual Quality Monitoring Dialogues, informing evaluation and action."]
[2023,"UHI_2023","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach","Monitoring_and_review_of_collaborative_programmes",null,"University_of_the_Highlands_and_Islands","Collaborative provision is subject to the same annual monitoring processes as UHI provision and included in Subject Area Reviews. The arrangements for the University to maintain an overview of all collaborative provision have been strengthened in response to the ELIR 4 recommendation, with a central collation of all reports, greater use of standard templates, and a new External Partnerships Management Group established (see paragraph 16)."]
[2024,"UHI_2024","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_Highlands_and_Islands","The University maintains an overview of the operation of its quality processes through its key committee, the Quality Assurance and Enhancement Committee (QAEC), which meets five times a year. QAEC draws on its monitoring of the operation of Subject Area Review, annual quality monitoring, and external examiner reports, as well as student feedback, to agree a set of enhancement priorities on an annual basis. Membership of QAEC does not include representation from all 10 Academic Partners but does cover a wider range of staff, and a number of groups and committees with wider membership report to QAEC. These include the Quality Forum, of which the quality assurance leads from all Academic Partners are members (see also paragraph 12)."]
[2025,"UHI_2025","-","Academic_Standards_and_Quality_Processes","Key_features_of_the_institutional_approach",null,null,"University_of_the_Highlands_and_Islands","The University is currently undertaking a review of the committees that feed into QAEC to consider duplication and coverage, taking into account changes over time and the most recent academic restructuring. QAEC also covers academic regulations, LTES, work on retention and all work on enhancement, plus overall work on external engagement. The QESR team considers the overview taken by QAEC to be effective; however, the wide range of areas covered, and multiple reporting groups and reporting processes make this a very busy committee. The University may wish to consider the value of undertaking a review of QAEC after a suitable period has elapsed, to allow recent restructuring changes to embed, which would include any changes that emerge from the current committee review."]
[2026,"UHI_2026","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team met with staff and students and considered a range of documentation including the mapping of the Quality Code, minutes of key committees, evaluation relating to institution-led review and the institutional summary of external examiner reports."]
[2027,"UHI_2027","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","The_UK_Quality_Code",null,"University_of_the_Highlands_and_Islands","The most recent mapping of university's policies and procedures to the Quality Code was led by the Head of Academic Standards and Enhancement and completed in 2024. 11 QAEC is charged with regularly evaluating the effectiveness of its regulations and enhancement programme, including the use of external reference points. The QESR team saw evidence of external reference points informing the review and development of policies. For example, the UHI admissions policy was being updated during 2023-24 and explicitly aligned with the Quality Code. The QESR team also saw evidence that external benchmarks were used when considering annual programme dialogues, where a Programme Dialogue Panel meets annually to review the data and develop action plans where required, including SMART objectives. These action plans are submitted to Executive Office. External examiner reports, PSRB requirements and benchmarks are included in the evidence base used. The University's programme approval and reapproval processes also makes use of a range of external reference points including the Quality Code, PSRB requirements and industry standards, where applicable."]
[2028,"UHI_2028","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_the_Highlands_and_Islands","The UHI LTES was informed by external evidence and reference points. It is being embedded by individual Academic Partners, taking further account of external benchmarks such as mapping the LTES to the General Teaching Council for Scotland (GTCS) and local staff annual review. The QESR team heard how the commitment to staff development and recognition in learning and teaching was aligned to the UK Professional Standards Framework (UKPSF) and the GTCS standards as well as the LTES."]
[2029,"UHI_2029","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points","Scottish_Credit_and_Qualifications_Framework",null,"University_of_the_Highlands_and_Islands","Institutional policies and processes for programme/module approvals and reapproval are embedded across the institution and ensure alignment with sector expectations, such as SCQF, Subject Benchmark Statements, the Quality Code, and requirements and expectations of the relevant PSRBs. The QESR team saw evidence of the use of reference points in the UHI quality processes and heard how staff and students clearly understood and engaged fully in these quality management processes - for example, in programme and module development and review. The use of external subject experts and/or industry partners on, for example, approval panels and development boards, ensures external expertise is used to inform curricula, to align with industry standards and facilitate effective monitoring against standards."]
[2030,"UHI_2030","-","Academic_Standards_and_Quality_Processes","Use_of_external_reference_points",null,null,"University_of_the_Highlands_and_Islands","External examiners comment on academic standards, alignment with sector benchmarks and consider UHI provision in the light of other higher education institutions. External examiner reports are reviewed annually - at programme, cognate subject group and faculty levels - before a themed report is considered by QAEC, which also allocates leads to each institutional action identified. This report is one element of a suite of reports and feedback provided throughout the year to QAEC which ensure that UHI is assured it is meeting external benchmarks, standards and/or expectations."]
[2031,"UHI_2031","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_the_Highlands_and_Islands","The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. Evidence the team considered included student survey reports, external examiner reports, minutes of key institutional committees, and reports on appeals and academic misconduct, in addition to meeting with staff and students."]
[2032,"UHI_2032","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_the_Highlands_and_Islands","A range of internal and external data is used to inform institutional strategic developments. Metrics are identified and used across university action-planning to ensure impact is measured and institutional committees - such as QAEC and Academic Council - review data in relation to major strategic developments and student experience. These include key performance indicators, student survey results, external examiner reports, Subject Area Reviews and Annual Monitoring Dialogues."]
[2033,"UHI_2033","-","Academic_Standards_and_Quality_Processes","Use_of_data",null,null,"University_of_the_Highlands_and_Islands","The University has a fully-embedded data system to which all staff have access. Staff are required to use data to evaluate performance at module, programme, cognate subject group and faculty levels, and to inform any developments - for example, as part of progression boards and as part of annual monitoring. The software deployed provides a number of interactive dashboards and graphical representation of key datasets to facilitate staff interpretation and use of data. The inclusion of previous years' data allows changes and emerging trends to be identified and enables staff to interrogate the data. Training to support staff in doing this is made available, and the effective use of data by staff for evaluative purposes is also enabled through annual review and quality monitoring processes. In meeting with staff, the QESR team learnt how these data had been used to identify issues in the HNC Acting and Performance programme around non-completion, and to inform action to address this."]
[2034,"UHI_2034","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_the_Highlands_and_Islands","UHI engages in a range of external student surveys (NSS, SSES, PTES, PRES) as well as internally-managed surveys, to gather feedback from students. Student survey data is analysed by the Survey Group and reported to QAEC for consideration at an institutional level. QAEC is responsible for reviewing and approving resulting action plans. Survey data are also disseminated to faculty and programme levels to inform local enhancement activity. For example, within Engineering, NSS results identified issues with community building, prompting staff to engage with sector leaders from other universities, learning from good practice and making improvements to the culture around community spaces. UHI performed well in NSS and PTES in the last academic year, with above-benchmark and sector results for student satisfaction (81% satisfaction in the NSS and 92% in PTES - the highest overall satisfaction in Scotland). The University acknowledges that progress towards consolidating data and identifying key themes from across the range of student surveys has been limited by resources and the QESR team encourages the University to ensure work towards this continues (see paragraph 19)."]
[2035,"UHI_2035","-","Academic_Standards_and_Quality_Processes","Use_of_data","student_feedback",null,"University_of_the_Highlands_and_Islands","UHI has an online 'red button' system for gathering informal feedback. By way of an online form, students are encouraged to submit questions, suggestions, issues of concern and positive feedback. Data from the red button system are also considered by QAEC to inform enhancement and decision-making further, including through the identification of any trends. Students who met with the QESR team noted that they receive prompt feedback from the red button system but observed that most issues are usually resolved locally - for example, through the personal academic tutor system."]
[2036,"UHI_2036","-","Academic_Standards_and_Quality_Processes","Use_of_data","complaints_and_appeals",null,"University_of_the_Highlands_and_Islands","Complaints, appeals and academic misconduct cases are initially dealt with informally at each Academic Partner and only formal escalations are recorded at an institutional level. A short-life working group is to be set up to investigate further how data in this area can be gathered more effectively to promote wider enhancement activity. The QESR team encourages such progress to provide opportunities for greater institutional-level analysis of trends in respect of complaints, appeals and academic misconduct, and further opportunities to bring together sources of data to enable enhancement of the student experience, particularly considering UHI's Retention Strategy and Action Plan 2024-30."]
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["",{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:A2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:B2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:C2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:D2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:E2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:F2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:G2035)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2029,COLUMNS($A$8:H2035)),\"\"),\"\")","v":""}]
["",{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:A2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:B2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:C2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:D2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:E2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:F2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:G2036)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2030,COLUMNS($A$8:H2036)),\"\"),\"\")","v":""}]
["",{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:A2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:B2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:C2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:D2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:E2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:F2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:G2037)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2031,COLUMNS($A$8:H2037)),\"\"),\"\")","v":""}]
["",{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:A2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:B2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:C2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:D2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:E2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:F2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:G2038)),\"\"),\"\")","v":""},{"$f":"IF(Workings!$R$2<>\"\",IFERROR(INDEX(AllData,Workings!$J2032,COLUMNS($A$8:H2038)),\"\"),\"\")","v":""}]

{"sheet":"> SUMMARY <","index":5,"n_rows":5,"n_cols":5,"rows_kept":5,"cut":false,"hidden":false,"merged":[[1,0,1,1]]}
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[]
["Type","Institution","Main Topic","Subtopic 1","Number of paragraphs containing search terms"]
["NOT FOUND","NOT FOUND","NOT FOUND","NOT FOUND",1]
["Grand Total",null,null,null,1]

{"sheet":"Workings","index":6,"n_rows":2038,"n_cols":21,"rows_kept":2038,"cut":false,"hidden":true,"merged":[]}
["Helper 1_1","Helper 2_1","Helper 3_1",null,"Helper 1_2","Helper 2_2","Helper 3_2","Index_1","Index_2","Index_3","Reference","Type","Main Topic","Subtopic 1","Institution","Text","Count.Selected.Rows","Search Terms","Count.Entries"]
[{"$f":"IF('> FILTER <'!B3<>\"\",ROW(OFFSET(A2,-1,0)),\"\")","v":1},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I3)),A2,\"\")","v":1},{"$f":"IFERROR(SMALL(Helper2_1,A2),\"\")","v":1},null,{"$f":"ROW(OFFSET(E2,-1,0))","v":1},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I3)),$A2,\"\")","v":1},{"$f":"IFERROR(SMALL(Helper2_2,A2),\"\")","v":1},{"$f":"COUNTIF(Helper3_1,\"=\"&G2)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2)=1, G2, \"\")","v":1},{"$f":"IFERROR(SMALL(Index_2,A2),\"\")","v":1},{"$f":"IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:J2)),\"\")","v":"QMU_1"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:K2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:L2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:M2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:P2)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2,COLUMNS($J$2:Q2)),\"\")","v":"Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."},{"$f":"COUNT($J:$J)+1","v":2037},"",{"$f":"COUNT('> FILTER <'!$A:$A)+1","v":2037},null,"='> FILTER <'!$B$3:INDEX('> FILTER <'!$I:$I,Workings!$S$2+1)"]
[{"$f":"IF('> FILTER <'!B4<>\"\",ROW(OFFSET(A3,-1,0)),\"\")","v":2},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I4)),A3,\"\")","v":2},{"$f":"IFERROR(SMALL(Helper2_1,A3),\"\")","v":2},null,{"$f":"ROW(OFFSET(E3,-1,0))","v":2},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I4)),$A3,\"\")","v":2},{"$f":"IFERROR(SMALL(Helper2_2,A3),\"\")","v":2},{"$f":"COUNTIF(Helper3_1,\"=\"&G3)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G3)=1, G3, \"\")","v":2},{"$f":"IFERROR(SMALL(Index_2,A3),\"\")","v":2},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:J3)),\"\")","v":"QMU_2"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:K3)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:L3)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:M3)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:P3)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J3,COLUMNS($J$2:Q3)),\"\")","v":"Student engagement in surveys - drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."},null,null,null,null,"='> FILTER <'!$B$3:$I$1500"]
[{"$f":"IF('> FILTER <'!B5<>\"\",ROW(OFFSET(A4,-1,0)),\"\")","v":3},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I5)),A4,\"\")","v":3},{"$f":"IFERROR(SMALL(Helper2_1,A4),\"\")","v":3},null,3,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I5)),$A4,\"\")","v":3},{"$f":"IFERROR(SMALL(Helper2_2,A4),\"\")","v":3},{"$f":"COUNTIF(Helper3_1,\"=\"&G4)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G4)=1, G4, \"\")","v":3},{"$f":"IFERROR(SMALL(Index_2,A4),\"\")","v":3},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:J4)),\"\")","v":"QMU_3"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:K4)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:L4)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:M4)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:P4)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J4,COLUMNS($J$2:Q4)),\"\")","v":"The team recommends that drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."},null,""]
[{"$f":"IF('> FILTER <'!B6<>\"\",ROW(OFFSET(A5,-1,0)),\"\")","v":4},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I6)),A5,\"\")","v":4},{"$f":"IFERROR(SMALL(Helper2_1,A5),\"\")","v":4},null,4,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I6)),$A5,\"\")","v":4},{"$f":"IFERROR(SMALL(Helper2_2,A5),\"\")","v":4},{"$f":"COUNTIF(Helper3_1,\"=\"&G5)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G5)=1, G5, \"\")","v":4},{"$f":"IFERROR(SMALL(Index_2,A5),\"\")","v":4},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:J5)),\"\")","v":"QMU_4"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:K5)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:L5)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:M5)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:P5)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J5,COLUMNS($J$2:Q5)),\"\")","v":"Assessment feedback - in building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments."}]
[{"$f":"IF('> FILTER <'!B7<>\"\",ROW(OFFSET(A6,-1,0)),\"\")","v":5},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I7)),A6,\"\")","v":5},{"$f":"IFERROR(SMALL(Helper2_1,A6),\"\")","v":5},null,5,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I7)),$A6,\"\")","v":5},{"$f":"IFERROR(SMALL(Helper2_2,A6),\"\")","v":5},{"$f":"COUNTIF(Helper3_1,\"=\"&G6)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G6)=1, G6, \"\")","v":5},{"$f":"IFERROR(SMALL(Index_2,A6),\"\")","v":5},{"$f":"IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:J6)),\"\")","v":"QMU_5"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:K6)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:L6)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:M6)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:P6)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J6,COLUMNS($J$2:Q6)),\"\")","v":"Student-centred approach to developing and implementing strategy - the University has continued to cultivate a student-centred approach to strategy development and implementation, as particularly demonstrated by its overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan, provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work."}]
[{"$f":"IF('> FILTER <'!B8<>\"\",ROW(OFFSET(A7,-1,0)),\"\")","v":6},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I8)),A7,\"\")","v":6},{"$f":"IFERROR(SMALL(Helper2_1,A7),\"\")","v":6},null,6,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I8)),$A7,\"\")","v":6},{"$f":"IFERROR(SMALL(Helper2_2,A7),\"\")","v":6},{"$f":"COUNTIF(Helper3_1,\"=\"&G7)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G7)=1, G7, \"\")","v":6},{"$f":"IFERROR(SMALL(Index_2,A7),\"\")","v":6},{"$f":"IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:J7)),\"\")","v":"QMU_6"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:K7)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:L7)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:M7)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:P7)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J7,COLUMNS($J$2:Q7)),\"\")","v":"Embedded Student Partnership - the University has developed a strong and active collaborative partnership with students, achieved through the implementation of the Student Partnership Agreement which is co-created and actions prioritised collaboratively. There is an embedded co-creation approach to partnership - for example, institutional change is consistently managed through staff and studentinformed engagement including the developing approach to blended learning and evaluation of the student representative system. The strength of the partnership is valued by staff and students at all levels of the institution."}]
[{"$f":"IF('> FILTER <'!B9<>\"\",ROW(OFFSET(A8,-1,0)),\"\")","v":7},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I9)),A8,\"\")","v":7},{"$f":"IFERROR(SMALL(Helper2_1,A8),\"\")","v":7},null,7,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I9)),$A8,\"\")","v":7},{"$f":"IFERROR(SMALL(Helper2_2,A8),\"\")","v":7},{"$f":"COUNTIF(Helper3_1,\"=\"&G8)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G8)=1, G8, \"\")","v":7},{"$f":"IFERROR(SMALL(Index_2,A8),\"\")","v":7},{"$f":"IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:J8)),\"\")","v":"QMU_7"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:K8)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:L8)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:M8)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:P8)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J8,COLUMNS($J$2:Q8)),\"\")","v":"Focus on professional learning - the extensive focus on professional learning within programmes, and at university level, is exemplified in the University's Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework and the Review of Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B10<>\"\",ROW(OFFSET(A9,-1,0)),\"\")","v":8},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I10)),A9,\"\")","v":8},{"$f":"IFERROR(SMALL(Helper2_1,A9),\"\")","v":8},null,8,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I10)),$A9,\"\")","v":8},{"$f":"IFERROR(SMALL(Helper2_2,A9),\"\")","v":8},{"$f":"COUNTIF(Helper3_1,\"=\"&G9)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G9)=1, G9, \"\")","v":8},{"$f":"IFERROR(SMALL(Index_2,A9),\"\")","v":8},{"$f":"IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:J9)),\"\")","v":"QMU_8"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:K9)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:L9)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:M9)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:P9)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J9,COLUMNS($J$2:Q9)),\"\")","v":"The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."}]
[{"$f":"IF('> FILTER <'!B11<>\"\",ROW(OFFSET(A10,-1,0)),\"\")","v":9},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I11)),A10,\"\")","v":9},{"$f":"IFERROR(SMALL(Helper2_1,A10),\"\")","v":9},null,9,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I11)),$A10,\"\")","v":9},{"$f":"IFERROR(SMALL(Helper2_2,A10),\"\")","v":9},{"$f":"COUNTIF(Helper3_1,\"=\"&G10)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G10)=1, G10, \"\")","v":9},{"$f":"IFERROR(SMALL(Index_2,A10),\"\")","v":9},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:J10)),\"\")","v":"QMU_9"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:K10)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:L10)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:M10)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:P10)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J10,COLUMNS($J$2:Q10)),\"\")","v":"The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of  'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)"}]
[{"$f":"IF('> FILTER <'!B12<>\"\",ROW(OFFSET(A11,-1,0)),\"\")","v":10},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I12)),A11,\"\")","v":10},{"$f":"IFERROR(SMALL(Helper2_1,A11),\"\")","v":10},null,10,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I12)),$A11,\"\")","v":10},{"$f":"IFERROR(SMALL(Helper2_2,A11),\"\")","v":10},{"$f":"COUNTIF(Helper3_1,\"=\"&G11)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G11)=1, G11, \"\")","v":10},{"$f":"IFERROR(SMALL(Index_2,A11),\"\")","v":10},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:J11)),\"\")","v":"QMU_10"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:K11)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:L11)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:M11)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:P11)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J11,COLUMNS($J$2:Q11)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."}]
[{"$f":"IF('> FILTER <'!B13<>\"\",ROW(OFFSET(A12,-1,0)),\"\")","v":11},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I13)),A12,\"\")","v":11},{"$f":"IFERROR(SMALL(Helper2_1,A12),\"\")","v":11},null,11,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I13)),$A12,\"\")","v":11},{"$f":"IFERROR(SMALL(Helper2_2,A12),\"\")","v":11},{"$f":"COUNTIF(Helper3_1,\"=\"&G12)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G12)=1, G12, \"\")","v":11},{"$f":"IFERROR(SMALL(Index_2,A12),\"\")","v":11},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:J12)),\"\")","v":"QMU_11"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:K12)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:L12)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:M12)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:P12)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J12,COLUMNS($J$2:Q12)),\"\")","v":"The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B14<>\"\",ROW(OFFSET(A13,-1,0)),\"\")","v":12},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I14)),A13,\"\")","v":12},{"$f":"IFERROR(SMALL(Helper2_1,A13),\"\")","v":12},null,12,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I14)),$A13,\"\")","v":12},{"$f":"IFERROR(SMALL(Helper2_2,A13),\"\")","v":12},{"$f":"COUNTIF(Helper3_1,\"=\"&G13)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G13)=1, G13, \"\")","v":12},{"$f":"IFERROR(SMALL(Index_2,A13),\"\")","v":12},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:J13)),\"\")","v":"QMU_12"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:K13)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:L13)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:M13)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:P13)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J13,COLUMNS($J$2:Q13)),\"\")","v":"The University has a variety of approaches to sharing good practice, including  through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."}]
[{"$f":"IF('> FILTER <'!B15<>\"\",ROW(OFFSET(A14,-1,0)),\"\")","v":13},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I15)),A14,\"\")","v":13},{"$f":"IFERROR(SMALL(Helper2_1,A14),\"\")","v":13},null,13,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I15)),$A14,\"\")","v":13},{"$f":"IFERROR(SMALL(Helper2_2,A14),\"\")","v":13},{"$f":"COUNTIF(Helper3_1,\"=\"&G14)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G14)=1, G14, \"\")","v":13},{"$f":"IFERROR(SMALL(Index_2,A14),\"\")","v":13},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:J14)),\"\")","v":"QMU_13"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:K14)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:L14)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:M14)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:P14)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J14,COLUMNS($J$2:Q14)),\"\")","v":"External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B16<>\"\",ROW(OFFSET(A15,-1,0)),\"\")","v":14},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I16)),A15,\"\")","v":14},{"$f":"IFERROR(SMALL(Helper2_1,A15),\"\")","v":14},null,14,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I16)),$A15,\"\")","v":14},{"$f":"IFERROR(SMALL(Helper2_2,A15),\"\")","v":14},{"$f":"COUNTIF(Helper3_1,\"=\"&G15)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G15)=1, G15, \"\")","v":14},{"$f":"IFERROR(SMALL(Index_2,A15),\"\")","v":14},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:J15)),\"\")","v":"QMU_14"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:K15)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:L15)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:M15)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:P15)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J15,COLUMNS($J$2:Q15)),\"\")","v":"The University's programme development, monitoring and review processes make use of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."}]
[{"$f":"IF('> FILTER <'!B17<>\"\",ROW(OFFSET(A16,-1,0)),\"\")","v":15},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I17)),A16,\"\")","v":15},{"$f":"IFERROR(SMALL(Helper2_1,A16),\"\")","v":15},null,15,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I17)),$A16,\"\")","v":15},{"$f":"IFERROR(SMALL(Helper2_2,A16),\"\")","v":15},{"$f":"COUNTIF(Helper3_1,\"=\"&G16)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G16)=1, G16, \"\")","v":15},{"$f":"IFERROR(SMALL(Index_2,A16),\"\")","v":15},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:J16)),\"\")","v":"QMU_15"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:K16)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:L16)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:M16)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:P16)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J16,COLUMNS($J$2:Q16)),\"\")","v":"External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B18<>\"\",ROW(OFFSET(A17,-1,0)),\"\")","v":16},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I18)),A17,\"\")","v":16},{"$f":"IFERROR(SMALL(Helper2_1,A17),\"\")","v":16},null,16,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I18)),$A17,\"\")","v":16},{"$f":"IFERROR(SMALL(Helper2_2,A17),\"\")","v":16},{"$f":"COUNTIF(Helper3_1,\"=\"&G17)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G17)=1, G17, \"\")","v":16},{"$f":"IFERROR(SMALL(Index_2,A17),\"\")","v":16},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:J17)),\"\")","v":"QMU_16"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:K17)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:L17)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:M17)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:P17)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J17,COLUMNS($J$2:Q17)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code)"}]
[{"$f":"IF('> FILTER <'!B19<>\"\",ROW(OFFSET(A18,-1,0)),\"\")","v":17},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I19)),A18,\"\")","v":17},{"$f":"IFERROR(SMALL(Helper2_1,A18),\"\")","v":17},null,17,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I19)),$A18,\"\")","v":17},{"$f":"IFERROR(SMALL(Helper2_2,A18),\"\")","v":17},{"$f":"COUNTIF(Helper3_1,\"=\"&G18)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G18)=1, G18, \"\")","v":17},{"$f":"IFERROR(SMALL(Index_2,A18),\"\")","v":17},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:J18)),\"\")","v":"QMU_17"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:K18)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:L18)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:M18)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:P18)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J18,COLUMNS($J$2:Q18)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."}]
[{"$f":"IF('> FILTER <'!B20<>\"\",ROW(OFFSET(A19,-1,0)),\"\")","v":18},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I20)),A19,\"\")","v":18},{"$f":"IFERROR(SMALL(Helper2_1,A19),\"\")","v":18},null,18,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I20)),$A19,\"\")","v":18},{"$f":"IFERROR(SMALL(Helper2_2,A19),\"\")","v":18},{"$f":"COUNTIF(Helper3_1,\"=\"&G19)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G19)=1, G19, \"\")","v":18},{"$f":"IFERROR(SMALL(Index_2,A19),\"\")","v":18},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:J19)),\"\")","v":"QMU_18"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:K19)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:L19)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:M19)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:P19)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J19,COLUMNS($J$2:Q19)),\"\")","v":"The QESR team found that the University makes effective use of external reference \npoints in the development of its policies and procedures in order to meet and maintain academic standards. The institution has a clear and detailed mapping of its policies and procedures to the Quality Code. While the mapping is not updated on a fixed timescale, updates to policies and procedures are checked against the Quality Code to ensure continued compliance, and remapping exercises are undertaken when the Quality Code is refreshed."}]
[{"$f":"IF('> FILTER <'!B21<>\"\",ROW(OFFSET(A20,-1,0)),\"\")","v":19},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I21)),A20,\"\")","v":19},{"$f":"IFERROR(SMALL(Helper2_1,A20),\"\")","v":19},null,19,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I21)),$A20,\"\")","v":19},{"$f":"IFERROR(SMALL(Helper2_2,A20),\"\")","v":19},{"$f":"COUNTIF(Helper3_1,\"=\"&G20)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G20)=1, G20, \"\")","v":19},{"$f":"IFERROR(SMALL(Index_2,A20),\"\")","v":19},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:J20)),\"\")","v":"QMU_19"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:K20)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:L20)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:M20)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:P20)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J20,COLUMNS($J$2:Q20)),\"\")","v":"The University's programme development, monitoring and review processes make use of external reference points including the Quality Code."}]
[{"$f":"IF('> FILTER <'!B22<>\"\",ROW(OFFSET(A21,-1,0)),\"\")","v":20},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I22)),A21,\"\")","v":20},{"$f":"IFERROR(SMALL(Helper2_1,A21),\"\")","v":20},null,20,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I22)),$A21,\"\")","v":20},{"$f":"IFERROR(SMALL(Helper2_2,A21),\"\")","v":20},{"$f":"COUNTIF(Helper3_1,\"=\"&G21)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G21)=1, G21, \"\")","v":20},{"$f":"IFERROR(SMALL(Index_2,A21),\"\")","v":20},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:J21)),\"\")","v":"QMU_20"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:K21)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:L21)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:M21)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:P21)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J21,COLUMNS($J$2:Q21)),\"\")","v":"The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."}]
[{"$f":"IF('> FILTER <'!B23<>\"\",ROW(OFFSET(A22,-1,0)),\"\")","v":21},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I23)),A22,\"\")","v":21},{"$f":"IFERROR(SMALL(Helper2_1,A22),\"\")","v":21},null,21,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I23)),$A22,\"\")","v":21},{"$f":"IFERROR(SMALL(Helper2_2,A22),\"\")","v":21},{"$f":"COUNTIF(Helper3_1,\"=\"&G22)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G22)=1, G22, \"\")","v":21},{"$f":"IFERROR(SMALL(Index_2,A22),\"\")","v":21},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:J22)),\"\")","v":"QMU_21"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:K22)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:L22)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:M22)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:P22)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J22,COLUMNS($J$2:Q22)),\"\")","v":"The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."}]
[{"$f":"IF('> FILTER <'!B24<>\"\",ROW(OFFSET(A23,-1,0)),\"\")","v":22},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I24)),A23,\"\")","v":22},{"$f":"IFERROR(SMALL(Helper2_1,A23),\"\")","v":22},null,22,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I24)),$A23,\"\")","v":22},{"$f":"IFERROR(SMALL(Helper2_2,A23),\"\")","v":22},{"$f":"COUNTIF(Helper3_1,\"=\"&G23)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G23)=1, G23, \"\")","v":22},{"$f":"IFERROR(SMALL(Index_2,A23),\"\")","v":22},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:J23)),\"\")","v":"QMU_22"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:K23)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:L23)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:M23)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:P23)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J23,COLUMNS($J$2:Q23)),\"\")","v":"Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer."}]
[{"$f":"IF('> FILTER <'!B25<>\"\",ROW(OFFSET(A24,-1,0)),\"\")","v":23},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I25)),A24,\"\")","v":23},{"$f":"IFERROR(SMALL(Helper2_1,A24),\"\")","v":23},null,23,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I25)),$A24,\"\")","v":23},{"$f":"IFERROR(SMALL(Helper2_2,A24),\"\")","v":23},{"$f":"COUNTIF(Helper3_1,\"=\"&G24)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G24)=1, G24, \"\")","v":23},{"$f":"IFERROR(SMALL(Index_2,A24),\"\")","v":23},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:J24)),\"\")","v":"QMU_23"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:K24)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:L24)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:M24)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:P24)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J24,COLUMNS($J$2:Q24)),\"\")","v":"ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs. ILR reports reviewed by the QESR team demonstrated a robust, assurance-focused process, resulting in clear recommendations and conditions of validation or revalidation."}]
[{"$f":"IF('> FILTER <'!B26<>\"\",ROW(OFFSET(A25,-1,0)),\"\")","v":24},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I26)),A25,\"\")","v":24},{"$f":"IFERROR(SMALL(Helper2_1,A25),\"\")","v":24},null,24,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I26)),$A25,\"\")","v":24},{"$f":"IFERROR(SMALL(Helper2_2,A25),\"\")","v":24},{"$f":"COUNTIF(Helper3_1,\"=\"&G25)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G25)=1, G25, \"\")","v":24},{"$f":"IFERROR(SMALL(Index_2,A25),\"\")","v":24},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:J25)),\"\")","v":"QMU_24"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:K25)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:L25)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:M25)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:P25)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J25,COLUMNS($J$2:Q25)),\"\")","v":"The University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which supports enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review"}]
[{"$f":"IF('> FILTER <'!B27<>\"\",ROW(OFFSET(A26,-1,0)),\"\")","v":25},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I27)),A26,\"\")","v":25},{"$f":"IFERROR(SMALL(Helper2_1,A26),\"\")","v":25},null,25,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I27)),$A26,\"\")","v":25},{"$f":"IFERROR(SMALL(Helper2_2,A26),\"\")","v":25},{"$f":"COUNTIF(Helper3_1,\"=\"&G26)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G26)=1, G26, \"\")","v":25},{"$f":"IFERROR(SMALL(Index_2,A26),\"\")","v":25},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:J26)),\"\")","v":"QMU_25"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:K26)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:L26)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:M26)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:P26)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J26,COLUMNS($J$2:Q26)),\"\")","v":"The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."}]
[{"$f":"IF('> FILTER <'!B28<>\"\",ROW(OFFSET(A27,-1,0)),\"\")","v":26},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I28)),A27,\"\")","v":26},{"$f":"IFERROR(SMALL(Helper2_1,A27),\"\")","v":26},null,26,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I28)),$A27,\"\")","v":26},{"$f":"IFERROR(SMALL(Helper2_2,A27),\"\")","v":26},{"$f":"COUNTIF(Helper3_1,\"=\"&G27)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G27)=1, G27, \"\")","v":26},{"$f":"IFERROR(SMALL(Index_2,A27),\"\")","v":26},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:J27)),\"\")","v":"QMU_26"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:K27)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:L27)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:M27)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:P27)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J27,COLUMNS($J$2:Q27)),\"\")","v":"The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."}]
[{"$f":"IF('> FILTER <'!B29<>\"\",ROW(OFFSET(A28,-1,0)),\"\")","v":27},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I29)),A28,\"\")","v":27},{"$f":"IFERROR(SMALL(Helper2_1,A28),\"\")","v":27},null,27,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I29)),$A28,\"\")","v":27},{"$f":"IFERROR(SMALL(Helper2_2,A28),\"\")","v":27},{"$f":"COUNTIF(Helper3_1,\"=\"&G28)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G28)=1, G28, \"\")","v":27},{"$f":"IFERROR(SMALL(Index_2,A28),\"\")","v":27},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:J28)),\"\")","v":"QMU_27"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:K28)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:L28)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:M28)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:P28)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J28,COLUMNS($J$2:Q28)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."}]
[{"$f":"IF('> FILTER <'!B30<>\"\",ROW(OFFSET(A29,-1,0)),\"\")","v":28},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I30)),A29,\"\")","v":28},{"$f":"IFERROR(SMALL(Helper2_1,A29),\"\")","v":28},null,28,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I30)),$A29,\"\")","v":28},{"$f":"IFERROR(SMALL(Helper2_2,A29),\"\")","v":28},{"$f":"COUNTIF(Helper3_1,\"=\"&G29)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G29)=1, G29, \"\")","v":28},{"$f":"IFERROR(SMALL(Index_2,A29),\"\")","v":28},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:J29)),\"\")","v":"QMU_28"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:K29)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:L29)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:M29)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:P29)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J29,COLUMNS($J$2:Q29)),\"\")","v":"The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports"}]
[{"$f":"IF('> FILTER <'!B31<>\"\",ROW(OFFSET(A30,-1,0)),\"\")","v":29},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I31)),A30,\"\")","v":29},{"$f":"IFERROR(SMALL(Helper2_1,A30),\"\")","v":29},null,29,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I31)),$A30,\"\")","v":29},{"$f":"IFERROR(SMALL(Helper2_2,A30),\"\")","v":29},{"$f":"COUNTIF(Helper3_1,\"=\"&G30)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G30)=1, G30, \"\")","v":29},{"$f":"IFERROR(SMALL(Index_2,A30),\"\")","v":29},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:J30)),\"\")","v":"QMU_29"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:K30)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:L30)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:M30)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:P30)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J30,COLUMNS($J$2:Q30)),\"\")","v":"The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."}]
[{"$f":"IF('> FILTER <'!B32<>\"\",ROW(OFFSET(A31,-1,0)),\"\")","v":30},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I32)),A31,\"\")","v":30},{"$f":"IFERROR(SMALL(Helper2_1,A31),\"\")","v":30},null,30,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I32)),$A31,\"\")","v":30},{"$f":"IFERROR(SMALL(Helper2_2,A31),\"\")","v":30},{"$f":"COUNTIF(Helper3_1,\"=\"&G31)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G31)=1, G31, \"\")","v":30},{"$f":"IFERROR(SMALL(Index_2,A31),\"\")","v":30},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:J31)),\"\")","v":"QMU_30"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:K31)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:L31)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:M31)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:P31)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J31,COLUMNS($J$2:Q31)),\"\")","v":"It was evident to the QESR team, from annual and periodic review reports, external examiner reports and student surveys, as well as from discussions with students and staff, that the university-wide developments in digital/blended learning have had largely a positive impact on the student experience"}]
[{"$f":"IF('> FILTER <'!B33<>\"\",ROW(OFFSET(A32,-1,0)),\"\")","v":31},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I33)),A32,\"\")","v":31},{"$f":"IFERROR(SMALL(Helper2_1,A32),\"\")","v":31},null,31,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I33)),$A32,\"\")","v":31},{"$f":"IFERROR(SMALL(Helper2_2,A32),\"\")","v":31},{"$f":"COUNTIF(Helper3_1,\"=\"&G32)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G32)=1, G32, \"\")","v":31},{"$f":"IFERROR(SMALL(Index_2,A32),\"\")","v":31},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:J32)),\"\")","v":"QMU_31"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:K32)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:L32)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:M32)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:P32)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J32,COLUMNS($J$2:Q32)),\"\")","v":"During the COVID-19 pandemic, the University adjusted its regulations and procedures to enable learning and teaching to continue while maintaining quality and standards. From the evidence of external examiner reports, the review team considered this had been done appropriately and effectively"}]
[{"$f":"IF('> FILTER <'!B34<>\"\",ROW(OFFSET(A33,-1,0)),\"\")","v":32},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I34)),A33,\"\")","v":32},{"$f":"IFERROR(SMALL(Helper2_1,A33),\"\")","v":32},null,32,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I34)),$A33,\"\")","v":32},{"$f":"IFERROR(SMALL(Helper2_2,A33),\"\")","v":32},{"$f":"COUNTIF(Helper3_1,\"=\"&G33)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G33)=1, G33, \"\")","v":32},{"$f":"IFERROR(SMALL(Index_2,A33),\"\")","v":32},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:J33)),\"\")","v":"QMU_32"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:K33)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:L33)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:M33)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:P33)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J33,COLUMNS($J$2:Q33)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans"}]
[{"$f":"IF('> FILTER <'!B35<>\"\",ROW(OFFSET(A34,-1,0)),\"\")","v":33},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I35)),A34,\"\")","v":33},{"$f":"IFERROR(SMALL(Helper2_1,A34),\"\")","v":33},null,33,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I35)),$A34,\"\")","v":33},{"$f":"IFERROR(SMALL(Helper2_2,A34),\"\")","v":33},{"$f":"COUNTIF(Helper3_1,\"=\"&G34)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G34)=1, G34, \"\")","v":33},{"$f":"IFERROR(SMALL(Index_2,A34),\"\")","v":33},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:J34)),\"\")","v":"QMU_33"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:K34)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:L34)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:M34)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:P34)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J34,COLUMNS($J$2:Q34)),\"\")","v":"External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"}]
[{"$f":"IF('> FILTER <'!B36<>\"\",ROW(OFFSET(A35,-1,0)),\"\")","v":34},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I36)),A35,\"\")","v":34},{"$f":"IFERROR(SMALL(Helper2_1,A35),\"\")","v":34},null,34,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I36)),$A35,\"\")","v":34},{"$f":"IFERROR(SMALL(Helper2_2,A35),\"\")","v":34},{"$f":"COUNTIF(Helper3_1,\"=\"&G35)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G35)=1, G35, \"\")","v":34},{"$f":"IFERROR(SMALL(Index_2,A35),\"\")","v":34},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:J35)),\"\")","v":"QMU_34"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:K35)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:L35)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:M35)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:P35)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J35,COLUMNS($J$2:Q35)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."}]
[{"$f":"IF('> FILTER <'!B37<>\"\",ROW(OFFSET(A36,-1,0)),\"\")","v":35},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I37)),A36,\"\")","v":35},{"$f":"IFERROR(SMALL(Helper2_1,A36),\"\")","v":35},null,35,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I37)),$A36,\"\")","v":35},{"$f":"IFERROR(SMALL(Helper2_2,A36),\"\")","v":35},{"$f":"COUNTIF(Helper3_1,\"=\"&G36)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G36)=1, G36, \"\")","v":35},{"$f":"IFERROR(SMALL(Index_2,A36),\"\")","v":35},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:J36)),\"\")","v":"QMU_35"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:K36)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:L36)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:M36)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:P36)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J36,COLUMNS($J$2:Q36)),\"\")","v":"External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B38<>\"\",ROW(OFFSET(A37,-1,0)),\"\")","v":36},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I38)),A37,\"\")","v":36},{"$f":"IFERROR(SMALL(Helper2_1,A37),\"\")","v":36},null,36,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I38)),$A37,\"\")","v":36},{"$f":"IFERROR(SMALL(Helper2_2,A37),\"\")","v":36},{"$f":"COUNTIF(Helper3_1,\"=\"&G37)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G37)=1, G37, \"\")","v":36},{"$f":"IFERROR(SMALL(Index_2,A37),\"\")","v":36},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:J37)),\"\")","v":"QMU_36"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:K37)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:L37)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:M37)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:P37)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J37,COLUMNS($J$2:Q37)),\"\")","v":"A collation of all external examiner reports is used to identify good practice and issues for consideration at an institutional level."}]
[{"$f":"IF('> FILTER <'!B39<>\"\",ROW(OFFSET(A38,-1,0)),\"\")","v":37},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I39)),A38,\"\")","v":37},{"$f":"IFERROR(SMALL(Helper2_1,A38),\"\")","v":37},null,37,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I39)),$A38,\"\")","v":37},{"$f":"IFERROR(SMALL(Helper2_2,A38),\"\")","v":37},{"$f":"COUNTIF(Helper3_1,\"=\"&G38)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G38)=1, G38, \"\")","v":37},{"$f":"IFERROR(SMALL(Index_2,A38),\"\")","v":37},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:J38)),\"\")","v":"QMU_37"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:K38)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:L38)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:M38)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:P38)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J38,COLUMNS($J$2:Q38)),\"\")","v":"Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review."}]
[{"$f":"IF('> FILTER <'!B40<>\"\",ROW(OFFSET(A39,-1,0)),\"\")","v":38},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I40)),A39,\"\")","v":38},{"$f":"IFERROR(SMALL(Helper2_1,A39),\"\")","v":38},null,38,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I40)),$A39,\"\")","v":38},{"$f":"IFERROR(SMALL(Helper2_2,A39),\"\")","v":38},{"$f":"COUNTIF(Helper3_1,\"=\"&G39)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G39)=1, G39, \"\")","v":38},{"$f":"IFERROR(SMALL(Index_2,A39),\"\")","v":38},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:J39)),\"\")","v":"QMU_38"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:K39)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:L39)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:M39)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:P39)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J39,COLUMNS($J$2:Q39)),\"\")","v":"The QESR team learned from meeting with staff how external examiner reports are effective in helping to inform changes for improving the student experience"}]
[{"$f":"IF('> FILTER <'!B41<>\"\",ROW(OFFSET(A40,-1,0)),\"\")","v":39},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I41)),A40,\"\")","v":39},{"$f":"IFERROR(SMALL(Helper2_1,A40),\"\")","v":39},null,39,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I41)),$A40,\"\")","v":39},{"$f":"IFERROR(SMALL(Helper2_2,A40),\"\")","v":39},{"$f":"COUNTIF(Helper3_1,\"=\"&G40)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G40)=1, G40, \"\")","v":39},{"$f":"IFERROR(SMALL(Index_2,A40),\"\")","v":39},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:J40)),\"\")","v":"QMU_39"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:K40)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:L40)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:M40)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:P40)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J40,COLUMNS($J$2:Q40)),\"\")","v":"The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."}]
[{"$f":"IF('> FILTER <'!B42<>\"\",ROW(OFFSET(A41,-1,0)),\"\")","v":40},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I42)),A41,\"\")","v":40},{"$f":"IFERROR(SMALL(Helper2_1,A41),\"\")","v":40},null,40,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I42)),$A41,\"\")","v":40},{"$f":"IFERROR(SMALL(Helper2_2,A41),\"\")","v":40},{"$f":"COUNTIF(Helper3_1,\"=\"&G41)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G41)=1, G41, \"\")","v":40},{"$f":"IFERROR(SMALL(Index_2,A41),\"\")","v":40},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:J41)),\"\")","v":"QMU_40"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:K41)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:L41)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:M41)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:P41)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J41,COLUMNS($J$2:Q41)),\"\")","v":"SEC considers an analysis of external examiner reports identifying common themes and actions to be taken to enhance the learning and teaching experience"}]
[{"$f":"IF('> FILTER <'!B43<>\"\",ROW(OFFSET(A42,-1,0)),\"\")","v":41},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I43)),A42,\"\")","v":41},{"$f":"IFERROR(SMALL(Helper2_1,A42),\"\")","v":41},null,41,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I43)),$A42,\"\")","v":41},{"$f":"IFERROR(SMALL(Helper2_2,A42),\"\")","v":41},{"$f":"COUNTIF(Helper3_1,\"=\"&G42)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G42)=1, G42, \"\")","v":41},{"$f":"IFERROR(SMALL(Index_2,A42),\"\")","v":41},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:J42)),\"\")","v":"QMU_41"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:K42)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:L42)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:M42)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:P42)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J42,COLUMNS($J$2:Q42)),\"\")","v":"The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies - such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan - provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work (paragraph 13). \nThe revision of the Employability Strategy has afforded the University the opportunity to revisit its approach to recognising and recording student skills and achievement. A Career Management Skills Framework has been developed, linked to the QMU Graduate Attributes, and the QESR team heard from staff about a variety of ways in which Graduate Attributes are incorporated into programmes and assignments (paragraph 47), such as the development of a wider range of placements. A pilot is currently underway of a Graduate Attributes Toolkit to enable students to track skills and personal development gained through the curriculum. External engagement with employers and professional statutory and regulatory bodies (PSRBs) enabled the institution to put in place a dynamic range of adaptations in response to the global coronavirus pandemic, including simulated placements, and so ensuring that students acquired an equivalent professional learning experience."}]
[{"$f":"IF('> FILTER <'!B44<>\"\",ROW(OFFSET(A43,-1,0)),\"\")","v":42},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I44)),A43,\"\")","v":42},{"$f":"IFERROR(SMALL(Helper2_1,A43),\"\")","v":42},null,42,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I44)),$A43,\"\")","v":42},{"$f":"IFERROR(SMALL(Helper2_2,A43),\"\")","v":42},{"$f":"COUNTIF(Helper3_1,\"=\"&G43)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G43)=1, G43, \"\")","v":42},{"$f":"IFERROR(SMALL(Index_2,A43),\"\")","v":42},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:J43)),\"\")","v":"QMU_42"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:K43)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:L43)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:M43)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:P43)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J43,COLUMNS($J$2:Q43)),\"\")","v":"ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs."}]
[{"$f":"IF('> FILTER <'!B45<>\"\",ROW(OFFSET(A44,-1,0)),\"\")","v":43},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I45)),A44,\"\")","v":43},{"$f":"IFERROR(SMALL(Helper2_1,A44),\"\")","v":43},null,43,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I45)),$A44,\"\")","v":43},{"$f":"IFERROR(SMALL(Helper2_2,A44),\"\")","v":43},{"$f":"COUNTIF(Helper3_1,\"=\"&G44)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G44)=1, G44, \"\")","v":43},{"$f":"IFERROR(SMALL(Index_2,A44),\"\")","v":43},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:J44)),\"\")","v":"QMU_43"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:K44)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:L44)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:M44)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:P44)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J44,COLUMNS($J$2:Q44)),\"\")","v":"The QESR team is confident that the University has effective arrangements in  place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents, including the Student Experience Strategy (SES) 2021-26 and associated Delivery Plan, Outcome Agreement report to Scottish Funding Council (SFC), Learning Teaching and Assessment (LTA) Guidance for 2022-23, outcomes of the Court Effectiveness Review, and minutes from meetings of Senate and the Student Experience Committee (SEC) - the key committees with responsibilities for enhancing and monitoring, learning and teaching, and the wider student experience. In addition, the team met with staff and students."}]
[{"$f":"IF('> FILTER <'!B46<>\"\",ROW(OFFSET(A45,-1,0)),\"\")","v":44},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I46)),A45,\"\")","v":44},{"$f":"IFERROR(SMALL(Helper2_1,A45),\"\")","v":44},null,44,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I46)),$A45,\"\")","v":44},{"$f":"IFERROR(SMALL(Helper2_2,A45),\"\")","v":44},{"$f":"COUNTIF(Helper3_1,\"=\"&G45)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G45)=1, G45, \"\")","v":44},{"$f":"IFERROR(SMALL(Index_2,A45),\"\")","v":44},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:J45)),\"\")","v":"QMU_44"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:K45)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:L45)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:M45)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:P45)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J45,COLUMNS($J$2:Q45)),\"\")","v":"The University's programme development, monitoring and review processes make use of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."}]
[{"$f":"IF('> FILTER <'!B47<>\"\",ROW(OFFSET(A46,-1,0)),\"\")","v":45},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I47)),A46,\"\")","v":45},{"$f":"IFERROR(SMALL(Helper2_1,A46),\"\")","v":45},null,45,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I47)),$A46,\"\")","v":45},{"$f":"IFERROR(SMALL(Helper2_2,A46),\"\")","v":45},{"$f":"COUNTIF(Helper3_1,\"=\"&G46)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G46)=1, G46, \"\")","v":45},{"$f":"IFERROR(SMALL(Index_2,A46),\"\")","v":45},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:J46)),\"\")","v":"QMU_45"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:K46)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:L46)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:M46)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:P46)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J46,COLUMNS($J$2:Q46)),\"\")","v":"Programmes are also expected to align with PSRB requirements where appropriate."}]
[{"$f":"IF('> FILTER <'!B48<>\"\",ROW(OFFSET(A47,-1,0)),\"\")","v":46},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I48)),A47,\"\")","v":46},{"$f":"IFERROR(SMALL(Helper2_1,A47),\"\")","v":46},null,46,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I48)),$A47,\"\")","v":46},{"$f":"IFERROR(SMALL(Helper2_2,A47),\"\")","v":46},{"$f":"COUNTIF(Helper3_1,\"=\"&G47)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G47)=1, G47, \"\")","v":46},{"$f":"IFERROR(SMALL(Index_2,A47),\"\")","v":46},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:J47)),\"\")","v":"QMU_46"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:K47)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:L47)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:M47)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:P47)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J47,COLUMNS($J$2:Q47)),\"\")","v":"The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES). The alignment of learning and teaching-related strategies - such as the Employability and Graduate School strategies with the SES and its accompanying delivery plan - provides a dynamic and embedded student-centred framework for transforming the student experience. Student engagement is highly valued by the University and students are active partners in strategic development and decision-making, implementation and evaluation, with the role of Student Champions having been established specifically to support the delivery of the Student Experience Strategy and QMU's Enhancement Themes work (paragraph 13). \n4 The revision of the Employability Strategy has afforded the University the opportunity to revisit its approach to recognising and recording student skills and achievement. A Career Management Skills Framework has been developed, linked to the QMU Graduate Attributes, and the QESR team heard from staff about a variety of ways in which Graduate Attributes are incorporated into programmes and assignments (paragraph 47), such as the development of a wider range of placements. A pilot is currently underway of a Graduate Attributes Toolkit to enable students to track skills and personal development gained through the curriculum. External engagement with employers and professional statutory and regulatory bodies (PSRBs) enabled the institution to put in place a dynamic range of adaptations in response to the global coronavirus pandemic, including simulated placements, and so ensuring that students acquired an equivalent professional learning experience."}]
[{"$f":"IF('> FILTER <'!B49<>\"\",ROW(OFFSET(A48,-1,0)),\"\")","v":47},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I49)),A48,\"\")","v":47},{"$f":"IFERROR(SMALL(Helper2_1,A48),\"\")","v":47},null,47,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I49)),$A48,\"\")","v":47},{"$f":"IFERROR(SMALL(Helper2_2,A48),\"\")","v":47},{"$f":"COUNTIF(Helper3_1,\"=\"&G48)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G48)=1, G48, \"\")","v":47},{"$f":"IFERROR(SMALL(Index_2,A48),\"\")","v":47},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:J48)),\"\")","v":"QMU_47"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:K48)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:L48)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:M48)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:P48)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J48,COLUMNS($J$2:Q48)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."}]
[{"$f":"IF('> FILTER <'!B50<>\"\",ROW(OFFSET(A49,-1,0)),\"\")","v":48},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I50)),A49,\"\")","v":48},{"$f":"IFERROR(SMALL(Helper2_1,A49),\"\")","v":48},null,48,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I50)),$A49,\"\")","v":48},{"$f":"IFERROR(SMALL(Helper2_2,A49),\"\")","v":48},{"$f":"COUNTIF(Helper3_1,\"=\"&G49)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G49)=1, G49, \"\")","v":48},{"$f":"IFERROR(SMALL(Index_2,A49),\"\")","v":48},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:J49)),\"\")","v":"QMU_48"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:K49)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:L49)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:M49)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:P49)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J49,COLUMNS($J$2:Q49)),\"\")","v":"The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B51<>\"\",ROW(OFFSET(A50,-1,0)),\"\")","v":49},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I51)),A50,\"\")","v":49},{"$f":"IFERROR(SMALL(Helper2_1,A50),\"\")","v":49},null,49,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I51)),$A50,\"\")","v":49},{"$f":"IFERROR(SMALL(Helper2_2,A50),\"\")","v":49},{"$f":"COUNTIF(Helper3_1,\"=\"&G50)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G50)=1, G50, \"\")","v":49},{"$f":"IFERROR(SMALL(Index_2,A50),\"\")","v":49},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:J50)),\"\")","v":"QMU_49"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:K50)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:L50)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:M50)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:P50)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J50,COLUMNS($J$2:Q50)),\"\")","v":"Reflective and enhancement-focused approach to annual programme monitoring - the design and implementation of the University's Annual Programme Monitoring (APM) process provides a strong data-informed and explicit enhancement-focused approach to encourage reflection, enhancement and evaluation by programme teams and to enable sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B52<>\"\",ROW(OFFSET(A51,-1,0)),\"\")","v":50},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I52)),A51,\"\")","v":50},{"$f":"IFERROR(SMALL(Helper2_1,A51),\"\")","v":50},null,50,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I52)),$A51,\"\")","v":50},{"$f":"IFERROR(SMALL(Helper2_2,A51),\"\")","v":50},{"$f":"COUNTIF(Helper3_1,\"=\"&G51)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G51)=1, G51, \"\")","v":50},{"$f":"IFERROR(SMALL(Index_2,A51),\"\")","v":50},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:J51)),\"\")","v":"QMU_50"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:K51)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:L51)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:M51)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:P51)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J51,COLUMNS($J$2:Q51)),\"\")","v":"Since ELIR 4, sector Enhancement Themes have continued to impact positively \non institutional policy and practice, including using learning from the 'Evidence for Enhancement' theme to enhance the module evaluation process and the presentation of data."}]
[{"$f":"IF('> FILTER <'!B53<>\"\",ROW(OFFSET(A52,-1,0)),\"\")","v":51},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I53)),A52,\"\")","v":51},{"$f":"IFERROR(SMALL(Helper2_1,A52),\"\")","v":51},null,51,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I53)),$A52,\"\")","v":51},{"$f":"IFERROR(SMALL(Helper2_2,A52),\"\")","v":51},{"$f":"COUNTIF(Helper3_1,\"=\"&G52)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G52)=1, G52, \"\")","v":51},{"$f":"IFERROR(SMALL(Index_2,A52),\"\")","v":51},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:J52)),\"\")","v":"QMU_51"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:K52)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:L52)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:M52)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:P52)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J52,COLUMNS($J$2:Q52)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."}]
[{"$f":"IF('> FILTER <'!B54<>\"\",ROW(OFFSET(A53,-1,0)),\"\")","v":52},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I54)),A53,\"\")","v":52},{"$f":"IFERROR(SMALL(Helper2_1,A53),\"\")","v":52},null,52,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I54)),$A53,\"\")","v":52},{"$f":"IFERROR(SMALL(Helper2_2,A53),\"\")","v":52},{"$f":"COUNTIF(Helper3_1,\"=\"&G53)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G53)=1, G53, \"\")","v":52},{"$f":"IFERROR(SMALL(Index_2,A53),\"\")","v":52},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:J53)),\"\")","v":"QMU_52"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:K53)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:L53)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:M53)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:P53)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J53,COLUMNS($J$2:Q53)),\"\")","v":"The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."}]
[{"$f":"IF('> FILTER <'!B55<>\"\",ROW(OFFSET(A54,-1,0)),\"\")","v":53},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I55)),A54,\"\")","v":53},{"$f":"IFERROR(SMALL(Helper2_1,A54),\"\")","v":53},null,53,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I55)),$A54,\"\")","v":53},{"$f":"IFERROR(SMALL(Helper2_2,A54),\"\")","v":53},{"$f":"COUNTIF(Helper3_1,\"=\"&G54)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G54)=1, G54, \"\")","v":53},{"$f":"IFERROR(SMALL(Index_2,A54),\"\")","v":53},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:J54)),\"\")","v":"QMU_53"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:K54)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:L54)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:M54)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:P54)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J54,COLUMNS($J$2:Q54)),\"\")","v":"At an institutional level, the University makes use of KPIs reported to Senate to monitor progress and identify actions. The APM process uses KPIs at a school level, and the data sets used in these indicators is comprehensive and comparable across programmes, allowing effective self-evaluation."}]
[{"$f":"IF('> FILTER <'!B56<>\"\",ROW(OFFSET(A55,-1,0)),\"\")","v":54},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I56)),A55,\"\")","v":54},{"$f":"IFERROR(SMALL(Helper2_1,A55),\"\")","v":54},null,54,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I56)),$A55,\"\")","v":54},{"$f":"IFERROR(SMALL(Helper2_2,A55),\"\")","v":54},{"$f":"COUNTIF(Helper3_1,\"=\"&G55)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G55)=1, G55, \"\")","v":54},{"$f":"IFERROR(SMALL(Index_2,A55),\"\")","v":54},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:J55)),\"\")","v":"QMU_54"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:K55)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:L55)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:M55)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:P55)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J55,COLUMNS($J$2:Q55)),\"\")","v":"Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward "}]
[{"$f":"IF('> FILTER <'!B57<>\"\",ROW(OFFSET(A56,-1,0)),\"\")","v":55},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I57)),A56,\"\")","v":55},{"$f":"IFERROR(SMALL(Helper2_1,A56),\"\")","v":55},null,55,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I57)),$A56,\"\")","v":55},{"$f":"IFERROR(SMALL(Helper2_2,A56),\"\")","v":55},{"$f":"COUNTIF(Helper3_1,\"=\"&G56)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G56)=1, G56, \"\")","v":55},{"$f":"IFERROR(SMALL(Index_2,A56),\"\")","v":55},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:J56)),\"\")","v":"QMU_55"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:K56)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:L56)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:M56)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:P56)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J56,COLUMNS($J$2:Q56)),\"\")","v":"The University has a clear process for considering student survey results from the National Student Survey, Postgraduate Research Survey, QMU Entrants Survey and QMU Students Survey. This data is benchmarked against the sector and compared with previous results."}]
[{"$f":"IF('> FILTER <'!B58<>\"\",ROW(OFFSET(A57,-1,0)),\"\")","v":56},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I58)),A57,\"\")","v":56},{"$f":"IFERROR(SMALL(Helper2_1,A57),\"\")","v":56},null,56,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I58)),$A57,\"\")","v":56},{"$f":"IFERROR(SMALL(Helper2_2,A57),\"\")","v":56},{"$f":"COUNTIF(Helper3_1,\"=\"&G57)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G57)=1, G57, \"\")","v":56},{"$f":"IFERROR(SMALL(Index_2,A57),\"\")","v":56},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:J57)),\"\")","v":"QMU_56"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:K57)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:L57)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:M57)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:P57)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J57,COLUMNS($J$2:Q57)),\"\")","v":"The QESR team learned that programme leaders are provided with comprehensive data sets ahead of exam board and ILR and APM processes. This data is used effectively to monitor progress and highlight priority areas for development. Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review"}]
[{"$f":"IF('> FILTER <'!B59<>\"\",ROW(OFFSET(A58,-1,0)),\"\")","v":57},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I59)),A58,\"\")","v":57},{"$f":"IFERROR(SMALL(Helper2_1,A58),\"\")","v":57},null,57,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I59)),$A58,\"\")","v":57},{"$f":"IFERROR(SMALL(Helper2_2,A58),\"\")","v":57},{"$f":"COUNTIF(Helper3_1,\"=\"&G58)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G58)=1, G58, \"\")","v":57},{"$f":"IFERROR(SMALL(Index_2,A58),\"\")","v":57},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:J58)),\"\")","v":"QMU_57"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:K58)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:L58)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:M58)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:P58)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J58,COLUMNS($J$2:Q58)),\"\")","v":"Aligned to the SES, the University has a revised Employability Strategy, a Graduate School Strategy, and plans are in progress for a refreshed Widening Participation and Student Retention Strategy and Evaluation Plan."}]
[{"$f":"IF('> FILTER <'!B60<>\"\",ROW(OFFSET(A59,-1,0)),\"\")","v":58},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I60)),A59,\"\")","v":58},{"$f":"IFERROR(SMALL(Helper2_1,A59),\"\")","v":58},null,58,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I60)),$A59,\"\")","v":58},{"$f":"IFERROR(SMALL(Helper2_2,A59),\"\")","v":58},{"$f":"COUNTIF(Helper3_1,\"=\"&G59)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G59)=1, G59, \"\")","v":58},{"$f":"IFERROR(SMALL(Index_2,A59),\"\")","v":58},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:J59)),\"\")","v":"QMU_58"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:K59)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:L59)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:M59)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:P59)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J59,COLUMNS($J$2:Q59)),\"\")","v":"The Equality and Diversity Committee has strategic oversight of maintaining equality outcomes, and analyses attainment gaps. The institution has recently established a Race Equality Steering group. The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR (Widening Participation and Student Retention) Board."}]
[{"$f":"IF('> FILTER <'!B61<>\"\",ROW(OFFSET(A60,-1,0)),\"\")","v":59},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I61)),A60,\"\")","v":59},{"$f":"IFERROR(SMALL(Helper2_1,A60),\"\")","v":59},null,59,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I61)),$A60,\"\")","v":59},{"$f":"IFERROR(SMALL(Helper2_2,A60),\"\")","v":59},{"$f":"COUNTIF(Helper3_1,\"=\"&G60)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G60)=1, G60, \"\")","v":59},{"$f":"IFERROR(SMALL(Index_2,A60),\"\")","v":59},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:J60)),\"\")","v":"QMU_59"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:K60)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:L60)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:M60)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:P60)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J60,COLUMNS($J$2:Q60)),\"\")","v":"The University has several UK and international collaborative partners in Greece, Egypt, India and Nepal, with approximately one-third of its students studying with these partners."}]
[{"$f":"IF('> FILTER <'!B62<>\"\",ROW(OFFSET(A61,-1,0)),\"\")","v":60},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I62)),A61,\"\")","v":60},{"$f":"IFERROR(SMALL(Helper2_1,A61),\"\")","v":60},null,60,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I62)),$A61,\"\")","v":60},{"$f":"IFERROR(SMALL(Helper2_2,A61),\"\")","v":60},{"$f":"COUNTIF(Helper3_1,\"=\"&G61)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G61)=1, G61, \"\")","v":60},{"$f":"IFERROR(SMALL(Index_2,A61),\"\")","v":60},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:J61)),\"\")","v":"QMU_60"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:K61)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:L61)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:M61)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:P61)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J61,COLUMNS($J$2:Q61)),\"\")","v":"From 2022-23, all pre-COVID-19 regulations were reinstated with the provision that consideration could be given to the continuation of Interim Regulations in overseas partners where local COVID-19 restrictions necessitated."}]
[{"$f":"IF('> FILTER <'!B63<>\"\",ROW(OFFSET(A62,-1,0)),\"\")","v":61},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I63)),A62,\"\")","v":61},{"$f":"IFERROR(SMALL(Helper2_1,A62),\"\")","v":61},null,61,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I63)),$A62,\"\")","v":61},{"$f":"IFERROR(SMALL(Helper2_2,A62),\"\")","v":61},{"$f":"COUNTIF(Helper3_1,\"=\"&G62)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G62)=1, G62, \"\")","v":61},{"$f":"IFERROR(SMALL(Index_2,A62),\"\")","v":61},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:J62)),\"\")","v":"QMU_61"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:K62)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:L62)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:M62)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:P62)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J62,COLUMNS($J$2:Q62)),\"\")","v":"Prior to the QESR, recruitment to one of the University's overseas programmes had been suspended because legislative changes locally meant that the programme was no longer accredited in that country."}]
[{"$f":"IF('> FILTER <'!B64<>\"\",ROW(OFFSET(A63,-1,0)),\"\")","v":62},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I64)),A63,\"\")","v":62},{"$f":"IFERROR(SMALL(Helper2_1,A63),\"\")","v":62},null,62,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I64)),$A63,\"\")","v":62},{"$f":"IFERROR(SMALL(Helper2_2,A63),\"\")","v":62},{"$f":"COUNTIF(Helper3_1,\"=\"&G63)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G63)=1, G63, \"\")","v":62},{"$f":"IFERROR(SMALL(Index_2,A63),\"\")","v":62},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:J63)),\"\")","v":"QMU_62"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:K63)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:L63)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:M63)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:P63)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J63,COLUMNS($J$2:Q63)),\"\")","v":"Assessment feedback - in building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments"}]
[{"$f":"IF('> FILTER <'!B65<>\"\",ROW(OFFSET(A64,-1,0)),\"\")","v":63},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I65)),A64,\"\")","v":63},{"$f":"IFERROR(SMALL(Helper2_1,A64),\"\")","v":63},null,63,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I65)),$A64,\"\")","v":63},{"$f":"IFERROR(SMALL(Helper2_2,A64),\"\")","v":63},{"$f":"COUNTIF(Helper3_1,\"=\"&G64)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G64)=1, G64, \"\")","v":63},{"$f":"IFERROR(SMALL(Index_2,A64),\"\")","v":63},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:J64)),\"\")","v":"QMU_63"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:K64)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:L64)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:M64)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:P64)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J64,COLUMNS($J$2:Q64)),\"\")","v":"There are three overarching themes of the SES - one of which is Equality, Diversity and Inclusion"}]
[{"$f":"IF('> FILTER <'!B66<>\"\",ROW(OFFSET(A65,-1,0)),\"\")","v":64},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I66)),A65,\"\")","v":64},{"$f":"IFERROR(SMALL(Helper2_1,A65),\"\")","v":64},null,64,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I66)),$A65,\"\")","v":64},{"$f":"IFERROR(SMALL(Helper2_2,A65),\"\")","v":64},{"$f":"COUNTIF(Helper3_1,\"=\"&G65)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G65)=1, G65, \"\")","v":64},{"$f":"IFERROR(SMALL(Index_2,A65),\"\")","v":64},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:J65)),\"\")","v":"QMU_64"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:K65)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:L65)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:M65)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:P65)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J65,COLUMNS($J$2:Q65)),\"\")","v":"The Equality and Diversity Committee has strategic oversight of maintaining equality outcomes, and analyses attainment gaps."}]
[{"$f":"IF('> FILTER <'!B67<>\"\",ROW(OFFSET(A66,-1,0)),\"\")","v":65},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I67)),A66,\"\")","v":65},{"$f":"IFERROR(SMALL(Helper2_1,A66),\"\")","v":65},null,65,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I67)),$A66,\"\")","v":65},{"$f":"IFERROR(SMALL(Helper2_2,A66),\"\")","v":65},{"$f":"COUNTIF(Helper3_1,\"=\"&G66)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G66)=1, G66, \"\")","v":65},{"$f":"IFERROR(SMALL(Index_2,A66),\"\")","v":65},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:J66)),\"\")","v":"QMU_65"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:K66)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:L66)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:M66)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:P66)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J66,COLUMNS($J$2:Q66)),\"\")","v":"The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."}]
[{"$f":"IF('> FILTER <'!B68<>\"\",ROW(OFFSET(A67,-1,0)),\"\")","v":66},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I68)),A67,\"\")","v":66},{"$f":"IFERROR(SMALL(Helper2_1,A67),\"\")","v":66},null,{"$f":"ROW(OFFSET(E67,-1,0))","v":66},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I68)),$A67,\"\")","v":66},{"$f":"IFERROR(SMALL(Helper2_2,A67),\"\")","v":66},{"$f":"COUNTIF(Helper3_1,\"=\"&G67)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G67)=1, G67, \"\")","v":66},{"$f":"IFERROR(SMALL(Index_2,A67),\"\")","v":66},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:J67)),\"\")","v":"QMU_66"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:K67)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:L67)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:M67)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:P67)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J67,COLUMNS($J$2:Q67)),\"\")","v":"The institution has recently established a Race Equality Steering group. The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR (Widening Participation and Student Retention) Board."}]
[{"$f":"IF('> FILTER <'!B69<>\"\",ROW(OFFSET(A68,-1,0)),\"\")","v":67},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I69)),A68,\"\")","v":67},{"$f":"IFERROR(SMALL(Helper2_1,A68),\"\")","v":67},null,67,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I69)),$A68,\"\")","v":67},{"$f":"IFERROR(SMALL(Helper2_2,A68),\"\")","v":67},{"$f":"COUNTIF(Helper3_1,\"=\"&G68)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G68)=1, G68, \"\")","v":67},{"$f":"IFERROR(SMALL(Index_2,A68),\"\")","v":67},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:J68)),\"\")","v":"QMU_67"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:K68)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:L68)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:M68)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:P68)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J68,COLUMNS($J$2:Q68)),\"\")","v":"Aligned to the SES, the University has a revised Employability Strategy, a Graduate School Strategy, and plans are in progress for a refreshed Widening Participation and Student Retention Strategy and Evaluation Plan."}]
[{"$f":"IF('> FILTER <'!B70<>\"\",ROW(OFFSET(A69,-1,0)),\"\")","v":68},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I70)),A69,\"\")","v":68},{"$f":"IFERROR(SMALL(Helper2_1,A69),\"\")","v":68},null,68,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I70)),$A69,\"\")","v":68},{"$f":"IFERROR(SMALL(Helper2_2,A69),\"\")","v":68},{"$f":"COUNTIF(Helper3_1,\"=\"&G69)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G69)=1, G69, \"\")","v":68},{"$f":"IFERROR(SMALL(Index_2,A69),\"\")","v":68},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:J69)),\"\")","v":"QMU_68"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:K69)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:L69)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:M69)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:P69)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J69,COLUMNS($J$2:Q69)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data"}]
[{"$f":"IF('> FILTER <'!B71<>\"\",ROW(OFFSET(A70,-1,0)),\"\")","v":69},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I71)),A70,\"\")","v":69},{"$f":"IFERROR(SMALL(Helper2_1,A70),\"\")","v":69},null,69,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I71)),$A70,\"\")","v":69},{"$f":"IFERROR(SMALL(Helper2_2,A70),\"\")","v":69},{"$f":"COUNTIF(Helper3_1,\"=\"&G70)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G70)=1, G70, \"\")","v":69},{"$f":"IFERROR(SMALL(Index_2,A70),\"\")","v":69},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:J70)),\"\")","v":"QMU_69"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:K70)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:L70)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:M70)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:P70)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J70,COLUMNS($J$2:Q70)),\"\")","v":"The QESR team considers that the University uses an evidence-based approach to assessing widening participation and retention, and regularly reviews performance through the WISeR"}]
[{"$f":"IF('> FILTER <'!B72<>\"\",ROW(OFFSET(A71,-1,0)),\"\")","v":70},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I72)),A71,\"\")","v":70},{"$f":"IFERROR(SMALL(Helper2_1,A71),\"\")","v":70},null,70,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I72)),$A71,\"\")","v":70},{"$f":"IFERROR(SMALL(Helper2_2,A71),\"\")","v":70},{"$f":"COUNTIF(Helper3_1,\"=\"&G71)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G71)=1, G71, \"\")","v":70},{"$f":"IFERROR(SMALL(Index_2,A71),\"\")","v":70},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:J71)),\"\")","v":"QMU_70"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:K71)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:L71)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:M71)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:P71)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J71,COLUMNS($J$2:Q71)),\"\")","v":"Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review - for example, analysing overall programme performance in terms of graduate outcomes and recruitment."}]
[{"$f":"IF('> FILTER <'!B73<>\"\",ROW(OFFSET(A72,-1,0)),\"\")","v":71},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I73)),A72,\"\")","v":71},{"$f":"IFERROR(SMALL(Helper2_1,A72),\"\")","v":71},null,71,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I73)),$A72,\"\")","v":71},{"$f":"IFERROR(SMALL(Helper2_2,A72),\"\")","v":71},{"$f":"COUNTIF(Helper3_1,\"=\"&G72)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G72)=1, G72, \"\")","v":71},{"$f":"IFERROR(SMALL(Index_2,A72),\"\")","v":71},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:J72)),\"\")","v":"QMU_71"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:K72)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:L72)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:M72)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:P72)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J72,COLUMNS($J$2:Q72)),\"\")","v":"The QESR team has confidence that the University effectively manages and analyses the data that it gathers and uses this to inform its decision-making and the development of policy and practice. In reaching this decision, the team considered a range of evidence including student survey data, outcome agreement report, KPIs, external examiner feedback, validation and review outcomes, and reports on appeals and academic misconduct cases, in addition to meeting with staff."}]
[{"$f":"IF('> FILTER <'!B74<>\"\",ROW(OFFSET(A73,-1,0)),\"\")","v":72},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I74)),A73,\"\")","v":72},{"$f":"IFERROR(SMALL(Helper2_1,A73),\"\")","v":72},null,72,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I74)),$A73,\"\")","v":72},{"$f":"IFERROR(SMALL(Helper2_2,A73),\"\")","v":72},{"$f":"COUNTIF(Helper3_1,\"=\"&G73)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G73)=1, G73, \"\")","v":72},{"$f":"IFERROR(SMALL(Index_2,A73),\"\")","v":72},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:J73)),\"\")","v":"QMU_72"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:K73)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:L73)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:M73)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:P73)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J73,COLUMNS($J$2:Q73)),\"\")","v":"SEC considers an analysis of external examiner reports identifying common themes and actions to be taken to enhance the learning and teaching experience. In addition, SEC is responsible for oversight of academic appeals, fitness to practice, and student discipline cases."}]
[{"$f":"IF('> FILTER <'!B75<>\"\",ROW(OFFSET(A74,-1,0)),\"\")","v":73},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I75)),A74,\"\")","v":73},{"$f":"IFERROR(SMALL(Helper2_1,A74),\"\")","v":73},null,73,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I75)),$A74,\"\")","v":73},{"$f":"IFERROR(SMALL(Helper2_2,A74),\"\")","v":73},{"$f":"COUNTIF(Helper3_1,\"=\"&G74)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G74)=1, G74, \"\")","v":73},{"$f":"IFERROR(SMALL(Index_2,A74),\"\")","v":73},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:J74)),\"\")","v":"QMU_73"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:K74)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:L74)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:M74)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:P74)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J74,COLUMNS($J$2:Q74)),\"\")","v":"The review team found a clear process for linking institutional strategies to implementation and monitoring through annual operational plans which are overseen by the School Academic Boards (SABs) and annual monitoring reports, which are overseen by SEC and SABs, and staff spoke positively about their engagement in a range of strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B76<>\"\",ROW(OFFSET(A75,-1,0)),\"\")","v":74},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I76)),A75,\"\")","v":74},{"$f":"IFERROR(SMALL(Helper2_1,A75),\"\")","v":74},null,74,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I76)),$A75,\"\")","v":74},{"$f":"IFERROR(SMALL(Helper2_2,A75),\"\")","v":74},{"$f":"COUNTIF(Helper3_1,\"=\"&G75)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G75)=1, G75, \"\")","v":74},{"$f":"IFERROR(SMALL(Index_2,A75),\"\")","v":74},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:J75)),\"\")","v":"QMU_74"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:K75)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:L75)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:M75)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:P75)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J75,COLUMNS($J$2:Q75)),\"\")","v":"The University has a variety of approaches to sharing good practice, including through its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."}]
[{"$f":"IF('> FILTER <'!B77<>\"\",ROW(OFFSET(A76,-1,0)),\"\")","v":75},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I77)),A76,\"\")","v":75},{"$f":"IFERROR(SMALL(Helper2_1,A76),\"\")","v":75},null,75,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I77)),$A76,\"\")","v":75},{"$f":"IFERROR(SMALL(Helper2_2,A76),\"\")","v":75},{"$f":"COUNTIF(Helper3_1,\"=\"&G76)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G76)=1, G76, \"\")","v":75},{"$f":"IFERROR(SMALL(Index_2,A76),\"\")","v":75},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:J76)),\"\")","v":"QMU_75"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:K76)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:L76)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:M76)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:P76)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J76,COLUMNS($J$2:Q76)),\"\")","v":"The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys"}]
[{"$f":"IF('> FILTER <'!B78<>\"\",ROW(OFFSET(A77,-1,0)),\"\")","v":76},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I78)),A77,\"\")","v":76},{"$f":"IFERROR(SMALL(Helper2_1,A77),\"\")","v":76},null,76,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I78)),$A77,\"\")","v":76},{"$f":"IFERROR(SMALL(Helper2_2,A77),\"\")","v":76},{"$f":"COUNTIF(Helper3_1,\"=\"&G77)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G77)=1, G77, \"\")","v":76},{"$f":"IFERROR(SMALL(Index_2,A77),\"\")","v":76},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:J77)),\"\")","v":"QMU_76"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:K77)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:L77)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:M77)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:P77)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J77,COLUMNS($J$2:Q77)),\"\")","v":"Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B79<>\"\",ROW(OFFSET(A78,-1,0)),\"\")","v":77},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I79)),A78,\"\")","v":77},{"$f":"IFERROR(SMALL(Helper2_1,A78),\"\")","v":77},null,77,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I79)),$A78,\"\")","v":77},{"$f":"IFERROR(SMALL(Helper2_2,A78),\"\")","v":77},{"$f":"COUNTIF(Helper3_1,\"=\"&G78)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G78)=1, G78, \"\")","v":77},{"$f":"IFERROR(SMALL(Index_2,A78),\"\")","v":77},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:J78)),\"\")","v":"QMU_77"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:K78)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:L78)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:M78)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:P78)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J78,COLUMNS($J$2:Q78)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered the University's framework for programme monitoring and review; Institution-led Review reports; annual programme monitoring reports, including school-level composite reports; student feedback; papers and minutes from institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B80<>\"\",ROW(OFFSET(A79,-1,0)),\"\")","v":78},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I80)),A79,\"\")","v":78},{"$f":"IFERROR(SMALL(Helper2_1,A79),\"\")","v":78},null,78,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I80)),$A79,\"\")","v":78},{"$f":"IFERROR(SMALL(Helper2_2,A79),\"\")","v":78},{"$f":"COUNTIF(Helper3_1,\"=\"&G79)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G79)=1, G79, \"\")","v":78},{"$f":"IFERROR(SMALL(Index_2,A79),\"\")","v":78},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:J79)),\"\")","v":"QMU_78"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:K79)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:L79)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:M79)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:P79)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J79,COLUMNS($J$2:Q79)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."}]
[{"$f":"IF('> FILTER <'!B81<>\"\",ROW(OFFSET(A80,-1,0)),\"\")","v":79},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I81)),A80,\"\")","v":79},{"$f":"IFERROR(SMALL(Helper2_1,A80),\"\")","v":79},null,79,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I81)),$A80,\"\")","v":79},{"$f":"IFERROR(SMALL(Helper2_2,A80),\"\")","v":79},{"$f":"COUNTIF(Helper3_1,\"=\"&G80)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G80)=1, G80, \"\")","v":79},{"$f":"IFERROR(SMALL(Index_2,A80),\"\")","v":79},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:J80)),\"\")","v":"QMU_79"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:K80)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:L80)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:M80)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:P80)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J80,COLUMNS($J$2:Q80)),\"\")","v":"An Annual Monitoring Report for the Graduate School is considered by the Graduate School Academic Board."}]
[{"$f":"IF('> FILTER <'!B82<>\"\",ROW(OFFSET(A81,-1,0)),\"\")","v":80},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I82)),A81,\"\")","v":80},{"$f":"IFERROR(SMALL(Helper2_1,A81),\"\")","v":80},null,80,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I82)),$A81,\"\")","v":80},{"$f":"IFERROR(SMALL(Helper2_2,A81),\"\")","v":80},{"$f":"COUNTIF(Helper3_1,\"=\"&G81)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G81)=1, G81, \"\")","v":80},{"$f":"IFERROR(SMALL(Index_2,A81),\"\")","v":80},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:J81)),\"\")","v":"QMU_80"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:K81)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:L81)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:M81)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:P81)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J81,COLUMNS($J$2:Q81)),\"\")","v":"The QESR team identified as good practice, the reflective, and enhancement-focused approach to annual programme monitoring, and that the design and implementation of the University's Annual Programme Monitoring (APM) process provides a strong data-informed and explicit enhancement-focused approach to encourage reflection, enhancement and evaluation by programme teams and to enable sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B83<>\"\",ROW(OFFSET(A82,-1,0)),\"\")","v":81},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I83)),A82,\"\")","v":81},{"$f":"IFERROR(SMALL(Helper2_1,A82),\"\")","v":81},null,81,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I83)),$A82,\"\")","v":81},{"$f":"IFERROR(SMALL(Helper2_2,A82),\"\")","v":81},{"$f":"COUNTIF(Helper3_1,\"=\"&G82)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G82)=1, G82, \"\")","v":81},{"$f":"IFERROR(SMALL(Index_2,A82),\"\")","v":81},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:J82)),\"\")","v":"QMU_81"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:K82)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:L82)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:M82)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:P82)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J82,COLUMNS($J$2:Q82)),\"\")","v":"The University's programme development, monitoring and review processes make use of external reference points including the Quality Code."}]
[{"$f":"IF('> FILTER <'!B84<>\"\",ROW(OFFSET(A83,-1,0)),\"\")","v":82},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I84)),A83,\"\")","v":82},{"$f":"IFERROR(SMALL(Helper2_1,A83),\"\")","v":82},null,82,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I84)),$A83,\"\")","v":82},{"$f":"IFERROR(SMALL(Helper2_2,A83),\"\")","v":82},{"$f":"COUNTIF(Helper3_1,\"=\"&G83)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G83)=1, G83, \"\")","v":82},{"$f":"IFERROR(SMALL(Index_2,A83),\"\")","v":82},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:J83)),\"\")","v":"QMU_82"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:K83)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:L83)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:M83)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:P83)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J83,COLUMNS($J$2:Q83)),\"\")","v":"Data sets are standardised to enable cross-programme comparisons, which is overseen by SEC as part of the Annual Monitoring process and by the Academic Planning Board as part of portfolio review - for example, analysing overall programme performance in terms of graduate outcomes and recruitment."}]
[{"$f":"IF('> FILTER <'!B85<>\"\",ROW(OFFSET(A84,-1,0)),\"\")","v":83},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I85)),A84,\"\")","v":83},{"$f":"IFERROR(SMALL(Helper2_1,A84),\"\")","v":83},null,83,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I85)),$A84,\"\")","v":83},{"$f":"IFERROR(SMALL(Helper2_2,A84),\"\")","v":83},{"$f":"COUNTIF(Helper3_1,\"=\"&G84)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G84)=1, G84, \"\")","v":83},{"$f":"IFERROR(SMALL(Index_2,A84),\"\")","v":83},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:J84)),\"\")","v":"QMU_83"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:K84)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:L84)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:M84)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:P84)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J84,COLUMNS($J$2:Q84)),\"\")","v":"The effective use of the Learning and Teaching Panel in supporting institutional enhancement - the University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The review team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which support enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."}]
[{"$f":"IF('> FILTER <'!B86<>\"\",ROW(OFFSET(A85,-1,0)),\"\")","v":84},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I86)),A85,\"\")","v":84},{"$f":"IFERROR(SMALL(Helper2_1,A85),\"\")","v":84},null,84,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I86)),$A85,\"\")","v":84},{"$f":"IFERROR(SMALL(Helper2_2,A85),\"\")","v":84},{"$f":"COUNTIF(Helper3_1,\"=\"&G85)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G85)=1, G85, \"\")","v":84},{"$f":"IFERROR(SMALL(Index_2,A85),\"\")","v":84},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:J85)),\"\")","v":"QMU_84"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:K85)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:L85)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:M85)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:P85)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J85,COLUMNS($J$2:Q85)),\"\")","v":"Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."}]
[{"$f":"IF('> FILTER <'!B87<>\"\",ROW(OFFSET(A86,-1,0)),\"\")","v":85},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I87)),A86,\"\")","v":85},{"$f":"IFERROR(SMALL(Helper2_1,A86),\"\")","v":85},null,85,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I87)),$A86,\"\")","v":85},{"$f":"IFERROR(SMALL(Helper2_2,A86),\"\")","v":85},{"$f":"COUNTIF(Helper3_1,\"=\"&G86)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G86)=1, G86, \"\")","v":85},{"$f":"IFERROR(SMALL(Index_2,A86),\"\")","v":85},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:J86)),\"\")","v":"QMU_85"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:K86)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:L86)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:M86)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:P86)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J86,COLUMNS($J$2:Q86)),\"\")","v":"Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer. The QESR team viewed positively the direct involvement of the Students' Union in Personal Academic Tutoring (PAT) training for new staff, further enhancing the role of student partnership at QMU."}]
[{"$f":"IF('> FILTER <'!B88<>\"\",ROW(OFFSET(A87,-1,0)),\"\")","v":86},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I88)),A87,\"\")","v":86},{"$f":"IFERROR(SMALL(Helper2_1,A87),\"\")","v":86},null,86,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I88)),$A87,\"\")","v":86},{"$f":"IFERROR(SMALL(Helper2_2,A87),\"\")","v":86},{"$f":"COUNTIF(Helper3_1,\"=\"&G87)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G87)=1, G87, \"\")","v":86},{"$f":"IFERROR(SMALL(Index_2,A87),\"\")","v":86},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:J87)),\"\")","v":"QMU_86"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:K87)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:L87)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:M87)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:P87)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J87,COLUMNS($J$2:Q87)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR)"}]
[{"$f":"IF('> FILTER <'!B89<>\"\",ROW(OFFSET(A88,-1,0)),\"\")","v":87},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I89)),A88,\"\")","v":87},{"$f":"IFERROR(SMALL(Helper2_1,A88),\"\")","v":87},null,87,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I89)),$A88,\"\")","v":87},{"$f":"IFERROR(SMALL(Helper2_2,A88),\"\")","v":87},{"$f":"COUNTIF(Helper3_1,\"=\"&G88)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G88)=1, G88, \"\")","v":87},{"$f":"IFERROR(SMALL(Index_2,A88),\"\")","v":87},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:J88)),\"\")","v":"QMU_87"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:K88)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:L88)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:M88)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:P88)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J88,COLUMNS($J$2:Q88)),\"\")","v":"The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)."}]
[{"$f":"IF('> FILTER <'!B90<>\"\",ROW(OFFSET(A89,-1,0)),\"\")","v":88},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I90)),A89,\"\")","v":88},{"$f":"IFERROR(SMALL(Helper2_1,A89),\"\")","v":88},null,88,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I90)),$A89,\"\")","v":88},{"$f":"IFERROR(SMALL(Helper2_2,A89),\"\")","v":88},{"$f":"COUNTIF(Helper3_1,\"=\"&G89)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G89)=1, G89, \"\")","v":88},{"$f":"IFERROR(SMALL(Index_2,A89),\"\")","v":88},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:J89)),\"\")","v":"QMU_88"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:K89)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:L89)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:M89)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:P89)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J89,COLUMNS($J$2:Q89)),\"\")","v":"ILR is conducted by panels that include internal and external academic peers and student members. Where appropriate, these are carried out in conjunction with PSRBs. ILR reports reviewed by the QESR team demonstrated a robust, assurance-focused process, resulting in clear recommendations and conditions of validation or revalidation."}]
[{"$f":"IF('> FILTER <'!B91<>\"\",ROW(OFFSET(A90,-1,0)),\"\")","v":89},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I91)),A90,\"\")","v":89},{"$f":"IFERROR(SMALL(Helper2_1,A90),\"\")","v":89},null,89,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I91)),$A90,\"\")","v":89},{"$f":"IFERROR(SMALL(Helper2_2,A90),\"\")","v":89},{"$f":"COUNTIF(Helper3_1,\"=\"&G90)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G90)=1, G90, \"\")","v":89},{"$f":"IFERROR(SMALL(Index_2,A90),\"\")","v":89},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:J90)),\"\")","v":"QMU_89"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:K90)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:L90)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:M90)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:P90)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J90,COLUMNS($J$2:Q90)),\"\")","v":"The outcomes of the full set of ILRs are considered annually by the Learning and Teaching Panel of the Student Experience Committee and institution-wide topics such as the currency and accuracy of programme and module information are identified. The review team identified as good practice, the effective use of the Learning and Teaching Panel in supporting institutional enhancement."}]
[{"$f":"IF('> FILTER <'!B92<>\"\",ROW(OFFSET(A91,-1,0)),\"\")","v":90},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I92)),A91,\"\")","v":90},{"$f":"IFERROR(SMALL(Helper2_1,A91),\"\")","v":90},null,90,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I92)),$A91,\"\")","v":90},{"$f":"IFERROR(SMALL(Helper2_2,A91),\"\")","v":90},{"$f":"COUNTIF(Helper3_1,\"=\"&G91)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G91)=1, G91, \"\")","v":90},{"$f":"IFERROR(SMALL(Index_2,A91),\"\")","v":90},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:J91)),\"\")","v":"QMU_90"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:K91)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:L91)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:M91)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:P91)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J91,COLUMNS($J$2:Q91)),\"\")","v":"The University's Learning and Teaching Panel's primary role is to provide institutional oversight of the Institution-led Review (ILR) process. The team viewed this panel as a particularly effective mechanism for identifying topics for university-wide consideration and action which supports enhancement of the student experience while also supporting enhancement-led development of the ILR process itself, and supporting staff involved in programme development and preparation for validation and review."}]
[{"$f":"IF('> FILTER <'!B93<>\"\",ROW(OFFSET(A92,-1,0)),\"\")","v":91},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I93)),A92,\"\")","v":91},{"$f":"IFERROR(SMALL(Helper2_1,A92),\"\")","v":91},null,91,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I93)),$A92,\"\")","v":91},{"$f":"IFERROR(SMALL(Helper2_2,A92),\"\")","v":91},{"$f":"COUNTIF(Helper3_1,\"=\"&G92)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G92)=1, G92, \"\")","v":91},{"$f":"IFERROR(SMALL(Index_2,A92),\"\")","v":91},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:J92)),\"\")","v":"QMU_91"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:K92)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:L92)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:M92)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:P92)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J92,COLUMNS($J$2:Q92)),\"\")","v":"The University reviews and monitors student-facing support services - both individual services and themes such as personal tutoring - through a wide range of methods. In some instances, such as the reviews of Student Services in 2010 and the Graduate School in 2017, these reviews follow a similar process to the ILRs of academic areas, but in other instances, including IT and the Careers Service, there is greater reliance on internal audit processes or external accreditation respectively and accordingly may not as explicitly employ enhancement-led approaches."}]
[{"$f":"IF('> FILTER <'!B94<>\"\",ROW(OFFSET(A93,-1,0)),\"\")","v":92},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I94)),A93,\"\")","v":92},{"$f":"IFERROR(SMALL(Helper2_1,A93),\"\")","v":92},null,92,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I94)),$A93,\"\")","v":92},{"$f":"IFERROR(SMALL(Helper2_2,A93),\"\")","v":92},{"$f":"COUNTIF(Helper3_1,\"=\"&G93)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G93)=1, G93, \"\")","v":92},{"$f":"IFERROR(SMALL(Index_2,A93),\"\")","v":92},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:J93)),\"\")","v":"QMU_92"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:K93)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:L93)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:M93)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:P93)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J93,COLUMNS($J$2:Q93)),\"\")","v":"The QESR team learned that programme leaders are provided with comprehensive data sets ahead of exam board and ILR and APM processes. This data is used effectively to monitor progress and highlight priority areas for development."}]
[{"$f":"IF('> FILTER <'!B95<>\"\",ROW(OFFSET(A94,-1,0)),\"\")","v":93},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I95)),A94,\"\")","v":93},{"$f":"IFERROR(SMALL(Helper2_1,A94),\"\")","v":93},null,93,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I95)),$A94,\"\")","v":93},{"$f":"IFERROR(SMALL(Helper2_2,A94),\"\")","v":93},{"$f":"COUNTIF(Helper3_1,\"=\"&G94)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G94)=1, G94, \"\")","v":93},{"$f":"IFERROR(SMALL(Index_2,A94),\"\")","v":93},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:J94)),\"\")","v":"QMU_93"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:K94)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:L94)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:M94)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:P94)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J94,COLUMNS($J$2:Q94)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."}]
[{"$f":"IF('> FILTER <'!B96<>\"\",ROW(OFFSET(A95,-1,0)),\"\")","v":94},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I96)),A95,\"\")","v":94},{"$f":"IFERROR(SMALL(Helper2_1,A95),\"\")","v":94},null,94,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I96)),$A95,\"\")","v":94},{"$f":"IFERROR(SMALL(Helper2_2,A95),\"\")","v":94},{"$f":"COUNTIF(Helper3_1,\"=\"&G95)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G95)=1, G95, \"\")","v":94},{"$f":"IFERROR(SMALL(Index_2,A95),\"\")","v":94},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:J95)),\"\")","v":"QMU_94"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:K95)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:L95)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:M95)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:P95)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J95,COLUMNS($J$2:Q95)),\"\")","v":"The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."}]
[{"$f":"IF('> FILTER <'!B97<>\"\",ROW(OFFSET(A96,-1,0)),\"\")","v":95},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I97)),A96,\"\")","v":95},{"$f":"IFERROR(SMALL(Helper2_1,A96),\"\")","v":95},null,95,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I97)),$A96,\"\")","v":95},{"$f":"IFERROR(SMALL(Helper2_2,A96),\"\")","v":95},{"$f":"COUNTIF(Helper3_1,\"=\"&G96)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G96)=1, G96, \"\")","v":95},{"$f":"IFERROR(SMALL(Index_2,A96),\"\")","v":95},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:J96)),\"\")","v":"QMU_95"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:K96)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:L96)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:M96)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:P96)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J96,COLUMNS($J$2:Q96)),\"\")","v":"The University's quality assurance processes include Annual Programme Monitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54)."}]
[{"$f":"IF('> FILTER <'!B98<>\"\",ROW(OFFSET(A97,-1,0)),\"\")","v":96},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I98)),A97,\"\")","v":96},{"$f":"IFERROR(SMALL(Helper2_1,A97),\"\")","v":96},null,96,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I98)),$A97,\"\")","v":96},{"$f":"IFERROR(SMALL(Helper2_2,A97),\"\")","v":96},{"$f":"COUNTIF(Helper3_1,\"=\"&G97)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G97)=1, G97, \"\")","v":96},{"$f":"IFERROR(SMALL(Index_2,A97),\"\")","v":96},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:J97)),\"\")","v":"QMU_96"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:K97)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:L97)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:M97)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:P97)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J97,COLUMNS($J$2:Q97)),\"\")","v":"External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"}]
[{"$f":"IF('> FILTER <'!B99<>\"\",ROW(OFFSET(A98,-1,0)),\"\")","v":97},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I99)),A98,\"\")","v":97},{"$f":"IFERROR(SMALL(Helper2_1,A98),\"\")","v":97},null,97,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I99)),$A98,\"\")","v":97},{"$f":"IFERROR(SMALL(Helper2_2,A98),\"\")","v":97},{"$f":"COUNTIF(Helper3_1,\"=\"&G98)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G98)=1, G98, \"\")","v":97},{"$f":"IFERROR(SMALL(Index_2,A98),\"\")","v":97},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:J98)),\"\")","v":"QMU_97"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:K98)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:L98)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:M98)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:P98)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J98,COLUMNS($J$2:Q98)),\"\")","v":"External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B100<>\"\",ROW(OFFSET(A99,-1,0)),\"\")","v":98},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I100)),A99,\"\")","v":98},{"$f":"IFERROR(SMALL(Helper2_1,A99),\"\")","v":98},null,98,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I100)),$A99,\"\")","v":98},{"$f":"IFERROR(SMALL(Helper2_2,A99),\"\")","v":98},{"$f":"COUNTIF(Helper3_1,\"=\"&G99)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G99)=1, G99, \"\")","v":98},{"$f":"IFERROR(SMALL(Index_2,A99),\"\")","v":98},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:J99)),\"\")","v":"QMU_98"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:K99)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:L99)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:M99)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:P99)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J99,COLUMNS($J$2:Q99)),\"\")","v":"The QESR team is confident in the University's approach to developing and maintaining student partnership. The team considered the institution's Student Partnership Agreement (SPA), key committee minutes, and met with staff and students. The SPA was refreshed in September 2022, and themes identified include communications, student life, addressing assessment and feedback. The SPA was co-developed by the University and the Students' Union, with priority areas initially identified by students. Additionally, QMU senior management and the Students' Association have a partnership group to help prioritise issues, enabling a balance between institutional and student priorities. The team found the approach to developing the SPA particularly effective and a positive example of a strong working relationship between staff and students."}]
[{"$f":"IF('> FILTER <'!B101<>\"\",ROW(OFFSET(A100,-1,0)),\"\")","v":99},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I101)),A100,\"\")","v":99},{"$f":"IFERROR(SMALL(Helper2_1,A100),\"\")","v":99},null,99,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I101)),$A100,\"\")","v":99},{"$f":"IFERROR(SMALL(Helper2_2,A100),\"\")","v":99},{"$f":"COUNTIF(Helper3_1,\"=\"&G100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G100)=1, G100, \"\")","v":99},{"$f":"IFERROR(SMALL(Index_2,A100),\"\")","v":99},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:J100)),\"\")","v":"QMU_99"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:K100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:L100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:M100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:P100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J100,COLUMNS($J$2:Q100)),\"\")","v":"Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review."}]
[{"$f":"IF('> FILTER <'!B102<>\"\",ROW(OFFSET(A101,-1,0)),\"\")","v":100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I102)),A101,\"\")","v":100},{"$f":"IFERROR(SMALL(Helper2_1,A101),\"\")","v":100},null,100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I102)),$A101,\"\")","v":100},{"$f":"IFERROR(SMALL(Helper2_2,A101),\"\")","v":100},{"$f":"COUNTIF(Helper3_1,\"=\"&G101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G101)=1, G101, \"\")","v":100},{"$f":"IFERROR(SMALL(Index_2,A101),\"\")","v":100},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:J101)),\"\")","v":"QMU_100"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:K101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:L101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:M101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:P101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J101,COLUMNS($J$2:Q101)),\"\")","v":"Doctoral student feedback indicates broad satisfaction with supervision."}]
[{"$f":"IF('> FILTER <'!B103<>\"\",ROW(OFFSET(A102,-1,0)),\"\")","v":101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I103)),A102,\"\")","v":101},{"$f":"IFERROR(SMALL(Helper2_1,A102),\"\")","v":101},null,101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I103)),$A102,\"\")","v":101},{"$f":"IFERROR(SMALL(Helper2_2,A102),\"\")","v":101},{"$f":"COUNTIF(Helper3_1,\"=\"&G102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G102)=1, G102, \"\")","v":101},{"$f":"IFERROR(SMALL(Index_2,A102),\"\")","v":101},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:J102)),\"\")","v":"QMU_101"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:K102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:L102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:M102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:P102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J102,COLUMNS($J$2:Q102)),\"\")","v":"The Students' Union runs a class representative survey for staff and students which enables enhancement of the student representation structures through the identification of good practice and recommendations which had led to the development of enhanced training for class representatives with relevant case studies."}]
[{"$f":"IF('> FILTER <'!B104<>\"\",ROW(OFFSET(A103,-1,0)),\"\")","v":102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I104)),A103,\"\")","v":102},{"$f":"IFERROR(SMALL(Helper2_1,A103),\"\")","v":102},null,102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I104)),$A103,\"\")","v":102},{"$f":"IFERROR(SMALL(Helper2_2,A103),\"\")","v":102},{"$f":"COUNTIF(Helper3_1,\"=\"&G103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G103)=1, G103, \"\")","v":102},{"$f":"IFERROR(SMALL(Index_2,A103),\"\")","v":102},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:J103)),\"\")","v":"QMU_102"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:K103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:L103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:M103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:P103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J103,COLUMNS($J$2:Q103)),\"\")","v":"Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B105<>\"\",ROW(OFFSET(A104,-1,0)),\"\")","v":103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I105)),A104,\"\")","v":103},{"$f":"IFERROR(SMALL(Helper2_1,A104),\"\")","v":103},null,103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I105)),$A104,\"\")","v":103},{"$f":"IFERROR(SMALL(Helper2_2,A104),\"\")","v":103},{"$f":"COUNTIF(Helper3_1,\"=\"&G104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G104)=1, G104, \"\")","v":103},{"$f":"IFERROR(SMALL(Index_2,A104),\"\")","v":103},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:J104)),\"\")","v":"QMU_103"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:K104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:L104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:M104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:P104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J104,COLUMNS($J$2:Q104)),\"\")","v":"In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback; however, issues with feedback remain consistent in student surveys."}]
[{"$f":"IF('> FILTER <'!B106<>\"\",ROW(OFFSET(A105,-1,0)),\"\")","v":104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I106)),A105,\"\")","v":104},{"$f":"IFERROR(SMALL(Helper2_1,A105),\"\")","v":104},null,104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I106)),$A105,\"\")","v":104},{"$f":"IFERROR(SMALL(Helper2_2,A105),\"\")","v":104},{"$f":"COUNTIF(Helper3_1,\"=\"&G105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G105)=1, G105, \"\")","v":104},{"$f":"IFERROR(SMALL(Index_2,A105),\"\")","v":104},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:J105)),\"\")","v":"QMU_104"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:K105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:L105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:M105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:P105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J105,COLUMNS($J$2:Q105)),\"\")","v":"The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."}]
[{"$f":"IF('> FILTER <'!B107<>\"\",ROW(OFFSET(A106,-1,0)),\"\")","v":105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I107)),A106,\"\")","v":105},{"$f":"IFERROR(SMALL(Helper2_1,A106),\"\")","v":105},null,105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I107)),$A106,\"\")","v":105},{"$f":"IFERROR(SMALL(Helper2_2,A106),\"\")","v":105},{"$f":"COUNTIF(Helper3_1,\"=\"&G106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G106)=1, G106, \"\")","v":105},{"$f":"IFERROR(SMALL(Index_2,A106),\"\")","v":105},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:J106)),\"\")","v":"QMU_105"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:K106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:L106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:M106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:P106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J106,COLUMNS($J$2:Q106)),\"\")","v":"The QESR team learned that the institution is very aware of the differing student views on their experiences of blended learning, and has been responsive to student feedback, adapting in order to provide a balance between on-campus and online provision as appropriate to each subject area."}]
[{"$f":"IF('> FILTER <'!B108<>\"\",ROW(OFFSET(A107,-1,0)),\"\")","v":106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I108)),A107,\"\")","v":106},{"$f":"IFERROR(SMALL(Helper2_1,A107),\"\")","v":106},null,106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I108)),$A107,\"\")","v":106},{"$f":"IFERROR(SMALL(Helper2_2,A107),\"\")","v":106},{"$f":"COUNTIF(Helper3_1,\"=\"&G107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G107)=1, G107, \"\")","v":106},{"$f":"IFERROR(SMALL(Index_2,A107),\"\")","v":106},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:J107)),\"\")","v":"QMU_106"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:K107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:L107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:M107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:P107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J107,COLUMNS($J$2:Q107)),\"\")","v":"Focus On events are used to drive internal discussions, such as exploring methods for using student feedback to support the development of professional services."}]
[{"$f":"IF('> FILTER <'!B109<>\"\",ROW(OFFSET(A108,-1,0)),\"\")","v":107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I109)),A108,\"\")","v":107},{"$f":"IFERROR(SMALL(Helper2_1,A108),\"\")","v":107},null,107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I109)),$A108,\"\")","v":107},{"$f":"IFERROR(SMALL(Helper2_2,A108),\"\")","v":107},{"$f":"COUNTIF(Helper3_1,\"=\"&G108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G108)=1, G108, \"\")","v":107},{"$f":"IFERROR(SMALL(Index_2,A108),\"\")","v":107},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:J108)),\"\")","v":"QMU_107"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:K108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:L108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:M108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:P108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J108,COLUMNS($J$2:Q108)),\"\")","v":"The University has a clear process for considering student survey results from the National Student Survey, Postgraduate Research Survey, QMU Entrants Survey and QMU Students Survey. This data is benchmarked against the sector and compared with previous results. Issues arising from these surveys are identified and discussed at SEC and the Graduate School Academic Board along with action plans and disseminated to school level via programme leaders."}]
[{"$f":"IF('> FILTER <'!B110<>\"\",ROW(OFFSET(A109,-1,0)),\"\")","v":108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I110)),A109,\"\")","v":108},{"$f":"IFERROR(SMALL(Helper2_1,A109),\"\")","v":108},null,108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I110)),$A109,\"\")","v":108},{"$f":"IFERROR(SMALL(Helper2_2,A109),\"\")","v":108},{"$f":"COUNTIF(Helper3_1,\"=\"&G109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G109)=1, G109, \"\")","v":108},{"$f":"IFERROR(SMALL(Index_2,A109),\"\")","v":108},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:J109)),\"\")","v":"QMU_108"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:K109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:L109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:M109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:P109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J109,COLUMNS($J$2:Q109)),\"\")","v":"In the context of low completion rates for internal surveys, the QESR team learned in meeting staff, about programme-level examples of good practice to encourage student completion of these surveys - for example co-developing questions for a programme survey."}]
[{"$f":"IF('> FILTER <'!B111<>\"\",ROW(OFFSET(A110,-1,0)),\"\")","v":109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I111)),A110,\"\")","v":109},{"$f":"IFERROR(SMALL(Helper2_1,A110),\"\")","v":109},null,109,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I111)),$A110,\"\")","v":109},{"$f":"IFERROR(SMALL(Helper2_2,A110),\"\")","v":109},{"$f":"COUNTIF(Helper3_1,\"=\"&G110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G110)=1, G110, \"\")","v":109},{"$f":"IFERROR(SMALL(Index_2,A110),\"\")","v":109},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:J110)),\"\")","v":"QMU_109"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:K110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:L110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:M110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:P110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J110,COLUMNS($J$2:Q110)),\"\")","v":"Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B112<>\"\",ROW(OFFSET(A111,-1,0)),\"\")","v":110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I112)),A111,\"\")","v":110},{"$f":"IFERROR(SMALL(Helper2_1,A111),\"\")","v":110},null,110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I112)),$A111,\"\")","v":110},{"$f":"IFERROR(SMALL(Helper2_2,A111),\"\")","v":110},{"$f":"COUNTIF(Helper3_1,\"=\"&G111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G111)=1, G111, \"\")","v":110},{"$f":"IFERROR(SMALL(Index_2,A111),\"\")","v":110},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:J111)),\"\")","v":"QMU_110"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:K111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:L111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:M111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:P111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J111,COLUMNS($J$2:Q111)),\"\")","v":"The team recommends that drawing on existing good practice at programme and module level, the University, in collaboration with the student body, should seek to understand barriers to, and implement mechanisms which will increase student engagement with internal surveys."}]
[{"$f":"IF('> FILTER <'!B113<>\"\",ROW(OFFSET(A112,-1,0)),\"\")","v":111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I113)),A112,\"\")","v":111},{"$f":"IFERROR(SMALL(Helper2_1,A112),\"\")","v":111},null,111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I113)),$A112,\"\")","v":111},{"$f":"IFERROR(SMALL(Helper2_2,A112),\"\")","v":111},{"$f":"COUNTIF(Helper3_1,\"=\"&G112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G112)=1, G112, \"\")","v":111},{"$f":"IFERROR(SMALL(Index_2,A112),\"\")","v":111},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:J112)),\"\")","v":"QMU_111"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:K112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:L112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:M112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:P112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J112,COLUMNS($J$2:Q112)),\"\")","v":"Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward. In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback; however, issues with feedback remain consistent in student surveys."}]
[{"$f":"IF('> FILTER <'!B114<>\"\",ROW(OFFSET(A113,-1,0)),\"\")","v":112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I114)),A113,\"\")","v":112},{"$f":"IFERROR(SMALL(Helper2_1,A113),\"\")","v":112},null,112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I114)),$A113,\"\")","v":112},{"$f":"IFERROR(SMALL(Helper2_2,A113),\"\")","v":112},{"$f":"COUNTIF(Helper3_1,\"=\"&G113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G113)=1, G113, \"\")","v":112},{"$f":"IFERROR(SMALL(Index_2,A113),\"\")","v":112},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:J113)),\"\")","v":"QMU_112"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:K113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:L113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:M113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:P113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J113,COLUMNS($J$2:Q113)),\"\")","v":"The QESR team is confident in the University's approach to developing and maintaining student partnership. The team considered the institution's Student Partnership Agreement (SPA), key committee minutes, and met with staff and students. The SPA was refreshed in September 2022, and themes identified include communications, student life, addressing assessment and feedback. The SPA was co-developed by the University and the Students' Union, with priority areas initially identified by students. Additionally, QMU senior management and the Students' Association have a partnership group to help prioritise issues, enabling a balance between institutional and student priorities. The team found the approach to developing the SPA particularly effective and a positive example of a strong working relationship between staff and students."}]
[{"$f":"IF('> FILTER <'!B115<>\"\",ROW(OFFSET(A114,-1,0)),\"\")","v":113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I115)),A114,\"\")","v":113},{"$f":"IFERROR(SMALL(Helper2_1,A114),\"\")","v":113},null,113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I115)),$A114,\"\")","v":113},{"$f":"IFERROR(SMALL(Helper2_2,A114),\"\")","v":113},{"$f":"COUNTIF(Helper3_1,\"=\"&G114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G114)=1, G114, \"\")","v":113},{"$f":"IFERROR(SMALL(Index_2,A114),\"\")","v":113},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:J114)),\"\")","v":"QMU_113"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:K114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:L114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:M114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:P114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J114,COLUMNS($J$2:Q114)),\"\")","v":"The Students' Union runs a class representative survey for staff and students which enables enhancement of the student representation structures through the identification of good practice and recommendations which had led to the development of enhanced training for class representatives with relevant case studies."}]
[{"$f":"IF('> FILTER <'!B116<>\"\",ROW(OFFSET(A115,-1,0)),\"\")","v":114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I116)),A115,\"\")","v":114},{"$f":"IFERROR(SMALL(Helper2_1,A115),\"\")","v":114},null,114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I116)),$A115,\"\")","v":114},{"$f":"IFERROR(SMALL(Helper2_2,A115),\"\")","v":114},{"$f":"COUNTIF(Helper3_1,\"=\"&G115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G115)=1, G115, \"\")","v":114},{"$f":"IFERROR(SMALL(Index_2,A115),\"\")","v":114},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:J115)),\"\")","v":"QMU_114"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:K115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:L115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:M115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:P115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J115,COLUMNS($J$2:Q115)),\"\")","v":"The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."}]
[{"$f":"IF('> FILTER <'!B117<>\"\",ROW(OFFSET(A116,-1,0)),\"\")","v":115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I117)),A116,\"\")","v":115},{"$f":"IFERROR(SMALL(Helper2_1,A116),\"\")","v":115},null,115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I117)),$A116,\"\")","v":115},{"$f":"IFERROR(SMALL(Helper2_2,A116),\"\")","v":115},{"$f":"COUNTIF(Helper3_1,\"=\"&G116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G116)=1, G116, \"\")","v":115},{"$f":"IFERROR(SMALL(Index_2,A116),\"\")","v":115},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:J116)),\"\")","v":"QMU_115"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:K116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:L116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:M116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:P116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J116,COLUMNS($J$2:Q116)),\"\")","v":"ELIR 4 identified seven recommendations, on each of which it is evident that the University has taken action, although progress has been variable due to the impact of the pandemic in relation to recognising and recording student skills and achievement. However, the team was confident that plans are in place to continue to address the recommendation and developments in this area form part of the broader area of good practice in respect of professional learning (paragraphs 4 and 14)."}]
[{"$f":"IF('> FILTER <'!B118<>\"\",ROW(OFFSET(A117,-1,0)),\"\")","v":116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I118)),A117,\"\")","v":116},{"$f":"IFERROR(SMALL(Helper2_1,A117),\"\")","v":116},null,116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I118)),$A117,\"\")","v":116},{"$f":"IFERROR(SMALL(Helper2_2,A117),\"\")","v":116},{"$f":"COUNTIF(Helper3_1,\"=\"&G117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G117)=1, G117, \"\")","v":116},{"$f":"IFERROR(SMALL(Index_2,A117),\"\")","v":116},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:J117)),\"\")","v":"QMU_116"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:K117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:L117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:M117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:P117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J117,COLUMNS($J$2:Q117)),\"\")","v":"The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports, and as highlighted in meetings with students and staff; albeit the feedforward initiative was paused due to the pandemic. Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback. The University has included within the LTA Guidance for 2022-23, its standard deadlines for return of feedback. Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward."}]
[{"$f":"IF('> FILTER <'!B119<>\"\",ROW(OFFSET(A118,-1,0)),\"\")","v":117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I119)),A118,\"\")","v":117},{"$f":"IFERROR(SMALL(Helper2_1,A118),\"\")","v":117},null,117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I119)),$A118,\"\")","v":117},{"$f":"IFERROR(SMALL(Helper2_2,A118),\"\")","v":117},{"$f":"COUNTIF(Helper3_1,\"=\"&G118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G118)=1, G118, \"\")","v":117},{"$f":"IFERROR(SMALL(Index_2,A118),\"\")","v":117},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:J118)),\"\")","v":"QMU_117"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:K118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:L118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:M118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:P118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J118,COLUMNS($J$2:Q118)),\"\")","v":"In meeting with staff, the team heard about examples of good practice at a programme level, such as setting expectations around feedback and raising awareness around other forms of feedback"}]
[{"$f":"IF('> FILTER <'!B120<>\"\",ROW(OFFSET(A119,-1,0)),\"\")","v":118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I120)),A119,\"\")","v":118},{"$f":"IFERROR(SMALL(Helper2_1,A119),\"\")","v":118},null,118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I120)),$A119,\"\")","v":118},{"$f":"IFERROR(SMALL(Helper2_2,A119),\"\")","v":118},{"$f":"COUNTIF(Helper3_1,\"=\"&G119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G119)=1, G119, \"\")","v":118},{"$f":"IFERROR(SMALL(Index_2,A119),\"\")","v":118},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:J119)),\"\")","v":"QMU_118"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:K119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:L119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:M119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:P119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J119,COLUMNS($J$2:Q119)),\"\")","v":"issues with feedback remain consistent in student surveys."}]
[{"$f":"IF('> FILTER <'!B121<>\"\",ROW(OFFSET(A120,-1,0)),\"\")","v":119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I121)),A120,\"\")","v":119},{"$f":"IFERROR(SMALL(Helper2_1,A120),\"\")","v":119},null,119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I121)),$A120,\"\")","v":119},{"$f":"IFERROR(SMALL(Helper2_2,A120),\"\")","v":119},{"$f":"COUNTIF(Helper3_1,\"=\"&G120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G120)=1, G120, \"\")","v":119},{"$f":"IFERROR(SMALL(Index_2,A120),\"\")","v":119},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:J120)),\"\")","v":"QMU_119"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:K120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:L120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:M120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:P120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J120,COLUMNS($J$2:Q120)),\"\")","v":"The Consistency of Assessment Feedback Project has enabled the University to make significant progress in this area, including with its partner institutions, as evidenced by external examiner reports and School/Programme APM reports, and as highlighted in meetings with students and staff; albeit the feedforward initiative was paused due to the pandemic."}]
[{"$f":"IF('> FILTER <'!B122<>\"\",ROW(OFFSET(A121,-1,0)),\"\")","v":120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I122)),A121,\"\")","v":120},{"$f":"IFERROR(SMALL(Helper2_1,A121),\"\")","v":120},null,120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I122)),$A121,\"\")","v":120},{"$f":"IFERROR(SMALL(Helper2_2,A121),\"\")","v":120},{"$f":"COUNTIF(Helper3_1,\"=\"&G121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G121)=1, G121, \"\")","v":120},{"$f":"IFERROR(SMALL(Index_2,A121),\"\")","v":120},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:J121)),\"\")","v":"QMU_120"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:K121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:L121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:M121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:P121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J121,COLUMNS($J$2:Q121)),\"\")","v":"Quality of feedback, and timelines, are recurring themes in student surveys and the Student Partnership Agreement projects include enhancing approaches to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B123<>\"\",ROW(OFFSET(A122,-1,0)),\"\")","v":121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I123)),A122,\"\")","v":121},{"$f":"IFERROR(SMALL(Helper2_1,A122),\"\")","v":121},null,121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I123)),$A122,\"\")","v":121},{"$f":"IFERROR(SMALL(Helper2_2,A122),\"\")","v":121},{"$f":"COUNTIF(Helper3_1,\"=\"&G122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G122)=1, G122, \"\")","v":121},{"$f":"IFERROR(SMALL(Index_2,A122),\"\")","v":121},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:J122)),\"\")","v":"QMU_121"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:K122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:L122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:M122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:P122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J122,COLUMNS($J$2:Q122)),\"\")","v":"Through the Learning and Enhancement and Development (LEAD) centre, further initiatives in assessment feedback (such as formative feedback strand, Advance HE workshops) are being taken forward."}]
[{"$f":"IF('> FILTER <'!B124<>\"\",ROW(OFFSET(A123,-1,0)),\"\")","v":122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I124)),A123,\"\")","v":122},{"$f":"IFERROR(SMALL(Helper2_1,A123),\"\")","v":122},null,122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I124)),$A123,\"\")","v":122},{"$f":"IFERROR(SMALL(Helper2_2,A123),\"\")","v":122},{"$f":"COUNTIF(Helper3_1,\"=\"&G123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G123)=1, G123, \"\")","v":122},{"$f":"IFERROR(SMALL(Index_2,A123),\"\")","v":122},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:J123)),\"\")","v":"QMU_122"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:K123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:L123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:M123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:P123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J123,COLUMNS($J$2:Q123)),\"\")","v":"The QESR team recommends that, building on its Consistency of Assessment Feedback project and the positive steps taken to implement improvements in feedback practice following ELIR 4, the University is asked to draw upon existing good practice at programme level to develop an institutional approach which sets out the expectations for students across all modes and locations of study regarding the quality and timeliness of the feedback they receive on assessments."}]
[{"$f":"IF('> FILTER <'!B125<>\"\",ROW(OFFSET(A124,-1,0)),\"\")","v":123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I125)),A124,\"\")","v":123},{"$f":"IFERROR(SMALL(Helper2_1,A124),\"\")","v":123},null,123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I125)),$A124,\"\")","v":123},{"$f":"IFERROR(SMALL(Helper2_2,A124),\"\")","v":123},{"$f":"COUNTIF(Helper3_1,\"=\"&G124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G124)=1, G124, \"\")","v":123},{"$f":"IFERROR(SMALL(Index_2,A124),\"\")","v":123},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:J124)),\"\")","v":"QMU_123"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:K124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:L124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:M124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:P124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J124,COLUMNS($J$2:Q124)),\"\")","v":"A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential."}]
[{"$f":"IF('> FILTER <'!B126<>\"\",ROW(OFFSET(A125,-1,0)),\"\")","v":124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I126)),A125,\"\")","v":124},{"$f":"IFERROR(SMALL(Helper2_1,A125),\"\")","v":124},null,124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I126)),$A125,\"\")","v":124},{"$f":"IFERROR(SMALL(Helper2_2,A125),\"\")","v":124},{"$f":"COUNTIF(Helper3_1,\"=\"&G125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G125)=1, G125, \"\")","v":124},{"$f":"IFERROR(SMALL(Index_2,A125),\"\")","v":124},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:J125)),\"\")","v":"QMU_124"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:K125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:L125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:M125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:P125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J125,COLUMNS($J$2:Q125)),\"\")","v":"The QESR team noted improved student performance following changes to English language support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."}]
[{"$f":"IF('> FILTER <'!B127<>\"\",ROW(OFFSET(A126,-1,0)),\"\")","v":125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I127)),A126,\"\")","v":125},{"$f":"IFERROR(SMALL(Helper2_1,A126),\"\")","v":125},null,125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I127)),$A126,\"\")","v":125},{"$f":"IFERROR(SMALL(Helper2_2,A126),\"\")","v":125},{"$f":"COUNTIF(Helper3_1,\"=\"&G126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G126)=1, G126, \"\")","v":125},{"$f":"IFERROR(SMALL(Index_2,A126),\"\")","v":125},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:J126)),\"\")","v":"QMU_125"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:K126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:L126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:M126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:P126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J126,COLUMNS($J$2:Q126)),\"\")","v":"The QESR team noted improved student performance following changes to English language support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."}]
[{"$f":"IF('> FILTER <'!B128<>\"\",ROW(OFFSET(A127,-1,0)),\"\")","v":126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I128)),A127,\"\")","v":126},{"$f":"IFERROR(SMALL(Helper2_1,A127),\"\")","v":126},null,126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I128)),$A127,\"\")","v":126},{"$f":"IFERROR(SMALL(Helper2_2,A127),\"\")","v":126},{"$f":"COUNTIF(Helper3_1,\"=\"&G127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G127)=1, G127, \"\")","v":126},{"$f":"IFERROR(SMALL(Index_2,A127),\"\")","v":126},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:J127)),\"\")","v":"QMU_126"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:K127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:L127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:M127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:P127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J127,COLUMNS($J$2:Q127)),\"\")","v":"The QESR team viewed positively the arrangements put in place by the University for the risk management of its collaborative partners, and noted that periodic reviews had been undertaken, with resulting action plans, through the Portfolio Development Group (since reconfigured as the Academic Planning Board)."}]
[{"$f":"IF('> FILTER <'!B129<>\"\",ROW(OFFSET(A128,-1,0)),\"\")","v":127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I129)),A128,\"\")","v":127},{"$f":"IFERROR(SMALL(Helper2_1,A128),\"\")","v":127},null,127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I129)),$A128,\"\")","v":127},{"$f":"IFERROR(SMALL(Helper2_2,A128),\"\")","v":127},{"$f":"COUNTIF(Helper3_1,\"=\"&G128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G128)=1, G128, \"\")","v":127},{"$f":"IFERROR(SMALL(Index_2,A128),\"\")","v":127},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:J128)),\"\")","v":"QMU_127"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:K128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:L128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:M128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:P128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J128,COLUMNS($J$2:Q128)),\"\")","v":"Other collaborative partner monitoring and enhancement mechanisms include: Partner Organisation Student Survey, the Collaborative Operations Group, and reporting to SEC."}]
[{"$f":"IF('> FILTER <'!B130<>\"\",ROW(OFFSET(A129,-1,0)),\"\")","v":128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I130)),A129,\"\")","v":128},{"$f":"IFERROR(SMALL(Helper2_1,A129),\"\")","v":128},null,128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I130)),$A129,\"\")","v":128},{"$f":"IFERROR(SMALL(Helper2_2,A129),\"\")","v":128},{"$f":"COUNTIF(Helper3_1,\"=\"&G129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G129)=1, G129, \"\")","v":128},{"$f":"IFERROR(SMALL(Index_2,A129),\"\")","v":128},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:J129)),\"\")","v":"QMU_128"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:K129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:L129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:M129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:P129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J129,COLUMNS($J$2:Q129)),\"\")","v":"The Conservatoire's draft International Strategy describes the institutional approach to collaboration, which includes Memoranda of Understanding and collaborations, but currently no joint awards or collaborative partnership provision."}]
[{"$f":"IF('> FILTER <'!B131<>\"\",ROW(OFFSET(A130,-1,0)),\"\")","v":129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I131)),A130,\"\")","v":129},{"$f":"IFERROR(SMALL(Helper2_1,A130),\"\")","v":129},null,129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I131)),$A130,\"\")","v":129},{"$f":"IFERROR(SMALL(Helper2_2,A130),\"\")","v":129},{"$f":"COUNTIF(Helper3_1,\"=\"&G130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G130)=1, G130, \"\")","v":129},{"$f":"IFERROR(SMALL(Index_2,A130),\"\")","v":129},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:J130)),\"\")","v":"QMU_129"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:K130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:L130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:M130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:P130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J130,COLUMNS($J$2:Q130)),\"\")","v":"Collaborative and transnational education (TNE) provision is subject to the same quality processes as other provision at the University. Academic programmes are subject to the relevant programme approval process, annual monitoring and are included within PSR."}]
[{"$f":"IF('> FILTER <'!B132<>\"\",ROW(OFFSET(A131,-1,0)),\"\")","v":130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I132)),A131,\"\")","v":130},{"$f":"IFERROR(SMALL(Helper2_1,A131),\"\")","v":130},null,{"$f":"ROW(OFFSET(E131,-1,0))","v":130},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I132)),$A131,\"\")","v":130},{"$f":"IFERROR(SMALL(Helper2_2,A131),\"\")","v":130},{"$f":"COUNTIF(Helper3_1,\"=\"&G131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G131)=1, G131, \"\")","v":130},{"$f":"IFERROR(SMALL(Index_2,A131),\"\")","v":130},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:J131)),\"\")","v":"QMU_130"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:K131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:L131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:M131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:P131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J131,COLUMNS($J$2:Q131)),\"\")","v":"Students whom the QESR team met were positive about the effectiveness of training and the resources available, although the team noted that further support could be provided to GTAs beyond the initial training."}]
[{"$f":"IF('> FILTER <'!B133<>\"\",ROW(OFFSET(A132,-1,0)),\"\")","v":131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I133)),A132,\"\")","v":131},{"$f":"IFERROR(SMALL(Helper2_1,A132),\"\")","v":131},null,131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I133)),$A132,\"\")","v":131},{"$f":"IFERROR(SMALL(Helper2_2,A132),\"\")","v":131},{"$f":"COUNTIF(Helper3_1,\"=\"&G132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G132)=1, G132, \"\")","v":131},{"$f":"IFERROR(SMALL(Index_2,A132),\"\")","v":131},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:J132)),\"\")","v":"QMU_131"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:K132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:L132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:M132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:P132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J132,COLUMNS($J$2:Q132)),\"\")","v":"Additional resources to support GTAs are available on the VLE Good Practice Hub pages."}]
[{"$f":"IF('> FILTER <'!B134<>\"\",ROW(OFFSET(A133,-1,0)),\"\")","v":132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I134)),A133,\"\")","v":132},{"$f":"IFERROR(SMALL(Helper2_1,A133),\"\")","v":132},null,132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I134)),$A133,\"\")","v":132},{"$f":"IFERROR(SMALL(Helper2_2,A133),\"\")","v":132},{"$f":"COUNTIF(Helper3_1,\"=\"&G133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G133)=1, G133, \"\")","v":132},{"$f":"IFERROR(SMALL(Index_2,A133),\"\")","v":132},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:J133)),\"\")","v":"QMU_132"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:K133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:L133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:M133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:P133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J133,COLUMNS($J$2:Q133)),\"\")","v":"Additional resources to support GTAs are available on the VLE Good Practice Hub pages. Postgraduates who teach are required to complete training prior to undertaking any teaching role and records are maintained."}]
[{"$f":"IF('> FILTER <'!B135<>\"\",ROW(OFFSET(A134,-1,0)),\"\")","v":133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I135)),A134,\"\")","v":133},{"$f":"IFERROR(SMALL(Helper2_1,A134),\"\")","v":133},null,133,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I135)),$A134,\"\")","v":133},{"$f":"IFERROR(SMALL(Helper2_2,A134),\"\")","v":133},{"$f":"COUNTIF(Helper3_1,\"=\"&G134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G134)=1, G134, \"\")","v":133},{"$f":"IFERROR(SMALL(Index_2,A134),\"\")","v":133},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:J134)),\"\")","v":"QMU_133"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:K134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:L134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:M134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:P134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J134,COLUMNS($J$2:Q134)),\"\")","v":"Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions."}]
[{"$f":"IF('> FILTER <'!B136<>\"\",ROW(OFFSET(A135,-1,0)),\"\")","v":134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I136)),A135,\"\")","v":134},{"$f":"IFERROR(SMALL(Helper2_1,A135),\"\")","v":134},null,134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I136)),$A135,\"\")","v":134},{"$f":"IFERROR(SMALL(Helper2_2,A135),\"\")","v":134},{"$f":"COUNTIF(Helper3_1,\"=\"&G135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G135)=1, G135, \"\")","v":134},{"$f":"IFERROR(SMALL(Index_2,A135),\"\")","v":134},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:J135)),\"\")","v":"QMU_134"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:K135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:L135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:M135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:P135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J135,COLUMNS($J$2:Q135)),\"\")","v":"A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential."}]
[{"$f":"IF('> FILTER <'!B137<>\"\",ROW(OFFSET(A136,-1,0)),\"\")","v":135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I137)),A136,\"\")","v":135},{"$f":"IFERROR(SMALL(Helper2_1,A136),\"\")","v":135},null,135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I137)),$A136,\"\")","v":135},{"$f":"IFERROR(SMALL(Helper2_2,A136),\"\")","v":135},{"$f":"COUNTIF(Helper3_1,\"=\"&G136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G136)=1, G136, \"\")","v":135},{"$f":"IFERROR(SMALL(Index_2,A136),\"\")","v":135},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:J136)),\"\")","v":"QMU_135"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:K136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:L136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:M136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:P136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J136,COLUMNS($J$2:Q136)),\"\")","v":"Additional resources to support GTAs are available on the VLE Good Practice Hub pages. Postgraduates who teach are required to complete training prior to undertaking any teaching role and records are maintained."}]
[{"$f":"IF('> FILTER <'!B138<>\"\",ROW(OFFSET(A137,-1,0)),\"\")","v":136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I138)),A137,\"\")","v":136},{"$f":"IFERROR(SMALL(Helper2_1,A137),\"\")","v":136},null,136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I138)),$A137,\"\")","v":136},{"$f":"IFERROR(SMALL(Helper2_2,A137),\"\")","v":136},{"$f":"COUNTIF(Helper3_1,\"=\"&G137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G137)=1, G137, \"\")","v":136},{"$f":"IFERROR(SMALL(Index_2,A137),\"\")","v":136},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:J137)),\"\")","v":"QMU_136"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:K137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:L137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:M137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:P137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J137,COLUMNS($J$2:Q137)),\"\")","v":"The University has made significant progress in supporting staff to use data to understand, and address, variability in the student experience across disciplines"}]
[{"$f":"IF('> FILTER <'!B139<>\"\",ROW(OFFSET(A138,-1,0)),\"\")","v":137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I139)),A138,\"\")","v":137},{"$f":"IFERROR(SMALL(Helper2_1,A138),\"\")","v":137},null,137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I139)),$A138,\"\")","v":137},{"$f":"IFERROR(SMALL(Helper2_2,A138),\"\")","v":137},{"$f":"COUNTIF(Helper3_1,\"=\"&G138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G138)=1, G138, \"\")","v":137},{"$f":"IFERROR(SMALL(Index_2,A138),\"\")","v":137},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:J138)),\"\")","v":"QMU_137"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:K138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:L138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:M138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:P138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J138,COLUMNS($J$2:Q138)),\"\")","v":"ELIR 4 identified seven recommendations, on each of which it is evident that the University has taken action, although progress has been variable due to the impact of the pandemic in relation to recognising and recording student skills and achievement."}]
[{"$f":"IF('> FILTER <'!B140<>\"\",ROW(OFFSET(A139,-1,0)),\"\")","v":138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I140)),A139,\"\")","v":138},{"$f":"IFERROR(SMALL(Helper2_1,A139),\"\")","v":138},null,138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I140)),$A139,\"\")","v":138},{"$f":"IFERROR(SMALL(Helper2_2,A139),\"\")","v":138},{"$f":"COUNTIF(Helper3_1,\"=\"&G139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G139)=1, G139, \"\")","v":138},{"$f":"IFERROR(SMALL(Index_2,A139),\"\")","v":138},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:J139)),\"\")","v":"QMU_138"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:K139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:L139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:M139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:P139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J139,COLUMNS($J$2:Q139)),\"\")","v":"A centralised system was agreed for tracking Graduate Teaching Assistants (GTA) skills development. The University plans to enhance its GTA training provision further through the introduction of an Introduction to Learning, Teaching and Assessment in Tertiary Education micro-credential. Additional resources to support GTAs are available on the VLE Good Practice Hub pages."}]
[{"$f":"IF('> FILTER <'!B141<>\"\",ROW(OFFSET(A140,-1,0)),\"\")","v":139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I141)),A140,\"\")","v":139},{"$f":"IFERROR(SMALL(Helper2_1,A140),\"\")","v":139},null,139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I141)),$A140,\"\")","v":139},{"$f":"IFERROR(SMALL(Helper2_2,A140),\"\")","v":139},{"$f":"COUNTIF(Helper3_1,\"=\"&G140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G140)=1, G140, \"\")","v":139},{"$f":"IFERROR(SMALL(Index_2,A140),\"\")","v":139},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:J140)),\"\")","v":"QMU_139"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:K140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:L140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:M140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:P140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J140,COLUMNS($J$2:Q140)),\"\")","v":"The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"}]
[{"$f":"IF('> FILTER <'!B142<>\"\",ROW(OFFSET(A141,-1,0)),\"\")","v":140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I142)),A141,\"\")","v":140},{"$f":"IFERROR(SMALL(Helper2_1,A141),\"\")","v":140},null,140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I142)),$A141,\"\")","v":140},{"$f":"IFERROR(SMALL(Helper2_2,A141),\"\")","v":140},{"$f":"COUNTIF(Helper3_1,\"=\"&G141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G141)=1, G141, \"\")","v":140},{"$f":"IFERROR(SMALL(Index_2,A141),\"\")","v":140},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:J141)),\"\")","v":"QMU_140"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:K141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:L141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:M141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:P141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J141,COLUMNS($J$2:Q141)),\"\")","v":"The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B143<>\"\",ROW(OFFSET(A142,-1,0)),\"\")","v":141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I143)),A142,\"\")","v":141},{"$f":"IFERROR(SMALL(Helper2_1,A142),\"\")","v":141},null,141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I143)),$A142,\"\")","v":141},{"$f":"IFERROR(SMALL(Helper2_2,A142),\"\")","v":141},{"$f":"COUNTIF(Helper3_1,\"=\"&G142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G142)=1, G142, \"\")","v":141},{"$f":"IFERROR(SMALL(Index_2,A142),\"\")","v":141},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:J142)),\"\")","v":"QMU_141"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:K142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:L142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:M142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:P142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J142,COLUMNS($J$2:Q142)),\"\")","v":"The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"}]
[{"$f":"IF('> FILTER <'!B144<>\"\",ROW(OFFSET(A143,-1,0)),\"\")","v":142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I144)),A143,\"\")","v":142},{"$f":"IFERROR(SMALL(Helper2_1,A143),\"\")","v":142},null,142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I144)),$A143,\"\")","v":142},{"$f":"IFERROR(SMALL(Helper2_2,A143),\"\")","v":142},{"$f":"COUNTIF(Helper3_1,\"=\"&G143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G143)=1, G143, \"\")","v":142},{"$f":"IFERROR(SMALL(Index_2,A143),\"\")","v":142},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:J143)),\"\")","v":"QMU_142"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:K143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:L143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:M143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:P143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J143,COLUMNS($J$2:Q143)),\"\")","v":"Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system."}]
[{"$f":"IF('> FILTER <'!B145<>\"\",ROW(OFFSET(A144,-1,0)),\"\")","v":143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I145)),A144,\"\")","v":143},{"$f":"IFERROR(SMALL(Helper2_1,A144),\"\")","v":143},null,143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I145)),$A144,\"\")","v":143},{"$f":"IFERROR(SMALL(Helper2_2,A144),\"\")","v":143},{"$f":"COUNTIF(Helper3_1,\"=\"&G144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G144)=1, G144, \"\")","v":143},{"$f":"IFERROR(SMALL(Index_2,A144),\"\")","v":143},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:J144)),\"\")","v":"QMU_143"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:K144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:L144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:M144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:P144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J144,COLUMNS($J$2:Q144)),\"\")","v":"The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."}]
[{"$f":"IF('> FILTER <'!B146<>\"\",ROW(OFFSET(A145,-1,0)),\"\")","v":144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I146)),A145,\"\")","v":144},{"$f":"IFERROR(SMALL(Helper2_1,A145),\"\")","v":144},null,144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I146)),$A145,\"\")","v":144},{"$f":"IFERROR(SMALL(Helper2_2,A145),\"\")","v":144},{"$f":"COUNTIF(Helper3_1,\"=\"&G145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G145)=1, G145, \"\")","v":144},{"$f":"IFERROR(SMALL(Index_2,A145),\"\")","v":144},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:J145)),\"\")","v":"QMU_144"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:K145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:L145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:M145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:P145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J145,COLUMNS($J$2:Q145)),\"\")","v":"Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system. The QESR team found that students were generally very positive about the PAT system, although there was variability in experiences and in levels of awareness regarding routes for raising issues related to PATs. The team learned that institutional oversight and ownership is currently being considered as part of the ongoing review of the PAT scheme. Building on practices, the University is also considering the most effective institutional approach to recording PAT meetings."}]
[{"$f":"IF('> FILTER <'!B147<>\"\",ROW(OFFSET(A146,-1,0)),\"\")","v":145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I147)),A146,\"\")","v":145},{"$f":"IFERROR(SMALL(Helper2_1,A146),\"\")","v":145},null,145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I147)),$A146,\"\")","v":145},{"$f":"IFERROR(SMALL(Helper2_2,A146),\"\")","v":145},{"$f":"COUNTIF(Helper3_1,\"=\"&G146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G146)=1, G146, \"\")","v":145},{"$f":"IFERROR(SMALL(Index_2,A146),\"\")","v":145},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:J146)),\"\")","v":"QMU_145"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:K146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:L146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:M146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:P146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J146,COLUMNS($J$2:Q146)),\"\")","v":"The University has developed a Students as Partners group for which four Student Champions have been recruited. The Student Champions are focused on developing and delivering the priority work identified by the SES and the Enhancement Themes topic on loneliness and isolation. Champions lead on different SES themes in collaboration with relevant staff, and the wider staff and student community, with initial work focusing on learner journeys. While still a new initiative, the QESR team found the approach to the Student Champions' role and their work effective in supporting both student partnership at all levels of study and the wider institutional strategy (paragraph 13)."}]
[{"$f":"IF('> FILTER <'!B148<>\"\",ROW(OFFSET(A147,-1,0)),\"\")","v":146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I148)),A147,\"\")","v":146},{"$f":"IFERROR(SMALL(Helper2_1,A147),\"\")","v":146},null,146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I148)),$A147,\"\")","v":146},{"$f":"IFERROR(SMALL(Helper2_2,A147),\"\")","v":146},{"$f":"COUNTIF(Helper3_1,\"=\"&G147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G147)=1, G147, \"\")","v":146},{"$f":"IFERROR(SMALL(Index_2,A147),\"\")","v":146},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:J147)),\"\")","v":"QMU_146"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:K147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:L147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:M147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:P147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J147,COLUMNS($J$2:Q147)),\"\")","v":"Following the 2019 review of Personal Academic Tutoring (PAT), enhanced induction, training and support for PATs, and more formal reporting of meetings emerged as key actions. As a result of a further PAT review in 2021-22, revised, mandatory introductory and refresher training has been introduced for PATs, and a planned online meeting tracking system. The QESR team found that students were generally very positive about the PAT system, although there was variability in experiences and in levels of awareness regarding routes for raising issues related to PATs. The team learned that institutional oversight and ownership is currently being considered as part of the ongoing review of the PAT scheme. Building on practices, the University is also considering the most effective institutional approach to recording PAT meetings."}]
[{"$f":"IF('> FILTER <'!B149<>\"\",ROW(OFFSET(A148,-1,0)),\"\")","v":147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I149)),A148,\"\")","v":147},{"$f":"IFERROR(SMALL(Helper2_1,A148),\"\")","v":147},null,147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I149)),$A148,\"\")","v":147},{"$f":"IFERROR(SMALL(Helper2_2,A148),\"\")","v":147},{"$f":"COUNTIF(Helper3_1,\"=\"&G148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G148)=1, G148, \"\")","v":147},{"$f":"IFERROR(SMALL(Index_2,A148),\"\")","v":147},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:J148)),\"\")","v":"QMU_147"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:K148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:L148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:M148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:P148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J148,COLUMNS($J$2:Q148)),\"\")","v":"The University's strategic plans for learning and teaching are embedded within the SES, with a focus on transforming the holistic student experience and a key theme of 'Students as Partners'. In meeting with students, the QESR team found that students were very positive about their opportunities to engage in strategic developments, such as the recent reviews of Taught Postgraduate Framework, Personal Academic Tutoring (PAT) and of Graduate Attributes. The University's commitment to a student-centred approach is also evident in its digital and blended learning developments (paragraphs 10 and 29). This student-centred approach to developing and implementing strategy was viewed by the team as a feature of good practice, as particularly demonstrated by the overarching Student Experience Strategy (SES)."}]
[{"$f":"IF('> FILTER <'!B150<>\"\",ROW(OFFSET(A149,-1,0)),\"\")","v":148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I150)),A149,\"\")","v":148},{"$f":"IFERROR(SMALL(Helper2_1,A149),\"\")","v":148},null,148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I150)),$A149,\"\")","v":148},{"$f":"IFERROR(SMALL(Helper2_2,A149),\"\")","v":148},{"$f":"COUNTIF(Helper3_1,\"=\"&G149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G149)=1, G149, \"\")","v":148},{"$f":"IFERROR(SMALL(Index_2,A149),\"\")","v":148},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:J149)),\"\")","v":"QMU_148"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:K149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:L149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:M149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:P149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J149,COLUMNS($J$2:Q149)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts, and is establishing within one School, Industry Advisory Panels to inform curriculum development."}]
[{"$f":"IF('> FILTER <'!B151<>\"\",ROW(OFFSET(A150,-1,0)),\"\")","v":149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I151)),A150,\"\")","v":149},{"$f":"IFERROR(SMALL(Helper2_1,A150),\"\")","v":149},null,149,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I151)),$A150,\"\")","v":149},{"$f":"IFERROR(SMALL(Helper2_2,A150),\"\")","v":149},{"$f":"COUNTIF(Helper3_1,\"=\"&G150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G150)=1, G150, \"\")","v":149},{"$f":"IFERROR(SMALL(Index_2,A150),\"\")","v":149},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:J150)),\"\")","v":"QMU_149"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:K150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:L150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:M150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:P150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J150,COLUMNS($J$2:Q150)),\"\")","v":"External examiners reports highlight professional relevance of programmes as an area of good practice and the University is continuing to enhance its arrangements for engaging with industry experts,"}]
[{"$f":"IF('> FILTER <'!B152<>\"\",ROW(OFFSET(A151,-1,0)),\"\")","v":150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I152)),A151,\"\")","v":150},{"$f":"IFERROR(SMALL(Helper2_1,A151),\"\")","v":150},null,150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I152)),$A151,\"\")","v":150},{"$f":"IFERROR(SMALL(Helper2_2,A151),\"\")","v":150},{"$f":"COUNTIF(Helper3_1,\"=\"&G151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G151)=1, G151, \"\")","v":150},{"$f":"IFERROR(SMALL(Index_2,A151),\"\")","v":150},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:J151)),\"\")","v":"QMU_150"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:K151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:L151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:M151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:P151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J151,COLUMNS($J$2:Q151)),\"\")","v":"The team identified as a feature of good practice, the extensive focus on professional learning within programmes, and university level, as exemplified by the Employability Strategy and institution-wide initiatives such as the Career Management Skills Framework, the Review of Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B153<>\"\",ROW(OFFSET(A152,-1,0)),\"\")","v":151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I153)),A152,\"\")","v":151},{"$f":"IFERROR(SMALL(Helper2_1,A152),\"\")","v":151},null,151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I153)),$A152,\"\")","v":151},{"$f":"IFERROR(SMALL(Helper2_2,A152),\"\")","v":151},{"$f":"COUNTIF(Helper3_1,\"=\"&G152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G152)=1, G152, \"\")","v":151},{"$f":"IFERROR(SMALL(Index_2,A152),\"\")","v":151},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:J152)),\"\")","v":"QMU_151"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:K152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:L152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:M152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:P152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J152,COLUMNS($J$2:Q152)),\"\")","v":"The evidence submitted allowed the QESR team to conclude that the University has continued to enhance and embed the nine commendations made during the last ELIR. An example is the refreshed Employability Strategy, and associated developments such as the Career Management Skills Framework and the new Graduate Attributes Toolkit, all demonstrating the institutional commitment to preparing students for employment and providing work-related experiences"}]
[{"$f":"IF('> FILTER <'!B154<>\"\",ROW(OFFSET(A153,-1,0)),\"\")","v":152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I154)),A153,\"\")","v":152},{"$f":"IFERROR(SMALL(Helper2_1,A153),\"\")","v":152},null,152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I154)),$A153,\"\")","v":152},{"$f":"IFERROR(SMALL(Helper2_2,A153),\"\")","v":152},{"$f":"COUNTIF(Helper3_1,\"=\"&G153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G153)=1, G153, \"\")","v":152},{"$f":"IFERROR(SMALL(Index_2,A153),\"\")","v":152},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:J153)),\"\")","v":"QMU_152"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:K153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:L153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:M153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:P153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J153,COLUMNS($J$2:Q153)),\"\")","v":"The University's commitment to a student-centred approach is also evident in its digital and blended learning developments"}]
[{"$f":"IF('> FILTER <'!B155<>\"\",ROW(OFFSET(A154,-1,0)),\"\")","v":153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I155)),A154,\"\")","v":153},{"$f":"IFERROR(SMALL(Helper2_1,A154),\"\")","v":153},null,153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I155)),$A154,\"\")","v":153},{"$f":"IFERROR(SMALL(Helper2_2,A154),\"\")","v":153},{"$f":"COUNTIF(Helper3_1,\"=\"&G154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G154)=1, G154, \"\")","v":153},{"$f":"IFERROR(SMALL(Index_2,A154),\"\")","v":153},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:J154)),\"\")","v":"QMU_153"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:K154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:L154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:M154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:P154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J154,COLUMNS($J$2:Q154)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."}]
[{"$f":"IF('> FILTER <'!B156<>\"\",ROW(OFFSET(A155,-1,0)),\"\")","v":154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I156)),A155,\"\")","v":154},{"$f":"IFERROR(SMALL(Helper2_1,A155),\"\")","v":154},null,154,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I156)),$A155,\"\")","v":154},{"$f":"IFERROR(SMALL(Helper2_2,A155),\"\")","v":154},{"$f":"COUNTIF(Helper3_1,\"=\"&G155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G155)=1, G155, \"\")","v":154},{"$f":"IFERROR(SMALL(Index_2,A155),\"\")","v":154},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:J155)),\"\")","v":"QMU_154"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:K155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:L155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:M155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:P155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J155,COLUMNS($J$2:Q155)),\"\")","v":"The University's monitoring and review processes, including external examining, enable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."}]
[{"$f":"IF('> FILTER <'!B157<>\"\",ROW(OFFSET(A156,-1,0)),\"\")","v":155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I157)),A156,\"\")","v":155},{"$f":"IFERROR(SMALL(Helper2_1,A156),\"\")","v":155},null,155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I157)),$A156,\"\")","v":155},{"$f":"IFERROR(SMALL(Helper2_2,A156),\"\")","v":155},{"$f":"COUNTIF(Helper3_1,\"=\"&G156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G156)=1, G156, \"\")","v":155},{"$f":"IFERROR(SMALL(Index_2,A156),\"\")","v":155},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:J156)),\"\")","v":"QMU_155"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:K156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:L156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:M156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:P156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J156,COLUMNS($J$2:Q156)),\"\")","v":"Prior to the new SFC tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering' - the University had been developing further its online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic, viewing 2022-23 as a transition year between the pandemic-related adaptations and a refreshed approach to blended and online learning."}]
[{"$f":"IF('> FILTER <'!B158<>\"\",ROW(OFFSET(A157,-1,0)),\"\")","v":156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I158)),A157,\"\")","v":156},{"$f":"IFERROR(SMALL(Helper2_1,A157),\"\")","v":156},null,156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I158)),$A157,\"\")","v":156},{"$f":"IFERROR(SMALL(Helper2_2,A157),\"\")","v":156},{"$f":"COUNTIF(Helper3_1,\"=\"&G157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G157)=1, G157, \"\")","v":156},{"$f":"IFERROR(SMALL(Index_2,A157),\"\")","v":156},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:J157)),\"\")","v":"QMU_156"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:K157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:L157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:M157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:P157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J157,COLUMNS($J$2:Q157)),\"\")","v":"The University has developed significantly in its approaches to digital learning, having drawn on external, sector-level expertise, and is investing in its digital future, with a replacement VLE imminent and new fully online postgraduate programmes validated (paragraph 42). The University's approach is articulated within the 'innovation in learning, teaching and assessment' action strand within the Student Experience Strategy, with details specified further in the Delivery Plan, and is managed via SEC."}]
[{"$f":"IF('> FILTER <'!B159<>\"\",ROW(OFFSET(A158,-1,0)),\"\")","v":157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I159)),A158,\"\")","v":157},{"$f":"IFERROR(SMALL(Helper2_1,A158),\"\")","v":157},null,157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I159)),$A158,\"\")","v":157},{"$f":"IFERROR(SMALL(Helper2_2,A158),\"\")","v":157},{"$f":"COUNTIF(Helper3_1,\"=\"&G158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G158)=1, G158, \"\")","v":157},{"$f":"IFERROR(SMALL(Index_2,A158),\"\")","v":157},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:J158)),\"\")","v":"QMU_157"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:K158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:L158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:M158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:P158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J158,COLUMNS($J$2:Q158)),\"\")","v":"The University has introduced a range of measures to support the digital experience for students, including a laptop loan scheme, access to a range of e-learning materials, and VLE and general IT induction materials."}]
[{"$f":"IF('> FILTER <'!B160<>\"\",ROW(OFFSET(A159,-1,0)),\"\")","v":158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I160)),A159,\"\")","v":158},{"$f":"IFERROR(SMALL(Helper2_1,A159),\"\")","v":158},null,158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I160)),$A159,\"\")","v":158},{"$f":"IFERROR(SMALL(Helper2_2,A159),\"\")","v":158},{"$f":"COUNTIF(Helper3_1,\"=\"&G159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G159)=1, G159, \"\")","v":158},{"$f":"IFERROR(SMALL(Index_2,A159),\"\")","v":158},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:J159)),\"\")","v":"QMU_158"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:K159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:L159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:M159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:P159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J159,COLUMNS($J$2:Q159)),\"\")","v":"Digital coursework submission, marking and feedback had been in place prior to the pandemic."}]
[{"$f":"IF('> FILTER <'!B161<>\"\",ROW(OFFSET(A160,-1,0)),\"\")","v":159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I161)),A160,\"\")","v":159},{"$f":"IFERROR(SMALL(Helper2_1,A160),\"\")","v":159},null,159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I161)),$A160,\"\")","v":159},{"$f":"IFERROR(SMALL(Helper2_2,A160),\"\")","v":159},{"$f":"COUNTIF(Helper3_1,\"=\"&G160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G160)=1, G160, \"\")","v":159},{"$f":"IFERROR(SMALL(Index_2,A160),\"\")","v":159},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:J160)),\"\")","v":"QMU_159"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:K160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:L160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:M160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:P160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J160,COLUMNS($J$2:Q160)),\"\")","v":"Students are actively engaged as partners in developing future uses of digital/blended learning, as evidenced by their collaboration in the replacement VLE. This approach builds on the engagement of students throughout the pandemic, with the outcomes of student views on their digital learning experiences during the pandemic shaping the transition arrangements."}]
[{"$f":"IF('> FILTER <'!B162<>\"\",ROW(OFFSET(A161,-1,0)),\"\")","v":160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I162)),A161,\"\")","v":160},{"$f":"IFERROR(SMALL(Helper2_1,A161),\"\")","v":160},null,160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I162)),$A161,\"\")","v":160},{"$f":"IFERROR(SMALL(Helper2_2,A161),\"\")","v":160},{"$f":"COUNTIF(Helper3_1,\"=\"&G161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G161)=1, G161, \"\")","v":160},{"$f":"IFERROR(SMALL(Index_2,A161),\"\")","v":160},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:J161)),\"\")","v":"QMU_160"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:K161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:L161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:M161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:P161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J161,COLUMNS($J$2:Q161)),\"\")","v":"It was evident to the QESR team, from annual and periodic review reports, external \nexaminer reports and student surveys, as well as from discussions with students and staff, that the university-wide developments in digital/blended learning have had largely a positive impact on the student experience, including improvements in summative assessment due to access to recorded lectures and in providing more flexibility in time and location of study."}]
[{"$f":"IF('> FILTER <'!B163<>\"\",ROW(OFFSET(A162,-1,0)),\"\")","v":161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I163)),A162,\"\")","v":161},{"$f":"IFERROR(SMALL(Helper2_1,A162),\"\")","v":161},null,161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I163)),$A162,\"\")","v":161},{"$f":"IFERROR(SMALL(Helper2_2,A162),\"\")","v":161},{"$f":"COUNTIF(Helper3_1,\"=\"&G162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G162)=1, G162, \"\")","v":161},{"$f":"IFERROR(SMALL(Index_2,A162),\"\")","v":161},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:J162)),\"\")","v":"QMU_161"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:K162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:L162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:M162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:P162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J162,COLUMNS($J$2:Q162)),\"\")","v":"Although the University does not have a separate Digital and Blended Learning \nStrategy, there is an Inclusive LTA Policy, which is scheduled for revision."}]
[{"$f":"IF('> FILTER <'!B164<>\"\",ROW(OFFSET(A163,-1,0)),\"\")","v":162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I164)),A163,\"\")","v":162},{"$f":"IFERROR(SMALL(Helper2_1,A163),\"\")","v":162},null,162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I164)),$A163,\"\")","v":162},{"$f":"IFERROR(SMALL(Helper2_2,A163),\"\")","v":162},{"$f":"COUNTIF(Helper3_1,\"=\"&G163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G163)=1, G163, \"\")","v":162},{"$f":"IFERROR(SMALL(Index_2,A163),\"\")","v":162},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:J163)),\"\")","v":"QMU_162"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:K163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:L163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:M163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:P163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J163,COLUMNS($J$2:Q163)),\"\")","v":"The QESR team noted that this was an opportunity to develop a set of minimum standards or protocols for its strategic approach to digital/blended learning in order to promote a consistent student experience and to articulate its institutional direction, thereby achieving alignment across its provision and ensuring that there continues to be a strong institutional community, which is highly valued by staff and students."}]
[{"$f":"IF('> FILTER <'!B165<>\"\",ROW(OFFSET(A164,-1,0)),\"\")","v":163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I165)),A164,\"\")","v":163},{"$f":"IFERROR(SMALL(Helper2_1,A164),\"\")","v":163},null,163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I165)),$A164,\"\")","v":163},{"$f":"IFERROR(SMALL(Helper2_2,A164),\"\")","v":163},{"$f":"COUNTIF(Helper3_1,\"=\"&G164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G164)=1, G164, \"\")","v":163},{"$f":"IFERROR(SMALL(Index_2,A164),\"\")","v":163},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:J164)),\"\")","v":"QMU_163"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:K164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:L164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:M164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:P164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J164,COLUMNS($J$2:Q164)),\"\")","v":"The University's monitoring and review processes, including external examining, \nenable the institution to maintain oversight of the quality and standards of its digital/blended learning provision at institutional, School and programme levels, with this being a specific area of focus during the pandemic, including in student surveys."}]
[{"$f":"IF('> FILTER <'!B166<>\"\",ROW(OFFSET(A165,-1,0)),\"\")","v":164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I166)),A165,\"\")","v":164},{"$f":"IFERROR(SMALL(Helper2_1,A165),\"\")","v":164},null,164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I166)),$A165,\"\")","v":164},{"$f":"IFERROR(SMALL(Helper2_2,A165),\"\")","v":164},{"$f":"COUNTIF(Helper3_1,\"=\"&G165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G165)=1, G165, \"\")","v":164},{"$f":"IFERROR(SMALL(Index_2,A165),\"\")","v":164},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:J165)),\"\")","v":"QMU_164"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:K165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:L165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:M165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:P165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J165,COLUMNS($J$2:Q165)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B167<>\"\",ROW(OFFSET(A166,-1,0)),\"\")","v":165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I167)),A166,\"\")","v":165},{"$f":"IFERROR(SMALL(Helper2_1,A166),\"\")","v":165},null,165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I167)),$A166,\"\")","v":165},{"$f":"IFERROR(SMALL(Helper2_2,A166),\"\")","v":165},{"$f":"COUNTIF(Helper3_1,\"=\"&G166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G166)=1, G166, \"\")","v":165},{"$f":"IFERROR(SMALL(Index_2,A166),\"\")","v":165},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:J166)),\"\")","v":"QMU_165"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:K166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:L166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:M166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:P166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J166,COLUMNS($J$2:Q166)),\"\")","v":"The University is currently developing its offering of micro-credential courses. A section of the quality framework has been created to ensure that these courses are subject to equivalent but proportionate quality processes."}]
[{"$f":"IF('> FILTER <'!B168<>\"\",ROW(OFFSET(A167,-1,0)),\"\")","v":166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I168)),A167,\"\")","v":166},{"$f":"IFERROR(SMALL(Helper2_1,A167),\"\")","v":166},null,166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I168)),$A167,\"\")","v":166},{"$f":"IFERROR(SMALL(Helper2_2,A167),\"\")","v":166},{"$f":"COUNTIF(Helper3_1,\"=\"&G167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G167)=1, G167, \"\")","v":166},{"$f":"IFERROR(SMALL(Index_2,A167),\"\")","v":166},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:J167)),\"\")","v":"QMU_166"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:K167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:L167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:M167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:P167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J167,COLUMNS($J$2:Q167)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality process."}]
[{"$f":"IF('> FILTER <'!B169<>\"\",ROW(OFFSET(A168,-1,0)),\"\")","v":167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I169)),A168,\"\")","v":167},{"$f":"IFERROR(SMALL(Helper2_1,A168),\"\")","v":167},null,167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I169)),$A168,\"\")","v":167},{"$f":"IFERROR(SMALL(Helper2_2,A168),\"\")","v":167},{"$f":"COUNTIF(Helper3_1,\"=\"&G168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G168)=1, G168, \"\")","v":167},{"$f":"IFERROR(SMALL(Index_2,A168),\"\")","v":167},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:J168)),\"\")","v":"QMU_167"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:K168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:L168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:M168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:P168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J168,COLUMNS($J$2:Q168)),\"\")","v":"The QESR team found that the University makes effective use of external reference points in the development of its policies and procedures in order to meet and maintain academic standards."}]
[{"$f":"IF('> FILTER <'!B170<>\"\",ROW(OFFSET(A169,-1,0)),\"\")","v":168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I170)),A169,\"\")","v":168},{"$f":"IFERROR(SMALL(Helper2_1,A169),\"\")","v":168},null,168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I170)),$A169,\"\")","v":168},{"$f":"IFERROR(SMALL(Helper2_2,A169),\"\")","v":168},{"$f":"COUNTIF(Helper3_1,\"=\"&G169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G169)=1, G169, \"\")","v":168},{"$f":"IFERROR(SMALL(Index_2,A169),\"\")","v":168},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:J169)),\"\")","v":"QMU_168"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:K169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:L169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:M169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:P169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J169,COLUMNS($J$2:Q169)),\"\")","v":"External examiners comment on the academic standards, and alignment with SCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B171<>\"\",ROW(OFFSET(A170,-1,0)),\"\")","v":169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I171)),A170,\"\")","v":169},{"$f":"IFERROR(SMALL(Helper2_1,A170),\"\")","v":169},null,169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I171)),$A170,\"\")","v":169},{"$f":"IFERROR(SMALL(Helper2_2,A170),\"\")","v":169},{"$f":"COUNTIF(Helper3_1,\"=\"&G170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G170)=1, G170, \"\")","v":169},{"$f":"IFERROR(SMALL(Index_2,A170),\"\")","v":169},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:J170)),\"\")","v":"QMU_169"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:K170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:L170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:M170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:P170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J170,COLUMNS($J$2:Q170)),\"\")","v":"Class representatives are involved in APM, Institution-led Review (ILR) and validation processes, and each ILR panel contains a student reviewer. The QESR team viewed positively the direct involvement of the Students' Union in Personal Academic Tutoring (PAT) training for new staff, further enhancing the role of student partnership at QMU."}]
[{"$f":"IF('> FILTER <'!B172<>\"\",ROW(OFFSET(A171,-1,0)),\"\")","v":170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I172)),A171,\"\")","v":170},{"$f":"IFERROR(SMALL(Helper2_1,A171),\"\")","v":170},null,170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I172)),$A171,\"\")","v":170},{"$f":"IFERROR(SMALL(Helper2_2,A171),\"\")","v":170},{"$f":"COUNTIF(Helper3_1,\"=\"&G171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G171)=1, G171, \"\")","v":170},{"$f":"IFERROR(SMALL(Index_2,A171),\"\")","v":170},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:J171)),\"\")","v":"QMU_170"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:K171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:L171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:M171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:P171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J171,COLUMNS($J$2:Q171)),\"\")","v":"The review team found a clear process for linking institutional strategies to implementation and monitoring through annual operational plans which are overseen by the School Academic Boards (SABs) and annual monitoring reports, which are overseen by SEC and SABs, and staff spoke positively about their engagement in a range of strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B173<>\"\",ROW(OFFSET(A172,-1,0)),\"\")","v":171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I173)),A172,\"\")","v":171},{"$f":"IFERROR(SMALL(Helper2_1,A172),\"\")","v":171},null,171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I173)),$A172,\"\")","v":171},{"$f":"IFERROR(SMALL(Helper2_2,A172),\"\")","v":171},{"$f":"COUNTIF(Helper3_1,\"=\"&G172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G172)=1, G172, \"\")","v":171},{"$f":"IFERROR(SMALL(Index_2,A172),\"\")","v":171},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:J172)),\"\")","v":"QMU_171"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:K172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:L172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:M172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:P172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J172,COLUMNS($J$2:Q172)),\"\")","v":"The University has a variety of approaches to sharing good practice, including \nthrough its established quality process such as good practice trends and resilience factors in Annual Programme Monitoring (APM) (paragraph 36), thematic analysis of commendations from validation and review events (paragraph 38) and via the Programme Leaders Network. The SEC acts as a central forum for two-way dissemination of good practice."}]
[{"$f":"IF('> FILTER <'!B174<>\"\",ROW(OFFSET(A173,-1,0)),\"\")","v":172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I174)),A173,\"\")","v":172},{"$f":"IFERROR(SMALL(Helper2_1,A173),\"\")","v":172},null,172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I174)),$A173,\"\")","v":172},{"$f":"IFERROR(SMALL(Helper2_2,A173),\"\")","v":172},{"$f":"COUNTIF(Helper3_1,\"=\"&G173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G173)=1, G173, \"\")","v":172},{"$f":"IFERROR(SMALL(Index_2,A173),\"\")","v":172},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:J173)),\"\")","v":"QMU_172"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:K173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:L173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:M173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:P173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J173,COLUMNS($J$2:Q173)),\"\")","v":"The University's quality assurance processes include Annual Programme \nMonitoring (APM) and Institution-led Review (ILR). APM requires programme teams to reflect on comprehensive data sets, including: progression and achievement data; feedback from students, external examiners and other stakeholders; and report progress against key performance indicators (KPI) and previous years' action plans (paragraphs 50 and 54). The APM process incorporates School-level summary reports which draw out significant cross-programme learning points. An Annual Monitoring Report for the Graduate School is considered by the Graduate School Academic Board."}]
[{"$f":"IF('> FILTER <'!B175<>\"\",ROW(OFFSET(A174,-1,0)),\"\")","v":173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I175)),A174,\"\")","v":173},{"$f":"IFERROR(SMALL(Helper2_1,A174),\"\")","v":173},null,173,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I175)),$A174,\"\")","v":173},{"$f":"IFERROR(SMALL(Helper2_2,A174),\"\")","v":173},{"$f":"COUNTIF(Helper3_1,\"=\"&G174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G174)=1, G174, \"\")","v":173},{"$f":"IFERROR(SMALL(Index_2,A174),\"\")","v":173},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:J174)),\"\")","v":"QMU_173"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:K174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:L174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:M174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:P174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J174,COLUMNS($J$2:Q174)),\"\")","v":"Review of student-facing professional services - in reviewing its approach to student-facing professional services, the University should develop a systematic institutional approach and consider how to enable a more explicit enhancement-focus that facilitates consideration of institutional priorities. Building upon the successful example of academic ILR processes, student-facing professional review processes should systematically and consistently engage students and external expertise."}]
[{"$f":"IF('> FILTER <'!B176<>\"\",ROW(OFFSET(A175,-1,0)),\"\")","v":174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I176)),A175,\"\")","v":174},{"$f":"IFERROR(SMALL(Helper2_1,A175),\"\")","v":174},null,174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I176)),$A175,\"\")","v":174},{"$f":"IFERROR(SMALL(Helper2_2,A175),\"\")","v":174},{"$f":"COUNTIF(Helper3_1,\"=\"&G175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G175)=1, G175, \"\")","v":174},{"$f":"IFERROR(SMALL(Index_2,A175),\"\")","v":174},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:J175)),\"\")","v":"QMU_174"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:K175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:L175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:M175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:P175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J175,COLUMNS($J$2:Q175)),\"\")","v":"Staff development and support are provided by HR, the LEAD Centre and the \nTechnology-Enhanced Learning Team through regular workshops, with plans in place for an in-house 'Inclusive Learning, Teaching and Assessment' continuing professional development programme commissioned from and delivered by Advance HE. The first cohort of this programme, comprising academic, professional service and Student Union representatives, will revise the Inclusive LTA policy and will become LTA Champions for the institution as a whole."}]
[{"$f":"IF('> FILTER <'!B177<>\"\",ROW(OFFSET(A176,-1,0)),\"\")","v":175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I177)),A176,\"\")","v":175},{"$f":"IFERROR(SMALL(Helper2_1,A176),\"\")","v":175},null,175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I177)),$A176,\"\")","v":175},{"$f":"IFERROR(SMALL(Helper2_2,A176),\"\")","v":175},{"$f":"COUNTIF(Helper3_1,\"=\"&G176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G176)=1, G176, \"\")","v":175},{"$f":"IFERROR(SMALL(Index_2,A176),\"\")","v":175},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:J176)),\"\")","v":"QMU_175"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:K176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:L176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:M176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:P176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J176,COLUMNS($J$2:Q176)),\"\")","v":"The QESR team learned that university guidelines for professional services and thematic review were due for review in 2022-23."}]
[{"$f":"IF('> FILTER <'!B178<>\"\",ROW(OFFSET(A177,-1,0)),\"\")","v":176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I178)),A177,\"\")","v":176},{"$f":"IFERROR(SMALL(Helper2_1,A177),\"\")","v":176},null,176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I178)),$A177,\"\")","v":176},{"$f":"IFERROR(SMALL(Helper2_2,A177),\"\")","v":176},{"$f":"COUNTIF(Helper3_1,\"=\"&G177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G177)=1, G177, \"\")","v":176},{"$f":"IFERROR(SMALL(Index_2,A177),\"\")","v":176},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:J177)),\"\")","v":"QMU_176"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:K177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:L177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:M177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:P177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J177,COLUMNS($J$2:Q177)),\"\")","v":"Focus On events are used to drive internal discussions, such as exploring methods for using student feedback to support the development of professional services."}]
[{"$f":"IF('> FILTER <'!B179<>\"\",ROW(OFFSET(A178,-1,0)),\"\")","v":177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I179)),A178,\"\")","v":177},{"$f":"IFERROR(SMALL(Helper2_1,A178),\"\")","v":177},null,177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I179)),$A178,\"\")","v":177},{"$f":"IFERROR(SMALL(Helper2_2,A178),\"\")","v":177},{"$f":"COUNTIF(Helper3_1,\"=\"&G178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G178)=1, G178, \"\")","v":177},{"$f":"IFERROR(SMALL(Index_2,A178),\"\")","v":177},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:J178)),\"\")","v":"QMU_177"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:K178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:L178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:M178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:P178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J178,COLUMNS($J$2:Q178)),\"\")","v":"Distance learning and collaborative programmes are subject to the same quality \nprocesses as on-campus provision, and follow the same regulations."}]
[{"$f":"IF('> FILTER <'!B180<>\"\",ROW(OFFSET(A179,-1,0)),\"\")","v":178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I180)),A179,\"\")","v":178},{"$f":"IFERROR(SMALL(Helper2_1,A179),\"\")","v":178},null,178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I180)),$A179,\"\")","v":178},{"$f":"IFERROR(SMALL(Helper2_2,A179),\"\")","v":178},{"$f":"COUNTIF(Helper3_1,\"=\"&G179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G179)=1, G179, \"\")","v":178},{"$f":"IFERROR(SMALL(Index_2,A179),\"\")","v":178},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:J179)),\"\")","v":"QMU_178"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:K179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:L179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:M179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:P179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J179,COLUMNS($J$2:Q179)),\"\")","v":"The University had recently engaged a commercial organisation to support the \nexpansion of its distance-learning provision. The University was working with an external quality organisation specialising in online provision to ensure that online learning materials were of high quality and accessible. The first programmes under this arrangement are due to commence in March 2023. The QESR team was assured that the University would continue to exercise full responsibility for the quality and standards of these programmes, using normal quality management processes."}]
[{"$f":"IF('> FILTER <'!B181<>\"\",ROW(OFFSET(A180,-1,0)),\"\")","v":179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I181)),A180,\"\")","v":179},{"$f":"IFERROR(SMALL(Helper2_1,A180),\"\")","v":179},null,179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I181)),$A180,\"\")","v":179},{"$f":"IFERROR(SMALL(Helper2_2,A180),\"\")","v":179},{"$f":"COUNTIF(Helper3_1,\"=\"&G180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G180)=1, G180, \"\")","v":179},{"$f":"IFERROR(SMALL(Index_2,A180),\"\")","v":179},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:J180)),\"\")","v":"QMU_179"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:K180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:L180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:M180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:P180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J180,COLUMNS($J$2:Q180)),\"\")","v":"The QESR team noted improved student performance following changes to English \nlanguage support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."}]
[{"$f":"IF('> FILTER <'!B182<>\"\",ROW(OFFSET(A181,-1,0)),\"\")","v":180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I182)),A181,\"\")","v":180},{"$f":"IFERROR(SMALL(Helper2_1,A181),\"\")","v":180},null,180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I182)),$A181,\"\")","v":180},{"$f":"IFERROR(SMALL(Helper2_2,A181),\"\")","v":180},{"$f":"COUNTIF(Helper3_1,\"=\"&G181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G181)=1, G181, \"\")","v":180},{"$f":"IFERROR(SMALL(Index_2,A181),\"\")","v":180},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:J181)),\"\")","v":"QMU_180"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:K181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:L181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:M181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:P181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J181,COLUMNS($J$2:Q181)),\"\")","v":"The QESR team viewed positively the arrangements put in place by the University \nfor the risk management of its collaborative partners, and noted that periodic reviews had been undertaken, with resulting action plans, through the Portfolio Development Group (since reconfigured as the Academic Planning Board)."}]
[{"$f":"IF('> FILTER <'!B183<>\"\",ROW(OFFSET(A182,-1,0)),\"\")","v":181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I183)),A182,\"\")","v":181},{"$f":"IFERROR(SMALL(Helper2_1,A182),\"\")","v":181},null,181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I183)),$A182,\"\")","v":181},{"$f":"IFERROR(SMALL(Helper2_2,A182),\"\")","v":181},{"$f":"COUNTIF(Helper3_1,\"=\"&G182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G182)=1, G182, \"\")","v":181},{"$f":"IFERROR(SMALL(Index_2,A182),\"\")","v":181},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:J182)),\"\")","v":"QMU_181"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:K182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:L182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:M182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:P182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J182,COLUMNS($J$2:Q182)),\"\")","v":"Other collaborative partner monitoring and enhancement mechanisms include: Partner Organisation Student Survey, the Collaborative Operations Group, and reporting to SEC."}]
[{"$f":"IF('> FILTER <'!B184<>\"\",ROW(OFFSET(A183,-1,0)),\"\")","v":182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I184)),A183,\"\")","v":182},{"$f":"IFERROR(SMALL(Helper2_1,A183),\"\")","v":182},null,182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I184)),$A183,\"\")","v":182},{"$f":"IFERROR(SMALL(Helper2_2,A183),\"\")","v":182},{"$f":"COUNTIF(Helper3_1,\"=\"&G183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G183)=1, G183, \"\")","v":182},{"$f":"IFERROR(SMALL(Index_2,A183),\"\")","v":182},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:J183)),\"\")","v":"QMU_182"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:K183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:L183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:M183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:P183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J183,COLUMNS($J$2:Q183)),\"\")","v":"Distance learning and collaborative programmes are subject to the same quality \nprocesses as on-campus provision, and follow the same regulations."}]
[{"$f":"IF('> FILTER <'!B185<>\"\",ROW(OFFSET(A184,-1,0)),\"\")","v":183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I185)),A184,\"\")","v":183},{"$f":"IFERROR(SMALL(Helper2_1,A184),\"\")","v":183},null,183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I185)),$A184,\"\")","v":183},{"$f":"IFERROR(SMALL(Helper2_2,A184),\"\")","v":183},{"$f":"COUNTIF(Helper3_1,\"=\"&G184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G184)=1, G184, \"\")","v":183},{"$f":"IFERROR(SMALL(Index_2,A184),\"\")","v":183},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:J184)),\"\")","v":"QMU_183"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:K184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:L184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:M184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:P184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J184,COLUMNS($J$2:Q184)),\"\")","v":"The QESR team noted improved student performance following changes to English \nlanguage support for the university programmes delivered in Greek through collaborative provision at Metropolitan College, but that further evaluation had not been undertaken due to the pandemic."}]
[{"$f":"IF('> FILTER <'!B186<>\"\",ROW(OFFSET(A185,-1,0)),\"\")","v":184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I186)),A185,\"\")","v":184},{"$f":"IFERROR(SMALL(Helper2_1,A185),\"\")","v":184},null,184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I186)),$A185,\"\")","v":184},{"$f":"IFERROR(SMALL(Helper2_2,A185),\"\")","v":184},{"$f":"COUNTIF(Helper3_1,\"=\"&G185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G185)=1, G185, \"\")","v":184},{"$f":"IFERROR(SMALL(Index_2,A185),\"\")","v":184},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:J185)),\"\")","v":"QMU_184"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:K185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:L185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:M185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:P185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J185,COLUMNS($J$2:Q185)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. As part of the review, the team considered the mapping of quality process against the Quality Code, minutes from key committees, external examiner reports, annual SFC reporting and met with staff."}]
[{"$f":"IF('> FILTER <'!B187<>\"\",ROW(OFFSET(A186,-1,0)),\"\")","v":185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I187)),A186,\"\")","v":185},{"$f":"IFERROR(SMALL(Helper2_1,A186),\"\")","v":185},null,185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I187)),$A186,\"\")","v":185},{"$f":"IFERROR(SMALL(Helper2_2,A186),\"\")","v":185},{"$f":"COUNTIF(Helper3_1,\"=\"&G186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G186)=1, G186, \"\")","v":185},{"$f":"IFERROR(SMALL(Index_2,A186),\"\")","v":185},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:J186)),\"\")","v":"QMU_185"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:K186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:L186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:M186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:P186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J186,COLUMNS($J$2:Q186)),\"\")","v":"The QESR team found that the University makes effective use of external reference \npoints in the development of its policies and procedures in order to meet and maintain academic standards. The institution has a clear and detailed mapping of its policies and procedures to the Quality Code. While the mapping is not updated on a fixed timescale, updates to policies and procedures are checked against the Quality Code to ensure continued compliance, and remapping exercises are undertaken when the Quality Code is refreshed."}]
[{"$f":"IF('> FILTER <'!B188<>\"\",ROW(OFFSET(A187,-1,0)),\"\")","v":186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I188)),A187,\"\")","v":186},{"$f":"IFERROR(SMALL(Helper2_1,A187),\"\")","v":186},null,186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I188)),$A187,\"\")","v":186},{"$f":"IFERROR(SMALL(Helper2_2,A187),\"\")","v":186},{"$f":"COUNTIF(Helper3_1,\"=\"&G187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G187)=1, G187, \"\")","v":186},{"$f":"IFERROR(SMALL(Index_2,A187),\"\")","v":186},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:J187)),\"\")","v":"QMU_186"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:K187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:L187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:M187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:P187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J187,COLUMNS($J$2:Q187)),\"\")","v":"The University's programme development, monitoring and review processes make \nuse of external reference points including the Quality Code."}]
[{"$f":"IF('> FILTER <'!B189<>\"\",ROW(OFFSET(A188,-1,0)),\"\")","v":187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I189)),A188,\"\")","v":187},{"$f":"IFERROR(SMALL(Helper2_1,A188),\"\")","v":187},null,187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I189)),$A188,\"\")","v":187},{"$f":"IFERROR(SMALL(Helper2_2,A188),\"\")","v":187},{"$f":"COUNTIF(Helper3_1,\"=\"&G188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G188)=1, G188, \"\")","v":187},{"$f":"IFERROR(SMALL(Index_2,A188),\"\")","v":187},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:J188)),\"\")","v":"QMU_187"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:K188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:L188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:M188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:P188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J188,COLUMNS($J$2:Q188)),\"\")","v":"The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."}]
[{"$f":"IF('> FILTER <'!B190<>\"\",ROW(OFFSET(A189,-1,0)),\"\")","v":188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I190)),A189,\"\")","v":188},{"$f":"IFERROR(SMALL(Helper2_1,A189),\"\")","v":188},null,188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I190)),$A189,\"\")","v":188},{"$f":"IFERROR(SMALL(Helper2_2,A189),\"\")","v":188},{"$f":"COUNTIF(Helper3_1,\"=\"&G189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G189)=1, G189, \"\")","v":188},{"$f":"IFERROR(SMALL(Index_2,A189),\"\")","v":188},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:J189)),\"\")","v":"QMU_188"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:K189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:L189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:M189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:P189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J189,COLUMNS($J$2:Q189)),\"\")","v":"External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B191<>\"\",ROW(OFFSET(A190,-1,0)),\"\")","v":189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I191)),A190,\"\")","v":189},{"$f":"IFERROR(SMALL(Helper2_1,A190),\"\")","v":189},null,189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I191)),$A190,\"\")","v":189},{"$f":"IFERROR(SMALL(Helper2_2,A190),\"\")","v":189},{"$f":"COUNTIF(Helper3_1,\"=\"&G190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G190)=1, G190, \"\")","v":189},{"$f":"IFERROR(SMALL(Index_2,A190),\"\")","v":189},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:J190)),\"\")","v":"QMU_189"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:K190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:L190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:M190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:P190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J190,COLUMNS($J$2:Q190)),\"\")","v":"External examiners are required to comment on alignment with the Scottish Credit and Qualifications Framework (SCQF) and comparability with provision at other institutions and are positive about the University's management of assessment"}]
[{"$f":"IF('> FILTER <'!B192<>\"\",ROW(OFFSET(A191,-1,0)),\"\")","v":190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I192)),A191,\"\")","v":190},{"$f":"IFERROR(SMALL(Helper2_1,A191),\"\")","v":190},null,190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I192)),$A191,\"\")","v":190},{"$f":"IFERROR(SMALL(Helper2_2,A191),\"\")","v":190},{"$f":"COUNTIF(Helper3_1,\"=\"&G191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G191)=1, G191, \"\")","v":190},{"$f":"IFERROR(SMALL(Index_2,A191),\"\")","v":190},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:J191)),\"\")","v":"QMU_190"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:K191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:L191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:M191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:P191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J191,COLUMNS($J$2:Q191)),\"\")","v":"The University's programme development, monitoring and review processes make \nuse of external reference points including the Quality Code. The institution has embedded the Subject Benchmark Statements, Quality Enhancement Framework and SCQF into its validation and review procedures, and, as a result, all programmes align with external academic reference points."}]
[{"$f":"IF('> FILTER <'!B193<>\"\",ROW(OFFSET(A192,-1,0)),\"\")","v":191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I193)),A192,\"\")","v":191},{"$f":"IFERROR(SMALL(Helper2_1,A192),\"\")","v":191},null,191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I193)),$A192,\"\")","v":191},{"$f":"IFERROR(SMALL(Helper2_2,A192),\"\")","v":191},{"$f":"COUNTIF(Helper3_1,\"=\"&G192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G192)=1, G192, \"\")","v":191},{"$f":"IFERROR(SMALL(Index_2,A192),\"\")","v":191},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:J192)),\"\")","v":"RCS_191"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:K192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:L192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:M192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:P192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J192,COLUMNS($J$2:Q192)),\"\")","v":"Assessment: RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."}]
[{"$f":"IF('> FILTER <'!B194<>\"\",ROW(OFFSET(A193,-1,0)),\"\")","v":192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I194)),A193,\"\")","v":192},{"$f":"IFERROR(SMALL(Helper2_1,A193),\"\")","v":192},null,192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I194)),$A193,\"\")","v":192},{"$f":"IFERROR(SMALL(Helper2_2,A193),\"\")","v":192},{"$f":"COUNTIF(Helper3_1,\"=\"&G193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G193)=1, G193, \"\")","v":192},{"$f":"IFERROR(SMALL(Index_2,A193),\"\")","v":192},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:J193)),\"\")","v":"RCS_192"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:K193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:L193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:M193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:P193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J193,COLUMNS($J$2:Q193)),\"\")","v":"Curriculum Review process: Curriculum Review should be included in the Quality Assurance Handbook, describing what this process is, ensuring information is reflective of the current approach, and clearly distinguishes Curriculum Review from other quality assurance and enhancement processes."}]
[{"$f":"IF('> FILTER <'!B195<>\"\",ROW(OFFSET(A194,-1,0)),\"\")","v":193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I195)),A194,\"\")","v":193},{"$f":"IFERROR(SMALL(Helper2_1,A194),\"\")","v":193},null,193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I195)),$A194,\"\")","v":193},{"$f":"IFERROR(SMALL(Helper2_2,A194),\"\")","v":193},{"$f":"COUNTIF(Helper3_1,\"=\"&G194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G194)=1, G194, \"\")","v":193},{"$f":"IFERROR(SMALL(Index_2,A194),\"\")","v":193},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:J194)),\"\")","v":"RCS_193"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:K194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:L194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:M194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:P194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J194,COLUMNS($J$2:Q194)),\"\")","v":"Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B196<>\"\",ROW(OFFSET(A195,-1,0)),\"\")","v":194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I196)),A195,\"\")","v":194},{"$f":"IFERROR(SMALL(Helper2_1,A195),\"\")","v":194},null,{"$f":"ROW(OFFSET(E195,-1,0))","v":194},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I196)),$A195,\"\")","v":194},{"$f":"IFERROR(SMALL(Helper2_2,A195),\"\")","v":194},{"$f":"COUNTIF(Helper3_1,\"=\"&G195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G195)=1, G195, \"\")","v":194},{"$f":"IFERROR(SMALL(Index_2,A195),\"\")","v":194},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:J195)),\"\")","v":"RCS_194"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:K195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:L195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:M195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:P195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J195,COLUMNS($J$2:Q195)),\"\")","v":"The QESR team is confident that the Royal Conservatoire of Scotland has effective  arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of draft strategies, minutes of key institutional committees with responsibility for quality and standards, learning and teaching, and the wider student experience; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B197<>\"\",ROW(OFFSET(A196,-1,0)),\"\")","v":195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I197)),A196,\"\")","v":195},{"$f":"IFERROR(SMALL(Helper2_1,A196),\"\")","v":195},null,195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I197)),$A196,\"\")","v":195},{"$f":"IFERROR(SMALL(Helper2_2,A196),\"\")","v":195},{"$f":"COUNTIF(Helper3_1,\"=\"&G196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G196)=1, G196, \"\")","v":195},{"$f":"IFERROR(SMALL(Index_2,A196),\"\")","v":195},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:J196)),\"\")","v":"RCS_195"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:K196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:L196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:M196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:P196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J196,COLUMNS($J$2:Q196)),\"\")","v":"The Strategic Plan Summary provides a mission statement, values and strategic objectives articulated as 'perspectives' - People, Place and Promise. Each strategic area has a supporting plan."}]
[{"$f":"IF('> FILTER <'!B198<>\"\",ROW(OFFSET(A197,-1,0)),\"\")","v":196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I198)),A197,\"\")","v":196},{"$f":"IFERROR(SMALL(Helper2_1,A197),\"\")","v":196},null,196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I198)),$A197,\"\")","v":196},{"$f":"IFERROR(SMALL(Helper2_2,A197),\"\")","v":196},{"$f":"COUNTIF(Helper3_1,\"=\"&G197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G197)=1, G197, \"\")","v":196},{"$f":"IFERROR(SMALL(Index_2,A197),\"\")","v":196},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:J197)),\"\")","v":"RCS_196"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:K197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:L197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:M197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:P197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J197,COLUMNS($J$2:Q197)),\"\")","v":"Each Senior Management Team member has a strategy for their area to provide strong senior-level oversight."}]
[{"$f":"IF('> FILTER <'!B199<>\"\",ROW(OFFSET(A198,-1,0)),\"\")","v":197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I199)),A198,\"\")","v":197},{"$f":"IFERROR(SMALL(Helper2_1,A198),\"\")","v":197},null,197,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I199)),$A198,\"\")","v":197},{"$f":"IFERROR(SMALL(Helper2_2,A198),\"\")","v":197},{"$f":"COUNTIF(Helper3_1,\"=\"&G198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G198)=1, G198, \"\")","v":197},{"$f":"IFERROR(SMALL(Index_2,A198),\"\")","v":197},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:J198)),\"\")","v":"RCS_197"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:K198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:L198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:M198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:P198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J198,COLUMNS($J$2:Q198)),\"\")","v":"RCS is developing a range of strategies intended to align with and fulfil the objectives of the Conservatoire's Strategic Plan over an extended period (2021-30)."}]
[{"$f":"IF('> FILTER <'!B200<>\"\",ROW(OFFSET(A199,-1,0)),\"\")","v":198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I200)),A199,\"\")","v":198},{"$f":"IFERROR(SMALL(Helper2_1,A199),\"\")","v":198},null,198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I200)),$A199,\"\")","v":198},{"$f":"IFERROR(SMALL(Helper2_2,A199),\"\")","v":198},{"$f":"COUNTIF(Helper3_1,\"=\"&G199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G199)=1, G199, \"\")","v":198},{"$f":"IFERROR(SMALL(Index_2,A199),\"\")","v":198},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:J199)),\"\")","v":"RCS_198"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:K199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:L199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:M199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:P199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J199,COLUMNS($J$2:Q199)),\"\")","v":"The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."}]
[{"$f":"IF('> FILTER <'!B201<>\"\",ROW(OFFSET(A200,-1,0)),\"\")","v":199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I201)),A200,\"\")","v":199},{"$f":"IFERROR(SMALL(Helper2_1,A200),\"\")","v":199},null,199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I201)),$A200,\"\")","v":199},{"$f":"IFERROR(SMALL(Helper2_2,A200),\"\")","v":199},{"$f":"COUNTIF(Helper3_1,\"=\"&G200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G200)=1, G200, \"\")","v":199},{"$f":"IFERROR(SMALL(Index_2,A200),\"\")","v":199},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:J200)),\"\")","v":"RCS_199"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:K200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:L200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:M200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:P200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J200,COLUMNS($J$2:Q200)),\"\")","v":"RCS is developing a range of strategies intended to align with and fulfil the \nobjectives of the Conservatoire's Strategic Plan over an extended period (2021-30)."}]
[{"$f":"IF('> FILTER <'!B202<>\"\",ROW(OFFSET(A201,-1,0)),\"\")","v":200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I202)),A201,\"\")","v":200},{"$f":"IFERROR(SMALL(Helper2_1,A201),\"\")","v":200},null,200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I202)),$A201,\"\")","v":200},{"$f":"IFERROR(SMALL(Helper2_2,A201),\"\")","v":200},{"$f":"COUNTIF(Helper3_1,\"=\"&G201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G201)=1, G201, \"\")","v":200},{"$f":"IFERROR(SMALL(Index_2,A201),\"\")","v":200},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:J201)),\"\")","v":"RCS_200"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:K201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:L201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:M201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:P201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J201,COLUMNS($J$2:Q201)),\"\")","v":"The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."}]
[{"$f":"IF('> FILTER <'!B203<>\"\",ROW(OFFSET(A202,-1,0)),\"\")","v":201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I203)),A202,\"\")","v":201},{"$f":"IFERROR(SMALL(Helper2_1,A202),\"\")","v":201},null,201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I203)),$A202,\"\")","v":201},{"$f":"IFERROR(SMALL(Helper2_2,A202),\"\")","v":201},{"$f":"COUNTIF(Helper3_1,\"=\"&G202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G202)=1, G202, \"\")","v":201},{"$f":"IFERROR(SMALL(Index_2,A202),\"\")","v":201},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:J202)),\"\")","v":"RCS_201"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:K202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:L202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:M202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:P202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J202,COLUMNS($J$2:Q202)),\"\")","v":"Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."}]
[{"$f":"IF('> FILTER <'!B204<>\"\",ROW(OFFSET(A203,-1,0)),\"\")","v":202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I204)),A203,\"\")","v":202},{"$f":"IFERROR(SMALL(Helper2_1,A203),\"\")","v":202},null,202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I204)),$A203,\"\")","v":202},{"$f":"IFERROR(SMALL(Helper2_2,A203),\"\")","v":202},{"$f":"COUNTIF(Helper3_1,\"=\"&G203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G203)=1, G203, \"\")","v":202},{"$f":"IFERROR(SMALL(Index_2,A203),\"\")","v":202},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:J203)),\"\")","v":"RCS_202"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:K203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:L203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:M203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:P203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J203,COLUMNS($J$2:Q203)),\"\")","v":"The delivery of strategies is project-led, bringing together groups of staff and \nstudents, ensuring inclusivity of approach and practical value to take forward agendas with oversight by the Academic Board and Academic Management Team."}]
[{"$f":"IF('> FILTER <'!B205<>\"\",ROW(OFFSET(A204,-1,0)),\"\")","v":203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I205)),A204,\"\")","v":203},{"$f":"IFERROR(SMALL(Helper2_1,A204),\"\")","v":203},null,203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I205)),$A204,\"\")","v":203},{"$f":"IFERROR(SMALL(Helper2_2,A204),\"\")","v":203},{"$f":"COUNTIF(Helper3_1,\"=\"&G204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G204)=1, G204, \"\")","v":203},{"$f":"IFERROR(SMALL(Index_2,A204),\"\")","v":203},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:J204)),\"\")","v":"RCS_203"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:K204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:L204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:M204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:P204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J204,COLUMNS($J$2:Q204)),\"\")","v":"Each Senior Management Team member has a strategy for their area to provide \nstrong senior-level oversight."}]
[{"$f":"IF('> FILTER <'!B206<>\"\",ROW(OFFSET(A205,-1,0)),\"\")","v":204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I206)),A205,\"\")","v":204},{"$f":"IFERROR(SMALL(Helper2_1,A205),\"\")","v":204},null,204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I206)),$A205,\"\")","v":204},{"$f":"IFERROR(SMALL(Helper2_2,A205),\"\")","v":204},{"$f":"COUNTIF(Helper3_1,\"=\"&G205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G205)=1, G205, \"\")","v":204},{"$f":"IFERROR(SMALL(Index_2,A205),\"\")","v":204},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:J205)),\"\")","v":"RCS_204"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:K205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:L205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:M205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:P205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J205,COLUMNS($J$2:Q205)),\"\")","v":"The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire."}]
[{"$f":"IF('> FILTER <'!B207<>\"\",ROW(OFFSET(A206,-1,0)),\"\")","v":205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I207)),A206,\"\")","v":205},{"$f":"IFERROR(SMALL(Helper2_1,A206),\"\")","v":205},null,205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I207)),$A206,\"\")","v":205},{"$f":"IFERROR(SMALL(Helper2_2,A206),\"\")","v":205},{"$f":"COUNTIF(Helper3_1,\"=\"&G206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G206)=1, G206, \"\")","v":205},{"$f":"IFERROR(SMALL(Index_2,A206),\"\")","v":205},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:J206)),\"\")","v":"RCS_205"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:K206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:L206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:M206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:P206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J206,COLUMNS($J$2:Q206)),\"\")","v":"The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B208<>\"\",ROW(OFFSET(A207,-1,0)),\"\")","v":206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I208)),A207,\"\")","v":206},{"$f":"IFERROR(SMALL(Helper2_1,A207),\"\")","v":206},null,206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I208)),$A207,\"\")","v":206},{"$f":"IFERROR(SMALL(Helper2_2,A207),\"\")","v":206},{"$f":"COUNTIF(Helper3_1,\"=\"&G207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G207)=1, G207, \"\")","v":206},{"$f":"IFERROR(SMALL(Index_2,A207),\"\")","v":206},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:J207)),\"\")","v":"RCS_206"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:K207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:L207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:M207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:P207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J207,COLUMNS($J$2:Q207)),\"\")","v":"An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."}]
[{"$f":"IF('> FILTER <'!B209<>\"\",ROW(OFFSET(A208,-1,0)),\"\")","v":207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I209)),A208,\"\")","v":207},{"$f":"IFERROR(SMALL(Helper2_1,A208),\"\")","v":207},null,207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I209)),$A208,\"\")","v":207},{"$f":"IFERROR(SMALL(Helper2_2,A208),\"\")","v":207},{"$f":"COUNTIF(Helper3_1,\"=\"&G208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G208)=1, G208, \"\")","v":207},{"$f":"IFERROR(SMALL(Index_2,A208),\"\")","v":207},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:J208)),\"\")","v":"RCS_207"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:K208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:L208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:M208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:P208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J208,COLUMNS($J$2:Q208)),\"\")","v":"An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."}]
[{"$f":"IF('> FILTER <'!B210<>\"\",ROW(OFFSET(A209,-1,0)),\"\")","v":208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I210)),A209,\"\")","v":208},{"$f":"IFERROR(SMALL(Helper2_1,A209),\"\")","v":208},null,208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I210)),$A209,\"\")","v":208},{"$f":"IFERROR(SMALL(Helper2_2,A209),\"\")","v":208},{"$f":"COUNTIF(Helper3_1,\"=\"&G209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G209)=1, G209, \"\")","v":208},{"$f":"IFERROR(SMALL(Index_2,A209),\"\")","v":208},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:J209)),\"\")","v":"RCS_208"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:K209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:L209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:M209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:P209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J209,COLUMNS($J$2:Q209)),\"\")","v":"Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."}]
[{"$f":"IF('> FILTER <'!B211<>\"\",ROW(OFFSET(A210,-1,0)),\"\")","v":209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I211)),A210,\"\")","v":209},{"$f":"IFERROR(SMALL(Helper2_1,A210),\"\")","v":209},null,209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I211)),$A210,\"\")","v":209},{"$f":"IFERROR(SMALL(Helper2_2,A210),\"\")","v":209},{"$f":"COUNTIF(Helper3_1,\"=\"&G210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G210)=1, G210, \"\")","v":209},{"$f":"IFERROR(SMALL(Index_2,A210),\"\")","v":209},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:J210)),\"\")","v":"RCS_209"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:K210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:L210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:M210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:P210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J210,COLUMNS($J$2:Q210)),\"\")","v":"In meetings with staff, it was reported that, within the School of Music, there is a focus on heads of department becoming more directly engaged with gathering and acting on student feedback to understand and combat problems that are arising."}]
[{"$f":"IF('> FILTER <'!B212<>\"\",ROW(OFFSET(A211,-1,0)),\"\")","v":210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I212)),A211,\"\")","v":210},{"$f":"IFERROR(SMALL(Helper2_1,A211),\"\")","v":210},null,210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I212)),$A211,\"\")","v":210},{"$f":"IFERROR(SMALL(Helper2_2,A211),\"\")","v":210},{"$f":"COUNTIF(Helper3_1,\"=\"&G211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G211)=1, G211, \"\")","v":210},{"$f":"IFERROR(SMALL(Index_2,A211),\"\")","v":210},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:J211)),\"\")","v":"RCS_210"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:K211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:L211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:M211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:P211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J211,COLUMNS($J$2:Q211)),\"\")","v":"The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."}]
[{"$f":"IF('> FILTER <'!B213<>\"\",ROW(OFFSET(A212,-1,0)),\"\")","v":211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I213)),A212,\"\")","v":211},{"$f":"IFERROR(SMALL(Helper2_1,A212),\"\")","v":211},null,211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I213)),$A212,\"\")","v":211},{"$f":"IFERROR(SMALL(Helper2_2,A212),\"\")","v":211},{"$f":"COUNTIF(Helper3_1,\"=\"&G212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G212)=1, G212, \"\")","v":211},{"$f":"IFERROR(SMALL(Index_2,A212),\"\")","v":211},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:J212)),\"\")","v":"RCS_211"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:K212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:L212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:M212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:P212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J212,COLUMNS($J$2:Q212)),\"\")","v":"Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."}]
[{"$f":"IF('> FILTER <'!B214<>\"\",ROW(OFFSET(A213,-1,0)),\"\")","v":212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I214)),A213,\"\")","v":212},{"$f":"IFERROR(SMALL(Helper2_1,A213),\"\")","v":212},null,212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I214)),$A213,\"\")","v":212},{"$f":"IFERROR(SMALL(Helper2_2,A213),\"\")","v":212},{"$f":"COUNTIF(Helper3_1,\"=\"&G213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G213)=1, G213, \"\")","v":212},{"$f":"IFERROR(SMALL(Index_2,A213),\"\")","v":212},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:J213)),\"\")","v":"RCS_212"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:K213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:L213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:M213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:P213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J213,COLUMNS($J$2:Q213)),\"\")","v":"The draft Learning and Teaching Strategy is ambitious and clearly articulated, with \nthe student learning experience as a key element throughout. Learning and Teaching priorities link to the three perspectives of the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B215<>\"\",ROW(OFFSET(A214,-1,0)),\"\")","v":213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I215)),A214,\"\")","v":213},{"$f":"IFERROR(SMALL(Helper2_1,A214),\"\")","v":213},null,213,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I215)),$A214,\"\")","v":213},{"$f":"IFERROR(SMALL(Helper2_2,A214),\"\")","v":213},{"$f":"COUNTIF(Helper3_1,\"=\"&G214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G214)=1, G214, \"\")","v":213},{"$f":"IFERROR(SMALL(Index_2,A214),\"\")","v":213},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:J214)),\"\")","v":"RCS_213"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:K214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:L214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:M214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:P214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J214,COLUMNS($J$2:Q214)),\"\")","v":"The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire. The QESR team noted that the plan closely mirrors the Strategic Plan in principles and values relating to teachers and learners and references the Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B216<>\"\",ROW(OFFSET(A215,-1,0)),\"\")","v":214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I216)),A215,\"\")","v":214},{"$f":"IFERROR(SMALL(Helper2_1,A215),\"\")","v":214},null,214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I216)),$A215,\"\")","v":214},{"$f":"IFERROR(SMALL(Helper2_2,A215),\"\")","v":214},{"$f":"COUNTIF(Helper3_1,\"=\"&G215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G215)=1, G215, \"\")","v":214},{"$f":"IFERROR(SMALL(Index_2,A215),\"\")","v":214},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:J215)),\"\")","v":"RCS_214"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:K215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:L215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:M215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:P215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J215,COLUMNS($J$2:Q215)),\"\")","v":"The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation"}]
[{"$f":"IF('> FILTER <'!B217<>\"\",ROW(OFFSET(A216,-1,0)),\"\")","v":215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I217)),A216,\"\")","v":215},{"$f":"IFERROR(SMALL(Helper2_1,A216),\"\")","v":215},null,215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I217)),$A216,\"\")","v":215},{"$f":"IFERROR(SMALL(Helper2_2,A216),\"\")","v":215},{"$f":"COUNTIF(Helper3_1,\"=\"&G216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G216)=1, G216, \"\")","v":215},{"$f":"IFERROR(SMALL(Index_2,A216),\"\")","v":215},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:J216)),\"\")","v":"RCS_215"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:K216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:L216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:M216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:P216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J216,COLUMNS($J$2:Q216)),\"\")","v":"The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B218<>\"\",ROW(OFFSET(A217,-1,0)),\"\")","v":216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I218)),A217,\"\")","v":216},{"$f":"IFERROR(SMALL(Helper2_1,A217),\"\")","v":216},null,216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I218)),$A217,\"\")","v":216},{"$f":"IFERROR(SMALL(Helper2_2,A217),\"\")","v":216},{"$f":"COUNTIF(Helper3_1,\"=\"&G217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G217)=1, G217, \"\")","v":216},{"$f":"IFERROR(SMALL(Index_2,A217),\"\")","v":216},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:J217)),\"\")","v":"RCS_216"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:K217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:L217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:M217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:P217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J217,COLUMNS($J$2:Q217)),\"\")","v":"An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."}]
[{"$f":"IF('> FILTER <'!B219<>\"\",ROW(OFFSET(A218,-1,0)),\"\")","v":217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I219)),A218,\"\")","v":217},{"$f":"IFERROR(SMALL(Helper2_1,A218),\"\")","v":217},null,217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I219)),$A218,\"\")","v":217},{"$f":"IFERROR(SMALL(Helper2_2,A218),\"\")","v":217},{"$f":"COUNTIF(Helper3_1,\"=\"&G218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G218)=1, G218, \"\")","v":217},{"$f":"IFERROR(SMALL(Index_2,A218),\"\")","v":217},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:J218)),\"\")","v":"RCS_217"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:K218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:L218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:M218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:P218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J218,COLUMNS($J$2:Q218)),\"\")","v":"An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."}]
[{"$f":"IF('> FILTER <'!B220<>\"\",ROW(OFFSET(A219,-1,0)),\"\")","v":218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I220)),A219,\"\")","v":218},{"$f":"IFERROR(SMALL(Helper2_1,A219),\"\")","v":218},null,218,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I220)),$A219,\"\")","v":218},{"$f":"IFERROR(SMALL(Helper2_2,A219),\"\")","v":218},{"$f":"COUNTIF(Helper3_1,\"=\"&G219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G219)=1, G219, \"\")","v":218},{"$f":"IFERROR(SMALL(Index_2,A219),\"\")","v":218},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:J219)),\"\")","v":"RCS_218"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:K219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:L219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:M219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:P219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J219,COLUMNS($J$2:Q219)),\"\")","v":"Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."}]
[{"$f":"IF('> FILTER <'!B221<>\"\",ROW(OFFSET(A220,-1,0)),\"\")","v":219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I221)),A220,\"\")","v":219},{"$f":"IFERROR(SMALL(Helper2_1,A220),\"\")","v":219},null,219,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I221)),$A220,\"\")","v":219},{"$f":"IFERROR(SMALL(Helper2_2,A220),\"\")","v":219},{"$f":"COUNTIF(Helper3_1,\"=\"&G220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G220)=1, G220, \"\")","v":219},{"$f":"IFERROR(SMALL(Index_2,A220),\"\")","v":219},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:J220)),\"\")","v":"RCS_219"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:K220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:L220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:M220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:P220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J220,COLUMNS($J$2:Q220)),\"\")","v":"There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity."}]
[{"$f":"IF('> FILTER <'!B222<>\"\",ROW(OFFSET(A221,-1,0)),\"\")","v":220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I222)),A221,\"\")","v":220},{"$f":"IFERROR(SMALL(Helper2_1,A221),\"\")","v":220},null,220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I222)),$A221,\"\")","v":220},{"$f":"IFERROR(SMALL(Helper2_2,A221),\"\")","v":220},{"$f":"COUNTIF(Helper3_1,\"=\"&G221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G221)=1, G221, \"\")","v":220},{"$f":"IFERROR(SMALL(Index_2,A221),\"\")","v":220},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:J221)),\"\")","v":"RCS_220"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:K221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:L221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:M221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:P221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J221,COLUMNS($J$2:Q221)),\"\")","v":"RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals. Six were received from which one, entitled Creative Conversations, was selected for development. This was led by an institutional team."}]
[{"$f":"IF('> FILTER <'!B223<>\"\",ROW(OFFSET(A222,-1,0)),\"\")","v":221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I223)),A222,\"\")","v":221},{"$f":"IFERROR(SMALL(Helper2_1,A222),\"\")","v":221},null,221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I223)),$A222,\"\")","v":221},{"$f":"IFERROR(SMALL(Helper2_2,A222),\"\")","v":221},{"$f":"COUNTIF(Helper3_1,\"=\"&G222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G222)=1, G222, \"\")","v":221},{"$f":"IFERROR(SMALL(Index_2,A222),\"\")","v":221},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:J222)),\"\")","v":"RCS_221"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:K222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:L222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:M222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:P222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J222,COLUMNS($J$2:Q222)),\"\")","v":"The QESR team notes RCS's positive engagement with the current Enhancement \nTheme - 'Resilient Learning Communities'. RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals."}]
[{"$f":"IF('> FILTER <'!B224<>\"\",ROW(OFFSET(A223,-1,0)),\"\")","v":222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I224)),A223,\"\")","v":222},{"$f":"IFERROR(SMALL(Helper2_1,A223),\"\")","v":222},null,222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I224)),$A223,\"\")","v":222},{"$f":"IFERROR(SMALL(Helper2_2,A223),\"\")","v":222},{"$f":"COUNTIF(Helper3_1,\"=\"&G223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G223)=1, G223, \"\")","v":222},{"$f":"IFERROR(SMALL(Index_2,A223),\"\")","v":222},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:J223)),\"\")","v":"RCS_222"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:K223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:L223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:M223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:P223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J223,COLUMNS($J$2:Q223)),\"\")","v":"In Year 2, the theme of 'Coaching' was taken forward by a Steering Group comprising six individuals committed to coaching. Eight staff met eight times during the year and explored different coaching models. In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B225<>\"\",ROW(OFFSET(A224,-1,0)),\"\")","v":223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I225)),A224,\"\")","v":223},{"$f":"IFERROR(SMALL(Helper2_1,A224),\"\")","v":223},null,223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I225)),$A224,\"\")","v":223},{"$f":"IFERROR(SMALL(Helper2_2,A224),\"\")","v":223},{"$f":"COUNTIF(Helper3_1,\"=\"&G224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G224)=1, G224, \"\")","v":223},{"$f":"IFERROR(SMALL(Index_2,A224),\"\")","v":223},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:J224)),\"\")","v":"RCS_223"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:K224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:L224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:M224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:P224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J224,COLUMNS($J$2:Q224)),\"\")","v":"The QESR team considered the documentation that illustrated engagement with the \nEnhancement Theme to be thorough. It included slides from two recent events: a Coaching Conference held in June 2022 and the RCS Curriculum Day on 20 September 2022."}]
[{"$f":"IF('> FILTER <'!B226<>\"\",ROW(OFFSET(A225,-1,0)),\"\")","v":224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I226)),A225,\"\")","v":224},{"$f":"IFERROR(SMALL(Helper2_1,A225),\"\")","v":224},null,224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I226)),$A225,\"\")","v":224},{"$f":"IFERROR(SMALL(Helper2_2,A225),\"\")","v":224},{"$f":"COUNTIF(Helper3_1,\"=\"&G225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G225)=1, G225, \"\")","v":224},{"$f":"IFERROR(SMALL(Index_2,A225),\"\")","v":224},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:J225)),\"\")","v":"RCS_224"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:K225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:L225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:M225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:P225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J225,COLUMNS($J$2:Q225)),\"\")","v":"In addition to these specific projects, the QESR team saw evidence that RCS seeks \nto embed learning from the Enhancement Themes - for example, under guidance notes, the Undergraduate Academic Framework asks for a demonstration of the Enhancement Theme in the Specification document."}]
[{"$f":"IF('> FILTER <'!B227<>\"\",ROW(OFFSET(A226,-1,0)),\"\")","v":225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I227)),A226,\"\")","v":225},{"$f":"IFERROR(SMALL(Helper2_1,A226),\"\")","v":225},null,225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I227)),$A226,\"\")","v":225},{"$f":"IFERROR(SMALL(Helper2_2,A226),\"\")","v":225},{"$f":"COUNTIF(Helper3_1,\"=\"&G226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G226)=1, G226, \"\")","v":225},{"$f":"IFERROR(SMALL(Index_2,A226),\"\")","v":225},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:J226)),\"\")","v":"RCS_225"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:K226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:L226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:M226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:P226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J226,COLUMNS($J$2:Q226)),\"\")","v":"The QESR team considered RCS's paper - 'Enhancement Topic Reflection' - which clearly sets out the significant priorities in digital/blended learning. Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access"}]
[{"$f":"IF('> FILTER <'!B228<>\"\",ROW(OFFSET(A227,-1,0)),\"\")","v":226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I228)),A227,\"\")","v":226},{"$f":"IFERROR(SMALL(Helper2_1,A227),\"\")","v":226},null,226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I228)),$A227,\"\")","v":226},{"$f":"IFERROR(SMALL(Helper2_2,A227),\"\")","v":226},{"$f":"COUNTIF(Helper3_1,\"=\"&G227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G227)=1, G227, \"\")","v":226},{"$f":"IFERROR(SMALL(Index_2,A227),\"\")","v":226},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:J227)),\"\")","v":"RCS_226"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:K227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:L227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:M227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:P227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J227,COLUMNS($J$2:Q227)),\"\")","v":"The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review."}]
[{"$f":"IF('> FILTER <'!B229<>\"\",ROW(OFFSET(A228,-1,0)),\"\")","v":227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I229)),A228,\"\")","v":227},{"$f":"IFERROR(SMALL(Helper2_1,A228),\"\")","v":227},null,227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I229)),$A228,\"\")","v":227},{"$f":"IFERROR(SMALL(Helper2_2,A228),\"\")","v":227},{"$f":"COUNTIF(Helper3_1,\"=\"&G228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G228)=1, G228, \"\")","v":227},{"$f":"IFERROR(SMALL(Index_2,A228),\"\")","v":227},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:J228)),\"\")","v":"RCS_227"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:K228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:L228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:M228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:P228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J228,COLUMNS($J$2:Q228)),\"\")","v":"The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."}]
[{"$f":"IF('> FILTER <'!B230<>\"\",ROW(OFFSET(A229,-1,0)),\"\")","v":228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I230)),A229,\"\")","v":228},{"$f":"IFERROR(SMALL(Helper2_1,A229),\"\")","v":228},null,228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I230)),$A229,\"\")","v":228},{"$f":"IFERROR(SMALL(Helper2_2,A229),\"\")","v":228},{"$f":"COUNTIF(Helper3_1,\"=\"&G229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G229)=1, G229, \"\")","v":228},{"$f":"IFERROR(SMALL(Index_2,A229),\"\")","v":228},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:J229)),\"\")","v":"RCS_228"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:K229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:L229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:M229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:P229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J229,COLUMNS($J$2:Q229)),\"\")","v":"The QESR team notes the Conservatoire's approach provides opportunity for reflection, discussion and the contribution of a variety of stakeholders, including external members, to the enhancement of learning, teaching and assessment and that the sharing of effective practice is now embedded in annual Joint Management Team meetings."}]
[{"$f":"IF('> FILTER <'!B231<>\"\",ROW(OFFSET(A230,-1,0)),\"\")","v":229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I231)),A230,\"\")","v":229},{"$f":"IFERROR(SMALL(Helper2_1,A230),\"\")","v":229},null,229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I231)),$A230,\"\")","v":229},{"$f":"IFERROR(SMALL(Helper2_2,A230),\"\")","v":229},{"$f":"COUNTIF(Helper3_1,\"=\"&G230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G230)=1, G230, \"\")","v":229},{"$f":"IFERROR(SMALL(Index_2,A230),\"\")","v":229},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:J230)),\"\")","v":"RCS_229"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:K230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:L230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:M230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:P230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J230,COLUMNS($J$2:Q230)),\"\")","v":"Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B232<>\"\",ROW(OFFSET(A231,-1,0)),\"\")","v":230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I232)),A231,\"\")","v":230},{"$f":"IFERROR(SMALL(Helper2_1,A231),\"\")","v":230},null,230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I232)),$A231,\"\")","v":230},{"$f":"IFERROR(SMALL(Helper2_2,A231),\"\")","v":230},{"$f":"COUNTIF(Helper3_1,\"=\"&G231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G231)=1, G231, \"\")","v":230},{"$f":"IFERROR(SMALL(Index_2,A231),\"\")","v":230},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:J231)),\"\")","v":"RCS_230"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:K231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:L231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:M231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:P231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J231,COLUMNS($J$2:Q231)),\"\")","v":"The QESR team is confident in the Conservatoire's approach to developing and \nmaintaining its student engagement and partnership arrangements."}]
[{"$f":"IF('> FILTER <'!B233<>\"\",ROW(OFFSET(A232,-1,0)),\"\")","v":231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I233)),A232,\"\")","v":231},{"$f":"IFERROR(SMALL(Helper2_1,A232),\"\")","v":231},null,231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I233)),$A232,\"\")","v":231},{"$f":"IFERROR(SMALL(Helper2_2,A232),\"\")","v":231},{"$f":"COUNTIF(Helper3_1,\"=\"&G232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G232)=1, G232, \"\")","v":231},{"$f":"IFERROR(SMALL(Index_2,A232),\"\")","v":231},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:J232)),\"\")","v":"RCS_231"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:K232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:L232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:M232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:P232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J232,COLUMNS($J$2:Q232)),\"\")","v":"The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B234<>\"\",ROW(OFFSET(A233,-1,0)),\"\")","v":232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I234)),A233,\"\")","v":232},{"$f":"IFERROR(SMALL(Helper2_1,A233),\"\")","v":232},null,232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I234)),$A233,\"\")","v":232},{"$f":"IFERROR(SMALL(Helper2_2,A233),\"\")","v":232},{"$f":"COUNTIF(Helper3_1,\"=\"&G233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G233)=1, G233, \"\")","v":232},{"$f":"IFERROR(SMALL(Index_2,A233),\"\")","v":232},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:J233)),\"\")","v":"RCS_232"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:K233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:L233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:M233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:P233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J233,COLUMNS($J$2:Q233)),\"\")","v":"The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B235<>\"\",ROW(OFFSET(A234,-1,0)),\"\")","v":233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I235)),A234,\"\")","v":233},{"$f":"IFERROR(SMALL(Helper2_1,A234),\"\")","v":233},null,233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I235)),$A234,\"\")","v":233},{"$f":"IFERROR(SMALL(Helper2_2,A234),\"\")","v":233},{"$f":"COUNTIF(Helper3_1,\"=\"&G234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G234)=1, G234, \"\")","v":233},{"$f":"IFERROR(SMALL(Index_2,A234),\"\")","v":233},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:J234)),\"\")","v":"RCS_233"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:K234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:L234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:M234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:P234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J234,COLUMNS($J$2:Q234)),\"\")","v":"There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B236<>\"\",ROW(OFFSET(A235,-1,0)),\"\")","v":234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I236)),A235,\"\")","v":234},{"$f":"IFERROR(SMALL(Helper2_1,A235),\"\")","v":234},null,234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I236)),$A235,\"\")","v":234},{"$f":"IFERROR(SMALL(Helper2_2,A235),\"\")","v":234},{"$f":"COUNTIF(Helper3_1,\"=\"&G235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G235)=1, G235, \"\")","v":234},{"$f":"IFERROR(SMALL(Index_2,A235),\"\")","v":234},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:J235)),\"\")","v":"RCS_234"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:K235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:L235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:M235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:P235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J235,COLUMNS($J$2:Q235)),\"\")","v":"Through its Learning and Teaching Strategy, RCS is committed to developing the student voice."}]
[{"$f":"IF('> FILTER <'!B237<>\"\",ROW(OFFSET(A236,-1,0)),\"\")","v":235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I237)),A236,\"\")","v":235},{"$f":"IFERROR(SMALL(Helper2_1,A236),\"\")","v":235},null,235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I237)),$A236,\"\")","v":235},{"$f":"IFERROR(SMALL(Helper2_2,A236),\"\")","v":235},{"$f":"COUNTIF(Helper3_1,\"=\"&G236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G236)=1, G236, \"\")","v":235},{"$f":"IFERROR(SMALL(Index_2,A236),\"\")","v":235},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:J236)),\"\")","v":"RCS_235"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:K236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:L236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:M236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:P236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J236,COLUMNS($J$2:Q236)),\"\")","v":"While progress has been made in broadening the range of student voices - for example, in addressing student representation of those with disabilities - students have fed back to the institution that the impact of intensive courses can be a barrier to students getting involved in academic extra-curricular activities."}]
[{"$f":"IF('> FILTER <'!B238<>\"\",ROW(OFFSET(A237,-1,0)),\"\")","v":236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I238)),A237,\"\")","v":236},{"$f":"IFERROR(SMALL(Helper2_1,A237),\"\")","v":236},null,236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I238)),$A237,\"\")","v":236},{"$f":"IFERROR(SMALL(Helper2_2,A237),\"\")","v":236},{"$f":"COUNTIF(Helper3_1,\"=\"&G237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G237)=1, G237, \"\")","v":236},{"$f":"IFERROR(SMALL(Index_2,A237),\"\")","v":236},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:J237)),\"\")","v":"RCS_236"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:K237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:L237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:M237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:P237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J237,COLUMNS($J$2:Q237)),\"\")","v":"The QESR team encourages RCS to continue in its efforts to explore how best to support students in representative roles and diversify the student voice."}]
[{"$f":"IF('> FILTER <'!B239<>\"\",ROW(OFFSET(A238,-1,0)),\"\")","v":237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I239)),A238,\"\")","v":237},{"$f":"IFERROR(SMALL(Helper2_1,A238),\"\")","v":237},null,237,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I239)),$A238,\"\")","v":237},{"$f":"IFERROR(SMALL(Helper2_2,A238),\"\")","v":237},{"$f":"COUNTIF(Helper3_1,\"=\"&G238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G238)=1, G238, \"\")","v":237},{"$f":"IFERROR(SMALL(Index_2,A238),\"\")","v":237},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:J238)),\"\")","v":"RCS_237"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:K238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:L238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:M238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:P238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J238,COLUMNS($J$2:Q238)),\"\")","v":"The QESR team is confident in the Conservatoire's approach to developing and \nmaintaining its student engagement and partnership arrangements. The team considered the Student Partnership Agreement and evaluation of it, Outcome Agreement report, Students' Union reports to the Academic Board, and minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B240<>\"\",ROW(OFFSET(A239,-1,0)),\"\")","v":238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I240)),A239,\"\")","v":238},{"$f":"IFERROR(SMALL(Helper2_1,A239),\"\")","v":238},null,238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I240)),$A239,\"\")","v":238},{"$f":"IFERROR(SMALL(Helper2_2,A239),\"\")","v":238},{"$f":"COUNTIF(Helper3_1,\"=\"&G239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G239)=1, G239, \"\")","v":238},{"$f":"IFERROR(SMALL(Index_2,A239),\"\")","v":238},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:J239)),\"\")","v":"RCS_238"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:K239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:L239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:M239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:P239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J239,COLUMNS($J$2:Q239)),\"\")","v":"Through its Learning and Teaching Strategy, RCS is committed to developing the student voice. Similarly, in the Student Partnership Agreement, increasing student engagement is noted as a priority for two student groups in particular - those within the School of Drama, Dance, Production and Film and those enrolled on the Learning and Teaching postgraduate taught programme."}]
[{"$f":"IF('> FILTER <'!B241<>\"\",ROW(OFFSET(A240,-1,0)),\"\")","v":239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I241)),A240,\"\")","v":239},{"$f":"IFERROR(SMALL(Helper2_1,A240),\"\")","v":239},null,239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I241)),$A240,\"\")","v":239},{"$f":"IFERROR(SMALL(Helper2_2,A240),\"\")","v":239},{"$f":"COUNTIF(Helper3_1,\"=\"&G240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G240)=1, G240, \"\")","v":239},{"$f":"IFERROR(SMALL(Index_2,A240),\"\")","v":239},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:J240)),\"\")","v":"RCS_239"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:K240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:L240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:M240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:P240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J240,COLUMNS($J$2:Q240)),\"\")","v":"The Student Partnership Agreement notes that a priority for 2022-23 is to increase visibility and optimise the current offering to students."}]
[{"$f":"IF('> FILTER <'!B242<>\"\",ROW(OFFSET(A241,-1,0)),\"\")","v":240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I242)),A241,\"\")","v":240},{"$f":"IFERROR(SMALL(Helper2_1,A241),\"\")","v":240},null,240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I242)),$A241,\"\")","v":240},{"$f":"IFERROR(SMALL(Helper2_2,A241),\"\")","v":240},{"$f":"COUNTIF(Helper3_1,\"=\"&G241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G241)=1, G241, \"\")","v":240},{"$f":"IFERROR(SMALL(Index_2,A241),\"\")","v":240},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:J241)),\"\")","v":"RCS_240"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:K241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:L241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:M241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:P241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J241,COLUMNS($J$2:Q241)),\"\")","v":"The QESR team is confident that the Conservatoire has effective arrangements in \nplace to monitor and review its actions taken in response to ELIR 4. The team considered the ELIR 4 action plan, Follow-up report, and minutes from key institutional committees, and followed up on key areas in meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B243<>\"\",ROW(OFFSET(A242,-1,0)),\"\")","v":241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I243)),A242,\"\")","v":241},{"$f":"IFERROR(SMALL(Helper2_1,A242),\"\")","v":241},null,241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I243)),$A242,\"\")","v":241},{"$f":"IFERROR(SMALL(Helper2_2,A242),\"\")","v":241},{"$f":"COUNTIF(Helper3_1,\"=\"&G242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G242)=1, G242, \"\")","v":241},{"$f":"IFERROR(SMALL(Index_2,A242),\"\")","v":241},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:J242)),\"\")","v":"RCS_241"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:K242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:L242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:M242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:P242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J242,COLUMNS($J$2:Q242)),\"\")","v":"The QESR team was satisfied that RCS has made good progress in addressing the \nfive formal recommendations made by the ELIR 4 review team, as well as responding to further advice and reflections that were contained within the Technical Report. The institution's responses are tracked in an ELIR Spreadsheet which details 28 action points and progress against them. RCS states in its Annual Quality Report for academic year 2021-22 that 'ELIR 4 actions are completed, or in train, with clear end dates'."}]
[{"$f":"IF('> FILTER <'!B244<>\"\",ROW(OFFSET(A243,-1,0)),\"\")","v":242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I244)),A243,\"\")","v":242},{"$f":"IFERROR(SMALL(Helper2_1,A243),\"\")","v":242},null,242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I244)),$A243,\"\")","v":242},{"$f":"IFERROR(SMALL(Helper2_2,A243),\"\")","v":242},{"$f":"COUNTIF(Helper3_1,\"=\"&G243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G243)=1, G243, \"\")","v":242},{"$f":"IFERROR(SMALL(Index_2,A243),\"\")","v":242},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:J243)),\"\")","v":"RCS_242"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:K243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:L243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:M243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:P243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J243,COLUMNS($J$2:Q243)),\"\")","v":"RCS has prioritised work to make processes, documentation and evaluation more efficient, ensuring alignment to strategies and clearer communications. An Assessment and Feedback Code of Practice has been developed and progress has been made in relation to its communication through student-facing documentation and the development of the portal."}]
[{"$f":"IF('> FILTER <'!B245<>\"\",ROW(OFFSET(A244,-1,0)),\"\")","v":243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I245)),A244,\"\")","v":243},{"$f":"IFERROR(SMALL(Helper2_1,A244),\"\")","v":243},null,243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I245)),$A244,\"\")","v":243},{"$f":"IFERROR(SMALL(Helper2_2,A244),\"\")","v":243},{"$f":"COUNTIF(Helper3_1,\"=\"&G244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G244)=1, G244, \"\")","v":243},{"$f":"IFERROR(SMALL(Index_2,A244),\"\")","v":243},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:J244)),\"\")","v":"RCS_243"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:K244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:L244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:M244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:P244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J244,COLUMNS($J$2:Q244)),\"\")","v":"The QESR team found evidence to show that the communication of key institutional \npolicies has improved. Staff and students are made aware of key institutional policies and regulations by a variety of means including committee membership and weekly updates to staff and students from the Principal and Heads of Department. Heads of Programmes come together in School Management Team meetings for updates on policies and regulations."}]
[{"$f":"IF('> FILTER <'!B246<>\"\",ROW(OFFSET(A245,-1,0)),\"\")","v":244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I246)),A245,\"\")","v":244},{"$f":"IFERROR(SMALL(Helper2_1,A245),\"\")","v":244},null,244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I246)),$A245,\"\")","v":244},{"$f":"IFERROR(SMALL(Helper2_2,A245),\"\")","v":244},{"$f":"COUNTIF(Helper3_1,\"=\"&G245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G245)=1, G245, \"\")","v":244},{"$f":"IFERROR(SMALL(Index_2,A245),\"\")","v":244},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:J245)),\"\")","v":"RCS_244"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:K245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:L245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:M245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:P245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J245,COLUMNS($J$2:Q245)),\"\")","v":"ELIR 4 recommended RCS establish an institutional strategy for assessment and \nbring greater clarity and consistency to the design and delivery of assessments including assessment weighting and marking practices."}]
[{"$f":"IF('> FILTER <'!B247<>\"\",ROW(OFFSET(A246,-1,0)),\"\")","v":245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I247)),A246,\"\")","v":245},{"$f":"IFERROR(SMALL(Helper2_1,A246),\"\")","v":245},null,245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I247)),$A246,\"\")","v":245},{"$f":"IFERROR(SMALL(Helper2_2,A246),\"\")","v":245},{"$f":"COUNTIF(Helper3_1,\"=\"&G246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G246)=1, G246, \"\")","v":245},{"$f":"IFERROR(SMALL(Index_2,A246),\"\")","v":245},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:J246)),\"\")","v":"RCS_245"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:K246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:L246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:M246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:P246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J246,COLUMNS($J$2:Q246)),\"\")","v":"There have been operational changes, including the development of assessment \nrubrics introduced into a number of programmes. The students who met the team were clear about the ways in which they are being assessed. The QESR team recognises progress made in relation to assessment approaches in some areas, but notes that there is more work to be done, particularly to ensure consistency across the institution both in terms of articulation and implementation, and recommends that RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."}]
[{"$f":"IF('> FILTER <'!B248<>\"\",ROW(OFFSET(A247,-1,0)),\"\")","v":246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I248)),A247,\"\")","v":246},{"$f":"IFERROR(SMALL(Helper2_1,A247),\"\")","v":246},null,246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I248)),$A247,\"\")","v":246},{"$f":"IFERROR(SMALL(Helper2_2,A247),\"\")","v":246},{"$f":"COUNTIF(Helper3_1,\"=\"&G247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G247)=1, G247, \"\")","v":246},{"$f":"IFERROR(SMALL(Index_2,A247),\"\")","v":246},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:J247)),\"\")","v":"RCS_246"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:K247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:L247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:M247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:P247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J247,COLUMNS($J$2:Q247)),\"\")","v":"In ELIR 4, RCS was asked to reflect on its approach to self-evaluation and review to \nensure it is able to optimise the learning from its review activity while streamlining the burden of conducting multiple reviews. A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B249<>\"\",ROW(OFFSET(A248,-1,0)),\"\")","v":247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I249)),A248,\"\")","v":247},{"$f":"IFERROR(SMALL(Helper2_1,A248),\"\")","v":247},null,247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I249)),$A248,\"\")","v":247},{"$f":"IFERROR(SMALL(Helper2_2,A248),\"\")","v":247},{"$f":"COUNTIF(Helper3_1,\"=\"&G248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G248)=1, G248, \"\")","v":247},{"$f":"IFERROR(SMALL(Index_2,A248),\"\")","v":247},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:J248)),\"\")","v":"RCS_247"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:K248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:L248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:M248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:P248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J248,COLUMNS($J$2:Q248)),\"\")","v":"RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."}]
[{"$f":"IF('> FILTER <'!B250<>\"\",ROW(OFFSET(A249,-1,0)),\"\")","v":248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I250)),A249,\"\")","v":248},{"$f":"IFERROR(SMALL(Helper2_1,A249),\"\")","v":248},null,248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I250)),$A249,\"\")","v":248},{"$f":"IFERROR(SMALL(Helper2_2,A249),\"\")","v":248},{"$f":"COUNTIF(Helper3_1,\"=\"&G249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G249)=1, G249, \"\")","v":248},{"$f":"IFERROR(SMALL(Index_2,A249),\"\")","v":248},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:J249)),\"\")","v":"RCS_248"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:K249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:L249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:M249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:P249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J249,COLUMNS($J$2:Q249)),\"\")","v":"While the QESR team could be confident that progress is being made to address the ELIR 4 recommendations, this view was based on consideration of a range of documents - including draft policies and strategies; minutes and notes from key committees and groups; internal reflections; and meetings held during the review visit - rather than the Action Plan commentary, which is not clear about the current status of actions. A number remain recorded as both completed and ongoing and yet the Institution-Led Review of Quality suggests that the ELIR 4 actions have definite end dates. A clearer record of the status of actions would be beneficial."}]
[{"$f":"IF('> FILTER <'!B251<>\"\",ROW(OFFSET(A250,-1,0)),\"\")","v":249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I251)),A250,\"\")","v":249},{"$f":"IFERROR(SMALL(Helper2_1,A250),\"\")","v":249},null,249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I251)),$A250,\"\")","v":249},{"$f":"IFERROR(SMALL(Helper2_2,A250),\"\")","v":249},{"$f":"COUNTIF(Helper3_1,\"=\"&G250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G250)=1, G250, \"\")","v":249},{"$f":"IFERROR(SMALL(Index_2,A250),\"\")","v":249},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:J250)),\"\")","v":"RCS_249"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:K250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:L250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:M250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:P250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J250,COLUMNS($J$2:Q250)),\"\")","v":"An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment,"}]
[{"$f":"IF('> FILTER <'!B252<>\"\",ROW(OFFSET(A251,-1,0)),\"\")","v":250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I252)),A251,\"\")","v":250},{"$f":"IFERROR(SMALL(Helper2_1,A251),\"\")","v":250},null,250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I252)),$A251,\"\")","v":250},{"$f":"IFERROR(SMALL(Helper2_2,A251),\"\")","v":250},{"$f":"COUNTIF(Helper3_1,\"=\"&G251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G251)=1, G251, \"\")","v":250},{"$f":"IFERROR(SMALL(Index_2,A251),\"\")","v":250},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:J251)),\"\")","v":"RCS_250"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:K251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:L251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:M251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:P251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J251,COLUMNS($J$2:Q251)),\"\")","v":"RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report"}]
[{"$f":"IF('> FILTER <'!B253<>\"\",ROW(OFFSET(A252,-1,0)),\"\")","v":251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I253)),A252,\"\")","v":251},{"$f":"IFERROR(SMALL(Helper2_1,A252),\"\")","v":251},null,251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I253)),$A252,\"\")","v":251},{"$f":"IFERROR(SMALL(Helper2_2,A252),\"\")","v":251},{"$f":"COUNTIF(Helper3_1,\"=\"&G252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G252)=1, G252, \"\")","v":251},{"$f":"IFERROR(SMALL(Index_2,A252),\"\")","v":251},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:J252)),\"\")","v":"RCS_251"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:K252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:L252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:M252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:P252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J252,COLUMNS($J$2:Q252)),\"\")","v":"Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment."}]
[{"$f":"IF('> FILTER <'!B254<>\"\",ROW(OFFSET(A253,-1,0)),\"\")","v":252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I254)),A253,\"\")","v":252},{"$f":"IFERROR(SMALL(Helper2_1,A253),\"\")","v":252},null,252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I254)),$A253,\"\")","v":252},{"$f":"IFERROR(SMALL(Helper2_2,A253),\"\")","v":252},{"$f":"COUNTIF(Helper3_1,\"=\"&G253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G253)=1, G253, \"\")","v":252},{"$f":"IFERROR(SMALL(Index_2,A253),\"\")","v":252},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:J253)),\"\")","v":"RCS_252"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:K253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:L253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:M253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:P253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J253,COLUMNS($J$2:Q253)),\"\")","v":"The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B255<>\"\",ROW(OFFSET(A254,-1,0)),\"\")","v":253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I255)),A254,\"\")","v":253},{"$f":"IFERROR(SMALL(Helper2_1,A254),\"\")","v":253},null,253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I255)),$A254,\"\")","v":253},{"$f":"IFERROR(SMALL(Helper2_2,A254),\"\")","v":253},{"$f":"COUNTIF(Helper3_1,\"=\"&G254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G254)=1, G254, \"\")","v":253},{"$f":"IFERROR(SMALL(Index_2,A254),\"\")","v":253},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:J254)),\"\")","v":"RCS_253"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:K254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:L254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:M254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:P254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J254,COLUMNS($J$2:Q254)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."}]
[{"$f":"IF('> FILTER <'!B256<>\"\",ROW(OFFSET(A255,-1,0)),\"\")","v":254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I256)),A255,\"\")","v":254},{"$f":"IFERROR(SMALL(Helper2_1,A255),\"\")","v":254},null,254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I256)),$A255,\"\")","v":254},{"$f":"IFERROR(SMALL(Helper2_2,A255),\"\")","v":254},{"$f":"COUNTIF(Helper3_1,\"=\"&G255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G255)=1, G255, \"\")","v":254},{"$f":"IFERROR(SMALL(Index_2,A255),\"\")","v":254},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:J255)),\"\")","v":"RCS_254"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:K255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:L255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:M255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:P255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J255,COLUMNS($J$2:Q255)),\"\")","v":"An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."}]
[{"$f":"IF('> FILTER <'!B257<>\"\",ROW(OFFSET(A256,-1,0)),\"\")","v":255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I257)),A256,\"\")","v":255},{"$f":"IFERROR(SMALL(Helper2_1,A256),\"\")","v":255},null,255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I257)),$A256,\"\")","v":255},{"$f":"IFERROR(SMALL(Helper2_2,A256),\"\")","v":255},{"$f":"COUNTIF(Helper3_1,\"=\"&G256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G256)=1, G256, \"\")","v":255},{"$f":"IFERROR(SMALL(Index_2,A256),\"\")","v":255},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:J256)),\"\")","v":"RCS_255"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:K256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:L256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:M256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:P256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J256,COLUMNS($J$2:Q256)),\"\")","v":"The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B258<>\"\",ROW(OFFSET(A257,-1,0)),\"\")","v":256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I258)),A257,\"\")","v":256},{"$f":"IFERROR(SMALL(Helper2_1,A257),\"\")","v":256},null,256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I258)),$A257,\"\")","v":256},{"$f":"IFERROR(SMALL(Helper2_2,A257),\"\")","v":256},{"$f":"COUNTIF(Helper3_1,\"=\"&G257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G257)=1, G257, \"\")","v":256},{"$f":"IFERROR(SMALL(Index_2,A257),\"\")","v":256},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:J257)),\"\")","v":"RCS_256"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:K257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:L257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:M257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:P257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J257,COLUMNS($J$2:Q257)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."}]
[{"$f":"IF('> FILTER <'!B259<>\"\",ROW(OFFSET(A258,-1,0)),\"\")","v":257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I259)),A258,\"\")","v":257},{"$f":"IFERROR(SMALL(Helper2_1,A258),\"\")","v":257},null,257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I259)),$A258,\"\")","v":257},{"$f":"IFERROR(SMALL(Helper2_2,A258),\"\")","v":257},{"$f":"COUNTIF(Helper3_1,\"=\"&G258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G258)=1, G258, \"\")","v":257},{"$f":"IFERROR(SMALL(Index_2,A258),\"\")","v":257},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:J258)),\"\")","v":"RCS_257"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:K258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:L258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:M258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:P258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J258,COLUMNS($J$2:Q258)),\"\")","v":"Detailed data sets relating to complaints were provided to the QESR team. A quarterly report is taken to senior management and the Board of Governors on key performance information from this data."}]
[{"$f":"IF('> FILTER <'!B260<>\"\",ROW(OFFSET(A259,-1,0)),\"\")","v":258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I260)),A259,\"\")","v":258},{"$f":"IFERROR(SMALL(Helper2_1,A259),\"\")","v":258},null,{"$f":"ROW(OFFSET(E259,-1,0))","v":258},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I260)),$A259,\"\")","v":258},{"$f":"IFERROR(SMALL(Helper2_2,A259),\"\")","v":258},{"$f":"COUNTIF(Helper3_1,\"=\"&G259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G259)=1, G259, \"\")","v":258},{"$f":"IFERROR(SMALL(Index_2,A259),\"\")","v":258},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:J259)),\"\")","v":"RCS_258"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:K259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:L259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:M259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:P259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J259,COLUMNS($J$2:Q259)),\"\")","v":"The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B261<>\"\",ROW(OFFSET(A260,-1,0)),\"\")","v":259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I261)),A260,\"\")","v":259},{"$f":"IFERROR(SMALL(Helper2_1,A260),\"\")","v":259},null,259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I261)),$A260,\"\")","v":259},{"$f":"IFERROR(SMALL(Helper2_2,A260),\"\")","v":259},{"$f":"COUNTIF(Helper3_1,\"=\"&G260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G260)=1, G260, \"\")","v":259},{"$f":"IFERROR(SMALL(Index_2,A260),\"\")","v":259},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:J260)),\"\")","v":"RCS_259"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:K260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:L260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:M260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:P260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J260,COLUMNS($J$2:Q260)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."}]
[{"$f":"IF('> FILTER <'!B262<>\"\",ROW(OFFSET(A261,-1,0)),\"\")","v":260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I262)),A261,\"\")","v":260},{"$f":"IFERROR(SMALL(Helper2_1,A261),\"\")","v":260},null,260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I262)),$A261,\"\")","v":260},{"$f":"IFERROR(SMALL(Helper2_2,A261),\"\")","v":260},{"$f":"COUNTIF(Helper3_1,\"=\"&G261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G261)=1, G261, \"\")","v":260},{"$f":"IFERROR(SMALL(Index_2,A261),\"\")","v":260},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:J261)),\"\")","v":"RCS_260"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:K261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:L261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:M261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:P261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J261,COLUMNS($J$2:Q261)),\"\")","v":"The QESR team recognises progress made in relation to assessment approaches in some areas, but notes that there is more work to be done, particularly to ensure consistency across the institution both in terms of articulation and implementation, and recommends that RCS should use this cycle of Curriculum Review to ensure greater consistency in the design and delivery of assessment, building upon the progress made in some areas."}]
[{"$f":"IF('> FILTER <'!B263<>\"\",ROW(OFFSET(A262,-1,0)),\"\")","v":261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I263)),A262,\"\")","v":261},{"$f":"IFERROR(SMALL(Helper2_1,A262),\"\")","v":261},null,261,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I263)),$A262,\"\")","v":261},{"$f":"IFERROR(SMALL(Helper2_2,A262),\"\")","v":261},{"$f":"COUNTIF(Helper3_1,\"=\"&G262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G262)=1, G262, \"\")","v":261},{"$f":"IFERROR(SMALL(Index_2,A262),\"\")","v":261},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:J262)),\"\")","v":"RCS_261"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:K262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:L262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:M262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:P262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J262,COLUMNS($J$2:Q262)),\"\")","v":"The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."}]
[{"$f":"IF('> FILTER <'!B264<>\"\",ROW(OFFSET(A263,-1,0)),\"\")","v":262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I264)),A263,\"\")","v":262},{"$f":"IFERROR(SMALL(Helper2_1,A263),\"\")","v":262},null,262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I264)),$A263,\"\")","v":262},{"$f":"IFERROR(SMALL(Helper2_2,A263),\"\")","v":262},{"$f":"COUNTIF(Helper3_1,\"=\"&G263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G263)=1, G263, \"\")","v":262},{"$f":"IFERROR(SMALL(Index_2,A263),\"\")","v":262},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:J263)),\"\")","v":"RCS_262"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:K263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:L263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:M263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:P263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J263,COLUMNS($J$2:Q263)),\"\")","v":"The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."}]
[{"$f":"IF('> FILTER <'!B265<>\"\",ROW(OFFSET(A264,-1,0)),\"\")","v":263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I265)),A264,\"\")","v":263},{"$f":"IFERROR(SMALL(Helper2_1,A264),\"\")","v":263},null,263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I265)),$A264,\"\")","v":263},{"$f":"IFERROR(SMALL(Helper2_2,A264),\"\")","v":263},{"$f":"COUNTIF(Helper3_1,\"=\"&G264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G264)=1, G264, \"\")","v":263},{"$f":"IFERROR(SMALL(Index_2,A264),\"\")","v":263},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:J264)),\"\")","v":"RCS_263"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:K264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:L264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:M264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:P264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J264,COLUMNS($J$2:Q264)),\"\")","v":"The QESR team saw evidence of the University's effective engagement with the issues raised in the work of the Assessment and Feedback workstream, and the Learning through Assessment Framework."}]
[{"$f":"IF('> FILTER <'!B266<>\"\",ROW(OFFSET(A265,-1,0)),\"\")","v":264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I266)),A265,\"\")","v":264},{"$f":"IFERROR(SMALL(Helper2_1,A265),\"\")","v":264},null,264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I266)),$A265,\"\")","v":264},{"$f":"IFERROR(SMALL(Helper2_2,A265),\"\")","v":264},{"$f":"COUNTIF(Helper3_1,\"=\"&G265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G265)=1, G265, \"\")","v":264},{"$f":"IFERROR(SMALL(Index_2,A265),\"\")","v":264},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:J265)),\"\")","v":"RCS_264"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:K265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:L265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:M265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:P265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J265,COLUMNS($J$2:Q265)),\"\")","v":"Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."}]
[{"$f":"IF('> FILTER <'!B267<>\"\",ROW(OFFSET(A266,-1,0)),\"\")","v":265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I267)),A266,\"\")","v":265},{"$f":"IFERROR(SMALL(Helper2_1,A266),\"\")","v":265},null,265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I267)),$A266,\"\")","v":265},{"$f":"IFERROR(SMALL(Helper2_2,A266),\"\")","v":265},{"$f":"COUNTIF(Helper3_1,\"=\"&G266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G266)=1, G266, \"\")","v":265},{"$f":"IFERROR(SMALL(Index_2,A266),\"\")","v":265},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:J266)),\"\")","v":"RCS_265"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:K266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:L266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:M266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:P266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J266,COLUMNS($J$2:Q266)),\"\")","v":"ELIR 4 recommended RCS establish an institutional strategy for assessment and \nbring greater clarity and consistency to the design and delivery of assessments including assessment weighting and marking practices."}]
[{"$f":"IF('> FILTER <'!B268<>\"\",ROW(OFFSET(A267,-1,0)),\"\")","v":266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I268)),A267,\"\")","v":266},{"$f":"IFERROR(SMALL(Helper2_1,A267),\"\")","v":266},null,266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I268)),$A267,\"\")","v":266},{"$f":"IFERROR(SMALL(Helper2_2,A267),\"\")","v":266},{"$f":"COUNTIF(Helper3_1,\"=\"&G267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G267)=1, G267, \"\")","v":266},{"$f":"IFERROR(SMALL(Index_2,A267),\"\")","v":266},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:J267)),\"\")","v":"RCS_266"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:K267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:L267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:M267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:P267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J267,COLUMNS($J$2:Q267)),\"\")","v":"The QESR team notes that significant developments have taken place in relation to approaches to assessment and student feedback - for example, the Assessment and Feedback Code of Practice. RCS reported that a number of issues relating to assessment remain under review, including the award of pass/fail at master's level."}]
[{"$f":"IF('> FILTER <'!B269<>\"\",ROW(OFFSET(A268,-1,0)),\"\")","v":267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I269)),A268,\"\")","v":267},{"$f":"IFERROR(SMALL(Helper2_1,A268),\"\")","v":267},null,267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I269)),$A268,\"\")","v":267},{"$f":"IFERROR(SMALL(Helper2_2,A268),\"\")","v":267},{"$f":"COUNTIF(Helper3_1,\"=\"&G268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G268)=1, G268, \"\")","v":267},{"$f":"IFERROR(SMALL(Index_2,A268),\"\")","v":267},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:J268)),\"\")","v":"RCS_267"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:K268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:L268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:M268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:P268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J268,COLUMNS($J$2:Q268)),\"\")","v":"RCS confirmed to the QESR team that the issue of the differences in the loading of assessments across modules is to be addressed through the Curriculum Review with further guidance in the Assessment and Feedback Code of Practice."}]
[{"$f":"IF('> FILTER <'!B270<>\"\",ROW(OFFSET(A269,-1,0)),\"\")","v":268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I270)),A269,\"\")","v":268},{"$f":"IFERROR(SMALL(Helper2_1,A269),\"\")","v":268},null,268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I270)),$A269,\"\")","v":268},{"$f":"IFERROR(SMALL(Helper2_2,A269),\"\")","v":268},{"$f":"COUNTIF(Helper3_1,\"=\"&G269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G269)=1, G269, \"\")","v":268},{"$f":"IFERROR(SMALL(Index_2,A269),\"\")","v":268},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:J269)),\"\")","v":"RCS_268"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:K269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:L269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:M269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:P269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J269,COLUMNS($J$2:Q269)),\"\")","v":"The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B271<>\"\",ROW(OFFSET(A270,-1,0)),\"\")","v":269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I271)),A270,\"\")","v":269},{"$f":"IFERROR(SMALL(Helper2_1,A270),\"\")","v":269},null,269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I271)),$A270,\"\")","v":269},{"$f":"IFERROR(SMALL(Helper2_2,A270),\"\")","v":269},{"$f":"COUNTIF(Helper3_1,\"=\"&G270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G270)=1, G270, \"\")","v":269},{"$f":"IFERROR(SMALL(Index_2,A270),\"\")","v":269},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:J270)),\"\")","v":"RCS_269"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:K270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:L270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:M270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:P270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J270,COLUMNS($J$2:Q270)),\"\")","v":"There have been operational changes, including the development of assessment \nrubrics introduced into a number of programmes."}]
[{"$f":"IF('> FILTER <'!B272<>\"\",ROW(OFFSET(A271,-1,0)),\"\")","v":270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I272)),A271,\"\")","v":270},{"$f":"IFERROR(SMALL(Helper2_1,A271),\"\")","v":270},null,270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I272)),$A271,\"\")","v":270},{"$f":"IFERROR(SMALL(Helper2_2,A271),\"\")","v":270},{"$f":"COUNTIF(Helper3_1,\"=\"&G271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G271)=1, G271, \"\")","v":270},{"$f":"IFERROR(SMALL(Index_2,A271),\"\")","v":270},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:J271)),\"\")","v":"RCS_270"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:K271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:L271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:M271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:P271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J271,COLUMNS($J$2:Q271)),\"\")","v":"The students who met the team were clear about the ways in which they are being assessed."}]
[{"$f":"IF('> FILTER <'!B273<>\"\",ROW(OFFSET(A272,-1,0)),\"\")","v":271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I273)),A272,\"\")","v":271},{"$f":"IFERROR(SMALL(Helper2_1,A272),\"\")","v":271},null,271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I273)),$A272,\"\")","v":271},{"$f":"IFERROR(SMALL(Helper2_2,A272),\"\")","v":271},{"$f":"COUNTIF(Helper3_1,\"=\"&G272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G272)=1, G272, \"\")","v":271},{"$f":"IFERROR(SMALL(Index_2,A272),\"\")","v":271},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:J272)),\"\")","v":"RCS_271"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:K272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:L272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:M272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:P272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J272,COLUMNS($J$2:Q272)),\"\")","v":"RCS's approach to quality is overseen by the Quality and Standards Committee, \nreporting to Academic Board. From the minutes available, it was evident that the Committee has appropriate oversight and carries out its obligations in accordance with its terms of reference. This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."}]
[{"$f":"IF('> FILTER <'!B274<>\"\",ROW(OFFSET(A273,-1,0)),\"\")","v":272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I274)),A273,\"\")","v":272},{"$f":"IFERROR(SMALL(Helper2_1,A273),\"\")","v":272},null,272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I274)),$A273,\"\")","v":272},{"$f":"IFERROR(SMALL(Helper2_2,A273),\"\")","v":272},{"$f":"COUNTIF(Helper3_1,\"=\"&G273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G273)=1, G273, \"\")","v":272},{"$f":"IFERROR(SMALL(Index_2,A273),\"\")","v":272},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:J273)),\"\")","v":"RCS_272"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:K273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:L273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:M273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:P273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J273,COLUMNS($J$2:Q273)),\"\")","v":"The QESR team notes the Conservatoire's approach provides opportunity for reflection, discussion and the contribution of a variety of stakeholders, including external members, to the enhancement of learning, teaching and assessment and that the sharing of effective practice is now embedded in annual Joint Management Team meetings."}]
[{"$f":"IF('> FILTER <'!B275<>\"\",ROW(OFFSET(A274,-1,0)),\"\")","v":273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I275)),A274,\"\")","v":273},{"$f":"IFERROR(SMALL(Helper2_1,A274),\"\")","v":273},null,273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I275)),$A274,\"\")","v":273},{"$f":"IFERROR(SMALL(Helper2_2,A274),\"\")","v":273},{"$f":"COUNTIF(Helper3_1,\"=\"&G274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G274)=1, G274, \"\")","v":273},{"$f":"IFERROR(SMALL(Index_2,A274),\"\")","v":273},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:J274)),\"\")","v":"RCS_273"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:K274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:L274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:M274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:P274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J274,COLUMNS($J$2:Q274)),\"\")","v":"The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B276<>\"\",ROW(OFFSET(A275,-1,0)),\"\")","v":274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I276)),A275,\"\")","v":274},{"$f":"IFERROR(SMALL(Helper2_1,A275),\"\")","v":274},null,274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I276)),$A275,\"\")","v":274},{"$f":"IFERROR(SMALL(Helper2_2,A275),\"\")","v":274},{"$f":"COUNTIF(Helper3_1,\"=\"&G275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G275)=1, G275, \"\")","v":274},{"$f":"IFERROR(SMALL(Index_2,A275),\"\")","v":274},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:J275)),\"\")","v":"RCS_274"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:K275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:L275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:M275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:P275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J275,COLUMNS($J$2:Q275)),\"\")","v":"RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment,"}]
[{"$f":"IF('> FILTER <'!B277<>\"\",ROW(OFFSET(A276,-1,0)),\"\")","v":275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I277)),A276,\"\")","v":275},{"$f":"IFERROR(SMALL(Helper2_1,A276),\"\")","v":275},null,275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I277)),$A276,\"\")","v":275},{"$f":"IFERROR(SMALL(Helper2_2,A276),\"\")","v":275},{"$f":"COUNTIF(Helper3_1,\"=\"&G276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G276)=1, G276, \"\")","v":275},{"$f":"IFERROR(SMALL(Index_2,A276),\"\")","v":275},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:J276)),\"\")","v":"RCS_275"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:K276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:L276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:M276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:P276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J276,COLUMNS($J$2:Q276)),\"\")","v":"RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B278<>\"\",ROW(OFFSET(A277,-1,0)),\"\")","v":276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I278)),A277,\"\")","v":276},{"$f":"IFERROR(SMALL(Helper2_1,A277),\"\")","v":276},null,276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I278)),$A277,\"\")","v":276},{"$f":"IFERROR(SMALL(Helper2_2,A277),\"\")","v":276},{"$f":"COUNTIF(Helper3_1,\"=\"&G277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G277)=1, G277, \"\")","v":276},{"$f":"IFERROR(SMALL(Index_2,A277),\"\")","v":276},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:J277)),\"\")","v":"RCS_276"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:K277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:L277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:M277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:P277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J277,COLUMNS($J$2:Q277)),\"\")","v":"The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee. RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment"}]
[{"$f":"IF('> FILTER <'!B279<>\"\",ROW(OFFSET(A278,-1,0)),\"\")","v":277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I279)),A278,\"\")","v":277},{"$f":"IFERROR(SMALL(Helper2_1,A278),\"\")","v":277},null,277,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I279)),$A278,\"\")","v":277},{"$f":"IFERROR(SMALL(Helper2_2,A278),\"\")","v":277},{"$f":"COUNTIF(Helper3_1,\"=\"&G278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G278)=1, G278, \"\")","v":277},{"$f":"IFERROR(SMALL(Index_2,A278),\"\")","v":277},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:J278)),\"\")","v":"RCS_277"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:K278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:L278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:M278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:P278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J278,COLUMNS($J$2:Q278)),\"\")","v":"Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B280<>\"\",ROW(OFFSET(A279,-1,0)),\"\")","v":278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I280)),A279,\"\")","v":278},{"$f":"IFERROR(SMALL(Helper2_1,A279),\"\")","v":278},null,278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I280)),$A279,\"\")","v":278},{"$f":"IFERROR(SMALL(Helper2_2,A279),\"\")","v":278},{"$f":"COUNTIF(Helper3_1,\"=\"&G279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G279)=1, G279, \"\")","v":278},{"$f":"IFERROR(SMALL(Index_2,A279),\"\")","v":278},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:J279)),\"\")","v":"RCS_278"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:K279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:L279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:M279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:P279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J279,COLUMNS($J$2:Q279)),\"\")","v":"The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."}]
[{"$f":"IF('> FILTER <'!B281<>\"\",ROW(OFFSET(A280,-1,0)),\"\")","v":279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I281)),A280,\"\")","v":279},{"$f":"IFERROR(SMALL(Helper2_1,A280),\"\")","v":279},null,279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I281)),$A280,\"\")","v":279},{"$f":"IFERROR(SMALL(Helper2_2,A280),\"\")","v":279},{"$f":"COUNTIF(Helper3_1,\"=\"&G280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G280)=1, G280, \"\")","v":279},{"$f":"IFERROR(SMALL(Index_2,A280),\"\")","v":279},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:J280)),\"\")","v":"RCS_279"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:K280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:L280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:M280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:P280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J280,COLUMNS($J$2:Q280)),\"\")","v":"In Year 2, the theme of 'Coaching' was taken forward by a Steering Group comprising six individuals committed to coaching. Eight staff met eight times during the year and explored different coaching models. In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B282<>\"\",ROW(OFFSET(A281,-1,0)),\"\")","v":280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I282)),A281,\"\")","v":280},{"$f":"IFERROR(SMALL(Helper2_1,A281),\"\")","v":280},null,280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I282)),$A281,\"\")","v":280},{"$f":"IFERROR(SMALL(Helper2_2,A281),\"\")","v":280},{"$f":"COUNTIF(Helper3_1,\"=\"&G281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G281)=1, G281, \"\")","v":280},{"$f":"IFERROR(SMALL(Index_2,A281),\"\")","v":280},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:J281)),\"\")","v":"RCS_280"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:K281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:L281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:M281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:P281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J281,COLUMNS($J$2:Q281)),\"\")","v":"In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."}]
[{"$f":"IF('> FILTER <'!B283<>\"\",ROW(OFFSET(A282,-1,0)),\"\")","v":281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I283)),A282,\"\")","v":281},{"$f":"IFERROR(SMALL(Helper2_1,A282),\"\")","v":281},null,281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I283)),$A282,\"\")","v":281},{"$f":"IFERROR(SMALL(Helper2_2,A282),\"\")","v":281},{"$f":"COUNTIF(Helper3_1,\"=\"&G282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G282)=1, G282, \"\")","v":281},{"$f":"IFERROR(SMALL(Index_2,A282),\"\")","v":281},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:J282)),\"\")","v":"RCS_281"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:K282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:L282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:M282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:P282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J282,COLUMNS($J$2:Q282)),\"\")","v":"The delivery of strategies is project-led, bringing together groups of staff and \nstudents, ensuring inclusivity of approach and practical value to take forward agendas with oversight by the Academic Board and Academic Management Team."}]
[{"$f":"IF('> FILTER <'!B284<>\"\",ROW(OFFSET(A283,-1,0)),\"\")","v":282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I284)),A283,\"\")","v":282},{"$f":"IFERROR(SMALL(Helper2_1,A283),\"\")","v":282},null,282,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I284)),$A283,\"\")","v":282},{"$f":"IFERROR(SMALL(Helper2_2,A283),\"\")","v":282},{"$f":"COUNTIF(Helper3_1,\"=\"&G283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G283)=1, G283, \"\")","v":282},{"$f":"IFERROR(SMALL(Index_2,A283),\"\")","v":282},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:J283)),\"\")","v":"RCS_282"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:K283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:L283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:M283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:P283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J283,COLUMNS($J$2:Q283)),\"\")","v":"The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements. Furthermore, this approach was expected to encourage direct engagement by students and staff."}]
[{"$f":"IF('> FILTER <'!B285<>\"\",ROW(OFFSET(A284,-1,0)),\"\")","v":283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I285)),A284,\"\")","v":283},{"$f":"IFERROR(SMALL(Helper2_1,A284),\"\")","v":283},null,283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I285)),$A284,\"\")","v":283},{"$f":"IFERROR(SMALL(Helper2_2,A284),\"\")","v":283},{"$f":"COUNTIF(Helper3_1,\"=\"&G284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G284)=1, G284, \"\")","v":283},{"$f":"IFERROR(SMALL(Index_2,A284),\"\")","v":283},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:J284)),\"\")","v":"RCS_283"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:K284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:L284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:M284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:P284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J284,COLUMNS($J$2:Q284)),\"\")","v":"The QESR team notes RCS's positive engagement with the current Enhancement \nTheme - 'Resilient Learning Communities'. RCS approached the Enhancement Theme by taking stock of their current activities that related to the Theme and then putting out a call for project proposals. Six were received from which one, entitled Creative Conversations, was selected for development. This was led by an institutional team. Nine sessions were held; two facilitated by students."}]
[{"$f":"IF('> FILTER <'!B286<>\"\",ROW(OFFSET(A285,-1,0)),\"\")","v":284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I286)),A285,\"\")","v":284},{"$f":"IFERROR(SMALL(Helper2_1,A285),\"\")","v":284},null,284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I286)),$A285,\"\")","v":284},{"$f":"IFERROR(SMALL(Helper2_2,A285),\"\")","v":284},{"$f":"COUNTIF(Helper3_1,\"=\"&G285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G285)=1, G285, \"\")","v":284},{"$f":"IFERROR(SMALL(Index_2,A285),\"\")","v":284},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:J285)),\"\")","v":"RCS_284"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:K285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:L285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:M285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:P285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J285,COLUMNS($J$2:Q285)),\"\")","v":"The QESR team considers RCS's approach to student engagement to be a \nparticular strength, with evidence of student feedback and participation across all key processes related to the management of quality and standards. The student body is also represented on every academic committee and the Board of Governors. The Student Union reports to Academic Board include evidence of this positive working relationship with priority areas for students being heard and acted upon."}]
[{"$f":"IF('> FILTER <'!B287<>\"\",ROW(OFFSET(A286,-1,0)),\"\")","v":285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I287)),A286,\"\")","v":285},{"$f":"IFERROR(SMALL(Helper2_1,A286),\"\")","v":285},null,285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I287)),$A286,\"\")","v":285},{"$f":"IFERROR(SMALL(Helper2_2,A286),\"\")","v":285},{"$f":"COUNTIF(Helper3_1,\"=\"&G286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G286)=1, G286, \"\")","v":285},{"$f":"IFERROR(SMALL(Index_2,A286),\"\")","v":285},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:J286)),\"\")","v":"RCS_285"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:K286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:L286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:M286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:P286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J286,COLUMNS($J$2:Q286)),\"\")","v":"There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review. The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B288<>\"\",ROW(OFFSET(A287,-1,0)),\"\")","v":286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I288)),A287,\"\")","v":286},{"$f":"IFERROR(SMALL(Helper2_1,A287),\"\")","v":286},null,286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I288)),$A287,\"\")","v":286},{"$f":"IFERROR(SMALL(Helper2_2,A287),\"\")","v":286},{"$f":"COUNTIF(Helper3_1,\"=\"&G287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G287)=1, G287, \"\")","v":286},{"$f":"IFERROR(SMALL(Index_2,A287),\"\")","v":286},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:J287)),\"\")","v":"RCS_286"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:K287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:L287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:M287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:P287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J287,COLUMNS($J$2:Q287)),\"\")","v":"The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B289<>\"\",ROW(OFFSET(A288,-1,0)),\"\")","v":287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I289)),A288,\"\")","v":287},{"$f":"IFERROR(SMALL(Helper2_1,A288),\"\")","v":287},null,287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I289)),$A288,\"\")","v":287},{"$f":"IFERROR(SMALL(Helper2_2,A288),\"\")","v":287},{"$f":"COUNTIF(Helper3_1,\"=\"&G288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G288)=1, G288, \"\")","v":287},{"$f":"IFERROR(SMALL(Index_2,A288),\"\")","v":287},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:J288)),\"\")","v":"RCS_287"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:K288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:L288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:M288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:P288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J288,COLUMNS($J$2:Q288)),\"\")","v":"The QESR team notes the positive steps which have been taken to enhance \nstudent engagement - for example, the regular meetings now held between senior leadership and the Students' Union President and Vice-Presidents, and the additional support available to them."}]
[{"$f":"IF('> FILTER <'!B290<>\"\",ROW(OFFSET(A289,-1,0)),\"\")","v":288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I290)),A289,\"\")","v":288},{"$f":"IFERROR(SMALL(Helper2_1,A289),\"\")","v":288},null,288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I290)),$A289,\"\")","v":288},{"$f":"IFERROR(SMALL(Helper2_2,A289),\"\")","v":288},{"$f":"COUNTIF(Helper3_1,\"=\"&G289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G289)=1, G289, \"\")","v":288},{"$f":"IFERROR(SMALL(Index_2,A289),\"\")","v":288},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:J289)),\"\")","v":"RCS_288"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:K289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:L289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:M289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:P289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J289,COLUMNS($J$2:Q289)),\"\")","v":"The QESR team noted some inconsistencies in how students in representative, \nquality and committee roles are supported and trained."}]
[{"$f":"IF('> FILTER <'!B291<>\"\",ROW(OFFSET(A290,-1,0)),\"\")","v":289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I291)),A290,\"\")","v":289},{"$f":"IFERROR(SMALL(Helper2_1,A290),\"\")","v":289},null,289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I291)),$A290,\"\")","v":289},{"$f":"IFERROR(SMALL(Helper2_2,A290),\"\")","v":289},{"$f":"COUNTIF(Helper3_1,\"=\"&G290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G290)=1, G290, \"\")","v":289},{"$f":"IFERROR(SMALL(Index_2,A290),\"\")","v":289},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:J290)),\"\")","v":"RCS_289"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:K290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:L290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:M290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:P290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J290,COLUMNS($J$2:Q290)),\"\")","v":"training and supporting students in specialist roles is key to meaningful participation and there is an expectation that the institution will take ultimate responsibility for ensuring a consistent approach to training."}]
[{"$f":"IF('> FILTER <'!B292<>\"\",ROW(OFFSET(A291,-1,0)),\"\")","v":290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I292)),A291,\"\")","v":290},{"$f":"IFERROR(SMALL(Helper2_1,A291),\"\")","v":290},null,290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I292)),$A291,\"\")","v":290},{"$f":"IFERROR(SMALL(Helper2_2,A291),\"\")","v":290},{"$f":"COUNTIF(Helper3_1,\"=\"&G291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G291)=1, G291, \"\")","v":290},{"$f":"IFERROR(SMALL(Index_2,A291),\"\")","v":290},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:J291)),\"\")","v":"RCS_290"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:K291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:L291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:M291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:P291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J291,COLUMNS($J$2:Q291)),\"\")","v":"RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas. As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement."}]
[{"$f":"IF('> FILTER <'!B293<>\"\",ROW(OFFSET(A292,-1,0)),\"\")","v":291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I293)),A292,\"\")","v":291},{"$f":"IFERROR(SMALL(Helper2_1,A292),\"\")","v":291},null,291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I293)),$A292,\"\")","v":291},{"$f":"IFERROR(SMALL(Helper2_2,A292),\"\")","v":291},{"$f":"COUNTIF(Helper3_1,\"=\"&G292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G292)=1, G292, \"\")","v":291},{"$f":"IFERROR(SMALL(Index_2,A292),\"\")","v":291},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:J292)),\"\")","v":"RCS_291"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:K292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:L292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:M292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:P292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J292,COLUMNS($J$2:Q292)),\"\")","v":"An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research, and collaboration including collaborative provision."}]
[{"$f":"IF('> FILTER <'!B294<>\"\",ROW(OFFSET(A293,-1,0)),\"\")","v":292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I294)),A293,\"\")","v":292},{"$f":"IFERROR(SMALL(Helper2_1,A293),\"\")","v":292},null,292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I294)),$A293,\"\")","v":292},{"$f":"IFERROR(SMALL(Helper2_2,A293),\"\")","v":292},{"$f":"COUNTIF(Helper3_1,\"=\"&G293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G293)=1, G293, \"\")","v":292},{"$f":"IFERROR(SMALL(Index_2,A293),\"\")","v":292},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:J293)),\"\")","v":"RCS_292"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:K293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:L293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:M293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:P293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J293,COLUMNS($J$2:Q293)),\"\")","v":"The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements."}]
[{"$f":"IF('> FILTER <'!B295<>\"\",ROW(OFFSET(A294,-1,0)),\"\")","v":293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I295)),A294,\"\")","v":293},{"$f":"IFERROR(SMALL(Helper2_1,A294),\"\")","v":293},null,293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I295)),$A294,\"\")","v":293},{"$f":"IFERROR(SMALL(Helper2_2,A294),\"\")","v":293},{"$f":"COUNTIF(Helper3_1,\"=\"&G294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G294)=1, G294, \"\")","v":293},{"$f":"IFERROR(SMALL(Index_2,A294),\"\")","v":293},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:J294)),\"\")","v":"RCS_293"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:K294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:L294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:M294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:P294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J294,COLUMNS($J$2:Q294)),\"\")","v":"Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."}]
[{"$f":"IF('> FILTER <'!B296<>\"\",ROW(OFFSET(A295,-1,0)),\"\")","v":294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I296)),A295,\"\")","v":294},{"$f":"IFERROR(SMALL(Helper2_1,A295),\"\")","v":294},null,294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I296)),$A295,\"\")","v":294},{"$f":"IFERROR(SMALL(Helper2_2,A295),\"\")","v":294},{"$f":"COUNTIF(Helper3_1,\"=\"&G295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G295)=1, G295, \"\")","v":294},{"$f":"IFERROR(SMALL(Index_2,A295),\"\")","v":294},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:J295)),\"\")","v":"RCS_294"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:K295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:L295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:M295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:P295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J295,COLUMNS($J$2:Q295)),\"\")","v":"The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."}]
[{"$f":"IF('> FILTER <'!B297<>\"\",ROW(OFFSET(A296,-1,0)),\"\")","v":295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I297)),A296,\"\")","v":295},{"$f":"IFERROR(SMALL(Helper2_1,A296),\"\")","v":295},null,295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I297)),$A296,\"\")","v":295},{"$f":"IFERROR(SMALL(Helper2_2,A296),\"\")","v":295},{"$f":"COUNTIF(Helper3_1,\"=\"&G296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G296)=1, G296, \"\")","v":295},{"$f":"IFERROR(SMALL(Index_2,A296),\"\")","v":295},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:J296)),\"\")","v":"RCS_295"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:K296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:L296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:M296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:P296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J296,COLUMNS($J$2:Q296)),\"\")","v":"The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability."}]
[{"$f":"IF('> FILTER <'!B298<>\"\",ROW(OFFSET(A297,-1,0)),\"\")","v":296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I298)),A297,\"\")","v":296},{"$f":"IFERROR(SMALL(Helper2_1,A297),\"\")","v":296},null,296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I298)),$A297,\"\")","v":296},{"$f":"IFERROR(SMALL(Helper2_2,A297),\"\")","v":296},{"$f":"COUNTIF(Helper3_1,\"=\"&G297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G297)=1, G297, \"\")","v":296},{"$f":"IFERROR(SMALL(Index_2,A297),\"\")","v":296},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:J297)),\"\")","v":"RCS_296"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:K297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:L297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:M297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:P297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J297,COLUMNS($J$2:Q297)),\"\")","v":"Further, data for particular student groups have been documented in the Anti-Racism Action Plan as well as the annual disability and counselling report, indicating the effective intersectional approach to data from RCS as it works to become a more equitable institution."}]
[{"$f":"IF('> FILTER <'!B299<>\"\",ROW(OFFSET(A298,-1,0)),\"\")","v":297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I299)),A298,\"\")","v":297},{"$f":"IFERROR(SMALL(Helper2_1,A298),\"\")","v":297},null,297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I299)),$A298,\"\")","v":297},{"$f":"IFERROR(SMALL(Helper2_2,A298),\"\")","v":297},{"$f":"COUNTIF(Helper3_1,\"=\"&G298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G298)=1, G298, \"\")","v":297},{"$f":"IFERROR(SMALL(Index_2,A298),\"\")","v":297},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:J298)),\"\")","v":"RCS_297"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:K298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:L298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:M298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:P298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J298,COLUMNS($J$2:Q298)),\"\")","v":"An Equality and Diversity Strategy is also currently being explored. RCS seeks to \nembed principles of Equality, Diversity and Inclusion (EDI) across all the RCS strategies and a range of policies."}]
[{"$f":"IF('> FILTER <'!B300<>\"\",ROW(OFFSET(A299,-1,0)),\"\")","v":298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I300)),A299,\"\")","v":298},{"$f":"IFERROR(SMALL(Helper2_1,A299),\"\")","v":298},null,298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I300)),$A299,\"\")","v":298},{"$f":"IFERROR(SMALL(Helper2_2,A299),\"\")","v":298},{"$f":"COUNTIF(Helper3_1,\"=\"&G299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G299)=1, G299, \"\")","v":298},{"$f":"IFERROR(SMALL(Index_2,A299),\"\")","v":298},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:J299)),\"\")","v":"RCS_298"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:K299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:L299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:M299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:P299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J299,COLUMNS($J$2:Q299)),\"\")","v":"Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."}]
[{"$f":"IF('> FILTER <'!B301<>\"\",ROW(OFFSET(A300,-1,0)),\"\")","v":299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I301)),A300,\"\")","v":299},{"$f":"IFERROR(SMALL(Helper2_1,A300),\"\")","v":299},null,299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I301)),$A300,\"\")","v":299},{"$f":"IFERROR(SMALL(Helper2_2,A300),\"\")","v":299},{"$f":"COUNTIF(Helper3_1,\"=\"&G300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G300)=1, G300, \"\")","v":299},{"$f":"IFERROR(SMALL(Index_2,A300),\"\")","v":299},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:J300)),\"\")","v":"RCS_299"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:K300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:L300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:M300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:P300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J300,COLUMNS($J$2:Q300)),\"\")","v":"The QESR team found evidence of this throughout the documentation provided - for example, the Dignity at Work and Study Policy, the Anti-Racism action plan, and ongoing evaluation and planning around equality outcomes."}]
[{"$f":"IF('> FILTER <'!B302<>\"\",ROW(OFFSET(A301,-1,0)),\"\")","v":300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I302)),A301,\"\")","v":300},{"$f":"IFERROR(SMALL(Helper2_1,A301),\"\")","v":300},null,300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I302)),$A301,\"\")","v":300},{"$f":"IFERROR(SMALL(Helper2_2,A301),\"\")","v":300},{"$f":"COUNTIF(Helper3_1,\"=\"&G301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G301)=1, G301, \"\")","v":300},{"$f":"IFERROR(SMALL(Index_2,A301),\"\")","v":300},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:J301)),\"\")","v":"RCS_300"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:K301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:L301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:M301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:P301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J301,COLUMNS($J$2:Q301)),\"\")","v":"The Conservatoire's Equality, Diversity and Inclusion (EDI) Forum decided that the \ninstitutional Anti-Racism Action Plan should be updated on an annual rather than quarterly basis as the regular School-level, discipline-based updates were considered more useful in reflecting the specific needs and requirements."}]
[{"$f":"IF('> FILTER <'!B303<>\"\",ROW(OFFSET(A302,-1,0)),\"\")","v":301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I303)),A302,\"\")","v":301},{"$f":"IFERROR(SMALL(Helper2_1,A302),\"\")","v":301},null,301,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I303)),$A302,\"\")","v":301},{"$f":"IFERROR(SMALL(Helper2_2,A302),\"\")","v":301},{"$f":"COUNTIF(Helper3_1,\"=\"&G302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G302)=1, G302, \"\")","v":301},{"$f":"IFERROR(SMALL(Index_2,A302),\"\")","v":301},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:J302)),\"\")","v":"RCS_301"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:K302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:L302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:M302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:P302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J302,COLUMNS($J$2:Q302)),\"\")","v":"The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability."}]
[{"$f":"IF('> FILTER <'!B304<>\"\",ROW(OFFSET(A303,-1,0)),\"\")","v":302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I304)),A303,\"\")","v":302},{"$f":"IFERROR(SMALL(Helper2_1,A303),\"\")","v":302},null,302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I304)),$A303,\"\")","v":302},{"$f":"IFERROR(SMALL(Helper2_2,A303),\"\")","v":302},{"$f":"COUNTIF(Helper3_1,\"=\"&G303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G303)=1, G303, \"\")","v":302},{"$f":"IFERROR(SMALL(Index_2,A303),\"\")","v":302},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:J303)),\"\")","v":"RCS_302"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:K303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:L303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:M303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:P303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J303,COLUMNS($J$2:Q303)),\"\")","v":"RCS has prioritised work to make processes, documentation and evaluation more efficient, ensuring alignment to strategies and clearer communications. An Assessment and Feedback Code of Practice has been developed and progress has been made in relation to its communication through student-facing documentation and the development of the portal."}]
[{"$f":"IF('> FILTER <'!B305<>\"\",ROW(OFFSET(A304,-1,0)),\"\")","v":303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I305)),A304,\"\")","v":303},{"$f":"IFERROR(SMALL(Helper2_1,A304),\"\")","v":303},null,303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I305)),$A304,\"\")","v":303},{"$f":"IFERROR(SMALL(Helper2_2,A304),\"\")","v":303},{"$f":"COUNTIF(Helper3_1,\"=\"&G304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G304)=1, G304, \"\")","v":303},{"$f":"IFERROR(SMALL(Index_2,A304),\"\")","v":303},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:J304)),\"\")","v":"RCS_303"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:K304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:L304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:M304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:P304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J304,COLUMNS($J$2:Q304)),\"\")","v":"The QESR team found evidence to show that the communication of key institutional \npolicies has improved."}]
[{"$f":"IF('> FILTER <'!B306<>\"\",ROW(OFFSET(A305,-1,0)),\"\")","v":304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I306)),A305,\"\")","v":304},{"$f":"IFERROR(SMALL(Helper2_1,A305),\"\")","v":304},null,304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I306)),$A305,\"\")","v":304},{"$f":"IFERROR(SMALL(Helper2_2,A305),\"\")","v":304},{"$f":"COUNTIF(Helper3_1,\"=\"&G305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G305)=1, G305, \"\")","v":304},{"$f":"IFERROR(SMALL(Index_2,A305),\"\")","v":304},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:J305)),\"\")","v":"RCS_304"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:K305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:L305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:M305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:P305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J305,COLUMNS($J$2:Q305)),\"\")","v":"Programme communications are coordinated by School Directors and regular cohort meetings with staff and students. Communication and support for students had been effective during the pandemic, as evidenced through notes from the fortnightly Academic Management Team/Academic Continuity Group joint meetings, discussion at key committees - including the Students' Union President's reports to Academic Board - and student feedback."}]
[{"$f":"IF('> FILTER <'!B307<>\"\",ROW(OFFSET(A306,-1,0)),\"\")","v":305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I307)),A306,\"\")","v":305},{"$f":"IFERROR(SMALL(Helper2_1,A306),\"\")","v":305},null,305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I307)),$A306,\"\")","v":305},{"$f":"IFERROR(SMALL(Helper2_2,A306),\"\")","v":305},{"$f":"COUNTIF(Helper3_1,\"=\"&G306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G306)=1, G306, \"\")","v":305},{"$f":"IFERROR(SMALL(Index_2,A306),\"\")","v":305},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:J306)),\"\")","v":"RCS_305"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:K306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:L306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:M306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:P306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J306,COLUMNS($J$2:Q306)),\"\")","v":"The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."}]
[{"$f":"IF('> FILTER <'!B308<>\"\",ROW(OFFSET(A307,-1,0)),\"\")","v":306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I308)),A307,\"\")","v":306},{"$f":"IFERROR(SMALL(Helper2_1,A307),\"\")","v":306},null,306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I308)),$A307,\"\")","v":306},{"$f":"IFERROR(SMALL(Helper2_2,A307),\"\")","v":306},{"$f":"COUNTIF(Helper3_1,\"=\"&G307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G307)=1, G307, \"\")","v":306},{"$f":"IFERROR(SMALL(Index_2,A307),\"\")","v":306},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:J307)),\"\")","v":"RCS_306"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:K307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:L307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:M307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:P307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J307,COLUMNS($J$2:Q307)),\"\")","v":"RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students. This is being addressed through the Digital Strategy which is in draft form and aligns with the RCS Strategic Plan objectives. The Digital Strategy also relates to the Learning and Teaching Strategy, and there will be linked projects that deliver in both strategy areas. The QESR team was informed that RCS has begun to restructure and centralise its IT function, in support of learning and systems."}]
[{"$f":"IF('> FILTER <'!B309<>\"\",ROW(OFFSET(A308,-1,0)),\"\")","v":307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I309)),A308,\"\")","v":307},{"$f":"IFERROR(SMALL(Helper2_1,A308),\"\")","v":307},null,307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I309)),$A308,\"\")","v":307},{"$f":"IFERROR(SMALL(Helper2_2,A308),\"\")","v":307},{"$f":"COUNTIF(Helper3_1,\"=\"&G308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G308)=1, G308, \"\")","v":307},{"$f":"IFERROR(SMALL(Index_2,A308),\"\")","v":307},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:J308)),\"\")","v":"RCS_307"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:K308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:L308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:M308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:P308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J308,COLUMNS($J$2:Q308)),\"\")","v":"Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access. The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"}]
[{"$f":"IF('> FILTER <'!B310<>\"\",ROW(OFFSET(A309,-1,0)),\"\")","v":308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I310)),A309,\"\")","v":308},{"$f":"IFERROR(SMALL(Helper2_1,A309),\"\")","v":308},null,308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I310)),$A309,\"\")","v":308},{"$f":"IFERROR(SMALL(Helper2_2,A309),\"\")","v":308},{"$f":"COUNTIF(Helper3_1,\"=\"&G309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G309)=1, G309, \"\")","v":308},{"$f":"IFERROR(SMALL(Index_2,A309),\"\")","v":308},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:J309)),\"\")","v":"RCS_308"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:K309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:L309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:M309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:P309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J309,COLUMNS($J$2:Q309)),\"\")","v":"The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process."}]
[{"$f":"IF('> FILTER <'!B311<>\"\",ROW(OFFSET(A310,-1,0)),\"\")","v":309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I311)),A310,\"\")","v":309},{"$f":"IFERROR(SMALL(Helper2_1,A310),\"\")","v":309},null,309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I311)),$A310,\"\")","v":309},{"$f":"IFERROR(SMALL(Helper2_2,A310),\"\")","v":309},{"$f":"COUNTIF(Helper3_1,\"=\"&G310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G310)=1, G310, \"\")","v":309},{"$f":"IFERROR(SMALL(Index_2,A310),\"\")","v":309},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:J310)),\"\")","v":"RCS_309"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:K310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:L310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:M310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:P310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J310,COLUMNS($J$2:Q310)),\"\")","v":"RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."}]
[{"$f":"IF('> FILTER <'!B312<>\"\",ROW(OFFSET(A311,-1,0)),\"\")","v":310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I312)),A311,\"\")","v":310},{"$f":"IFERROR(SMALL(Helper2_1,A311),\"\")","v":310},null,310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I312)),$A311,\"\")","v":310},{"$f":"IFERROR(SMALL(Helper2_2,A311),\"\")","v":310},{"$f":"COUNTIF(Helper3_1,\"=\"&G311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G311)=1, G311, \"\")","v":310},{"$f":"IFERROR(SMALL(Index_2,A311),\"\")","v":310},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:J311)),\"\")","v":"RCS_310"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:K311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:L311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:M311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:P311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J311,COLUMNS($J$2:Q311)),\"\")","v":"Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."}]
[{"$f":"IF('> FILTER <'!B313<>\"\",ROW(OFFSET(A312,-1,0)),\"\")","v":311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I313)),A312,\"\")","v":311},{"$f":"IFERROR(SMALL(Helper2_1,A312),\"\")","v":311},null,311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I313)),$A312,\"\")","v":311},{"$f":"IFERROR(SMALL(Helper2_2,A312),\"\")","v":311},{"$f":"COUNTIF(Helper3_1,\"=\"&G312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G312)=1, G312, \"\")","v":311},{"$f":"IFERROR(SMALL(Index_2,A312),\"\")","v":311},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:J312)),\"\")","v":"RCS_311"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:K312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:L312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:M312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:P312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J312,COLUMNS($J$2:Q312)),\"\")","v":"The aims and objectives set out in these strategies will inform the current Curriculum Review for Undergraduate provision, the Postgraduate Review (2024)"}]
[{"$f":"IF('> FILTER <'!B314<>\"\",ROW(OFFSET(A313,-1,0)),\"\")","v":312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I314)),A313,\"\")","v":312},{"$f":"IFERROR(SMALL(Helper2_1,A313),\"\")","v":312},null,312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I314)),$A313,\"\")","v":312},{"$f":"IFERROR(SMALL(Helper2_2,A313),\"\")","v":312},{"$f":"COUNTIF(Helper3_1,\"=\"&G313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G313)=1, G313, \"\")","v":312},{"$f":"IFERROR(SMALL(Index_2,A313),\"\")","v":312},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:J313)),\"\")","v":"RCS_312"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:K313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:L313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:M313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:P313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J313,COLUMNS($J$2:Q313)),\"\")","v":"The Research Strategy for 2022-30, which was in draft form at the time of the \nreview visit, is informed by a review of the previous planning period (2013-20). This draft strategy sets out five strategic aims for research and knowledge exchange in the forthcoming period, each of which is mapped to the three perspectives articulated in the Strategic Plan. The Research Strategy is to be developed by means of seven projects between 2022 and 2024."}]
[{"$f":"IF('> FILTER <'!B315<>\"\",ROW(OFFSET(A314,-1,0)),\"\")","v":313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I315)),A314,\"\")","v":313},{"$f":"IFERROR(SMALL(Helper2_1,A314),\"\")","v":313},null,313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I315)),$A314,\"\")","v":313},{"$f":"IFERROR(SMALL(Helper2_2,A314),\"\")","v":313},{"$f":"COUNTIF(Helper3_1,\"=\"&G314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G314)=1, G314, \"\")","v":313},{"$f":"IFERROR(SMALL(Index_2,A314),\"\")","v":313},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:J314)),\"\")","v":"RCS_313"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:K314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:L314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:M314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:P314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J314,COLUMNS($J$2:Q314)),\"\")","v":"An International Strategy is also under development. This is intended to support a \nrange of activity, including international recruitment, international practice and research"}]
[{"$f":"IF('> FILTER <'!B316<>\"\",ROW(OFFSET(A315,-1,0)),\"\")","v":314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I316)),A315,\"\")","v":314},{"$f":"IFERROR(SMALL(Helper2_1,A315),\"\")","v":314},null,314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I316)),$A315,\"\")","v":314},{"$f":"IFERROR(SMALL(Helper2_2,A315),\"\")","v":314},{"$f":"COUNTIF(Helper3_1,\"=\"&G315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G315)=1, G315, \"\")","v":314},{"$f":"IFERROR(SMALL(Index_2,A315),\"\")","v":314},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:J315)),\"\")","v":"RCS_314"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:K315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:L315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:M315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:P315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J315,COLUMNS($J$2:Q315)),\"\")","v":"The Curriculum Review, Postgraduate Taught Review (2024) and Undergraduate \nReview (2027) are intended as vehicles for the implementation of RCS's strategies as outlined by Academic Board."}]
[{"$f":"IF('> FILTER <'!B317<>\"\",ROW(OFFSET(A316,-1,0)),\"\")","v":315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I317)),A316,\"\")","v":315},{"$f":"IFERROR(SMALL(Helper2_1,A316),\"\")","v":315},null,315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I317)),$A316,\"\")","v":315},{"$f":"IFERROR(SMALL(Helper2_2,A316),\"\")","v":315},{"$f":"COUNTIF(Helper3_1,\"=\"&G316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G316)=1, G316, \"\")","v":315},{"$f":"IFERROR(SMALL(Index_2,A316),\"\")","v":315},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:J316)),\"\")","v":"RCS_315"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:K316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:L316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:M316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:P316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J316,COLUMNS($J$2:Q316)),\"\")","v":"The review team can confirm that the institution is currently on schedule with its review of all undergraduate provision and a review of taught postgraduate provision will follow in 2024."}]
[{"$f":"IF('> FILTER <'!B318<>\"\",ROW(OFFSET(A317,-1,0)),\"\")","v":316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I318)),A317,\"\")","v":316},{"$f":"IFERROR(SMALL(Helper2_1,A317),\"\")","v":316},null,316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I318)),$A317,\"\")","v":316},{"$f":"IFERROR(SMALL(Helper2_2,A317),\"\")","v":316},{"$f":"COUNTIF(Helper3_1,\"=\"&G317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G317)=1, G317, \"\")","v":316},{"$f":"IFERROR(SMALL(Index_2,A317),\"\")","v":316},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:J317)),\"\")","v":"RCS_316"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:K317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:L317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:M317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:P317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J317,COLUMNS($J$2:Q317)),\"\")","v":"There are two Academic Frameworks: one for undergraduate provision and another for postgraduate taught provision."}]
[{"$f":"IF('> FILTER <'!B319<>\"\",ROW(OFFSET(A318,-1,0)),\"\")","v":317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I319)),A318,\"\")","v":317},{"$f":"IFERROR(SMALL(Helper2_1,A318),\"\")","v":317},null,317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I319)),$A318,\"\")","v":317},{"$f":"IFERROR(SMALL(Helper2_2,A318),\"\")","v":317},{"$f":"COUNTIF(Helper3_1,\"=\"&G318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G318)=1, G318, \"\")","v":317},{"$f":"IFERROR(SMALL(Index_2,A318),\"\")","v":317},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:J318)),\"\")","v":"RCS_317"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:K318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:L318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:M318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:P318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J318,COLUMNS($J$2:Q318)),\"\")","v":"Through its Learning and Teaching Strategy, RCS is committed to developing the student voice. Similarly, in the Student Partnership Agreement, increasing student engagement is noted as a priority for two student groups in particular - those within the School of Drama, Dance, Production and Film and those enrolled on the Learning and Teaching postgraduate taught programme."}]
[{"$f":"IF('> FILTER <'!B320<>\"\",ROW(OFFSET(A319,-1,0)),\"\")","v":318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I320)),A319,\"\")","v":318},{"$f":"IFERROR(SMALL(Helper2_1,A319),\"\")","v":318},null,318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I320)),$A319,\"\")","v":318},{"$f":"IFERROR(SMALL(Helper2_2,A319),\"\")","v":318},{"$f":"COUNTIF(Helper3_1,\"=\"&G319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G319)=1, G319, \"\")","v":318},{"$f":"IFERROR(SMALL(Index_2,A319),\"\")","v":318},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:J319)),\"\")","v":"RCS_318"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:K319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:L319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:M319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:P319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J319,COLUMNS($J$2:Q319)),\"\")","v":"In this year, there was also collaboration with the College Development Network. The work was evaluated in an Evaluation Report authored by the Head of Postgraduate Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B321<>\"\",ROW(OFFSET(A320,-1,0)),\"\")","v":319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I321)),A320,\"\")","v":319},{"$f":"IFERROR(SMALL(Helper2_1,A320),\"\")","v":319},null,319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I321)),$A320,\"\")","v":319},{"$f":"IFERROR(SMALL(Helper2_2,A320),\"\")","v":319},{"$f":"COUNTIF(Helper3_1,\"=\"&G320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G320)=1, G320, \"\")","v":319},{"$f":"IFERROR(SMALL(Index_2,A320),\"\")","v":319},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:J320)),\"\")","v":"RCS_319"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:K320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:L320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:M320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:P320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J320,COLUMNS($J$2:Q320)),\"\")","v":"The QESR team found evidence to show that the communication of key institutional \npolicies has improved. Staff and students are made aware of key institutional policies and regulations by a variety of means including committee membership and weekly updates to staff and students from the Principal and Heads of Department."}]
[{"$f":"IF('> FILTER <'!B322<>\"\",ROW(OFFSET(A321,-1,0)),\"\")","v":320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I322)),A321,\"\")","v":320},{"$f":"IFERROR(SMALL(Helper2_1,A321),\"\")","v":320},null,320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I322)),$A321,\"\")","v":320},{"$f":"IFERROR(SMALL(Helper2_2,A321),\"\")","v":320},{"$f":"COUNTIF(Helper3_1,\"=\"&G321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G321)=1, G321, \"\")","v":320},{"$f":"IFERROR(SMALL(Index_2,A321),\"\")","v":320},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:J321)),\"\")","v":"RCS_320"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:K321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:L321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:M321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:P321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J321,COLUMNS($J$2:Q321)),\"\")","v":"Digital surveys in 2020 and 2021 led to a review of the virtual learning environment \n(VLE), and student and staff engagement with the VLE. RCS collected a range of data to drive future planning and, in meetings, staff reported that the new dashboard and app under development for the portal - 'My Day' and showcased at TELF - will provide a new interface for staff and students."}]
[{"$f":"IF('> FILTER <'!B323<>\"\",ROW(OFFSET(A322,-1,0)),\"\")","v":321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I323)),A322,\"\")","v":321},{"$f":"IFERROR(SMALL(Helper2_1,A322),\"\")","v":321},null,321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I323)),$A322,\"\")","v":321},{"$f":"IFERROR(SMALL(Helper2_2,A322),\"\")","v":321},{"$f":"COUNTIF(Helper3_1,\"=\"&G322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G322)=1, G322, \"\")","v":321},{"$f":"IFERROR(SMALL(Index_2,A322),\"\")","v":321},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:J322)),\"\")","v":"RCS_321"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:K322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:L322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:M322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:P322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J322,COLUMNS($J$2:Q322)),\"\")","v":"RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas."}]
[{"$f":"IF('> FILTER <'!B324<>\"\",ROW(OFFSET(A323,-1,0)),\"\")","v":322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I324)),A323,\"\")","v":322},{"$f":"IFERROR(SMALL(Helper2_1,A323),\"\")","v":322},null,{"$f":"ROW(OFFSET(E323,-1,0))","v":322},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I324)),$A323,\"\")","v":322},{"$f":"IFERROR(SMALL(Helper2_2,A323),\"\")","v":322},{"$f":"COUNTIF(Helper3_1,\"=\"&G323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G323)=1, G323, \"\")","v":322},{"$f":"IFERROR(SMALL(Index_2,A323),\"\")","v":322},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:J323)),\"\")","v":"RCS_322"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:K323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:L323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:M323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:P323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J323,COLUMNS($J$2:Q323)),\"\")","v":"The use of a pro forma document provided in the Quality Assurance Handbook requires staff to detail the sector guidance which has been referenced in the development of the programme. This supports staff in programme development through making explicit the need to draw on key sector reference points and guides, and also ensures that there is transparency around the external reference points used to inform the development."}]
[{"$f":"IF('> FILTER <'!B325<>\"\",ROW(OFFSET(A324,-1,0)),\"\")","v":323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I325)),A324,\"\")","v":323},{"$f":"IFERROR(SMALL(Helper2_1,A324),\"\")","v":323},null,323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I325)),$A324,\"\")","v":323},{"$f":"IFERROR(SMALL(Helper2_2,A324),\"\")","v":323},{"$f":"COUNTIF(Helper3_1,\"=\"&G324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G324)=1, G324, \"\")","v":323},{"$f":"IFERROR(SMALL(Index_2,A324),\"\")","v":323},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:J324)),\"\")","v":"RCS_323"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:K324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:L324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:M324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:P324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J324,COLUMNS($J$2:Q324)),\"\")","v":"RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results. As a consequence, staff in a range of positions were confident that they had a better understanding of the data available to them and could, therefore, make more informed decisions around prioritisation of actions."}]
[{"$f":"IF('> FILTER <'!B326<>\"\",ROW(OFFSET(A325,-1,0)),\"\")","v":324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I326)),A325,\"\")","v":324},{"$f":"IFERROR(SMALL(Helper2_1,A325),\"\")","v":324},null,324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I326)),$A325,\"\")","v":324},{"$f":"IFERROR(SMALL(Helper2_2,A325),\"\")","v":324},{"$f":"COUNTIF(Helper3_1,\"=\"&G325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G325)=1, G325, \"\")","v":324},{"$f":"IFERROR(SMALL(Index_2,A325),\"\")","v":324},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:J325)),\"\")","v":"RCS_324"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:K325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:L325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:M325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:P325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J325,COLUMNS($J$2:Q325)),\"\")","v":"This supports staff in programme development through making explicit the need to draw on key sector reference points and guides, and also ensures that there is transparency around the external reference points used to inform the development."}]
[{"$f":"IF('> FILTER <'!B327<>\"\",ROW(OFFSET(A326,-1,0)),\"\")","v":325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I327)),A326,\"\")","v":325},{"$f":"IFERROR(SMALL(Helper2_1,A326),\"\")","v":325},null,325,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I327)),$A326,\"\")","v":325},{"$f":"IFERROR(SMALL(Helper2_2,A326),\"\")","v":325},{"$f":"COUNTIF(Helper3_1,\"=\"&G326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G326)=1, G326, \"\")","v":325},{"$f":"IFERROR(SMALL(Index_2,A326),\"\")","v":325},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:J326)),\"\")","v":"RCS_325"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:K326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:L326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:M326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:P326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J326,COLUMNS($J$2:Q326)),\"\")","v":"This will bring into a single team expertise that is currently dispersed across RCS, with the aim of improving visibility and availability of specialist skills, enabling a more effective institutional approach."}]
[{"$f":"IF('> FILTER <'!B328<>\"\",ROW(OFFSET(A327,-1,0)),\"\")","v":326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I328)),A327,\"\")","v":326},{"$f":"IFERROR(SMALL(Helper2_1,A327),\"\")","v":326},null,326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I328)),$A327,\"\")","v":326},{"$f":"IFERROR(SMALL(Helper2_2,A327),\"\")","v":326},{"$f":"COUNTIF(Helper3_1,\"=\"&G327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G327)=1, G327, \"\")","v":326},{"$f":"IFERROR(SMALL(Index_2,A327),\"\")","v":326},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:J327)),\"\")","v":"RCS_326"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:K327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:L327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:M327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:P327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J327,COLUMNS($J$2:Q327)),\"\")","v":"Communication and support for students had been effective during the pandemic, as evidenced through notes from the fortnightly Academic Management Team/Academic Continuity Group joint meetings, discussion at key committees - including the Students' Union President's reports to Academic Board - and student feedback. Staff and students also spoke positively about this in meetings during the"}]
[{"$f":"IF('> FILTER <'!B329<>\"\",ROW(OFFSET(A328,-1,0)),\"\")","v":327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I329)),A328,\"\")","v":327},{"$f":"IFERROR(SMALL(Helper2_1,A328),\"\")","v":327},null,327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I329)),$A328,\"\")","v":327},{"$f":"IFERROR(SMALL(Helper2_2,A328),\"\")","v":327},{"$f":"COUNTIF(Helper3_1,\"=\"&G328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G328)=1, G328, \"\")","v":327},{"$f":"IFERROR(SMALL(Index_2,A328),\"\")","v":327},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:J328)),\"\")","v":"RCS_327"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:K328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:L328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:M328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:P328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J328,COLUMNS($J$2:Q328)),\"\")","v":"'My Day' and showcased at TELF - will provide a new interface for staff and students. Staff explained to the review team how this was intended to allow for a more targeted and personalised interface for staff and students that could better support innovation and would enable a more equitable experience for students across subjects."}]
[{"$f":"IF('> FILTER <'!B330<>\"\",ROW(OFFSET(A329,-1,0)),\"\")","v":328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I330)),A329,\"\")","v":328},{"$f":"IFERROR(SMALL(Helper2_1,A329),\"\")","v":328},null,328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I330)),$A329,\"\")","v":328},{"$f":"IFERROR(SMALL(Helper2_2,A329),\"\")","v":328},{"$f":"COUNTIF(Helper3_1,\"=\"&G329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G329)=1, G329, \"\")","v":328},{"$f":"IFERROR(SMALL(Index_2,A329),\"\")","v":328},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:J329)),\"\")","v":"RCS_328"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:K329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:L329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:M329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:P329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J329,COLUMNS($J$2:Q329)),\"\")","v":"The embedding of meaningful collaboration will be explored together with anti-racism and decolonisation, climate crisis, sustainability, conflict management, mental health and personal development."}]
[{"$f":"IF('> FILTER <'!B331<>\"\",ROW(OFFSET(A330,-1,0)),\"\")","v":329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I331)),A330,\"\")","v":329},{"$f":"IFERROR(SMALL(Helper2_1,A330),\"\")","v":329},null,329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I331)),$A330,\"\")","v":329},{"$f":"IFERROR(SMALL(Helper2_2,A330),\"\")","v":329},{"$f":"COUNTIF(Helper3_1,\"=\"&G330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G330)=1, G330, \"\")","v":329},{"$f":"IFERROR(SMALL(Index_2,A330),\"\")","v":329},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:J330)),\"\")","v":"RCS_329"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:K330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:L330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:M330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:P330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J330,COLUMNS($J$2:Q330)),\"\")","v":"The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."}]
[{"$f":"IF('> FILTER <'!B332<>\"\",ROW(OFFSET(A331,-1,0)),\"\")","v":330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I332)),A331,\"\")","v":330},{"$f":"IFERROR(SMALL(Helper2_1,A331),\"\")","v":330},null,330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I332)),$A331,\"\")","v":330},{"$f":"IFERROR(SMALL(Helper2_2,A331),\"\")","v":330},{"$f":"COUNTIF(Helper3_1,\"=\"&G331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G331)=1, G331, \"\")","v":330},{"$f":"IFERROR(SMALL(Index_2,A331),\"\")","v":330},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:J331)),\"\")","v":"RCS_330"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:K331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:L331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:M331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:P331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J331,COLUMNS($J$2:Q331)),\"\")","v":"The Learning and Teaching Strategy, which is also scheduled for completion by spring 2023, seeks to provide distinctiveness of provision, increased collaboration (both internally across disciplines and externally with other institutions and industry), more inclusive curricula, and increased impact and influence nationally."}]
[{"$f":"IF('> FILTER <'!B333<>\"\",ROW(OFFSET(A332,-1,0)),\"\")","v":331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I333)),A332,\"\")","v":331},{"$f":"IFERROR(SMALL(Helper2_1,A332),\"\")","v":331},null,331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I333)),$A332,\"\")","v":331},{"$f":"IFERROR(SMALL(Helper2_2,A332),\"\")","v":331},{"$f":"COUNTIF(Helper3_1,\"=\"&G332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G332)=1, G332, \"\")","v":331},{"$f":"IFERROR(SMALL(Index_2,A332),\"\")","v":331},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:J332)),\"\")","v":"RCS_331"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:K332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:L332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:M332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:P332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J332,COLUMNS($J$2:Q332)),\"\")","v":"The draft Learning and Teaching Strategy is ambitious and clearly articulated, with \nthe student learning experience as a key element throughout. Learning and Teaching priorities link to the three perspectives of the Strategic Plan. Staff explained how reflections from learning during the pandemic have helped to inform its development."}]
[{"$f":"IF('> FILTER <'!B334<>\"\",ROW(OFFSET(A333,-1,0)),\"\")","v":332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I334)),A333,\"\")","v":332},{"$f":"IFERROR(SMALL(Helper2_1,A333),\"\")","v":332},null,332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I334)),$A333,\"\")","v":332},{"$f":"IFERROR(SMALL(Helper2_2,A333),\"\")","v":332},{"$f":"COUNTIF(Helper3_1,\"=\"&G333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G333)=1, G333, \"\")","v":332},{"$f":"IFERROR(SMALL(Index_2,A333),\"\")","v":332},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:J333)),\"\")","v":"RCS_332"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:K333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:L333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:M333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:P333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J333,COLUMNS($J$2:Q333)),\"\")","v":"The Learning and Teaching Strategy aims to address societal issues and prepare students for life after the Conservatoire"}]
[{"$f":"IF('> FILTER <'!B335<>\"\",ROW(OFFSET(A334,-1,0)),\"\")","v":333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I335)),A334,\"\")","v":333},{"$f":"IFERROR(SMALL(Helper2_1,A334),\"\")","v":333},null,333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I335)),$A334,\"\")","v":333},{"$f":"IFERROR(SMALL(Helper2_2,A334),\"\")","v":333},{"$f":"COUNTIF(Helper3_1,\"=\"&G334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G334)=1, G334, \"\")","v":333},{"$f":"IFERROR(SMALL(Index_2,A334),\"\")","v":333},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:J334)),\"\")","v":"RCS_333"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:K334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:L334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:M334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:P334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J334,COLUMNS($J$2:Q334)),\"\")","v":"There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."}]
[{"$f":"IF('> FILTER <'!B336<>\"\",ROW(OFFSET(A335,-1,0)),\"\")","v":334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I336)),A335,\"\")","v":334},{"$f":"IFERROR(SMALL(Helper2_1,A335),\"\")","v":334},null,334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I336)),$A335,\"\")","v":334},{"$f":"IFERROR(SMALL(Helper2_2,A335),\"\")","v":334},{"$f":"COUNTIF(Helper3_1,\"=\"&G335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G335)=1, G335, \"\")","v":334},{"$f":"IFERROR(SMALL(Index_2,A335),\"\")","v":334},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:J335)),\"\")","v":"RCS_334"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:K335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:L335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:M335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:P335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J335,COLUMNS($J$2:Q335)),\"\")","v":"Through its Learning and Teaching Strategy, RCS is committed to developing the student voice."}]
[{"$f":"IF('> FILTER <'!B337<>\"\",ROW(OFFSET(A336,-1,0)),\"\")","v":335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I337)),A336,\"\")","v":335},{"$f":"IFERROR(SMALL(Helper2_1,A336),\"\")","v":335},null,335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I337)),$A336,\"\")","v":335},{"$f":"IFERROR(SMALL(Helper2_2,A336),\"\")","v":335},{"$f":"COUNTIF(Helper3_1,\"=\"&G336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G336)=1, G336, \"\")","v":335},{"$f":"IFERROR(SMALL(Index_2,A336),\"\")","v":335},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:J336)),\"\")","v":"RCS_335"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:K336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:L336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:M336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:P336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J336,COLUMNS($J$2:Q336)),\"\")","v":"The Digital Strategy also relates to the Learning and Teaching Strategy, and there will be linked projects that deliver in both strategy areas."}]
[{"$f":"IF('> FILTER <'!B338<>\"\",ROW(OFFSET(A337,-1,0)),\"\")","v":336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I338)),A337,\"\")","v":336},{"$f":"IFERROR(SMALL(Helper2_1,A337),\"\")","v":336},null,336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I338)),$A337,\"\")","v":336},{"$f":"IFERROR(SMALL(Helper2_2,A337),\"\")","v":336},{"$f":"COUNTIF(Helper3_1,\"=\"&G337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G337)=1, G337, \"\")","v":336},{"$f":"IFERROR(SMALL(Index_2,A337),\"\")","v":336},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:J337)),\"\")","v":"RCS_336"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:K337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:L337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:M337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:P337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J337,COLUMNS($J$2:Q337)),\"\")","v":"Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access. The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"}]
[{"$f":"IF('> FILTER <'!B339<>\"\",ROW(OFFSET(A338,-1,0)),\"\")","v":337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I339)),A338,\"\")","v":337},{"$f":"IFERROR(SMALL(Helper2_1,A338),\"\")","v":337},null,337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I339)),$A338,\"\")","v":337},{"$f":"IFERROR(SMALL(Helper2_2,A338),\"\")","v":337},{"$f":"COUNTIF(Helper3_1,\"=\"&G338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G338)=1, G338, \"\")","v":337},{"$f":"IFERROR(SMALL(Index_2,A338),\"\")","v":337},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:J338)),\"\")","v":"RCS_337"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:K338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:L338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:M338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:P338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J338,COLUMNS($J$2:Q338)),\"\")","v":"Other new strategies under development - including the Digital Strategy and Research Strategy - indicate a focus on developing digital literacies and on streamlining the curriculum."}]
[{"$f":"IF('> FILTER <'!B340<>\"\",ROW(OFFSET(A339,-1,0)),\"\")","v":338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I340)),A339,\"\")","v":338},{"$f":"IFERROR(SMALL(Helper2_1,A339),\"\")","v":338},null,338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I340)),$A339,\"\")","v":338},{"$f":"IFERROR(SMALL(Helper2_2,A339),\"\")","v":338},{"$f":"COUNTIF(Helper3_1,\"=\"&G339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G339)=1, G339, \"\")","v":338},{"$f":"IFERROR(SMALL(Index_2,A339),\"\")","v":338},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:J339)),\"\")","v":"RCS_338"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:K339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:L339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:M339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:P339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J339,COLUMNS($J$2:Q339)),\"\")","v":"The aims and objectives set out in these strategies will inform the current Curriculum Review for Undergraduate provision, the Postgraduate Review (2024), and the next Undergraduate Review (2027)."}]
[{"$f":"IF('> FILTER <'!B341<>\"\",ROW(OFFSET(A340,-1,0)),\"\")","v":339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I341)),A340,\"\")","v":339},{"$f":"IFERROR(SMALL(Helper2_1,A340),\"\")","v":339},null,339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I341)),$A340,\"\")","v":339},{"$f":"IFERROR(SMALL(Helper2_2,A340),\"\")","v":339},{"$f":"COUNTIF(Helper3_1,\"=\"&G340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G340)=1, G340, \"\")","v":339},{"$f":"IFERROR(SMALL(Index_2,A340),\"\")","v":339},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:J340)),\"\")","v":"RCS_339"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:K340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:L340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:M340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:P340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J340,COLUMNS($J$2:Q340)),\"\")","v":"Staff explained how reflections from learning during the pandemic have helped to inform its development. 10 indicative \nprojects, which include Decomplexifying the Curriculum: An Inclusive Academy and Sustainable Art-making, are listed and align with the overarching objectives of the RCS Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B342<>\"\",ROW(OFFSET(A341,-1,0)),\"\")","v":340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I342)),A341,\"\")","v":340},{"$f":"IFERROR(SMALL(Helper2_1,A341),\"\")","v":340},null,340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I342)),$A341,\"\")","v":340},{"$f":"IFERROR(SMALL(Helper2_2,A341),\"\")","v":340},{"$f":"COUNTIF(Helper3_1,\"=\"&G341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G341)=1, G341, \"\")","v":340},{"$f":"IFERROR(SMALL(Index_2,A341),\"\")","v":340},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:J341)),\"\")","v":"RCS_340"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:K341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:L341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:M341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:P341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J341,COLUMNS($J$2:Q341)),\"\")","v":"The QESR team noted that the plan closely mirrors the Strategic Plan in principles and values relating to teachers and learners and references the Curriculum Review. \n7 The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."}]
[{"$f":"IF('> FILTER <'!B343<>\"\",ROW(OFFSET(A342,-1,0)),\"\")","v":341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I343)),A342,\"\")","v":341},{"$f":"IFERROR(SMALL(Helper2_1,A342),\"\")","v":341},null,341,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I343)),$A342,\"\")","v":341},{"$f":"IFERROR(SMALL(Helper2_2,A342),\"\")","v":341},{"$f":"COUNTIF(Helper3_1,\"=\"&G342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G342)=1, G342, \"\")","v":341},{"$f":"IFERROR(SMALL(Index_2,A342),\"\")","v":341},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:J342)),\"\")","v":"RCS_341"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:K342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:L342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:M342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:P342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J342,COLUMNS($J$2:Q342)),\"\")","v":"There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."}]
[{"$f":"IF('> FILTER <'!B344<>\"\",ROW(OFFSET(A343,-1,0)),\"\")","v":342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I344)),A343,\"\")","v":342},{"$f":"IFERROR(SMALL(Helper2_1,A343),\"\")","v":342},null,342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I344)),$A343,\"\")","v":342},{"$f":"IFERROR(SMALL(Helper2_2,A343),\"\")","v":342},{"$f":"COUNTIF(Helper3_1,\"=\"&G343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G343)=1, G343, \"\")","v":342},{"$f":"IFERROR(SMALL(Index_2,A343),\"\")","v":342},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:J343)),\"\")","v":"RCS_342"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:K343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:L343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:M343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:P343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J343,COLUMNS($J$2:Q343)),\"\")","v":"The Curriculum Review, Postgraduate Taught Review (2024) and Undergraduate \nReview (2027) are intended as vehicles for the implementation of RCS's strategies as outlined by Academic Board."}]
[{"$f":"IF('> FILTER <'!B345<>\"\",ROW(OFFSET(A344,-1,0)),\"\")","v":343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I345)),A344,\"\")","v":343},{"$f":"IFERROR(SMALL(Helper2_1,A344),\"\")","v":343},null,343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I345)),$A344,\"\")","v":343},{"$f":"IFERROR(SMALL(Helper2_2,A344),\"\")","v":343},{"$f":"COUNTIF(Helper3_1,\"=\"&G344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G344)=1, G344, \"\")","v":343},{"$f":"IFERROR(SMALL(Index_2,A344),\"\")","v":343},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:J344)),\"\")","v":"RCS_343"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:K344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:L344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:M344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:P344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J344,COLUMNS($J$2:Q344)),\"\")","v":"They provide the opportunity to evaluate the relevance and 4 \nsustainability of the curriculum, review principles and expected graduate outcomes to ensure relevant alignment with industry needs, particularly post-Covid, and to streamline the curriculum."}]
[{"$f":"IF('> FILTER <'!B346<>\"\",ROW(OFFSET(A345,-1,0)),\"\")","v":344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I346)),A345,\"\")","v":344},{"$f":"IFERROR(SMALL(Helper2_1,A345),\"\")","v":344},null,344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I346)),$A345,\"\")","v":344},{"$f":"IFERROR(SMALL(Helper2_2,A345),\"\")","v":344},{"$f":"COUNTIF(Helper3_1,\"=\"&G345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G345)=1, G345, \"\")","v":344},{"$f":"IFERROR(SMALL(Index_2,A345),\"\")","v":344},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:J345)),\"\")","v":"RCS_344"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:K345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:L345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:M345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:P345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J345,COLUMNS($J$2:Q345)),\"\")","v":"The QESR team considered the documentation that illustrated engagement with the \nEnhancement Theme to be thorough. It included slides from two recent events: a Coaching Conference held in June 2022 and the RCS Curriculum Day on 20 September 2022."}]
[{"$f":"IF('> FILTER <'!B347<>\"\",ROW(OFFSET(A346,-1,0)),\"\")","v":345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I347)),A346,\"\")","v":345},{"$f":"IFERROR(SMALL(Helper2_1,A346),\"\")","v":345},null,345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I347)),$A346,\"\")","v":345},{"$f":"IFERROR(SMALL(Helper2_2,A346),\"\")","v":345},{"$f":"COUNTIF(Helper3_1,\"=\"&G346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G346)=1, G346, \"\")","v":345},{"$f":"IFERROR(SMALL(Index_2,A346),\"\")","v":345},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:J346)),\"\")","v":"RCS_345"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:K346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:L346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:M346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:P346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J346,COLUMNS($J$2:Q346)),\"\")","v":"There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B348<>\"\",ROW(OFFSET(A347,-1,0)),\"\")","v":346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I348)),A347,\"\")","v":346},{"$f":"IFERROR(SMALL(Helper2_1,A347),\"\")","v":346},null,346,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I348)),$A347,\"\")","v":346},{"$f":"IFERROR(SMALL(Helper2_2,A347),\"\")","v":346},{"$f":"COUNTIF(Helper3_1,\"=\"&G347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G347)=1, G347, \"\")","v":346},{"$f":"IFERROR(SMALL(Index_2,A347),\"\")","v":346},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:J347)),\"\")","v":"RCS_346"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:K347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:L347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:M347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:P347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J347,COLUMNS($J$2:Q347)),\"\")","v":"RCS reported that a number of issues relating to assessment remain under review, including the award of pass/fail at master's level. RCS confirmed to the QESR team that the issue of the differences in the loading of assessments across modules is to be addressed through the Curriculum Review with further guidance in the Assessment and Feedback Code of Practice."}]
[{"$f":"IF('> FILTER <'!B349<>\"\",ROW(OFFSET(A348,-1,0)),\"\")","v":347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I349)),A348,\"\")","v":347},{"$f":"IFERROR(SMALL(Helper2_1,A348),\"\")","v":347},null,347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I349)),$A348,\"\")","v":347},{"$f":"IFERROR(SMALL(Helper2_2,A348),\"\")","v":347},{"$f":"COUNTIF(Helper3_1,\"=\"&G348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G348)=1, G348, \"\")","v":347},{"$f":"IFERROR(SMALL(Index_2,A348),\"\")","v":347},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:J348)),\"\")","v":"RCS_347"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:K348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:L348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:M348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:P348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J348,COLUMNS($J$2:Q348)),\"\")","v":"RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."}]
[{"$f":"IF('> FILTER <'!B350<>\"\",ROW(OFFSET(A349,-1,0)),\"\")","v":348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I350)),A349,\"\")","v":348},{"$f":"IFERROR(SMALL(Helper2_1,A349),\"\")","v":348},null,348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I350)),$A349,\"\")","v":348},{"$f":"IFERROR(SMALL(Helper2_2,A349),\"\")","v":348},{"$f":"COUNTIF(Helper3_1,\"=\"&G349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G349)=1, G349, \"\")","v":348},{"$f":"IFERROR(SMALL(Index_2,A349),\"\")","v":348},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:J349)),\"\")","v":"RCS_348"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:K349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:L349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:M349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:P349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J349,COLUMNS($J$2:Q349)),\"\")","v":"The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process."}]
[{"$f":"IF('> FILTER <'!B351<>\"\",ROW(OFFSET(A350,-1,0)),\"\")","v":349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I351)),A350,\"\")","v":349},{"$f":"IFERROR(SMALL(Helper2_1,A350),\"\")","v":349},null,349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I351)),$A350,\"\")","v":349},{"$f":"IFERROR(SMALL(Helper2_2,A350),\"\")","v":349},{"$f":"COUNTIF(Helper3_1,\"=\"&G350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G350)=1, G350, \"\")","v":349},{"$f":"IFERROR(SMALL(Index_2,A350),\"\")","v":349},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:J350)),\"\")","v":"RCS_349"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:K350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:L350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:M350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:P350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J350,COLUMNS($J$2:Q350)),\"\")","v":"As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."}]
[{"$f":"IF('> FILTER <'!B352<>\"\",ROW(OFFSET(A351,-1,0)),\"\")","v":350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I352)),A351,\"\")","v":350},{"$f":"IFERROR(SMALL(Helper2_1,A351),\"\")","v":350},null,350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I352)),$A351,\"\")","v":350},{"$f":"IFERROR(SMALL(Helper2_2,A351),\"\")","v":350},{"$f":"COUNTIF(Helper3_1,\"=\"&G351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G351)=1, G351, \"\")","v":350},{"$f":"IFERROR(SMALL(Index_2,A351),\"\")","v":350},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:J351)),\"\")","v":"RCS_350"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:K351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:L351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:M351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:P351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J351,COLUMNS($J$2:Q351)),\"\")","v":"The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review. In other documents, RCS also refers to a periodic Curriculum Review exercise."}]
[{"$f":"IF('> FILTER <'!B353<>\"\",ROW(OFFSET(A352,-1,0)),\"\")","v":351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I353)),A352,\"\")","v":351},{"$f":"IFERROR(SMALL(Helper2_1,A352),\"\")","v":351},null,351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I353)),$A352,\"\")","v":351},{"$f":"IFERROR(SMALL(Helper2_2,A352),\"\")","v":351},{"$f":"COUNTIF(Helper3_1,\"=\"&G352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G352)=1, G352, \"\")","v":351},{"$f":"IFERROR(SMALL(Index_2,A352),\"\")","v":351},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:J352)),\"\")","v":"RCS_351"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:K352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:L352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:M352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:P352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J352,COLUMNS($J$2:Q352)),\"\")","v":"The current cycle of Curriculum Review aims to simplify the curriculum, building on achievements of the 2011 major curriculum review project and informed by the undergraduate Academic Framework which guides the review process and outlines overarching principles."}]
[{"$f":"IF('> FILTER <'!B354<>\"\",ROW(OFFSET(A353,-1,0)),\"\")","v":352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I354)),A353,\"\")","v":352},{"$f":"IFERROR(SMALL(Helper2_1,A353),\"\")","v":352},null,352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I354)),$A353,\"\")","v":352},{"$f":"IFERROR(SMALL(Helper2_2,A353),\"\")","v":352},{"$f":"COUNTIF(Helper3_1,\"=\"&G353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G353)=1, G353, \"\")","v":352},{"$f":"IFERROR(SMALL(Index_2,A353),\"\")","v":352},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:J353)),\"\")","v":"RCS_352"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:K353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:L353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:M353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:P353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J353,COLUMNS($J$2:Q353)),\"\")","v":"Recently, the annual monitoring process has been streamlined to minimise duplication of effort as programme teams prepare to participate in Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B355<>\"\",ROW(OFFSET(A354,-1,0)),\"\")","v":353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I355)),A354,\"\")","v":353},{"$f":"IFERROR(SMALL(Helper2_1,A354),\"\")","v":353},null,353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I355)),$A354,\"\")","v":353},{"$f":"IFERROR(SMALL(Helper2_2,A354),\"\")","v":353},{"$f":"COUNTIF(Helper3_1,\"=\"&G354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G354)=1, G354, \"\")","v":353},{"$f":"IFERROR(SMALL(Index_2,A354),\"\")","v":353},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:J354)),\"\")","v":"RCS_353"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:K354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:L354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:M354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:P354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J354,COLUMNS($J$2:Q354)),\"\")","v":"The QESR team noted that the Handbook refers to Programme Review and not Curriculum Review, and defines the purpose of Programme Review as confirming that the proposed modified programme is maintained at an appropriate academic level and is of sufficient academic quality. This does not reflect the strategic intent of the current cycle of Curriculum Review, which is to review all undergraduate provision to 'decomplexify the curriculum'. As a consequence, the relationship between Curriculum Review and Programme Review is not clear."}]
[{"$f":"IF('> FILTER <'!B356<>\"\",ROW(OFFSET(A355,-1,0)),\"\")","v":354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I356)),A355,\"\")","v":354},{"$f":"IFERROR(SMALL(Helper2_1,A355),\"\")","v":354},null,354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I356)),$A355,\"\")","v":354},{"$f":"IFERROR(SMALL(Helper2_2,A355),\"\")","v":354},{"$f":"COUNTIF(Helper3_1,\"=\"&G355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G355)=1, G355, \"\")","v":354},{"$f":"IFERROR(SMALL(Index_2,A355),\"\")","v":354},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:J355)),\"\")","v":"RCS_354"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:K355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:L355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:M355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:P355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J355,COLUMNS($J$2:Q355)),\"\")","v":"Team recommends that Curriculum Review should be included in the Quality Assurance Handbook, describing what this process is, ensuring information is reflective of the current approach, and clearly distinguishes Curriculum Review from other quality assurance and"}]
[{"$f":"IF('> FILTER <'!B357<>\"\",ROW(OFFSET(A356,-1,0)),\"\")","v":355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I357)),A356,\"\")","v":355},{"$f":"IFERROR(SMALL(Helper2_1,A356),\"\")","v":355},null,355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I357)),$A356,\"\")","v":355},{"$f":"IFERROR(SMALL(Helper2_2,A356),\"\")","v":355},{"$f":"COUNTIF(Helper3_1,\"=\"&G356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G356)=1, G356, \"\")","v":355},{"$f":"IFERROR(SMALL(Index_2,A356),\"\")","v":355},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:J356)),\"\")","v":"RCS_355"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:K356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:L356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:M356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:P356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J356,COLUMNS($J$2:Q356)),\"\")","v":"The QESR team notes the institution's intent to use the current Curriculum Review and launch of the Strategic Plan in 2023 to expand Professional Services Review to enable benchmarking of progress against objectives in the Strategic Plan and to recognise the cooperation between academic and non-academic staff."}]
[{"$f":"IF('> FILTER <'!B358<>\"\",ROW(OFFSET(A357,-1,0)),\"\")","v":356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I358)),A357,\"\")","v":356},{"$f":"IFERROR(SMALL(Helper2_1,A357),\"\")","v":356},null,356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I358)),$A357,\"\")","v":356},{"$f":"IFERROR(SMALL(Helper2_2,A357),\"\")","v":356},{"$f":"COUNTIF(Helper3_1,\"=\"&G357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G357)=1, G357, \"\")","v":356},{"$f":"IFERROR(SMALL(Index_2,A357),\"\")","v":356},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:J357)),\"\")","v":"RCS_356"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:K357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:L357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:M357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:P357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J357,COLUMNS($J$2:Q357)),\"\")","v":"The Curriculum Review process requires programme teams to ensure alignment of programmes to the appropriate Academic Framework."}]
[{"$f":"IF('> FILTER <'!B359<>\"\",ROW(OFFSET(A358,-1,0)),\"\")","v":357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I359)),A358,\"\")","v":357},{"$f":"IFERROR(SMALL(Helper2_1,A358),\"\")","v":357},null,357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I359)),$A358,\"\")","v":357},{"$f":"IFERROR(SMALL(Helper2_2,A358),\"\")","v":357},{"$f":"COUNTIF(Helper3_1,\"=\"&G358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G358)=1, G358, \"\")","v":357},{"$f":"IFERROR(SMALL(Index_2,A358),\"\")","v":357},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:J358)),\"\")","v":"RCS_357"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:K358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:L358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:M358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:P358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J358,COLUMNS($J$2:Q358)),\"\")","v":"The Digital Strategy is led by a Digital Strategy Group and includes members \nof the Technology-Enhanced Learning Forum (TELF). This strategy aims to create a digitally-enhanced curriculum for all, by means of a digital environment (physically and virtually) which will support performing arts practice by creating an empowered digital community that embeds digital upskilling and active participation."}]
[{"$f":"IF('> FILTER <'!B360<>\"\",ROW(OFFSET(A359,-1,0)),\"\")","v":358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I360)),A359,\"\")","v":358},{"$f":"IFERROR(SMALL(Helper2_1,A359),\"\")","v":358},null,358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I360)),$A359,\"\")","v":358},{"$f":"IFERROR(SMALL(Helper2_2,A359),\"\")","v":358},{"$f":"COUNTIF(Helper3_1,\"=\"&G359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G359)=1, G359, \"\")","v":358},{"$f":"IFERROR(SMALL(Index_2,A359),\"\")","v":358},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:J359)),\"\")","v":"RCS_358"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:K359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:L359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:M359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:P359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J359,COLUMNS($J$2:Q359)),\"\")","v":"RCS was also asked to review the use of the virtual learning environment to ensure \nthere is more consistent use of learning technologies across the curriculum and to consider how these could be used to promote engagement and to facilitate sharing key information between staff and students."}]
[{"$f":"IF('> FILTER <'!B361<>\"\",ROW(OFFSET(A360,-1,0)),\"\")","v":359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I361)),A360,\"\")","v":359},{"$f":"IFERROR(SMALL(Helper2_1,A360),\"\")","v":359},null,359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I361)),$A360,\"\")","v":359},{"$f":"IFERROR(SMALL(Helper2_2,A360),\"\")","v":359},{"$f":"COUNTIF(Helper3_1,\"=\"&G360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G360)=1, G360, \"\")","v":359},{"$f":"IFERROR(SMALL(Index_2,A360),\"\")","v":359},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:J360)),\"\")","v":"RCS_359"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:K360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:L360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:M360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:P360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J360,COLUMNS($J$2:Q360)),\"\")","v":"Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access."}]
[{"$f":"IF('> FILTER <'!B362<>\"\",ROW(OFFSET(A361,-1,0)),\"\")","v":360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I362)),A361,\"\")","v":360},{"$f":"IFERROR(SMALL(Helper2_1,A361),\"\")","v":360},null,360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I362)),$A361,\"\")","v":360},{"$f":"IFERROR(SMALL(Helper2_2,A361),\"\")","v":360},{"$f":"COUNTIF(Helper3_1,\"=\"&G361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G361)=1, G361, \"\")","v":360},{"$f":"IFERROR(SMALL(Index_2,A361),\"\")","v":360},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:J361)),\"\")","v":"RCS_360"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:K361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:L361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:M361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:P361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J361,COLUMNS($J$2:Q361)),\"\")","v":"There is alignment of the EDI work with the draft Learning and Teaching Strategy, \none of the aims of which is to ensure inclusive activity. The Learning and Teaching Strategy cites 'An Inclusive Academy' which includes Curriculum Review and the EDI Forum and EDI working groups as well as designing inclusive assessment for learning and employability. The RCS commitment to EDI is further evidenced in Academic Board minutes."}]
[{"$f":"IF('> FILTER <'!B363<>\"\",ROW(OFFSET(A362,-1,0)),\"\")","v":361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I363)),A362,\"\")","v":361},{"$f":"IFERROR(SMALL(Helper2_1,A362),\"\")","v":361},null,361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I363)),$A362,\"\")","v":361},{"$f":"IFERROR(SMALL(Helper2_2,A362),\"\")","v":361},{"$f":"COUNTIF(Helper3_1,\"=\"&G362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G362)=1, G362, \"\")","v":361},{"$f":"IFERROR(SMALL(Index_2,A362),\"\")","v":361},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:J362)),\"\")","v":"RCS_361"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:K362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:L362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:M362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:P362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J362,COLUMNS($J$2:Q362)),\"\")","v":"As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."}]
[{"$f":"IF('> FILTER <'!B364<>\"\",ROW(OFFSET(A363,-1,0)),\"\")","v":362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I364)),A363,\"\")","v":362},{"$f":"IFERROR(SMALL(Helper2_1,A363),\"\")","v":362},null,362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I364)),$A363,\"\")","v":362},{"$f":"IFERROR(SMALL(Helper2_2,A363),\"\")","v":362},{"$f":"COUNTIF(Helper3_1,\"=\"&G363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G363)=1, G363, \"\")","v":362},{"$f":"IFERROR(SMALL(Index_2,A363),\"\")","v":362},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:J363)),\"\")","v":"RCS_362"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:K363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:L363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:M363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:P363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J363,COLUMNS($J$2:Q363)),\"\")","v":"RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."}]
[{"$f":"IF('> FILTER <'!B365<>\"\",ROW(OFFSET(A364,-1,0)),\"\")","v":363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I365)),A364,\"\")","v":363},{"$f":"IFERROR(SMALL(Helper2_1,A364),\"\")","v":363},null,363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I365)),$A364,\"\")","v":363},{"$f":"IFERROR(SMALL(Helper2_2,A364),\"\")","v":363},{"$f":"COUNTIF(Helper3_1,\"=\"&G364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G364)=1, G364, \"\")","v":363},{"$f":"IFERROR(SMALL(Index_2,A364),\"\")","v":363},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:J364)),\"\")","v":"RCS_363"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:K364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:L364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:M364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:P364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J364,COLUMNS($J$2:Q364)),\"\")","v":"Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment."}]
[{"$f":"IF('> FILTER <'!B366<>\"\",ROW(OFFSET(A365,-1,0)),\"\")","v":364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I366)),A365,\"\")","v":364},{"$f":"IFERROR(SMALL(Helper2_1,A365),\"\")","v":364},null,364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I366)),$A365,\"\")","v":364},{"$f":"IFERROR(SMALL(Helper2_2,A365),\"\")","v":364},{"$f":"COUNTIF(Helper3_1,\"=\"&G365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G365)=1, G365, \"\")","v":364},{"$f":"IFERROR(SMALL(Index_2,A365),\"\")","v":364},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:J365)),\"\")","v":"RCS_364"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:K365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:L365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:M365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:P365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J365,COLUMNS($J$2:Q365)),\"\")","v":"The QESR team considered RCS's paper - 'Enhancement Topic Reflection' - which clearly sets out the significant priorities in digital/blended learning. Other relevant evidence relating to the Topic in documents provided as part of this review included Development of a Digital Strategy and the report of the Fair Access Committee to Academic Board (March 2022) which referred to a short-life working group that would assess the viability and specification of a pre-higher education virtual learning environment as part of the institution's approach to technology-enhanced fair access."}]
[{"$f":"IF('> FILTER <'!B367<>\"\",ROW(OFFSET(A366,-1,0)),\"\")","v":365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I367)),A366,\"\")","v":365},{"$f":"IFERROR(SMALL(Helper2_1,A366),\"\")","v":365},null,365,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I367)),$A366,\"\")","v":365},{"$f":"IFERROR(SMALL(Helper2_2,A366),\"\")","v":365},{"$f":"COUNTIF(Helper3_1,\"=\"&G366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G366)=1, G366, \"\")","v":365},{"$f":"IFERROR(SMALL(Index_2,A366),\"\")","v":365},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:J366)),\"\")","v":"RCS_365"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:K366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:L366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:M366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:P366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J366,COLUMNS($J$2:Q366)),\"\")","v":"The draft Learning and Teaching Strategy also considers this topic - for example, through the inclusion of an explicit objective around the development of a technology-enhanced learning environment"}]
[{"$f":"IF('> FILTER <'!B368<>\"\",ROW(OFFSET(A367,-1,0)),\"\")","v":366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I368)),A367,\"\")","v":366},{"$f":"IFERROR(SMALL(Helper2_1,A367),\"\")","v":366},null,366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I368)),$A367,\"\")","v":366},{"$f":"IFERROR(SMALL(Helper2_2,A367),\"\")","v":366},{"$f":"COUNTIF(Helper3_1,\"=\"&G367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G367)=1, G367, \"\")","v":366},{"$f":"IFERROR(SMALL(Index_2,A367),\"\")","v":366},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:J367)),\"\")","v":"RCS_366"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:K367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:L367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:M367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:P367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J367,COLUMNS($J$2:Q367)),\"\")","v":"RCS has built upon the work it has been undertaking in online and blended learning \nas a result of the COVID-19 pandemic and has developed a set of strategic priorities. These include the creation of a centralised digital support, development and management unit. This will bring into a single team expertise that is currently dispersed across RCS, with the aim of improving visibility and availability of specialist skills, enabling a more effective institutional approach."}]
[{"$f":"IF('> FILTER <'!B369<>\"\",ROW(OFFSET(A368,-1,0)),\"\")","v":367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I369)),A368,\"\")","v":367},{"$f":"IFERROR(SMALL(Helper2_1,A368),\"\")","v":367},null,367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I369)),$A368,\"\")","v":367},{"$f":"IFERROR(SMALL(Helper2_2,A368),\"\")","v":367},{"$f":"COUNTIF(Helper3_1,\"=\"&G368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G368)=1, G368, \"\")","v":367},{"$f":"IFERROR(SMALL(Index_2,A368),\"\")","v":367},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:J368)),\"\")","v":"RCS_367"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:K368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:L368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:M368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:P368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J368,COLUMNS($J$2:Q368)),\"\")","v":"The Technology-Enhanced Learning Forum's (TELF) bi-annual report to Academic \nBoard in May 2022 explains that discussions around digital strategy and planning will be conducted as part of the Undergraduate Curriculum Review process. The Academic Board noted that RCS was not in a position to make significant investment in digital equipment and that meaningful partnerships would be required to support the Conservatoire's ambitions and adaptability within a fast-moving environment. As the relevant processes and strategies are still in progress or under development, the QESR team understands that discussion around resourcing and implementation will take place during the completion of this work."}]
[{"$f":"IF('> FILTER <'!B370<>\"\",ROW(OFFSET(A369,-1,0)),\"\")","v":368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I370)),A369,\"\")","v":368},{"$f":"IFERROR(SMALL(Helper2_1,A369),\"\")","v":368},null,368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I370)),$A369,\"\")","v":368},{"$f":"IFERROR(SMALL(Helper2_2,A369),\"\")","v":368},{"$f":"COUNTIF(Helper3_1,\"=\"&G369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G369)=1, G369, \"\")","v":368},{"$f":"IFERROR(SMALL(Index_2,A369),\"\")","v":368},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:J369)),\"\")","v":"RCS_368"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:K369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:L369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:M369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:P369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J369,COLUMNS($J$2:Q369)),\"\")","v":"Digital surveys in 2020 and 2021 led to a review of the virtual learning environment \n(VLE), and student and staff engagement with the VLE. RCS collected a range of data to drive future planning and, in meetings, staff reported that the new dashboard and app under development for the portal - 'My Day' and showcased at TELF - will provide a new interface for staff and students. Staff explained to the review team how this was intended to allow for a more targeted and personalised interface for staff and students that could better support innovation and would enable a more equitable experience for students across subjects."}]
[{"$f":"IF('> FILTER <'!B371<>\"\",ROW(OFFSET(A370,-1,0)),\"\")","v":369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I371)),A370,\"\")","v":369},{"$f":"IFERROR(SMALL(Helper2_1,A370),\"\")","v":369},null,369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I371)),$A370,\"\")","v":369},{"$f":"IFERROR(SMALL(Helper2_2,A370),\"\")","v":369},{"$f":"COUNTIF(Helper3_1,\"=\"&G370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G370)=1, G370, \"\")","v":369},{"$f":"IFERROR(SMALL(Index_2,A370),\"\")","v":369},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:J370)),\"\")","v":"RCS_369"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:K370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:L370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:M370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:P370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J370,COLUMNS($J$2:Q370)),\"\")","v":"RCS reported it has reflected on and 'socialised' the topic, concluding that, while \nsome staff engage well, others need more persuasion by those conversant with technologies in order to stimulate collaboration between staff from different areas."}]
[{"$f":"IF('> FILTER <'!B372<>\"\",ROW(OFFSET(A371,-1,0)),\"\")","v":370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I372)),A371,\"\")","v":370},{"$f":"IFERROR(SMALL(Helper2_1,A371),\"\")","v":370},null,370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I372)),$A371,\"\")","v":370},{"$f":"IFERROR(SMALL(Helper2_2,A371),\"\")","v":370},{"$f":"COUNTIF(Helper3_1,\"=\"&G371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G371)=1, G371, \"\")","v":370},{"$f":"IFERROR(SMALL(Index_2,A371),\"\")","v":370},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:J371)),\"\")","v":"RCS_370"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:K371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:L371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:M371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:P371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J371,COLUMNS($J$2:Q371)),\"\")","v":"As a small institution, it is looking carefully at the desired balance between in-person provision and the use of technologies in order to deepen engagement. RCS is increasing its engagement with industry professionals as the use of technology advances in the cultural sector, in order to drive technology in the creative arts."}]
[{"$f":"IF('> FILTER <'!B373<>\"\",ROW(OFFSET(A372,-1,0)),\"\")","v":371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I373)),A372,\"\")","v":371},{"$f":"IFERROR(SMALL(Helper2_1,A372),\"\")","v":371},null,371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I373)),$A372,\"\")","v":371},{"$f":"IFERROR(SMALL(Helper2_2,A372),\"\")","v":371},{"$f":"COUNTIF(Helper3_1,\"=\"&G372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G372)=1, G372, \"\")","v":371},{"$f":"IFERROR(SMALL(Index_2,A372),\"\")","v":371},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:J372)),\"\")","v":"RCS_371"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:K372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:L372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:M372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:P372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J372,COLUMNS($J$2:Q372)),\"\")","v":"The QESR team is confident that the Conservatoire has effective arrangements in \nplace to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."}]
[{"$f":"IF('> FILTER <'!B374<>\"\",ROW(OFFSET(A373,-1,0)),\"\")","v":372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I374)),A373,\"\")","v":372},{"$f":"IFERROR(SMALL(Helper2_1,A373),\"\")","v":372},null,372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I374)),$A373,\"\")","v":372},{"$f":"IFERROR(SMALL(Helper2_2,A373),\"\")","v":372},{"$f":"COUNTIF(Helper3_1,\"=\"&G373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G373)=1, G373, \"\")","v":372},{"$f":"IFERROR(SMALL(Index_2,A373),\"\")","v":372},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:J373)),\"\")","v":"RCS_372"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:K373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:L373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:M373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:P373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J373,COLUMNS($J$2:Q373)),\"\")","v":"The QESR team is confident that RCS has effective arrangements for the \nmonitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B375<>\"\",ROW(OFFSET(A374,-1,0)),\"\")","v":373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I375)),A374,\"\")","v":373},{"$f":"IFERROR(SMALL(Helper2_1,A374),\"\")","v":373},null,373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I375)),$A374,\"\")","v":373},{"$f":"IFERROR(SMALL(Helper2_2,A374),\"\")","v":373},{"$f":"COUNTIF(Helper3_1,\"=\"&G374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G374)=1, G374, \"\")","v":373},{"$f":"IFERROR(SMALL(Index_2,A374),\"\")","v":373},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:J374)),\"\")","v":"RCS_373"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:K374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:L374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:M374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:P374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J374,COLUMNS($J$2:Q374)),\"\")","v":"There was also evidence of student feedback informing institution-led review, student involvement as members of review panels, and the student voice contributing to Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B376<>\"\",ROW(OFFSET(A375,-1,0)),\"\")","v":374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I376)),A375,\"\")","v":374},{"$f":"IFERROR(SMALL(Helper2_1,A375),\"\")","v":374},null,374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I376)),$A375,\"\")","v":374},{"$f":"IFERROR(SMALL(Helper2_2,A375),\"\")","v":374},{"$f":"COUNTIF(Helper3_1,\"=\"&G375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G375)=1, G375, \"\")","v":374},{"$f":"IFERROR(SMALL(Index_2,A375),\"\")","v":374},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:J375)),\"\")","v":"RCS_374"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:K375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:L375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:M375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:P375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J375,COLUMNS($J$2:Q375)),\"\")","v":"A number remain recorded as both completed and ongoing and yet the Institution-Led Review of Quality suggests that the ELIR 4 actions have definite end dates. A clearer record of the status of actions would be beneficial."}]
[{"$f":"IF('> FILTER <'!B377<>\"\",ROW(OFFSET(A376,-1,0)),\"\")","v":375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I377)),A376,\"\")","v":375},{"$f":"IFERROR(SMALL(Helper2_1,A376),\"\")","v":375},null,375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I377)),$A376,\"\")","v":375},{"$f":"IFERROR(SMALL(Helper2_2,A376),\"\")","v":375},{"$f":"COUNTIF(Helper3_1,\"=\"&G376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G376)=1, G376, \"\")","v":375},{"$f":"IFERROR(SMALL(Index_2,A376),\"\")","v":375},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:J376)),\"\")","v":"RCS_375"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:K376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:L376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:M376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:P376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J376,COLUMNS($J$2:Q376)),\"\")","v":"The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B378<>\"\",ROW(OFFSET(A377,-1,0)),\"\")","v":376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I378)),A377,\"\")","v":376},{"$f":"IFERROR(SMALL(Helper2_1,A377),\"\")","v":376},null,376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I378)),$A377,\"\")","v":376},{"$f":"IFERROR(SMALL(Helper2_2,A377),\"\")","v":376},{"$f":"COUNTIF(Helper3_1,\"=\"&G377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G377)=1, G377, \"\")","v":376},{"$f":"IFERROR(SMALL(Index_2,A377),\"\")","v":376},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:J377)),\"\")","v":"RCS_376"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:K377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:L377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:M377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:P377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J377,COLUMNS($J$2:Q377)),\"\")","v":"Student partnership: The range of opportunities available for students to participate as partners in decision-making - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B379<>\"\",ROW(OFFSET(A378,-1,0)),\"\")","v":377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I379)),A378,\"\")","v":377},{"$f":"IFERROR(SMALL(Helper2_1,A378),\"\")","v":377},null,377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I379)),$A378,\"\")","v":377},{"$f":"IFERROR(SMALL(Helper2_2,A378),\"\")","v":377},{"$f":"COUNTIF(Helper3_1,\"=\"&G378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G378)=1, G378, \"\")","v":377},{"$f":"IFERROR(SMALL(Index_2,A378),\"\")","v":377},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:J378)),\"\")","v":"RCS_377"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:K378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:L378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:M378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:P378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J378,COLUMNS($J$2:Q378)),\"\")","v":"Under the Anti-Racism Strategy, much of the responsibility for effecting curricular change has, similarly, been devolved to the schools and departments. Internal reflection, which included discussion at the institution's Quality and Standards Committee, confirmed that the approach was working effectively, and this was supported by external evaluation in the annual monitoring process."}]
[{"$f":"IF('> FILTER <'!B380<>\"\",ROW(OFFSET(A379,-1,0)),\"\")","v":378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I380)),A379,\"\")","v":378},{"$f":"IFERROR(SMALL(Helper2_1,A379),\"\")","v":378},null,378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I380)),$A379,\"\")","v":378},{"$f":"IFERROR(SMALL(Helper2_2,A379),\"\")","v":378},{"$f":"COUNTIF(Helper3_1,\"=\"&G379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G379)=1, G379, \"\")","v":378},{"$f":"IFERROR(SMALL(Index_2,A379),\"\")","v":378},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:J379)),\"\")","v":"RCS_378"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:K379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:L379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:M379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:P379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J379,COLUMNS($J$2:Q379)),\"\")","v":"The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B381<>\"\",ROW(OFFSET(A380,-1,0)),\"\")","v":379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I381)),A380,\"\")","v":379},{"$f":"IFERROR(SMALL(Helper2_1,A380),\"\")","v":379},null,379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I381)),$A380,\"\")","v":379},{"$f":"IFERROR(SMALL(Helper2_2,A380),\"\")","v":379},{"$f":"COUNTIF(Helper3_1,\"=\"&G380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G380)=1, G380, \"\")","v":379},{"$f":"IFERROR(SMALL(Index_2,A380),\"\")","v":379},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:J380)),\"\")","v":"RCS_379"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:K380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:L380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:M380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:P380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J380,COLUMNS($J$2:Q380)),\"\")","v":"A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B382<>\"\",ROW(OFFSET(A381,-1,0)),\"\")","v":380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I382)),A381,\"\")","v":380},{"$f":"IFERROR(SMALL(Helper2_1,A381),\"\")","v":380},null,380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I382)),$A381,\"\")","v":380},{"$f":"IFERROR(SMALL(Helper2_2,A381),\"\")","v":380},{"$f":"COUNTIF(Helper3_1,\"=\"&G381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G381)=1, G381, \"\")","v":380},{"$f":"IFERROR(SMALL(Index_2,A381),\"\")","v":380},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:J381)),\"\")","v":"RCS_380"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:K381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:L381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:M381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:P381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J381,COLUMNS($J$2:Q381)),\"\")","v":"The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B383<>\"\",ROW(OFFSET(A382,-1,0)),\"\")","v":381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I383)),A382,\"\")","v":381},{"$f":"IFERROR(SMALL(Helper2_1,A382),\"\")","v":381},null,381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I383)),$A382,\"\")","v":381},{"$f":"IFERROR(SMALL(Helper2_2,A382),\"\")","v":381},{"$f":"COUNTIF(Helper3_1,\"=\"&G382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G382)=1, G382, \"\")","v":381},{"$f":"IFERROR(SMALL(Index_2,A382),\"\")","v":381},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:J382)),\"\")","v":"RCS_381"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:K382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:L382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:M382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:P382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J382,COLUMNS($J$2:Q382)),\"\")","v":"The institution has two main quality assurance and enhancement processes set out \nin the Quality Assurance Handbook: Annual Monitoring and Programme Review."}]
[{"$f":"IF('> FILTER <'!B384<>\"\",ROW(OFFSET(A383,-1,0)),\"\")","v":382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I384)),A383,\"\")","v":382},{"$f":"IFERROR(SMALL(Helper2_1,A383),\"\")","v":382},null,382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I384)),$A383,\"\")","v":382},{"$f":"IFERROR(SMALL(Helper2_2,A383),\"\")","v":382},{"$f":"COUNTIF(Helper3_1,\"=\"&G383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G383)=1, G383, \"\")","v":382},{"$f":"IFERROR(SMALL(Index_2,A383),\"\")","v":382},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:J383)),\"\")","v":"RCS_382"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:K383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:L383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:M383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:P383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J383,COLUMNS($J$2:Q383)),\"\")","v":"The annual monitoring process requires programme teams to detail significant changes made to programmes, enabling the Quality and Standards Committee to have oversight of all revisions and their associated impact. Recently, the annual monitoring process has been streamlined to minimise duplication of effort as programme teams prepare to participate in Curriculum Review."}]
[{"$f":"IF('> FILTER <'!B385<>\"\",ROW(OFFSET(A384,-1,0)),\"\")","v":383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I385)),A384,\"\")","v":383},{"$f":"IFERROR(SMALL(Helper2_1,A384),\"\")","v":383},null,383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I385)),$A384,\"\")","v":383},{"$f":"IFERROR(SMALL(Helper2_2,A384),\"\")","v":383},{"$f":"COUNTIF(Helper3_1,\"=\"&G384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G384)=1, G384, \"\")","v":383},{"$f":"IFERROR(SMALL(Index_2,A384),\"\")","v":383},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:J384)),\"\")","v":"RCS_383"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:K384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:L384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:M384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:P384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J384,COLUMNS($J$2:Q384)),\"\")","v":"The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."}]
[{"$f":"IF('> FILTER <'!B386<>\"\",ROW(OFFSET(A385,-1,0)),\"\")","v":384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I386)),A385,\"\")","v":384},{"$f":"IFERROR(SMALL(Helper2_1,A385),\"\")","v":384},null,384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I386)),$A385,\"\")","v":384},{"$f":"IFERROR(SMALL(Helper2_2,A385),\"\")","v":384},{"$f":"COUNTIF(Helper3_1,\"=\"&G385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G385)=1, G385, \"\")","v":384},{"$f":"IFERROR(SMALL(Index_2,A385),\"\")","v":384},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:J385)),\"\")","v":"RCS_384"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:K385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:L385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:M385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:P385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J385,COLUMNS($J$2:Q385)),\"\")","v":"RCS's approach to quality is overseen by the Quality and Standards Committee, \nreporting to Academic Board. From the minutes available, it was evident that the Committee has appropriate oversight and carries out its obligations in accordance with its terms of reference. This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."}]
[{"$f":"IF('> FILTER <'!B387<>\"\",ROW(OFFSET(A386,-1,0)),\"\")","v":385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I387)),A386,\"\")","v":385},{"$f":"IFERROR(SMALL(Helper2_1,A386),\"\")","v":385},null,385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I387)),$A386,\"\")","v":385},{"$f":"IFERROR(SMALL(Helper2_2,A386),\"\")","v":385},{"$f":"COUNTIF(Helper3_1,\"=\"&G386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G386)=1, G386, \"\")","v":385},{"$f":"IFERROR(SMALL(Index_2,A386),\"\")","v":385},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:J386)),\"\")","v":"RCS_385"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:K386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:L386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:M386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:P386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J386,COLUMNS($J$2:Q386)),\"\")","v":"The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee. RCS intends to use the current cycle of Curriculum Review to explore further the institution's approaches to assessment,"}]
[{"$f":"IF('> FILTER <'!B388<>\"\",ROW(OFFSET(A387,-1,0)),\"\")","v":386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I388)),A387,\"\")","v":386},{"$f":"IFERROR(SMALL(Helper2_1,A387),\"\")","v":386},null,{"$f":"ROW(OFFSET(E387,-1,0))","v":386},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I388)),$A387,\"\")","v":386},{"$f":"IFERROR(SMALL(Helper2_2,A387),\"\")","v":386},{"$f":"COUNTIF(Helper3_1,\"=\"&G387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G387)=1, G387, \"\")","v":386},{"$f":"IFERROR(SMALL(Index_2,A387),\"\")","v":386},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:J387)),\"\")","v":"RCS_386"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:K387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:L387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:M387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:P387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J387,COLUMNS($J$2:Q387)),\"\")","v":"In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis. \nUse of data and evidence to inform"}]
[{"$f":"IF('> FILTER <'!B389<>\"\",ROW(OFFSET(A388,-1,0)),\"\")","v":387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I389)),A388,\"\")","v":387},{"$f":"IFERROR(SMALL(Helper2_1,A388),\"\")","v":387},null,387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I389)),$A388,\"\")","v":387},{"$f":"IFERROR(SMALL(Helper2_2,A388),\"\")","v":387},{"$f":"COUNTIF(Helper3_1,\"=\"&G388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G388)=1, G388, \"\")","v":387},{"$f":"IFERROR(SMALL(Index_2,A388),\"\")","v":387},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:J388)),\"\")","v":"RCS_387"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:K388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:L388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:M388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:P388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J388,COLUMNS($J$2:Q388)),\"\")","v":"Data play a key role in the annual monitoring process at RCS."}]
[{"$f":"IF('> FILTER <'!B390<>\"\",ROW(OFFSET(A389,-1,0)),\"\")","v":388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I390)),A389,\"\")","v":388},{"$f":"IFERROR(SMALL(Helper2_1,A389),\"\")","v":388},null,388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I390)),$A389,\"\")","v":388},{"$f":"IFERROR(SMALL(Helper2_2,A389),\"\")","v":388},{"$f":"COUNTIF(Helper3_1,\"=\"&G389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G389)=1, G389, \"\")","v":388},{"$f":"IFERROR(SMALL(Index_2,A389),\"\")","v":388},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:J389)),\"\")","v":"RCS_388"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:K389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:L389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:M389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:P389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J389,COLUMNS($J$2:Q389)),\"\")","v":"Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B391<>\"\",ROW(OFFSET(A390,-1,0)),\"\")","v":389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I391)),A390,\"\")","v":389},{"$f":"IFERROR(SMALL(Helper2_1,A390),\"\")","v":389},null,389,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I391)),$A390,\"\")","v":389},{"$f":"IFERROR(SMALL(Helper2_2,A390),\"\")","v":389},{"$f":"COUNTIF(Helper3_1,\"=\"&G390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G390)=1, G390, \"\")","v":389},{"$f":"IFERROR(SMALL(Index_2,A390),\"\")","v":389},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:J390)),\"\")","v":"RCS_389"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:K390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:L390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:M390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:P390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J390,COLUMNS($J$2:Q390)),\"\")","v":"In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."}]
[{"$f":"IF('> FILTER <'!B392<>\"\",ROW(OFFSET(A391,-1,0)),\"\")","v":390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I392)),A391,\"\")","v":390},{"$f":"IFERROR(SMALL(Helper2_1,A391),\"\")","v":390},null,390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I392)),$A391,\"\")","v":390},{"$f":"IFERROR(SMALL(Helper2_2,A391),\"\")","v":390},{"$f":"COUNTIF(Helper3_1,\"=\"&G391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G391)=1, G391, \"\")","v":390},{"$f":"IFERROR(SMALL(Index_2,A391),\"\")","v":390},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:J391)),\"\")","v":"RCS_390"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:K391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:L391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:M391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:P391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J391,COLUMNS($J$2:Q391)),\"\")","v":"The QESR team found that the institution seeks to improve the quality of its student \nsupport services in alignment with the guidance issued by the SFC. Professional Services staff contribute to the development of annual monitoring action plans and there is evidence of their contributions to the student experience and of an enhancement approach within these areas."}]
[{"$f":"IF('> FILTER <'!B393<>\"\",ROW(OFFSET(A392,-1,0)),\"\")","v":391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I393)),A392,\"\")","v":391},{"$f":"IFERROR(SMALL(Helper2_1,A392),\"\")","v":391},null,391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I393)),$A392,\"\")","v":391},{"$f":"IFERROR(SMALL(Helper2_2,A392),\"\")","v":391},{"$f":"COUNTIF(Helper3_1,\"=\"&G392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G392)=1, G392, \"\")","v":391},{"$f":"IFERROR(SMALL(Index_2,A392),\"\")","v":391},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:J392)),\"\")","v":"RCS_391"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:K392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:L392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:M392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:P392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J392,COLUMNS($J$2:Q392)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B394<>\"\",ROW(OFFSET(A393,-1,0)),\"\")","v":392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I394)),A393,\"\")","v":392},{"$f":"IFERROR(SMALL(Helper2_1,A393),\"\")","v":392},null,392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I394)),$A393,\"\")","v":392},{"$f":"IFERROR(SMALL(Helper2_2,A393),\"\")","v":392},{"$f":"COUNTIF(Helper3_1,\"=\"&G393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G393)=1, G393, \"\")","v":392},{"$f":"IFERROR(SMALL(Index_2,A393),\"\")","v":392},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:J393)),\"\")","v":"RCS_392"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:K393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:L393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:M393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:P393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J393,COLUMNS($J$2:Q393)),\"\")","v":"In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."}]
[{"$f":"IF('> FILTER <'!B395<>\"\",ROW(OFFSET(A394,-1,0)),\"\")","v":393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I395)),A394,\"\")","v":393},{"$f":"IFERROR(SMALL(Helper2_1,A394),\"\")","v":393},null,393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I395)),$A394,\"\")","v":393},{"$f":"IFERROR(SMALL(Helper2_2,A394),\"\")","v":393},{"$f":"COUNTIF(Helper3_1,\"=\"&G394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G394)=1, G394, \"\")","v":393},{"$f":"IFERROR(SMALL(Index_2,A394),\"\")","v":393},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:J394)),\"\")","v":"RCS_393"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:K394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:L394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:M394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:P394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J394,COLUMNS($J$2:Q394)),\"\")","v":"A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B396<>\"\",ROW(OFFSET(A395,-1,0)),\"\")","v":394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I396)),A395,\"\")","v":394},{"$f":"IFERROR(SMALL(Helper2_1,A395),\"\")","v":394},null,394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I396)),$A395,\"\")","v":394},{"$f":"IFERROR(SMALL(Helper2_2,A395),\"\")","v":394},{"$f":"COUNTIF(Helper3_1,\"=\"&G395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G395)=1, G395, \"\")","v":394},{"$f":"IFERROR(SMALL(Index_2,A395),\"\")","v":394},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:J395)),\"\")","v":"RCS_394"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:K395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:L395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:M395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:P395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J395,COLUMNS($J$2:Q395)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee"}]
[{"$f":"IF('> FILTER <'!B397<>\"\",ROW(OFFSET(A396,-1,0)),\"\")","v":395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I397)),A396,\"\")","v":395},{"$f":"IFERROR(SMALL(Helper2_1,A396),\"\")","v":395},null,395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I397)),$A396,\"\")","v":395},{"$f":"IFERROR(SMALL(Helper2_2,A396),\"\")","v":395},{"$f":"COUNTIF(Helper3_1,\"=\"&G396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G396)=1, G396, \"\")","v":395},{"$f":"IFERROR(SMALL(Index_2,A396),\"\")","v":395},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:J396)),\"\")","v":"RCS_395"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:K396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:L396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:M396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:P396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J396,COLUMNS($J$2:Q396)),\"\")","v":"In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."}]
[{"$f":"IF('> FILTER <'!B398<>\"\",ROW(OFFSET(A397,-1,0)),\"\")","v":396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I398)),A397,\"\")","v":396},{"$f":"IFERROR(SMALL(Helper2_1,A397),\"\")","v":396},null,396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I398)),$A397,\"\")","v":396},{"$f":"IFERROR(SMALL(Helper2_2,A397),\"\")","v":396},{"$f":"COUNTIF(Helper3_1,\"=\"&G397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G397)=1, G397, \"\")","v":396},{"$f":"IFERROR(SMALL(Index_2,A397),\"\")","v":396},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:J397)),\"\")","v":"RCS_396"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:K397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:L397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:M397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:P397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J397,COLUMNS($J$2:Q397)),\"\")","v":"A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B399<>\"\",ROW(OFFSET(A398,-1,0)),\"\")","v":397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I399)),A398,\"\")","v":397},{"$f":"IFERROR(SMALL(Helper2_1,A398),\"\")","v":397},null,397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I399)),$A398,\"\")","v":397},{"$f":"IFERROR(SMALL(Helper2_2,A398),\"\")","v":397},{"$f":"COUNTIF(Helper3_1,\"=\"&G398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G398)=1, G398, \"\")","v":397},{"$f":"IFERROR(SMALL(Index_2,A398),\"\")","v":397},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:J398)),\"\")","v":"RCS_397"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:K398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:L398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:M398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:P398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J398,COLUMNS($J$2:Q398)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B400<>\"\",ROW(OFFSET(A399,-1,0)),\"\")","v":398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I400)),A399,\"\")","v":398},{"$f":"IFERROR(SMALL(Helper2_1,A399),\"\")","v":398},null,398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I400)),$A399,\"\")","v":398},{"$f":"IFERROR(SMALL(Helper2_2,A399),\"\")","v":398},{"$f":"COUNTIF(Helper3_1,\"=\"&G399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G399)=1, G399, \"\")","v":398},{"$f":"IFERROR(SMALL(Index_2,A399),\"\")","v":398},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:J399)),\"\")","v":"RCS_398"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:K399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:L399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:M399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:P399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J399,COLUMNS($J$2:Q399)),\"\")","v":"In view of the number and complexity of the projects planned, the QESR team welcomes the proposal by RCS to develop a project template and reporting template early in 2023 that should help to ensure consistency in approach, monitoring and evaluation across the range of developments."}]
[{"$f":"IF('> FILTER <'!B401<>\"\",ROW(OFFSET(A400,-1,0)),\"\")","v":399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I401)),A400,\"\")","v":399},{"$f":"IFERROR(SMALL(Helper2_1,A400),\"\")","v":399},null,399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I401)),$A400,\"\")","v":399},{"$f":"IFERROR(SMALL(Helper2_2,A400),\"\")","v":399},{"$f":"COUNTIF(Helper3_1,\"=\"&G400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G400)=1, G400, \"\")","v":399},{"$f":"IFERROR(SMALL(Index_2,A400),\"\")","v":399},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:J400)),\"\")","v":"RCS_399"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:K400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:L400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:M400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:P400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J400,COLUMNS($J$2:Q400)),\"\")","v":"A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B402<>\"\",ROW(OFFSET(A401,-1,0)),\"\")","v":400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I402)),A401,\"\")","v":400},{"$f":"IFERROR(SMALL(Helper2_1,A401),\"\")","v":400},null,400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I402)),$A401,\"\")","v":400},{"$f":"IFERROR(SMALL(Helper2_2,A401),\"\")","v":400},{"$f":"COUNTIF(Helper3_1,\"=\"&G401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G401)=1, G401, \"\")","v":400},{"$f":"IFERROR(SMALL(Index_2,A401),\"\")","v":400},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:J401)),\"\")","v":"RCS_400"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:K401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:L401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:M401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:P401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J401,COLUMNS($J$2:Q401)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B403<>\"\",ROW(OFFSET(A402,-1,0)),\"\")","v":401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I403)),A402,\"\")","v":401},{"$f":"IFERROR(SMALL(Helper2_1,A402),\"\")","v":401},null,401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I403)),$A402,\"\")","v":401},{"$f":"IFERROR(SMALL(Helper2_2,A402),\"\")","v":401},{"$f":"COUNTIF(Helper3_1,\"=\"&G402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G402)=1, G402, \"\")","v":401},{"$f":"IFERROR(SMALL(Index_2,A402),\"\")","v":401},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:J402)),\"\")","v":"RCS_401"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:K402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:L402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:M402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:P402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J402,COLUMNS($J$2:Q402)),\"\")","v":"The Quality Assurance Handbook is currently under review, an exercise which is \nscheduled to be completed by the end of the 2022-23 academic session. The version shared with the QESR team, however, is built on and explicitly references key sector standards, including the UK Quality Code, Scottish Credit and Qualifications Framework (SCQF),"}]
[{"$f":"IF('> FILTER <'!B404<>\"\",ROW(OFFSET(A403,-1,0)),\"\")","v":402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I404)),A403,\"\")","v":402},{"$f":"IFERROR(SMALL(Helper2_1,A403),\"\")","v":402},null,402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I404)),$A403,\"\")","v":402},{"$f":"IFERROR(SMALL(Helper2_2,A403),\"\")","v":402},{"$f":"COUNTIF(Helper3_1,\"=\"&G403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G403)=1, G403, \"\")","v":402},{"$f":"IFERROR(SMALL(Index_2,A403),\"\")","v":402},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:J403)),\"\")","v":"RCS_402"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:K403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:L403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:M403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:P403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J403,COLUMNS($J$2:Q403)),\"\")","v":"The Programme Handbook template ensures learning outcomes are mapped by level to the SCQF characteristics and the Dublin Descriptors."}]
[{"$f":"IF('> FILTER <'!B405<>\"\",ROW(OFFSET(A404,-1,0)),\"\")","v":403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I405)),A404,\"\")","v":403},{"$f":"IFERROR(SMALL(Helper2_1,A404),\"\")","v":403},null,403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I405)),$A404,\"\")","v":403},{"$f":"IFERROR(SMALL(Helper2_2,A404),\"\")","v":403},{"$f":"COUNTIF(Helper3_1,\"=\"&G404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G404)=1, G404, \"\")","v":403},{"$f":"IFERROR(SMALL(Index_2,A404),\"\")","v":403},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:J404)),\"\")","v":"RCS_403"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:K404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:L404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:M404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:P404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J404,COLUMNS($J$2:Q404)),\"\")","v":"There are two Academic Frameworks: one for undergraduate provision and another for postgraduate taught provision. Both Academic Frameworks are consistent with the SCQF and integrate graduate attributes and appropriate QAA Subject Benchmark Statements (where available) at module, level and programme learning outcomes."}]
[{"$f":"IF('> FILTER <'!B406<>\"\",ROW(OFFSET(A405,-1,0)),\"\")","v":404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I406)),A405,\"\")","v":404},{"$f":"IFERROR(SMALL(Helper2_1,A405),\"\")","v":404},null,404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I406)),$A405,\"\")","v":404},{"$f":"IFERROR(SMALL(Helper2_2,A405),\"\")","v":404},{"$f":"COUNTIF(Helper3_1,\"=\"&G405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G405)=1, G405, \"\")","v":404},{"$f":"IFERROR(SMALL(Index_2,A405),\"\")","v":404},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:J405)),\"\")","v":"RCS_404"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:K405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:L405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:M405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:P405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J405,COLUMNS($J$2:Q405)),\"\")","v":"The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B407<>\"\",ROW(OFFSET(A406,-1,0)),\"\")","v":405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I407)),A406,\"\")","v":405},{"$f":"IFERROR(SMALL(Helper2_1,A406),\"\")","v":405},null,405,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I407)),$A406,\"\")","v":405},{"$f":"IFERROR(SMALL(Helper2_2,A406),\"\")","v":405},{"$f":"COUNTIF(Helper3_1,\"=\"&G406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G406)=1, G406, \"\")","v":405},{"$f":"IFERROR(SMALL(Index_2,A406),\"\")","v":405},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:J406)),\"\")","v":"RCS_405"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:K406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:L406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:M406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:P406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J406,COLUMNS($J$2:Q406)),\"\")","v":"Both Academic Frameworks are consistent with the SCQF and integrate graduate attributes and appropriate QAA Subject Benchmark Statements (where available) at module, level and programme learning outcomes."}]
[{"$f":"IF('> FILTER <'!B408<>\"\",ROW(OFFSET(A407,-1,0)),\"\")","v":406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I408)),A407,\"\")","v":406},{"$f":"IFERROR(SMALL(Helper2_1,A407),\"\")","v":406},null,406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I408)),$A407,\"\")","v":406},{"$f":"IFERROR(SMALL(Helper2_2,A407),\"\")","v":406},{"$f":"COUNTIF(Helper3_1,\"=\"&G407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G407)=1, G407, \"\")","v":406},{"$f":"IFERROR(SMALL(Index_2,A407),\"\")","v":406},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:J407)),\"\")","v":"RCS_406"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:K407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:L407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:M407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:P407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J407,COLUMNS($J$2:Q407)),\"\")","v":"The Assessment and Feedback Code of Practice, developed in response to an \nELIR 4 recommendation, includes core principles and maps to the SCQF and Subject Benchmark Statements. The QESR team noted that assessment practices are considered as part of Curriculum Review/Programme Review and Annual Monitoring with key issues identified by the Quality and Standards Committee"}]
[{"$f":"IF('> FILTER <'!B409<>\"\",ROW(OFFSET(A408,-1,0)),\"\")","v":407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I409)),A408,\"\")","v":407},{"$f":"IFERROR(SMALL(Helper2_1,A408),\"\")","v":407},null,407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I409)),$A408,\"\")","v":407},{"$f":"IFERROR(SMALL(Helper2_2,A408),\"\")","v":407},{"$f":"COUNTIF(Helper3_1,\"=\"&G408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G408)=1, G408, \"\")","v":407},{"$f":"IFERROR(SMALL(Index_2,A408),\"\")","v":407},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:J408)),\"\")","v":"RCS_407"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:K408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:L408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:M408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:P408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J408,COLUMNS($J$2:Q408)),\"\")","v":"The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B410<>\"\",ROW(OFFSET(A409,-1,0)),\"\")","v":408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I410)),A409,\"\")","v":408},{"$f":"IFERROR(SMALL(Helper2_1,A409),\"\")","v":408},null,408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I410)),$A409,\"\")","v":408},{"$f":"IFERROR(SMALL(Helper2_2,A409),\"\")","v":408},{"$f":"COUNTIF(Helper3_1,\"=\"&G409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G409)=1, G409, \"\")","v":408},{"$f":"IFERROR(SMALL(Index_2,A409),\"\")","v":408},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:J409)),\"\")","v":"RCS_408"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:K409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:L409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:M409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:P409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J409,COLUMNS($J$2:Q409)),\"\")","v":"The QESR team found that RCS's arrangements for managing quality and setting \nstandards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC)."}]
[{"$f":"IF('> FILTER <'!B411<>\"\",ROW(OFFSET(A410,-1,0)),\"\")","v":409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I411)),A410,\"\")","v":409},{"$f":"IFERROR(SMALL(Helper2_1,A410),\"\")","v":409},null,409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I411)),$A410,\"\")","v":409},{"$f":"IFERROR(SMALL(Helper2_2,A410),\"\")","v":409},{"$f":"COUNTIF(Helper3_1,\"=\"&G410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G410)=1, G410, \"\")","v":409},{"$f":"IFERROR(SMALL(Index_2,A410),\"\")","v":409},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:J410)),\"\")","v":"RCS_409"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:K410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:L410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:M410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:P410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J410,COLUMNS($J$2:Q410)),\"\")","v":"Institutional policies relating to programme and module development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B412<>\"\",ROW(OFFSET(A411,-1,0)),\"\")","v":410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I412)),A411,\"\")","v":410},{"$f":"IFERROR(SMALL(Helper2_1,A411),\"\")","v":410},null,410,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I412)),$A411,\"\")","v":410},{"$f":"IFERROR(SMALL(Helper2_2,A411),\"\")","v":410},{"$f":"COUNTIF(Helper3_1,\"=\"&G411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G411)=1, G411, \"\")","v":410},{"$f":"IFERROR(SMALL(Index_2,A411),\"\")","v":410},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:J411)),\"\")","v":"RCS_410"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:K411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:L411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:M411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:P411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J411,COLUMNS($J$2:Q411)),\"\")","v":"Evidence that the team considered included the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B413<>\"\",ROW(OFFSET(A412,-1,0)),\"\")","v":411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I413)),A412,\"\")","v":411},{"$f":"IFERROR(SMALL(Helper2_1,A412),\"\")","v":411},null,411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I413)),$A412,\"\")","v":411},{"$f":"IFERROR(SMALL(Helper2_2,A412),\"\")","v":411},{"$f":"COUNTIF(Helper3_1,\"=\"&G412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G412)=1, G412, \"\")","v":411},{"$f":"IFERROR(SMALL(Index_2,A412),\"\")","v":411},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:J412)),\"\")","v":"RCS_411"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:K412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:L412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:M412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:P412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J412,COLUMNS($J$2:Q412)),\"\")","v":"Thus, the QESR team also encourages RCS to adopt a more evaluative approach to engagement with the Quality Code."}]
[{"$f":"IF('> FILTER <'!B414<>\"\",ROW(OFFSET(A413,-1,0)),\"\")","v":412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I414)),A413,\"\")","v":412},{"$f":"IFERROR(SMALL(Helper2_1,A413),\"\")","v":412},null,412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I414)),$A413,\"\")","v":412},{"$f":"IFERROR(SMALL(Helper2_2,A413),\"\")","v":412},{"$f":"COUNTIF(Helper3_1,\"=\"&G413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G413)=1, G413, \"\")","v":412},{"$f":"IFERROR(SMALL(Index_2,A413),\"\")","v":412},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:J413)),\"\")","v":"RCS_412"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:K413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:L413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:M413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:P413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J413,COLUMNS($J$2:Q413)),\"\")","v":"From meetings with the QESR team, it was apparent that RCS was aware of sector developments with regards to the Quality Code and its regulatory position, but there was no evidence of regular and ongoing engagement with mapping to the UK Quality Code, and the QESR team considered that further work by the institution might usefully be done in this area."}]
[{"$f":"IF('> FILTER <'!B415<>\"\",ROW(OFFSET(A414,-1,0)),\"\")","v":413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I415)),A414,\"\")","v":413},{"$f":"IFERROR(SMALL(Helper2_1,A414),\"\")","v":413},null,413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I415)),$A414,\"\")","v":413},{"$f":"IFERROR(SMALL(Helper2_2,A414),\"\")","v":413},{"$f":"COUNTIF(Helper3_1,\"=\"&G414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G414)=1, G414, \"\")","v":413},{"$f":"IFERROR(SMALL(Index_2,A414),\"\")","v":413},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:J414)),\"\")","v":"RCS_413"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:K414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:L414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:M414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:P414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J414,COLUMNS($J$2:Q414)),\"\")","v":"The Quality Assurance Handbook is currently under review, an exercise which is \nscheduled to be completed by the end of the 2022-23 academic session. The version shared with the QESR team, however, is built on and explicitly references key sector standards, including the UK Quality Code, Scottish Credit and Qualifications Framework (SCQF), and relevant Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B416<>\"\",ROW(OFFSET(A415,-1,0)),\"\")","v":414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I416)),A415,\"\")","v":414},{"$f":"IFERROR(SMALL(Helper2_1,A415),\"\")","v":414},null,414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I416)),$A415,\"\")","v":414},{"$f":"IFERROR(SMALL(Helper2_2,A415),\"\")","v":414},{"$f":"COUNTIF(Helper3_1,\"=\"&G415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G415)=1, G415, \"\")","v":414},{"$f":"IFERROR(SMALL(Index_2,A415),\"\")","v":414},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:J415)),\"\")","v":"RCS_414"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:K415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:L415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:M415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:P415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J415,COLUMNS($J$2:Q415)),\"\")","v":"RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B417<>\"\",ROW(OFFSET(A416,-1,0)),\"\")","v":415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I417)),A416,\"\")","v":415},{"$f":"IFERROR(SMALL(Helper2_1,A416),\"\")","v":415},null,415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I417)),$A416,\"\")","v":415},{"$f":"IFERROR(SMALL(Helper2_2,A416),\"\")","v":415},{"$f":"COUNTIF(Helper3_1,\"=\"&G416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G416)=1, G416, \"\")","v":415},{"$f":"IFERROR(SMALL(Index_2,A416),\"\")","v":415},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:J416)),\"\")","v":"RCS_415"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:K416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:L416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:M416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:P416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J416,COLUMNS($J$2:Q416)),\"\")","v":"RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."}]
[{"$f":"IF('> FILTER <'!B418<>\"\",ROW(OFFSET(A417,-1,0)),\"\")","v":416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I418)),A417,\"\")","v":416},{"$f":"IFERROR(SMALL(Helper2_1,A417),\"\")","v":416},null,416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I418)),$A417,\"\")","v":416},{"$f":"IFERROR(SMALL(Helper2_2,A417),\"\")","v":416},{"$f":"COUNTIF(Helper3_1,\"=\"&G417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G417)=1, G417, \"\")","v":416},{"$f":"IFERROR(SMALL(Index_2,A417),\"\")","v":416},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:J417)),\"\")","v":"RCS_416"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:K417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:L417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:M417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:P417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J417,COLUMNS($J$2:Q417)),\"\")","v":"RCS makes appropriate use of external expertise in verification of standards and \nmonitoring quality. The Quality Assurance Handbook notes that, on appointment, external examiners are provided with links to the UK Quality Code, the SCQF and relevant Subject Benchmark Statements."}]
[{"$f":"IF('> FILTER <'!B419<>\"\",ROW(OFFSET(A418,-1,0)),\"\")","v":417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I419)),A418,\"\")","v":417},{"$f":"IFERROR(SMALL(Helper2_1,A418),\"\")","v":417},null,417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I419)),$A418,\"\")","v":417},{"$f":"IFERROR(SMALL(Helper2_2,A418),\"\")","v":417},{"$f":"COUNTIF(Helper3_1,\"=\"&G418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G418)=1, G418, \"\")","v":417},{"$f":"IFERROR(SMALL(Index_2,A418),\"\")","v":417},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:J418)),\"\")","v":"RCS_417"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:K418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:L418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:M418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:P418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J418,COLUMNS($J$2:Q418)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee. In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."}]
[{"$f":"IF('> FILTER <'!B420<>\"\",ROW(OFFSET(A419,-1,0)),\"\")","v":418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I420)),A419,\"\")","v":418},{"$f":"IFERROR(SMALL(Helper2_1,A419),\"\")","v":418},null,418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I420)),$A419,\"\")","v":418},{"$f":"IFERROR(SMALL(Helper2_2,A419),\"\")","v":418},{"$f":"COUNTIF(Helper3_1,\"=\"&G419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G419)=1, G419, \"\")","v":418},{"$f":"IFERROR(SMALL(Index_2,A419),\"\")","v":418},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:J419)),\"\")","v":"RCS_418"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:K419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:L419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:M419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:P419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J419,COLUMNS($J$2:Q419)),\"\")","v":"The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B421<>\"\",ROW(OFFSET(A420,-1,0)),\"\")","v":419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I421)),A420,\"\")","v":419},{"$f":"IFERROR(SMALL(Helper2_1,A420),\"\")","v":419},null,419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I421)),$A420,\"\")","v":419},{"$f":"IFERROR(SMALL(Helper2_2,A420),\"\")","v":419},{"$f":"COUNTIF(Helper3_1,\"=\"&G420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G420)=1, G420, \"\")","v":419},{"$f":"IFERROR(SMALL(Index_2,A420),\"\")","v":419},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:J420)),\"\")","v":"RCS_419"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:K420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:L420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:M420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:P420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J420,COLUMNS($J$2:Q420)),\"\")","v":"RCS has designed its Programme Review process to ensure that programmes take \naccount of, and remain current with, key sector reference points, including QAA guidance, the European Standards and Guidelines (ESG 2015) and any professional, statutory and regulatory body (PSRB) requirements."}]
[{"$f":"IF('> FILTER <'!B422<>\"\",ROW(OFFSET(A421,-1,0)),\"\")","v":420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I422)),A421,\"\")","v":420},{"$f":"IFERROR(SMALL(Helper2_1,A421),\"\")","v":420},null,420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I422)),$A421,\"\")","v":420},{"$f":"IFERROR(SMALL(Helper2_2,A421),\"\")","v":420},{"$f":"COUNTIF(Helper3_1,\"=\"&G421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G421)=1, G421, \"\")","v":420},{"$f":"IFERROR(SMALL(Index_2,A421),\"\")","v":420},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:J421)),\"\")","v":"RCS_420"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:K421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:L421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:M421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:P421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J421,COLUMNS($J$2:Q421)),\"\")","v":"The QESR team is confident that the Conservatoire has effective arrangements \nin place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered RCS's reports to SFC, and the Conservatoire's use of data on retention and progression, degree outcomes and complaints and appeals, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B423<>\"\",ROW(OFFSET(A422,-1,0)),\"\")","v":421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I423)),A422,\"\")","v":421},{"$f":"IFERROR(SMALL(Helper2_1,A422),\"\")","v":421},null,421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I423)),$A422,\"\")","v":421},{"$f":"IFERROR(SMALL(Helper2_2,A422),\"\")","v":421},{"$f":"COUNTIF(Helper3_1,\"=\"&G422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G422)=1, G422, \"\")","v":421},{"$f":"IFERROR(SMALL(Index_2,A422),\"\")","v":421},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:J422)),\"\")","v":"RCS_421"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:K422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:L422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:M422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:P422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J422,COLUMNS($J$2:Q422)),\"\")","v":"Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment. Further, student feedback from Programme Committees also informs annual monitoring reports and action plans,"}]
[{"$f":"IF('> FILTER <'!B424<>\"\",ROW(OFFSET(A423,-1,0)),\"\")","v":422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I424)),A423,\"\")","v":422},{"$f":"IFERROR(SMALL(Helper2_1,A423),\"\")","v":422},null,422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I424)),$A423,\"\")","v":422},{"$f":"IFERROR(SMALL(Helper2_2,A423),\"\")","v":422},{"$f":"COUNTIF(Helper3_1,\"=\"&G423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G423)=1, G423, \"\")","v":422},{"$f":"IFERROR(SMALL(Index_2,A423),\"\")","v":422},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:J423)),\"\")","v":"RCS_422"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:K423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:L423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:M423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:P423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J423,COLUMNS($J$2:Q423)),\"\")","v":"NSS responses from both the School of Drama, Dance, Production and Film and \nSchool of Music indicate that a high value is placed on student feedback and that actions are taken at the most senior level to respond to student concerns. In meetings with staff, it was reported that, within the School of Music, there is a focus on heads of department becoming more directly engaged with gathering and acting on student feedback to understand and combat problems that are arising."}]
[{"$f":"IF('> FILTER <'!B425<>\"\",ROW(OFFSET(A424,-1,0)),\"\")","v":423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I425)),A424,\"\")","v":423},{"$f":"IFERROR(SMALL(Helper2_1,A424),\"\")","v":423},null,423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I425)),$A424,\"\")","v":423},{"$f":"IFERROR(SMALL(Helper2_2,A424),\"\")","v":423},{"$f":"COUNTIF(Helper3_1,\"=\"&G424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G424)=1, G424, \"\")","v":423},{"$f":"IFERROR(SMALL(Index_2,A424),\"\")","v":423},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:J424)),\"\")","v":"RCS_423"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:K424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:L424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:M424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:P424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J424,COLUMNS($J$2:Q424)),\"\")","v":"RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."}]
[{"$f":"IF('> FILTER <'!B426<>\"\",ROW(OFFSET(A425,-1,0)),\"\")","v":424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I426)),A425,\"\")","v":424},{"$f":"IFERROR(SMALL(Helper2_1,A425),\"\")","v":424},null,424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I426)),$A425,\"\")","v":424},{"$f":"IFERROR(SMALL(Helper2_2,A425),\"\")","v":424},{"$f":"COUNTIF(Helper3_1,\"=\"&G425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G425)=1, G425, \"\")","v":424},{"$f":"IFERROR(SMALL(Index_2,A425),\"\")","v":424},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:J425)),\"\")","v":"RCS_424"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:K425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:L425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:M425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:P425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J425,COLUMNS($J$2:Q425)),\"\")","v":"Further, data for particular student groups have been documented in the Anti-Racism Action Plan as well as the annual disability and counselling report, indicating the effective intersectional approach to data from RCS as it works to become a more equitable institution."}]
[{"$f":"IF('> FILTER <'!B427<>\"\",ROW(OFFSET(A426,-1,0)),\"\")","v":425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I427)),A426,\"\")","v":425},{"$f":"IFERROR(SMALL(Helper2_1,A426),\"\")","v":425},null,425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I427)),$A426,\"\")","v":425},{"$f":"IFERROR(SMALL(Helper2_2,A426),\"\")","v":425},{"$f":"COUNTIF(Helper3_1,\"=\"&G426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G426)=1, G426, \"\")","v":425},{"$f":"IFERROR(SMALL(Index_2,A426),\"\")","v":425},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:J426)),\"\")","v":"RCS_425"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:K426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:L426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:M426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:P426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J426,COLUMNS($J$2:Q426)),\"\")","v":"RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."}]
[{"$f":"IF('> FILTER <'!B428<>\"\",ROW(OFFSET(A427,-1,0)),\"\")","v":426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I428)),A427,\"\")","v":426},{"$f":"IFERROR(SMALL(Helper2_1,A427),\"\")","v":426},null,426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I428)),$A427,\"\")","v":426},{"$f":"IFERROR(SMALL(Helper2_2,A427),\"\")","v":426},{"$f":"COUNTIF(Helper3_1,\"=\"&G427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G427)=1, G427, \"\")","v":426},{"$f":"IFERROR(SMALL(Index_2,A427),\"\")","v":426},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:J427)),\"\")","v":"RCS_426"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:K427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:L427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:M427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:P427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J427,COLUMNS($J$2:Q427)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."}]
[{"$f":"IF('> FILTER <'!B429<>\"\",ROW(OFFSET(A428,-1,0)),\"\")","v":427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I429)),A428,\"\")","v":427},{"$f":"IFERROR(SMALL(Helper2_1,A428),\"\")","v":427},null,427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I429)),$A428,\"\")","v":427},{"$f":"IFERROR(SMALL(Helper2_2,A428),\"\")","v":427},{"$f":"COUNTIF(Helper3_1,\"=\"&G428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G428)=1, G428, \"\")","v":427},{"$f":"IFERROR(SMALL(Index_2,A428),\"\")","v":427},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:J428)),\"\")","v":"RCS_427"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:K428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:L428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:M428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:P428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J428,COLUMNS($J$2:Q428)),\"\")","v":"Data play a key role in the annual monitoring process at RCS. They are used in \nprogramme reapproval, the production of action plans for the year ahead, and reflective analyses of Student Recruitment, Progression, Achievement and Employment. Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B430<>\"\",ROW(OFFSET(A429,-1,0)),\"\")","v":428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I430)),A429,\"\")","v":428},{"$f":"IFERROR(SMALL(Helper2_1,A429),\"\")","v":428},null,428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I430)),$A429,\"\")","v":428},{"$f":"IFERROR(SMALL(Helper2_2,A429),\"\")","v":428},{"$f":"COUNTIF(Helper3_1,\"=\"&G429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G429)=1, G429, \"\")","v":428},{"$f":"IFERROR(SMALL(Index_2,A429),\"\")","v":428},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:J429)),\"\")","v":"RCS_428"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:K429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:L429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:M429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:P429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J429,COLUMNS($J$2:Q429)),\"\")","v":"With regard to course completion rates, relevant data indicate that those students with a declared disability are significantly less likely to complete successfully than their peers and have been identified as an 'at risk' group. The panel notes the positive development of the Disability Advisor role becoming full-time but remains unclear on what work is being done to improve student retention of those with a declared disability"}]
[{"$f":"IF('> FILTER <'!B431<>\"\",ROW(OFFSET(A430,-1,0)),\"\")","v":429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I431)),A430,\"\")","v":429},{"$f":"IFERROR(SMALL(Helper2_1,A430),\"\")","v":429},null,429,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I431)),$A430,\"\")","v":429},{"$f":"IFERROR(SMALL(Helper2_2,A430),\"\")","v":429},{"$f":"COUNTIF(Helper3_1,\"=\"&G430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G430)=1, G430, \"\")","v":429},{"$f":"IFERROR(SMALL(Index_2,A430),\"\")","v":429},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:J430)),\"\")","v":"RCS_429"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:K430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:L430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:M430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:P430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J430,COLUMNS($J$2:Q430)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals."}]
[{"$f":"IF('> FILTER <'!B432<>\"\",ROW(OFFSET(A431,-1,0)),\"\")","v":430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I432)),A431,\"\")","v":430},{"$f":"IFERROR(SMALL(Helper2_1,A431),\"\")","v":430},null,430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I432)),$A431,\"\")","v":430},{"$f":"IFERROR(SMALL(Helper2_2,A431),\"\")","v":430},{"$f":"COUNTIF(Helper3_1,\"=\"&G431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G431)=1, G431, \"\")","v":430},{"$f":"IFERROR(SMALL(Index_2,A431),\"\")","v":430},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:J431)),\"\")","v":"RCS_430"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:K431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:L431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:M431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:P431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J431,COLUMNS($J$2:Q431)),\"\")","v":"A revised Annual Monitoring process was introduced for the 2019-20 cycle which removed the requirement for a full report to be submitted in programme annual monitoring in addition to a summary report and action plan, and this has been received positively."}]
[{"$f":"IF('> FILTER <'!B433<>\"\",ROW(OFFSET(A432,-1,0)),\"\")","v":431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I433)),A432,\"\")","v":431},{"$f":"IFERROR(SMALL(Helper2_1,A432),\"\")","v":431},null,431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I433)),$A432,\"\")","v":431},{"$f":"IFERROR(SMALL(Helper2_2,A432),\"\")","v":431},{"$f":"COUNTIF(Helper3_1,\"=\"&G432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G432)=1, G432, \"\")","v":431},{"$f":"IFERROR(SMALL(Index_2,A432),\"\")","v":431},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:J432)),\"\")","v":"RCS_431"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:K432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:L432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:M432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:P432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J432,COLUMNS($J$2:Q432)),\"\")","v":"There is evidence of external examiner feedback informing annual monitoring, and of institutional oversight of external examiner reports by the Quality and Standards Committee. In addition, an annual monitoring summary feedback report is produced by the Quality and Standards Committee in collaboration with an external who provides critical comment and analysis."}]
[{"$f":"IF('> FILTER <'!B434<>\"\",ROW(OFFSET(A433,-1,0)),\"\")","v":432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I434)),A433,\"\")","v":432},{"$f":"IFERROR(SMALL(Helper2_1,A433),\"\")","v":432},null,432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I434)),$A433,\"\")","v":432},{"$f":"IFERROR(SMALL(Helper2_2,A433),\"\")","v":432},{"$f":"COUNTIF(Helper3_1,\"=\"&G433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G433)=1, G433, \"\")","v":432},{"$f":"IFERROR(SMALL(Index_2,A433),\"\")","v":432},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:J433)),\"\")","v":"RCS_432"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:K433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:L433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:M433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:P433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J433,COLUMNS($J$2:Q433)),\"\")","v":"RCS has appointed a Statistical Analyst who plays a key role in data management, \ninterpretation and dissemination. This appointment has had a positive impact through the development of more sophisticated use and interrogation of data at various levels across the institution - for example, by providing trend data on the annual recruitment and applications cycle report, five-year trend data on the performance indicators considered by the Quality and Standards Committee, and analysis of NSS results."}]
[{"$f":"IF('> FILTER <'!B435<>\"\",ROW(OFFSET(A434,-1,0)),\"\")","v":433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I435)),A434,\"\")","v":433},{"$f":"IFERROR(SMALL(Helper2_1,A434),\"\")","v":433},null,433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I435)),$A434,\"\")","v":433},{"$f":"IFERROR(SMALL(Helper2_2,A434),\"\")","v":433},{"$f":"COUNTIF(Helper3_1,\"=\"&G434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G434)=1, G434, \"\")","v":433},{"$f":"IFERROR(SMALL(Index_2,A434),\"\")","v":433},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:J434)),\"\")","v":"RCS_433"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:K434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:L434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:M434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:P434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J434,COLUMNS($J$2:Q434)),\"\")","v":"The QESR team is confident that RCS has effective arrangements for the \nmonitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered the Institution-Led Review reports and approaches to annual monitoring and Institution-Led Review, minutes from institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B436<>\"\",ROW(OFFSET(A435,-1,0)),\"\")","v":434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I436)),A435,\"\")","v":434},{"$f":"IFERROR(SMALL(Helper2_1,A435),\"\")","v":434},null,434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I436)),$A435,\"\")","v":434},{"$f":"IFERROR(SMALL(Helper2_2,A435),\"\")","v":434},{"$f":"COUNTIF(Helper3_1,\"=\"&G435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G435)=1, G435, \"\")","v":434},{"$f":"IFERROR(SMALL(Index_2,A435),\"\")","v":434},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:J435)),\"\")","v":"RCS_434"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:K435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:L435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:M435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:P435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J435,COLUMNS($J$2:Q435)),\"\")","v":"The review team learned that students contribute to the development of programme annual monitoring action plans and that student feedback gathered through annual monitoring is considered by the Quality and Standards Committee. The QESR team identified as good practice the range of opportunities available for students to participate as partners in decision-making at RCS - for example, through the Student Experience Forum, annual staff-student Programme Committees and student input to annual monitoring action plans."}]
[{"$f":"IF('> FILTER <'!B437<>\"\",ROW(OFFSET(A436,-1,0)),\"\")","v":435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I437)),A436,\"\")","v":435},{"$f":"IFERROR(SMALL(Helper2_1,A436),\"\")","v":435},null,435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I437)),$A436,\"\")","v":435},{"$f":"IFERROR(SMALL(Helper2_2,A436),\"\")","v":435},{"$f":"COUNTIF(Helper3_1,\"=\"&G436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G436)=1, G436, \"\")","v":435},{"$f":"IFERROR(SMALL(Index_2,A436),\"\")","v":435},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:J436)),\"\")","v":"RCS_435"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:K436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:L436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:M436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:P436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J436,COLUMNS($J$2:Q436)),\"\")","v":"This includes consideration of student feedback, approaches to assessment as evidenced by the annual monitoring summary report, and consideration of modifications to modules and new module proposals."}]
[{"$f":"IF('> FILTER <'!B438<>\"\",ROW(OFFSET(A437,-1,0)),\"\")","v":436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I438)),A437,\"\")","v":436},{"$f":"IFERROR(SMALL(Helper2_1,A437),\"\")","v":436},null,436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I438)),$A437,\"\")","v":436},{"$f":"IFERROR(SMALL(Helper2_2,A437),\"\")","v":436},{"$f":"COUNTIF(Helper3_1,\"=\"&G437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G437)=1, G437, \"\")","v":436},{"$f":"IFERROR(SMALL(Index_2,A437),\"\")","v":436},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:J437)),\"\")","v":"RCS_436"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:K437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:L437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:M437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:P437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J437,COLUMNS($J$2:Q437)),\"\")","v":"The Academic Board considers a wide range of data including Fair Access, \nNational Student Survey (NSS) Outcomes, Graduate Outcomes, student and applicant data, as well as student appeals. Detailed data sets relating to complaints were provided to the QESR team. A quarterly report is taken to senior management and the Board of Governors on key performance information from this data."}]
[{"$f":"IF('> FILTER <'!B439<>\"\",ROW(OFFSET(A438,-1,0)),\"\")","v":437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I439)),A438,\"\")","v":437},{"$f":"IFERROR(SMALL(Helper2_1,A438),\"\")","v":437},null,437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I439)),$A438,\"\")","v":437},{"$f":"IFERROR(SMALL(Helper2_2,A438),\"\")","v":437},{"$f":"COUNTIF(Helper3_1,\"=\"&G438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G438)=1, G438, \"\")","v":437},{"$f":"IFERROR(SMALL(Index_2,A438),\"\")","v":437},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:J438)),\"\")","v":"RCS_437"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:K438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:L438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:M438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:P438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J438,COLUMNS($J$2:Q438)),\"\")","v":"Further, student feedback from Programme Committees also informs annual monitoring reports and action plans, and is shared at institutional level through discussion at the Quality and Standards Committee."}]
[{"$f":"IF('> FILTER <'!B440<>\"\",ROW(OFFSET(A439,-1,0)),\"\")","v":438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I440)),A439,\"\")","v":438},{"$f":"IFERROR(SMALL(Helper2_1,A439),\"\")","v":438},null,438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I440)),$A439,\"\")","v":438},{"$f":"IFERROR(SMALL(Helper2_2,A439),\"\")","v":438},{"$f":"COUNTIF(Helper3_1,\"=\"&G439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G439)=1, G439, \"\")","v":438},{"$f":"IFERROR(SMALL(Index_2,A439),\"\")","v":438},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:J439)),\"\")","v":"GLA_438"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:K439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:L439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:M439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:P439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J439,COLUMNS($J$2:Q439)),\"\")","v":"Student Support Officer role: The University should ensure that the role is understood and clearly sigpnposted as being available to support all students, including postgraduate students (paragraph 14)."}]
[{"$f":"IF('> FILTER <'!B441<>\"\",ROW(OFFSET(A440,-1,0)),\"\")","v":439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I441)),A440,\"\")","v":439},{"$f":"IFERROR(SMALL(Helper2_1,A440),\"\")","v":439},null,439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I441)),$A440,\"\")","v":439},{"$f":"IFERROR(SMALL(Helper2_2,A440),\"\")","v":439},{"$f":"COUNTIF(Helper3_1,\"=\"&G440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G440)=1, G440, \"\")","v":439},{"$f":"IFERROR(SMALL(Index_2,A440),\"\")","v":439},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:J440)),\"\")","v":"GLA_439"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:K440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:L440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:M440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:P440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J440,COLUMNS($J$2:Q440)),\"\")","v":"Parity of experience of online and blended delivery: The University should review its current approach to online and blended delivery to ensure greater equivalence across all provision (paragraph 28)."}]
[{"$f":"IF('> FILTER <'!B442<>\"\",ROW(OFFSET(A441,-1,0)),\"\")","v":440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I442)),A441,\"\")","v":440},{"$f":"IFERROR(SMALL(Helper2_1,A441),\"\")","v":440},null,440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I442)),$A441,\"\")","v":440},{"$f":"IFERROR(SMALL(Helper2_2,A441),\"\")","v":440},{"$f":"COUNTIF(Helper3_1,\"=\"&G441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G441)=1, G441, \"\")","v":440},{"$f":"IFERROR(SMALL(Index_2,A441),\"\")","v":440},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:J441)),\"\")","v":"GLA_440"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:K441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:L441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:M441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:P441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J441,COLUMNS($J$2:Q441)),\"\")","v":"Learning and Teaching Strategy and its implementation: The clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy (paragraph 6)."}]
[{"$f":"IF('> FILTER <'!B443<>\"\",ROW(OFFSET(A442,-1,0)),\"\")","v":441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I443)),A442,\"\")","v":441},{"$f":"IFERROR(SMALL(Helper2_1,A442),\"\")","v":441},null,441,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I443)),$A442,\"\")","v":441},{"$f":"IFERROR(SMALL(Helper2_2,A442),\"\")","v":441},{"$f":"COUNTIF(Helper3_1,\"=\"&G442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G442)=1, G442, \"\")","v":441},{"$f":"IFERROR(SMALL(Index_2,A442),\"\")","v":441},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:J442)),\"\")","v":"GLA_441"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:K442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:L442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:M442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:P442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J442,COLUMNS($J$2:Q442)),\"\")","v":"The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity. Collaboration between members of the Senior Management Group (SMG) with overlapping roles and responsibilities further enhances the effective integration of actions between strategies and delivery."}]
[{"$f":"IF('> FILTER <'!B444<>\"\",ROW(OFFSET(A443,-1,0)),\"\")","v":442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I444)),A443,\"\")","v":442},{"$f":"IFERROR(SMALL(Helper2_1,A443),\"\")","v":442},null,442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I444)),$A443,\"\")","v":442},{"$f":"IFERROR(SMALL(Helper2_2,A443),\"\")","v":442},{"$f":"COUNTIF(Helper3_1,\"=\"&G443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G443)=1, G443, \"\")","v":442},{"$f":"IFERROR(SMALL(Index_2,A443),\"\")","v":442},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:J443)),\"\")","v":"GLA_442"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:K443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:L443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:M443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:P443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J443,COLUMNS($J$2:Q443)),\"\")","v":"In March 2021, the University launched its Learning and Teaching Strategy \ntogether with the University Strategy - 'World Changing Glasgow' 2025. Both strategies were developed during the pandemic with the pandemic acting as a catalyst for change and accelerated implementation of planned developments in learning and teaching across the University. The Learning and Teaching Strategy makes a commitment to ongoing support for blended and online teaching."}]
[{"$f":"IF('> FILTER <'!B445<>\"\",ROW(OFFSET(A444,-1,0)),\"\")","v":443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I445)),A444,\"\")","v":443},{"$f":"IFERROR(SMALL(Helper2_1,A444),\"\")","v":443},null,443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I445)),$A444,\"\")","v":443},{"$f":"IFERROR(SMALL(Helper2_2,A444),\"\")","v":443},{"$f":"COUNTIF(Helper3_1,\"=\"&G444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G444)=1, G444, \"\")","v":443},{"$f":"IFERROR(SMALL(Index_2,A444),\"\")","v":443},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:J444)),\"\")","v":"GLA_443"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:K444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:L444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:M444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:P444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J444,COLUMNS($J$2:Q444)),\"\")","v":"The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy."}]
[{"$f":"IF('> FILTER <'!B446<>\"\",ROW(OFFSET(A445,-1,0)),\"\")","v":444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I446)),A445,\"\")","v":444},{"$f":"IFERROR(SMALL(Helper2_1,A445),\"\")","v":444},null,444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I446)),$A445,\"\")","v":444},{"$f":"IFERROR(SMALL(Helper2_2,A445),\"\")","v":444},{"$f":"COUNTIF(Helper3_1,\"=\"&G445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G445)=1, G445, \"\")","v":444},{"$f":"IFERROR(SMALL(Index_2,A445),\"\")","v":444},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:J445)),\"\")","v":"GLA_444"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:K445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:L445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:M445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:P445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J445,COLUMNS($J$2:Q445)),\"\")","v":"The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."}]
[{"$f":"IF('> FILTER <'!B447<>\"\",ROW(OFFSET(A446,-1,0)),\"\")","v":445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I447)),A446,\"\")","v":445},{"$f":"IFERROR(SMALL(Helper2_1,A446),\"\")","v":445},null,445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I447)),$A446,\"\")","v":445},{"$f":"IFERROR(SMALL(Helper2_2,A446),\"\")","v":445},{"$f":"COUNTIF(Helper3_1,\"=\"&G446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G446)=1, G446, \"\")","v":445},{"$f":"IFERROR(SMALL(Index_2,A446),\"\")","v":445},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:J446)),\"\")","v":"GLA_445"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:K446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:L446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:M446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:P446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J446,COLUMNS($J$2:Q446)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships. The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students. Staff reported on the provision of open staff meetings, information and updates circulated to all staff. Senior managers cascade information to staff, many of whom were involved in working groups during the development phase."}]
[{"$f":"IF('> FILTER <'!B448<>\"\",ROW(OFFSET(A447,-1,0)),\"\")","v":446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I448)),A447,\"\")","v":446},{"$f":"IFERROR(SMALL(Helper2_1,A447),\"\")","v":446},null,446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I448)),$A447,\"\")","v":446},{"$f":"IFERROR(SMALL(Helper2_2,A447),\"\")","v":446},{"$f":"COUNTIF(Helper3_1,\"=\"&G447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G447)=1, G447, \"\")","v":446},{"$f":"IFERROR(SMALL(Index_2,A447),\"\")","v":446},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:J447)),\"\")","v":"GLA_446"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:K447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:L447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:M447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:P447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J447,COLUMNS($J$2:Q447)),\"\")","v":"The Strategy is being delivered by means of four workstreams, which the QESR \nteam established are all now operational and have identified their three top priorities for the year. There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads. The aim is to create synergy rather than duplication of effort to support the effective delivery of the Strategy. The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners. The QESR team heard in meeting with staff that the work is cascading effectively from Deans of Learning and Teaching into colleges and schools. Valuable project management support is provided by the Transformation Team. Three focused Learning and Teaching Committee meetings have been added to the normal meeting cycle of five meetings a year to ensure both governance and a focus on strategy implementation with full ownership of the Strategy by the Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B449<>\"\",ROW(OFFSET(A448,-1,0)),\"\")","v":447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I449)),A448,\"\")","v":447},{"$f":"IFERROR(SMALL(Helper2_1,A448),\"\")","v":447},null,447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I449)),$A448,\"\")","v":447},{"$f":"IFERROR(SMALL(Helper2_2,A448),\"\")","v":447},{"$f":"COUNTIF(Helper3_1,\"=\"&G448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G448)=1, G448, \"\")","v":447},{"$f":"IFERROR(SMALL(Index_2,A448),\"\")","v":447},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:J448)),\"\")","v":"GLA_447"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:K448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:L448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:M448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:P448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J448,COLUMNS($J$2:Q448)),\"\")","v":"The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy. The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process. The Estates department has also benefited from further investment in staff and resources and is continuing to retrofit and install purpose-designed spaces around campus. There is a new Accessibility Officer post in the Estates team, who is working closely with staff on Learning and Teaching Strategy implementation."}]
[{"$f":"IF('> FILTER <'!B450<>\"\",ROW(OFFSET(A449,-1,0)),\"\")","v":448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I450)),A449,\"\")","v":448},{"$f":"IFERROR(SMALL(Helper2_1,A449),\"\")","v":448},null,448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I450)),$A449,\"\")","v":448},{"$f":"IFERROR(SMALL(Helper2_2,A449),\"\")","v":448},{"$f":"COUNTIF(Helper3_1,\"=\"&G449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G449)=1, G449, \"\")","v":448},{"$f":"IFERROR(SMALL(Index_2,A449),\"\")","v":448},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:J449)),\"\")","v":"GLA_448"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:K449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:L449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:M449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:P449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J449,COLUMNS($J$2:Q449)),\"\")","v":"The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity. Collaboration between members of the Senior Management Group (SMG) with overlapping roles and responsibilities further enhances the effective integration of actions between strategies and delivery."}]
[{"$f":"IF('> FILTER <'!B451<>\"\",ROW(OFFSET(A450,-1,0)),\"\")","v":449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I451)),A450,\"\")","v":449},{"$f":"IFERROR(SMALL(Helper2_1,A450),\"\")","v":449},null,449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I451)),$A450,\"\")","v":449},{"$f":"IFERROR(SMALL(Helper2_2,A450),\"\")","v":449},{"$f":"COUNTIF(Helper3_1,\"=\"&G450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G450)=1, G450, \"\")","v":449},{"$f":"IFERROR(SMALL(Index_2,A450),\"\")","v":449},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:J450)),\"\")","v":"GLA_449"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:K450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:L450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:M450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:P450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J450,COLUMNS($J$2:Q450)),\"\")","v":"The Learning and Teaching Strategy sits alongside and aligns closely with the \nStudent Experience Strategy. The two strategies are interdependent and codependent and cross-membership of committees ensures visibility of actions between those committees. The Student Experience Committee is the main forum for the discussion of the Student Experience Strategy and includes the Chair of the Learning and Teaching Committee. The Chair of Education Policy & Strategy Committee (EdPSC) is a member of the Student Experience Strategy Oversight Board as are members of the Education Policy & Strategy Group. The QESR team heard that discussion and progress on the two strategies is well aligned at committee level. The QESR team considered the clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B452<>\"\",ROW(OFFSET(A451,-1,0)),\"\")","v":450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I452)),A451,\"\")","v":450},{"$f":"IFERROR(SMALL(Helper2_1,A451),\"\")","v":450},null,{"$f":"ROW(OFFSET(E451,-1,0))","v":450},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I452)),$A451,\"\")","v":450},{"$f":"IFERROR(SMALL(Helper2_2,A451),\"\")","v":450},{"$f":"COUNTIF(Helper3_1,\"=\"&G451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G451)=1, G451, \"\")","v":450},{"$f":"IFERROR(SMALL(Index_2,A451),\"\")","v":450},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:J451)),\"\")","v":"GLA_450"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:K451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:L451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:M451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:P451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J451,COLUMNS($J$2:Q451)),\"\")","v":"There has been significant investment in the physical and digital infrastructure \nwith further investment planned and additional funding is in place for learning and teaching projects and has been agreed in principle for enhanced support for enterprise and student-led activities. With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."}]
[{"$f":"IF('> FILTER <'!B453<>\"\",ROW(OFFSET(A452,-1,0)),\"\")","v":451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I453)),A452,\"\")","v":451},{"$f":"IFERROR(SMALL(Helper2_1,A452),\"\")","v":451},null,451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I453)),$A452,\"\")","v":451},{"$f":"IFERROR(SMALL(Helper2_2,A452),\"\")","v":451},{"$f":"COUNTIF(Helper3_1,\"=\"&G452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G452)=1, G452, \"\")","v":451},{"$f":"IFERROR(SMALL(Index_2,A452),\"\")","v":451},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:J452)),\"\")","v":"GLA_451"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:K452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:L452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:M452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:P452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J452,COLUMNS($J$2:Q452)),\"\")","v":"A PGR Policy and Enhancement Adviser was appointed in January 2023, taking responsibility for the PGR transformation project to improve data gathering and the interpretation of data."}]
[{"$f":"IF('> FILTER <'!B454<>\"\",ROW(OFFSET(A453,-1,0)),\"\")","v":452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I454)),A453,\"\")","v":452},{"$f":"IFERROR(SMALL(Helper2_1,A453),\"\")","v":452},null,452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I454)),$A453,\"\")","v":452},{"$f":"IFERROR(SMALL(Helper2_2,A453),\"\")","v":452},{"$f":"COUNTIF(Helper3_1,\"=\"&G453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G453)=1, G453, \"\")","v":452},{"$f":"IFERROR(SMALL(Index_2,A453),\"\")","v":452},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:J453)),\"\")","v":"GLA_452"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:K453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:L453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:M453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:P453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J453,COLUMNS($J$2:Q453)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit."}]
[{"$f":"IF('> FILTER <'!B455<>\"\",ROW(OFFSET(A454,-1,0)),\"\")","v":453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I455)),A454,\"\")","v":453},{"$f":"IFERROR(SMALL(Helper2_1,A454),\"\")","v":453},null,453,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I455)),$A454,\"\")","v":453},{"$f":"IFERROR(SMALL(Helper2_2,A454),\"\")","v":453},{"$f":"COUNTIF(Helper3_1,\"=\"&G454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G454)=1, G454, \"\")","v":453},{"$f":"IFERROR(SMALL(Index_2,A454),\"\")","v":453},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:J454)),\"\")","v":"GLA_453"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:K454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:L454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:M454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:P454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J454,COLUMNS($J$2:Q454)),\"\")","v":"The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24). While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach."}]
[{"$f":"IF('> FILTER <'!B456<>\"\",ROW(OFFSET(A455,-1,0)),\"\")","v":454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I456)),A455,\"\")","v":454},{"$f":"IFERROR(SMALL(Helper2_1,A455),\"\")","v":454},null,454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I456)),$A455,\"\")","v":454},{"$f":"IFERROR(SMALL(Helper2_2,A455),\"\")","v":454},{"$f":"COUNTIF(Helper3_1,\"=\"&G455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G455)=1, G455, \"\")","v":454},{"$f":"IFERROR(SMALL(Index_2,A455),\"\")","v":454},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:J455)),\"\")","v":"GLA_454"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:K455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:L455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:M455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:P455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J455,COLUMNS($J$2:Q455)),\"\")","v":"Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."}]
[{"$f":"IF('> FILTER <'!B457<>\"\",ROW(OFFSET(A456,-1,0)),\"\")","v":455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I457)),A456,\"\")","v":455},{"$f":"IFERROR(SMALL(Helper2_1,A456),\"\")","v":455},null,455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I457)),$A456,\"\")","v":455},{"$f":"IFERROR(SMALL(Helper2_2,A456),\"\")","v":455},{"$f":"COUNTIF(Helper3_1,\"=\"&G456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G456)=1, G456, \"\")","v":455},{"$f":"IFERROR(SMALL(Index_2,A456),\"\")","v":455},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:J456)),\"\")","v":"GLA_455"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:K456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:L456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:M456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:P456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J456,COLUMNS($J$2:Q456)),\"\")","v":"The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic. However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."}]
[{"$f":"IF('> FILTER <'!B458<>\"\",ROW(OFFSET(A457,-1,0)),\"\")","v":456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I458)),A457,\"\")","v":456},{"$f":"IFERROR(SMALL(Helper2_1,A457),\"\")","v":456},null,456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I458)),$A457,\"\")","v":456},{"$f":"IFERROR(SMALL(Helper2_2,A457),\"\")","v":456},{"$f":"COUNTIF(Helper3_1,\"=\"&G457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G457)=1, G457, \"\")","v":456},{"$f":"IFERROR(SMALL(Index_2,A457),\"\")","v":456},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:J457)),\"\")","v":"GLA_456"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:K457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:L457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:M457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:P457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J457,COLUMNS($J$2:Q457)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."}]
[{"$f":"IF('> FILTER <'!B459<>\"\",ROW(OFFSET(A458,-1,0)),\"\")","v":457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I459)),A458,\"\")","v":457},{"$f":"IFERROR(SMALL(Helper2_1,A458),\"\")","v":457},null,457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I459)),$A458,\"\")","v":457},{"$f":"IFERROR(SMALL(Helper2_2,A458),\"\")","v":457},{"$f":"COUNTIF(Helper3_1,\"=\"&G458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G458)=1, G458, \"\")","v":457},{"$f":"IFERROR(SMALL(Index_2,A458),\"\")","v":457},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:J458)),\"\")","v":"GLA_457"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:K458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:L458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:M458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:P458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J458,COLUMNS($J$2:Q458)),\"\")","v":"The University's Periodic Subject Review (PSR), which acts as the institution-led \nreview process, is effective in identifying good practice and areas for enhancement, as demonstrated through school self-evaluations and subsequent enhancement plans. Reports are submitted to ASC, and the QESR team saw evidence of effective oversight, and actions being followed-up."}]
[{"$f":"IF('> FILTER <'!B460<>\"\",ROW(OFFSET(A459,-1,0)),\"\")","v":458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I460)),A459,\"\")","v":458},{"$f":"IFERROR(SMALL(Helper2_1,A459),\"\")","v":458},null,458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I460)),$A459,\"\")","v":458},{"$f":"IFERROR(SMALL(Helper2_2,A459),\"\")","v":458},{"$f":"COUNTIF(Helper3_1,\"=\"&G459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G459)=1, G459, \"\")","v":458},{"$f":"IFERROR(SMALL(Index_2,A459),\"\")","v":458},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:J459)),\"\")","v":"GLA_458"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:K459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:L459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:M459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:P459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J459,COLUMNS($J$2:Q459)),\"\")","v":"The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24). While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach."}]
[{"$f":"IF('> FILTER <'!B461<>\"\",ROW(OFFSET(A460,-1,0)),\"\")","v":459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I461)),A460,\"\")","v":459},{"$f":"IFERROR(SMALL(Helper2_1,A460),\"\")","v":459},null,459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I461)),$A460,\"\")","v":459},{"$f":"IFERROR(SMALL(Helper2_2,A460),\"\")","v":459},{"$f":"COUNTIF(Helper3_1,\"=\"&G460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G460)=1, G460, \"\")","v":459},{"$f":"IFERROR(SMALL(Index_2,A460),\"\")","v":459},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:J460)),\"\")","v":"GLA_459"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:K460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:L460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:M460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:P460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J460,COLUMNS($J$2:Q460)),\"\")","v":"Annual monitoring of courses and programmes is carried out at school and college \nlevel, with the latter reporting to ASC. Areas of good practice and issues for action are collated and reported at each level. The QESR team saw evidence of effective analysis and discussion in reports and ASC minutes, with issues referred for response and action by the appropriate person/group. Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."}]
[{"$f":"IF('> FILTER <'!B462<>\"\",ROW(OFFSET(A461,-1,0)),\"\")","v":460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I462)),A461,\"\")","v":460},{"$f":"IFERROR(SMALL(Helper2_1,A461),\"\")","v":460},null,460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I462)),$A461,\"\")","v":460},{"$f":"IFERROR(SMALL(Helper2_2,A461),\"\")","v":460},{"$f":"COUNTIF(Helper3_1,\"=\"&G461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G461)=1, G461, \"\")","v":460},{"$f":"IFERROR(SMALL(Index_2,A461),\"\")","v":460},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:J461)),\"\")","v":"GLA_460"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:K461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:L461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:M461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:P461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J461,COLUMNS($J$2:Q461)),\"\")","v":"Student Liaison Committee \n(SSLC) and hold at least one meeting of the SSLC per semester. The QESR team saw evidence of good student satisfaction and effective operation of the student voice through SSLCs."}]
[{"$f":"IF('> FILTER <'!B463<>\"\",ROW(OFFSET(A462,-1,0)),\"\")","v":461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I463)),A462,\"\")","v":461},{"$f":"IFERROR(SMALL(Helper2_1,A462),\"\")","v":461},null,461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I463)),$A462,\"\")","v":461},{"$f":"IFERROR(SMALL(Helper2_2,A462),\"\")","v":461},{"$f":"COUNTIF(Helper3_1,\"=\"&G462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G462)=1, G462, \"\")","v":461},{"$f":"IFERROR(SMALL(Index_2,A462),\"\")","v":461},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:J462)),\"\")","v":"GLA_461"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:K462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:L462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:M462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:P462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J462,COLUMNS($J$2:Q462)),\"\")","v":"Student representatives met by the QESR team confirmed the effectiveness of these SSLC meetings, which they viewed as an effective mechanism for hearing and responding to the student voice."}]
[{"$f":"IF('> FILTER <'!B464<>\"\",ROW(OFFSET(A463,-1,0)),\"\")","v":462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I464)),A463,\"\")","v":462},{"$f":"IFERROR(SMALL(Helper2_1,A463),\"\")","v":462},null,462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I464)),$A463,\"\")","v":462},{"$f":"IFERROR(SMALL(Helper2_2,A463),\"\")","v":462},{"$f":"COUNTIF(Helper3_1,\"=\"&G463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G463)=1, G463, \"\")","v":462},{"$f":"IFERROR(SMALL(Index_2,A463),\"\")","v":462},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:J463)),\"\")","v":"GLA_462"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:K463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:L463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:M463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:P463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J463,COLUMNS($J$2:Q463)),\"\")","v":"Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback. The data collected will be used to evaluate mechanisms for improvement in student responses by providing recommendations which align with the existing university Quality Framework."}]
[{"$f":"IF('> FILTER <'!B465<>\"\",ROW(OFFSET(A464,-1,0)),\"\")","v":463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I465)),A464,\"\")","v":463},{"$f":"IFERROR(SMALL(Helper2_1,A464),\"\")","v":463},null,463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I465)),$A464,\"\")","v":463},{"$f":"IFERROR(SMALL(Helper2_2,A464),\"\")","v":463},{"$f":"COUNTIF(Helper3_1,\"=\"&G464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G464)=1, G464, \"\")","v":463},{"$f":"IFERROR(SMALL(Index_2,A464),\"\")","v":463},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:J464)),\"\")","v":"GLA_463"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:K464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:L464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:M464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:P464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J464,COLUMNS($J$2:Q464)),\"\")","v":"The QESR team found the University has in place policies and procedures to \nsupport engagement and representation with students. The overarching framework for student engagement is set out in the Code of Practice on Student Representation. This document states that each school should have at least one Staff-Student Liaison Committee \n(SSLC) and hold at least one meeting of the SSLC per semester. The QESR team saw evidence of good student satisfaction and effective operation of the student voice through SSLCs."}]
[{"$f":"IF('> FILTER <'!B466<>\"\",ROW(OFFSET(A465,-1,0)),\"\")","v":464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I466)),A465,\"\")","v":464},{"$f":"IFERROR(SMALL(Helper2_1,A465),\"\")","v":464},null,464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I466)),$A465,\"\")","v":464},{"$f":"IFERROR(SMALL(Helper2_2,A465),\"\")","v":464},{"$f":"COUNTIF(Helper3_1,\"=\"&G465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G465)=1, G465, \"\")","v":464},{"$f":"IFERROR(SMALL(Index_2,A465),\"\")","v":464},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:J465)),\"\")","v":"GLA_464"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:K465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:L465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:M465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:P465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J465,COLUMNS($J$2:Q465)),\"\")","v":"The Students' Representative Council (SRC) is the recognised representative body \nfor students at the University. The SRC is led by a council of elected students and support officers and facilitates a direct means of communication between staff and students. In meeting with the QESR team, students and members of the SRC confirmed that any grievances or complaints raised by fellow students through the SSLC mechanism could be taken to the Council for advice."}]
[{"$f":"IF('> FILTER <'!B467<>\"\",ROW(OFFSET(A466,-1,0)),\"\")","v":465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I467)),A466,\"\")","v":465},{"$f":"IFERROR(SMALL(Helper2_1,A466),\"\")","v":465},null,465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I467)),$A466,\"\")","v":465},{"$f":"IFERROR(SMALL(Helper2_2,A466),\"\")","v":465},{"$f":"COUNTIF(Helper3_1,\"=\"&G466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G466)=1, G466, \"\")","v":465},{"$f":"IFERROR(SMALL(Index_2,A466),\"\")","v":465},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:J466)),\"\")","v":"GLA_465"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:K466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:L466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:M466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:P466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J466,COLUMNS($J$2:Q466)),\"\")","v":"Student representatives met by the QESR team confirmed the effectiveness of these SSLC meetings, which they viewed as an effective mechanism for hearing and responding to the student voice"}]
[{"$f":"IF('> FILTER <'!B468<>\"\",ROW(OFFSET(A467,-1,0)),\"\")","v":466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I468)),A467,\"\")","v":466},{"$f":"IFERROR(SMALL(Helper2_1,A467),\"\")","v":466},null,466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I468)),$A467,\"\")","v":466},{"$f":"IFERROR(SMALL(Helper2_2,A467),\"\")","v":466},{"$f":"COUNTIF(Helper3_1,\"=\"&G467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G467)=1, G467, \"\")","v":466},{"$f":"IFERROR(SMALL(Index_2,A467),\"\")","v":466},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:J467)),\"\")","v":"GLA_466"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:K467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:L467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:M467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:P467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J467,COLUMNS($J$2:Q467)),\"\")","v":"The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."}]
[{"$f":"IF('> FILTER <'!B469<>\"\",ROW(OFFSET(A468,-1,0)),\"\")","v":467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I469)),A468,\"\")","v":467},{"$f":"IFERROR(SMALL(Helper2_1,A468),\"\")","v":467},null,467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I469)),$A468,\"\")","v":467},{"$f":"IFERROR(SMALL(Helper2_2,A468),\"\")","v":467},{"$f":"COUNTIF(Helper3_1,\"=\"&G468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G468)=1, G468, \"\")","v":467},{"$f":"IFERROR(SMALL(Index_2,A468),\"\")","v":467},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:J468)),\"\")","v":"GLA_467"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:K468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:L468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:M468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:P468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J468,COLUMNS($J$2:Q468)),\"\")","v":"The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."}]
[{"$f":"IF('> FILTER <'!B470<>\"\",ROW(OFFSET(A469,-1,0)),\"\")","v":468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I470)),A469,\"\")","v":468},{"$f":"IFERROR(SMALL(Helper2_1,A469),\"\")","v":468},null,468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I470)),$A469,\"\")","v":468},{"$f":"IFERROR(SMALL(Helper2_2,A469),\"\")","v":468},{"$f":"COUNTIF(Helper3_1,\"=\"&G469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G469)=1, G469, \"\")","v":468},{"$f":"IFERROR(SMALL(Index_2,A469),\"\")","v":468},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:J469)),\"\")","v":"GLA_468"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:K469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:L469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:M469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:P469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J469,COLUMNS($J$2:Q469)),\"\")","v":"The Senate Appeals Committee is responsible for oversight of academic appeals \nand complaints, and allows appellants who are dissatisfied with the appeals and complaints procedure the opportunity to seek a review. It is evident to the QESR team from the committee minutes that such overview reports are used to identify and action areas to enhance the student experience. The University's Complaints Procedure follows the SPSO's Model Complaints Handling Procedure; this includes an annual report to Senate, and a summary of themes reported to the Student Experience Committee."}]
[{"$f":"IF('> FILTER <'!B471<>\"\",ROW(OFFSET(A470,-1,0)),\"\")","v":469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I471)),A470,\"\")","v":469},{"$f":"IFERROR(SMALL(Helper2_1,A470),\"\")","v":469},null,469,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I471)),$A470,\"\")","v":469},{"$f":"IFERROR(SMALL(Helper2_2,A470),\"\")","v":469},{"$f":"COUNTIF(Helper3_1,\"=\"&G470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G470)=1, G470, \"\")","v":469},{"$f":"IFERROR(SMALL(Index_2,A470),\"\")","v":469},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:J470)),\"\")","v":"GLA_469"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:K470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:L470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:M470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:P470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J470,COLUMNS($J$2:Q470)),\"\")","v":"In meeting with the QESR team, students and members of the SRC confirmed that any grievances or complaints raised by fellow students through the SSLC mechanism could be taken to the Council for advice."}]
[{"$f":"IF('> FILTER <'!B472<>\"\",ROW(OFFSET(A471,-1,0)),\"\")","v":470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I472)),A471,\"\")","v":470},{"$f":"IFERROR(SMALL(Helper2_1,A471),\"\")","v":470},null,470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I472)),$A471,\"\")","v":470},{"$f":"IFERROR(SMALL(Helper2_2,A471),\"\")","v":470},{"$f":"COUNTIF(Helper3_1,\"=\"&G471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G471)=1, G471, \"\")","v":470},{"$f":"IFERROR(SMALL(Index_2,A471),\"\")","v":470},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:J471)),\"\")","v":"GLA_470"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:K471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:L471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:M471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:P471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J471,COLUMNS($J$2:Q471)),\"\")","v":"The University's Complaints Procedure follows the SPSO's Model Complaints Handling Procedure; this includes an annual report to Senate, and a summary of themes reported to the Student Experience Committee."}]
[{"$f":"IF('> FILTER <'!B473<>\"\",ROW(OFFSET(A472,-1,0)),\"\")","v":471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I473)),A472,\"\")","v":471},{"$f":"IFERROR(SMALL(Helper2_1,A472),\"\")","v":471},null,471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I473)),$A472,\"\")","v":471},{"$f":"IFERROR(SMALL(Helper2_2,A472),\"\")","v":471},{"$f":"COUNTIF(Helper3_1,\"=\"&G472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G472)=1, G472, \"\")","v":471},{"$f":"IFERROR(SMALL(Index_2,A472),\"\")","v":471},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:J472)),\"\")","v":"GLA_471"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:K472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:L472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:M472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:P472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J472,COLUMNS($J$2:Q472)),\"\")","v":"while remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers."}]
[{"$f":"IF('> FILTER <'!B474<>\"\",ROW(OFFSET(A473,-1,0)),\"\")","v":472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I474)),A473,\"\")","v":472},{"$f":"IFERROR(SMALL(Helper2_1,A473),\"\")","v":472},null,472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I474)),$A473,\"\")","v":472},{"$f":"IFERROR(SMALL(Helper2_2,A473),\"\")","v":472},{"$f":"COUNTIF(Helper3_1,\"=\"&G473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G473)=1, G473, \"\")","v":472},{"$f":"IFERROR(SMALL(Index_2,A473),\"\")","v":472},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:J473)),\"\")","v":"GLA_472"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:K473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:L473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:M473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:P473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J473,COLUMNS($J$2:Q473)),\"\")","v":"Based on the evidence available, the QESR team is confident that the institution is \nmanaging its arrangements for assessment and feedback effectively. The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy (see paragraph 5)."}]
[{"$f":"IF('> FILTER <'!B475<>\"\",ROW(OFFSET(A474,-1,0)),\"\")","v":473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I475)),A474,\"\")","v":473},{"$f":"IFERROR(SMALL(Helper2_1,A474),\"\")","v":473},null,473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I475)),$A474,\"\")","v":473},{"$f":"IFERROR(SMALL(Helper2_2,A474),\"\")","v":473},{"$f":"COUNTIF(Helper3_1,\"=\"&G474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G474)=1, G474, \"\")","v":473},{"$f":"IFERROR(SMALL(Index_2,A474),\"\")","v":473},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:J474)),\"\")","v":"GLA_473"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:K474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:L474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:M474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:P474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J474,COLUMNS($J$2:Q474)),\"\")","v":"The University has developed processes to enable oversight of academic \nmisconduct, particularly in plagiarism in coursework and misconduct in online exams (see paragraph 38). As the number of cases have increased significantly due to remote delivery of assessment, this has been identified by the University as presenting a potential threat to academic standards."}]
[{"$f":"IF('> FILTER <'!B476<>\"\",ROW(OFFSET(A475,-1,0)),\"\")","v":474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I476)),A475,\"\")","v":474},{"$f":"IFERROR(SMALL(Helper2_1,A475),\"\")","v":474},null,474,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I476)),$A475,\"\")","v":474},{"$f":"IFERROR(SMALL(Helper2_2,A475),\"\")","v":474},{"$f":"COUNTIF(Helper3_1,\"=\"&G475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G475)=1, G475, \"\")","v":474},{"$f":"IFERROR(SMALL(Index_2,A475),\"\")","v":474},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:J475)),\"\")","v":"GLA_474"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:K475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:L475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:M475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:P475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J475,COLUMNS($J$2:Q475)),\"\")","v":"The team considered that good progress had been made on some of the other \nrecommendations from ELIR 4. The recommendation that consistent communication on Feedback and Assessment should be provided for students when there is deviation from standard turnaround times is being addressed through phases of the Learning and Teaching Assessment and Feedback Transformations Project (AFTP)"}]
[{"$f":"IF('> FILTER <'!B477<>\"\",ROW(OFFSET(A476,-1,0)),\"\")","v":475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I477)),A476,\"\")","v":475},{"$f":"IFERROR(SMALL(Helper2_1,A476),\"\")","v":475},null,475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I477)),$A476,\"\")","v":475},{"$f":"IFERROR(SMALL(Helper2_2,A476),\"\")","v":475},{"$f":"COUNTIF(Helper3_1,\"=\"&G476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G476)=1, G476, \"\")","v":475},{"$f":"IFERROR(SMALL(Index_2,A476),\"\")","v":475},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:J476)),\"\")","v":"GLA_475"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:K476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:L476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:M476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:P476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J476,COLUMNS($J$2:Q476)),\"\")","v":"Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."}]
[{"$f":"IF('> FILTER <'!B478<>\"\",ROW(OFFSET(A477,-1,0)),\"\")","v":476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I478)),A477,\"\")","v":476},{"$f":"IFERROR(SMALL(Helper2_1,A477),\"\")","v":476},null,476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I478)),$A477,\"\")","v":476},{"$f":"IFERROR(SMALL(Helper2_2,A477),\"\")","v":476},{"$f":"COUNTIF(Helper3_1,\"=\"&G477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G477)=1, G477, \"\")","v":476},{"$f":"IFERROR(SMALL(Index_2,A477),\"\")","v":476},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:J477)),\"\")","v":"GLA_476"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:K477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:L477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:M477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:P477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J477,COLUMNS($J$2:Q477)),\"\")","v":"The QESR team met with senior staff who described the changes brought to the delivery of assessments. The changes to assessment practices include a return from hybrid to on-campus exams, more staff allocated to work on the student conduct caseload, and development of guidance on the use of generative AI tools in assessments."}]
[{"$f":"IF('> FILTER <'!B479<>\"\",ROW(OFFSET(A478,-1,0)),\"\")","v":477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I479)),A478,\"\")","v":477},{"$f":"IFERROR(SMALL(Helper2_1,A478),\"\")","v":477},null,477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I479)),$A478,\"\")","v":477},{"$f":"IFERROR(SMALL(Helper2_2,A478),\"\")","v":477},{"$f":"COUNTIF(Helper3_1,\"=\"&G478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G478)=1, G478, \"\")","v":477},{"$f":"IFERROR(SMALL(Index_2,A478),\"\")","v":477},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:J478)),\"\")","v":"GLA_477"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:K478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:L478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:M478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:P478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J478,COLUMNS($J$2:Q478)),\"\")","v":"The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."}]
[{"$f":"IF('> FILTER <'!B480<>\"\",ROW(OFFSET(A479,-1,0)),\"\")","v":478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I480)),A479,\"\")","v":478},{"$f":"IFERROR(SMALL(Helper2_1,A479),\"\")","v":478},null,478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I480)),$A479,\"\")","v":478},{"$f":"IFERROR(SMALL(Helper2_2,A479),\"\")","v":478},{"$f":"COUNTIF(Helper3_1,\"=\"&G479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G479)=1, G479, \"\")","v":478},{"$f":"IFERROR(SMALL(Index_2,A479),\"\")","v":478},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:J479)),\"\")","v":"GLA_478"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:K479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:L479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:M479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:P479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J479,COLUMNS($J$2:Q479)),\"\")","v":"The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population."}]
[{"$f":"IF('> FILTER <'!B481<>\"\",ROW(OFFSET(A480,-1,0)),\"\")","v":479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I481)),A480,\"\")","v":479},{"$f":"IFERROR(SMALL(Helper2_1,A480),\"\")","v":479},null,479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I481)),$A480,\"\")","v":479},{"$f":"IFERROR(SMALL(Helper2_2,A480),\"\")","v":479},{"$f":"COUNTIF(Helper3_1,\"=\"&G480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G480)=1, G480, \"\")","v":479},{"$f":"IFERROR(SMALL(Index_2,A480),\"\")","v":479},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:J480)),\"\")","v":"GLA_479"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:K480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:L480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:M480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:P480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J480,COLUMNS($J$2:Q480)),\"\")","v":"The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases."}]
[{"$f":"IF('> FILTER <'!B482<>\"\",ROW(OFFSET(A481,-1,0)),\"\")","v":480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I482)),A481,\"\")","v":480},{"$f":"IFERROR(SMALL(Helper2_1,A481),\"\")","v":480},null,480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I482)),$A481,\"\")","v":480},{"$f":"IFERROR(SMALL(Helper2_2,A481),\"\")","v":480},{"$f":"COUNTIF(Helper3_1,\"=\"&G481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G481)=1, G481, \"\")","v":480},{"$f":"IFERROR(SMALL(Index_2,A481),\"\")","v":480},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:J481)),\"\")","v":"GLA_480"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:K481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:L481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:M481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:P481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J481,COLUMNS($J$2:Q481)),\"\")","v":"The University has addressed the ELIR 4 recommendation on use of discretion \nby exam boards (see paragraph 18), with a standard grade profile algorithm applied in borderline zones."}]
[{"$f":"IF('> FILTER <'!B483<>\"\",ROW(OFFSET(A482,-1,0)),\"\")","v":481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I483)),A482,\"\")","v":481},{"$f":"IFERROR(SMALL(Helper2_1,A482),\"\")","v":481},null,481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I483)),$A482,\"\")","v":481},{"$f":"IFERROR(SMALL(Helper2_2,A482),\"\")","v":481},{"$f":"COUNTIF(Helper3_1,\"=\"&G482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G482)=1, G482, \"\")","v":481},{"$f":"IFERROR(SMALL(Index_2,A482),\"\")","v":481},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:J482)),\"\")","v":"GLA_481"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:K482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:L482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:M482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:P482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J482,COLUMNS($J$2:Q482)),\"\")","v":"Phase 1, 2021-22, involved development of a student assessment dashboard which provides assessment information including submission date, turnaround time, grade and feedback for staff and students."}]
[{"$f":"IF('> FILTER <'!B484<>\"\",ROW(OFFSET(A483,-1,0)),\"\")","v":482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I484)),A483,\"\")","v":482},{"$f":"IFERROR(SMALL(Helper2_1,A483),\"\")","v":482},null,482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I484)),$A483,\"\")","v":482},{"$f":"IFERROR(SMALL(Helper2_2,A483),\"\")","v":482},{"$f":"COUNTIF(Helper3_1,\"=\"&G483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G483)=1, G483, \"\")","v":482},{"$f":"IFERROR(SMALL(Index_2,A483),\"\")","v":482},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:J483)),\"\")","v":"GLA_482"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:K483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:L483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:M483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:P483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J483,COLUMNS($J$2:Q483)),\"\")","v":"Phase 2 in 2022-23 involves improving student awareness of marking dates and any live changes."}]
[{"$f":"IF('> FILTER <'!B485<>\"\",ROW(OFFSET(A484,-1,0)),\"\")","v":483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I485)),A484,\"\")","v":483},{"$f":"IFERROR(SMALL(Helper2_1,A484),\"\")","v":483},null,483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I485)),$A484,\"\")","v":483},{"$f":"IFERROR(SMALL(Helper2_2,A484),\"\")","v":483},{"$f":"COUNTIF(Helper3_1,\"=\"&G484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G484)=1, G484, \"\")","v":483},{"$f":"IFERROR(SMALL(Index_2,A484),\"\")","v":483},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:J484)),\"\")","v":"GLA_483"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:K484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:L484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:M484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:P484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J484,COLUMNS($J$2:Q484)),\"\")","v":"The QESR team learnt that a template has been agreed to encourage a more standardised approach to communicating delays in marking turnaround times and circulated to Deans of Learning and Teaching for wider distribution."}]
[{"$f":"IF('> FILTER <'!B486<>\"\",ROW(OFFSET(A485,-1,0)),\"\")","v":484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I486)),A485,\"\")","v":484},{"$f":"IFERROR(SMALL(Helper2_1,A485),\"\")","v":484},null,484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I486)),$A485,\"\")","v":484},{"$f":"IFERROR(SMALL(Helper2_2,A485),\"\")","v":484},{"$f":"COUNTIF(Helper3_1,\"=\"&G485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G485)=1, G485, \"\")","v":484},{"$f":"IFERROR(SMALL(Index_2,A485),\"\")","v":484},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:J485)),\"\")","v":"GLA_484"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:K485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:L485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:M485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:P485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J485,COLUMNS($J$2:Q485)),\"\")","v":"In addition, the National Student Survey (NSS) Action Plans within schools have a focus on timeliness of feedback. In their meeting with the QESR team, students reported that feedback return dates are provided on the virtual learning environment and most feedback is provided within the three-week guidelines with some provided earlier."}]
[{"$f":"IF('> FILTER <'!B487<>\"\",ROW(OFFSET(A486,-1,0)),\"\")","v":485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I487)),A486,\"\")","v":485},{"$f":"IFERROR(SMALL(Helper2_1,A486),\"\")","v":485},null,485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I487)),$A486,\"\")","v":485},{"$f":"IFERROR(SMALL(Helper2_2,A486),\"\")","v":485},{"$f":"COUNTIF(Helper3_1,\"=\"&G486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G486)=1, G486, \"\")","v":485},{"$f":"IFERROR(SMALL(Index_2,A486),\"\")","v":485},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:J486)),\"\")","v":"GLA_485"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:K486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:L486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:M486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:P486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J486,COLUMNS($J$2:Q486)),\"\")","v":"Of the 2022-23 student population, 6,130 were studying part-time. In addition, a further 9,350 were studying with the University's collaborative partners."}]
[{"$f":"IF('> FILTER <'!B488<>\"\",ROW(OFFSET(A487,-1,0)),\"\")","v":486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I488)),A487,\"\")","v":486},{"$f":"IFERROR(SMALL(Helper2_1,A487),\"\")","v":486},null,486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I488)),$A487,\"\")","v":486},{"$f":"IFERROR(SMALL(Helper2_2,A487),\"\")","v":486},{"$f":"COUNTIF(Helper3_1,\"=\"&G487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G487)=1, G487, \"\")","v":486},{"$f":"IFERROR(SMALL(Index_2,A487),\"\")","v":486},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:J487)),\"\")","v":"GLA_486"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:K487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:L487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:M487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:P487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J487,COLUMNS($J$2:Q487)),\"\")","v":"Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures. The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."}]
[{"$f":"IF('> FILTER <'!B489<>\"\",ROW(OFFSET(A488,-1,0)),\"\")","v":487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I489)),A488,\"\")","v":487},{"$f":"IFERROR(SMALL(Helper2_1,A488),\"\")","v":487},null,487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I489)),$A488,\"\")","v":487},{"$f":"IFERROR(SMALL(Helper2_2,A488),\"\")","v":487},{"$f":"COUNTIF(Helper3_1,\"=\"&G488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G488)=1, G488, \"\")","v":487},{"$f":"IFERROR(SMALL(Index_2,A488),\"\")","v":487},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:J488)),\"\")","v":"GLA_487"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:K488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:L488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:M488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:P488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J488,COLUMNS($J$2:Q488)),\"\")","v":"The remit of the Vice-Principal External Relations includes TNE and international activities, and attendance at EdPSC twice per year, to ensure this committee is able to maintain an appropriate overview of activities. Transnational education (TNE) provision is also monitored by the main TNE Board, which reports to SMG."}]
[{"$f":"IF('> FILTER <'!B490<>\"\",ROW(OFFSET(A489,-1,0)),\"\")","v":488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I490)),A489,\"\")","v":488},{"$f":"IFERROR(SMALL(Helper2_1,A489),\"\")","v":488},null,488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I490)),$A489,\"\")","v":488},{"$f":"IFERROR(SMALL(Helper2_2,A489),\"\")","v":488},{"$f":"COUNTIF(Helper3_1,\"=\"&G489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G489)=1, G489, \"\")","v":488},{"$f":"IFERROR(SMALL(Index_2,A489),\"\")","v":488},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:J489)),\"\")","v":"GLA_488"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:K489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:L489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:M489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:P489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J489,COLUMNS($J$2:Q489)),\"\")","v":"The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."}]
[{"$f":"IF('> FILTER <'!B491<>\"\",ROW(OFFSET(A490,-1,0)),\"\")","v":489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I491)),A490,\"\")","v":489},{"$f":"IFERROR(SMALL(Helper2_1,A490),\"\")","v":489},null,489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I491)),$A490,\"\")","v":489},{"$f":"IFERROR(SMALL(Helper2_2,A490),\"\")","v":489},{"$f":"COUNTIF(Helper3_1,\"=\"&G490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G490)=1, G490, \"\")","v":489},{"$f":"IFERROR(SMALL(Index_2,A490),\"\")","v":489},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:J490)),\"\")","v":"GLA_489"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:K490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:L490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:M490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:P490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J490,COLUMNS($J$2:Q490)),\"\")","v":"In addition, a further 9,350 were studying with the University's collaborative partners."}]
[{"$f":"IF('> FILTER <'!B492<>\"\",ROW(OFFSET(A491,-1,0)),\"\")","v":490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I492)),A491,\"\")","v":490},{"$f":"IFERROR(SMALL(Helper2_1,A491),\"\")","v":490},null,490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I492)),$A491,\"\")","v":490},{"$f":"IFERROR(SMALL(Helper2_2,A491),\"\")","v":490},{"$f":"COUNTIF(Helper3_1,\"=\"&G491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G491)=1, G491, \"\")","v":490},{"$f":"IFERROR(SMALL(Index_2,A491),\"\")","v":490},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:J491)),\"\")","v":"GLA_490"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:K491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:L491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:M491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:P491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J491,COLUMNS($J$2:Q491)),\"\")","v":"There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads."}]
[{"$f":"IF('> FILTER <'!B493<>\"\",ROW(OFFSET(A492,-1,0)),\"\")","v":491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I493)),A492,\"\")","v":491},{"$f":"IFERROR(SMALL(Helper2_1,A492),\"\")","v":491},null,491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I493)),$A492,\"\")","v":491},{"$f":"IFERROR(SMALL(Helper2_2,A492),\"\")","v":491},{"$f":"COUNTIF(Helper3_1,\"=\"&G492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G492)=1, G492, \"\")","v":491},{"$f":"IFERROR(SMALL(Index_2,A492),\"\")","v":491},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:J492)),\"\")","v":"GLA_491"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:K492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:L492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:M492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:P492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J492,COLUMNS($J$2:Q492)),\"\")","v":"The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."}]
[{"$f":"IF('> FILTER <'!B494<>\"\",ROW(OFFSET(A493,-1,0)),\"\")","v":492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I494)),A493,\"\")","v":492},{"$f":"IFERROR(SMALL(Helper2_1,A493),\"\")","v":492},null,492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I494)),$A493,\"\")","v":492},{"$f":"IFERROR(SMALL(Helper2_2,A493),\"\")","v":492},{"$f":"COUNTIF(Helper3_1,\"=\"&G493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G493)=1, G493, \"\")","v":492},{"$f":"IFERROR(SMALL(Index_2,A493),\"\")","v":492},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:J493)),\"\")","v":"GLA_492"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:K493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:L493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:M493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:P493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J493,COLUMNS($J$2:Q493)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."}]
[{"$f":"IF('> FILTER <'!B495<>\"\",ROW(OFFSET(A494,-1,0)),\"\")","v":493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I495)),A494,\"\")","v":493},{"$f":"IFERROR(SMALL(Helper2_1,A494),\"\")","v":493},null,493,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I495)),$A494,\"\")","v":493},{"$f":"IFERROR(SMALL(Helper2_2,A494),\"\")","v":493},{"$f":"COUNTIF(Helper3_1,\"=\"&G494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G494)=1, G494, \"\")","v":493},{"$f":"IFERROR(SMALL(Index_2,A494),\"\")","v":493},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:J494)),\"\")","v":"GLA_493"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:K494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:L494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:M494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:P494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J494,COLUMNS($J$2:Q494)),\"\")","v":"The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students."}]
[{"$f":"IF('> FILTER <'!B496<>\"\",ROW(OFFSET(A495,-1,0)),\"\")","v":494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I496)),A495,\"\")","v":494},{"$f":"IFERROR(SMALL(Helper2_1,A495),\"\")","v":494},null,494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I496)),$A495,\"\")","v":494},{"$f":"IFERROR(SMALL(Helper2_2,A495),\"\")","v":494},{"$f":"COUNTIF(Helper3_1,\"=\"&G495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G495)=1, G495, \"\")","v":494},{"$f":"IFERROR(SMALL(Index_2,A495),\"\")","v":494},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:J495)),\"\")","v":"GLA_494"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:K495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:L495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:M495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:P495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J495,COLUMNS($J$2:Q495)),\"\")","v":"The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners."}]
[{"$f":"IF('> FILTER <'!B497<>\"\",ROW(OFFSET(A496,-1,0)),\"\")","v":495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I497)),A496,\"\")","v":495},{"$f":"IFERROR(SMALL(Helper2_1,A496),\"\")","v":495},null,495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I497)),$A496,\"\")","v":495},{"$f":"IFERROR(SMALL(Helper2_2,A496),\"\")","v":495},{"$f":"COUNTIF(Helper3_1,\"=\"&G496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G496)=1, G496, \"\")","v":495},{"$f":"IFERROR(SMALL(Index_2,A496),\"\")","v":495},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:J496)),\"\")","v":"GLA_495"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:K496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:L496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:M496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:P496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J496,COLUMNS($J$2:Q496)),\"\")","v":"The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."}]
[{"$f":"IF('> FILTER <'!B498<>\"\",ROW(OFFSET(A497,-1,0)),\"\")","v":496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I498)),A497,\"\")","v":496},{"$f":"IFERROR(SMALL(Helper2_1,A497),\"\")","v":496},null,496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I498)),$A497,\"\")","v":496},{"$f":"IFERROR(SMALL(Helper2_2,A497),\"\")","v":496},{"$f":"COUNTIF(Helper3_1,\"=\"&G497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G497)=1, G497, \"\")","v":496},{"$f":"IFERROR(SMALL(Index_2,A497),\"\")","v":496},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:J497)),\"\")","v":"GLA_496"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:K497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:L497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:M497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:P497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J497,COLUMNS($J$2:Q497)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."}]
[{"$f":"IF('> FILTER <'!B499<>\"\",ROW(OFFSET(A498,-1,0)),\"\")","v":497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I499)),A498,\"\")","v":497},{"$f":"IFERROR(SMALL(Helper2_1,A498),\"\")","v":497},null,497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I499)),$A498,\"\")","v":497},{"$f":"IFERROR(SMALL(Helper2_2,A498),\"\")","v":497},{"$f":"COUNTIF(Helper3_1,\"=\"&G498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G498)=1, G498, \"\")","v":497},{"$f":"IFERROR(SMALL(Index_2,A498),\"\")","v":497},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:J498)),\"\")","v":"GLA_497"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:K498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:L498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:M498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:P498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J498,COLUMNS($J$2:Q498)),\"\")","v":"The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy."}]
[{"$f":"IF('> FILTER <'!B500<>\"\",ROW(OFFSET(A499,-1,0)),\"\")","v":498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I500)),A499,\"\")","v":498},{"$f":"IFERROR(SMALL(Helper2_1,A499),\"\")","v":498},null,498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I500)),$A499,\"\")","v":498},{"$f":"IFERROR(SMALL(Helper2_2,A499),\"\")","v":498},{"$f":"COUNTIF(Helper3_1,\"=\"&G499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G499)=1, G499, \"\")","v":498},{"$f":"IFERROR(SMALL(Index_2,A499),\"\")","v":498},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:J499)),\"\")","v":"GLA_498"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:K499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:L499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:M499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:P499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J499,COLUMNS($J$2:Q499)),\"\")","v":"The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."}]
[{"$f":"IF('> FILTER <'!B501<>\"\",ROW(OFFSET(A500,-1,0)),\"\")","v":499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I501)),A500,\"\")","v":499},{"$f":"IFERROR(SMALL(Helper2_1,A500),\"\")","v":499},null,499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I501)),$A500,\"\")","v":499},{"$f":"IFERROR(SMALL(Helper2_2,A500),\"\")","v":499},{"$f":"COUNTIF(Helper3_1,\"=\"&G500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G500)=1, G500, \"\")","v":499},{"$f":"IFERROR(SMALL(Index_2,A500),\"\")","v":499},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:J500)),\"\")","v":"GLA_499"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:K500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:L500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:M500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:P500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J500,COLUMNS($J$2:Q500)),\"\")","v":"The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."}]
[{"$f":"IF('> FILTER <'!B502<>\"\",ROW(OFFSET(A501,-1,0)),\"\")","v":500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I502)),A501,\"\")","v":500},{"$f":"IFERROR(SMALL(Helper2_1,A501),\"\")","v":500},null,500,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I502)),$A501,\"\")","v":500},{"$f":"IFERROR(SMALL(Helper2_2,A501),\"\")","v":500},{"$f":"COUNTIF(Helper3_1,\"=\"&G501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G501)=1, G501, \"\")","v":500},{"$f":"IFERROR(SMALL(Index_2,A501),\"\")","v":500},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:J501)),\"\")","v":"GLA_500"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:K501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:L501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:M501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:P501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J501,COLUMNS($J$2:Q501)),\"\")","v":"The Chair of Education Policy & Strategy Committee (EdPSC) is a member of the Student Experience Strategy Oversight Board as are members of the Education Policy & Strategy Group."}]
[{"$f":"IF('> FILTER <'!B503<>\"\",ROW(OFFSET(A502,-1,0)),\"\")","v":501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I503)),A502,\"\")","v":501},{"$f":"IFERROR(SMALL(Helper2_1,A502),\"\")","v":501},null,501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I503)),$A502,\"\")","v":501},{"$f":"IFERROR(SMALL(Helper2_2,A502),\"\")","v":501},{"$f":"COUNTIF(Helper3_1,\"=\"&G502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G502)=1, G502, \"\")","v":501},{"$f":"IFERROR(SMALL(Index_2,A502),\"\")","v":501},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:J502)),\"\")","v":"GLA_501"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:K502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:L502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:M502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:P502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J502,COLUMNS($J$2:Q502)),\"\")","v":"The Review of the Accessible and Inclusive Learning Policy was completed in \nFebruary 2023 and the Chair has now joined the Disability Review Implementation Group to ensure discussions progress on governance arrangements and to support with the implementation of the policy."}]
[{"$f":"IF('> FILTER <'!B504<>\"\",ROW(OFFSET(A503,-1,0)),\"\")","v":502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I504)),A503,\"\")","v":502},{"$f":"IFERROR(SMALL(Helper2_1,A503),\"\")","v":502},null,502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I504)),$A503,\"\")","v":502},{"$f":"IFERROR(SMALL(Helper2_2,A503),\"\")","v":502},{"$f":"COUNTIF(Helper3_1,\"=\"&G503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G503)=1, G503, \"\")","v":502},{"$f":"IFERROR(SMALL(Index_2,A503),\"\")","v":502},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:J503)),\"\")","v":"GLA_502"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:K503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:L503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:M503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:P503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J503,COLUMNS($J$2:Q503)),\"\")","v":"The Students' Representative Council (SRC) is the recognised representative body \nfor students at the University. The SRC is led by a council of elected students and support officers and facilitates a direct means of communication between staff and students."}]
[{"$f":"IF('> FILTER <'!B505<>\"\",ROW(OFFSET(A504,-1,0)),\"\")","v":503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I505)),A504,\"\")","v":503},{"$f":"IFERROR(SMALL(Helper2_1,A504),\"\")","v":503},null,503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I505)),$A504,\"\")","v":503},{"$f":"IFERROR(SMALL(Helper2_2,A504),\"\")","v":503},{"$f":"COUNTIF(Helper3_1,\"=\"&G504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G504)=1, G504, \"\")","v":503},{"$f":"IFERROR(SMALL(Index_2,A504),\"\")","v":503},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:J504)),\"\")","v":"GLA_503"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:K504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:L504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:M504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:P504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J504,COLUMNS($J$2:Q504)),\"\")","v":"This process is supported by a new PGR Policy and Enhancement Adviser role to provide additional support on the ongoing PGR transformation project."}]
[{"$f":"IF('> FILTER <'!B506<>\"\",ROW(OFFSET(A505,-1,0)),\"\")","v":504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I506)),A505,\"\")","v":504},{"$f":"IFERROR(SMALL(Helper2_1,A505),\"\")","v":504},null,504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I506)),$A505,\"\")","v":504},{"$f":"IFERROR(SMALL(Helper2_2,A505),\"\")","v":504},{"$f":"COUNTIF(Helper3_1,\"=\"&G505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G505)=1, G505, \"\")","v":504},{"$f":"IFERROR(SMALL(Index_2,A505),\"\")","v":504},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:J505)),\"\")","v":"GLA_504"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:K505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:L505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:M505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:P505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J505,COLUMNS($J$2:Q505)),\"\")","v":"The QESR team also found evidence that the recommendation to ensure that clear \ncommunication of advising arrangements for postgraduate taught (PGT) students was being addressed, particularly through the work of Student Support Officers, which has helped to standardise practice and disseminate information to students; although, based on meetings with the team, there is still some work to do to make the role fully understood and effective"}]
[{"$f":"IF('> FILTER <'!B507<>\"\",ROW(OFFSET(A506,-1,0)),\"\")","v":505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I507)),A506,\"\")","v":505},{"$f":"IFERROR(SMALL(Helper2_1,A506),\"\")","v":505},null,505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I507)),$A506,\"\")","v":505},{"$f":"IFERROR(SMALL(Helper2_2,A506),\"\")","v":505},{"$f":"COUNTIF(Helper3_1,\"=\"&G506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G506)=1, G506, \"\")","v":505},{"$f":"IFERROR(SMALL(Index_2,A506),\"\")","v":505},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:J506)),\"\")","v":"GLA_505"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:K506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:L506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:M506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:P506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J506,COLUMNS($J$2:Q506)),\"\")","v":"A PGR Policy and Enhancement Adviser was appointed in January 2023, taking responsibility for the PGR transformation project to improve data gathering and the interpretation of data."}]
[{"$f":"IF('> FILTER <'!B508<>\"\",ROW(OFFSET(A507,-1,0)),\"\")","v":506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I508)),A507,\"\")","v":506},{"$f":"IFERROR(SMALL(Helper2_1,A507),\"\")","v":506},null,506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I508)),$A507,\"\")","v":506},{"$f":"IFERROR(SMALL(Helper2_2,A507),\"\")","v":506},{"$f":"COUNTIF(Helper3_1,\"=\"&G507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G507)=1, G507, \"\")","v":506},{"$f":"IFERROR(SMALL(Index_2,A507),\"\")","v":506},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:J507)),\"\")","v":"GLA_506"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:K507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:L507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:M507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:P507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J507,COLUMNS($J$2:Q507)),\"\")","v":"ASC minutes suggest that there have been issues over the Recording of Teaching policy with regard to terminology and the consequences for what teaching sessions are recorded."}]
[{"$f":"IF('> FILTER <'!B509<>\"\",ROW(OFFSET(A508,-1,0)),\"\")","v":507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I509)),A508,\"\")","v":507},{"$f":"IFERROR(SMALL(Helper2_1,A508),\"\")","v":507},null,507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I509)),$A508,\"\")","v":507},{"$f":"IFERROR(SMALL(Helper2_2,A508),\"\")","v":507},{"$f":"COUNTIF(Helper3_1,\"=\"&G508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G508)=1, G508, \"\")","v":507},{"$f":"IFERROR(SMALL(Index_2,A508),\"\")","v":507},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:J508)),\"\")","v":"GLA_507"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:K508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:L508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:M508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:P508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J508,COLUMNS($J$2:Q508)),\"\")","v":"The University's Academic Quality Framework sets out the principles and institutional approach to managing quality. It is managed and maintained by the Academic Policy & Governance (APG) team, and is reviewed on an ongoing basis."}]
[{"$f":"IF('> FILTER <'!B510<>\"\",ROW(OFFSET(A509,-1,0)),\"\")","v":508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I510)),A509,\"\")","v":508},{"$f":"IFERROR(SMALL(Helper2_1,A509),\"\")","v":508},null,508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I510)),$A509,\"\")","v":508},{"$f":"IFERROR(SMALL(Helper2_2,A509),\"\")","v":508},{"$f":"COUNTIF(Helper3_1,\"=\"&G509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G509)=1, G509, \"\")","v":508},{"$f":"IFERROR(SMALL(Index_2,A509),\"\")","v":508},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:J509)),\"\")","v":"GLA_508"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:K509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:L509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:M509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:P509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J509,COLUMNS($J$2:Q509)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."}]
[{"$f":"IF('> FILTER <'!B511<>\"\",ROW(OFFSET(A510,-1,0)),\"\")","v":509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I511)),A510,\"\")","v":509},{"$f":"IFERROR(SMALL(Helper2_1,A510),\"\")","v":509},null,509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I511)),$A510,\"\")","v":509},{"$f":"IFERROR(SMALL(Helper2_2,A510),\"\")","v":509},{"$f":"COUNTIF(Helper3_1,\"=\"&G510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G510)=1, G510, \"\")","v":509},{"$f":"IFERROR(SMALL(Index_2,A510),\"\")","v":509},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:J510)),\"\")","v":"GLA_509"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:K510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:L510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:M510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:P510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J510,COLUMNS($J$2:Q510)),\"\")","v":"The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team"}]
[{"$f":"IF('> FILTER <'!B512<>\"\",ROW(OFFSET(A511,-1,0)),\"\")","v":510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I512)),A511,\"\")","v":510},{"$f":"IFERROR(SMALL(Helper2_1,A511),\"\")","v":510},null,510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I512)),$A511,\"\")","v":510},{"$f":"IFERROR(SMALL(Helper2_2,A511),\"\")","v":510},{"$f":"COUNTIF(Helper3_1,\"=\"&G511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G511)=1, G511, \"\")","v":510},{"$f":"IFERROR(SMALL(Index_2,A511),\"\")","v":510},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:J511)),\"\")","v":"GLA_510"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:K511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:L511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:M511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:P511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J511,COLUMNS($J$2:Q511)),\"\")","v":"The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B513<>\"\",ROW(OFFSET(A512,-1,0)),\"\")","v":511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I513)),A512,\"\")","v":511},{"$f":"IFERROR(SMALL(Helper2_1,A512),\"\")","v":511},null,511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I513)),$A512,\"\")","v":511},{"$f":"IFERROR(SMALL(Helper2_2,A512),\"\")","v":511},{"$f":"COUNTIF(Helper3_1,\"=\"&G512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G512)=1, G512, \"\")","v":511},{"$f":"IFERROR(SMALL(Index_2,A512),\"\")","v":511},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:J512)),\"\")","v":"GLA_511"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:K512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:L512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:M512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:P512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J512,COLUMNS($J$2:Q512)),\"\")","v":"The Annual Report to Senate Assessors for Student Conduct states that additional resources are needed for the increased caseload and emergence of technologies such as generative artificial intelligence (AI)."}]
[{"$f":"IF('> FILTER <'!B514<>\"\",ROW(OFFSET(A513,-1,0)),\"\")","v":512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I514)),A513,\"\")","v":512},{"$f":"IFERROR(SMALL(Helper2_1,A513),\"\")","v":512},null,512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I514)),$A513,\"\")","v":512},{"$f":"IFERROR(SMALL(Helper2_2,A513),\"\")","v":512},{"$f":"COUNTIF(Helper3_1,\"=\"&G513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G513)=1, G513, \"\")","v":512},{"$f":"IFERROR(SMALL(Index_2,A513),\"\")","v":512},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:J513)),\"\")","v":"GLA_512"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:K513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:L513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:M513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:P513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J513,COLUMNS($J$2:Q513)),\"\")","v":"The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic. However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes. Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B515<>\"\",ROW(OFFSET(A514,-1,0)),\"\")","v":513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I515)),A514,\"\")","v":513},{"$f":"IFERROR(SMALL(Helper2_1,A514),\"\")","v":513},null,513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I515)),$A514,\"\")","v":513},{"$f":"IFERROR(SMALL(Helper2_2,A514),\"\")","v":513},{"$f":"COUNTIF(Helper3_1,\"=\"&G514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G514)=1, G514, \"\")","v":513},{"$f":"IFERROR(SMALL(Index_2,A514),\"\")","v":513},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:J514)),\"\")","v":"GLA_513"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:K514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:L514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:M514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:P514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J514,COLUMNS($J$2:Q514)),\"\")","v":"The Estates department has also benefited from further investment in staff and resources and is continuing to retrofit and install purpose-designed spaces around campus."}]
[{"$f":"IF('> FILTER <'!B516<>\"\",ROW(OFFSET(A515,-1,0)),\"\")","v":514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I516)),A515,\"\")","v":514},{"$f":"IFERROR(SMALL(Helper2_1,A515),\"\")","v":514},null,{"$f":"ROW(OFFSET(E515,-1,0))","v":514},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I516)),$A515,\"\")","v":514},{"$f":"IFERROR(SMALL(Helper2_2,A515),\"\")","v":514},{"$f":"COUNTIF(Helper3_1,\"=\"&G515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G515)=1, G515, \"\")","v":514},{"$f":"IFERROR(SMALL(Index_2,A515),\"\")","v":514},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:J515)),\"\")","v":"GLA_514"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:K515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:L515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:M515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:P515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J515,COLUMNS($J$2:Q515)),\"\")","v":"With regard to physical space, staff acknowledge there are pressures on space on \ncampus, especially post-Covid, but the University aims to provide sufficient teaching and study spaces, through optimising use of spaces by timetabling, and building new accommodation - such as the James McCune Smith Learning Hub."}]
[{"$f":"IF('> FILTER <'!B517<>\"\",ROW(OFFSET(A516,-1,0)),\"\")","v":515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I517)),A516,\"\")","v":515},{"$f":"IFERROR(SMALL(Helper2_1,A516),\"\")","v":515},null,515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I517)),$A516,\"\")","v":515},{"$f":"IFERROR(SMALL(Helper2_2,A516),\"\")","v":515},{"$f":"COUNTIF(Helper3_1,\"=\"&G516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G516)=1, G516, \"\")","v":515},{"$f":"IFERROR(SMALL(Index_2,A516),\"\")","v":515},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:J516)),\"\")","v":"GLA_515"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:K516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:L516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:M516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:P516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J516,COLUMNS($J$2:Q516)),\"\")","v":"Students reported difficulty in finding workspaces and in booking rooms for group study, even when this is a course requirement. The QESR team heard from students that they are keener to be on campus post-Covid, which has exacerbated the demand for space. The University has identified the suitability and quality of teaching spaces/timetabling as a recurring theme that requires attention. The QESR team would encourage the University to continue in its efforts to ensure that suitable facilities and learning spaces are made available for all students."}]
[{"$f":"IF('> FILTER <'!B518<>\"\",ROW(OFFSET(A517,-1,0)),\"\")","v":516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I518)),A517,\"\")","v":516},{"$f":"IFERROR(SMALL(Helper2_1,A517),\"\")","v":516},null,516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I518)),$A517,\"\")","v":516},{"$f":"IFERROR(SMALL(Helper2_2,A517),\"\")","v":516},{"$f":"COUNTIF(Helper3_1,\"=\"&G517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G517)=1, G517, \"\")","v":516},{"$f":"IFERROR(SMALL(Index_2,A517),\"\")","v":516},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:J517)),\"\")","v":"GLA_516"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:K517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:L517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:M517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:P517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J517,COLUMNS($J$2:Q517)),\"\")","v":"This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."}]
[{"$f":"IF('> FILTER <'!B519<>\"\",ROW(OFFSET(A518,-1,0)),\"\")","v":517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I519)),A518,\"\")","v":517},{"$f":"IFERROR(SMALL(Helper2_1,A518),\"\")","v":517},null,517,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I519)),$A518,\"\")","v":517},{"$f":"IFERROR(SMALL(Helper2_2,A518),\"\")","v":517},{"$f":"COUNTIF(Helper3_1,\"=\"&G518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G518)=1, G518, \"\")","v":517},{"$f":"IFERROR(SMALL(Index_2,A518),\"\")","v":517},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:J518)),\"\")","v":"GLA_517"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:K518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:L518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:M518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:P518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J518,COLUMNS($J$2:Q518)),\"\")","v":"Some examples of good practice were cited by students, such as lecture recording, but differences may lead to potential disadvantage to some students if resources and systems are available in some schools but not in others."}]
[{"$f":"IF('> FILTER <'!B520<>\"\",ROW(OFFSET(A519,-1,0)),\"\")","v":518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I520)),A519,\"\")","v":518},{"$f":"IFERROR(SMALL(Helper2_1,A519),\"\")","v":518},null,518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I520)),$A519,\"\")","v":518},{"$f":"IFERROR(SMALL(Helper2_2,A519),\"\")","v":518},{"$f":"COUNTIF(Helper3_1,\"=\"&G519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G519)=1, G519, \"\")","v":518},{"$f":"IFERROR(SMALL(Index_2,A519),\"\")","v":518},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:J519)),\"\")","v":"GLA_518"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:K519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:L519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:M519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:P519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J519,COLUMNS($J$2:Q519)),\"\")","v":"The QESR teams understands that there is an ongoing postgraduate research \n(PGR) student transformation project to improve data gathering and the interpretation of data to improve consistency and reduce repetitions in operations. This process is supported by a new PGR Policy and Enhancement Adviser role to provide additional support on the ongoing PGR transformation project. In meeting with university staff, the QESR team noted that the project was active but not fully operational, with some staff unaware of the project."}]
[{"$f":"IF('> FILTER <'!B521<>\"\",ROW(OFFSET(A520,-1,0)),\"\")","v":519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I521)),A520,\"\")","v":519},{"$f":"IFERROR(SMALL(Helper2_1,A520),\"\")","v":519},null,519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I521)),$A520,\"\")","v":519},{"$f":"IFERROR(SMALL(Helper2_2,A520),\"\")","v":519},{"$f":"COUNTIF(Helper3_1,\"=\"&G520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G520)=1, G520, \"\")","v":519},{"$f":"IFERROR(SMALL(Index_2,A520),\"\")","v":519},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:J520)),\"\")","v":"GLA_519"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:K520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:L520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:M520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:P520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J520,COLUMNS($J$2:Q520)),\"\")","v":"The role of Student Support Officer (SSO) is to signpost students to university \nwelfare support networks, and resolve or refer on any pastoral issues they may be facing. However, in meetings with students the QESR team heard from some participants about a lack of clarity about the responsibilities and definition of the SSO role, and a lack of understanding about the SSO role particularly at the postgraduate level"}]
[{"$f":"IF('> FILTER <'!B522<>\"\",ROW(OFFSET(A521,-1,0)),\"\")","v":520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I522)),A521,\"\")","v":520},{"$f":"IFERROR(SMALL(Helper2_1,A521),\"\")","v":520},null,520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I522)),$A521,\"\")","v":520},{"$f":"IFERROR(SMALL(Helper2_2,A521),\"\")","v":520},{"$f":"COUNTIF(Helper3_1,\"=\"&G521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G521)=1, G521, \"\")","v":520},{"$f":"IFERROR(SMALL(Index_2,A521),\"\")","v":520},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:J521)),\"\")","v":"GLA_520"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:K521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:L521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:M521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:P521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J521,COLUMNS($J$2:Q521)),\"\")","v":"the QESR team recommends that the University should ensure that the SSO role is understood and clearly signposted as being available to support all students, including postgraduate students."}]
[{"$f":"IF('> FILTER <'!B523<>\"\",ROW(OFFSET(A522,-1,0)),\"\")","v":521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I523)),A522,\"\")","v":521},{"$f":"IFERROR(SMALL(Helper2_1,A522),\"\")","v":521},null,521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I523)),$A522,\"\")","v":521},{"$f":"IFERROR(SMALL(Helper2_2,A522),\"\")","v":521},{"$f":"COUNTIF(Helper3_1,\"=\"&G522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G522)=1, G522, \"\")","v":521},{"$f":"IFERROR(SMALL(Index_2,A522),\"\")","v":521},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:J522)),\"\")","v":"GLA_521"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:K522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:L522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:M522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:P522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J522,COLUMNS($J$2:Q522)),\"\")","v":"The QESR team also found evidence that the recommendation to ensure that clear \ncommunication of advising arrangements for postgraduate taught (PGT) students was being addressed, particularly through the work of Student Support Officers, which has helped to standardise practice and disseminate information to students; although, based on meetings with the team, there is still some work to do to make the role fully understood and effective"}]
[{"$f":"IF('> FILTER <'!B524<>\"\",ROW(OFFSET(A523,-1,0)),\"\")","v":522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I524)),A523,\"\")","v":522},{"$f":"IFERROR(SMALL(Helper2_1,A523),\"\")","v":522},null,522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I524)),$A523,\"\")","v":522},{"$f":"IFERROR(SMALL(Helper2_2,A523),\"\")","v":522},{"$f":"COUNTIF(Helper3_1,\"=\"&G523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G523)=1, G523, \"\")","v":522},{"$f":"IFERROR(SMALL(Index_2,A523),\"\")","v":522},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:J523)),\"\")","v":"GLA_522"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:K523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:L523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:M523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:P523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J523,COLUMNS($J$2:Q523)),\"\")","v":"The QESR team noted that the use of the Postgraduate Research Experience \nSurvey (PRES) had been discontinued. Staff reported that it did not provide the data they needed, as the questions were generic and rarely changed, so they developed their own survey. Following a pause, this new survey is due to be launched in May 2023, pending confirmation of questions. The University employs other means of external benchmarking, including comparisons with other Scottish universities, Russell Group benchmarking, and through UK Council for Graduate Education, to inform annual monitoring."}]
[{"$f":"IF('> FILTER <'!B525<>\"\",ROW(OFFSET(A524,-1,0)),\"\")","v":523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I525)),A524,\"\")","v":523},{"$f":"IFERROR(SMALL(Helper2_1,A524),\"\")","v":523},null,523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I525)),$A524,\"\")","v":523},{"$f":"IFERROR(SMALL(Helper2_2,A524),\"\")","v":523},{"$f":"COUNTIF(Helper3_1,\"=\"&G524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G524)=1, G524, \"\")","v":523},{"$f":"IFERROR(SMALL(Index_2,A524),\"\")","v":523},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:J524)),\"\")","v":"GLA_523"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:K524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:L524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:M524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:P524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J524,COLUMNS($J$2:Q524)),\"\")","v":"The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."}]
[{"$f":"IF('> FILTER <'!B526<>\"\",ROW(OFFSET(A525,-1,0)),\"\")","v":524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I526)),A525,\"\")","v":524},{"$f":"IFERROR(SMALL(Helper2_1,A525),\"\")","v":524},null,524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I526)),$A525,\"\")","v":524},{"$f":"IFERROR(SMALL(Helper2_2,A525),\"\")","v":524},{"$f":"COUNTIF(Helper3_1,\"=\"&G525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G525)=1, G525, \"\")","v":524},{"$f":"IFERROR(SMALL(Index_2,A525),\"\")","v":524},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:J525)),\"\")","v":"GLA_524"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:K525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:L525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:M525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:P525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J525,COLUMNS($J$2:Q525)),\"\")","v":"The QESR team noted the discontinuation of the Postgraduate Research Experience Survey (PRES), and its replacement by an internal survey designed to align with the Graduate School Review (GSR). Pending approval from senior staff on the final questions to be include, this new survey is due to be launched in May 2023"}]
[{"$f":"IF('> FILTER <'!B527<>\"\",ROW(OFFSET(A526,-1,0)),\"\")","v":525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I527)),A526,\"\")","v":525},{"$f":"IFERROR(SMALL(Helper2_1,A526),\"\")","v":525},null,525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I527)),$A526,\"\")","v":525},{"$f":"IFERROR(SMALL(Helper2_2,A526),\"\")","v":525},{"$f":"COUNTIF(Helper3_1,\"=\"&G526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G526)=1, G526, \"\")","v":525},{"$f":"IFERROR(SMALL(Index_2,A526),\"\")","v":525},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:J526)),\"\")","v":"GLA_525"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:K526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:L526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:M526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:P526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J526,COLUMNS($J$2:Q526)),\"\")","v":"The Learning and Teaching Committee Postgraduate Advisory subgroup has taken \nforward developments in reviewing postgraduate taught activity to better understand the approaches taken across the University. Postgraduate Taught Advisers have joined the University Chief Advisers' Sub-Committee (CASC), a move intended to allow CASC oversight of advising at both UG and PGT levels."}]
[{"$f":"IF('> FILTER <'!B528<>\"\",ROW(OFFSET(A527,-1,0)),\"\")","v":526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I528)),A527,\"\")","v":526},{"$f":"IFERROR(SMALL(Helper2_1,A527),\"\")","v":526},null,526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I528)),$A527,\"\")","v":526},{"$f":"IFERROR(SMALL(Helper2_2,A527),\"\")","v":526},{"$f":"COUNTIF(Helper3_1,\"=\"&G527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G527)=1, G527, \"\")","v":526},{"$f":"IFERROR(SMALL(Index_2,A527),\"\")","v":526},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:J527)),\"\")","v":"GLA_526"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:K527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:L527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:M527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:P527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J527,COLUMNS($J$2:Q527)),\"\")","v":"The Internal Student Survey (2022) showed evidence of increased student satisfaction in Academic Advising and Supporting Your Interactions compared with the previous year. Furthermore, responses to the Student Experience Survey suggest that postgraduate taught students have higher levels of satisfaction than undergraduate students."}]
[{"$f":"IF('> FILTER <'!B529<>\"\",ROW(OFFSET(A528,-1,0)),\"\")","v":527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I529)),A528,\"\")","v":527},{"$f":"IFERROR(SMALL(Helper2_1,A528),\"\")","v":527},null,527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I529)),$A528,\"\")","v":527},{"$f":"IFERROR(SMALL(Helper2_2,A528),\"\")","v":527},{"$f":"COUNTIF(Helper3_1,\"=\"&G528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G528)=1, G528, \"\")","v":527},{"$f":"IFERROR(SMALL(Index_2,A528),\"\")","v":527},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:J528)),\"\")","v":"GLA_527"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:K528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:L528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:M528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:P528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J528,COLUMNS($J$2:Q528)),\"\")","v":"Annual monitoring on the postgraduate research (PGR) student experience has \nbeen introduced at university level, with the submission of an annual report to the Student Experience Committee (which, in turn, reports to the Senate and Court). This work is ongoing through a wide-ranging PGR project to improve data gathering and the interpretation of data."}]
[{"$f":"IF('> FILTER <'!B530<>\"\",ROW(OFFSET(A529,-1,0)),\"\")","v":528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I530)),A529,\"\")","v":528},{"$f":"IFERROR(SMALL(Helper2_1,A529),\"\")","v":528},null,528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I530)),$A529,\"\")","v":528},{"$f":"IFERROR(SMALL(Helper2_2,A529),\"\")","v":528},{"$f":"COUNTIF(Helper3_1,\"=\"&G529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G529)=1, G529, \"\")","v":528},{"$f":"IFERROR(SMALL(Index_2,A529),\"\")","v":528},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:J529)),\"\")","v":"GLA_528"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:K529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:L529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:M529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:P529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J529,COLUMNS($J$2:Q529)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes."}]
[{"$f":"IF('> FILTER <'!B531<>\"\",ROW(OFFSET(A530,-1,0)),\"\")","v":529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I531)),A530,\"\")","v":529},{"$f":"IFERROR(SMALL(Helper2_1,A530),\"\")","v":529},null,529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I531)),$A530,\"\")","v":529},{"$f":"IFERROR(SMALL(Helper2_2,A530),\"\")","v":529},{"$f":"COUNTIF(Helper3_1,\"=\"&G530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G530)=1, G530, \"\")","v":529},{"$f":"IFERROR(SMALL(Index_2,A530),\"\")","v":529},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:J530)),\"\")","v":"GLA_529"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:K530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:L530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:M530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:P530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J530,COLUMNS($J$2:Q530)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."}]
[{"$f":"IF('> FILTER <'!B532<>\"\",ROW(OFFSET(A531,-1,0)),\"\")","v":530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I532)),A531,\"\")","v":530},{"$f":"IFERROR(SMALL(Helper2_1,A531),\"\")","v":530},null,530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I532)),$A531,\"\")","v":530},{"$f":"IFERROR(SMALL(Helper2_2,A531),\"\")","v":530},{"$f":"COUNTIF(Helper3_1,\"=\"&G531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G531)=1, G531, \"\")","v":530},{"$f":"IFERROR(SMALL(Index_2,A531),\"\")","v":530},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:J531)),\"\")","v":"GLA_530"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:K531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:L531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:M531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:P531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J531,COLUMNS($J$2:Q531)),\"\")","v":"The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students."}]
[{"$f":"IF('> FILTER <'!B533<>\"\",ROW(OFFSET(A532,-1,0)),\"\")","v":531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I533)),A532,\"\")","v":531},{"$f":"IFERROR(SMALL(Helper2_1,A532),\"\")","v":531},null,531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I533)),$A532,\"\")","v":531},{"$f":"IFERROR(SMALL(Helper2_2,A532),\"\")","v":531},{"$f":"COUNTIF(Helper3_1,\"=\"&G532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G532)=1, G532, \"\")","v":531},{"$f":"IFERROR(SMALL(Index_2,A532),\"\")","v":531},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:J532)),\"\")","v":"GLA_531"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:K532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:L532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:M532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:P532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J532,COLUMNS($J$2:Q532)),\"\")","v":"The Strategy is being delivered by means of four workstreams, which the QESR \nteam established are all now operational and have identified their three top priorities for the year. There is interdependency and collaborative working across the workstreams, supported by a fortnightly meeting of the workstream leads"}]
[{"$f":"IF('> FILTER <'!B534<>\"\",ROW(OFFSET(A533,-1,0)),\"\")","v":532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I534)),A533,\"\")","v":532},{"$f":"IFERROR(SMALL(Helper2_1,A533),\"\")","v":532},null,532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I534)),$A533,\"\")","v":532},{"$f":"IFERROR(SMALL(Helper2_2,A533),\"\")","v":532},{"$f":"COUNTIF(Helper3_1,\"=\"&G533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G533)=1, G533, \"\")","v":532},{"$f":"IFERROR(SMALL(Index_2,A533),\"\")","v":532},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:J533)),\"\")","v":"GLA_532"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:K533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:L533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:M533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:P533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J533,COLUMNS($J$2:Q533)),\"\")","v":"The staff reported that each workstream has set up subgroups, with remits and leads who are sharing practice and collaborating with external partners. The QESR team heard in meeting with staff that the work is cascading effectively from Deans of Learning and Teaching into colleges and schools. Valuable project management support is provided by the Transformation Team. Three focused Learning and Teaching Committee meetings have been added to the normal meeting cycle of five meetings a year to ensure both governance and a focus on strategy implementation with full ownership of the Strategy by the Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B535<>\"\",ROW(OFFSET(A534,-1,0)),\"\")","v":533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I535)),A534,\"\")","v":533},{"$f":"IFERROR(SMALL(Helper2_1,A534),\"\")","v":533},null,533,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I535)),$A534,\"\")","v":533},{"$f":"IFERROR(SMALL(Helper2_2,A534),\"\")","v":533},{"$f":"COUNTIF(Helper3_1,\"=\"&G534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G534)=1, G534, \"\")","v":533},{"$f":"IFERROR(SMALL(Index_2,A534),\"\")","v":533},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:J534)),\"\")","v":"GLA_533"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:K534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:L534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:M534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:P534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J534,COLUMNS($J$2:Q534)),\"\")","v":"With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."}]
[{"$f":"IF('> FILTER <'!B536<>\"\",ROW(OFFSET(A535,-1,0)),\"\")","v":534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I536)),A535,\"\")","v":534},{"$f":"IFERROR(SMALL(Helper2_1,A535),\"\")","v":534},null,534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I536)),$A535,\"\")","v":534},{"$f":"IFERROR(SMALL(Helper2_2,A535),\"\")","v":534},{"$f":"COUNTIF(Helper3_1,\"=\"&G535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G535)=1, G535, \"\")","v":534},{"$f":"IFERROR(SMALL(Index_2,A535),\"\")","v":534},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:J535)),\"\")","v":"GLA_534"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:K535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:L535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:M535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:P535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J535,COLUMNS($J$2:Q535)),\"\")","v":"Staff confirmed that the University has allocated more staffing to deal with the student conduct caseload and has returned to on-campus exams (now approximately 50% of exams)"}]
[{"$f":"IF('> FILTER <'!B537<>\"\",ROW(OFFSET(A536,-1,0)),\"\")","v":535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I537)),A536,\"\")","v":535},{"$f":"IFERROR(SMALL(Helper2_1,A536),\"\")","v":535},null,535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I537)),$A536,\"\")","v":535},{"$f":"IFERROR(SMALL(Helper2_2,A536),\"\")","v":535},{"$f":"COUNTIF(Helper3_1,\"=\"&G536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G536)=1, G536, \"\")","v":535},{"$f":"IFERROR(SMALL(Index_2,A536),\"\")","v":535},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:J536)),\"\")","v":"GLA_535"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:K536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:L536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:M536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:P536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J536,COLUMNS($J$2:Q536)),\"\")","v":"The APG team provides support and guidance to staff on matters relating to collaborative provision, and there remains separation of committee consideration of academic and business cases for collaborative provision."}]
[{"$f":"IF('> FILTER <'!B538<>\"\",ROW(OFFSET(A537,-1,0)),\"\")","v":536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I538)),A537,\"\")","v":536},{"$f":"IFERROR(SMALL(Helper2_1,A537),\"\")","v":536},null,536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I538)),$A537,\"\")","v":536},{"$f":"IFERROR(SMALL(Helper2_2,A537),\"\")","v":536},{"$f":"COUNTIF(Helper3_1,\"=\"&G537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G537)=1, G537, \"\")","v":536},{"$f":"IFERROR(SMALL(Index_2,A537),\"\")","v":536},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:J537)),\"\")","v":"GLA_536"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:K537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:L537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:M537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:P537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J537,COLUMNS($J$2:Q537)),\"\")","v":"The Adviser of Studies' (AoS) role is primarily to provide advice on academic issues \nwhile remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers. In their meeting with students, the QESR team heard how contact was made by AoS at least twice per semester with an emphasis on contact with Year 1 and 2 students. The view of the students met by the team was that advisers were generally viewed as proactive, supportive and accessible"}]
[{"$f":"IF('> FILTER <'!B539<>\"\",ROW(OFFSET(A538,-1,0)),\"\")","v":537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I539)),A538,\"\")","v":537},{"$f":"IFERROR(SMALL(Helper2_1,A538),\"\")","v":537},null,537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I539)),$A538,\"\")","v":537},{"$f":"IFERROR(SMALL(Helper2_2,A538),\"\")","v":537},{"$f":"COUNTIF(Helper3_1,\"=\"&G538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G538)=1, G538, \"\")","v":537},{"$f":"IFERROR(SMALL(Index_2,A538),\"\")","v":537},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:J538)),\"\")","v":"GLA_537"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:K538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:L538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:M538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:P538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J538,COLUMNS($J$2:Q538)),\"\")","v":"The Adviser of Studies' (AoS) role is primarily to provide advice on academic issues \nwhile remaining the first point of contact to signpost students to other sources of support. The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression. To address these concerns, the University has implemented a new support and wellbeing service model and invested in a team of Student Support Officers to work alongside Academic Advisers. In their meeting with students, the QESR team heard how contact was made by AoS at least twice per semester with an emphasis on contact with Year 1 and 2 students. The view of the students met by the team was that advisers were generally viewed as proactive, supportive and accessible"}]
[{"$f":"IF('> FILTER <'!B540<>\"\",ROW(OFFSET(A539,-1,0)),\"\")","v":538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I540)),A539,\"\")","v":538},{"$f":"IFERROR(SMALL(Helper2_1,A539),\"\")","v":538},null,538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I540)),$A539,\"\")","v":538},{"$f":"IFERROR(SMALL(Helper2_2,A539),\"\")","v":538},{"$f":"COUNTIF(Helper3_1,\"=\"&G539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G539)=1, G539, \"\")","v":538},{"$f":"IFERROR(SMALL(Index_2,A539),\"\")","v":538},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:J539)),\"\")","v":"GLA_538"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:K539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:L539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:M539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:P539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J539,COLUMNS($J$2:Q539)),\"\")","v":"The Senate Appeals Committee is responsible for oversight of academic appeals \nand complaints, and allows appellants who are dissatisfied with the appeals and complaints procedure the opportunity to seek a review."}]
[{"$f":"IF('> FILTER <'!B541<>\"\",ROW(OFFSET(A540,-1,0)),\"\")","v":539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I541)),A540,\"\")","v":539},{"$f":"IFERROR(SMALL(Helper2_1,A540),\"\")","v":539},null,539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I541)),$A540,\"\")","v":539},{"$f":"IFERROR(SMALL(Helper2_2,A540),\"\")","v":539},{"$f":"COUNTIF(Helper3_1,\"=\"&G540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G540)=1, G540, \"\")","v":539},{"$f":"IFERROR(SMALL(Index_2,A540),\"\")","v":539},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:J540)),\"\")","v":"GLA_539"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:K540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:L540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:M540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:P540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J540,COLUMNS($J$2:Q540)),\"\")","v":"The University has developed processes to enable oversight of academic \nmisconduct, particularly in plagiarism in coursework and misconduct in online exams (see paragraph 38). As the number of cases have increased significantly due to remote delivery of assessment, this has been identified by the University as presenting a potential threat to academic standards."}]
[{"$f":"IF('> FILTER <'!B542<>\"\",ROW(OFFSET(A541,-1,0)),\"\")","v":540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I542)),A541,\"\")","v":540},{"$f":"IFERROR(SMALL(Helper2_1,A541),\"\")","v":540},null,540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I542)),$A541,\"\")","v":540},{"$f":"IFERROR(SMALL(Helper2_2,A541),\"\")","v":540},{"$f":"COUNTIF(Helper3_1,\"=\"&G541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G541)=1, G541, \"\")","v":540},{"$f":"IFERROR(SMALL(Index_2,A541),\"\")","v":540},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:J541)),\"\")","v":"GLA_540"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:K541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:L541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:M541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:P541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J541,COLUMNS($J$2:Q541)),\"\")","v":"The role of Student Support Officer (SSO) is to signpost students to university \nwelfare support networks, and resolve or refer on any pastoral issues they may be facing. However, in meetings with students the QESR team heard from some participants about a lack of clarity about the responsibilities and definition of the SSO role, and a lack of understanding about the SSO role particularly at the postgraduate level and in some colleges."}]
[{"$f":"IF('> FILTER <'!B543<>\"\",ROW(OFFSET(A542,-1,0)),\"\")","v":541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I543)),A542,\"\")","v":541},{"$f":"IFERROR(SMALL(Helper2_1,A542),\"\")","v":541},null,541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I543)),$A542,\"\")","v":541},{"$f":"IFERROR(SMALL(Helper2_2,A542),\"\")","v":541},{"$f":"COUNTIF(Helper3_1,\"=\"&G542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G542)=1, G542, \"\")","v":541},{"$f":"IFERROR(SMALL(Index_2,A542),\"\")","v":541},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:J542)),\"\")","v":"GLA_541"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:K542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:L542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:M542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:P542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J542,COLUMNS($J$2:Q542)),\"\")","v":"The Learning and Teaching Committee and Academic Standards Committee \nboth report to the Education Policy & Strategy Committee. Cross-membership between committees, including both staff and student representation, enhances continuity and communication between the delivery of the Learning and Teaching Strategy and other university strategies, including research, equality and diversity."}]
[{"$f":"IF('> FILTER <'!B544<>\"\",ROW(OFFSET(A543,-1,0)),\"\")","v":542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I544)),A543,\"\")","v":542},{"$f":"IFERROR(SMALL(Helper2_1,A543),\"\")","v":542},null,542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I544)),$A543,\"\")","v":542},{"$f":"IFERROR(SMALL(Helper2_2,A543),\"\")","v":542},{"$f":"COUNTIF(Helper3_1,\"=\"&G543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G543)=1, G543, \"\")","v":542},{"$f":"IFERROR(SMALL(Index_2,A543),\"\")","v":542},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:J543)),\"\")","v":"GLA_542"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:K543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:L543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:M543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:P543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J543,COLUMNS($J$2:Q543)),\"\")","v":"In March 2021, the University launched its Learning and Teaching Strategy \ntogether with the University Strategy - 'World Changing Glasgow' 2025. Both strategies were developed during the pandemic with the pandemic acting as a catalyst for change and accelerated implementation of planned developments in learning and teaching across the University."}]
[{"$f":"IF('> FILTER <'!B545<>\"\",ROW(OFFSET(A544,-1,0)),\"\")","v":543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I545)),A544,\"\")","v":543},{"$f":"IFERROR(SMALL(Helper2_1,A544),\"\")","v":543},null,543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I545)),$A544,\"\")","v":543},{"$f":"IFERROR(SMALL(Helper2_2,A544),\"\")","v":543},{"$f":"COUNTIF(Helper3_1,\"=\"&G544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G544)=1, G544, \"\")","v":543},{"$f":"IFERROR(SMALL(Index_2,A544),\"\")","v":543},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:J544)),\"\")","v":"GLA_543"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:K544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:L544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:M544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:P544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J544,COLUMNS($J$2:Q544)),\"\")","v":"The Learning and Teaching Strategy makes a commitment to ongoing support for blended and online teaching. The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."}]
[{"$f":"IF('> FILTER <'!B546<>\"\",ROW(OFFSET(A545,-1,0)),\"\")","v":544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I546)),A545,\"\")","v":544},{"$f":"IFERROR(SMALL(Helper2_1,A545),\"\")","v":544},null,544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I546)),$A545,\"\")","v":544},{"$f":"IFERROR(SMALL(Helper2_2,A545),\"\")","v":544},{"$f":"COUNTIF(Helper3_1,\"=\"&G545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G545)=1, G545, \"\")","v":544},{"$f":"IFERROR(SMALL(Index_2,A545),\"\")","v":544},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:J545)),\"\")","v":"GLA_544"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:K545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:L545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:M545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:P545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J545,COLUMNS($J$2:Q545)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships. The Strategy acknowledges the importance of collaboration across the University and its partners by bringing together academic and professional services colleagues, technicians, graduate teaching assistants, tutors, technical demonstrators, associate lecturers and students. Staff reported on the provision of open staff meetings, information and updates circulated to all staff. Senior managers cascade information to staff, many of whom were involved in working groups during the development phase."}]
[{"$f":"IF('> FILTER <'!B547<>\"\",ROW(OFFSET(A546,-1,0)),\"\")","v":545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I547)),A546,\"\")","v":545},{"$f":"IFERROR(SMALL(Helper2_1,A546),\"\")","v":545},null,545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I547)),$A546,\"\")","v":545},{"$f":"IFERROR(SMALL(Helper2_2,A546),\"\")","v":545},{"$f":"COUNTIF(Helper3_1,\"=\"&G546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G546)=1, G546, \"\")","v":545},{"$f":"IFERROR(SMALL(Index_2,A546),\"\")","v":545},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:J546)),\"\")","v":"GLA_545"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:K546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:L546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:M546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:P546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J546,COLUMNS($J$2:Q546)),\"\")","v":"The Learning and Teaching Strategy sits alongside and aligns closely with the \nStudent Experience Strategy. The two strategies are interdependent and codependent and cross-membership of committees ensures visibility of actions between those committees. The Student Experience Committee is the main forum for the discussion of the Student Experience Strategy and includes the Chair of the Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B548<>\"\",ROW(OFFSET(A547,-1,0)),\"\")","v":546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I548)),A547,\"\")","v":546},{"$f":"IFERROR(SMALL(Helper2_1,A547),\"\")","v":546},null,546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I548)),$A547,\"\")","v":546},{"$f":"IFERROR(SMALL(Helper2_2,A547),\"\")","v":546},{"$f":"COUNTIF(Helper3_1,\"=\"&G547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G547)=1, G547, \"\")","v":546},{"$f":"IFERROR(SMALL(Index_2,A547),\"\")","v":546},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:J547)),\"\")","v":"GLA_546"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:K547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:L547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:M547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:P547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J547,COLUMNS($J$2:Q547)),\"\")","v":"The QESR team considered the clarity of the Learning and Teaching Strategy supported by the close integration and collaboration across workstreams to enable effective delivery of the Strategy to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B549<>\"\",ROW(OFFSET(A548,-1,0)),\"\")","v":547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I549)),A548,\"\")","v":547},{"$f":"IFERROR(SMALL(Helper2_1,A548),\"\")","v":547},null,547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I549)),$A548,\"\")","v":547},{"$f":"IFERROR(SMALL(Helper2_2,A548),\"\")","v":547},{"$f":"COUNTIF(Helper3_1,\"=\"&G548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G548)=1, G548, \"\")","v":547},{"$f":"IFERROR(SMALL(Index_2,A548),\"\")","v":547},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:J548)),\"\")","v":"GLA_547"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:K548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:L548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:M548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:P548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J548,COLUMNS($J$2:Q548)),\"\")","v":"The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway."}]
[{"$f":"IF('> FILTER <'!B550<>\"\",ROW(OFFSET(A549,-1,0)),\"\")","v":548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I550)),A549,\"\")","v":548},{"$f":"IFERROR(SMALL(Helper2_1,A549),\"\")","v":548},null,548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I550)),$A549,\"\")","v":548},{"$f":"IFERROR(SMALL(Helper2_2,A549),\"\")","v":548},{"$f":"COUNTIF(Helper3_1,\"=\"&G549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G549)=1, G549, \"\")","v":548},{"$f":"IFERROR(SMALL(Index_2,A549),\"\")","v":548},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:J549)),\"\")","v":"GLA_548"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:K549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:L549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:M549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:P549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J549,COLUMNS($J$2:Q549)),\"\")","v":"There is a new Accessibility Officer post in the Estates team, who is working closely with staff on Learning and Teaching Strategy implementation."}]
[{"$f":"IF('> FILTER <'!B551<>\"\",ROW(OFFSET(A550,-1,0)),\"\")","v":549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I551)),A550,\"\")","v":549},{"$f":"IFERROR(SMALL(Helper2_1,A550),\"\")","v":549},null,549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I551)),$A550,\"\")","v":549},{"$f":"IFERROR(SMALL(Helper2_2,A550),\"\")","v":549},{"$f":"COUNTIF(Helper3_1,\"=\"&G550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G550)=1, G550, \"\")","v":549},{"$f":"IFERROR(SMALL(Index_2,A550),\"\")","v":549},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:J550)),\"\")","v":"GLA_549"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:K550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:L550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:M550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:P550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J550,COLUMNS($J$2:Q550)),\"\")","v":"The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy"}]
[{"$f":"IF('> FILTER <'!B552<>\"\",ROW(OFFSET(A551,-1,0)),\"\")","v":550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I552)),A551,\"\")","v":550},{"$f":"IFERROR(SMALL(Helper2_1,A551),\"\")","v":550},null,550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I552)),$A551,\"\")","v":550},{"$f":"IFERROR(SMALL(Helper2_2,A551),\"\")","v":550},{"$f":"COUNTIF(Helper3_1,\"=\"&G551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G551)=1, G551, \"\")","v":550},{"$f":"IFERROR(SMALL(Index_2,A551),\"\")","v":550},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:J551)),\"\")","v":"GLA_550"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:K551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:L551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:M551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:P551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J551,COLUMNS($J$2:Q551)),\"\")","v":"The Learning and Teaching Strategy is clearly articulated and presented (with a one-page summary) and now fully incorporates the Digital Learning Strategy. This clarity enables different groups to engage effectively with the implementation of the Strategy. The Strategy comprises three core pillars: an evolving approach to teaching and learning towards student-centered active learning; the transformation of curriculum and assessment; and professional and skills development for students."}]
[{"$f":"IF('> FILTER <'!B553<>\"\",ROW(OFFSET(A552,-1,0)),\"\")","v":551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I553)),A552,\"\")","v":551},{"$f":"IFERROR(SMALL(Helper2_1,A552),\"\")","v":551},null,551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I553)),$A552,\"\")","v":551},{"$f":"IFERROR(SMALL(Helper2_2,A552),\"\")","v":551},{"$f":"COUNTIF(Helper3_1,\"=\"&G552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G552)=1, G552, \"\")","v":551},{"$f":"IFERROR(SMALL(Index_2,A552),\"\")","v":551},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:J552)),\"\")","v":"GLA_551"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:K552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:L552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:M552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:P552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J552,COLUMNS($J$2:Q552)),\"\")","v":"With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."}]
[{"$f":"IF('> FILTER <'!B554<>\"\",ROW(OFFSET(A553,-1,0)),\"\")","v":552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I554)),A553,\"\")","v":552},{"$f":"IFERROR(SMALL(Helper2_1,A553),\"\")","v":552},null,552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I554)),$A553,\"\")","v":552},{"$f":"IFERROR(SMALL(Helper2_2,A553),\"\")","v":552},{"$f":"COUNTIF(Helper3_1,\"=\"&G553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G553)=1, G553, \"\")","v":552},{"$f":"IFERROR(SMALL(Index_2,A553),\"\")","v":552},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:J553)),\"\")","v":"GLA_552"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:K553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:L553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:M553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:P553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J553,COLUMNS($J$2:Q553)),\"\")","v":"With regard to online provision, the University aims to make its online community more resilient with the roll-out of new technologies and the rapid development of communities of practice. These include the 'Sustainability in the Curriculum' community launched in February 2023 and the 'Developing the Curriculum' community set up in December 2022."}]
[{"$f":"IF('> FILTER <'!B555<>\"\",ROW(OFFSET(A554,-1,0)),\"\")","v":553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I555)),A554,\"\")","v":553},{"$f":"IFERROR(SMALL(Helper2_1,A554),\"\")","v":553},null,553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I555)),$A554,\"\")","v":553},{"$f":"IFERROR(SMALL(Helper2_2,A554),\"\")","v":553},{"$f":"COUNTIF(Helper3_1,\"=\"&G554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G554)=1, G554, \"\")","v":553},{"$f":"IFERROR(SMALL(Index_2,A554),\"\")","v":553},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:J554)),\"\")","v":"GLA_553"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:K554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:L554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:M554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:P554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J554,COLUMNS($J$2:Q554)),\"\")","v":"The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B556<>\"\",ROW(OFFSET(A555,-1,0)),\"\")","v":554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I556)),A555,\"\")","v":554},{"$f":"IFERROR(SMALL(Helper2_1,A555),\"\")","v":554},null,554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I556)),$A555,\"\")","v":554},{"$f":"IFERROR(SMALL(Helper2_2,A555),\"\")","v":554},{"$f":"COUNTIF(Helper3_1,\"=\"&G555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G555)=1, G555, \"\")","v":554},{"$f":"IFERROR(SMALL(Index_2,A555),\"\")","v":554},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:J555)),\"\")","v":"GLA_554"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:K555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:L555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:M555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:P555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J555,COLUMNS($J$2:Q555)),\"\")","v":"Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee."}]
[{"$f":"IF('> FILTER <'!B557<>\"\",ROW(OFFSET(A556,-1,0)),\"\")","v":555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I557)),A556,\"\")","v":555},{"$f":"IFERROR(SMALL(Helper2_1,A556),\"\")","v":555},null,555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I557)),$A556,\"\")","v":555},{"$f":"IFERROR(SMALL(Helper2_2,A556),\"\")","v":555},{"$f":"COUNTIF(Helper3_1,\"=\"&G556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G556)=1, G556, \"\")","v":555},{"$f":"IFERROR(SMALL(Index_2,A556),\"\")","v":555},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:J556)),\"\")","v":"GLA_555"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:K556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:L556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:M556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:P556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J556,COLUMNS($J$2:Q556)),\"\")","v":"the QESR team recommends that the University reviews its current approach to online and blended delivery to ensure greater equivalence across all provision."}]
[{"$f":"IF('> FILTER <'!B558<>\"\",ROW(OFFSET(A557,-1,0)),\"\")","v":556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I558)),A557,\"\")","v":556},{"$f":"IFERROR(SMALL(Helper2_1,A557),\"\")","v":556},null,556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I558)),$A557,\"\")","v":556},{"$f":"IFERROR(SMALL(Helper2_2,A557),\"\")","v":556},{"$f":"COUNTIF(Helper3_1,\"=\"&G557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G557)=1, G557, \"\")","v":556},{"$f":"IFERROR(SMALL(Index_2,A557),\"\")","v":556},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:J557)),\"\")","v":"GLA_556"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:K557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:L557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:M557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:P557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J557,COLUMNS($J$2:Q557)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."}]
[{"$f":"IF('> FILTER <'!B559<>\"\",ROW(OFFSET(A558,-1,0)),\"\")","v":557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I559)),A558,\"\")","v":557},{"$f":"IFERROR(SMALL(Helper2_1,A558),\"\")","v":557},null,557,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I559)),$A558,\"\")","v":557},{"$f":"IFERROR(SMALL(Helper2_2,A558),\"\")","v":557},{"$f":"COUNTIF(Helper3_1,\"=\"&G558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G558)=1, G558, \"\")","v":557},{"$f":"IFERROR(SMALL(Index_2,A558),\"\")","v":557},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:J558)),\"\")","v":"GLA_557"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:K558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:L558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:M558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:P558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J558,COLUMNS($J$2:Q558)),\"\")","v":"Staff who met with the QESR team described how the enhancement topic was \nbeing embedded in their practice across the University through the work of Deans of Learning and Teaching in colleges and support from the Academic & Digital Development team. In its digital learning statement, the University outlines that an overarching aim is to strike a balance in terms of blended and face-to-face learning."}]
[{"$f":"IF('> FILTER <'!B560<>\"\",ROW(OFFSET(A559,-1,0)),\"\")","v":558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I560)),A559,\"\")","v":558},{"$f":"IFERROR(SMALL(Helper2_1,A559),\"\")","v":558},null,558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I560)),$A559,\"\")","v":558},{"$f":"IFERROR(SMALL(Helper2_2,A559),\"\")","v":558},{"$f":"COUNTIF(Helper3_1,\"=\"&G559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G559)=1, G559, \"\")","v":558},{"$f":"IFERROR(SMALL(Index_2,A559),\"\")","v":558},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:J559)),\"\")","v":"GLA_558"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:K559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:L559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:M559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:P559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J559,COLUMNS($J$2:Q559)),\"\")","v":"Based on information collected during the pandemic the University has accelerated the institution's engagement with blended learning approaches. The approach taken to learning and teaching developments has typically been to create a strategic imperative and opportunities such as the Blended and Online Learning Development Showcase, the development of MOOCs and the use of microcredentials. In turn, this stimulates activity with each initiative attracting an increase in academic resources, and expertise and growth in learning support to consolidate support for blended and online learning as outlined in the 2021-25 Learning and Teaching"}]
[{"$f":"IF('> FILTER <'!B561<>\"\",ROW(OFFSET(A560,-1,0)),\"\")","v":559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I561)),A560,\"\")","v":559},{"$f":"IFERROR(SMALL(Helper2_1,A560),\"\")","v":559},null,559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I561)),$A560,\"\")","v":559},{"$f":"IFERROR(SMALL(Helper2_2,A560),\"\")","v":559},{"$f":"COUNTIF(Helper3_1,\"=\"&G560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G560)=1, G560, \"\")","v":559},{"$f":"IFERROR(SMALL(Index_2,A560),\"\")","v":559},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:J560)),\"\")","v":"GLA_559"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:K560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:L560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:M560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:P560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J560,COLUMNS($J$2:Q560)),\"\")","v":"The Digital Statement and Contextual documents are clear and self-evaluative. The \nvisual presentation of the staging of the work and the progress achieved indicates sound engagement with the enhancement topic."}]
[{"$f":"IF('> FILTER <'!B562<>\"\",ROW(OFFSET(A561,-1,0)),\"\")","v":560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I562)),A561,\"\")","v":560},{"$f":"IFERROR(SMALL(Helper2_1,A561),\"\")","v":560},null,560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I562)),$A561,\"\")","v":560},{"$f":"IFERROR(SMALL(Helper2_2,A561),\"\")","v":560},{"$f":"COUNTIF(Helper3_1,\"=\"&G561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G561)=1, G561, \"\")","v":560},{"$f":"IFERROR(SMALL(Index_2,A561),\"\")","v":560},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:J561)),\"\")","v":"GLA_560"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:K561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:L561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:M561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:P561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J561,COLUMNS($J$2:Q561)),\"\")","v":"However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes. Students noted differences between courses, due to the decentralised structure of colleges which led to differences around online and face-to-face teaching. They also indicated that recorded lectures were welcome, but not always available and this was something that had also been raised by staff in the Learning and Teaching Committee. Some examples of good practice were cited by students, such as lecture recording, but differences may lead to potential disadvantage to some students if resources and systems are available in some schools but not in others."}]
[{"$f":"IF('> FILTER <'!B563<>\"\",ROW(OFFSET(A562,-1,0)),\"\")","v":561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I563)),A562,\"\")","v":561},{"$f":"IFERROR(SMALL(Helper2_1,A562),\"\")","v":561},null,561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I563)),$A562,\"\")","v":561},{"$f":"IFERROR(SMALL(Helper2_2,A562),\"\")","v":561},{"$f":"COUNTIF(Helper3_1,\"=\"&G562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G562)=1, G562, \"\")","v":561},{"$f":"IFERROR(SMALL(Index_2,A562),\"\")","v":561},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:J562)),\"\")","v":"GLA_561"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:K562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:L562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:M562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:P562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J562,COLUMNS($J$2:Q562)),\"\")","v":"The review team also heard that connectivity is sometimes limited, depending on number of users, even in libraries. ASC minutes suggest that there have been issues over the Recording of Teaching policy with regard to terminology and the consequences for what teaching sessions are recorded. In the light of reported variability, the QESR team recommends that the University reviews its current approach to online and blended delivery to ensure greater equivalence across all provision."}]
[{"$f":"IF('> FILTER <'!B564<>\"\",ROW(OFFSET(A563,-1,0)),\"\")","v":562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I564)),A563,\"\")","v":562},{"$f":"IFERROR(SMALL(Helper2_1,A563),\"\")","v":562},null,562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I564)),$A563,\"\")","v":562},{"$f":"IFERROR(SMALL(Helper2_2,A563),\"\")","v":562},{"$f":"COUNTIF(Helper3_1,\"=\"&G563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G563)=1, G563, \"\")","v":562},{"$f":"IFERROR(SMALL(Index_2,A563),\"\")","v":562},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:J563)),\"\")","v":"GLA_562"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:K563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:L563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:M563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:P563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J563,COLUMNS($J$2:Q563)),\"\")","v":"Other internal university review processes, such as the Periodic Subject Review \n(PSR) and the Graduate School Review, are viewed by students as positive, particularly around use of externality and the discussions with student groups as part of the process."}]
[{"$f":"IF('> FILTER <'!B565<>\"\",ROW(OFFSET(A564,-1,0)),\"\")","v":563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I565)),A564,\"\")","v":563},{"$f":"IFERROR(SMALL(Helper2_1,A564),\"\")","v":563},null,563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I565)),$A564,\"\")","v":563},{"$f":"IFERROR(SMALL(Helper2_2,A564),\"\")","v":563},{"$f":"COUNTIF(Helper3_1,\"=\"&G564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G564)=1, G564, \"\")","v":563},{"$f":"IFERROR(SMALL(Index_2,A564),\"\")","v":563},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:J564)),\"\")","v":"GLA_563"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:K564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:L564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:M564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:P564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J564,COLUMNS($J$2:Q564)),\"\")","v":"The University's Academic Quality Framework sets out the principles and institutional approach to managing quality. It is managed and maintained by the Academic Policy & Governance (APG) team, and is reviewed on an ongoing basis. The Academic Quality Framework was updated on the university website in February 2023, and the University indicates that further reviews are planned during 2022-23 to enhance its effectiveness, particularly in relation to enhancing approaches to student feedback and reviewing procedures for course and programme approval."}]
[{"$f":"IF('> FILTER <'!B566<>\"\",ROW(OFFSET(A565,-1,0)),\"\")","v":564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I566)),A565,\"\")","v":564},{"$f":"IFERROR(SMALL(Helper2_1,A565),\"\")","v":564},null,564,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I566)),$A565,\"\")","v":564},{"$f":"IFERROR(SMALL(Helper2_2,A565),\"\")","v":564},{"$f":"COUNTIF(Helper3_1,\"=\"&G565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G565)=1, G565, \"\")","v":564},{"$f":"IFERROR(SMALL(Index_2,A565),\"\")","v":564},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:J565)),\"\")","v":"GLA_564"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:K565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:L565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:M565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:P565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J565,COLUMNS($J$2:Q565)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B567<>\"\",ROW(OFFSET(A566,-1,0)),\"\")","v":565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I567)),A566,\"\")","v":565},{"$f":"IFERROR(SMALL(Helper2_1,A566),\"\")","v":565},null,565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I567)),$A566,\"\")","v":565},{"$f":"IFERROR(SMALL(Helper2_2,A566),\"\")","v":565},{"$f":"COUNTIF(Helper3_1,\"=\"&G566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G566)=1, G566, \"\")","v":565},{"$f":"IFERROR(SMALL(Index_2,A566),\"\")","v":565},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:J566)),\"\")","v":"GLA_565"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:K566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:L566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:M566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:P566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J566,COLUMNS($J$2:Q566)),\"\")","v":"The University's Periodic Subject Review (PSR), which acts as the institution-led \nreview process, is effective in identifying good practice and areas for enhancement, as demonstrated through school self-evaluations and subsequent enhancement plans. Reports are submitted to ASC, and the QESR team saw evidence of effective oversight, and actions being followed-up."}]
[{"$f":"IF('> FILTER <'!B568<>\"\",ROW(OFFSET(A567,-1,0)),\"\")","v":566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I568)),A567,\"\")","v":566},{"$f":"IFERROR(SMALL(Helper2_1,A567),\"\")","v":566},null,566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I568)),$A567,\"\")","v":566},{"$f":"IFERROR(SMALL(Helper2_2,A567),\"\")","v":566},{"$f":"COUNTIF(Helper3_1,\"=\"&G567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G567)=1, G567, \"\")","v":566},{"$f":"IFERROR(SMALL(Index_2,A567),\"\")","v":566},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:J567)),\"\")","v":"GLA_566"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:K567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:L567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:M567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:P567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J567,COLUMNS($J$2:Q567)),\"\")","v":"The University has undertaken those PSRs which were postponed due to Covid, with scheduled reviews now back in line with its six-year cycle. PSRs were conducted online during Covid, but the University has now reverted to face-to-face events, finding that this format generates better dialogue and rapport, and enables external panel members to view facilities."}]
[{"$f":"IF('> FILTER <'!B569<>\"\",ROW(OFFSET(A568,-1,0)),\"\")","v":567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I569)),A568,\"\")","v":567},{"$f":"IFERROR(SMALL(Helper2_1,A568),\"\")","v":567},null,567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I569)),$A568,\"\")","v":567},{"$f":"IFERROR(SMALL(Helper2_2,A568),\"\")","v":567},{"$f":"COUNTIF(Helper3_1,\"=\"&G568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G568)=1, G568, \"\")","v":567},{"$f":"IFERROR(SMALL(Index_2,A568),\"\")","v":567},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:J568)),\"\")","v":"GLA_567"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:K568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:L568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:M568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:P568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J568,COLUMNS($J$2:Q568)),\"\")","v":"A separate Graduate School Review (GSR) process considers PGR student \nexperience and operates at college level. The GSR process was reviewed in 2019, but the impact of the COVID-19 pandemic delayed implementation, and the new process ran for the first time in 2022."}]
[{"$f":"IF('> FILTER <'!B570<>\"\",ROW(OFFSET(A569,-1,0)),\"\")","v":568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I570)),A569,\"\")","v":568},{"$f":"IFERROR(SMALL(Helper2_1,A569),\"\")","v":568},null,568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I570)),$A569,\"\")","v":568},{"$f":"IFERROR(SMALL(Helper2_2,A569),\"\")","v":568},{"$f":"COUNTIF(Helper3_1,\"=\"&G569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G569)=1, G569, \"\")","v":568},{"$f":"IFERROR(SMALL(Index_2,A569),\"\")","v":568},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:J569)),\"\")","v":"GLA_568"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:K569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:L569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:M569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:P569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J569,COLUMNS($J$2:Q569)),\"\")","v":"Collaborative and transnational education (TNE) provision is subject to the same \nquality processes as other provision at the University. Academic programmes are subject to the relevant programme approval process, annual monitoring and are included within PSR. Expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."}]
[{"$f":"IF('> FILTER <'!B571<>\"\",ROW(OFFSET(A570,-1,0)),\"\")","v":569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I571)),A570,\"\")","v":569},{"$f":"IFERROR(SMALL(Helper2_1,A570),\"\")","v":569},null,569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I571)),$A570,\"\")","v":569},{"$f":"IFERROR(SMALL(Helper2_2,A570),\"\")","v":569},{"$f":"COUNTIF(Helper3_1,\"=\"&G570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G570)=1, G570, \"\")","v":569},{"$f":"IFERROR(SMALL(Index_2,A570),\"\")","v":569},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:J570)),\"\")","v":"GLA_569"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:K570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:L570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:M570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:P570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J570,COLUMNS($J$2:Q570)),\"\")","v":"The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."}]
[{"$f":"IF('> FILTER <'!B572<>\"\",ROW(OFFSET(A571,-1,0)),\"\")","v":570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I572)),A571,\"\")","v":570},{"$f":"IFERROR(SMALL(Helper2_1,A571),\"\")","v":570},null,570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I572)),$A571,\"\")","v":570},{"$f":"IFERROR(SMALL(Helper2_2,A571),\"\")","v":570},{"$f":"COUNTIF(Helper3_1,\"=\"&G571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G571)=1, G571, \"\")","v":570},{"$f":"IFERROR(SMALL(Index_2,A571),\"\")","v":570},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:J571)),\"\")","v":"GLA_570"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:K571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:L571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:M571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:P571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J571,COLUMNS($J$2:Q571)),\"\")","v":"The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."}]
[{"$f":"IF('> FILTER <'!B573<>\"\",ROW(OFFSET(A572,-1,0)),\"\")","v":571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I573)),A572,\"\")","v":571},{"$f":"IFERROR(SMALL(Helper2_1,A572),\"\")","v":571},null,571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I573)),$A572,\"\")","v":571},{"$f":"IFERROR(SMALL(Helper2_2,A572),\"\")","v":571},{"$f":"COUNTIF(Helper3_1,\"=\"&G572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G572)=1, G572, \"\")","v":571},{"$f":"IFERROR(SMALL(Index_2,A572),\"\")","v":571},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:J572)),\"\")","v":"GLA_571"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:K572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:L572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:M572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:P572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J572,COLUMNS($J$2:Q572)),\"\")","v":"Annual monitoring on the postgraduate research (PGR) student experience has \nbeen introduced at university level, with the submission of an annual report to the Student Experience Committee (which, in turn, reports to the Senate and Court)."}]
[{"$f":"IF('> FILTER <'!B574<>\"\",ROW(OFFSET(A573,-1,0)),\"\")","v":572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I574)),A573,\"\")","v":572},{"$f":"IFERROR(SMALL(Helper2_1,A573),\"\")","v":572},null,572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I574)),$A573,\"\")","v":572},{"$f":"IFERROR(SMALL(Helper2_2,A573),\"\")","v":572},{"$f":"COUNTIF(Helper3_1,\"=\"&G573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G573)=1, G573, \"\")","v":572},{"$f":"IFERROR(SMALL(Index_2,A573),\"\")","v":572},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:J573)),\"\")","v":"GLA_572"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:K573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:L573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:M573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:P573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J573,COLUMNS($J$2:Q573)),\"\")","v":"The University employs other means of external benchmarking, including comparisons with other Scottish universities, Russell Group benchmarking, and through UK Council for Graduate Education, to inform annual monitoring."}]
[{"$f":"IF('> FILTER <'!B575<>\"\",ROW(OFFSET(A574,-1,0)),\"\")","v":573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I575)),A574,\"\")","v":573},{"$f":"IFERROR(SMALL(Helper2_1,A574),\"\")","v":573},null,573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I575)),$A574,\"\")","v":573},{"$f":"IFERROR(SMALL(Helper2_2,A574),\"\")","v":573},{"$f":"COUNTIF(Helper3_1,\"=\"&G574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G574)=1, G574, \"\")","v":573},{"$f":"IFERROR(SMALL(Index_2,A574),\"\")","v":573},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:J574)),\"\")","v":"GLA_573"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:K574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:L574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:M574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:P574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J574,COLUMNS($J$2:Q574)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B576<>\"\",ROW(OFFSET(A575,-1,0)),\"\")","v":574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I576)),A575,\"\")","v":574},{"$f":"IFERROR(SMALL(Helper2_1,A575),\"\")","v":574},null,574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I576)),$A575,\"\")","v":574},{"$f":"IFERROR(SMALL(Helper2_2,A575),\"\")","v":574},{"$f":"COUNTIF(Helper3_1,\"=\"&G575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G575)=1, G575, \"\")","v":574},{"$f":"IFERROR(SMALL(Index_2,A575),\"\")","v":574},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:J575)),\"\")","v":"GLA_574"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:K575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:L575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:M575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:P575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J575,COLUMNS($J$2:Q575)),\"\")","v":"Annual monitoring of courses and programmes is carried out at school and college \nlevel, with the latter reporting to ASC. Areas of good practice and issues for action are collated and reported at each level."}]
[{"$f":"IF('> FILTER <'!B577<>\"\",ROW(OFFSET(A576,-1,0)),\"\")","v":575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I577)),A576,\"\")","v":575},{"$f":"IFERROR(SMALL(Helper2_1,A576),\"\")","v":575},null,575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I577)),$A576,\"\")","v":575},{"$f":"IFERROR(SMALL(Helper2_2,A576),\"\")","v":575},{"$f":"COUNTIF(Helper3_1,\"=\"&G576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G576)=1, G576, \"\")","v":575},{"$f":"IFERROR(SMALL(Index_2,A576),\"\")","v":575},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:J576)),\"\")","v":"GLA_575"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:K576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:L576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:M576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:P576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J576,COLUMNS($J$2:Q576)),\"\")","v":"The QESR team saw evidence of effective analysis and discussion in reports and ASC minutes, with issues referred for response and action by the appropriate person/group. Adjustments to annual monitoring were implemented during Covid, with streamlined reporting continued in 2020-21 and 2021-22 cycles. Building on this approach, further enhancements will be implemented for the 2022-23 cycle, to improve links to learning and teaching development, and strengthen the enhancement focus through \n'closing the loop' and sharing learning through an annual meeting. The process will be retitled Annual Quality & Enhancement Review, and led locally by college and school Quality Enhancement Officers in schools."}]
[{"$f":"IF('> FILTER <'!B578<>\"\",ROW(OFFSET(A577,-1,0)),\"\")","v":576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I578)),A577,\"\")","v":576},{"$f":"IFERROR(SMALL(Helper2_1,A577),\"\")","v":576},null,576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I578)),$A577,\"\")","v":576},{"$f":"IFERROR(SMALL(Helper2_2,A577),\"\")","v":576},{"$f":"COUNTIF(Helper3_1,\"=\"&G577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G577)=1, G577, \"\")","v":576},{"$f":"IFERROR(SMALL(Index_2,A577),\"\")","v":576},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:J577)),\"\")","v":"GLA_576"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:K577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:L577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:M577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:P577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J577,COLUMNS($J$2:Q577)),\"\")","v":"The University has developed design principles, which are aligned with QAA \nguidance, for the review of student-facing professional services (SFPS), responding to an ELIR 4 recommendation (see paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B579<>\"\",ROW(OFFSET(A578,-1,0)),\"\")","v":577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I579)),A578,\"\")","v":577},{"$f":"IFERROR(SMALL(Helper2_1,A578),\"\")","v":577},null,577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I579)),$A578,\"\")","v":577},{"$f":"IFERROR(SMALL(Helper2_2,A578),\"\")","v":577},{"$f":"COUNTIF(Helper3_1,\"=\"&G578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G578)=1, G578, \"\")","v":577},{"$f":"IFERROR(SMALL(Index_2,A578),\"\")","v":577},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:J578)),\"\")","v":"GLA_577"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:K578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:L578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:M578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:P578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J578,COLUMNS($J$2:Q578)),\"\")","v":"While review and enhancement activity has taken place since then, such as a review of provision for disabled students, these reviews have been in response to emerging issues, rather than a systematic approach"}]
[{"$f":"IF('> FILTER <'!B580<>\"\",ROW(OFFSET(A579,-1,0)),\"\")","v":578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I580)),A579,\"\")","v":578},{"$f":"IFERROR(SMALL(Helper2_1,A579),\"\")","v":578},null,{"$f":"ROW(OFFSET(E579,-1,0))","v":578},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I580)),$A579,\"\")","v":578},{"$f":"IFERROR(SMALL(Helper2_2,A579),\"\")","v":578},{"$f":"COUNTIF(Helper3_1,\"=\"&G579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G579)=1, G579, \"\")","v":578},{"$f":"IFERROR(SMALL(Index_2,A579),\"\")","v":578},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:J579)),\"\")","v":"GLA_578"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:K579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:L579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:M579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:P579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J579,COLUMNS($J$2:Q579)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."}]
[{"$f":"IF('> FILTER <'!B581<>\"\",ROW(OFFSET(A580,-1,0)),\"\")","v":579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I581)),A580,\"\")","v":579},{"$f":"IFERROR(SMALL(Helper2_1,A580),\"\")","v":579},null,579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I581)),$A580,\"\")","v":579},{"$f":"IFERROR(SMALL(Helper2_2,A580),\"\")","v":579},{"$f":"COUNTIF(Helper3_1,\"=\"&G580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G580)=1, G580, \"\")","v":579},{"$f":"IFERROR(SMALL(Index_2,A580),\"\")","v":579},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:J580)),\"\")","v":"GLA_579"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:K580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:L580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:M580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:P580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J580,COLUMNS($J$2:Q580)),\"\")","v":"Other internal university review processes, such as the Periodic Subject Review \n(PSR) and the Graduate School Review, are viewed by students as positive, particularly around use of externality and the discussions with student groups as part of the process. The QESR team learnt that the Student Representatives' Council provides a panel member for all PSRs, further strengthening student partnership."}]
[{"$f":"IF('> FILTER <'!B582<>\"\",ROW(OFFSET(A581,-1,0)),\"\")","v":580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I582)),A581,\"\")","v":580},{"$f":"IFERROR(SMALL(Helper2_1,A581),\"\")","v":580},null,580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I582)),$A581,\"\")","v":580},{"$f":"IFERROR(SMALL(Helper2_2,A581),\"\")","v":580},{"$f":"COUNTIF(Helper3_1,\"=\"&G581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G581)=1, G581, \"\")","v":580},{"$f":"IFERROR(SMALL(Index_2,A581),\"\")","v":580},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:J581)),\"\")","v":"GLA_580"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:K581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:L581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:M581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:P581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J581,COLUMNS($J$2:Q581)),\"\")","v":"The SFPS review framework has a holistic perspective, intended to allow themed reviews, rather than a review of a single service, with a data resource to be provided by the Planning team to support review activity. Themed reviews across multiple services are expected in 2023 onwards, to align with large-scale transformation projects, such as student on-boarding."}]
[{"$f":"IF('> FILTER <'!B583<>\"\",ROW(OFFSET(A582,-1,0)),\"\")","v":581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I583)),A582,\"\")","v":581},{"$f":"IFERROR(SMALL(Helper2_1,A582),\"\")","v":581},null,581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I583)),$A582,\"\")","v":581},{"$f":"IFERROR(SMALL(Helper2_2,A582),\"\")","v":581},{"$f":"COUNTIF(Helper3_1,\"=\"&G582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G582)=1, G582, \"\")","v":581},{"$f":"IFERROR(SMALL(Index_2,A582),\"\")","v":581},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:J582)),\"\")","v":"GLA_581"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:K582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:L582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:M582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:P582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J582,COLUMNS($J$2:Q582)),\"\")","v":"Currently, the scope and focus of SFPS reviews are determined by the senior responsible officers, the Deputy Vice-Chancellor and Chief Operating Officer and Vice-Principal (Learning & Teaching). The University aims, in time, to have a comprehensive review schedule but currently it is responding to immediate needs identified by staff and students. As the University continues to develop this area, the QESR team would encourage the University to ensure that all services are included in an appropriate SFPS review in accordance with sector guidance."}]
[{"$f":"IF('> FILTER <'!B584<>\"\",ROW(OFFSET(A583,-1,0)),\"\")","v":582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I584)),A583,\"\")","v":582},{"$f":"IFERROR(SMALL(Helper2_1,A583),\"\")","v":582},null,582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I584)),$A583,\"\")","v":582},{"$f":"IFERROR(SMALL(Helper2_2,A583),\"\")","v":582},{"$f":"COUNTIF(Helper3_1,\"=\"&G583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G583)=1, G583, \"\")","v":582},{"$f":"IFERROR(SMALL(Index_2,A583),\"\")","v":582},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:J583)),\"\")","v":"GLA_582"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:K583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:L583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:M583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:P583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J583,COLUMNS($J$2:Q583)),\"\")","v":"The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."}]
[{"$f":"IF('> FILTER <'!B585<>\"\",ROW(OFFSET(A584,-1,0)),\"\")","v":583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I585)),A584,\"\")","v":583},{"$f":"IFERROR(SMALL(Helper2_1,A584),\"\")","v":583},null,583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I585)),$A584,\"\")","v":583},{"$f":"IFERROR(SMALL(Helper2_2,A584),\"\")","v":583},{"$f":"COUNTIF(Helper3_1,\"=\"&G584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G584)=1, G584, \"\")","v":583},{"$f":"IFERROR(SMALL(Index_2,A584),\"\")","v":583},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:J584)),\"\")","v":"GLA_583"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:K584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:L584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:M584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:P584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J584,COLUMNS($J$2:Q584)),\"\")","v":"Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B586<>\"\",ROW(OFFSET(A585,-1,0)),\"\")","v":584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I586)),A585,\"\")","v":584},{"$f":"IFERROR(SMALL(Helper2_1,A585),\"\")","v":584},null,584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I586)),$A585,\"\")","v":584},{"$f":"IFERROR(SMALL(Helper2_2,A585),\"\")","v":584},{"$f":"COUNTIF(Helper3_1,\"=\"&G585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G585)=1, G585, \"\")","v":584},{"$f":"IFERROR(SMALL(Index_2,A585),\"\")","v":584},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:J585)),\"\")","v":"GLA_584"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:K585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:L585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:M585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:P585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J585,COLUMNS($J$2:Q585)),\"\")","v":"Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."}]
[{"$f":"IF('> FILTER <'!B587<>\"\",ROW(OFFSET(A586,-1,0)),\"\")","v":585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I587)),A586,\"\")","v":585},{"$f":"IFERROR(SMALL(Helper2_1,A586),\"\")","v":585},null,585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I587)),$A586,\"\")","v":585},{"$f":"IFERROR(SMALL(Helper2_2,A586),\"\")","v":585},{"$f":"COUNTIF(Helper3_1,\"=\"&G586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G586)=1, G586, \"\")","v":585},{"$f":"IFERROR(SMALL(Index_2,A586),\"\")","v":585},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:J586)),\"\")","v":"GLA_585"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:K586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:L586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:M586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:P586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J586,COLUMNS($J$2:Q586)),\"\")","v":"External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements"}]
[{"$f":"IF('> FILTER <'!B588<>\"\",ROW(OFFSET(A587,-1,0)),\"\")","v":586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I588)),A587,\"\")","v":586},{"$f":"IFERROR(SMALL(Helper2_1,A587),\"\")","v":586},null,586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I588)),$A587,\"\")","v":586},{"$f":"IFERROR(SMALL(Helper2_2,A587),\"\")","v":586},{"$f":"COUNTIF(Helper3_1,\"=\"&G587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G587)=1, G587, \"\")","v":586},{"$f":"IFERROR(SMALL(Index_2,A587),\"\")","v":586},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:J587)),\"\")","v":"GLA_586"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:K587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:L587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:M587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:P587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J587,COLUMNS($J$2:Q587)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B589<>\"\",ROW(OFFSET(A588,-1,0)),\"\")","v":587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I589)),A588,\"\")","v":587},{"$f":"IFERROR(SMALL(Helper2_1,A588),\"\")","v":587},null,587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I589)),$A588,\"\")","v":587},{"$f":"IFERROR(SMALL(Helper2_2,A588),\"\")","v":587},{"$f":"COUNTIF(Helper3_1,\"=\"&G588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G588)=1, G588, \"\")","v":587},{"$f":"IFERROR(SMALL(Index_2,A588),\"\")","v":587},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:J588)),\"\")","v":"GLA_587"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:K588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:L588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:M588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:P588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J588,COLUMNS($J$2:Q588)),\"\")","v":"Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."}]
[{"$f":"IF('> FILTER <'!B590<>\"\",ROW(OFFSET(A589,-1,0)),\"\")","v":588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I590)),A589,\"\")","v":588},{"$f":"IFERROR(SMALL(Helper2_1,A589),\"\")","v":588},null,588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I590)),$A589,\"\")","v":588},{"$f":"IFERROR(SMALL(Helper2_2,A589),\"\")","v":588},{"$f":"COUNTIF(Helper3_1,\"=\"&G589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G589)=1, G589, \"\")","v":588},{"$f":"IFERROR(SMALL(Index_2,A589),\"\")","v":588},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:J589)),\"\")","v":"GLA_588"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:K589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:L589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:M589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:P589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J589,COLUMNS($J$2:Q589)),\"\")","v":"External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements,"}]
[{"$f":"IF('> FILTER <'!B591<>\"\",ROW(OFFSET(A590,-1,0)),\"\")","v":589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I591)),A590,\"\")","v":589},{"$f":"IFERROR(SMALL(Helper2_1,A590),\"\")","v":589},null,589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I591)),$A590,\"\")","v":589},{"$f":"IFERROR(SMALL(Helper2_2,A590),\"\")","v":589},{"$f":"COUNTIF(Helper3_1,\"=\"&G590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G590)=1, G590, \"\")","v":589},{"$f":"IFERROR(SMALL(Index_2,A590),\"\")","v":589},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:J590)),\"\")","v":"GLA_589"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:K590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:L590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:M590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:P590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J590,COLUMNS($J$2:Q590)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course (module) development and approval are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B592<>\"\",ROW(OFFSET(A591,-1,0)),\"\")","v":590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I592)),A591,\"\")","v":590},{"$f":"IFERROR(SMALL(Helper2_1,A591),\"\")","v":590},null,590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I592)),$A591,\"\")","v":590},{"$f":"IFERROR(SMALL(Helper2_2,A591),\"\")","v":590},{"$f":"COUNTIF(Helper3_1,\"=\"&G591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G591)=1, G591, \"\")","v":590},{"$f":"IFERROR(SMALL(Index_2,A591),\"\")","v":590},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:J591)),\"\")","v":"GLA_590"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:K591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:L591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:M591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:P591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J591,COLUMNS($J$2:Q591)),\"\")","v":"The University undertook a detailed mapping of its policies and procedures to the Quality Code at the time of ELIR 4 in 2019 and is confident that it continues to meet the Expectations of the Core and Common practices for both Standards and Quality through its Academic Quality Framework, academic governance structure, and a range of procedures and codes."}]
[{"$f":"IF('> FILTER <'!B593<>\"\",ROW(OFFSET(A592,-1,0)),\"\")","v":591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I593)),A592,\"\")","v":591},{"$f":"IFERROR(SMALL(Helper2_1,A592),\"\")","v":591},null,591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I593)),$A592,\"\")","v":591},{"$f":"IFERROR(SMALL(Helper2_2,A592),\"\")","v":591},{"$f":"COUNTIF(Helper3_1,\"=\"&G592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G592)=1, G592, \"\")","v":591},{"$f":"IFERROR(SMALL(Index_2,A592),\"\")","v":591},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:J592)),\"\")","v":"GLA_591"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:K592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:L592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:M592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:P592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J592,COLUMNS($J$2:Q592)),\"\")","v":", the University has not remapped its overall framework since, the rationale being that there is close relationship between the previous and current versions of the Quality Code, and has not fixed a date for this at the time of the review. The QESR team encourages the University to maintain an ongoing reflection on how the Quality Code can be used in the development of new processes and consider the benefits of revisiting their mapping when the current sector-level review of the Quality Code is complete."}]
[{"$f":"IF('> FILTER <'!B594<>\"\",ROW(OFFSET(A593,-1,0)),\"\")","v":592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I594)),A593,\"\")","v":592},{"$f":"IFERROR(SMALL(Helper2_1,A593),\"\")","v":592},null,592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I594)),$A593,\"\")","v":592},{"$f":"IFERROR(SMALL(Helper2_2,A593),\"\")","v":592},{"$f":"COUNTIF(Helper3_1,\"=\"&G593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G593)=1, G593, \"\")","v":592},{"$f":"IFERROR(SMALL(Index_2,A593),\"\")","v":592},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:J593)),\"\")","v":"GLA_592"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:K593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:L593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:M593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:P593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J593,COLUMNS($J$2:Q593)),\"\")","v":"Processes for course and programme development, approval and review \nincorporate external reference points including the Quality Code, Subject Benchmark Statements and SCQF. Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."}]
[{"$f":"IF('> FILTER <'!B595<>\"\",ROW(OFFSET(A594,-1,0)),\"\")","v":593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I595)),A594,\"\")","v":593},{"$f":"IFERROR(SMALL(Helper2_1,A594),\"\")","v":593},null,593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I595)),$A594,\"\")","v":593},{"$f":"IFERROR(SMALL(Helper2_2,A594),\"\")","v":593},{"$f":"COUNTIF(Helper3_1,\"=\"&G594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G594)=1, G594, \"\")","v":593},{"$f":"IFERROR(SMALL(Index_2,A594),\"\")","v":593},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:J594)),\"\")","v":"GLA_593"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:K594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:L594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:M594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:P594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J594,COLUMNS($J$2:Q594)),\"\")","v":"The University devolves responsibility for monitoring and review of validated \nprogrammes (Glasgow School of Art, Scotland's Rural College, and Edinburgh Theological Seminary) and for joint programmes delivered with partner institutions in Singapore and China to relevant Joint Boards or Joint Liaison Committees. The joint Boards for validated provision report into ASC, which reports to EdPSC, ensuring that the University can maintain appropriate institutional oversight, and take actions, as necessary."}]
[{"$f":"IF('> FILTER <'!B596<>\"\",ROW(OFFSET(A595,-1,0)),\"\")","v":594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I596)),A595,\"\")","v":594},{"$f":"IFERROR(SMALL(Helper2_1,A595),\"\")","v":594},null,594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I596)),$A595,\"\")","v":594},{"$f":"IFERROR(SMALL(Helper2_2,A595),\"\")","v":594},{"$f":"COUNTIF(Helper3_1,\"=\"&G595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G595)=1, G595, \"\")","v":594},{"$f":"IFERROR(SMALL(Index_2,A595),\"\")","v":594},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:J595)),\"\")","v":"GLA_594"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:K595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:L595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:M595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:P595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J595,COLUMNS($J$2:Q595)),\"\")","v":"The QESR team found two recommendations completed. The first of these \nrelated to making external examiner reports accessible to students. To address this recommendation, the University has made information about accessing external examiner reports a standard part of the Student Representation Toolkit. In addition, students can access the external examiner reports through the course management system."}]
[{"$f":"IF('> FILTER <'!B597<>\"\",ROW(OFFSET(A596,-1,0)),\"\")","v":595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I597)),A596,\"\")","v":595},{"$f":"IFERROR(SMALL(Helper2_1,A596),\"\")","v":595},null,595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I597)),$A596,\"\")","v":595},{"$f":"IFERROR(SMALL(Helper2_2,A596),\"\")","v":595},{"$f":"COUNTIF(Helper3_1,\"=\"&G596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G596)=1, G596, \"\")","v":595},{"$f":"IFERROR(SMALL(Index_2,A596),\"\")","v":595},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:J596)),\"\")","v":"GLA_595"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:K596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:L596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:M596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:P596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J596,COLUMNS($J$2:Q596)),\"\")","v":"In meetings with students the QESR team heard that students were aware of the external examiner reports and some of the students met had accessed reports. The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases. Staff confirmed to the QESR team in meetings that the algorithm is in place and consistently applied, and that there is greater clarity around degree outcomes. This has resulted in decision outcomes which are clearer and more defensible to students and external examiners."}]
[{"$f":"IF('> FILTER <'!B598<>\"\",ROW(OFFSET(A597,-1,0)),\"\")","v":596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I598)),A597,\"\")","v":596},{"$f":"IFERROR(SMALL(Helper2_1,A597),\"\")","v":596},null,596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I598)),$A597,\"\")","v":596},{"$f":"IFERROR(SMALL(Helper2_2,A597),\"\")","v":596},{"$f":"COUNTIF(Helper3_1,\"=\"&G597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G597)=1, G597, \"\")","v":596},{"$f":"IFERROR(SMALL(Index_2,A597),\"\")","v":596},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:J597)),\"\")","v":"GLA_596"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:K597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:L597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:M597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:P597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J597,COLUMNS($J$2:Q597)),\"\")","v":"From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B599<>\"\",ROW(OFFSET(A598,-1,0)),\"\")","v":597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I599)),A598,\"\")","v":597},{"$f":"IFERROR(SMALL(Helper2_1,A598),\"\")","v":597},null,597,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I599)),$A598,\"\")","v":597},{"$f":"IFERROR(SMALL(Helper2_2,A598),\"\")","v":597},{"$f":"COUNTIF(Helper3_1,\"=\"&G598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G598)=1, G598, \"\")","v":597},{"$f":"IFERROR(SMALL(Index_2,A598),\"\")","v":597},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:J598)),\"\")","v":"GLA_597"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:K598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:L598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:M598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:P598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J598,COLUMNS($J$2:Q598)),\"\")","v":"The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."}]
[{"$f":"IF('> FILTER <'!B600<>\"\",ROW(OFFSET(A599,-1,0)),\"\")","v":598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I600)),A599,\"\")","v":598},{"$f":"IFERROR(SMALL(Helper2_1,A599),\"\")","v":598},null,598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I600)),$A599,\"\")","v":598},{"$f":"IFERROR(SMALL(Helper2_2,A599),\"\")","v":598},{"$f":"COUNTIF(Helper3_1,\"=\"&G599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G599)=1, G599, \"\")","v":598},{"$f":"IFERROR(SMALL(Index_2,A599),\"\")","v":598},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:J599)),\"\")","v":"GLA_598"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:K599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:L599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:M599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:P599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J599,COLUMNS($J$2:Q599)),\"\")","v":"The University noted a decline in the number of external examiner reports submitted during the pandemic but is confident that there is overall sufficiency to assure standards. The team noted that the University is monitoring closely the downward trend in reports received and would encourage appropriate action to be taken to return this to pre-pandemic levels. External examiners were positive overall about the University's management of assessment and academic standards but raised a number of issues around use of online exams, grade inflation and diversity of assessment instruments."}]
[{"$f":"IF('> FILTER <'!B601<>\"\",ROW(OFFSET(A600,-1,0)),\"\")","v":599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I601)),A600,\"\")","v":599},{"$f":"IFERROR(SMALL(Helper2_1,A600),\"\")","v":599},null,599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I601)),$A600,\"\")","v":599},{"$f":"IFERROR(SMALL(Helper2_2,A600),\"\")","v":599},{"$f":"COUNTIF(Helper3_1,\"=\"&G600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G600)=1, G600, \"\")","v":599},{"$f":"IFERROR(SMALL(Index_2,A600),\"\")","v":599},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:J600)),\"\")","v":"GLA_599"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:K600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:L600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:M600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:P600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J600,COLUMNS($J$2:Q600)),\"\")","v":"The QESR team saw evidence of appropriate use of externality, both through external examiners and use of external subject expertise, in ILR and annual monitoring."}]
[{"$f":"IF('> FILTER <'!B602<>\"\",ROW(OFFSET(A601,-1,0)),\"\")","v":600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I602)),A601,\"\")","v":600},{"$f":"IFERROR(SMALL(Helper2_1,A601),\"\")","v":600},null,600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I602)),$A601,\"\")","v":600},{"$f":"IFERROR(SMALL(Helper2_2,A601),\"\")","v":600},{"$f":"COUNTIF(Helper3_1,\"=\"&G601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G601)=1, G601, \"\")","v":600},{"$f":"IFERROR(SMALL(Index_2,A601),\"\")","v":600},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:J601)),\"\")","v":"GLA_600"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:K601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:L601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:M601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:P601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J601,COLUMNS($J$2:Q601)),\"\")","v":"External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions and providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B603<>\"\",ROW(OFFSET(A602,-1,0)),\"\")","v":601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I603)),A602,\"\")","v":601},{"$f":"IFERROR(SMALL(Helper2_1,A602),\"\")","v":601},null,601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I603)),$A602,\"\")","v":601},{"$f":"IFERROR(SMALL(Helper2_2,A602),\"\")","v":601},{"$f":"COUNTIF(Helper3_1,\"=\"&G602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G602)=1, G602, \"\")","v":601},{"$f":"IFERROR(SMALL(Index_2,A602),\"\")","v":601},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:J602)),\"\")","v":"GLA_601"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:K602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:L602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:M602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:P602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J602,COLUMNS($J$2:Q602)),\"\")","v":"When meeting with students, the team found that external examiner reports are made available and have been accessed by some of the students met by the team"}]
[{"$f":"IF('> FILTER <'!B604<>\"\",ROW(OFFSET(A603,-1,0)),\"\")","v":602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I604)),A603,\"\")","v":602},{"$f":"IFERROR(SMALL(Helper2_1,A603),\"\")","v":602},null,602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I604)),$A603,\"\")","v":602},{"$f":"IFERROR(SMALL(Helper2_2,A603),\"\")","v":602},{"$f":"COUNTIF(Helper3_1,\"=\"&G603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G603)=1, G603, \"\")","v":602},{"$f":"IFERROR(SMALL(Index_2,A603),\"\")","v":602},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:J603)),\"\")","v":"GLA_602"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:K603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:L603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:M603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:P603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J603,COLUMNS($J$2:Q603)),\"\")","v":"Programmes are also expected to align with PSRB requirements where appropriate, as evidenced by successful accreditations."}]
[{"$f":"IF('> FILTER <'!B605<>\"\",ROW(OFFSET(A604,-1,0)),\"\")","v":603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I605)),A604,\"\")","v":603},{"$f":"IFERROR(SMALL(Helper2_1,A604),\"\")","v":603},null,603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I605)),$A604,\"\")","v":603},{"$f":"IFERROR(SMALL(Helper2_2,A604),\"\")","v":603},{"$f":"COUNTIF(Helper3_1,\"=\"&G604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G604)=1, G604, \"\")","v":603},{"$f":"IFERROR(SMALL(Index_2,A604),\"\")","v":603},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:J604)),\"\")","v":"GLA_603"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:K604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:L604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:M604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:P604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J604,COLUMNS($J$2:Q604)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality processes."}]
[{"$f":"IF('> FILTER <'!B606<>\"\",ROW(OFFSET(A605,-1,0)),\"\")","v":604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I606)),A605,\"\")","v":604},{"$f":"IFERROR(SMALL(Helper2_1,A605),\"\")","v":604},null,604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I606)),$A605,\"\")","v":604},{"$f":"IFERROR(SMALL(Helper2_2,A605),\"\")","v":604},{"$f":"COUNTIF(Helper3_1,\"=\"&G605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G605)=1, G605, \"\")","v":604},{"$f":"IFERROR(SMALL(Index_2,A605),\"\")","v":604},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:J605)),\"\")","v":"GLA_604"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:K605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:L605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:M605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:P605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J605,COLUMNS($J$2:Q605)),\"\")","v":"A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school."}]
[{"$f":"IF('> FILTER <'!B607<>\"\",ROW(OFFSET(A606,-1,0)),\"\")","v":605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I607)),A606,\"\")","v":605},{"$f":"IFERROR(SMALL(Helper2_1,A606),\"\")","v":605},null,605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I607)),$A606,\"\")","v":605},{"$f":"IFERROR(SMALL(Helper2_2,A606),\"\")","v":605},{"$f":"COUNTIF(Helper3_1,\"=\"&G606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G606)=1, G606, \"\")","v":605},{"$f":"IFERROR(SMALL(Index_2,A606),\"\")","v":605},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:J606)),\"\")","v":"GLA_605"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:K606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:L606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:M606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:P606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J606,COLUMNS($J$2:Q606)),\"\")","v":"The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."}]
[{"$f":"IF('> FILTER <'!B608<>\"\",ROW(OFFSET(A607,-1,0)),\"\")","v":606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I608)),A607,\"\")","v":606},{"$f":"IFERROR(SMALL(Helper2_1,A607),\"\")","v":606},null,606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I608)),$A607,\"\")","v":606},{"$f":"IFERROR(SMALL(Helper2_2,A607),\"\")","v":606},{"$f":"COUNTIF(Helper3_1,\"=\"&G607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G607)=1, G607, \"\")","v":606},{"$f":"IFERROR(SMALL(Index_2,A607),\"\")","v":606},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:J607)),\"\")","v":"GLA_606"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:K607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:L607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:M607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:P607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J607,COLUMNS($J$2:Q607)),\"\")","v":"Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback. The data collected will be used to evaluate mechanisms for improvement in student responses by providing recommendations which align with the existing university Quality Framework."}]
[{"$f":"IF('> FILTER <'!B609<>\"\",ROW(OFFSET(A608,-1,0)),\"\")","v":607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I609)),A608,\"\")","v":607},{"$f":"IFERROR(SMALL(Helper2_1,A608),\"\")","v":607},null,607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I609)),$A608,\"\")","v":607},{"$f":"IFERROR(SMALL(Helper2_2,A608),\"\")","v":607},{"$f":"COUNTIF(Helper3_1,\"=\"&G608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G608)=1, G608, \"\")","v":607},{"$f":"IFERROR(SMALL(Index_2,A608),\"\")","v":607},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:J608)),\"\")","v":"GLA_607"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:K608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:L608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:M608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:P608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J608,COLUMNS($J$2:Q608)),\"\")","v":"The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."}]
[{"$f":"IF('> FILTER <'!B610<>\"\",ROW(OFFSET(A609,-1,0)),\"\")","v":608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I610)),A609,\"\")","v":608},{"$f":"IFERROR(SMALL(Helper2_1,A609),\"\")","v":608},null,608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I610)),$A609,\"\")","v":608},{"$f":"IFERROR(SMALL(Helper2_2,A609),\"\")","v":608},{"$f":"COUNTIF(Helper3_1,\"=\"&G609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G609)=1, G609, \"\")","v":608},{"$f":"IFERROR(SMALL(Index_2,A609),\"\")","v":608},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:J609)),\"\")","v":"GLA_608"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:K609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:L609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:M609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:P609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J609,COLUMNS($J$2:Q609)),\"\")","v":"The review team understood from meetings that the roll-out of this initiative was still in its early stages and, as a consequence, some staff were not yet aware of the data packs or had not accessed them. The QESR team recognised, however, that this was a positive development and had the potential to enhance the University's use of data in self-evaluation and decisionmaking following full implementation."}]
[{"$f":"IF('> FILTER <'!B611<>\"\",ROW(OFFSET(A610,-1,0)),\"\")","v":609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I611)),A610,\"\")","v":609},{"$f":"IFERROR(SMALL(Helper2_1,A610),\"\")","v":609},null,609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I611)),$A610,\"\")","v":609},{"$f":"IFERROR(SMALL(Helper2_2,A610),\"\")","v":609},{"$f":"COUNTIF(Helper3_1,\"=\"&G610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G610)=1, G610, \"\")","v":609},{"$f":"IFERROR(SMALL(Index_2,A610),\"\")","v":609},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:J610)),\"\")","v":"GLA_609"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:K610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:L610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:M610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:P610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J610,COLUMNS($J$2:Q610)),\"\")","v":"The QESR team considered and evaluated the Disability Action Plan which outlines a programme of work between 2021 and 2023, and maps onto the Learning and Teaching Strategy - for example, in respect to the design of assessments now underway. The QESR team noted good progress on the action plan during the review visit. In the context of rising demand, more Disability Support Advisers have been appointed and there is now more systematic processing of data, assisted by an electronic case management system, which will begin operating in July 2023 to support transfer of information between Admissions and the Disability Service during the application process."}]
[{"$f":"IF('> FILTER <'!B612<>\"\",ROW(OFFSET(A611,-1,0)),\"\")","v":610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I612)),A611,\"\")","v":610},{"$f":"IFERROR(SMALL(Helper2_1,A611),\"\")","v":610},null,610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I612)),$A611,\"\")","v":610},{"$f":"IFERROR(SMALL(Helper2_2,A611),\"\")","v":610},{"$f":"COUNTIF(Helper3_1,\"=\"&G611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G611)=1, G611, \"\")","v":610},{"$f":"IFERROR(SMALL(Index_2,A611),\"\")","v":610},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:J611)),\"\")","v":"GLA_610"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:K611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:L611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:M611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:P611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J611,COLUMNS($J$2:Q611)),\"\")","v":"The Annual Report on Student Complaints (2021-22) identified concerns raised by students about the adviser role including inaccessibility to students, low-quality information and lack of contact with their adviser, poor or inaccurate information, and incomplete advice about academic progression."}]
[{"$f":"IF('> FILTER <'!B613<>\"\",ROW(OFFSET(A612,-1,0)),\"\")","v":611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I613)),A612,\"\")","v":611},{"$f":"IFERROR(SMALL(Helper2_1,A612),\"\")","v":611},null,611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I613)),$A612,\"\")","v":611},{"$f":"IFERROR(SMALL(Helper2_2,A612),\"\")","v":611},{"$f":"COUNTIF(Helper3_1,\"=\"&G612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G612)=1, G612, \"\")","v":611},{"$f":"IFERROR(SMALL(Index_2,A612),\"\")","v":611},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:J612)),\"\")","v":"GLA_611"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:K612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:L612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:M612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:P612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J612,COLUMNS($J$2:Q612)),\"\")","v":"The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."}]
[{"$f":"IF('> FILTER <'!B614<>\"\",ROW(OFFSET(A613,-1,0)),\"\")","v":612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I614)),A613,\"\")","v":612},{"$f":"IFERROR(SMALL(Helper2_1,A613),\"\")","v":612},null,612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I614)),$A613,\"\")","v":612},{"$f":"IFERROR(SMALL(Helper2_2,A613),\"\")","v":612},{"$f":"COUNTIF(Helper3_1,\"=\"&G613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G613)=1, G613, \"\")","v":612},{"$f":"IFERROR(SMALL(Index_2,A613),\"\")","v":612},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:J613)),\"\")","v":"GLA_612"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:K613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:L613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:M613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:P613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J613,COLUMNS($J$2:Q613)),\"\")","v":"The other completed recommendation was about the use of discretion at examination boards where discretion has been discontinued and a standard grade profile algorithm is to be applied in borderline cases. Staff confirmed to the QESR team in meetings that the algorithm is in place and consistently applied, and that there is greater clarity around degree outcomes. This has resulted in decision outcomes which are clearer and more defensible to students and"}]
[{"$f":"IF('> FILTER <'!B615<>\"\",ROW(OFFSET(A614,-1,0)),\"\")","v":613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I615)),A614,\"\")","v":613},{"$f":"IFERROR(SMALL(Helper2_1,A614),\"\")","v":613},null,613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I615)),$A614,\"\")","v":613},{"$f":"IFERROR(SMALL(Helper2_2,A614),\"\")","v":613},{"$f":"COUNTIF(Helper3_1,\"=\"&G614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G614)=1, G614, \"\")","v":613},{"$f":"IFERROR(SMALL(Index_2,A614),\"\")","v":613},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:J614)),\"\")","v":"GLA_613"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:K614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:L614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:M614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:P614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J614,COLUMNS($J$2:Q614)),\"\")","v":"However, students who met with the QESR team reported that digital learning and resources issues have highlighted variable provision between courses and departments. This has led to some concerns over unequal access to technical resources and/or learning spaces, provision of lecture recordings and adoption of online feedback on exam outcomes."}]
[{"$f":"IF('> FILTER <'!B616<>\"\",ROW(OFFSET(A615,-1,0)),\"\")","v":614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I616)),A615,\"\")","v":614},{"$f":"IFERROR(SMALL(Helper2_1,A615),\"\")","v":614},null,614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I616)),$A615,\"\")","v":614},{"$f":"IFERROR(SMALL(Helper2_2,A615),\"\")","v":614},{"$f":"COUNTIF(Helper3_1,\"=\"&G615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G615)=1, G615, \"\")","v":614},{"$f":"IFERROR(SMALL(Index_2,A615),\"\")","v":614},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:J615)),\"\")","v":"GLA_614"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:K615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:L615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:M615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:P615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J615,COLUMNS($J$2:Q615)),\"\")","v":"The QESR team noted a recent innovation by the Planning Insight and Analysis \n(PIA) team which has developed a data pack containing key insights on how progression rates and assessment outcomes vary across the student population. This data is available to all staff with the Academic Standards Committee (ASC) providing institutional oversight."}]
[{"$f":"IF('> FILTER <'!B617<>\"\",ROW(OFFSET(A616,-1,0)),\"\")","v":615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I617)),A616,\"\")","v":615},{"$f":"IFERROR(SMALL(Helper2_1,A616),\"\")","v":615},null,615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I617)),$A616,\"\")","v":615},{"$f":"IFERROR(SMALL(Helper2_2,A616),\"\")","v":615},{"$f":"COUNTIF(Helper3_1,\"=\"&G616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G616)=1, G616, \"\")","v":615},{"$f":"IFERROR(SMALL(Index_2,A616),\"\")","v":615},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:J616)),\"\")","v":"GLA_615"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:K616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:L616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:M616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:P616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J616,COLUMNS($J$2:Q616)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B618<>\"\",ROW(OFFSET(A617,-1,0)),\"\")","v":616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I618)),A617,\"\")","v":616},{"$f":"IFERROR(SMALL(Helper2_1,A617),\"\")","v":616},null,616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I618)),$A617,\"\")","v":616},{"$f":"IFERROR(SMALL(Helper2_2,A617),\"\")","v":616},{"$f":"COUNTIF(Helper3_1,\"=\"&G617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G617)=1, G617, \"\")","v":616},{"$f":"IFERROR(SMALL(Index_2,A617),\"\")","v":616},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:J617)),\"\")","v":"GLA_616"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:K617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:L617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:M617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:P617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J617,COLUMNS($J$2:Q617)),\"\")","v":"A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school."}]
[{"$f":"IF('> FILTER <'!B619<>\"\",ROW(OFFSET(A618,-1,0)),\"\")","v":617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I619)),A618,\"\")","v":617},{"$f":"IFERROR(SMALL(Helper2_1,A618),\"\")","v":617},null,617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I619)),$A618,\"\")","v":617},{"$f":"IFERROR(SMALL(Helper2_2,A618),\"\")","v":617},{"$f":"COUNTIF(Helper3_1,\"=\"&G618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G618)=1, G618, \"\")","v":617},{"$f":"IFERROR(SMALL(Index_2,A618),\"\")","v":617},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:J618)),\"\")","v":"GLA_617"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:K618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:L618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:M618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:P618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J618,COLUMNS($J$2:Q618)),\"\")","v":"From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B620<>\"\",ROW(OFFSET(A619,-1,0)),\"\")","v":618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I620)),A619,\"\")","v":618},{"$f":"IFERROR(SMALL(Helper2_1,A619),\"\")","v":618},null,618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I620)),$A619,\"\")","v":618},{"$f":"IFERROR(SMALL(Helper2_2,A619),\"\")","v":618},{"$f":"COUNTIF(Helper3_1,\"=\"&G619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G619)=1, G619, \"\")","v":618},{"$f":"IFERROR(SMALL(Index_2,A619),\"\")","v":618},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:J619)),\"\")","v":"GLA_618"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:K619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:L619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:M619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:P619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J619,COLUMNS($J$2:Q619)),\"\")","v":"Academic Standards Committee (ASC), reporting to the Education Policy & \nStrategy Committee (EdPSC), is responsible for the assurance and enhancement of the quality of educational provision and maintenance of academic standards, and for approval of proposals for undergraduate and postgraduate taught programmes. From the minutes available, it was evident that the Committee has appropriate oversight, and operates as its remit. This includes consideration of reports on Periodic Subject Review (PSR), course and programme approvals, annual monitoring and external examiner activity, as well as reports from sub-committees and working groups."}]
[{"$f":"IF('> FILTER <'!B621<>\"\",ROW(OFFSET(A620,-1,0)),\"\")","v":619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I621)),A620,\"\")","v":619},{"$f":"IFERROR(SMALL(Helper2_1,A620),\"\")","v":619},null,619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I621)),$A620,\"\")","v":619},{"$f":"IFERROR(SMALL(Helper2_2,A620),\"\")","v":619},{"$f":"COUNTIF(Helper3_1,\"=\"&G620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G620)=1, G620, \"\")","v":619},{"$f":"IFERROR(SMALL(Index_2,A620),\"\")","v":619},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:J620)),\"\")","v":"GLA_619"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:K620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:L620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:M620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:P620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J620,COLUMNS($J$2:Q620)),\"\")","v":"The University is currently reviewing its assessment policies and practices through the Assessment and Feedback workstream of the Learning and Teaching Strategy (see paragraph 5). The University maintains central oversight of external examiner reports, which are received and scrutinised by the Academic Policy & Governance (APG) team, which provides institutional summary reports to ASC, and starts follow-up action where necessary from the relevant school."}]
[{"$f":"IF('> FILTER <'!B622<>\"\",ROW(OFFSET(A621,-1,0)),\"\")","v":620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I622)),A621,\"\")","v":620},{"$f":"IFERROR(SMALL(Helper2_1,A621),\"\")","v":620},null,620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I622)),$A621,\"\")","v":620},{"$f":"IFERROR(SMALL(Helper2_2,A621),\"\")","v":620},{"$f":"COUNTIF(Helper3_1,\"=\"&G621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G621)=1, G621, \"\")","v":620},{"$f":"IFERROR(SMALL(Index_2,A621),\"\")","v":620},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:J621)),\"\")","v":"GLA_620"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:K621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:L621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:M621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:P621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J621,COLUMNS($J$2:Q621)),\"\")","v":"External examiners comment on the academic standards, and alignment with \nSCQF and Subject Benchmark Statements, in addition to drawing comparisons with provision at other institutions and providing ongoing assurance on the use of external reference points. When meeting with students, the team found that external examiner reports are made available and have been accessed by some of the students met by the team"}]
[{"$f":"IF('> FILTER <'!B623<>\"\",ROW(OFFSET(A622,-1,0)),\"\")","v":621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I623)),A622,\"\")","v":621},{"$f":"IFERROR(SMALL(Helper2_1,A622),\"\")","v":621},null,621,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I623)),$A622,\"\")","v":621},{"$f":"IFERROR(SMALL(Helper2_2,A622),\"\")","v":621},{"$f":"COUNTIF(Helper3_1,\"=\"&G622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G622)=1, G622, \"\")","v":621},{"$f":"IFERROR(SMALL(Index_2,A622),\"\")","v":621},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:J622)),\"\")","v":"GLA_621"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:K622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:L622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:M622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:P622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J622,COLUMNS($J$2:Q622)),\"\")","v":"The Academic Quality Framework was updated on the university website in February 2023, and the University indicates that further reviews are planned during 2022-23 to enhance its effectiveness, particularly in relation to enhancing approaches to student feedback and reviewing procedures for course and programme approval."}]
[{"$f":"IF('> FILTER <'!B624<>\"\",ROW(OFFSET(A623,-1,0)),\"\")","v":622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I624)),A623,\"\")","v":622},{"$f":"IFERROR(SMALL(Helper2_1,A623),\"\")","v":622},null,622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I624)),$A623,\"\")","v":622},{"$f":"IFERROR(SMALL(Helper2_2,A623),\"\")","v":622},{"$f":"COUNTIF(Helper3_1,\"=\"&G623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G623)=1, G623, \"\")","v":622},{"$f":"IFERROR(SMALL(Index_2,A623),\"\")","v":622},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:J623)),\"\")","v":"GLA_622"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:K623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:L623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:M623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:P623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J623,COLUMNS($J$2:Q623)),\"\")","v":"A range of data contributes to the annual monitoring process, including School \nAnnual Monitoring Summaries which, in turn, feeds into the College Annual Monitoring Summaries. These summaries include a variety of internal evidence assessing both the student experience for the individual programme and academic performance of the school. The review team was confident that the University takes appropriate consideration of institution-wide student feedback, in particular the National Student Survey (NSS) and the Annual Student Experience Survey. These surveys are sent to all undergraduate and postgraduate students, and cover key areas of experience and performance factors affecting students."}]
[{"$f":"IF('> FILTER <'!B625<>\"\",ROW(OFFSET(A624,-1,0)),\"\")","v":623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I625)),A624,\"\")","v":623},{"$f":"IFERROR(SMALL(Helper2_1,A624),\"\")","v":623},null,623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I625)),$A624,\"\")","v":623},{"$f":"IFERROR(SMALL(Helper2_2,A624),\"\")","v":623},{"$f":"COUNTIF(Helper3_1,\"=\"&G624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G624)=1, G624, \"\")","v":623},{"$f":"IFERROR(SMALL(Index_2,A624),\"\")","v":623},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:J624)),\"\")","v":"GLA_623"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:K624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:L624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:M624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:P624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J624,COLUMNS($J$2:Q624)),\"\")","v":"Following on from the Student Survey Working Group, a 'Student Voice in the \nQuality Framework' Working Group has been established during this academic session (2022-23) to provide an integrated approach to gathering student feedback."}]
[{"$f":"IF('> FILTER <'!B626<>\"\",ROW(OFFSET(A625,-1,0)),\"\")","v":624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I626)),A625,\"\")","v":624},{"$f":"IFERROR(SMALL(Helper2_1,A625),\"\")","v":624},null,624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I626)),$A625,\"\")","v":624},{"$f":"IFERROR(SMALL(Helper2_2,A625),\"\")","v":624},{"$f":"COUNTIF(Helper3_1,\"=\"&G625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G625)=1, G625, \"\")","v":624},{"$f":"IFERROR(SMALL(Index_2,A625),\"\")","v":624},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:J625)),\"\")","v":"GLA_624"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:K625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:L625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:M625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:P625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J625,COLUMNS($J$2:Q625)),\"\")","v":"In addition, the Learning and Teaching Strategy (the Strategy) details seven internal \nand five external drivers which map closely with the imperatives of the University's overall strategy, by placing emphasis on an inclusive learning and teaching environment, including: support for student and staff wellbeing and inclusion; and collaboration between staff and student communities, campuses and international partnerships."}]
[{"$f":"IF('> FILTER <'!B627<>\"\",ROW(OFFSET(A626,-1,0)),\"\")","v":625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I627)),A626,\"\")","v":625},{"$f":"IFERROR(SMALL(Helper2_1,A626),\"\")","v":625},null,625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I627)),$A626,\"\")","v":625},{"$f":"IFERROR(SMALL(Helper2_2,A626),\"\")","v":625},{"$f":"COUNTIF(Helper3_1,\"=\"&G626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G626)=1, G626, \"\")","v":625},{"$f":"IFERROR(SMALL(Index_2,A626),\"\")","v":625},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:J626)),\"\")","v":"DUN_625"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:K626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:L626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:M626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:P626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J626,COLUMNS($J$2:Q626)),\"\")","v":"Implementation of institutional strategies: There is clear alignment between strategic planning and schools' and professional services' priorities, supporting the effective implementation of institutional strategies (paragraph 3)."}]
[{"$f":"IF('> FILTER <'!B628<>\"\",ROW(OFFSET(A627,-1,0)),\"\")","v":626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I628)),A627,\"\")","v":626},{"$f":"IFERROR(SMALL(Helper2_1,A627),\"\")","v":626},null,626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I628)),$A627,\"\")","v":626},{"$f":"IFERROR(SMALL(Helper2_2,A627),\"\")","v":626},{"$f":"COUNTIF(Helper3_1,\"=\"&G627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G627)=1, G627, \"\")","v":626},{"$f":"IFERROR(SMALL(Index_2,A627),\"\")","v":626},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:J627)),\"\")","v":"DUN_626"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:K627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:L627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:M627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:P627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J627,COLUMNS($J$2:Q627)),\"\")","v":"Use of student journey data for enhancement: The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience (paragraph 46)"}]
[{"$f":"IF('> FILTER <'!B629<>\"\",ROW(OFFSET(A628,-1,0)),\"\")","v":627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I629)),A628,\"\")","v":627},{"$f":"IFERROR(SMALL(Helper2_1,A628),\"\")","v":627},null,627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I629)),$A628,\"\")","v":627},{"$f":"IFERROR(SMALL(Helper2_2,A628),\"\")","v":627},{"$f":"COUNTIF(Helper3_1,\"=\"&G628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G628)=1, G628, \"\")","v":627},{"$f":"IFERROR(SMALL(Index_2,A628),\"\")","v":627},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:J628)),\"\")","v":"DUN_627"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:K628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:L628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:M628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:P628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J628,COLUMNS($J$2:Q628)),\"\")","v":"Digital Champions: The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice (paragraph 27)."}]
[{"$f":"IF('> FILTER <'!B630<>\"\",ROW(OFFSET(A629,-1,0)),\"\")","v":628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I630)),A629,\"\")","v":628},{"$f":"IFERROR(SMALL(Helper2_1,A629),\"\")","v":628},null,628,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I630)),$A629,\"\")","v":628},{"$f":"IFERROR(SMALL(Helper2_2,A629),\"\")","v":628},{"$f":"COUNTIF(Helper3_1,\"=\"&G629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G629)=1, G629, \"\")","v":628},{"$f":"IFERROR(SMALL(Index_2,A629),\"\")","v":628},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:J629)),\"\")","v":"STR_628"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:K629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:L629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:M629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:P629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J629,COLUMNS($J$2:Q629)),\"\")","v":"Strategic approach to enhancement: The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The Learning and Teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees to ensure the student experience is enhanced (paragraph 3)."}]
[{"$f":"IF('> FILTER <'!B631<>\"\",ROW(OFFSET(A630,-1,0)),\"\")","v":629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I631)),A630,\"\")","v":629},{"$f":"IFERROR(SMALL(Helper2_1,A630),\"\")","v":629},null,629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I631)),$A630,\"\")","v":629},{"$f":"IFERROR(SMALL(Helper2_2,A630),\"\")","v":629},{"$f":"COUNTIF(Helper3_1,\"=\"&G630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G630)=1, G630, \"\")","v":629},{"$f":"IFERROR(SMALL(Index_2,A630),\"\")","v":629},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:J630)),\"\")","v":"STR_629"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:K630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:L630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:M630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:P630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J630,COLUMNS($J$2:Q630)),\"\")","v":"Student partnership working: The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, and co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues (paragraph 11)."}]
[{"$f":"IF('> FILTER <'!B632<>\"\",ROW(OFFSET(A631,-1,0)),\"\")","v":630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I632)),A631,\"\")","v":630},{"$f":"IFERROR(SMALL(Helper2_1,A631),\"\")","v":630},null,630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I632)),$A631,\"\")","v":630},{"$f":"IFERROR(SMALL(Helper2_2,A631),\"\")","v":630},{"$f":"COUNTIF(Helper3_1,\"=\"&G631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G631)=1, G631, \"\")","v":630},{"$f":"IFERROR(SMALL(Index_2,A631),\"\")","v":630},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:J631)),\"\")","v":"STR_630"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:K631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:L631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:M631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:P631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J631,COLUMNS($J$2:Q631)),\"\")","v":"Digital education: The University has continued to develop and strengthen an effective digital education capacity through a collaborative, deliberate and strategic approach (paragraphs 17-21)."}]
[{"$f":"IF('> FILTER <'!B633<>\"\",ROW(OFFSET(A632,-1,0)),\"\")","v":631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I633)),A632,\"\")","v":631},{"$f":"IFERROR(SMALL(Helper2_1,A632),\"\")","v":631},null,631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I633)),$A632,\"\")","v":631},{"$f":"IFERROR(SMALL(Helper2_2,A632),\"\")","v":631},{"$f":"COUNTIF(Helper3_1,\"=\"&G632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G632)=1, G632, \"\")","v":631},{"$f":"IFERROR(SMALL(Index_2,A632),\"\")","v":631},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:J632)),\"\")","v":"UWS_631"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:K632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:L632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:M632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:P632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J632,COLUMNS($J$2:Q632)),\"\")","v":"Strategic approach to widening participation: The University's strategic approach and ongoing commitment to widening participation is fully embedded across the University at all stages of the learner journey."}]
[{"$f":"IF('> FILTER <'!B634<>\"\",ROW(OFFSET(A633,-1,0)),\"\")","v":632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I634)),A633,\"\")","v":632},{"$f":"IFERROR(SMALL(Helper2_1,A633),\"\")","v":632},null,632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I634)),$A633,\"\")","v":632},{"$f":"IFERROR(SMALL(Helper2_2,A633),\"\")","v":632},{"$f":"COUNTIF(Helper3_1,\"=\"&G633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G633)=1, G633, \"\")","v":632},{"$f":"IFERROR(SMALL(Index_2,A633),\"\")","v":632},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:J633)),\"\")","v":"UWS_632"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:K633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:L633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:M633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:P633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J633,COLUMNS($J$2:Q633)),\"\")","v":"Institution-wide, student-centred approach to policy and strategy development: Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."}]
[{"$f":"IF('> FILTER <'!B635<>\"\",ROW(OFFSET(A634,-1,0)),\"\")","v":633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I635)),A634,\"\")","v":633},{"$f":"IFERROR(SMALL(Helper2_1,A634),\"\")","v":633},null,633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I635)),$A634,\"\")","v":633},{"$f":"IFERROR(SMALL(Helper2_2,A634),\"\")","v":633},{"$f":"COUNTIF(Helper3_1,\"=\"&G634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G634)=1, G634, \"\")","v":633},{"$f":"IFERROR(SMALL(Index_2,A634),\"\")","v":633},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:J634)),\"\")","v":"UWS_633"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:K634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:L634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:M634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:P634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J634,COLUMNS($J$2:Q634)),\"\")","v":"Student support; The University's new one-stop shop approach by the Student Success Hub (SSH) not only responds to student enquiries but also uses an appointment referral system for students requiring specialist support and targeted intervention to prevent long-term disengagement. The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services."}]
[{"$f":"IF('> FILTER <'!B636<>\"\",ROW(OFFSET(A635,-1,0)),\"\")","v":634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I636)),A635,\"\")","v":634},{"$f":"IFERROR(SMALL(Helper2_1,A635),\"\")","v":634},null,634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I636)),$A635,\"\")","v":634},{"$f":"IFERROR(SMALL(Helper2_2,A635),\"\")","v":634},{"$f":"COUNTIF(Helper3_1,\"=\"&G635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G635)=1, G635, \"\")","v":634},{"$f":"IFERROR(SMALL(Index_2,A635),\"\")","v":634},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:J635)),\"\")","v":"DUN_634"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:K635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:L635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:M635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:P635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J635,COLUMNS($J$2:Q635)),\"\")","v":"Professional services review: The University should develop a systematic approach to professional services review that complements the existing mechanisms for engaging professional services in quality processes. The University should ensure that there is appropriate engagement with staff and students, and appropriate externality, to promote high-quality learning and continuous improvement (paragraph 37)."}]
[{"$f":"IF('> FILTER <'!B637<>\"\",ROW(OFFSET(A636,-1,0)),\"\")","v":635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I637)),A636,\"\")","v":635},{"$f":"IFERROR(SMALL(Helper2_1,A636),\"\")","v":635},null,635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I637)),$A636,\"\")","v":635},{"$f":"IFERROR(SMALL(Helper2_2,A636),\"\")","v":635},{"$f":"COUNTIF(Helper3_1,\"=\"&G636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G636)=1, G636, \"\")","v":635},{"$f":"IFERROR(SMALL(Index_2,A636),\"\")","v":635},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:J636)),\"\")","v":"STR_635"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:K636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:L636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:M636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:P636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J636,COLUMNS($J$2:Q636)),\"\")","v":"Thematic review of professional services: As the new professional services review process is embedded, the University should produce a timetable of reviews to ensure that all student-facing professional services are systematically reviewed within a suitable timeframe (paragraph 27)."}]
[{"$f":"IF('> FILTER <'!B638<>\"\",ROW(OFFSET(A637,-1,0)),\"\")","v":636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I638)),A637,\"\")","v":636},{"$f":"IFERROR(SMALL(Helper2_1,A637),\"\")","v":636},null,636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I638)),$A637,\"\")","v":636},{"$f":"IFERROR(SMALL(Helper2_2,A637),\"\")","v":636},{"$f":"COUNTIF(Helper3_1,\"=\"&G637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G637)=1, G637, \"\")","v":636},{"$f":"IFERROR(SMALL(Index_2,A637),\"\")","v":636},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:J637)),\"\")","v":"STR_636"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:K637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:L637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:M637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:P637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J637,COLUMNS($J$2:Q637)),\"\")","v":"PGR teaching: The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University (paragraph 13)."}]
[{"$f":"IF('> FILTER <'!B639<>\"\",ROW(OFFSET(A638,-1,0)),\"\")","v":637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I639)),A638,\"\")","v":637},{"$f":"IFERROR(SMALL(Helper2_1,A638),\"\")","v":637},null,637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I639)),$A638,\"\")","v":637},{"$f":"IFERROR(SMALL(Helper2_2,A638),\"\")","v":637},{"$f":"COUNTIF(Helper3_1,\"=\"&G638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G638)=1, G638, \"\")","v":637},{"$f":"IFERROR(SMALL(Index_2,A638),\"\")","v":637},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:J638)),\"\")","v":"UWS_637"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:K638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:L638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:M638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:P638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J638,COLUMNS($J$2:Q638)),\"\")","v":"Training for student representatives: The University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels, and to better represent students."}]
[{"$f":"IF('> FILTER <'!B640<>\"\",ROW(OFFSET(A639,-1,0)),\"\")","v":638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I640)),A639,\"\")","v":638},{"$f":"IFERROR(SMALL(Helper2_1,A639),\"\")","v":638},null,638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I640)),$A639,\"\")","v":638},{"$f":"IFERROR(SMALL(Helper2_2,A639),\"\")","v":638},{"$f":"COUNTIF(Helper3_1,\"=\"&G639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G639)=1, G639, \"\")","v":638},{"$f":"IFERROR(SMALL(Index_2,A639),\"\")","v":638},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:J639)),\"\")","v":"UWS_638"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:K639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:L639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:M639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:P639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J639,COLUMNS($J$2:Q639)),\"\")","v":"Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B641<>\"\",ROW(OFFSET(A640,-1,0)),\"\")","v":639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I641)),A640,\"\")","v":639},{"$f":"IFERROR(SMALL(Helper2_1,A640),\"\")","v":639},null,639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I641)),$A640,\"\")","v":639},{"$f":"IFERROR(SMALL(Helper2_2,A640),\"\")","v":639},{"$f":"COUNTIF(Helper3_1,\"=\"&G640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G640)=1, G640, \"\")","v":639},{"$f":"IFERROR(SMALL(Index_2,A640),\"\")","v":639},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:J640)),\"\")","v":"UWS_639"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:K640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:L640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:M640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:P640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J640,COLUMNS($J$2:Q640)),\"\")","v":"Implementation of change: In developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."}]
[{"$f":"IF('> FILTER <'!B642<>\"\",ROW(OFFSET(A641,-1,0)),\"\")","v":640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I642)),A641,\"\")","v":640},{"$f":"IFERROR(SMALL(Helper2_1,A641),\"\")","v":640},null,640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I642)),$A641,\"\")","v":640},{"$f":"IFERROR(SMALL(Helper2_2,A641),\"\")","v":640},{"$f":"COUNTIF(Helper3_1,\"=\"&G641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G641)=1, G641, \"\")","v":640},{"$f":"IFERROR(SMALL(Index_2,A641),\"\")","v":640},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:J641)),\"\")","v":"UWS_640"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:K641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:L641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:M641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:P641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J641,COLUMNS($J$2:Q641)),\"\")","v":"Strengthen the use of data in quality processes: In continuing to embed and strengthen the use of data in quality processes, the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."}]
[{"$f":"IF('> FILTER <'!B643<>\"\",ROW(OFFSET(A642,-1,0)),\"\")","v":641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I643)),A642,\"\")","v":641},{"$f":"IFERROR(SMALL(Helper2_1,A642),\"\")","v":641},null,641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I643)),$A642,\"\")","v":641},{"$f":"IFERROR(SMALL(Helper2_2,A642),\"\")","v":641},{"$f":"COUNTIF(Helper3_1,\"=\"&G642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G642)=1, G642, \"\")","v":641},{"$f":"IFERROR(SMALL(Index_2,A642),\"\")","v":641},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:J642)),\"\")","v":"DUN_641"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:K642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:L642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:M642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:P642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J642,COLUMNS($J$2:Q642)),\"\")","v":"The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience"}]
[{"$f":"IF('> FILTER <'!B644<>\"\",ROW(OFFSET(A643,-1,0)),\"\")","v":642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I644)),A643,\"\")","v":642},{"$f":"IFERROR(SMALL(Helper2_1,A643),\"\")","v":642},null,{"$f":"ROW(OFFSET(E643,-1,0))","v":642},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I644)),$A643,\"\")","v":642},{"$f":"IFERROR(SMALL(Helper2_2,A643),\"\")","v":642},{"$f":"COUNTIF(Helper3_1,\"=\"&G643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G643)=1, G643, \"\")","v":642},{"$f":"IFERROR(SMALL(Index_2,A643),\"\")","v":642},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:J643)),\"\")","v":"DUN_642"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:K643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:L643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:M643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:P643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J643,COLUMNS($J$2:Q643)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement."}]
[{"$f":"IF('> FILTER <'!B645<>\"\",ROW(OFFSET(A644,-1,0)),\"\")","v":643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I645)),A644,\"\")","v":643},{"$f":"IFERROR(SMALL(Helper2_1,A644),\"\")","v":643},null,643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I645)),$A644,\"\")","v":643},{"$f":"IFERROR(SMALL(Helper2_2,A644),\"\")","v":643},{"$f":"COUNTIF(Helper3_1,\"=\"&G644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G644)=1, G644, \"\")","v":643},{"$f":"IFERROR(SMALL(Index_2,A644),\"\")","v":643},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:J644)),\"\")","v":"STR_643"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:K644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:L644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:M644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:P644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J644,COLUMNS($J$2:Q644)),\"\")","v":"A range of education committees report to Senate and provide comprehensive annual written reports. QAC has delegated authority from Senate to assure academic standards on its behalf and works with other committees; for example, taking a collaborative approach between QAC and LEC in reviewing quality and enhancement via Faculty Annual Report (FARs) and reporting into the ESC and onto Senate."}]
[{"$f":"IF('> FILTER <'!B646<>\"\",ROW(OFFSET(A645,-1,0)),\"\")","v":644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I646)),A645,\"\")","v":644},{"$f":"IFERROR(SMALL(Helper2_1,A645),\"\")","v":644},null,644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I646)),$A645,\"\")","v":644},{"$f":"IFERROR(SMALL(Helper2_2,A645),\"\")","v":644},{"$f":"COUNTIF(Helper3_1,\"=\"&G645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G645)=1, G645, \"\")","v":644},{"$f":"IFERROR(SMALL(Index_2,A645),\"\")","v":644},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:J645)),\"\")","v":"UWS_644"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:K645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:L645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:M645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:P645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J645,COLUMNS($J$2:Q645)),\"\")","v":"The QESR team is confident that UWS has clear, effective strategic leadership and \nestablished systems in place to support the enhancement of learning and teaching, and the student experience."}]
[{"$f":"IF('> FILTER <'!B647<>\"\",ROW(OFFSET(A646,-1,0)),\"\")","v":645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I647)),A646,\"\")","v":645},{"$f":"IFERROR(SMALL(Helper2_1,A646),\"\")","v":645},null,645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I647)),$A646,\"\")","v":645},{"$f":"IFERROR(SMALL(Helper2_2,A646),\"\")","v":645},{"$f":"COUNTIF(Helper3_1,\"=\"&G646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G646)=1, G646, \"\")","v":645},{"$f":"IFERROR(SMALL(Index_2,A646),\"\")","v":645},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:J646)),\"\")","v":"UWS_645"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:K646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:L646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:M646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:P646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J646,COLUMNS($J$2:Q646)),\"\")","v":"The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."}]
[{"$f":"IF('> FILTER <'!B648<>\"\",ROW(OFFSET(A647,-1,0)),\"\")","v":646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I648)),A647,\"\")","v":646},{"$f":"IFERROR(SMALL(Helper2_1,A647),\"\")","v":646},null,646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I648)),$A647,\"\")","v":646},{"$f":"IFERROR(SMALL(Helper2_2,A647),\"\")","v":646},{"$f":"COUNTIF(Helper3_1,\"=\"&G647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G647)=1, G647, \"\")","v":646},{"$f":"IFERROR(SMALL(Index_2,A647),\"\")","v":646},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:J647)),\"\")","v":"DUN_646"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:K647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:L647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:M647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:P647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J647,COLUMNS($J$2:Q647)),\"\")","v":"The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice"}]
[{"$f":"IF('> FILTER <'!B649<>\"\",ROW(OFFSET(A648,-1,0)),\"\")","v":647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I649)),A648,\"\")","v":647},{"$f":"IFERROR(SMALL(Helper2_1,A648),\"\")","v":647},null,647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I649)),$A648,\"\")","v":647},{"$f":"IFERROR(SMALL(Helper2_2,A648),\"\")","v":647},{"$f":"COUNTIF(Helper3_1,\"=\"&G648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G648)=1, G648, \"\")","v":647},{"$f":"IFERROR(SMALL(Index_2,A648),\"\")","v":647},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:J648)),\"\")","v":"DUN_647"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:K648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:L648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:M648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:P648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J648,COLUMNS($J$2:Q648)),\"\")","v":"In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."}]
[{"$f":"IF('> FILTER <'!B650<>\"\",ROW(OFFSET(A649,-1,0)),\"\")","v":648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I650)),A649,\"\")","v":648},{"$f":"IFERROR(SMALL(Helper2_1,A649),\"\")","v":648},null,648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I650)),$A649,\"\")","v":648},{"$f":"IFERROR(SMALL(Helper2_2,A649),\"\")","v":648},{"$f":"COUNTIF(Helper3_1,\"=\"&G649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G649)=1, G649, \"\")","v":648},{"$f":"IFERROR(SMALL(Index_2,A649),\"\")","v":648},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:J649)),\"\")","v":"STR_648"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:K649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:L649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:M649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:P649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J649,COLUMNS($J$2:Q649)),\"\")","v":"The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The learning and teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees, to ensure the student experience is enhanced. It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B651<>\"\",ROW(OFFSET(A650,-1,0)),\"\")","v":649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I651)),A650,\"\")","v":649},{"$f":"IFERROR(SMALL(Helper2_1,A650),\"\")","v":649},null,649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I651)),$A650,\"\")","v":649},{"$f":"IFERROR(SMALL(Helper2_2,A650),\"\")","v":649},{"$f":"COUNTIF(Helper3_1,\"=\"&G650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G650)=1, G650, \"\")","v":649},{"$f":"IFERROR(SMALL(Index_2,A650),\"\")","v":649},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:J650)),\"\")","v":"STR_649"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:K650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:L650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:M650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:P650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J650,COLUMNS($J$2:Q650)),\"\")","v":"The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan. The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."}]
[{"$f":"IF('> FILTER <'!B652<>\"\",ROW(OFFSET(A651,-1,0)),\"\")","v":650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I652)),A651,\"\")","v":650},{"$f":"IFERROR(SMALL(Helper2_1,A651),\"\")","v":650},null,650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I652)),$A651,\"\")","v":650},{"$f":"IFERROR(SMALL(Helper2_2,A651),\"\")","v":650},{"$f":"COUNTIF(Helper3_1,\"=\"&G651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G651)=1, G651, \"\")","v":650},{"$f":"IFERROR(SMALL(Index_2,A651),\"\")","v":650},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:J651)),\"\")","v":"STR_650"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:K651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:L651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:M651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:P651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J651,COLUMNS($J$2:Q651)),\"\")","v":"Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."}]
[{"$f":"IF('> FILTER <'!B653<>\"\",ROW(OFFSET(A652,-1,0)),\"\")","v":651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I653)),A652,\"\")","v":651},{"$f":"IFERROR(SMALL(Helper2_1,A652),\"\")","v":651},null,651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I653)),$A652,\"\")","v":651},{"$f":"IFERROR(SMALL(Helper2_2,A652),\"\")","v":651},{"$f":"COUNTIF(Helper3_1,\"=\"&G652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G652)=1, G652, \"\")","v":651},{"$f":"IFERROR(SMALL(Index_2,A652),\"\")","v":651},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:J652)),\"\")","v":"STR_651"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:K652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:L652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:M652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:P652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J652,COLUMNS($J$2:Q652)),\"\")","v":"A range of data is available through the Strathclyde Dashboard, SUnBIRD (Strathclyde University Business Intelligence Reports and Dashboard). The QESR team noted close working of the Directorate of Strategy and Planning with the Quality Enhancement and Assurance Team and QAC in accessing and analysing data."}]
[{"$f":"IF('> FILTER <'!B654<>\"\",ROW(OFFSET(A653,-1,0)),\"\")","v":652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I654)),A653,\"\")","v":652},{"$f":"IFERROR(SMALL(Helper2_1,A653),\"\")","v":652},null,652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I654)),$A653,\"\")","v":652},{"$f":"IFERROR(SMALL(Helper2_2,A653),\"\")","v":652},{"$f":"COUNTIF(Helper3_1,\"=\"&G653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G653)=1, G653, \"\")","v":652},{"$f":"IFERROR(SMALL(Index_2,A653),\"\")","v":652},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:J653)),\"\")","v":"UWS_652"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:K653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:L653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:M653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:P653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J653,COLUMNS($J$2:Q653)),\"\")","v":"The University should, wherever possible, ensure enough time between development and implementation to secure clear understanding of the scope and intended impact of strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B655<>\"\",ROW(OFFSET(A654,-1,0)),\"\")","v":653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I655)),A654,\"\")","v":653},{"$f":"IFERROR(SMALL(Helper2_1,A654),\"\")","v":653},null,653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I655)),$A654,\"\")","v":653},{"$f":"IFERROR(SMALL(Helper2_2,A654),\"\")","v":653},{"$f":"COUNTIF(Helper3_1,\"=\"&G654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G654)=1, G654, \"\")","v":653},{"$f":"IFERROR(SMALL(Index_2,A654),\"\")","v":653},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:J654)),\"\")","v":"UWS_653"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:K654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:L654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:M654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:P654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J654,COLUMNS($J$2:Q654)),\"\")","v":"The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."}]
[{"$f":"IF('> FILTER <'!B656<>\"\",ROW(OFFSET(A655,-1,0)),\"\")","v":654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I656)),A655,\"\")","v":654},{"$f":"IFERROR(SMALL(Helper2_1,A655),\"\")","v":654},null,654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I656)),$A655,\"\")","v":654},{"$f":"IFERROR(SMALL(Helper2_2,A655),\"\")","v":654},{"$f":"COUNTIF(Helper3_1,\"=\"&G655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G655)=1, G655, \"\")","v":654},{"$f":"IFERROR(SMALL(Index_2,A655),\"\")","v":654},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:J655)),\"\")","v":"STR_654"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:K655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:L655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:M655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:P655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J655,COLUMNS($J$2:Q655)),\"\")","v":"Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B657<>\"\",ROW(OFFSET(A656,-1,0)),\"\")","v":655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I657)),A656,\"\")","v":655},{"$f":"IFERROR(SMALL(Helper2_1,A656),\"\")","v":655},null,655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I657)),$A656,\"\")","v":655},{"$f":"IFERROR(SMALL(Helper2_2,A656),\"\")","v":655},{"$f":"COUNTIF(Helper3_1,\"=\"&G656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G656)=1, G656, \"\")","v":655},{"$f":"IFERROR(SMALL(Index_2,A656),\"\")","v":655},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:J656)),\"\")","v":"STR_655"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:K656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:L656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:M656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:P656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J656,COLUMNS($J$2:Q656)),\"\")","v":"The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it, individuals who lead enhancement initiatives and working groups which focus on specific initiatives. The Committee's membership is inclusive of faculties and professional services, and is served by several members of the University's executive team and the University's Leadership Group. Faculties also have learning enhancement committees and it was evident in the documentation that there are regular opportunities for cross-institutional dialogues as well as discipline-based enhancement activities."}]
[{"$f":"IF('> FILTER <'!B658<>\"\",ROW(OFFSET(A657,-1,0)),\"\")","v":656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I658)),A657,\"\")","v":656},{"$f":"IFERROR(SMALL(Helper2_1,A657),\"\")","v":656},null,656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I658)),$A657,\"\")","v":656},{"$f":"IFERROR(SMALL(Helper2_2,A657),\"\")","v":656},{"$f":"COUNTIF(Helper3_1,\"=\"&G657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G657)=1, G657, \"\")","v":656},{"$f":"IFERROR(SMALL(Index_2,A657),\"\")","v":656},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:J657)),\"\")","v":"STR_656"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:K657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:L657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:M657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:P657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J657,COLUMNS($J$2:Q657)),\"\")","v":"The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."}]
[{"$f":"IF('> FILTER <'!B659<>\"\",ROW(OFFSET(A658,-1,0)),\"\")","v":657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I659)),A658,\"\")","v":657},{"$f":"IFERROR(SMALL(Helper2_1,A658),\"\")","v":657},null,657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I659)),$A658,\"\")","v":657},{"$f":"IFERROR(SMALL(Helper2_2,A658),\"\")","v":657},{"$f":"COUNTIF(Helper3_1,\"=\"&G658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G658)=1, G658, \"\")","v":657},{"$f":"IFERROR(SMALL(Index_2,A658),\"\")","v":657},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:J658)),\"\")","v":"STR_657"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:K658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:L658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:M658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:P658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J658,COLUMNS($J$2:Q658)),\"\")","v":"Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."}]
[{"$f":"IF('> FILTER <'!B660<>\"\",ROW(OFFSET(A659,-1,0)),\"\")","v":658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I660)),A659,\"\")","v":658},{"$f":"IFERROR(SMALL(Helper2_1,A659),\"\")","v":658},null,658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I660)),$A659,\"\")","v":658},{"$f":"IFERROR(SMALL(Helper2_2,A659),\"\")","v":658},{"$f":"COUNTIF(Helper3_1,\"=\"&G659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G659)=1, G659, \"\")","v":658},{"$f":"IFERROR(SMALL(Index_2,A659),\"\")","v":658},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:J659)),\"\")","v":"STR_658"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:K659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:L659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:M659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:P659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J659,COLUMNS($J$2:Q659)),\"\")","v":"A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."}]
[{"$f":"IF('> FILTER <'!B661<>\"\",ROW(OFFSET(A660,-1,0)),\"\")","v":659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I661)),A660,\"\")","v":659},{"$f":"IFERROR(SMALL(Helper2_1,A660),\"\")","v":659},null,659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I661)),$A660,\"\")","v":659},{"$f":"IFERROR(SMALL(Helper2_2,A660),\"\")","v":659},{"$f":"COUNTIF(Helper3_1,\"=\"&G660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G660)=1, G660, \"\")","v":659},{"$f":"IFERROR(SMALL(Index_2,A660),\"\")","v":659},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:J660)),\"\")","v":"STR_659"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:K660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:L660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:M660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:P660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J660,COLUMNS($J$2:Q660)),\"\")","v":"The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B662<>\"\",ROW(OFFSET(A661,-1,0)),\"\")","v":660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I662)),A661,\"\")","v":660},{"$f":"IFERROR(SMALL(Helper2_1,A661),\"\")","v":660},null,660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I662)),$A661,\"\")","v":660},{"$f":"IFERROR(SMALL(Helper2_2,A661),\"\")","v":660},{"$f":"COUNTIF(Helper3_1,\"=\"&G661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G661)=1, G661, \"\")","v":660},{"$f":"IFERROR(SMALL(Index_2,A661),\"\")","v":660},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:J661)),\"\")","v":"STR_660"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:K661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:L661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:M661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:P661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J661,COLUMNS($J$2:Q661)),\"\")","v":"The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."}]
[{"$f":"IF('> FILTER <'!B663<>\"\",ROW(OFFSET(A662,-1,0)),\"\")","v":661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I663)),A662,\"\")","v":661},{"$f":"IFERROR(SMALL(Helper2_1,A662),\"\")","v":661},null,661,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I663)),$A662,\"\")","v":661},{"$f":"IFERROR(SMALL(Helper2_2,A662),\"\")","v":661},{"$f":"COUNTIF(Helper3_1,\"=\"&G662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G662)=1, G662, \"\")","v":661},{"$f":"IFERROR(SMALL(Index_2,A662),\"\")","v":661},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:J662)),\"\")","v":"STR_661"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:K662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:L662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:M662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:P662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J662,COLUMNS($J$2:Q662)),\"\")","v":"The e-FIRST Framework was praised in assisting the University to react quickly to changing environments (paragraph 19). While reporting to Senate through ESC, the QAC and LEC work closely to learn from current practice, and make recommendations for change annually; examples include: continually responding to digital education needs in such a rapidly changing environment, and development of revised guidelines to support students through periods of disruption."}]
[{"$f":"IF('> FILTER <'!B664<>\"\",ROW(OFFSET(A663,-1,0)),\"\")","v":662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I664)),A663,\"\")","v":662},{"$f":"IFERROR(SMALL(Helper2_1,A663),\"\")","v":662},null,662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I664)),$A663,\"\")","v":662},{"$f":"IFERROR(SMALL(Helper2_2,A663),\"\")","v":662},{"$f":"COUNTIF(Helper3_1,\"=\"&G663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G663)=1, G663, \"\")","v":662},{"$f":"IFERROR(SMALL(Index_2,A663),\"\")","v":662},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:J663)),\"\")","v":"STR_662"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:K663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:L663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:M663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:P663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J663,COLUMNS($J$2:Q663)),\"\")","v":"Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."}]
[{"$f":"IF('> FILTER <'!B665<>\"\",ROW(OFFSET(A664,-1,0)),\"\")","v":663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I665)),A664,\"\")","v":663},{"$f":"IFERROR(SMALL(Helper2_1,A664),\"\")","v":663},null,663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I665)),$A664,\"\")","v":663},{"$f":"IFERROR(SMALL(Helper2_2,A664),\"\")","v":663},{"$f":"COUNTIF(Helper3_1,\"=\"&G664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G664)=1, G664, \"\")","v":663},{"$f":"IFERROR(SMALL(Index_2,A664),\"\")","v":663},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:J664)),\"\")","v":"UWS_663"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:K664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:L664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:M664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:P664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J664,COLUMNS($J$2:Q664)),\"\")","v":"To support the work of Strategy 2025, UWS launched the Student Experience \nProject in 2021 with a series of workstreams. The work is led by the Pro-Vice-Chancellor Learning, Teaching and Students with a whole-institution approach taken to delivery through the committee structure, cross-university working groups, schools and professional services. A student-centred approach was clearly articulated throughout the evidence submitted and by the staff and students the QESR team met. The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."}]
[{"$f":"IF('> FILTER <'!B666<>\"\",ROW(OFFSET(A665,-1,0)),\"\")","v":664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I666)),A665,\"\")","v":664},{"$f":"IFERROR(SMALL(Helper2_1,A665),\"\")","v":664},null,664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I666)),$A665,\"\")","v":664},{"$f":"IFERROR(SMALL(Helper2_2,A665),\"\")","v":664},{"$f":"COUNTIF(Helper3_1,\"=\"&G665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G665)=1, G665, \"\")","v":664},{"$f":"IFERROR(SMALL(Index_2,A665),\"\")","v":664},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:J665)),\"\")","v":"UWS_664"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:K665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:L665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:M665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:P665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J665,COLUMNS($J$2:Q665)),\"\")","v":"The University has developed a new Curriculum Framework in consultation with \nstaff, students, academic schools and discussed at the Education Advisory Committee (EAC) before being formally approved and full implementation is planned for session 2025-26. A Curriculum Incubator project has been initiated to support intensive and fast-tracked multi-stakeholder programmatic design such as the institution-wide Academic, Professional and Personal Development (APPD) curriculum which is in the early stages of implementation."}]
[{"$f":"IF('> FILTER <'!B667<>\"\",ROW(OFFSET(A666,-1,0)),\"\")","v":665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I667)),A666,\"\")","v":665},{"$f":"IFERROR(SMALL(Helper2_1,A666),\"\")","v":665},null,665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I667)),$A666,\"\")","v":665},{"$f":"IFERROR(SMALL(Helper2_2,A666),\"\")","v":665},{"$f":"COUNTIF(Helper3_1,\"=\"&G666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G666)=1, G666, \"\")","v":665},{"$f":"IFERROR(SMALL(Index_2,A666),\"\")","v":665},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:J666)),\"\")","v":"UWS_665"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:K666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:L666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:M666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:P666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J666,COLUMNS($J$2:Q666)),\"\")","v":"The QESR team learned that an Enhancement Theme lead has been appointed \nto improve institutional engagement and dissemination. The University takes a strategic cross-institutional approach involving staff and students in the development of new initiatives."}]
[{"$f":"IF('> FILTER <'!B668<>\"\",ROW(OFFSET(A667,-1,0)),\"\")","v":666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I668)),A667,\"\")","v":666},{"$f":"IFERROR(SMALL(Helper2_1,A667),\"\")","v":666},null,666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I668)),$A667,\"\")","v":666},{"$f":"IFERROR(SMALL(Helper2_2,A667),\"\")","v":666},{"$f":"COUNTIF(Helper3_1,\"=\"&G667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G667)=1, G667, \"\")","v":666},{"$f":"IFERROR(SMALL(Index_2,A667),\"\")","v":666},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:J667)),\"\")","v":"DUN_666"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:K667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:L667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:M667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:P667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J667,COLUMNS($J$2:Q667)),\"\")","v":"Staff recognised and valued school-specific discussions focused on the relationship between university KPI's and school priorities, as a supportive and tailored planning mechanism, and welcomed the responsive and nuanced use of data to support enhancement within the planning process."}]
[{"$f":"IF('> FILTER <'!B669<>\"\",ROW(OFFSET(A668,-1,0)),\"\")","v":667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I669)),A668,\"\")","v":667},{"$f":"IFERROR(SMALL(Helper2_1,A668),\"\")","v":667},null,667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I669)),$A668,\"\")","v":667},{"$f":"IFERROR(SMALL(Helper2_2,A668),\"\")","v":667},{"$f":"COUNTIF(Helper3_1,\"=\"&G668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G668)=1, G668, \"\")","v":667},{"$f":"IFERROR(SMALL(Index_2,A668),\"\")","v":667},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:J668)),\"\")","v":"DUN_667"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:K668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:L668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:M668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:P668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J668,COLUMNS($J$2:Q668)),\"\")","v":"Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."}]
[{"$f":"IF('> FILTER <'!B670<>\"\",ROW(OFFSET(A669,-1,0)),\"\")","v":668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I670)),A669,\"\")","v":668},{"$f":"IFERROR(SMALL(Helper2_1,A669),\"\")","v":668},null,668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I670)),$A669,\"\")","v":668},{"$f":"IFERROR(SMALL(Helper2_2,A669),\"\")","v":668},{"$f":"COUNTIF(Helper3_1,\"=\"&G669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G669)=1, G669, \"\")","v":668},{"$f":"IFERROR(SMALL(Index_2,A669),\"\")","v":668},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:J669)),\"\")","v":"DUN_668"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:K669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:L669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:M669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:P669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J669,COLUMNS($J$2:Q669)),\"\")","v":"The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."}]
[{"$f":"IF('> FILTER <'!B671<>\"\",ROW(OFFSET(A670,-1,0)),\"\")","v":669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I671)),A670,\"\")","v":669},{"$f":"IFERROR(SMALL(Helper2_1,A670),\"\")","v":669},null,669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I671)),$A670,\"\")","v":669},{"$f":"IFERROR(SMALL(Helper2_2,A670),\"\")","v":669},{"$f":"COUNTIF(Helper3_1,\"=\"&G670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G670)=1, G670, \"\")","v":669},{"$f":"IFERROR(SMALL(Index_2,A670),\"\")","v":669},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:J670)),\"\")","v":"DUN_669"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:K670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:L670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:M670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:P670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J670,COLUMNS($J$2:Q670)),\"\")","v":"The Digital Champions, established during the University's COVID-19 response, play a key cross-institutional role in advising and guiding enhancements, and sharing best practice within and across academic schools and professional services"}]
[{"$f":"IF('> FILTER <'!B672<>\"\",ROW(OFFSET(A671,-1,0)),\"\")","v":670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I672)),A671,\"\")","v":670},{"$f":"IFERROR(SMALL(Helper2_1,A671),\"\")","v":670},null,670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I672)),$A671,\"\")","v":670},{"$f":"IFERROR(SMALL(Helper2_2,A671),\"\")","v":670},{"$f":"COUNTIF(Helper3_1,\"=\"&G671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G671)=1, G671, \"\")","v":670},{"$f":"IFERROR(SMALL(Index_2,A671),\"\")","v":670},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:J671)),\"\")","v":"DUN_670"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:K671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:L671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:M671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:P671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J671,COLUMNS($J$2:Q671)),\"\")","v":"Annual Monitoring Quality Enhancement Reports are produced at module and \nprogramme level. School Boards or School Quality and Academic Standards Committees consider any issues that arise from APRs and ensure that these feed into school Learning and Teaching Enhancement (LTE) reports, which also inform school operational plans."}]
[{"$f":"IF('> FILTER <'!B673<>\"\",ROW(OFFSET(A672,-1,0)),\"\")","v":671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I673)),A672,\"\")","v":671},{"$f":"IFERROR(SMALL(Helper2_1,A672),\"\")","v":671},null,671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I673)),$A672,\"\")","v":671},{"$f":"IFERROR(SMALL(Helper2_2,A672),\"\")","v":671},{"$f":"COUNTIF(Helper3_1,\"=\"&G672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G672)=1, G672, \"\")","v":671},{"$f":"IFERROR(SMALL(Index_2,A672),\"\")","v":671},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:J672)),\"\")","v":"DUN_671"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:K672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:L672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:M672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:P672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J672,COLUMNS($J$2:Q672)),\"\")","v":"The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."}]
[{"$f":"IF('> FILTER <'!B674<>\"\",ROW(OFFSET(A673,-1,0)),\"\")","v":672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I674)),A673,\"\")","v":672},{"$f":"IFERROR(SMALL(Helper2_1,A673),\"\")","v":672},null,672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I674)),$A673,\"\")","v":672},{"$f":"IFERROR(SMALL(Helper2_2,A673),\"\")","v":672},{"$f":"COUNTIF(Helper3_1,\"=\"&G673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G673)=1, G673, \"\")","v":672},{"$f":"IFERROR(SMALL(Index_2,A673),\"\")","v":672},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:J673)),\"\")","v":"STR_672"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:K673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:L673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:M673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:P673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J673,COLUMNS($J$2:Q673)),\"\")","v":"the QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."}]
[{"$f":"IF('> FILTER <'!B675<>\"\",ROW(OFFSET(A674,-1,0)),\"\")","v":673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I675)),A674,\"\")","v":673},{"$f":"IFERROR(SMALL(Helper2_1,A674),\"\")","v":673},null,673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I675)),$A674,\"\")","v":673},{"$f":"IFERROR(SMALL(Helper2_2,A674),\"\")","v":673},{"$f":"COUNTIF(Helper3_1,\"=\"&G674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G674)=1, G674, \"\")","v":673},{"$f":"IFERROR(SMALL(Index_2,A674),\"\")","v":673},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:J674)),\"\")","v":"STR_673"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:K674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:L674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:M674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:P674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J674,COLUMNS($J$2:Q674)),\"\")","v":"The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it, individuals who lead enhancement initiatives and working groups which focus on specific initiatives."}]
[{"$f":"IF('> FILTER <'!B676<>\"\",ROW(OFFSET(A675,-1,0)),\"\")","v":674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I676)),A675,\"\")","v":674},{"$f":"IFERROR(SMALL(Helper2_1,A675),\"\")","v":674},null,674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I676)),$A675,\"\")","v":674},{"$f":"IFERROR(SMALL(Helper2_2,A675),\"\")","v":674},{"$f":"COUNTIF(Helper3_1,\"=\"&G675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G675)=1, G675, \"\")","v":674},{"$f":"IFERROR(SMALL(Index_2,A675),\"\")","v":674},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:J675)),\"\")","v":"STR_674"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:K675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:L675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:M675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:P675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J675,COLUMNS($J$2:Q675)),\"\")","v":"The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."}]
[{"$f":"IF('> FILTER <'!B677<>\"\",ROW(OFFSET(A676,-1,0)),\"\")","v":675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I677)),A676,\"\")","v":675},{"$f":"IFERROR(SMALL(Helper2_1,A676),\"\")","v":675},null,675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I677)),$A676,\"\")","v":675},{"$f":"IFERROR(SMALL(Helper2_2,A676),\"\")","v":675},{"$f":"COUNTIF(Helper3_1,\"=\"&G676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G676)=1, G676, \"\")","v":675},{"$f":"IFERROR(SMALL(Index_2,A676),\"\")","v":675},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:J676)),\"\")","v":"STR_675"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:K676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:L676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:M676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:P676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J676,COLUMNS($J$2:Q676)),\"\")","v":"The Learning and Teaching Improvement Framework uses student feedback to enhance student education. The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."}]
[{"$f":"IF('> FILTER <'!B678<>\"\",ROW(OFFSET(A677,-1,0)),\"\")","v":676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I678)),A677,\"\")","v":676},{"$f":"IFERROR(SMALL(Helper2_1,A677),\"\")","v":676},null,676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I678)),$A677,\"\")","v":676},{"$f":"IFERROR(SMALL(Helper2_2,A677),\"\")","v":676},{"$f":"COUNTIF(Helper3_1,\"=\"&G677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G677)=1, G677, \"\")","v":676},{"$f":"IFERROR(SMALL(Index_2,A677),\"\")","v":676},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:J677)),\"\")","v":"UWS_676"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:K677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:L677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:M677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:P677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J677,COLUMNS($J$2:Q677)),\"\")","v":"The University has developed and implemented a new UWS Model of Supporting \nStudent Success underpinned by the streamlining of professional services and academic support through the creation of the Student Success Hub (SSH) and staff team. The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."}]
[{"$f":"IF('> FILTER <'!B679<>\"\",ROW(OFFSET(A678,-1,0)),\"\")","v":677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I679)),A678,\"\")","v":677},{"$f":"IFERROR(SMALL(Helper2_1,A678),\"\")","v":677},null,677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I679)),$A678,\"\")","v":677},{"$f":"IFERROR(SMALL(Helper2_2,A678),\"\")","v":677},{"$f":"COUNTIF(Helper3_1,\"=\"&G678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G678)=1, G678, \"\")","v":677},{"$f":"IFERROR(SMALL(Index_2,A678),\"\")","v":677},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:J678)),\"\")","v":"UWS_677"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:K678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:L678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:M678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:P678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J678,COLUMNS($J$2:Q678)),\"\")","v":"The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."}]
[{"$f":"IF('> FILTER <'!B680<>\"\",ROW(OFFSET(A679,-1,0)),\"\")","v":678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I680)),A679,\"\")","v":678},{"$f":"IFERROR(SMALL(Helper2_1,A679),\"\")","v":678},null,678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I680)),$A679,\"\")","v":678},{"$f":"IFERROR(SMALL(Helper2_2,A679),\"\")","v":678},{"$f":"COUNTIF(Helper3_1,\"=\"&G679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G679)=1, G679, \"\")","v":678},{"$f":"IFERROR(SMALL(Index_2,A679),\"\")","v":678},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:J679)),\"\")","v":"DUN_678"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:K679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:L679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:M679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:P679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J679,COLUMNS($J$2:Q679)),\"\")","v":"University and DUSA have successfully implemented enhancements aligned with the SPA, the team would encourage the University to raise awareness of the SPA more broadly."}]
[{"$f":"IF('> FILTER <'!B681<>\"\",ROW(OFFSET(A680,-1,0)),\"\")","v":679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I681)),A680,\"\")","v":679},{"$f":"IFERROR(SMALL(Helper2_1,A680),\"\")","v":679},null,679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I681)),$A680,\"\")","v":679},{"$f":"IFERROR(SMALL(Helper2_2,A680),\"\")","v":679},{"$f":"COUNTIF(Helper3_1,\"=\"&G680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G680)=1, G680, \"\")","v":679},{"$f":"IFERROR(SMALL(Index_2,A680),\"\")","v":679},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:J680)),\"\")","v":"DUN_679"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:K680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:L680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:M680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:P680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J680,COLUMNS($J$2:Q680)),\"\")","v":"The University makes effective use of the Quality Code in the development of its \npolicies and procedures for quality assurance and enhancement."}]
[{"$f":"IF('> FILTER <'!B682<>\"\",ROW(OFFSET(A681,-1,0)),\"\")","v":680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I682)),A681,\"\")","v":680},{"$f":"IFERROR(SMALL(Helper2_1,A681),\"\")","v":680},null,680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I682)),$A681,\"\")","v":680},{"$f":"IFERROR(SMALL(Helper2_2,A681),\"\")","v":680},{"$f":"COUNTIF(Helper3_1,\"=\"&G681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G681)=1, G681, \"\")","v":680},{"$f":"IFERROR(SMALL(Index_2,A681),\"\")","v":680},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:J681)),\"\")","v":"DUN_680"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:K681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:L681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:M681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:P681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J681,COLUMNS($J$2:Q681)),\"\")","v":"The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes. QASC members are asked to disseminate the report to encourage sharing of practice and enhancement."}]
[{"$f":"IF('> FILTER <'!B683<>\"\",ROW(OFFSET(A682,-1,0)),\"\")","v":681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I683)),A682,\"\")","v":681},{"$f":"IFERROR(SMALL(Helper2_1,A682),\"\")","v":681},null,681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I683)),$A682,\"\")","v":681},{"$f":"IFERROR(SMALL(Helper2_2,A682),\"\")","v":681},{"$f":"COUNTIF(Helper3_1,\"=\"&G682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G682)=1, G682, \"\")","v":681},{"$f":"IFERROR(SMALL(Index_2,A682),\"\")","v":681},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:J682)),\"\")","v":"DUN_681"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:K682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:L682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:M682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:P682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J682,COLUMNS($J$2:Q682)),\"\")","v":"The QESR team learned of significant scrutiny of data and level of activity arising enabling an integrated school and institutional approach of reporting and actioning to inform enhancement activities."}]
[{"$f":"IF('> FILTER <'!B684<>\"\",ROW(OFFSET(A683,-1,0)),\"\")","v":682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I684)),A683,\"\")","v":682},{"$f":"IFERROR(SMALL(Helper2_1,A683),\"\")","v":682},null,682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I684)),$A683,\"\")","v":682},{"$f":"IFERROR(SMALL(Helper2_2,A683),\"\")","v":682},{"$f":"COUNTIF(Helper3_1,\"=\"&G683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G683)=1, G683, \"\")","v":682},{"$f":"IFERROR(SMALL(Index_2,A683),\"\")","v":682},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:J683)),\"\")","v":"DUN_682"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:K683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:L683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:M683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:P683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J683,COLUMNS($J$2:Q683)),\"\")","v":"The University is continuing to develop dashboard functionality to further enhance the ways in which data is made available."}]
[{"$f":"IF('> FILTER <'!B685<>\"\",ROW(OFFSET(A684,-1,0)),\"\")","v":683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I685)),A684,\"\")","v":683},{"$f":"IFERROR(SMALL(Helper2_1,A684),\"\")","v":683},null,683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I685)),$A684,\"\")","v":683},{"$f":"IFERROR(SMALL(Helper2_2,A684),\"\")","v":683},{"$f":"COUNTIF(Helper3_1,\"=\"&G684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G684)=1, G684, \"\")","v":683},{"$f":"IFERROR(SMALL(Index_2,A684),\"\")","v":683},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:J684)),\"\")","v":"DUN_683"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:K684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:L684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:M684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:P684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J684,COLUMNS($J$2:Q684)),\"\")","v":"The QESR team found good use of Student Pulse surveys in understanding student \nfeedback at various points throughout the academic year. The team considered the pulse survey analysis to be a useful means of gauging student ongoing satisfaction to celebrate success and inform enhancements across a range of matters."}]
[{"$f":"IF('> FILTER <'!B686<>\"\",ROW(OFFSET(A685,-1,0)),\"\")","v":684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I686)),A685,\"\")","v":684},{"$f":"IFERROR(SMALL(Helper2_1,A685),\"\")","v":684},null,684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I686)),$A685,\"\")","v":684},{"$f":"IFERROR(SMALL(Helper2_2,A685),\"\")","v":684},{"$f":"COUNTIF(Helper3_1,\"=\"&G685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G685)=1, G685, \"\")","v":684},{"$f":"IFERROR(SMALL(Index_2,A685),\"\")","v":684},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:J685)),\"\")","v":"STR_684"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:K685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:L685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:M685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:P685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J685,COLUMNS($J$2:Q685)),\"\")","v":"For example, the Learning and Teaching Improvement Planning Process engages staff and students as well as faculty and institutional committees in scrutiny, oversight and implementation of enhancements. Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."}]
[{"$f":"IF('> FILTER <'!B687<>\"\",ROW(OFFSET(A686,-1,0)),\"\")","v":685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I687)),A686,\"\")","v":685},{"$f":"IFERROR(SMALL(Helper2_1,A686),\"\")","v":685},null,685,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I687)),$A686,\"\")","v":685},{"$f":"IFERROR(SMALL(Helper2_2,A686),\"\")","v":685},{"$f":"COUNTIF(Helper3_1,\"=\"&G686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G686)=1, G686, \"\")","v":685},{"$f":"IFERROR(SMALL(Index_2,A686),\"\")","v":685},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:J686)),\"\")","v":"STR_685"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:K686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:L686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:M686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:P686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J686,COLUMNS($J$2:Q686)),\"\")","v":"The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement. Student representation on committees at all levels of the institution, the recognition of the importance 3 \nof student feedback, and the three-year Strathclyde Strategic Alliance underpin the enhancement strategy. Students the QESR team met were positive about their engagement in enhancement activities."}]
[{"$f":"IF('> FILTER <'!B688<>\"\",ROW(OFFSET(A687,-1,0)),\"\")","v":686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I688)),A687,\"\")","v":686},{"$f":"IFERROR(SMALL(Helper2_1,A687),\"\")","v":686},null,686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I688)),$A687,\"\")","v":686},{"$f":"IFERROR(SMALL(Helper2_2,A687),\"\")","v":686},{"$f":"COUNTIF(Helper3_1,\"=\"&G687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G687)=1, G687, \"\")","v":686},{"$f":"IFERROR(SMALL(Index_2,A687),\"\")","v":686},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:J687)),\"\")","v":"STR_686"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:K687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:L687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:M687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:P687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J687,COLUMNS($J$2:Q687)),\"\")","v":"As part of its strategy for internal review, the institution analysed sector approaches and determined that a thematic review approach would have benefits over a service-led method, especially in identifying connectivity and enhancement opportunities."}]
[{"$f":"IF('> FILTER <'!B689<>\"\",ROW(OFFSET(A688,-1,0)),\"\")","v":687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I689)),A688,\"\")","v":687},{"$f":"IFERROR(SMALL(Helper2_1,A688),\"\")","v":687},null,687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I689)),$A688,\"\")","v":687},{"$f":"IFERROR(SMALL(Helper2_2,A688),\"\")","v":687},{"$f":"COUNTIF(Helper3_1,\"=\"&G688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G688)=1, G688, \"\")","v":687},{"$f":"IFERROR(SMALL(Index_2,A688),\"\")","v":687},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:J688)),\"\")","v":"UWS_687"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:K688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:L688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:M688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:P688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J688,COLUMNS($J$2:Q688)),\"\")","v":"The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."}]
[{"$f":"IF('> FILTER <'!B690<>\"\",ROW(OFFSET(A689,-1,0)),\"\")","v":688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I690)),A689,\"\")","v":688},{"$f":"IFERROR(SMALL(Helper2_1,A689),\"\")","v":688},null,688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I690)),$A689,\"\")","v":688},{"$f":"IFERROR(SMALL(Helper2_2,A689),\"\")","v":688},{"$f":"COUNTIF(Helper3_1,\"=\"&G689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G689)=1, G689, \"\")","v":688},{"$f":"IFERROR(SMALL(Index_2,A689),\"\")","v":688},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:J689)),\"\")","v":"UWS_688"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:K689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:L689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:M689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:P689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J689,COLUMNS($J$2:Q689)),\"\")","v":"UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution."}]
[{"$f":"IF('> FILTER <'!B691<>\"\",ROW(OFFSET(A690,-1,0)),\"\")","v":689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I691)),A690,\"\")","v":689},{"$f":"IFERROR(SMALL(Helper2_1,A690),\"\")","v":689},null,689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I691)),$A690,\"\")","v":689},{"$f":"IFERROR(SMALL(Helper2_2,A690),\"\")","v":689},{"$f":"COUNTIF(Helper3_1,\"=\"&G690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G690)=1, G690, \"\")","v":689},{"$f":"IFERROR(SMALL(Index_2,A690),\"\")","v":689},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:J690)),\"\")","v":"UWS_689"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:K690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:L690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:M690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:P690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J690,COLUMNS($J$2:Q690)),\"\")","v":"Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities."}]
[{"$f":"IF('> FILTER <'!B692<>\"\",ROW(OFFSET(A691,-1,0)),\"\")","v":690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I692)),A691,\"\")","v":690},{"$f":"IFERROR(SMALL(Helper2_1,A691),\"\")","v":690},null,690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I692)),$A691,\"\")","v":690},{"$f":"IFERROR(SMALL(Helper2_2,A691),\"\")","v":690},{"$f":"COUNTIF(Helper3_1,\"=\"&G691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G691)=1, G691, \"\")","v":690},{"$f":"IFERROR(SMALL(Index_2,A691),\"\")","v":690},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:J691)),\"\")","v":"DUN_690"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:K691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:L691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:M691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:P691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J691,COLUMNS($J$2:Q691)),\"\")","v":"The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement"}]
[{"$f":"IF('> FILTER <'!B693<>\"\",ROW(OFFSET(A692,-1,0)),\"\")","v":691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I693)),A692,\"\")","v":691},{"$f":"IFERROR(SMALL(Helper2_1,A692),\"\")","v":691},null,691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I693)),$A692,\"\")","v":691},{"$f":"IFERROR(SMALL(Helper2_2,A692),\"\")","v":691},{"$f":"COUNTIF(Helper3_1,\"=\"&G692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G692)=1, G692, \"\")","v":691},{"$f":"IFERROR(SMALL(Index_2,A692),\"\")","v":691},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:J692)),\"\")","v":"DUN_691"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:K692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:L692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:M692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:P692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J692,COLUMNS($J$2:Q692)),\"\")","v":"Through reviewing documentation and meetings with staff and students, the team \nlearned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs). This innovative practice employs students in roles to deliver training for class reps as well as leading on a range of enhancement projects and student consultations."}]
[{"$f":"IF('> FILTER <'!B694<>\"\",ROW(OFFSET(A693,-1,0)),\"\")","v":692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I694)),A693,\"\")","v":692},{"$f":"IFERROR(SMALL(Helper2_1,A693),\"\")","v":692},null,692,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I694)),$A693,\"\")","v":692},{"$f":"IFERROR(SMALL(Helper2_2,A693),\"\")","v":692},{"$f":"COUNTIF(Helper3_1,\"=\"&G693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G693)=1, G693, \"\")","v":692},{"$f":"IFERROR(SMALL(Index_2,A693),\"\")","v":692},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:J693)),\"\")","v":"DUN_692"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:K693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:L693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:M693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:P693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J693,COLUMNS($J$2:Q693)),\"\")","v":"The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."}]
[{"$f":"IF('> FILTER <'!B695<>\"\",ROW(OFFSET(A694,-1,0)),\"\")","v":693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I695)),A694,\"\")","v":693},{"$f":"IFERROR(SMALL(Helper2_1,A694),\"\")","v":693},null,693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I695)),$A694,\"\")","v":693},{"$f":"IFERROR(SMALL(Helper2_2,A694),\"\")","v":693},{"$f":"COUNTIF(Helper3_1,\"=\"&G694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G694)=1, G694, \"\")","v":693},{"$f":"IFERROR(SMALL(Index_2,A694),\"\")","v":693},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:J694)),\"\")","v":"DUN_693"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:K694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:L694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:M694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:P694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J694,COLUMNS($J$2:Q694)),\"\")","v":"In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners."}]
[{"$f":"IF('> FILTER <'!B696<>\"\",ROW(OFFSET(A695,-1,0)),\"\")","v":694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I696)),A695,\"\")","v":694},{"$f":"IFERROR(SMALL(Helper2_1,A695),\"\")","v":694},null,694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I696)),$A695,\"\")","v":694},{"$f":"IFERROR(SMALL(Helper2_2,A695),\"\")","v":694},{"$f":"COUNTIF(Helper3_1,\"=\"&G695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G695)=1, G695, \"\")","v":694},{"$f":"IFERROR(SMALL(Index_2,A695),\"\")","v":694},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:J695)),\"\")","v":"DUN_694"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:K695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:L695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:M695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:P695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J695,COLUMNS($J$2:Q695)),\"\")","v":"The QESR team heard positively from staff of enhancements to the Academic Adviser system helping guide practice and promote consistency."}]
[{"$f":"IF('> FILTER <'!B697<>\"\",ROW(OFFSET(A696,-1,0)),\"\")","v":695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I697)),A696,\"\")","v":695},{"$f":"IFERROR(SMALL(Helper2_1,A696),\"\")","v":695},null,695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I697)),$A696,\"\")","v":695},{"$f":"IFERROR(SMALL(Helper2_2,A696),\"\")","v":695},{"$f":"COUNTIF(Helper3_1,\"=\"&G696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G696)=1, G696, \"\")","v":695},{"$f":"IFERROR(SMALL(Index_2,A696),\"\")","v":695},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:J696)),\"\")","v":"DUN_695"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:K696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:L696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:M696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:P696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J696,COLUMNS($J$2:Q696)),\"\")","v":"During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."}]
[{"$f":"IF('> FILTER <'!B698<>\"\",ROW(OFFSET(A697,-1,0)),\"\")","v":696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I698)),A697,\"\")","v":696},{"$f":"IFERROR(SMALL(Helper2_1,A697),\"\")","v":696},null,696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I698)),$A697,\"\")","v":696},{"$f":"IFERROR(SMALL(Helper2_2,A697),\"\")","v":696},{"$f":"COUNTIF(Helper3_1,\"=\"&G697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G697)=1, G697, \"\")","v":696},{"$f":"IFERROR(SMALL(Index_2,A697),\"\")","v":696},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:J697)),\"\")","v":"STR_696"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:K697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:L697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:M697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:P697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J697,COLUMNS($J$2:Q697)),\"\")","v":"The QESR team noted that previous Sector Enhancement Themes have impacted \npositively on the institution's strategy, policy and practice in learning and teaching. Student Transitions and Resilient Learning Communities have each been linked to strategic priorities. A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B699<>\"\",ROW(OFFSET(A698,-1,0)),\"\")","v":697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I699)),A698,\"\")","v":697},{"$f":"IFERROR(SMALL(Helper2_1,A698),\"\")","v":697},null,697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I699)),$A698,\"\")","v":697},{"$f":"IFERROR(SMALL(Helper2_2,A698),\"\")","v":697},{"$f":"COUNTIF(Helper3_1,\"=\"&G698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G698)=1, G698, \"\")","v":697},{"$f":"IFERROR(SMALL(Index_2,A698),\"\")","v":697},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:J698)),\"\")","v":"UWS_697"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:K698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:L698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:M698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:P698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J698,COLUMNS($J$2:Q698)),\"\")","v":"The QESR team learned that an Enhancement Theme lead has been appointed \nto improve institutional engagement and dissemination. The University takes a strategic cross-institutional approach involving staff and students in the development of new initiatives. A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."}]
[{"$f":"IF('> FILTER <'!B700<>\"\",ROW(OFFSET(A699,-1,0)),\"\")","v":698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I700)),A699,\"\")","v":698},{"$f":"IFERROR(SMALL(Helper2_1,A699),\"\")","v":698},null,698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I700)),$A699,\"\")","v":698},{"$f":"IFERROR(SMALL(Helper2_2,A699),\"\")","v":698},{"$f":"COUNTIF(Helper3_1,\"=\"&G699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G699)=1, G699, \"\")","v":698},{"$f":"IFERROR(SMALL(Index_2,A699),\"\")","v":698},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:J699)),\"\")","v":"UWS_698"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:K699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:L699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:M699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:P699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J699,COLUMNS($J$2:Q699)),\"\")","v":"The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."}]
[{"$f":"IF('> FILTER <'!B701<>\"\",ROW(OFFSET(A700,-1,0)),\"\")","v":699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I701)),A700,\"\")","v":699},{"$f":"IFERROR(SMALL(Helper2_1,A700),\"\")","v":699},null,699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I701)),$A700,\"\")","v":699},{"$f":"IFERROR(SMALL(Helper2_2,A700),\"\")","v":699},{"$f":"COUNTIF(Helper3_1,\"=\"&G700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G700)=1, G700, \"\")","v":699},{"$f":"IFERROR(SMALL(Index_2,A700),\"\")","v":699},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:J700)),\"\")","v":"UWS_699"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:K700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:L700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:M700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:P700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J700,COLUMNS($J$2:Q700)),\"\")","v":"The University aims to further deliver its ambition to build broader direct \nengagement in Enhancement Theme activities as the new Directorates of Learning and Teaching Enhancement and Student Success (formed in 2022) are embedded."}]
[{"$f":"IF('> FILTER <'!B702<>\"\",ROW(OFFSET(A701,-1,0)),\"\")","v":700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I702)),A701,\"\")","v":700},{"$f":"IFERROR(SMALL(Helper2_1,A701),\"\")","v":700},null,700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I702)),$A701,\"\")","v":700},{"$f":"IFERROR(SMALL(Helper2_2,A701),\"\")","v":700},{"$f":"COUNTIF(Helper3_1,\"=\"&G701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G701)=1, G701, \"\")","v":700},{"$f":"IFERROR(SMALL(Index_2,A701),\"\")","v":700},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:J701)),\"\")","v":"ABD_700"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:K701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:L701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:M701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:P701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J701,COLUMNS($J$2:Q701)),\"\")","v":"The University and Aberdeen University Students' Association (AUSA) have a long-standing, embedded and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life."}]
[{"$f":"IF('> FILTER <'!B703<>\"\",ROW(OFFSET(A702,-1,0)),\"\")","v":701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I703)),A702,\"\")","v":701},{"$f":"IFERROR(SMALL(Helper2_1,A702),\"\")","v":701},null,701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I703)),$A702,\"\")","v":701},{"$f":"IFERROR(SMALL(Helper2_2,A702),\"\")","v":701},{"$f":"COUNTIF(Helper3_1,\"=\"&G702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G702)=1, G702, \"\")","v":701},{"$f":"IFERROR(SMALL(Index_2,A702),\"\")","v":701},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:J702)),\"\")","v":"ABD_701"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:K702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:L702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:M702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:P702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J702,COLUMNS($J$2:Q702)),\"\")","v":"Based on evidence from committee minutes and meetings with staff and students, academic staff clearly demonstrated an openness to receiving feedback from students and addressing issues raised quickly and fully. Students commented positively on their experience as representatives, confirmed they had appropriate opportunities to give feedback on strategy and policy development and on key decisions. Students also confirmed that the class representative training provided by the AUSA had been useful and accessible to engage with and had effectively prepared them for their role."}]
[{"$f":"IF('> FILTER <'!B704<>\"\",ROW(OFFSET(A703,-1,0)),\"\")","v":702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I704)),A703,\"\")","v":702},{"$f":"IFERROR(SMALL(Helper2_1,A703),\"\")","v":702},null,702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I704)),$A703,\"\")","v":702},{"$f":"IFERROR(SMALL(Helper2_2,A703),\"\")","v":702},{"$f":"COUNTIF(Helper3_1,\"=\"&G703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G703)=1, G703, \"\")","v":702},{"$f":"IFERROR(SMALL(Index_2,A703),\"\")","v":702},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:J703)),\"\")","v":"DUN_702"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:K703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:L703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:M703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:P703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J703,COLUMNS($J$2:Q703)),\"\")","v":"The QESR team is confident that the institution has an effective approach to \nengaging with its students."}]
[{"$f":"IF('> FILTER <'!B705<>\"\",ROW(OFFSET(A704,-1,0)),\"\")","v":703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I705)),A704,\"\")","v":703},{"$f":"IFERROR(SMALL(Helper2_1,A704),\"\")","v":703},null,703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I705)),$A704,\"\")","v":703},{"$f":"IFERROR(SMALL(Helper2_2,A704),\"\")","v":703},{"$f":"COUNTIF(Helper3_1,\"=\"&G704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G704)=1, G704, \"\")","v":703},{"$f":"IFERROR(SMALL(Index_2,A704),\"\")","v":703},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:J704)),\"\")","v":"DUN_703"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:K704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:L704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:M704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:P704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J704,COLUMNS($J$2:Q704)),\"\")","v":"The institutional approach to student representation is articulated through the \nStudent Voice and Representation Agreement, and associated reference points which provide accessible guidance on all components of student voice and engagement activity."}]
[{"$f":"IF('> FILTER <'!B706<>\"\",ROW(OFFSET(A705,-1,0)),\"\")","v":704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I706)),A705,\"\")","v":704},{"$f":"IFERROR(SMALL(Helper2_1,A705),\"\")","v":704},null,704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I706)),$A705,\"\")","v":704},{"$f":"IFERROR(SMALL(Helper2_2,A705),\"\")","v":704},{"$f":"COUNTIF(Helper3_1,\"=\"&G705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G705)=1, G705, \"\")","v":704},{"$f":"IFERROR(SMALL(Index_2,A705),\"\")","v":704},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:J705)),\"\")","v":"DUN_704"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:K705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:L705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:M705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:P705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J705,COLUMNS($J$2:Q705)),\"\")","v":"At academic school level, student representation is through Class Reps, School Presidents and Vice-Presidents. The team explored the extent to which students at satellite campuses are engaged in representation. Through these conversations the team learned that students generally feel connected to the University despite some challenges. The team viewed positively the steps being taken to improve sense of belonging and connection (both for staff and students), including regular visits from the senior team and DUSA."}]
[{"$f":"IF('> FILTER <'!B707<>\"\",ROW(OFFSET(A706,-1,0)),\"\")","v":705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I707)),A706,\"\")","v":705},{"$f":"IFERROR(SMALL(Helper2_1,A706),\"\")","v":705},null,705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I707)),$A706,\"\")","v":705},{"$f":"IFERROR(SMALL(Helper2_2,A706),\"\")","v":705},{"$f":"COUNTIF(Helper3_1,\"=\"&G706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G706)=1, G706, \"\")","v":705},{"$f":"IFERROR(SMALL(Index_2,A706),\"\")","v":705},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:J706)),\"\")","v":"UWS_705"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:K706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:L706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:M706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:P706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J706,COLUMNS($J$2:Q706)),\"\")","v":"The QESR team is confident that UWS has effective arrangements in place to \nmonitor, review and enhance its approach to student partnership."}]
[{"$f":"IF('> FILTER <'!B708<>\"\",ROW(OFFSET(A707,-1,0)),\"\")","v":706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I708)),A707,\"\")","v":706},{"$f":"IFERROR(SMALL(Helper2_1,A707),\"\")","v":706},null,{"$f":"ROW(OFFSET(E707,-1,0))","v":706},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I708)),$A707,\"\")","v":706},{"$f":"IFERROR(SMALL(Helper2_2,A707),\"\")","v":706},{"$f":"COUNTIF(Helper3_1,\"=\"&G707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G707)=1, G707, \"\")","v":706},{"$f":"IFERROR(SMALL(Index_2,A707),\"\")","v":706},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:J707)),\"\")","v":"DUN_706"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:K707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:L707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:M707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:P707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J707,COLUMNS($J$2:Q707)),\"\")","v":"In meetings with staff and students, the QESR team learned of a number of \npartnership approaches and initiatives - for example, to develop National Student Survey Action Plans and community building events (see paragraph 17)."}]
[{"$f":"IF('> FILTER <'!B709<>\"\",ROW(OFFSET(A708,-1,0)),\"\")","v":707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I709)),A708,\"\")","v":707},{"$f":"IFERROR(SMALL(Helper2_1,A708),\"\")","v":707},null,707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I709)),$A708,\"\")","v":707},{"$f":"IFERROR(SMALL(Helper2_2,A708),\"\")","v":707},{"$f":"COUNTIF(Helper3_1,\"=\"&G708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G708)=1, G708, \"\")","v":707},{"$f":"IFERROR(SMALL(Index_2,A708),\"\")","v":707},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:J708)),\"\")","v":"DUN_707"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:K708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:L708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:M708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:P708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J708,COLUMNS($J$2:Q708)),\"\")","v":"The QESR team found that student engagement was evident in PPR panels, \nmodule reviews, through Student Staff Liaison Committees (SSLC), and through professional services' student surveys and consultations."}]
[{"$f":"IF('> FILTER <'!B710<>\"\",ROW(OFFSET(A709,-1,0)),\"\")","v":708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I710)),A709,\"\")","v":708},{"$f":"IFERROR(SMALL(Helper2_1,A709),\"\")","v":708},null,708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I710)),$A709,\"\")","v":708},{"$f":"IFERROR(SMALL(Helper2_2,A709),\"\")","v":708},{"$f":"COUNTIF(Helper3_1,\"=\"&G709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G709)=1, G709, \"\")","v":708},{"$f":"IFERROR(SMALL(Index_2,A709),\"\")","v":708},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:J709)),\"\")","v":"DUN_708"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:K709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:L709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:M709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:P709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J709,COLUMNS($J$2:Q709)),\"\")","v":"The team found that there are appropriate mechanisms in place for taught and research postgraduate students to provide feedback. The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking. The team found that feedback was captured and responded to appropriately with examples offered by staff and students in meetings with the team, including the co-creation of new modules and actions taken in respect of response times to student queries and equity of access on satellite campuses"}]
[{"$f":"IF('> FILTER <'!B711<>\"\",ROW(OFFSET(A710,-1,0)),\"\")","v":709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I711)),A710,\"\")","v":709},{"$f":"IFERROR(SMALL(Helper2_1,A710),\"\")","v":709},null,709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I711)),$A710,\"\")","v":709},{"$f":"IFERROR(SMALL(Helper2_2,A710),\"\")","v":709},{"$f":"COUNTIF(Helper3_1,\"=\"&G710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G710)=1, G710, \"\")","v":709},{"$f":"IFERROR(SMALL(Index_2,A710),\"\")","v":709},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:J710)),\"\")","v":"STR_709"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:K710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:L710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:M710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:P710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J710,COLUMNS($J$2:Q710)),\"\")","v":"The QESR team found that the University has in place policies and procedures to \nsupport the engagement and representation of students. The Student Partnership Agreement (SPA) outlines the routes in which the University, Strathclyde Students' Union (Strath Union) and the wider student body will work together in order to enhance the student experience. Introduced in 2018, the SPA is the responsibility of the Student Experience Committee (SEC), and sets the priorities, goals and core values between the University and Strath Union."}]
[{"$f":"IF('> FILTER <'!B712<>\"\",ROW(OFFSET(A711,-1,0)),\"\")","v":710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I712)),A711,\"\")","v":710},{"$f":"IFERROR(SMALL(Helper2_1,A711),\"\")","v":710},null,710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I712)),$A711,\"\")","v":710},{"$f":"IFERROR(SMALL(Helper2_2,A711),\"\")","v":710},{"$f":"COUNTIF(Helper3_1,\"=\"&G711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G711)=1, G711, \"\")","v":710},{"$f":"IFERROR(SMALL(Index_2,A711),\"\")","v":710},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:J711)),\"\")","v":"STR_710"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:K711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:L711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:M711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:P711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J711,COLUMNS($J$2:Q711)),\"\")","v":"An additional document - the Strathclyde Strategic Alliance - captures jointly agreed priorities for the University and Strath Union and provides a mechanism for continuity and transition between elected sabbatical officers. In meetings with the QESR team, students outlined the clear partnership working which has been accomplished through the creation and implementation of the SPA goals and activities."}]
[{"$f":"IF('> FILTER <'!B713<>\"\",ROW(OFFSET(A712,-1,0)),\"\")","v":711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I713)),A712,\"\")","v":711},{"$f":"IFERROR(SMALL(Helper2_1,A712),\"\")","v":711},null,711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I713)),$A712,\"\")","v":711},{"$f":"IFERROR(SMALL(Helper2_2,A712),\"\")","v":711},{"$f":"COUNTIF(Helper3_1,\"=\"&G712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G712)=1, G712, \"\")","v":711},{"$f":"IFERROR(SMALL(Index_2,A712),\"\")","v":711},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:J712)),\"\")","v":"STR_711"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:K712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:L712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:M712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:P712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J712,COLUMNS($J$2:Q712)),\"\")","v":"Approaches to seeking feedback from students include module feedback using the virtual learning environment (VLE) - MyPlace, National Student Survey (NSS), Strathclyde Undergraduate Satisfaction Survey (SUSS), Postgraduate Taught Experience Survey (PTES), engagement in Staff-Student Liaison Committees and focus groups."}]
[{"$f":"IF('> FILTER <'!B714<>\"\",ROW(OFFSET(A713,-1,0)),\"\")","v":712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I714)),A713,\"\")","v":712},{"$f":"IFERROR(SMALL(Helper2_1,A713),\"\")","v":712},null,712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I714)),$A713,\"\")","v":712},{"$f":"IFERROR(SMALL(Helper2_2,A713),\"\")","v":712},{"$f":"COUNTIF(Helper3_1,\"=\"&G713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G713)=1, G713, \"\")","v":712},{"$f":"IFERROR(SMALL(Index_2,A713),\"\")","v":712},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:J713)),\"\")","v":"UWS_712"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:K713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:L713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:M713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:P713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J713,COLUMNS($J$2:Q713)),\"\")","v":"In meetings with the team, student representatives supported the strength of institutional partnership arrangements and confirmed that UWS staff are very receptive to student input on new initiatives."}]
[{"$f":"IF('> FILTER <'!B715<>\"\",ROW(OFFSET(A714,-1,0)),\"\")","v":713},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I715)),A714,\"\")","v":713},{"$f":"IFERROR(SMALL(Helper2_1,A714),\"\")","v":713},null,713,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I715)),$A714,\"\")","v":713},{"$f":"IFERROR(SMALL(Helper2_2,A714),\"\")","v":713},{"$f":"COUNTIF(Helper3_1,\"=\"&G714)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G714)=1, G714, \"\")","v":713},{"$f":"IFERROR(SMALL(Index_2,A714),\"\")","v":713},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:J714)),\"\")","v":"UWS_713"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:K714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:L714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:M714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:P714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J714,COLUMNS($J$2:Q714)),\"\")","v":"The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)."}]
[{"$f":"IF('> FILTER <'!B716<>\"\",ROW(OFFSET(A715,-1,0)),\"\")","v":714},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I716)),A715,\"\")","v":714},{"$f":"IFERROR(SMALL(Helper2_1,A715),\"\")","v":714},null,714,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I716)),$A715,\"\")","v":714},{"$f":"IFERROR(SMALL(Helper2_2,A715),\"\")","v":714},{"$f":"COUNTIF(Helper3_1,\"=\"&G715)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G715)=1, G715, \"\")","v":714},{"$f":"IFERROR(SMALL(Index_2,A715),\"\")","v":714},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:J715)),\"\")","v":"UWS_714"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:K715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:L715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:M715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:P715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J715,COLUMNS($J$2:Q715)),\"\")","v":"Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."}]
[{"$f":"IF('> FILTER <'!B717<>\"\",ROW(OFFSET(A716,-1,0)),\"\")","v":715},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I717)),A716,\"\")","v":715},{"$f":"IFERROR(SMALL(Helper2_1,A716),\"\")","v":715},null,715,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I717)),$A716,\"\")","v":715},{"$f":"IFERROR(SMALL(Helper2_2,A716),\"\")","v":715},{"$f":"COUNTIF(Helper3_1,\"=\"&G716)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G716)=1, G716, \"\")","v":715},{"$f":"IFERROR(SMALL(Index_2,A716),\"\")","v":715},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:J716)),\"\")","v":"UWS_715"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:K716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:L716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:M716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:P716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J716,COLUMNS($J$2:Q716)),\"\")","v":"Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services."}]
[{"$f":"IF('> FILTER <'!B718<>\"\",ROW(OFFSET(A717,-1,0)),\"\")","v":716},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I718)),A717,\"\")","v":716},{"$f":"IFERROR(SMALL(Helper2_1,A717),\"\")","v":716},null,716,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I718)),$A717,\"\")","v":716},{"$f":"IFERROR(SMALL(Helper2_2,A717),\"\")","v":716},{"$f":"COUNTIF(Helper3_1,\"=\"&G717)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G717)=1, G717, \"\")","v":716},{"$f":"IFERROR(SMALL(Index_2,A717),\"\")","v":716},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:J717)),\"\")","v":"DUN_716"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:K717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:L717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:M717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:P717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J717,COLUMNS($J$2:Q717)),\"\")","v":"The University sets out a strong commitment to partnership with its students in the \nStrategy 2022-27. The institution has a clear and detailed SPA covering all aspects of shared priorities, principles, fora, elections and responsibilities. These align with the Student Officers' Manifesto and Action Plans."}]
[{"$f":"IF('> FILTER <'!B719<>\"\",ROW(OFFSET(A718,-1,0)),\"\")","v":717},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I719)),A718,\"\")","v":717},{"$f":"IFERROR(SMALL(Helper2_1,A718),\"\")","v":717},null,717,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I719)),$A718,\"\")","v":717},{"$f":"IFERROR(SMALL(Helper2_2,A718),\"\")","v":717},{"$f":"COUNTIF(Helper3_1,\"=\"&G718)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G718)=1, G718, \"\")","v":717},{"$f":"IFERROR(SMALL(Index_2,A718),\"\")","v":717},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:J718)),\"\")","v":"DUN_717"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:K718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:L718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:M718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:P718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J718,COLUMNS($J$2:Q718)),\"\")","v":"Examples of shared priorities include the 'Engaging our Community' SPA priority which is reflected in DUSA manifestos as a 'Fostering Community' goal and the 'Student Voice' priority which is reflected in the 'Revitalise Representation' goal."}]
[{"$f":"IF('> FILTER <'!B720<>\"\",ROW(OFFSET(A719,-1,0)),\"\")","v":718},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I720)),A719,\"\")","v":718},{"$f":"IFERROR(SMALL(Helper2_1,A719),\"\")","v":718},null,718,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I720)),$A719,\"\")","v":718},{"$f":"IFERROR(SMALL(Helper2_2,A719),\"\")","v":718},{"$f":"COUNTIF(Helper3_1,\"=\"&G719)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G719)=1, G719, \"\")","v":718},{"$f":"IFERROR(SMALL(Index_2,A719),\"\")","v":718},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:J719)),\"\")","v":"DUN_718"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:K719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:L719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:M719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:P719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J719,COLUMNS($J$2:Q719)),\"\")","v":"Progress on the SPA is monitored formally by the Student Experience Executive Group (SEEG). A separate operational group has been established to provide a forum for more regular liaison between DUSA and the University in relation to implementing the SPA."}]
[{"$f":"IF('> FILTER <'!B721<>\"\",ROW(OFFSET(A720,-1,0)),\"\")","v":719},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I721)),A720,\"\")","v":719},{"$f":"IFERROR(SMALL(Helper2_1,A720),\"\")","v":719},null,719,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I721)),$A720,\"\")","v":719},{"$f":"IFERROR(SMALL(Helper2_2,A720),\"\")","v":719},{"$f":"COUNTIF(Helper3_1,\"=\"&G720)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G720)=1, G720, \"\")","v":719},{"$f":"IFERROR(SMALL(Index_2,A720),\"\")","v":719},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:J720)),\"\")","v":"DUN_719"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:K720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:L720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:M720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:P720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J720,COLUMNS($J$2:Q720)),\"\")","v":"The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement."}]
[{"$f":"IF('> FILTER <'!B722<>\"\",ROW(OFFSET(A721,-1,0)),\"\")","v":720},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I722)),A721,\"\")","v":720},{"$f":"IFERROR(SMALL(Helper2_1,A721),\"\")","v":720},null,720,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I722)),$A721,\"\")","v":720},{"$f":"IFERROR(SMALL(Helper2_2,A721),\"\")","v":720},{"$f":"COUNTIF(Helper3_1,\"=\"&G721)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G721)=1, G721, \"\")","v":720},{"$f":"IFERROR(SMALL(Index_2,A721),\"\")","v":720},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:J721)),\"\")","v":"DUN_720"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:K721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:L721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:M721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:P721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J721,COLUMNS($J$2:Q721)),\"\")","v":"Student and staff awareness of the SPA appeared to be somewhat limited."}]
[{"$f":"IF('> FILTER <'!B723<>\"\",ROW(OFFSET(A722,-1,0)),\"\")","v":721},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I723)),A722,\"\")","v":721},{"$f":"IFERROR(SMALL(Helper2_1,A722),\"\")","v":721},null,721,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I723)),$A722,\"\")","v":721},{"$f":"IFERROR(SMALL(Helper2_2,A722),\"\")","v":721},{"$f":"COUNTIF(Helper3_1,\"=\"&G722)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G722)=1, G722, \"\")","v":721},{"$f":"IFERROR(SMALL(Index_2,A722),\"\")","v":721},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:J722)),\"\")","v":"DUN_721"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:K722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:L722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:M722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:P722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J722,COLUMNS($J$2:Q722)),\"\")","v":"While acknowledging that the University and DUSA have successfully implemented enhancements aligned with the SPA, the team would encourage the University to raise awareness of the SPA more broadly."}]
[{"$f":"IF('> FILTER <'!B724<>\"\",ROW(OFFSET(A723,-1,0)),\"\")","v":722},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I724)),A723,\"\")","v":722},{"$f":"IFERROR(SMALL(Helper2_1,A723),\"\")","v":722},null,722,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I724)),$A723,\"\")","v":722},{"$f":"IFERROR(SMALL(Helper2_2,A723),\"\")","v":722},{"$f":"COUNTIF(Helper3_1,\"=\"&G723)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G723)=1, G723, \"\")","v":722},{"$f":"IFERROR(SMALL(Index_2,A723),\"\")","v":722},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:J723)),\"\")","v":"DUN_722"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:K723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:L723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:M723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:P723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J723,COLUMNS($J$2:Q723)),\"\")","v":"the team learned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs)"}]
[{"$f":"IF('> FILTER <'!B725<>\"\",ROW(OFFSET(A724,-1,0)),\"\")","v":723},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I725)),A724,\"\")","v":723},{"$f":"IFERROR(SMALL(Helper2_1,A724),\"\")","v":723},null,723,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I725)),$A724,\"\")","v":723},{"$f":"IFERROR(SMALL(Helper2_2,A724),\"\")","v":723},{"$f":"COUNTIF(Helper3_1,\"=\"&G724)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G724)=1, G724, \"\")","v":723},{"$f":"IFERROR(SMALL(Index_2,A724),\"\")","v":723},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:J724)),\"\")","v":"DUN_723"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:K724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:L724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:M724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:P724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J724,COLUMNS($J$2:Q724)),\"\")","v":"The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."}]
[{"$f":"IF('> FILTER <'!B726<>\"\",ROW(OFFSET(A725,-1,0)),\"\")","v":724},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I726)),A725,\"\")","v":724},{"$f":"IFERROR(SMALL(Helper2_1,A725),\"\")","v":724},null,724,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I726)),$A725,\"\")","v":724},{"$f":"IFERROR(SMALL(Helper2_2,A725),\"\")","v":724},{"$f":"COUNTIF(Helper3_1,\"=\"&G725)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G725)=1, G725, \"\")","v":724},{"$f":"IFERROR(SMALL(Index_2,A725),\"\")","v":724},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:J725)),\"\")","v":"STR_724"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:K725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:L725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:M725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:P725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J725,COLUMNS($J$2:Q725)),\"\")","v":"The University has an extensive student representation system in place which is detailed in the SPA. Students at programme level select a class representative to attend Student-Staff Liaison Committees (SSLC). In turn, faculty representatives collate the views of the class representatives and feed into faculty-level committees and discussions. There is evidence of student feedback and participation across all key quality and standards processes including appropriate student representation on key university committees related to quality and standards."}]
[{"$f":"IF('> FILTER <'!B727<>\"\",ROW(OFFSET(A726,-1,0)),\"\")","v":725},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I727)),A726,\"\")","v":725},{"$f":"IFERROR(SMALL(Helper2_1,A726),\"\")","v":725},null,725,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I727)),$A726,\"\")","v":725},{"$f":"IFERROR(SMALL(Helper2_2,A726),\"\")","v":725},{"$f":"COUNTIF(Helper3_1,\"=\"&G726)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G726)=1, G726, \"\")","v":725},{"$f":"IFERROR(SMALL(Index_2,A726),\"\")","v":725},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:J726)),\"\")","v":"STR_725"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:K726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:L726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:M726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:P726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J726,COLUMNS($J$2:Q726)),\"\")","v":"Several mechanisms are in place to hear the student voice and encourage increased partnership. At the time of the current QESR, the long running 'You Said We Did' campaign continued to be valuable, complemented by an additional \n'Maintaining the Dialogue Survey' which influenced institutional priorities. During the QESR visit, students indicated that the 'Maintaining the Dialogue Survey' had positively supported the level of student engagement across the institution."}]
[{"$f":"IF('> FILTER <'!B728<>\"\",ROW(OFFSET(A727,-1,0)),\"\")","v":726},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I728)),A727,\"\")","v":726},{"$f":"IFERROR(SMALL(Helper2_1,A727),\"\")","v":726},null,726,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I728)),$A727,\"\")","v":726},{"$f":"IFERROR(SMALL(Helper2_2,A727),\"\")","v":726},{"$f":"COUNTIF(Helper3_1,\"=\"&G727)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G727)=1, G727, \"\")","v":726},{"$f":"IFERROR(SMALL(Index_2,A727),\"\")","v":726},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:J727)),\"\")","v":"STR_726"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:K727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:L727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:M727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:P727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J727,COLUMNS($J$2:Q727)),\"\")","v":"Students who met the QESR team spoke positively about the representation roles at both an undergraduate and postgraduate level; however, it was noted that the type and quality of representative training varied across schools and levels of representatives. The team would encourage the University to reflect on student representative training to ensure consistency across the institution."}]
[{"$f":"IF('> FILTER <'!B729<>\"\",ROW(OFFSET(A728,-1,0)),\"\")","v":727},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I729)),A728,\"\")","v":727},{"$f":"IFERROR(SMALL(Helper2_1,A728),\"\")","v":727},null,727,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I729)),$A728,\"\")","v":727},{"$f":"IFERROR(SMALL(Helper2_2,A728),\"\")","v":727},{"$f":"COUNTIF(Helper3_1,\"=\"&G728)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G728)=1, G728, \"\")","v":727},{"$f":"IFERROR(SMALL(Index_2,A728),\"\")","v":727},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:J728)),\"\")","v":"STR_727"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:K728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:L728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:M728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:P728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J728,COLUMNS($J$2:Q728)),\"\")","v":"The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members. ESC has standing agenda items for both the student voice and student partnership, via SEC. SEC is co-chaired by students and senior staff, and helps inform decision-making, oversees revisions to the SPA, and has notable achievements including the Student-led Digital Transformation Project, securing widening access to graduation bursaries and the creation of a Sexual Health Working Group."}]
[{"$f":"IF('> FILTER <'!B730<>\"\",ROW(OFFSET(A729,-1,0)),\"\")","v":728},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I730)),A729,\"\")","v":728},{"$f":"IFERROR(SMALL(Helper2_1,A729),\"\")","v":728},null,728,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I730)),$A729,\"\")","v":728},{"$f":"IFERROR(SMALL(Helper2_2,A729),\"\")","v":728},{"$f":"COUNTIF(Helper3_1,\"=\"&G729)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G729)=1, G729, \"\")","v":728},{"$f":"IFERROR(SMALL(Index_2,A729),\"\")","v":728},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:J729)),\"\")","v":"STR_728"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:K729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:L729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:M729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:P729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J729,COLUMNS($J$2:Q729)),\"\")","v":"The QESR team noted that the SEC annual report described the committee as 'pragmatic, responsive and continues to provide an excellent platform to innovate and continue the work to heighten the student voice with a revitalised focus on strong partnership and effectiveness'."}]
[{"$f":"IF('> FILTER <'!B731<>\"\",ROW(OFFSET(A730,-1,0)),\"\")","v":729},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I731)),A730,\"\")","v":729},{"$f":"IFERROR(SMALL(Helper2_1,A730),\"\")","v":729},null,729,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I731)),$A730,\"\")","v":729},{"$f":"IFERROR(SMALL(Helper2_2,A730),\"\")","v":729},{"$f":"COUNTIF(Helper3_1,\"=\"&G730)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G730)=1, G730, \"\")","v":729},{"$f":"IFERROR(SMALL(Index_2,A730),\"\")","v":729},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:J730)),\"\")","v":"STR_729"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:K730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:L730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:M730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:P730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J730,COLUMNS($J$2:Q730)),\"\")","v":"The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues."}]
[{"$f":"IF('> FILTER <'!B732<>\"\",ROW(OFFSET(A731,-1,0)),\"\")","v":730},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I732)),A731,\"\")","v":730},{"$f":"IFERROR(SMALL(Helper2_1,A731),\"\")","v":730},null,730,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I732)),$A731,\"\")","v":730},{"$f":"IFERROR(SMALL(Helper2_2,A731),\"\")","v":730},{"$f":"COUNTIF(Helper3_1,\"=\"&G731)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G731)=1, G731, \"\")","v":730},{"$f":"IFERROR(SMALL(Index_2,A731),\"\")","v":730},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:J731)),\"\")","v":"STR_730"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:K731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:L731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:M731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:P731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J731,COLUMNS($J$2:Q731)),\"\")","v":"The exemplary partnership arrangements (also commended in ELIR 4) were identified as a continuing feature of good practice, with particular recognition that the partnership also helps to bring communities together across the University - of particular relevance following the pandemic, to boost the welfare of students."}]
[{"$f":"IF('> FILTER <'!B733<>\"\",ROW(OFFSET(A732,-1,0)),\"\")","v":731},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I733)),A732,\"\")","v":731},{"$f":"IFERROR(SMALL(Helper2_1,A732),\"\")","v":731},null,731,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I733)),$A732,\"\")","v":731},{"$f":"IFERROR(SMALL(Helper2_2,A732),\"\")","v":731},{"$f":"COUNTIF(Helper3_1,\"=\"&G732)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G732)=1, G732, \"\")","v":731},{"$f":"IFERROR(SMALL(Index_2,A732),\"\")","v":731},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:J732)),\"\")","v":"UWS_731"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:K732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:L732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:M732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:P732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J732,COLUMNS($J$2:Q732)),\"\")","v":"The QESR team found the University has in place policies and procedures to \nsupport the engagement and representation of students. The overarching framework for student engagement is set out in the Student Partnership Agreement (SPA) which details the shared priorities agreed between the student body, by their sabbatical team, and UWS for the next academic year."}]
[{"$f":"IF('> FILTER <'!B734<>\"\",ROW(OFFSET(A733,-1,0)),\"\")","v":732},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I734)),A733,\"\")","v":732},{"$f":"IFERROR(SMALL(Helper2_1,A733),\"\")","v":732},null,732,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I734)),$A733,\"\")","v":732},{"$f":"IFERROR(SMALL(Helper2_2,A733),\"\")","v":732},{"$f":"COUNTIF(Helper3_1,\"=\"&G733)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G733)=1, G733, \"\")","v":732},{"$f":"IFERROR(SMALL(Index_2,A733),\"\")","v":732},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:J733)),\"\")","v":"UWS_732"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:K733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:L733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:M733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:P733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J733,COLUMNS($J$2:Q733)),\"\")","v":"The SPA is updated annually by the SPA Working Group with input from sabbatical officers, student representatives, Students' Union (SU) staff and UWS staff. Implementation of the SPA is coordinated by the Student Partnership Forum which is embedded in existing UWS committee structures to ensure effective oversight, support and dissemination of information between both organisations"}]
[{"$f":"IF('> FILTER <'!B735<>\"\",ROW(OFFSET(A734,-1,0)),\"\")","v":733},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I735)),A734,\"\")","v":733},{"$f":"IFERROR(SMALL(Helper2_1,A734),\"\")","v":733},null,733,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I735)),$A734,\"\")","v":733},{"$f":"IFERROR(SMALL(Helper2_2,A734),\"\")","v":733},{"$f":"COUNTIF(Helper3_1,\"=\"&G734)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G734)=1, G734, \"\")","v":733},{"$f":"IFERROR(SMALL(Index_2,A734),\"\")","v":733},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:J734)),\"\")","v":"UWS_733"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:K734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:L734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:M734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:P734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J734,COLUMNS($J$2:Q734)),\"\")","v":"The team identified as good practice, the institution-wide, student-centred approach to policy and strategy development. Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."}]
[{"$f":"IF('> FILTER <'!B736<>\"\",ROW(OFFSET(A735,-1,0)),\"\")","v":734},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I736)),A735,\"\")","v":734},{"$f":"IFERROR(SMALL(Helper2_1,A735),\"\")","v":734},null,734,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I736)),$A735,\"\")","v":734},{"$f":"IFERROR(SMALL(Helper2_2,A735),\"\")","v":734},{"$f":"COUNTIF(Helper3_1,\"=\"&G735)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G735)=1, G735, \"\")","v":734},{"$f":"IFERROR(SMALL(Index_2,A735),\"\")","v":734},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:J735)),\"\")","v":"UWS_734"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:K735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:L735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:M735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:P735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J735,COLUMNS($J$2:Q735)),\"\")","v":"Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities. During the QESR visit, student representatives indicated that their contributions are valued by staff members on these committees."}]
[{"$f":"IF('> FILTER <'!B737<>\"\",ROW(OFFSET(A736,-1,0)),\"\")","v":735},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I737)),A736,\"\")","v":735},{"$f":"IFERROR(SMALL(Helper2_1,A736),\"\")","v":735},null,735,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I737)),$A736,\"\")","v":735},{"$f":"IFERROR(SMALL(Helper2_2,A736),\"\")","v":735},{"$f":"COUNTIF(Helper3_1,\"=\"&G736)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G736)=1, G736, \"\")","v":735},{"$f":"IFERROR(SMALL(Index_2,A736),\"\")","v":735},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:J736)),\"\")","v":"UWS_735"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:K736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:L736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:M736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:P736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J736,COLUMNS($J$2:Q736)),\"\")","v":"The SU Strategic Plan and Annual Report identify increasing student engagement \nwith formal student representation structures as a key priority for the organisation. The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)"}]
[{"$f":"IF('> FILTER <'!B738<>\"\",ROW(OFFSET(A737,-1,0)),\"\")","v":736},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I738)),A737,\"\")","v":736},{"$f":"IFERROR(SMALL(Helper2_1,A737),\"\")","v":736},null,736,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I738)),$A737,\"\")","v":736},{"$f":"IFERROR(SMALL(Helper2_2,A737),\"\")","v":736},{"$f":"COUNTIF(Helper3_1,\"=\"&G737)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G737)=1, G737, \"\")","v":736},{"$f":"IFERROR(SMALL(Index_2,A737),\"\")","v":736},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:J737)),\"\")","v":"UWS_736"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:K737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:L737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:M737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:P737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J737,COLUMNS($J$2:Q737)),\"\")","v":"Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."}]
[{"$f":"IF('> FILTER <'!B739<>\"\",ROW(OFFSET(A738,-1,0)),\"\")","v":737},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I739)),A738,\"\")","v":737},{"$f":"IFERROR(SMALL(Helper2_1,A738),\"\")","v":737},null,737,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I739)),$A738,\"\")","v":737},{"$f":"IFERROR(SMALL(Helper2_2,A738),\"\")","v":737},{"$f":"COUNTIF(Helper3_1,\"=\"&G738)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G738)=1, G738, \"\")","v":737},{"$f":"IFERROR(SMALL(Index_2,A738),\"\")","v":737},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:J738)),\"\")","v":"UWS_737"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:K738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:L738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:M738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:P738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J738,COLUMNS($J$2:Q738)),\"\")","v":"Efforts to grow student engagement with the Students' Union have been effective as \nstudent participation in elections (both as candidates and in terms of voting turnout) and Student Council attendance has steadily grown."}]
[{"$f":"IF('> FILTER <'!B740<>\"\",ROW(OFFSET(A739,-1,0)),\"\")","v":738},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I740)),A739,\"\")","v":738},{"$f":"IFERROR(SMALL(Helper2_1,A739),\"\")","v":738},null,738,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I740)),$A739,\"\")","v":738},{"$f":"IFERROR(SMALL(Helper2_2,A739),\"\")","v":738},{"$f":"COUNTIF(Helper3_1,\"=\"&G739)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G739)=1, G739, \"\")","v":738},{"$f":"IFERROR(SMALL(Index_2,A739),\"\")","v":738},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:J739)),\"\")","v":"UWS_738"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:K739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:L739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:M739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:P739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J739,COLUMNS($J$2:Q739)),\"\")","v":"recent institutional survey results indicate that students are still not clear on how the SU represents their academic interests and how the feedback they provide is acted upon."}]
[{"$f":"IF('> FILTER <'!B741<>\"\",ROW(OFFSET(A740,-1,0)),\"\")","v":739},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I741)),A740,\"\")","v":739},{"$f":"IFERROR(SMALL(Helper2_1,A740),\"\")","v":739},null,739,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I741)),$A740,\"\")","v":739},{"$f":"IFERROR(SMALL(Helper2_2,A740),\"\")","v":739},{"$f":"COUNTIF(Helper3_1,\"=\"&G740)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G740)=1, G740, \"\")","v":739},{"$f":"IFERROR(SMALL(Index_2,A740),\"\")","v":739},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:J740)),\"\")","v":"UWS_739"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:K740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:L740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:M740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:P740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J740,COLUMNS($J$2:Q740)),\"\")","v":"The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B742<>\"\",ROW(OFFSET(A741,-1,0)),\"\")","v":740},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I742)),A741,\"\")","v":740},{"$f":"IFERROR(SMALL(Helper2_1,A741),\"\")","v":740},null,740,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I742)),$A741,\"\")","v":740},{"$f":"IFERROR(SMALL(Helper2_2,A741),\"\")","v":740},{"$f":"COUNTIF(Helper3_1,\"=\"&G741)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G741)=1, G741, \"\")","v":740},{"$f":"IFERROR(SMALL(Index_2,A741),\"\")","v":740},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:J741)),\"\")","v":"DUN_740"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:K741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:L741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:M741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:P741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J741,COLUMNS($J$2:Q741)),\"\")","v":"The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."}]
[{"$f":"IF('> FILTER <'!B743<>\"\",ROW(OFFSET(A742,-1,0)),\"\")","v":741},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I743)),A742,\"\")","v":741},{"$f":"IFERROR(SMALL(Helper2_1,A742),\"\")","v":741},null,741,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I743)),$A742,\"\")","v":741},{"$f":"IFERROR(SMALL(Helper2_2,A742),\"\")","v":741},{"$f":"COUNTIF(Helper3_1,\"=\"&G742)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G742)=1, G742, \"\")","v":741},{"$f":"IFERROR(SMALL(Index_2,A742),\"\")","v":741},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:J742)),\"\")","v":"DUN_741"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:K742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:L742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:M742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:P742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J742,COLUMNS($J$2:Q742)),\"\")","v":"The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review. In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"}]
[{"$f":"IF('> FILTER <'!B744<>\"\",ROW(OFFSET(A743,-1,0)),\"\")","v":742},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I744)),A743,\"\")","v":742},{"$f":"IFERROR(SMALL(Helper2_1,A743),\"\")","v":742},null,742,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I744)),$A743,\"\")","v":742},{"$f":"IFERROR(SMALL(Helper2_2,A743),\"\")","v":742},{"$f":"COUNTIF(Helper3_1,\"=\"&G743)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G743)=1, G743, \"\")","v":742},{"$f":"IFERROR(SMALL(Index_2,A743),\"\")","v":742},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:J743)),\"\")","v":"DUN_742"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:K743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:L743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:M743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:P743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J743,COLUMNS($J$2:Q743)),\"\")","v":"In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners. The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information (paragraph 24)."}]
[{"$f":"IF('> FILTER <'!B745<>\"\",ROW(OFFSET(A744,-1,0)),\"\")","v":743},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I745)),A744,\"\")","v":743},{"$f":"IFERROR(SMALL(Helper2_1,A744),\"\")","v":743},null,743,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I745)),$A744,\"\")","v":743},{"$f":"IFERROR(SMALL(Helper2_2,A744),\"\")","v":743},{"$f":"COUNTIF(Helper3_1,\"=\"&G744)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G744)=1, G744, \"\")","v":743},{"$f":"IFERROR(SMALL(Index_2,A744),\"\")","v":743},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:J744)),\"\")","v":"DUN_743"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:K744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:L744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:M744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:P744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J744,COLUMNS($J$2:Q744)),\"\")","v":"In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University. In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11)."}]
[{"$f":"IF('> FILTER <'!B746<>\"\",ROW(OFFSET(A745,-1,0)),\"\")","v":744},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I746)),A745,\"\")","v":744},{"$f":"IFERROR(SMALL(Helper2_1,A745),\"\")","v":744},null,744,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I746)),$A745,\"\")","v":744},{"$f":"IFERROR(SMALL(Helper2_2,A745),\"\")","v":744},{"$f":"COUNTIF(Helper3_1,\"=\"&G745)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G745)=1, G745, \"\")","v":744},{"$f":"IFERROR(SMALL(Index_2,A745),\"\")","v":744},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:J745)),\"\")","v":"DUN_744"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:K745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:L745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:M745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:P745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J745,COLUMNS($J$2:Q745)),\"\")","v":"In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."}]
[{"$f":"IF('> FILTER <'!B747<>\"\",ROW(OFFSET(A746,-1,0)),\"\")","v":745},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I747)),A746,\"\")","v":745},{"$f":"IFERROR(SMALL(Helper2_1,A746),\"\")","v":745},null,745,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I747)),$A746,\"\")","v":745},{"$f":"IFERROR(SMALL(Helper2_2,A746),\"\")","v":745},{"$f":"COUNTIF(Helper3_1,\"=\"&G746)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G746)=1, G746, \"\")","v":745},{"$f":"IFERROR(SMALL(Index_2,A746),\"\")","v":745},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:J746)),\"\")","v":"STR_745"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:K746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:L746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:M746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:P746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J746,COLUMNS($J$2:Q746)),\"\")","v":"The QESR team is confident that the University has effective arrangements to monitor and review actions taken in response to ELIR 4."}]
[{"$f":"IF('> FILTER <'!B748<>\"\",ROW(OFFSET(A747,-1,0)),\"\")","v":746},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I748)),A747,\"\")","v":746},{"$f":"IFERROR(SMALL(Helper2_1,A747),\"\")","v":746},null,746,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I748)),$A747,\"\")","v":746},{"$f":"IFERROR(SMALL(Helper2_2,A747),\"\")","v":746},{"$f":"COUNTIF(Helper3_1,\"=\"&G747)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G747)=1, G747, \"\")","v":746},{"$f":"IFERROR(SMALL(Index_2,A747),\"\")","v":746},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:J747)),\"\")","v":"DUN_746"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:K747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:L747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:M747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:P747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J747,COLUMNS($J$2:Q747)),\"\")","v":"In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."}]
[{"$f":"IF('> FILTER <'!B749<>\"\",ROW(OFFSET(A748,-1,0)),\"\")","v":747},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I749)),A748,\"\")","v":747},{"$f":"IFERROR(SMALL(Helper2_1,A748),\"\")","v":747},null,747,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I749)),$A748,\"\")","v":747},{"$f":"IFERROR(SMALL(Helper2_2,A748),\"\")","v":747},{"$f":"COUNTIF(Helper3_1,\"=\"&G748)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G748)=1, G748, \"\")","v":747},{"$f":"IFERROR(SMALL(Index_2,A748),\"\")","v":747},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:J748)),\"\")","v":"DUN_747"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:K748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:L748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:M748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:P748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J748,COLUMNS($J$2:Q748)),\"\")","v":"This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."}]
[{"$f":"IF('> FILTER <'!B750<>\"\",ROW(OFFSET(A749,-1,0)),\"\")","v":748},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I750)),A749,\"\")","v":748},{"$f":"IFERROR(SMALL(Helper2_1,A749),\"\")","v":748},null,748,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I750)),$A749,\"\")","v":748},{"$f":"IFERROR(SMALL(Helper2_2,A749),\"\")","v":748},{"$f":"COUNTIF(Helper3_1,\"=\"&G749)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G749)=1, G749, \"\")","v":748},{"$f":"IFERROR(SMALL(Index_2,A749),\"\")","v":748},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:J749)),\"\")","v":"STR_748"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:K749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:L749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:M749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:P749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J749,COLUMNS($J$2:Q749)),\"\")","v":"The implementation of the measures taken is ongoing; in meetings with students the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."}]
[{"$f":"IF('> FILTER <'!B751<>\"\",ROW(OFFSET(A750,-1,0)),\"\")","v":749},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I751)),A750,\"\")","v":749},{"$f":"IFERROR(SMALL(Helper2_1,A750),\"\")","v":749},null,749,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I751)),$A750,\"\")","v":749},{"$f":"IFERROR(SMALL(Helper2_2,A750),\"\")","v":749},{"$f":"COUNTIF(Helper3_1,\"=\"&G750)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G750)=1, G750, \"\")","v":749},{"$f":"IFERROR(SMALL(Index_2,A750),\"\")","v":749},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:J750)),\"\")","v":"STR_749"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:K750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:L750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:M750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:P750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J750,COLUMNS($J$2:Q750)),\"\")","v":"Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."}]
[{"$f":"IF('> FILTER <'!B752<>\"\",ROW(OFFSET(A751,-1,0)),\"\")","v":750},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I752)),A751,\"\")","v":750},{"$f":"IFERROR(SMALL(Helper2_1,A751),\"\")","v":750},null,750,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I752)),$A751,\"\")","v":750},{"$f":"IFERROR(SMALL(Helper2_2,A751),\"\")","v":750},{"$f":"COUNTIF(Helper3_1,\"=\"&G751)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G751)=1, G751, \"\")","v":750},{"$f":"IFERROR(SMALL(Index_2,A751),\"\")","v":750},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:J751)),\"\")","v":"STR_750"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:K751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:L751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:M751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:P751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J751,COLUMNS($J$2:Q751)),\"\")","v":"The team considered a range of documentation, including the University's annual reports to SFC, data used by the University for oversight of retention and progression, degree outcomes, complaints and appeals,"}]
[{"$f":"IF('> FILTER <'!B753<>\"\",ROW(OFFSET(A752,-1,0)),\"\")","v":751},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I753)),A752,\"\")","v":751},{"$f":"IFERROR(SMALL(Helper2_1,A752),\"\")","v":751},null,751,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I753)),$A752,\"\")","v":751},{"$f":"IFERROR(SMALL(Helper2_2,A752),\"\")","v":751},{"$f":"COUNTIF(Helper3_1,\"=\"&G752)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G752)=1, G752, \"\")","v":751},{"$f":"IFERROR(SMALL(Index_2,A752),\"\")","v":751},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:J752)),\"\")","v":"STR_751"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:K752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:L752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:M752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:P752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J752,COLUMNS($J$2:Q752)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
[{"$f":"IF('> FILTER <'!B754<>\"\",ROW(OFFSET(A753,-1,0)),\"\")","v":752},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I754)),A753,\"\")","v":752},{"$f":"IFERROR(SMALL(Helper2_1,A753),\"\")","v":752},null,752,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I754)),$A753,\"\")","v":752},{"$f":"IFERROR(SMALL(Helper2_2,A753),\"\")","v":752},{"$f":"COUNTIF(Helper3_1,\"=\"&G753)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G753)=1, G753, \"\")","v":752},{"$f":"IFERROR(SMALL(Index_2,A753),\"\")","v":752},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:J753)),\"\")","v":"ABD_752"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:K753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:L753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:M753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:P753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J753,COLUMNS($J$2:Q753)),\"\")","v":"The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project."}]
[{"$f":"IF('> FILTER <'!B755<>\"\",ROW(OFFSET(A754,-1,0)),\"\")","v":753},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I755)),A754,\"\")","v":753},{"$f":"IFERROR(SMALL(Helper2_1,A754),\"\")","v":753},null,753,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I755)),$A754,\"\")","v":753},{"$f":"IFERROR(SMALL(Helper2_2,A754),\"\")","v":753},{"$f":"COUNTIF(Helper3_1,\"=\"&G754)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G754)=1, G754, \"\")","v":753},{"$f":"IFERROR(SMALL(Index_2,A754),\"\")","v":753},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:J754)),\"\")","v":"ABD_753"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:K754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:L754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:M754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:P754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J754,COLUMNS($J$2:Q754)),\"\")","v":"The University actively contributes to a range of sector-level Theme work including the 'Understanding Micro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project. The QESR team has identified the University's approach as good practice."}]
[{"$f":"IF('> FILTER <'!B756<>\"\",ROW(OFFSET(A755,-1,0)),\"\")","v":754},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I756)),A755,\"\")","v":754},{"$f":"IFERROR(SMALL(Helper2_1,A755),\"\")","v":754},null,754,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I756)),$A755,\"\")","v":754},{"$f":"IFERROR(SMALL(Helper2_2,A755),\"\")","v":754},{"$f":"COUNTIF(Helper3_1,\"=\"&G755)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G755)=1, G755, \"\")","v":754},{"$f":"IFERROR(SMALL(Index_2,A755),\"\")","v":754},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:J755)),\"\")","v":"ABD_754"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:K755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:L755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:M755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:P755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J755,COLUMNS($J$2:Q755)),\"\")","v":"This relationship brings a wide range of benefits including representative structures that support the diversity of the student population"}]
[{"$f":"IF('> FILTER <'!B757<>\"\",ROW(OFFSET(A756,-1,0)),\"\")","v":755},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I757)),A756,\"\")","v":755},{"$f":"IFERROR(SMALL(Helper2_1,A756),\"\")","v":755},null,755,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I757)),$A756,\"\")","v":755},{"$f":"IFERROR(SMALL(Helper2_2,A756),\"\")","v":755},{"$f":"COUNTIF(Helper3_1,\"=\"&G756)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G756)=1, G756, \"\")","v":755},{"$f":"IFERROR(SMALL(Index_2,A756),\"\")","v":755},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:J756)),\"\")","v":"ABD_755"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:K756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:L756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:M756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:P756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J756,COLUMNS($J$2:Q756)),\"\")","v":"The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project"}]
[{"$f":"IF('> FILTER <'!B758<>\"\",ROW(OFFSET(A757,-1,0)),\"\")","v":756},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I758)),A757,\"\")","v":756},{"$f":"IFERROR(SMALL(Helper2_1,A757),\"\")","v":756},null,756,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I758)),$A757,\"\")","v":756},{"$f":"IFERROR(SMALL(Helper2_2,A757),\"\")","v":756},{"$f":"COUNTIF(Helper3_1,\"=\"&G757)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G757)=1, G757, \"\")","v":756},{"$f":"IFERROR(SMALL(Index_2,A757),\"\")","v":756},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:J757)),\"\")","v":"ABD_756"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:K757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:L757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:M757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:P757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J757,COLUMNS($J$2:Q757)),\"\")","v":"The evidence submitted allowed the QESR team to conclude that the University has \ncontinued to enhance and embed the commendations made during the last ELIR. For example, the University remains dedicated to its commitment to fair access and supporting student transition, linking their overarching strategic direction to their strategy for equality, diversity and inclusion (EDI) as outlined in the Aberdeen 2040 Strategy."}]
[{"$f":"IF('> FILTER <'!B759<>\"\",ROW(OFFSET(A758,-1,0)),\"\")","v":757},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I759)),A758,\"\")","v":757},{"$f":"IFERROR(SMALL(Helper2_1,A758),\"\")","v":757},null,757,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I759)),$A758,\"\")","v":757},{"$f":"IFERROR(SMALL(Helper2_2,A758),\"\")","v":757},{"$f":"COUNTIF(Helper3_1,\"=\"&G758)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G758)=1, G758, \"\")","v":757},{"$f":"IFERROR(SMALL(Index_2,A758),\"\")","v":757},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:J758)),\"\")","v":"ABD_757"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:K758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:L758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:M758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:P758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J758,COLUMNS($J$2:Q758)),\"\")","v":"The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution"}]
[{"$f":"IF('> FILTER <'!B760<>\"\",ROW(OFFSET(A759,-1,0)),\"\")","v":758},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I760)),A759,\"\")","v":758},{"$f":"IFERROR(SMALL(Helper2_1,A759),\"\")","v":758},null,758,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I760)),$A759,\"\")","v":758},{"$f":"IFERROR(SMALL(Helper2_2,A759),\"\")","v":758},{"$f":"COUNTIF(Helper3_1,\"=\"&G759)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G759)=1, G759, \"\")","v":758},{"$f":"IFERROR(SMALL(Index_2,A759),\"\")","v":758},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:J759)),\"\")","v":"DUN_758"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:K759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:L759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:M759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:P759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J759,COLUMNS($J$2:Q759)),\"\")","v":"The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."}]
[{"$f":"IF('> FILTER <'!B761<>\"\",ROW(OFFSET(A760,-1,0)),\"\")","v":759},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I761)),A760,\"\")","v":759},{"$f":"IFERROR(SMALL(Helper2_1,A760),\"\")","v":759},null,759,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I761)),$A760,\"\")","v":759},{"$f":"IFERROR(SMALL(Helper2_2,A760),\"\")","v":759},{"$f":"COUNTIF(Helper3_1,\"=\"&G760)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G760)=1, G760, \"\")","v":759},{"$f":"IFERROR(SMALL(Index_2,A760),\"\")","v":759},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:J760)),\"\")","v":"DUN_759"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:K760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:L760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:M760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:P760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J760,COLUMNS($J$2:Q760)),\"\")","v":"The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review. In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"}]
[{"$f":"IF('> FILTER <'!B762<>\"\",ROW(OFFSET(A761,-1,0)),\"\")","v":760},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I762)),A761,\"\")","v":760},{"$f":"IFERROR(SMALL(Helper2_1,A761),\"\")","v":760},null,760,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I762)),$A761,\"\")","v":760},{"$f":"IFERROR(SMALL(Helper2_2,A761),\"\")","v":760},{"$f":"COUNTIF(Helper3_1,\"=\"&G761)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G761)=1, G761, \"\")","v":760},{"$f":"IFERROR(SMALL(Index_2,A761),\"\")","v":760},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:J761)),\"\")","v":"DUN_760"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:K761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:L761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:M761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:P761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J761,COLUMNS($J$2:Q761)),\"\")","v":"In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners."}]
[{"$f":"IF('> FILTER <'!B763<>\"\",ROW(OFFSET(A762,-1,0)),\"\")","v":761},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I763)),A762,\"\")","v":761},{"$f":"IFERROR(SMALL(Helper2_1,A762),\"\")","v":761},null,761,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I763)),$A762,\"\")","v":761},{"$f":"IFERROR(SMALL(Helper2_2,A762),\"\")","v":761},{"$f":"COUNTIF(Helper3_1,\"=\"&G762)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G762)=1, G762, \"\")","v":761},{"$f":"IFERROR(SMALL(Index_2,A762),\"\")","v":761},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:J762)),\"\")","v":"DUN_761"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:K762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:L762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:M762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:P762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J762,COLUMNS($J$2:Q762)),\"\")","v":"In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University."}]
[{"$f":"IF('> FILTER <'!B764<>\"\",ROW(OFFSET(A763,-1,0)),\"\")","v":762},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I764)),A763,\"\")","v":762},{"$f":"IFERROR(SMALL(Helper2_1,A763),\"\")","v":762},null,762,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I764)),$A763,\"\")","v":762},{"$f":"IFERROR(SMALL(Helper2_2,A763),\"\")","v":762},{"$f":"COUNTIF(Helper3_1,\"=\"&G763)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G763)=1, G763, \"\")","v":762},{"$f":"IFERROR(SMALL(Index_2,A763),\"\")","v":762},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:J763)),\"\")","v":"DUN_762"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:K763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:L763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:M763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:P763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J763,COLUMNS($J$2:Q763)),\"\")","v":"In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11). The arrangements for distance learning students include module and pulse surveys, student representation and informal contact with staff in order to identify areas of good practice and development."}]
[{"$f":"IF('> FILTER <'!B765<>\"\",ROW(OFFSET(A764,-1,0)),\"\")","v":763},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I765)),A764,\"\")","v":763},{"$f":"IFERROR(SMALL(Helper2_1,A764),\"\")","v":763},null,763,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I765)),$A764,\"\")","v":763},{"$f":"IFERROR(SMALL(Helper2_2,A764),\"\")","v":763},{"$f":"COUNTIF(Helper3_1,\"=\"&G764)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G764)=1, G764, \"\")","v":763},{"$f":"IFERROR(SMALL(Index_2,A764),\"\")","v":763},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:J764)),\"\")","v":"STR_763"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:K764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:L764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:M764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:P764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J764,COLUMNS($J$2:Q764)),\"\")","v":"The University has a strong and sustained commitment to widening access to and participation in higher education."}]
[{"$f":"IF('> FILTER <'!B766<>\"\",ROW(OFFSET(A765,-1,0)),\"\")","v":764},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I766)),A765,\"\")","v":764},{"$f":"IFERROR(SMALL(Helper2_1,A765),\"\")","v":764},null,764,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I766)),$A765,\"\")","v":764},{"$f":"IFERROR(SMALL(Helper2_2,A765),\"\")","v":764},{"$f":"COUNTIF(Helper3_1,\"=\"&G765)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G765)=1, G765, \"\")","v":764},{"$f":"IFERROR(SMALL(Index_2,A765),\"\")","v":764},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:J765)),\"\")","v":"UWS_764"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:K765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:L765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:M765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:P765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J765,COLUMNS($J$2:Q765)),\"\")","v":"Strategic approach to widening participation: The University's strategic approach and ongoing commitment to widening participation is fully embedded across the University at all stages of the learner journey."}]
[{"$f":"IF('> FILTER <'!B767<>\"\",ROW(OFFSET(A766,-1,0)),\"\")","v":765},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I767)),A766,\"\")","v":765},{"$f":"IFERROR(SMALL(Helper2_1,A766),\"\")","v":765},null,765,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I767)),$A766,\"\")","v":765},{"$f":"IFERROR(SMALL(Helper2_2,A766),\"\")","v":765},{"$f":"COUNTIF(Helper3_1,\"=\"&G766)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G766)=1, G766, \"\")","v":765},{"$f":"IFERROR(SMALL(Index_2,A766),\"\")","v":765},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:J766)),\"\")","v":"UWS_765"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:K766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:L766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:M766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:P766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J766,COLUMNS($J$2:Q766)),\"\")","v":"UWS continues to invest in a core aspect of its mission to widen access with \nsuccess. UWS has exceeded its target to maintain the proportion of students from SIMD20 postcodes above 25% as shown by the 2021-22 figure of 30.7%. In addition, the University continues to attract a significant number of students progressing into higher education from local colleges on articulation arrangements. To provide a smooth learner journey for these students, a partnership-based approach is taken with local colleges. An example is the new strategic partnership with New College Lanarkshire (NCL) which has established a university campus within the college."}]
[{"$f":"IF('> FILTER <'!B768<>\"\",ROW(OFFSET(A767,-1,0)),\"\")","v":766},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I768)),A767,\"\")","v":766},{"$f":"IFERROR(SMALL(Helper2_1,A767),\"\")","v":766},null,766,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I768)),$A767,\"\")","v":766},{"$f":"IFERROR(SMALL(Helper2_2,A767),\"\")","v":766},{"$f":"COUNTIF(Helper3_1,\"=\"&G767)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G767)=1, G767, \"\")","v":766},{"$f":"IFERROR(SMALL(Index_2,A767),\"\")","v":766},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:J767)),\"\")","v":"UWS_766"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:K767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:L767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:M767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:P767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J767,COLUMNS($J$2:Q767)),\"\")","v":"The QESR team considered that the University's strategic approach and ongoing commitment to widening participation was fully embedded across the University and provides evidence of good practice at all stages of the learner journey; examples include well-established collaborative relationships with schools and colleges and the university campus within a college setting to aid transition, the Student Engagement Analytics Tool, and adapting the teaching timetable to support widening participation students."}]
[{"$f":"IF('> FILTER <'!B769<>\"\",ROW(OFFSET(A768,-1,0)),\"\")","v":767},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I769)),A768,\"\")","v":767},{"$f":"IFERROR(SMALL(Helper2_1,A768),\"\")","v":767},null,767,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I769)),$A768,\"\")","v":767},{"$f":"IFERROR(SMALL(Helper2_2,A768),\"\")","v":767},{"$f":"COUNTIF(Helper3_1,\"=\"&G768)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G768)=1, G768, \"\")","v":767},{"$f":"IFERROR(SMALL(Index_2,A768),\"\")","v":767},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:J768)),\"\")","v":"UWS_767"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:K768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:L768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:M768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:P768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J768,COLUMNS($J$2:Q768)),\"\")","v":"The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."}]
[{"$f":"IF('> FILTER <'!B770<>\"\",ROW(OFFSET(A769,-1,0)),\"\")","v":768},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I770)),A769,\"\")","v":768},{"$f":"IFERROR(SMALL(Helper2_1,A769),\"\")","v":768},null,768,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I770)),$A769,\"\")","v":768},{"$f":"IFERROR(SMALL(Helper2_2,A769),\"\")","v":768},{"$f":"COUNTIF(Helper3_1,\"=\"&G769)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G769)=1, G769, \"\")","v":768},{"$f":"IFERROR(SMALL(Index_2,A769),\"\")","v":768},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:J769)),\"\")","v":"ABD_768"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:K769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:L769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:M769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:P769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J769,COLUMNS($J$2:Q769)),\"\")","v":"The team considered evidence from the institution including the Outcome Agreement Self-Evaluation, the University's use of data on continuation, degree outcomes/classifications, academic complaints and appeals,"}]
[{"$f":"IF('> FILTER <'!B771<>\"\",ROW(OFFSET(A770,-1,0)),\"\")","v":769},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I771)),A770,\"\")","v":769},{"$f":"IFERROR(SMALL(Helper2_1,A770),\"\")","v":769},null,769,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I771)),$A770,\"\")","v":769},{"$f":"IFERROR(SMALL(Helper2_2,A770),\"\")","v":769},{"$f":"COUNTIF(Helper3_1,\"=\"&G770)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G770)=1, G770, \"\")","v":769},{"$f":"IFERROR(SMALL(Index_2,A770),\"\")","v":769},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:J770)),\"\")","v":"ABD_769"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:K770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:L770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:M770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:P770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J770,COLUMNS($J$2:Q770)),\"\")","v":"The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data."}]
[{"$f":"IF('> FILTER <'!B772<>\"\",ROW(OFFSET(A771,-1,0)),\"\")","v":770},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I772)),A771,\"\")","v":770},{"$f":"IFERROR(SMALL(Helper2_1,A771),\"\")","v":770},null,{"$f":"ROW(OFFSET(E771,-1,0))","v":770},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I772)),$A771,\"\")","v":770},{"$f":"IFERROR(SMALL(Helper2_2,A771),\"\")","v":770},{"$f":"COUNTIF(Helper3_1,\"=\"&G771)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G771)=1, G771, \"\")","v":770},{"$f":"IFERROR(SMALL(Index_2,A771),\"\")","v":770},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:J771)),\"\")","v":"STR_770"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:K771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:L771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:M771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:P771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J771,COLUMNS($J$2:Q771)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
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[{"$f":"IF('> FILTER <'!B774<>\"\",ROW(OFFSET(A773,-1,0)),\"\")","v":772},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I774)),A773,\"\")","v":772},{"$f":"IFERROR(SMALL(Helper2_1,A773),\"\")","v":772},null,772,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I774)),$A773,\"\")","v":772},{"$f":"IFERROR(SMALL(Helper2_2,A773),\"\")","v":772},{"$f":"COUNTIF(Helper3_1,\"=\"&G773)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G773)=1, G773, \"\")","v":772},{"$f":"IFERROR(SMALL(Index_2,A773),\"\")","v":772},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:J773)),\"\")","v":"ABD_772"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:K773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:L773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:M773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:P773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J773,COLUMNS($J$2:Q773)),\"\")","v":"The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data."}]
[{"$f":"IF('> FILTER <'!B775<>\"\",ROW(OFFSET(A774,-1,0)),\"\")","v":773},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I775)),A774,\"\")","v":773},{"$f":"IFERROR(SMALL(Helper2_1,A774),\"\")","v":773},null,773,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I775)),$A774,\"\")","v":773},{"$f":"IFERROR(SMALL(Helper2_2,A774),\"\")","v":773},{"$f":"COUNTIF(Helper3_1,\"=\"&G774)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G774)=1, G774, \"\")","v":773},{"$f":"IFERROR(SMALL(Index_2,A774),\"\")","v":773},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:J774)),\"\")","v":"DUN_773"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:K774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:L774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:M774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:P774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J774,COLUMNS($J$2:Q774)),\"\")","v":"Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"}]
[{"$f":"IF('> FILTER <'!B776<>\"\",ROW(OFFSET(A775,-1,0)),\"\")","v":774},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I776)),A775,\"\")","v":774},{"$f":"IFERROR(SMALL(Helper2_1,A775),\"\")","v":774},null,774,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I776)),$A775,\"\")","v":774},{"$f":"IFERROR(SMALL(Helper2_2,A775),\"\")","v":774},{"$f":"COUNTIF(Helper3_1,\"=\"&G775)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G775)=1, G775, \"\")","v":774},{"$f":"IFERROR(SMALL(Index_2,A775),\"\")","v":774},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:J775)),\"\")","v":"UWS_774"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:K775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:L775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:M775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:P775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J775,COLUMNS($J$2:Q775)),\"\")","v":"UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."}]
[{"$f":"IF('> FILTER <'!B777<>\"\",ROW(OFFSET(A776,-1,0)),\"\")","v":775},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I777)),A776,\"\")","v":775},{"$f":"IFERROR(SMALL(Helper2_1,A776),\"\")","v":775},null,775,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I777)),$A776,\"\")","v":775},{"$f":"IFERROR(SMALL(Helper2_2,A776),\"\")","v":775},{"$f":"COUNTIF(Helper3_1,\"=\"&G776)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G776)=1, G776, \"\")","v":775},{"$f":"IFERROR(SMALL(Index_2,A776),\"\")","v":775},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:J776)),\"\")","v":"ABD_775"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:K776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:L776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:M776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:P776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J776,COLUMNS($J$2:Q776)),\"\")","v":"The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B778<>\"\",ROW(OFFSET(A777,-1,0)),\"\")","v":776},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I778)),A777,\"\")","v":776},{"$f":"IFERROR(SMALL(Helper2_1,A777),\"\")","v":776},null,776,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I778)),$A777,\"\")","v":776},{"$f":"IFERROR(SMALL(Helper2_2,A777),\"\")","v":776},{"$f":"COUNTIF(Helper3_1,\"=\"&G777)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G777)=1, G777, \"\")","v":776},{"$f":"IFERROR(SMALL(Index_2,A777),\"\")","v":776},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:J777)),\"\")","v":"ABD_776"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:K777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:L777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:M777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:P777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J777,COLUMNS($J$2:Q777)),\"\")","v":"The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'"}]
[{"$f":"IF('> FILTER <'!B779<>\"\",ROW(OFFSET(A778,-1,0)),\"\")","v":777},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I779)),A778,\"\")","v":777},{"$f":"IFERROR(SMALL(Helper2_1,A778),\"\")","v":777},null,777,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I779)),$A778,\"\")","v":777},{"$f":"IFERROR(SMALL(Helper2_2,A778),\"\")","v":777},{"$f":"COUNTIF(Helper3_1,\"=\"&G778)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G778)=1, G778, \"\")","v":777},{"$f":"IFERROR(SMALL(Index_2,A778),\"\")","v":777},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:J778)),\"\")","v":"ABD_777"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:K778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:L778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:M778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:P778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J778,COLUMNS($J$2:Q778)),\"\")","v":"The sample of documents provided to the team demonstrated that this information is reflected on by staff and used to support enhancements to courses and programmes - for example, subsequent amendments to assessment formats."}]
[{"$f":"IF('> FILTER <'!B780<>\"\",ROW(OFFSET(A779,-1,0)),\"\")","v":778},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I780)),A779,\"\")","v":778},{"$f":"IFERROR(SMALL(Helper2_1,A779),\"\")","v":778},null,778,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I780)),$A779,\"\")","v":778},{"$f":"IFERROR(SMALL(Helper2_2,A779),\"\")","v":778},{"$f":"COUNTIF(Helper3_1,\"=\"&G779)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G779)=1, G779, \"\")","v":778},{"$f":"IFERROR(SMALL(Index_2,A779),\"\")","v":778},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:J779)),\"\")","v":"DUN_778"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:K779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:L779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:M779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:P779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J779,COLUMNS($J$2:Q779)),\"\")","v":"The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review. The team considered this to be an effective and holistic approach to developing current approaches."}]
[{"$f":"IF('> FILTER <'!B781<>\"\",ROW(OFFSET(A780,-1,0)),\"\")","v":779},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I781)),A780,\"\")","v":779},{"$f":"IFERROR(SMALL(Helper2_1,A780),\"\")","v":779},null,779,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I781)),$A780,\"\")","v":779},{"$f":"IFERROR(SMALL(Helper2_2,A780),\"\")","v":779},{"$f":"COUNTIF(Helper3_1,\"=\"&G780)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G780)=1, G780, \"\")","v":779},{"$f":"IFERROR(SMALL(Index_2,A780),\"\")","v":779},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:J780)),\"\")","v":"STR_779"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:K780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:L780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:M780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:P780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J780,COLUMNS($J$2:Q780)),\"\")","v":"QAC considers the full reports and coordinates a subsequent follow-up. The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."}]
[{"$f":"IF('> FILTER <'!B782<>\"\",ROW(OFFSET(A781,-1,0)),\"\")","v":780},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I782)),A781,\"\")","v":780},{"$f":"IFERROR(SMALL(Helper2_1,A781),\"\")","v":780},null,780,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I782)),$A781,\"\")","v":780},{"$f":"IFERROR(SMALL(Helper2_2,A781),\"\")","v":780},{"$f":"COUNTIF(Helper3_1,\"=\"&G781)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G781)=1, G781, \"\")","v":780},{"$f":"IFERROR(SMALL(Index_2,A781),\"\")","v":780},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:J781)),\"\")","v":"UWS_780"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:K781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:L781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:M781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:P781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J781,COLUMNS($J$2:Q781)),\"\")","v":"The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."}]
[{"$f":"IF('> FILTER <'!B783<>\"\",ROW(OFFSET(A782,-1,0)),\"\")","v":781},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I783)),A782,\"\")","v":781},{"$f":"IFERROR(SMALL(Helper2_1,A782),\"\")","v":781},null,781,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I783)),$A782,\"\")","v":781},{"$f":"IFERROR(SMALL(Helper2_2,A782),\"\")","v":781},{"$f":"COUNTIF(Helper3_1,\"=\"&G782)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G782)=1, G782, \"\")","v":781},{"$f":"IFERROR(SMALL(Index_2,A782),\"\")","v":781},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:J782)),\"\")","v":"DUN_781"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:K782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:L782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:M782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:P782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J782,COLUMNS($J$2:Q782)),\"\")","v":"At the time of the QESR, the University was reviewing its assessment policies, \nhaving recently also updated its guidance on academic misconduct. The QESR team heard that a comprehensive programme of activity was underway. An important focus of the review is to separate policy and guidance."}]
[{"$f":"IF('> FILTER <'!B784<>\"\",ROW(OFFSET(A783,-1,0)),\"\")","v":782},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I784)),A783,\"\")","v":782},{"$f":"IFERROR(SMALL(Helper2_1,A783),\"\")","v":782},null,782,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I784)),$A783,\"\")","v":782},{"$f":"IFERROR(SMALL(Helper2_2,A783),\"\")","v":782},{"$f":"COUNTIF(Helper3_1,\"=\"&G783)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G783)=1, G783, \"\")","v":782},{"$f":"IFERROR(SMALL(Index_2,A783),\"\")","v":782},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:J783)),\"\")","v":"DUN_782"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:K783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:L783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:M783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:P783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J783,COLUMNS($J$2:Q783)),\"\")","v":"Resulting from NSS feedback, specific challenges were identified by the University about assessment and feedback, including timeliness of feedback, and this was identified as a priority action for all schools."}]
[{"$f":"IF('> FILTER <'!B785<>\"\",ROW(OFFSET(A784,-1,0)),\"\")","v":783},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I785)),A784,\"\")","v":783},{"$f":"IFERROR(SMALL(Helper2_1,A784),\"\")","v":783},null,783,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I785)),$A784,\"\")","v":783},{"$f":"IFERROR(SMALL(Helper2_2,A784),\"\")","v":783},{"$f":"COUNTIF(Helper3_1,\"=\"&G784)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G784)=1, G784, \"\")","v":783},{"$f":"IFERROR(SMALL(Index_2,A784),\"\")","v":783},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:J784)),\"\")","v":"STR_783"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:K784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:L784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:M784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:P784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J784,COLUMNS($J$2:Q784)),\"\")","v":"The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."}]
[{"$f":"IF('> FILTER <'!B786<>\"\",ROW(OFFSET(A785,-1,0)),\"\")","v":784},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I786)),A785,\"\")","v":784},{"$f":"IFERROR(SMALL(Helper2_1,A785),\"\")","v":784},null,784,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I786)),$A785,\"\")","v":784},{"$f":"IFERROR(SMALL(Helper2_2,A785),\"\")","v":784},{"$f":"COUNTIF(Helper3_1,\"=\"&G785)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G785)=1, G785, \"\")","v":784},{"$f":"IFERROR(SMALL(Index_2,A785),\"\")","v":784},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:J785)),\"\")","v":"STR_784"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:K785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:L785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:M785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:P785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J785,COLUMNS($J$2:Q785)),\"\")","v":"The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."}]
[{"$f":"IF('> FILTER <'!B787<>\"\",ROW(OFFSET(A786,-1,0)),\"\")","v":785},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I787)),A786,\"\")","v":785},{"$f":"IFERROR(SMALL(Helper2_1,A786),\"\")","v":785},null,785,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I787)),$A786,\"\")","v":785},{"$f":"IFERROR(SMALL(Helper2_2,A786),\"\")","v":785},{"$f":"COUNTIF(Helper3_1,\"=\"&G786)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G786)=1, G786, \"\")","v":785},{"$f":"IFERROR(SMALL(Index_2,A786),\"\")","v":785},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:J786)),\"\")","v":"UWS_785"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:K786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:L786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:M786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:P786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J786,COLUMNS($J$2:Q786)),\"\")","v":"Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B788<>\"\",ROW(OFFSET(A787,-1,0)),\"\")","v":786},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I788)),A787,\"\")","v":786},{"$f":"IFERROR(SMALL(Helper2_1,A787),\"\")","v":786},null,786,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I788)),$A787,\"\")","v":786},{"$f":"IFERROR(SMALL(Helper2_2,A787),\"\")","v":786},{"$f":"COUNTIF(Helper3_1,\"=\"&G787)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G787)=1, G787, \"\")","v":786},{"$f":"IFERROR(SMALL(Index_2,A787),\"\")","v":786},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:J787)),\"\")","v":"UWS_786"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:K787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:L787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:M787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:P787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J787,COLUMNS($J$2:Q787)),\"\")","v":"At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."}]
[{"$f":"IF('> FILTER <'!B789<>\"\",ROW(OFFSET(A788,-1,0)),\"\")","v":787},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I789)),A788,\"\")","v":787},{"$f":"IFERROR(SMALL(Helper2_1,A788),\"\")","v":787},null,787,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I789)),$A788,\"\")","v":787},{"$f":"IFERROR(SMALL(Helper2_2,A788),\"\")","v":787},{"$f":"COUNTIF(Helper3_1,\"=\"&G788)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G788)=1, G788, \"\")","v":787},{"$f":"IFERROR(SMALL(Index_2,A788),\"\")","v":787},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:J788)),\"\")","v":"UWS_787"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:K788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:L788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:M788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:P788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J788,COLUMNS($J$2:Q788)),\"\")","v":"The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B790<>\"\",ROW(OFFSET(A789,-1,0)),\"\")","v":788},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I790)),A789,\"\")","v":788},{"$f":"IFERROR(SMALL(Helper2_1,A789),\"\")","v":788},null,788,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I790)),$A789,\"\")","v":788},{"$f":"IFERROR(SMALL(Helper2_2,A789),\"\")","v":788},{"$f":"COUNTIF(Helper3_1,\"=\"&G789)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G789)=1, G789, \"\")","v":788},{"$f":"IFERROR(SMALL(Index_2,A789),\"\")","v":788},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:J789)),\"\")","v":"UWS_788"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:K789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:L789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:M789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:P789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J789,COLUMNS($J$2:Q789)),\"\")","v":"Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it."}]
[{"$f":"IF('> FILTER <'!B791<>\"\",ROW(OFFSET(A790,-1,0)),\"\")","v":789},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I791)),A790,\"\")","v":789},{"$f":"IFERROR(SMALL(Helper2_1,A790),\"\")","v":789},null,789,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I791)),$A790,\"\")","v":789},{"$f":"IFERROR(SMALL(Helper2_2,A790),\"\")","v":789},{"$f":"COUNTIF(Helper3_1,\"=\"&G790)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G790)=1, G790, \"\")","v":789},{"$f":"IFERROR(SMALL(Index_2,A790),\"\")","v":789},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:J790)),\"\")","v":"UWS_789"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:K790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:L790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:M790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:P790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J790,COLUMNS($J$2:Q790)),\"\")","v":"At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."}]
[{"$f":"IF('> FILTER <'!B792<>\"\",ROW(OFFSET(A791,-1,0)),\"\")","v":790},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I792)),A791,\"\")","v":790},{"$f":"IFERROR(SMALL(Helper2_1,A791),\"\")","v":790},null,790,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I792)),$A791,\"\")","v":790},{"$f":"IFERROR(SMALL(Helper2_2,A791),\"\")","v":790},{"$f":"COUNTIF(Helper3_1,\"=\"&G791)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G791)=1, G791, \"\")","v":790},{"$f":"IFERROR(SMALL(Index_2,A791),\"\")","v":790},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:J791)),\"\")","v":"UWS_790"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:K791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:L791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:M791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:P791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J791,COLUMNS($J$2:Q791)),\"\")","v":"A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."}]
[{"$f":"IF('> FILTER <'!B793<>\"\",ROW(OFFSET(A792,-1,0)),\"\")","v":791},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I793)),A792,\"\")","v":791},{"$f":"IFERROR(SMALL(Helper2_1,A792),\"\")","v":791},null,791,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I793)),$A792,\"\")","v":791},{"$f":"IFERROR(SMALL(Helper2_2,A792),\"\")","v":791},{"$f":"COUNTIF(Helper3_1,\"=\"&G792)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G792)=1, G792, \"\")","v":791},{"$f":"IFERROR(SMALL(Index_2,A792),\"\")","v":791},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:J792)),\"\")","v":"ABD_791"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:K792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:L792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:M792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:P792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J792,COLUMNS($J$2:Q792)),\"\")","v":"The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B794<>\"\",ROW(OFFSET(A793,-1,0)),\"\")","v":792},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I794)),A793,\"\")","v":792},{"$f":"IFERROR(SMALL(Helper2_1,A793),\"\")","v":792},null,792,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I794)),$A793,\"\")","v":792},{"$f":"IFERROR(SMALL(Helper2_2,A793),\"\")","v":792},{"$f":"COUNTIF(Helper3_1,\"=\"&G793)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G793)=1, G793, \"\")","v":792},{"$f":"IFERROR(SMALL(Index_2,A793),\"\")","v":792},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:J793)),\"\")","v":"ABD_792"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:K793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:L793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:M793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:P793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J793,COLUMNS($J$2:Q793)),\"\")","v":"The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."}]
[{"$f":"IF('> FILTER <'!B795<>\"\",ROW(OFFSET(A794,-1,0)),\"\")","v":793},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I795)),A794,\"\")","v":793},{"$f":"IFERROR(SMALL(Helper2_1,A794),\"\")","v":793},null,793,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I795)),$A794,\"\")","v":793},{"$f":"IFERROR(SMALL(Helper2_2,A794),\"\")","v":793},{"$f":"COUNTIF(Helper3_1,\"=\"&G794)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G794)=1, G794, \"\")","v":793},{"$f":"IFERROR(SMALL(Index_2,A794),\"\")","v":793},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:J794)),\"\")","v":"ABD_793"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:K794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:L794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:M794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:P794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J794,COLUMNS($J$2:Q794)),\"\")","v":"In addition, the Transforming Experience of Students through Assessment (TESTA) pilot is already generating a real eagerness among the staff involved to try different forms of assessment"}]
[{"$f":"IF('> FILTER <'!B796<>\"\",ROW(OFFSET(A795,-1,0)),\"\")","v":794},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I796)),A795,\"\")","v":794},{"$f":"IFERROR(SMALL(Helper2_1,A795),\"\")","v":794},null,794,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I796)),$A795,\"\")","v":794},{"$f":"IFERROR(SMALL(Helper2_2,A795),\"\")","v":794},{"$f":"COUNTIF(Helper3_1,\"=\"&G795)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G795)=1, G795, \"\")","v":794},{"$f":"IFERROR(SMALL(Index_2,A795),\"\")","v":794},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:J795)),\"\")","v":"ABD_794"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:K795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:L795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:M795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:P795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J795,COLUMNS($J$2:Q795)),\"\")","v":"Staff outlined that the TESTA pilots are already starting to deliver practical changes including approaches to formative feedback, and inclusivity and accessibility within assessment design"}]
[{"$f":"IF('> FILTER <'!B797<>\"\",ROW(OFFSET(A796,-1,0)),\"\")","v":795},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I797)),A796,\"\")","v":795},{"$f":"IFERROR(SMALL(Helper2_1,A796),\"\")","v":795},null,795,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I797)),$A796,\"\")","v":795},{"$f":"IFERROR(SMALL(Helper2_2,A796),\"\")","v":795},{"$f":"COUNTIF(Helper3_1,\"=\"&G796)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G796)=1, G796, \"\")","v":795},{"$f":"IFERROR(SMALL(Index_2,A796),\"\")","v":795},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:J796)),\"\")","v":"ABD_795"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:K796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:L796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:M796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:P796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J796,COLUMNS($J$2:Q796)),\"\")","v":"The QESR team learned that during 2020-21, a range of approaches was used \nto capture student and staff views on the blended delivery of teaching, learning and assessment,"}]
[{"$f":"IF('> FILTER <'!B798<>\"\",ROW(OFFSET(A797,-1,0)),\"\")","v":796},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I798)),A797,\"\")","v":796},{"$f":"IFERROR(SMALL(Helper2_1,A797),\"\")","v":796},null,796,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I798)),$A797,\"\")","v":796},{"$f":"IFERROR(SMALL(Helper2_2,A797),\"\")","v":796},{"$f":"COUNTIF(Helper3_1,\"=\"&G797)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G797)=1, G797, \"\")","v":796},{"$f":"IFERROR(SMALL(Index_2,A797),\"\")","v":796},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:J797)),\"\")","v":"ABD_796"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:K797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:L797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:M797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:P797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J797,COLUMNS($J$2:Q797)),\"\")","v":"The University's approach is grounded in the recommendations made following a wide-ranging and comprehensive evaluation of blended teaching, learning and assessment across the institution conducted in 2021."}]
[{"$f":"IF('> FILTER <'!B799<>\"\",ROW(OFFSET(A798,-1,0)),\"\")","v":797},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I799)),A798,\"\")","v":797},{"$f":"IFERROR(SMALL(Helper2_1,A798),\"\")","v":797},null,797,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I799)),$A798,\"\")","v":797},{"$f":"IFERROR(SMALL(Helper2_2,A798),\"\")","v":797},{"$f":"COUNTIF(Helper3_1,\"=\"&G798)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G798)=1, G798, \"\")","v":797},{"$f":"IFERROR(SMALL(Index_2,A798),\"\")","v":797},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:J798)),\"\")","v":"ABD_797"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:K798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:L798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:M798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:P798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J798,COLUMNS($J$2:Q798)),\"\")","v":"The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."}]
[{"$f":"IF('> FILTER <'!B800<>\"\",ROW(OFFSET(A799,-1,0)),\"\")","v":798},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I800)),A799,\"\")","v":798},{"$f":"IFERROR(SMALL(Helper2_1,A799),\"\")","v":798},null,798,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I800)),$A799,\"\")","v":798},{"$f":"IFERROR(SMALL(Helper2_2,A799),\"\")","v":798},{"$f":"COUNTIF(Helper3_1,\"=\"&G799)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G799)=1, G799, \"\")","v":798},{"$f":"IFERROR(SMALL(Index_2,A799),\"\")","v":798},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:J799)),\"\")","v":"ABD_798"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:K799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:L799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:M799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:P799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J799,COLUMNS($J$2:Q799)),\"\")","v":"Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."}]
[{"$f":"IF('> FILTER <'!B801<>\"\",ROW(OFFSET(A800,-1,0)),\"\")","v":799},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I801)),A800,\"\")","v":799},{"$f":"IFERROR(SMALL(Helper2_1,A800),\"\")","v":799},null,799,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I801)),$A800,\"\")","v":799},{"$f":"IFERROR(SMALL(Helper2_2,A800),\"\")","v":799},{"$f":"COUNTIF(Helper3_1,\"=\"&G800)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G800)=1, G800, \"\")","v":799},{"$f":"IFERROR(SMALL(Index_2,A800),\"\")","v":799},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:J800)),\"\")","v":"ABD_799"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:K800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:L800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:M800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:P800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J800,COLUMNS($J$2:Q800)),\"\")","v":"The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes. The"}]
[{"$f":"IF('> FILTER <'!B802<>\"\",ROW(OFFSET(A801,-1,0)),\"\")","v":800},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I802)),A801,\"\")","v":800},{"$f":"IFERROR(SMALL(Helper2_1,A801),\"\")","v":800},null,800,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I802)),$A801,\"\")","v":800},{"$f":"IFERROR(SMALL(Helper2_2,A801),\"\")","v":800},{"$f":"COUNTIF(Helper3_1,\"=\"&G801)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G801)=1, G801, \"\")","v":800},{"$f":"IFERROR(SMALL(Index_2,A801),\"\")","v":800},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:J801)),\"\")","v":"ABD_800"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:K801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:L801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:M801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:P801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J801,COLUMNS($J$2:Q801)),\"\")","v":"The University has recently begun piloting TESTA (paragraph 6) in two of its Schools and the team was assured that the University has been moving to incorporate more authentic and flexible assessment approaches through the Principles for the Delivery of Education as part of the Education Strategy overseen by the University Education Committee (UEC) (paragraphs 33 and 34)"}]
[{"$f":"IF('> FILTER <'!B803<>\"\",ROW(OFFSET(A802,-1,0)),\"\")","v":801},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I803)),A802,\"\")","v":801},{"$f":"IFERROR(SMALL(Helper2_1,A802),\"\")","v":801},null,801,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I803)),$A802,\"\")","v":801},{"$f":"IFERROR(SMALL(Helper2_2,A802),\"\")","v":801},{"$f":"COUNTIF(Helper3_1,\"=\"&G802)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G802)=1, G802, \"\")","v":801},{"$f":"IFERROR(SMALL(Index_2,A802),\"\")","v":801},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:J802)),\"\")","v":"DUN_801"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:K802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:L802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:M802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:P802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J802,COLUMNS($J$2:Q802)),\"\")","v":"Staff reported to the team that student work was now mostly being returned on time within three weeks, and, where this was not possible, staff were expected to communicate the revised deadline in good time. The team heard from students that they were mostly satisfied with the quality and timeliness of feedback, although there was some variability across schools."}]
[{"$f":"IF('> FILTER <'!B804<>\"\",ROW(OFFSET(A803,-1,0)),\"\")","v":802},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I804)),A803,\"\")","v":802},{"$f":"IFERROR(SMALL(Helper2_1,A803),\"\")","v":802},null,802,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I804)),$A803,\"\")","v":802},{"$f":"IFERROR(SMALL(Helper2_2,A803),\"\")","v":802},{"$f":"COUNTIF(Helper3_1,\"=\"&G803)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G803)=1, G803, \"\")","v":802},{"$f":"IFERROR(SMALL(Index_2,A803),\"\")","v":802},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:J803)),\"\")","v":"STR_802"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:K803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:L803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:M803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:P803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J803,COLUMNS($J$2:Q803)),\"\")","v":"the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."}]
[{"$f":"IF('> FILTER <'!B805<>\"\",ROW(OFFSET(A804,-1,0)),\"\")","v":803},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I805)),A804,\"\")","v":803},{"$f":"IFERROR(SMALL(Helper2_1,A804),\"\")","v":803},null,803,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I805)),$A804,\"\")","v":803},{"$f":"IFERROR(SMALL(Helper2_2,A804),\"\")","v":803},{"$f":"COUNTIF(Helper3_1,\"=\"&G804)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G804)=1, G804, \"\")","v":803},{"$f":"IFERROR(SMALL(Index_2,A804),\"\")","v":803},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:J804)),\"\")","v":"STR_803"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:K804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:L804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:M804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:P804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J804,COLUMNS($J$2:Q804)),\"\")","v":"The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."}]
[{"$f":"IF('> FILTER <'!B806<>\"\",ROW(OFFSET(A805,-1,0)),\"\")","v":804},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I806)),A805,\"\")","v":804},{"$f":"IFERROR(SMALL(Helper2_1,A805),\"\")","v":804},null,804,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I806)),$A805,\"\")","v":804},{"$f":"IFERROR(SMALL(Helper2_2,A805),\"\")","v":804},{"$f":"COUNTIF(Helper3_1,\"=\"&G805)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G805)=1, G805, \"\")","v":804},{"$f":"IFERROR(SMALL(Index_2,A805),\"\")","v":804},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:J805)),\"\")","v":"STR_804"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:K805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:L805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:M805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:P805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J805,COLUMNS($J$2:Q805)),\"\")","v":"The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B807<>\"\",ROW(OFFSET(A806,-1,0)),\"\")","v":805},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I807)),A806,\"\")","v":805},{"$f":"IFERROR(SMALL(Helper2_1,A806),\"\")","v":805},null,805,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I807)),$A806,\"\")","v":805},{"$f":"IFERROR(SMALL(Helper2_2,A806),\"\")","v":805},{"$f":"COUNTIF(Helper3_1,\"=\"&G806)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G806)=1, G806, \"\")","v":805},{"$f":"IFERROR(SMALL(Index_2,A806),\"\")","v":805},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:J806)),\"\")","v":"UWS_805"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:K806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:L806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:M806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:P806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J806,COLUMNS($J$2:Q806)),\"\")","v":"A 'digital first' approach is shaping the design of learning, teaching and assessment."}]
[{"$f":"IF('> FILTER <'!B808<>\"\",ROW(OFFSET(A807,-1,0)),\"\")","v":806},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I808)),A807,\"\")","v":806},{"$f":"IFERROR(SMALL(Helper2_1,A807),\"\")","v":806},null,806,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I808)),$A807,\"\")","v":806},{"$f":"IFERROR(SMALL(Helper2_2,A807),\"\")","v":806},{"$f":"COUNTIF(Helper3_1,\"=\"&G807)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G807)=1, G807, \"\")","v":806},{"$f":"IFERROR(SMALL(Index_2,A807),\"\")","v":806},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:J807)),\"\")","v":"UWS_806"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:K807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:L807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:M807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:P807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J807,COLUMNS($J$2:Q807)),\"\")","v":"A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."}]
[{"$f":"IF('> FILTER <'!B809<>\"\",ROW(OFFSET(A808,-1,0)),\"\")","v":807},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I809)),A808,\"\")","v":807},{"$f":"IFERROR(SMALL(Helper2_1,A808),\"\")","v":807},null,807,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I809)),$A808,\"\")","v":807},{"$f":"IFERROR(SMALL(Helper2_2,A808),\"\")","v":807},{"$f":"COUNTIF(Helper3_1,\"=\"&G808)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G808)=1, G808, \"\")","v":807},{"$f":"IFERROR(SMALL(Index_2,A808),\"\")","v":807},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:J808)),\"\")","v":"ABD_807"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:K808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:L808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:M808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:P808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J808,COLUMNS($J$2:Q808)),\"\")","v":"The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes."}]
[{"$f":"IF('> FILTER <'!B810<>\"\",ROW(OFFSET(A809,-1,0)),\"\")","v":808},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I810)),A809,\"\")","v":808},{"$f":"IFERROR(SMALL(Helper2_1,A809),\"\")","v":808},null,808,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I810)),$A809,\"\")","v":808},{"$f":"IFERROR(SMALL(Helper2_2,A809),\"\")","v":808},{"$f":"COUNTIF(Helper3_1,\"=\"&G809)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G809)=1, G809, \"\")","v":808},{"$f":"IFERROR(SMALL(Index_2,A809),\"\")","v":808},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:J809)),\"\")","v":"ABD_808"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:K809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:L809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:M809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:P809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J809,COLUMNS($J$2:Q809)),\"\")","v":"External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions. Based on the sample of reports supplied, the team can confirm that EEs are generally positive about the University's management of assessment."}]
[{"$f":"IF('> FILTER <'!B811<>\"\",ROW(OFFSET(A810,-1,0)),\"\")","v":809},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I811)),A810,\"\")","v":809},{"$f":"IFERROR(SMALL(Helper2_1,A810),\"\")","v":809},null,809,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I811)),$A810,\"\")","v":809},{"$f":"IFERROR(SMALL(Helper2_2,A810),\"\")","v":809},{"$f":"COUNTIF(Helper3_1,\"=\"&G810)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G810)=1, G810, \"\")","v":809},{"$f":"IFERROR(SMALL(Index_2,A810),\"\")","v":809},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:J810)),\"\")","v":"ABD_809"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:K810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:L810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:M810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:P810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J810,COLUMNS($J$2:Q810)),\"\")","v":"External examiners comment on academic standards and assessment arrangements"}]
[{"$f":"IF('> FILTER <'!B812<>\"\",ROW(OFFSET(A811,-1,0)),\"\")","v":810},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I812)),A811,\"\")","v":810},{"$f":"IFERROR(SMALL(Helper2_1,A811),\"\")","v":810},null,810,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I812)),$A811,\"\")","v":810},{"$f":"IFERROR(SMALL(Helper2_2,A811),\"\")","v":810},{"$f":"COUNTIF(Helper3_1,\"=\"&G811)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G811)=1, G811, \"\")","v":810},{"$f":"IFERROR(SMALL(Index_2,A811),\"\")","v":810},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:J811)),\"\")","v":"STR_810"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:K811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:L811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:M811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:P811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J811,COLUMNS($J$2:Q811)),\"\")","v":"External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B813<>\"\",ROW(OFFSET(A812,-1,0)),\"\")","v":811},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I813)),A812,\"\")","v":811},{"$f":"IFERROR(SMALL(Helper2_1,A812),\"\")","v":811},null,811,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I813)),$A812,\"\")","v":811},{"$f":"IFERROR(SMALL(Helper2_2,A812),\"\")","v":811},{"$f":"COUNTIF(Helper3_1,\"=\"&G812)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G812)=1, G812, \"\")","v":811},{"$f":"IFERROR(SMALL(Index_2,A812),\"\")","v":811},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:J812)),\"\")","v":"STR_811"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:K812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:L812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:M812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:P812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J812,COLUMNS($J$2:Q812)),\"\")","v":"The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance. External examiner reports considered by the QESR team were positive about the University's management of assessment."}]
[{"$f":"IF('> FILTER <'!B814<>\"\",ROW(OFFSET(A813,-1,0)),\"\")","v":812},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I814)),A813,\"\")","v":812},{"$f":"IFERROR(SMALL(Helper2_1,A813),\"\")","v":812},null,812,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I814)),$A813,\"\")","v":812},{"$f":"IFERROR(SMALL(Helper2_2,A813),\"\")","v":812},{"$f":"COUNTIF(Helper3_1,\"=\"&G813)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G813)=1, G813, \"\")","v":812},{"$f":"IFERROR(SMALL(Index_2,A813),\"\")","v":812},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:J813)),\"\")","v":"STR_812"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:K813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:L813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:M813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:P813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J813,COLUMNS($J$2:Q813)),\"\")","v":"Scrutiny of external examiner reports is primarily undertaken within programme teams and other faculty, department and school platforms. QAC has institutional oversight over the external examining reporting process through an annual report which contains analysis of the external examiner feedback, a summary report and numerical breakdown of responses."}]
[{"$f":"IF('> FILTER <'!B815<>\"\",ROW(OFFSET(A814,-1,0)),\"\")","v":813},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I815)),A814,\"\")","v":813},{"$f":"IFERROR(SMALL(Helper2_1,A814),\"\")","v":813},null,813,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I815)),$A814,\"\")","v":813},{"$f":"IFERROR(SMALL(Helper2_2,A814),\"\")","v":813},{"$f":"COUNTIF(Helper3_1,\"=\"&G814)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G814)=1, G814, \"\")","v":813},{"$f":"IFERROR(SMALL(Index_2,A814),\"\")","v":813},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:J814)),\"\")","v":"UWS_813"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:K814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:L814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:M814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:P814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J814,COLUMNS($J$2:Q814)),\"\")","v":"Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it."}]
[{"$f":"IF('> FILTER <'!B816<>\"\",ROW(OFFSET(A815,-1,0)),\"\")","v":814},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I816)),A815,\"\")","v":814},{"$f":"IFERROR(SMALL(Helper2_1,A815),\"\")","v":814},null,814,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I816)),$A815,\"\")","v":814},{"$f":"IFERROR(SMALL(Helper2_2,A815),\"\")","v":814},{"$f":"COUNTIF(Helper3_1,\"=\"&G815)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G815)=1, G815, \"\")","v":814},{"$f":"IFERROR(SMALL(Index_2,A815),\"\")","v":814},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:J815)),\"\")","v":"UWS_814"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:K815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:L815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:M815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:P815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J815,COLUMNS($J$2:Q815)),\"\")","v":"External examiner reports considered by the team were positive about the University's management of assessment, but have commented on the consistency of marking criteria and rubrics, and moderation processes."}]
[{"$f":"IF('> FILTER <'!B817<>\"\",ROW(OFFSET(A816,-1,0)),\"\")","v":815},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I817)),A816,\"\")","v":815},{"$f":"IFERROR(SMALL(Helper2_1,A816),\"\")","v":815},null,815,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I817)),$A816,\"\")","v":815},{"$f":"IFERROR(SMALL(Helper2_2,A816),\"\")","v":815},{"$f":"COUNTIF(Helper3_1,\"=\"&G816)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G816)=1, G816, \"\")","v":815},{"$f":"IFERROR(SMALL(Index_2,A816),\"\")","v":815},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:J816)),\"\")","v":"UWS_815"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:K816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:L816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:M816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:P816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J816,COLUMNS($J$2:Q816)),\"\")","v":"The QESR team encourages the University to assure itself that requirements in these areas are clear and understood by staff and external examiners."}]
[{"$f":"IF('> FILTER <'!B818<>\"\",ROW(OFFSET(A817,-1,0)),\"\")","v":816},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I818)),A817,\"\")","v":816},{"$f":"IFERROR(SMALL(Helper2_1,A817),\"\")","v":816},null,816,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I818)),$A817,\"\")","v":816},{"$f":"IFERROR(SMALL(Helper2_2,A817),\"\")","v":816},{"$f":"COUNTIF(Helper3_1,\"=\"&G817)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G817)=1, G817, \"\")","v":816},{"$f":"IFERROR(SMALL(Index_2,A817),\"\")","v":816},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:J817)),\"\")","v":"DUN_816"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:K817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:L817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:M817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:P817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J817,COLUMNS($J$2:Q817)),\"\")","v":"The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."}]
[{"$f":"IF('> FILTER <'!B819<>\"\",ROW(OFFSET(A818,-1,0)),\"\")","v":817},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I819)),A818,\"\")","v":817},{"$f":"IFERROR(SMALL(Helper2_1,A818),\"\")","v":817},null,817,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I819)),$A818,\"\")","v":817},{"$f":"IFERROR(SMALL(Helper2_2,A818),\"\")","v":817},{"$f":"COUNTIF(Helper3_1,\"=\"&G818)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G818)=1, G818, \"\")","v":817},{"$f":"IFERROR(SMALL(Index_2,A818),\"\")","v":817},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:J818)),\"\")","v":"DUN_817"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:K818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:L818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:M818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:P818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J818,COLUMNS($J$2:Q818)),\"\")","v":"The QASC considers an annual summary of external examiner feedback. The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes."}]
[{"$f":"IF('> FILTER <'!B820<>\"\",ROW(OFFSET(A819,-1,0)),\"\")","v":818},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I820)),A819,\"\")","v":818},{"$f":"IFERROR(SMALL(Helper2_1,A819),\"\")","v":818},null,818,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I820)),$A819,\"\")","v":818},{"$f":"IFERROR(SMALL(Helper2_2,A819),\"\")","v":818},{"$f":"COUNTIF(Helper3_1,\"=\"&G819)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G819)=1, G819, \"\")","v":818},{"$f":"IFERROR(SMALL(Index_2,A819),\"\")","v":818},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:J819)),\"\")","v":"DUN_818"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:K819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:L819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:M819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:P819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J819,COLUMNS($J$2:Q819)),\"\")","v":"The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."}]
[{"$f":"IF('> FILTER <'!B821<>\"\",ROW(OFFSET(A820,-1,0)),\"\")","v":819},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I821)),A820,\"\")","v":819},{"$f":"IFERROR(SMALL(Helper2_1,A820),\"\")","v":819},null,819,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I821)),$A820,\"\")","v":819},{"$f":"IFERROR(SMALL(Helper2_2,A820),\"\")","v":819},{"$f":"COUNTIF(Helper3_1,\"=\"&G820)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G820)=1, G820, \"\")","v":819},{"$f":"IFERROR(SMALL(Index_2,A820),\"\")","v":819},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:J820)),\"\")","v":"STR_819"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:K820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:L820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:M820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:P820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J820,COLUMNS($J$2:Q820)),\"\")","v":"External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B822<>\"\",ROW(OFFSET(A821,-1,0)),\"\")","v":820},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I822)),A821,\"\")","v":820},{"$f":"IFERROR(SMALL(Helper2_1,A821),\"\")","v":820},null,820,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I822)),$A821,\"\")","v":820},{"$f":"IFERROR(SMALL(Helper2_2,A821),\"\")","v":820},{"$f":"COUNTIF(Helper3_1,\"=\"&G821)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G821)=1, G821, \"\")","v":820},{"$f":"IFERROR(SMALL(Index_2,A821),\"\")","v":820},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:J821)),\"\")","v":"ABD_820"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:K821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:L821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:M821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:P821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J821,COLUMNS($J$2:Q821)),\"\")","v":"The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."}]
[{"$f":"IF('> FILTER <'!B823<>\"\",ROW(OFFSET(A822,-1,0)),\"\")","v":821},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I823)),A822,\"\")","v":821},{"$f":"IFERROR(SMALL(Helper2_1,A822),\"\")","v":821},null,821,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I823)),$A822,\"\")","v":821},{"$f":"IFERROR(SMALL(Helper2_2,A822),\"\")","v":821},{"$f":"COUNTIF(Helper3_1,\"=\"&G822)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G822)=1, G822, \"\")","v":821},{"$f":"IFERROR(SMALL(Index_2,A822),\"\")","v":821},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:J822)),\"\")","v":"ABD_821"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:K822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:L822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:M822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:P822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J822,COLUMNS($J$2:Q822)),\"\")","v":"Staff outlined that the TESTA pilots are already starting to deliver practical changes including approaches to formative feedback, and inclusivity and accessibility within assessment design."}]
[{"$f":"IF('> FILTER <'!B824<>\"\",ROW(OFFSET(A823,-1,0)),\"\")","v":822},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I824)),A823,\"\")","v":822},{"$f":"IFERROR(SMALL(Helper2_1,A823),\"\")","v":822},null,822,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I824)),$A823,\"\")","v":822},{"$f":"IFERROR(SMALL(Helper2_2,A823),\"\")","v":822},{"$f":"COUNTIF(Helper3_1,\"=\"&G823)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G823)=1, G823, \"\")","v":822},{"$f":"IFERROR(SMALL(Index_2,A823),\"\")","v":822},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:J823)),\"\")","v":"DUN_822"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:K823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:L823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:M823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:P823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J823,COLUMNS($J$2:Q823)),\"\")","v":"Staff reported to the team that student work was now mostly being returned on time within three weeks, and, where this was not possible, staff were expected to communicate the revised deadline in good time. The team heard from students that they were mostly satisfied with the quality and timeliness of feedback, although there was some variability across schools."}]
[{"$f":"IF('> FILTER <'!B825<>\"\",ROW(OFFSET(A824,-1,0)),\"\")","v":823},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I825)),A824,\"\")","v":823},{"$f":"IFERROR(SMALL(Helper2_1,A824),\"\")","v":823},null,823,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I825)),$A824,\"\")","v":823},{"$f":"IFERROR(SMALL(Helper2_2,A824),\"\")","v":823},{"$f":"COUNTIF(Helper3_1,\"=\"&G824)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G824)=1, G824, \"\")","v":823},{"$f":"IFERROR(SMALL(Index_2,A824),\"\")","v":823},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:J824)),\"\")","v":"ABD_823"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:K824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:L824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:M824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:P824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J824,COLUMNS($J$2:Q824)),\"\")","v":"The University has two campuses: one is at King's College in Old Aberdeen; and a second campus, accommodating Medicine, Dentistry, Medical Science and Nutrition, is located adjacent to Aberdeen Royal Infirmary. The University established a partnership with Al Faleh Group (AFG) College in Doha in 2017 which sits alongside other transnational education partnerships"}]
[{"$f":"IF('> FILTER <'!B826<>\"\",ROW(OFFSET(A825,-1,0)),\"\")","v":824},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I826)),A825,\"\")","v":824},{"$f":"IFERROR(SMALL(Helper2_1,A825),\"\")","v":824},null,824,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I826)),$A825,\"\")","v":824},{"$f":"IFERROR(SMALL(Helper2_2,A825),\"\")","v":824},{"$f":"COUNTIF(Helper3_1,\"=\"&G825)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G825)=1, G825, \"\")","v":824},{"$f":"IFERROR(SMALL(Index_2,A825),\"\")","v":824},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:J825)),\"\")","v":"STR_824"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:K825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:L825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:M825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:P825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J825,COLUMNS($J$2:Q825)),\"\")","v":"The University has continued to build on student partnership working with the creation of the Strathclyde Strategic Alliance (SSA) which complements the Student Partnership Agreement (SPA). This, supplemented by the operation of an effective Student Experience Committee (SEC), the innovative use of student internships, and co-creation of protocols, as well as involvement in joint projects, contribute to achieving mutually beneficial and valuable collaborative working arrangements across both the student body and with university colleagues (paragraph 11). \n• Digital education: The University"}]
[{"$f":"IF('> FILTER <'!B827<>\"\",ROW(OFFSET(A826,-1,0)),\"\")","v":825},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I827)),A826,\"\")","v":825},{"$f":"IFERROR(SMALL(Helper2_1,A826),\"\")","v":825},null,825,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I827)),$A826,\"\")","v":825},{"$f":"IFERROR(SMALL(Helper2_2,A826),\"\")","v":825},{"$f":"COUNTIF(Helper3_1,\"=\"&G826)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G826)=1, G826, \"\")","v":825},{"$f":"IFERROR(SMALL(Index_2,A826),\"\")","v":825},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:J826)),\"\")","v":"STR_825"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:K826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:L826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:M826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:P826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J826,COLUMNS($J$2:Q826)),\"\")","v":"The CPA sub-group continues to report to the Senate through the Senate Business Committee but also now meets annually with the Quality Assurance Committee (QAC) to consider collaborative partnerships due for renewal. Additionally, QAC submits to the CPA sub-group, a summary report of quality assurance on partnerships agreements and on the student experience."}]
[{"$f":"IF('> FILTER <'!B828<>\"\",ROW(OFFSET(A827,-1,0)),\"\")","v":826},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I828)),A827,\"\")","v":826},{"$f":"IFERROR(SMALL(Helper2_1,A827),\"\")","v":826},null,826,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I828)),$A827,\"\")","v":826},{"$f":"IFERROR(SMALL(Helper2_2,A827),\"\")","v":826},{"$f":"COUNTIF(Helper3_1,\"=\"&G827)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G827)=1, G827, \"\")","v":826},{"$f":"IFERROR(SMALL(Index_2,A827),\"\")","v":826},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:J827)),\"\")","v":"UWS_826"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:K827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:L827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:M827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:P827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J827,COLUMNS($J$2:Q827)),\"\")","v":"To provide a smooth learner journey for these students, a partnership-based approach is taken with local colleges. An example is the new strategic partnership with New College Lanarkshire (NCL) which has established a university campus within the college."}]
[{"$f":"IF('> FILTER <'!B829<>\"\",ROW(OFFSET(A828,-1,0)),\"\")","v":827},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I829)),A828,\"\")","v":827},{"$f":"IFERROR(SMALL(Helper2_1,A828),\"\")","v":827},null,827,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I829)),$A828,\"\")","v":827},{"$f":"IFERROR(SMALL(Helper2_2,A828),\"\")","v":827},{"$f":"COUNTIF(Helper3_1,\"=\"&G828)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G828)=1, G828, \"\")","v":827},{"$f":"IFERROR(SMALL(Index_2,A828),\"\")","v":827},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:J828)),\"\")","v":"UWS_827"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:K828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:L828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:M828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:P828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J828,COLUMNS($J$2:Q828)),\"\")","v":"The QESR team considered that the University's strategic approach and ongoing commitment to widening participation was fully embedded across the University and provides evidence of good practice at all stages of the learner journey; examples include well-established collaborative relationships with schools and colleges and the university campus within a college setting to aid transition, the Student Engagement Analytics Tool, and adapting the teaching timetable to support widening participation students."}]
[{"$f":"IF('> FILTER <'!B830<>\"\",ROW(OFFSET(A829,-1,0)),\"\")","v":828},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I830)),A829,\"\")","v":828},{"$f":"IFERROR(SMALL(Helper2_1,A829),\"\")","v":828},null,828,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I830)),$A829,\"\")","v":828},{"$f":"IFERROR(SMALL(Helper2_2,A829),\"\")","v":828},{"$f":"COUNTIF(Helper3_1,\"=\"&G829)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G829)=1, G829, \"\")","v":828},{"$f":"IFERROR(SMALL(Index_2,A829),\"\")","v":828},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:J829)),\"\")","v":"UWS_828"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:K829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:L829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:M829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:P829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J829,COLUMNS($J$2:Q829)),\"\")","v":"The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B831<>\"\",ROW(OFFSET(A830,-1,0)),\"\")","v":829},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I831)),A830,\"\")","v":829},{"$f":"IFERROR(SMALL(Helper2_1,A830),\"\")","v":829},null,829,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I831)),$A830,\"\")","v":829},{"$f":"IFERROR(SMALL(Helper2_2,A830),\"\")","v":829},{"$f":"COUNTIF(Helper3_1,\"=\"&G830)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G830)=1, G830, \"\")","v":829},{"$f":"IFERROR(SMALL(Index_2,A830),\"\")","v":829},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:J830)),\"\")","v":"UWS_829"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:K830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:L830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:M830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:P830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J830,COLUMNS($J$2:Q830)),\"\")","v":"At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."}]
[{"$f":"IF('> FILTER <'!B832<>\"\",ROW(OFFSET(A831,-1,0)),\"\")","v":830},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I832)),A831,\"\")","v":830},{"$f":"IFERROR(SMALL(Helper2_1,A831),\"\")","v":830},null,830,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I832)),$A831,\"\")","v":830},{"$f":"IFERROR(SMALL(Helper2_2,A831),\"\")","v":830},{"$f":"COUNTIF(Helper3_1,\"=\"&G831)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G831)=1, G831, \"\")","v":830},{"$f":"IFERROR(SMALL(Index_2,A831),\"\")","v":830},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:J831)),\"\")","v":"ABD_830"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:K831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:L831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:M831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:P831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J831,COLUMNS($J$2:Q831)),\"\")","v":"The QESR team is satisfied, based on the information provided, that appropriate \nprogress has been made with respect to the management of arrangements for collaborative partnerships to allow the University to ensure that the Register of Partnerships and Collaborative Provision is current and complete."}]
[{"$f":"IF('> FILTER <'!B833<>\"\",ROW(OFFSET(A832,-1,0)),\"\")","v":831},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I833)),A832,\"\")","v":831},{"$f":"IFERROR(SMALL(Helper2_1,A832),\"\")","v":831},null,831,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I833)),$A832,\"\")","v":831},{"$f":"IFERROR(SMALL(Helper2_2,A832),\"\")","v":831},{"$f":"COUNTIF(Helper3_1,\"=\"&G832)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G832)=1, G832, \"\")","v":831},{"$f":"IFERROR(SMALL(Index_2,A832),\"\")","v":831},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:J832)),\"\")","v":"ABD_831"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:K832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:L832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:M832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:P832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J832,COLUMNS($J$2:Q832)),\"\")","v":"Collaborative programmes are subject to the same quality processes as on-campus \nprogrammes."}]
[{"$f":"IF('> FILTER <'!B834<>\"\",ROW(OFFSET(A833,-1,0)),\"\")","v":832},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I834)),A833,\"\")","v":832},{"$f":"IFERROR(SMALL(Helper2_1,A833),\"\")","v":832},null,832,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I834)),$A833,\"\")","v":832},{"$f":"IFERROR(SMALL(Helper2_2,A833),\"\")","v":832},{"$f":"COUNTIF(Helper3_1,\"=\"&G833)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G833)=1, G833, \"\")","v":832},{"$f":"IFERROR(SMALL(Index_2,A833),\"\")","v":832},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:J833)),\"\")","v":"DUN_832"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:K833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:L833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:M833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:P833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J833,COLUMNS($J$2:Q833)),\"\")","v":"The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code)."}]
[{"$f":"IF('> FILTER <'!B835<>\"\",ROW(OFFSET(A834,-1,0)),\"\")","v":833},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I835)),A834,\"\")","v":833},{"$f":"IFERROR(SMALL(Helper2_1,A834),\"\")","v":833},null,833,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I835)),$A834,\"\")","v":833},{"$f":"IFERROR(SMALL(Helper2_2,A834),\"\")","v":833},{"$f":"COUNTIF(Helper3_1,\"=\"&G834)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G834)=1, G834, \"\")","v":833},{"$f":"IFERROR(SMALL(Index_2,A834),\"\")","v":833},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:J834)),\"\")","v":"DUN_833"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:K834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:L834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:M834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:P834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J834,COLUMNS($J$2:Q834)),\"\")","v":"The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."}]
[{"$f":"IF('> FILTER <'!B836<>\"\",ROW(OFFSET(A835,-1,0)),\"\")","v":834},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I836)),A835,\"\")","v":834},{"$f":"IFERROR(SMALL(Helper2_1,A835),\"\")","v":834},null,{"$f":"ROW(OFFSET(E835,-1,0))","v":834},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I836)),$A835,\"\")","v":834},{"$f":"IFERROR(SMALL(Helper2_2,A835),\"\")","v":834},{"$f":"COUNTIF(Helper3_1,\"=\"&G835)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G835)=1, G835, \"\")","v":834},{"$f":"IFERROR(SMALL(Index_2,A835),\"\")","v":834},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:J835)),\"\")","v":"DUN_834"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:K835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:L835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:M835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:P835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J835,COLUMNS($J$2:Q835)),\"\")","v":"The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."}]
[{"$f":"IF('> FILTER <'!B837<>\"\",ROW(OFFSET(A836,-1,0)),\"\")","v":835},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I837)),A836,\"\")","v":835},{"$f":"IFERROR(SMALL(Helper2_1,A836),\"\")","v":835},null,835,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I837)),$A836,\"\")","v":835},{"$f":"IFERROR(SMALL(Helper2_2,A836),\"\")","v":835},{"$f":"COUNTIF(Helper3_1,\"=\"&G836)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G836)=1, G836, \"\")","v":835},{"$f":"IFERROR(SMALL(Index_2,A836),\"\")","v":835},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:J836)),\"\")","v":"DUN_835"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:K836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:L836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:M836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:P836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J836,COLUMNS($J$2:Q836)),\"\")","v":"In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University. The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes"}]
[{"$f":"IF('> FILTER <'!B838<>\"\",ROW(OFFSET(A837,-1,0)),\"\")","v":836},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I838)),A837,\"\")","v":836},{"$f":"IFERROR(SMALL(Helper2_1,A837),\"\")","v":836},null,836,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I838)),$A837,\"\")","v":836},{"$f":"IFERROR(SMALL(Helper2_2,A837),\"\")","v":836},{"$f":"COUNTIF(Helper3_1,\"=\"&G837)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G837)=1, G837, \"\")","v":836},{"$f":"IFERROR(SMALL(Index_2,A837),\"\")","v":836},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:J837)),\"\")","v":"DUN_836"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:K837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:L837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:M837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:P837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J837,COLUMNS($J$2:Q837)),\"\")","v":"Periodic and annual review of collaborative provision follow the standard approach for oncampus programmes but with more requirements, including a three-year interim review for each new programme and a site visit where credit-bearing delivery physically takes place outside the boundaries of existing University of Dundee campuses. The team was able to view examples of collaborative PPR and APR reports confirming consistency of approach."}]
[{"$f":"IF('> FILTER <'!B839<>\"\",ROW(OFFSET(A838,-1,0)),\"\")","v":837},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I839)),A838,\"\")","v":837},{"$f":"IFERROR(SMALL(Helper2_1,A838),\"\")","v":837},null,837,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I839)),$A838,\"\")","v":837},{"$f":"IFERROR(SMALL(Helper2_2,A838),\"\")","v":837},{"$f":"COUNTIF(Helper3_1,\"=\"&G838)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G838)=1, G838, \"\")","v":837},{"$f":"IFERROR(SMALL(Index_2,A838),\"\")","v":837},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:J838)),\"\")","v":"STR_837"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:K838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:L838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:M838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:P838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J838,COLUMNS($J$2:Q838)),\"\")","v":"The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members. ESC has standing agenda items for both the student voice and student partnership, via SEC. SEC is co-chaired by students and senior staff, and helps inform decision-making, oversees revisions to the SPA,"}]
[{"$f":"IF('> FILTER <'!B840<>\"\",ROW(OFFSET(A839,-1,0)),\"\")","v":838},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I840)),A839,\"\")","v":838},{"$f":"IFERROR(SMALL(Helper2_1,A839),\"\")","v":838},null,838,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I840)),$A839,\"\")","v":838},{"$f":"IFERROR(SMALL(Helper2_2,A839),\"\")","v":838},{"$f":"COUNTIF(Helper3_1,\"=\"&G839)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G839)=1, G839, \"\")","v":838},{"$f":"IFERROR(SMALL(Index_2,A839),\"\")","v":838},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:J839)),\"\")","v":"STR_838"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:K839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:L839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:M839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:P839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J839,COLUMNS($J$2:Q839)),\"\")","v":"The QESR team is satisfied, based on the information provided, that appropriate progress has been made with respect to the recommendation on institutional oversight of collaborative provision."}]
[{"$f":"IF('> FILTER <'!B841<>\"\",ROW(OFFSET(A840,-1,0)),\"\")","v":839},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I841)),A840,\"\")","v":839},{"$f":"IFERROR(SMALL(Helper2_1,A840),\"\")","v":839},null,839,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I841)),$A840,\"\")","v":839},{"$f":"IFERROR(SMALL(Helper2_2,A840),\"\")","v":839},{"$f":"COUNTIF(Helper3_1,\"=\"&G840)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G840)=1, G840, \"\")","v":839},{"$f":"IFERROR(SMALL(Index_2,A840),\"\")","v":839},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:J840)),\"\")","v":"STR_839"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:K840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:L840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:M840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:P840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J840,COLUMNS($J$2:Q840)),\"\")","v":"The University was recommended to reflect on the information available to the Collaborative Provision Agreements (CPA) sub-group about collaborative programmes to better support its institutional-level oversight of collaborative activity. The institution recognised that there could be better connectivity between the CPA sub-group and available data sources to ensure a unified approach to the initiation, approval and monitoring of partnership provision."}]
[{"$f":"IF('> FILTER <'!B842<>\"\",ROW(OFFSET(A841,-1,0)),\"\")","v":840},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I842)),A841,\"\")","v":840},{"$f":"IFERROR(SMALL(Helper2_1,A841),\"\")","v":840},null,840,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I842)),$A841,\"\")","v":840},{"$f":"IFERROR(SMALL(Helper2_2,A841),\"\")","v":840},{"$f":"COUNTIF(Helper3_1,\"=\"&G841)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G841)=1, G841, \"\")","v":840},{"$f":"IFERROR(SMALL(Index_2,A841),\"\")","v":840},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:J841)),\"\")","v":"STR_840"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:K841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:L841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:M841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:P841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J841,COLUMNS($J$2:Q841)),\"\")","v":"The CPA sub-group continues to report to the Senate through the Senate Business Committee but also now meets annually with the Quality Assurance Committee (QAC) to consider collaborative partnerships due for renewal. Additionally, QAC submits to the CPA sub-group, a summary report of quality assurance on partnerships agreements and on the student experience."}]
[{"$f":"IF('> FILTER <'!B843<>\"\",ROW(OFFSET(A842,-1,0)),\"\")","v":841},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I843)),A842,\"\")","v":841},{"$f":"IFERROR(SMALL(Helper2_1,A842),\"\")","v":841},null,841,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I843)),$A842,\"\")","v":841},{"$f":"IFERROR(SMALL(Helper2_2,A842),\"\")","v":841},{"$f":"COUNTIF(Helper3_1,\"=\"&G842)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G842)=1, G842, \"\")","v":841},{"$f":"IFERROR(SMALL(Index_2,A842),\"\")","v":841},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:J842)),\"\")","v":"STR_841"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:K842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:L842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:M842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:P842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J842,COLUMNS($J$2:Q842)),\"\")","v":"Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."}]
[{"$f":"IF('> FILTER <'!B844<>\"\",ROW(OFFSET(A843,-1,0)),\"\")","v":842},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I844)),A843,\"\")","v":842},{"$f":"IFERROR(SMALL(Helper2_1,A843),\"\")","v":842},null,842,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I844)),$A843,\"\")","v":842},{"$f":"IFERROR(SMALL(Helper2_2,A843),\"\")","v":842},{"$f":"COUNTIF(Helper3_1,\"=\"&G843)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G843)=1, G843, \"\")","v":842},{"$f":"IFERROR(SMALL(Index_2,A843),\"\")","v":842},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:J843)),\"\")","v":"STR_842"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:K843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:L843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:M843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:P843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J843,COLUMNS($J$2:Q843)),\"\")","v":"The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision. A Database of Collaborative Provision is retained and updated regularly. Partnerships are monitored by the Collaborative Provision Agreement (CPA) sub-group chaired by the Vice-Principal. A Collaborative Education Provision Review normally takes place every three years to assess the student learning experience. QAC considers the reviews and reports to the CPA sub-group."}]
[{"$f":"IF('> FILTER <'!B845<>\"\",ROW(OFFSET(A844,-1,0)),\"\")","v":843},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I845)),A844,\"\")","v":843},{"$f":"IFERROR(SMALL(Helper2_1,A844),\"\")","v":843},null,843,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I845)),$A844,\"\")","v":843},{"$f":"IFERROR(SMALL(Helper2_2,A844),\"\")","v":843},{"$f":"COUNTIF(Helper3_1,\"=\"&G844)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G844)=1, G844, \"\")","v":843},{"$f":"IFERROR(SMALL(Index_2,A844),\"\")","v":843},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:J844)),\"\")","v":"UWS_843"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:K844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:L844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:M844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:P844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J844,COLUMNS($J$2:Q844)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC) (paragraphs 41-44). The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B846<>\"\",ROW(OFFSET(A845,-1,0)),\"\")","v":844},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I846)),A845,\"\")","v":844},{"$f":"IFERROR(SMALL(Helper2_1,A845),\"\")","v":844},null,844,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I846)),$A845,\"\")","v":844},{"$f":"IFERROR(SMALL(Helper2_2,A845),\"\")","v":844},{"$f":"COUNTIF(Helper3_1,\"=\"&G845)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G845)=1, G845, \"\")","v":844},{"$f":"IFERROR(SMALL(Index_2,A845),\"\")","v":844},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:J845)),\"\")","v":"UWS_844"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:K845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:L845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:M845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:P845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J845,COLUMNS($J$2:Q845)),\"\")","v":"Collaborative programmes are subject to equivalent quality processes to \nstandard on-campus provision and follow the same regulations. For franchised provision, a Collaborative Annual Report (CAR) feeds into the Programme Monitoring Report, while for validated provision, a Programme Annual Report feeds into the Joint Programme Panel."}]
[{"$f":"IF('> FILTER <'!B847<>\"\",ROW(OFFSET(A846,-1,0)),\"\")","v":845},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I847)),A846,\"\")","v":845},{"$f":"IFERROR(SMALL(Helper2_1,A846),\"\")","v":845},null,845,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I847)),$A846,\"\")","v":845},{"$f":"IFERROR(SMALL(Helper2_2,A846),\"\")","v":845},{"$f":"COUNTIF(Helper3_1,\"=\"&G846)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G846)=1, G846, \"\")","v":845},{"$f":"IFERROR(SMALL(Index_2,A846),\"\")","v":845},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:J846)),\"\")","v":"UWS_845"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:K846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:L846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:M846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:P846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J846,COLUMNS($J$2:Q846)),\"\")","v":"Franchised programmes are also subject to ILR, while validated provision is considered through regular Collaborative Reviews."}]
[{"$f":"IF('> FILTER <'!B848<>\"\",ROW(OFFSET(A847,-1,0)),\"\")","v":846},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I848)),A847,\"\")","v":846},{"$f":"IFERROR(SMALL(Helper2_1,A847),\"\")","v":846},null,846,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I848)),$A847,\"\")","v":846},{"$f":"IFERROR(SMALL(Helper2_2,A847),\"\")","v":846},{"$f":"COUNTIF(Helper3_1,\"=\"&G847)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G847)=1, G847, \"\")","v":846},{"$f":"IFERROR(SMALL(Index_2,A847),\"\")","v":846},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:J847)),\"\")","v":"UWS_846"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:K847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:L847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:M847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:P847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J847,COLUMNS($J$2:Q847)),\"\")","v":"In 2022-23, UWS had a total student population of 20,367 (headcount) of whom: 58% were undergraduate (UG); 32% were postgraduate taught (PGT); and 3% were postgraduate research (PGR). Of these, 13% of students were part-time; 8% were studying by distance learning; and 2% were studying with overseas partners. 66% of students were classified as home/EU students; 4% were from the rest of the UK; and 30% were non-EU."}]
[{"$f":"IF('> FILTER <'!B849<>\"\",ROW(OFFSET(A848,-1,0)),\"\")","v":847},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I849)),A848,\"\")","v":847},{"$f":"IFERROR(SMALL(Helper2_1,A848),\"\")","v":847},null,847,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I849)),$A848,\"\")","v":847},{"$f":"IFERROR(SMALL(Helper2_2,A848),\"\")","v":847},{"$f":"COUNTIF(Helper3_1,\"=\"&G848)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G848)=1, G848, \"\")","v":847},{"$f":"IFERROR(SMALL(Index_2,A848),\"\")","v":847},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:J848)),\"\")","v":"ABD_847"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:K848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:L848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:M848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:P848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J848,COLUMNS($J$2:Q848)),\"\")","v":"It was reported to UEC that, by registering for the QAA QE-TNE Scheme, the University is investing in the quality of the students' academic experience and demonstrating its commitment to the advancement of UK higher education delivered overseas."}]
[{"$f":"IF('> FILTER <'!B850<>\"\",ROW(OFFSET(A849,-1,0)),\"\")","v":848},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I850)),A849,\"\")","v":848},{"$f":"IFERROR(SMALL(Helper2_1,A849),\"\")","v":848},null,848,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I850)),$A849,\"\")","v":848},{"$f":"IFERROR(SMALL(Helper2_2,A849),\"\")","v":848},{"$f":"COUNTIF(Helper3_1,\"=\"&G849)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G849)=1, G849, \"\")","v":848},{"$f":"IFERROR(SMALL(Index_2,A849),\"\")","v":848},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:J849)),\"\")","v":"DUN_848"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:K849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:L849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:M849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:P849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J849,COLUMNS($J$2:Q849)),\"\")","v":"Progress on the SPA is monitored formally by the Student Experience Executive Group (SEEG). A separate operational group has been established to provide a forum for more regular liaison between DUSA and the University in relation to implementing the SPA"}]
[{"$f":"IF('> FILTER <'!B851<>\"\",ROW(OFFSET(A850,-1,0)),\"\")","v":849},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I851)),A850,\"\")","v":849},{"$f":"IFERROR(SMALL(Helper2_1,A850),\"\")","v":849},null,849,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I851)),$A850,\"\")","v":849},{"$f":"IFERROR(SMALL(Helper2_2,A850),\"\")","v":849},{"$f":"COUNTIF(Helper3_1,\"=\"&G850)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G850)=1, G850, \"\")","v":849},{"$f":"IFERROR(SMALL(Index_2,A850),\"\")","v":849},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:J850)),\"\")","v":"DUN_849"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:K850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:L850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:M850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:P850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J850,COLUMNS($J$2:Q850)),\"\")","v":"In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11)."}]
[{"$f":"IF('> FILTER <'!B852<>\"\",ROW(OFFSET(A851,-1,0)),\"\")","v":850},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I852)),A851,\"\")","v":850},{"$f":"IFERROR(SMALL(Helper2_1,A851),\"\")","v":850},null,850,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I852)),$A851,\"\")","v":850},{"$f":"IFERROR(SMALL(Helper2_2,A851),\"\")","v":850},{"$f":"COUNTIF(Helper3_1,\"=\"&G851)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G851)=1, G851, \"\")","v":850},{"$f":"IFERROR(SMALL(Index_2,A851),\"\")","v":850},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:J851)),\"\")","v":"DUN_850"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:K851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:L851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:M851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:P851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J851,COLUMNS($J$2:Q851)),\"\")","v":"In reviewing quality assurance reports, the QESR team was assured that students' learning experience through online and blended learning was appropriately considered and enhanced. The team recognised the University identification of student experience surveys, including the use of pulse surveys, as a key reference point for evaluating students' experiences with digital tools and technologies, and their experience of online and blended learning"}]
[{"$f":"IF('> FILTER <'!B853<>\"\",ROW(OFFSET(A852,-1,0)),\"\")","v":851},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I853)),A852,\"\")","v":851},{"$f":"IFERROR(SMALL(Helper2_1,A852),\"\")","v":851},null,851,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I853)),$A852,\"\")","v":851},{"$f":"IFERROR(SMALL(Helper2_2,A852),\"\")","v":851},{"$f":"COUNTIF(Helper3_1,\"=\"&G852)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G852)=1, G852, \"\")","v":851},{"$f":"IFERROR(SMALL(Index_2,A852),\"\")","v":851},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:J852)),\"\")","v":"STR_851"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:K852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:L852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:M852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:P852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J852,COLUMNS($J$2:Q852)),\"\")","v":"Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."}]
[{"$f":"IF('> FILTER <'!B854<>\"\",ROW(OFFSET(A853,-1,0)),\"\")","v":852},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I854)),A853,\"\")","v":852},{"$f":"IFERROR(SMALL(Helper2_1,A853),\"\")","v":852},null,852,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I854)),$A853,\"\")","v":852},{"$f":"IFERROR(SMALL(Helper2_2,A853),\"\")","v":852},{"$f":"COUNTIF(Helper3_1,\"=\"&G853)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G853)=1, G853, \"\")","v":852},{"$f":"IFERROR(SMALL(Index_2,A853),\"\")","v":852},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:J853)),\"\")","v":"STR_852"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:K853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:L853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:M853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:P853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J853,COLUMNS($J$2:Q853)),\"\")","v":"The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The learning and teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees, to ensure the student experience is enhanced."}]
[{"$f":"IF('> FILTER <'!B855<>\"\",ROW(OFFSET(A854,-1,0)),\"\")","v":853},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I855)),A854,\"\")","v":853},{"$f":"IFERROR(SMALL(Helper2_1,A854),\"\")","v":853},null,853,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I855)),$A854,\"\")","v":853},{"$f":"IFERROR(SMALL(Helper2_2,A854),\"\")","v":853},{"$f":"COUNTIF(Helper3_1,\"=\"&G854)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G854)=1, G854, \"\")","v":853},{"$f":"IFERROR(SMALL(Index_2,A854),\"\")","v":853},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:J854)),\"\")","v":"UWS_853"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:K854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:L854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:M854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:P854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J854,COLUMNS($J$2:Q854)),\"\")","v":". The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."}]
[{"$f":"IF('> FILTER <'!B856<>\"\",ROW(OFFSET(A855,-1,0)),\"\")","v":854},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I856)),A855,\"\")","v":854},{"$f":"IFERROR(SMALL(Helper2_1,A855),\"\")","v":854},null,854,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I856)),$A855,\"\")","v":854},{"$f":"IFERROR(SMALL(Helper2_2,A855),\"\")","v":854},{"$f":"COUNTIF(Helper3_1,\"=\"&G855)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G855)=1, G855, \"\")","v":854},{"$f":"IFERROR(SMALL(Index_2,A855),\"\")","v":854},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:J855)),\"\")","v":"UWS_854"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:K855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:L855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:M855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:P855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J855,COLUMNS($J$2:Q855)),\"\")","v":"The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."}]
[{"$f":"IF('> FILTER <'!B857<>\"\",ROW(OFFSET(A856,-1,0)),\"\")","v":855},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I857)),A856,\"\")","v":855},{"$f":"IFERROR(SMALL(Helper2_1,A856),\"\")","v":855},null,855,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I857)),$A856,\"\")","v":855},{"$f":"IFERROR(SMALL(Helper2_2,A856),\"\")","v":855},{"$f":"COUNTIF(Helper3_1,\"=\"&G856)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G856)=1, G856, \"\")","v":855},{"$f":"IFERROR(SMALL(Index_2,A856),\"\")","v":855},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:J856)),\"\")","v":"UWS_855"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:K856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:L856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:M856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:P856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J856,COLUMNS($J$2:Q856)),\"\")","v":"The approach to partnership is particularly positive in supporting the student experience across academic and professional services."}]
[{"$f":"IF('> FILTER <'!B858<>\"\",ROW(OFFSET(A857,-1,0)),\"\")","v":856},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I858)),A857,\"\")","v":856},{"$f":"IFERROR(SMALL(Helper2_1,A857),\"\")","v":856},null,856,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I858)),$A857,\"\")","v":856},{"$f":"IFERROR(SMALL(Helper2_2,A857),\"\")","v":856},{"$f":"COUNTIF(Helper3_1,\"=\"&G857)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G857)=1, G857, \"\")","v":856},{"$f":"IFERROR(SMALL(Index_2,A857),\"\")","v":856},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:J857)),\"\")","v":"UWS_856"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:K857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:L857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:M857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:P857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J857,COLUMNS($J$2:Q857)),\"\")","v":"The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B859<>\"\",ROW(OFFSET(A858,-1,0)),\"\")","v":857},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I859)),A858,\"\")","v":857},{"$f":"IFERROR(SMALL(Helper2_1,A858),\"\")","v":857},null,857,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I859)),$A858,\"\")","v":857},{"$f":"IFERROR(SMALL(Helper2_2,A858),\"\")","v":857},{"$f":"COUNTIF(Helper3_1,\"=\"&G858)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G858)=1, G858, \"\")","v":857},{"$f":"IFERROR(SMALL(Index_2,A858),\"\")","v":857},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:J858)),\"\")","v":"UWS_857"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:K858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:L858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:M858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:P858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J858,COLUMNS($J$2:Q858)),\"\")","v":"The recommendation about consistency of student support has been integrated \ninto the new Student Experience Programme (SEP)."}]
[{"$f":"IF('> FILTER <'!B860<>\"\",ROW(OFFSET(A859,-1,0)),\"\")","v":858},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I860)),A859,\"\")","v":858},{"$f":"IFERROR(SMALL(Helper2_1,A859),\"\")","v":858},null,858,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I860)),$A859,\"\")","v":858},{"$f":"IFERROR(SMALL(Helper2_2,A859),\"\")","v":858},{"$f":"COUNTIF(Helper3_1,\"=\"&G859)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G859)=1, G859, \"\")","v":858},{"$f":"IFERROR(SMALL(Index_2,A859),\"\")","v":858},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:J859)),\"\")","v":"UWS_858"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:K859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:L859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:M859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:P859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J859,COLUMNS($J$2:Q859)),\"\")","v":"The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."}]
[{"$f":"IF('> FILTER <'!B861<>\"\",ROW(OFFSET(A860,-1,0)),\"\")","v":859},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I861)),A860,\"\")","v":859},{"$f":"IFERROR(SMALL(Helper2_1,A860),\"\")","v":859},null,859,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I861)),$A860,\"\")","v":859},{"$f":"IFERROR(SMALL(Helper2_2,A860),\"\")","v":859},{"$f":"COUNTIF(Helper3_1,\"=\"&G860)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G860)=1, G860, \"\")","v":859},{"$f":"IFERROR(SMALL(Index_2,A860),\"\")","v":859},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:J860)),\"\")","v":"UWS_859"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:K860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:L860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:M860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:P860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J860,COLUMNS($J$2:Q860)),\"\")","v":"Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it. At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."}]
[{"$f":"IF('> FILTER <'!B862<>\"\",ROW(OFFSET(A861,-1,0)),\"\")","v":860},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I862)),A861,\"\")","v":860},{"$f":"IFERROR(SMALL(Helper2_1,A861),\"\")","v":860},null,860,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I862)),$A861,\"\")","v":860},{"$f":"IFERROR(SMALL(Helper2_2,A861),\"\")","v":860},{"$f":"COUNTIF(Helper3_1,\"=\"&G861)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G861)=1, G861, \"\")","v":860},{"$f":"IFERROR(SMALL(Index_2,A861),\"\")","v":860},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:J861)),\"\")","v":"DUN_860"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:K861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:L861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:M861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:P861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J861,COLUMNS($J$2:Q861)),\"\")","v":"In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC). This sub-committee aims to help identify, develop and share best practice within the wider university community, and strengthen widening access opportunities and support at school and institutional level."}]
[{"$f":"IF('> FILTER <'!B863<>\"\",ROW(OFFSET(A862,-1,0)),\"\")","v":861},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I863)),A862,\"\")","v":861},{"$f":"IFERROR(SMALL(Helper2_1,A862),\"\")","v":861},null,861,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I863)),$A862,\"\")","v":861},{"$f":"IFERROR(SMALL(Helper2_2,A862),\"\")","v":861},{"$f":"COUNTIF(Helper3_1,\"=\"&G862)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G862)=1, G862, \"\")","v":861},{"$f":"IFERROR(SMALL(Index_2,A862),\"\")","v":861},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:J862)),\"\")","v":"DUN_861"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:K862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:L862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:M862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:P862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J862,COLUMNS($J$2:Q862)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."}]
[{"$f":"IF('> FILTER <'!B864<>\"\",ROW(OFFSET(A863,-1,0)),\"\")","v":862},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I864)),A863,\"\")","v":862},{"$f":"IFERROR(SMALL(Helper2_1,A863),\"\")","v":862},null,862,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I864)),$A863,\"\")","v":862},{"$f":"IFERROR(SMALL(Helper2_2,A863),\"\")","v":862},{"$f":"COUNTIF(Helper3_1,\"=\"&G863)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G863)=1, G863, \"\")","v":862},{"$f":"IFERROR(SMALL(Index_2,A863),\"\")","v":862},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:J863)),\"\")","v":"DUN_862"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:K863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:L863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:M863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:P863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J863,COLUMNS($J$2:Q863)),\"\")","v":"Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."}]
[{"$f":"IF('> FILTER <'!B865<>\"\",ROW(OFFSET(A864,-1,0)),\"\")","v":863},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I865)),A864,\"\")","v":863},{"$f":"IFERROR(SMALL(Helper2_1,A864),\"\")","v":863},null,863,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I865)),$A864,\"\")","v":863},{"$f":"IFERROR(SMALL(Helper2_2,A864),\"\")","v":863},{"$f":"COUNTIF(Helper3_1,\"=\"&G864)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G864)=1, G864, \"\")","v":863},{"$f":"IFERROR(SMALL(Index_2,A864),\"\")","v":863},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:J864)),\"\")","v":"DUN_863"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:K864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:L864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:M864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:P864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J864,COLUMNS($J$2:Q864)),\"\")","v":"In meetings with staff, the QESR team heard that staff felt supported and able to access appropriate support for digital tools and technologies."}]
[{"$f":"IF('> FILTER <'!B866<>\"\",ROW(OFFSET(A865,-1,0)),\"\")","v":864},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I866)),A865,\"\")","v":864},{"$f":"IFERROR(SMALL(Helper2_1,A865),\"\")","v":864},null,864,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I866)),$A865,\"\")","v":864},{"$f":"IFERROR(SMALL(Helper2_2,A865),\"\")","v":864},{"$f":"COUNTIF(Helper3_1,\"=\"&G865)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G865)=1, G865, \"\")","v":864},{"$f":"IFERROR(SMALL(Index_2,A865),\"\")","v":864},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:J865)),\"\")","v":"DUN_864"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:K865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:L865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:M865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:P865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J865,COLUMNS($J$2:Q865)),\"\")","v":"The University also aims to strengthen support for digital skills through the establishment of the Education Academy"}]
[{"$f":"IF('> FILTER <'!B867<>\"\",ROW(OFFSET(A866,-1,0)),\"\")","v":865},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I867)),A866,\"\")","v":865},{"$f":"IFERROR(SMALL(Helper2_1,A866),\"\")","v":865},null,865,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I867)),$A866,\"\")","v":865},{"$f":"IFERROR(SMALL(Helper2_2,A866),\"\")","v":865},{"$f":"COUNTIF(Helper3_1,\"=\"&G866)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G866)=1, G866, \"\")","v":865},{"$f":"IFERROR(SMALL(Index_2,A866),\"\")","v":865},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:J866)),\"\")","v":"UWS_865"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:K866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:L866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:M866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:P866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J866,COLUMNS($J$2:Q866)),\"\")","v":"Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B868<>\"\",ROW(OFFSET(A867,-1,0)),\"\")","v":866},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I868)),A867,\"\")","v":866},{"$f":"IFERROR(SMALL(Helper2_1,A867),\"\")","v":866},null,866,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I868)),$A867,\"\")","v":866},{"$f":"IFERROR(SMALL(Helper2_2,A867),\"\")","v":866},{"$f":"COUNTIF(Helper3_1,\"=\"&G867)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G867)=1, G867, \"\")","v":866},{"$f":"IFERROR(SMALL(Index_2,A867),\"\")","v":866},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:J867)),\"\")","v":"UWS_866"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:K867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:L867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:M867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:P867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J867,COLUMNS($J$2:Q867)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."}]
[{"$f":"IF('> FILTER <'!B869<>\"\",ROW(OFFSET(A868,-1,0)),\"\")","v":867},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I869)),A868,\"\")","v":867},{"$f":"IFERROR(SMALL(Helper2_1,A868),\"\")","v":867},null,867,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I869)),$A868,\"\")","v":867},{"$f":"IFERROR(SMALL(Helper2_2,A868),\"\")","v":867},{"$f":"COUNTIF(Helper3_1,\"=\"&G868)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G868)=1, G868, \"\")","v":867},{"$f":"IFERROR(SMALL(Index_2,A868),\"\")","v":867},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:J868)),\"\")","v":"UWS_867"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:K868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:L868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:M868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:P868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J868,COLUMNS($J$2:Q868)),\"\")","v":"At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."}]
[{"$f":"IF('> FILTER <'!B870<>\"\",ROW(OFFSET(A869,-1,0)),\"\")","v":868},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I870)),A869,\"\")","v":868},{"$f":"IFERROR(SMALL(Helper2_1,A869),\"\")","v":868},null,868,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I870)),$A869,\"\")","v":868},{"$f":"IFERROR(SMALL(Helper2_2,A869),\"\")","v":868},{"$f":"COUNTIF(Helper3_1,\"=\"&G869)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G869)=1, G869, \"\")","v":868},{"$f":"IFERROR(SMALL(Index_2,A869),\"\")","v":868},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:J869)),\"\")","v":"UWS_868"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:K869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:L869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:M869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:P869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J869,COLUMNS($J$2:Q869)),\"\")","v":"The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B871<>\"\",ROW(OFFSET(A870,-1,0)),\"\")","v":869},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I871)),A870,\"\")","v":869},{"$f":"IFERROR(SMALL(Helper2_1,A870),\"\")","v":869},null,869,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I871)),$A870,\"\")","v":869},{"$f":"IFERROR(SMALL(Helper2_2,A870),\"\")","v":869},{"$f":"COUNTIF(Helper3_1,\"=\"&G870)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G870)=1, G870, \"\")","v":869},{"$f":"IFERROR(SMALL(Index_2,A870),\"\")","v":869},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:J870)),\"\")","v":"UWS_869"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:K870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:L870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:M870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:P870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J870,COLUMNS($J$2:Q870)),\"\")","v":"Considering the diverse student population, the University aims to deliver a hybrid \nstudent experience where students have easy access to learning online and on-campus."}]
[{"$f":"IF('> FILTER <'!B872<>\"\",ROW(OFFSET(A871,-1,0)),\"\")","v":870},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I872)),A871,\"\")","v":870},{"$f":"IFERROR(SMALL(Helper2_1,A871),\"\")","v":870},null,870,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I872)),$A871,\"\")","v":870},{"$f":"IFERROR(SMALL(Helper2_2,A871),\"\")","v":870},{"$f":"COUNTIF(Helper3_1,\"=\"&G871)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G871)=1, G871, \"\")","v":870},{"$f":"IFERROR(SMALL(Index_2,A871),\"\")","v":870},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:J871)),\"\")","v":"UWS_870"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:K871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:L871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:M871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:P871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J871,COLUMNS($J$2:Q871)),\"\")","v":"UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."}]
[{"$f":"IF('> FILTER <'!B873<>\"\",ROW(OFFSET(A872,-1,0)),\"\")","v":871},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I873)),A872,\"\")","v":871},{"$f":"IFERROR(SMALL(Helper2_1,A872),\"\")","v":871},null,871,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I873)),$A872,\"\")","v":871},{"$f":"IFERROR(SMALL(Helper2_2,A872),\"\")","v":871},{"$f":"COUNTIF(Helper3_1,\"=\"&G872)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G872)=1, G872, \"\")","v":871},{"$f":"IFERROR(SMALL(Index_2,A872),\"\")","v":871},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:J872)),\"\")","v":"UWS_871"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:K872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:L872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:M872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:P872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J872,COLUMNS($J$2:Q872)),\"\")","v":"The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."}]
[{"$f":"IF('> FILTER <'!B874<>\"\",ROW(OFFSET(A873,-1,0)),\"\")","v":872},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I874)),A873,\"\")","v":872},{"$f":"IFERROR(SMALL(Helper2_1,A873),\"\")","v":872},null,872,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I874)),$A873,\"\")","v":872},{"$f":"IFERROR(SMALL(Helper2_2,A873),\"\")","v":872},{"$f":"COUNTIF(Helper3_1,\"=\"&G873)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G873)=1, G873, \"\")","v":872},{"$f":"IFERROR(SMALL(Index_2,A873),\"\")","v":872},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:J873)),\"\")","v":"ABD_872"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:K873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:L873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:M873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:P873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J873,COLUMNS($J$2:Q873)),\"\")","v":"The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice"}]
[{"$f":"IF('> FILTER <'!B875<>\"\",ROW(OFFSET(A874,-1,0)),\"\")","v":873},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I875)),A874,\"\")","v":873},{"$f":"IFERROR(SMALL(Helper2_1,A874),\"\")","v":873},null,873,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I875)),$A874,\"\")","v":873},{"$f":"IFERROR(SMALL(Helper2_2,A874),\"\")","v":873},{"$f":"COUNTIF(Helper3_1,\"=\"&G874)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G874)=1, G874, \"\")","v":873},{"$f":"IFERROR(SMALL(Index_2,A874),\"\")","v":873},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:J874)),\"\")","v":"ABD_873"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:K874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:L874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:M874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:P874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J874,COLUMNS($J$2:Q874)),\"\")","v":"The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR). Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."}]
[{"$f":"IF('> FILTER <'!B876<>\"\",ROW(OFFSET(A875,-1,0)),\"\")","v":874},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I876)),A875,\"\")","v":874},{"$f":"IFERROR(SMALL(Helper2_1,A875),\"\")","v":874},null,874,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I876)),$A875,\"\")","v":874},{"$f":"IFERROR(SMALL(Helper2_2,A875),\"\")","v":874},{"$f":"COUNTIF(Helper3_1,\"=\"&G875)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G875)=1, G875, \"\")","v":874},{"$f":"IFERROR(SMALL(Index_2,A875),\"\")","v":874},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:J875)),\"\")","v":"ABD_874"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:K875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:L875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:M875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:P875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J875,COLUMNS($J$2:Q875)),\"\")","v":"Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."}]
[{"$f":"IF('> FILTER <'!B877<>\"\",ROW(OFFSET(A876,-1,0)),\"\")","v":875},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I877)),A876,\"\")","v":875},{"$f":"IFERROR(SMALL(Helper2_1,A876),\"\")","v":875},null,875,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I877)),$A876,\"\")","v":875},{"$f":"IFERROR(SMALL(Helper2_2,A876),\"\")","v":875},{"$f":"COUNTIF(Helper3_1,\"=\"&G876)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G876)=1, G876, \"\")","v":875},{"$f":"IFERROR(SMALL(Index_2,A876),\"\")","v":875},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:J876)),\"\")","v":"DUN_875"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:K876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:L876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:M876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:P876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J876,COLUMNS($J$2:Q876)),\"\")","v":"The Strategy 2022-27, approved in April 2022, sets out three key institutional \npriorities for education: ensuring academic excellence; growing reach, particularly in widening access, social inclusion and internationalisation; and transforming the University to be a truly digital community."}]
[{"$f":"IF('> FILTER <'!B878<>\"\",ROW(OFFSET(A877,-1,0)),\"\")","v":876},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I878)),A877,\"\")","v":876},{"$f":"IFERROR(SMALL(Helper2_1,A877),\"\")","v":876},null,876,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I878)),$A877,\"\")","v":876},{"$f":"IFERROR(SMALL(Helper2_2,A877),\"\")","v":876},{"$f":"COUNTIF(Helper3_1,\"=\"&G877)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G877)=1, G877, \"\")","v":876},{"$f":"IFERROR(SMALL(Index_2,A877),\"\")","v":876},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:J877)),\"\")","v":"STR_876"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:K877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:L877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:M877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:P877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J877,COLUMNS($J$2:Q877)),\"\")","v":"The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."}]
[{"$f":"IF('> FILTER <'!B879<>\"\",ROW(OFFSET(A878,-1,0)),\"\")","v":877},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I879)),A878,\"\")","v":877},{"$f":"IFERROR(SMALL(Helper2_1,A878),\"\")","v":877},null,877,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I879)),$A878,\"\")","v":877},{"$f":"IFERROR(SMALL(Helper2_2,A878),\"\")","v":877},{"$f":"COUNTIF(Helper3_1,\"=\"&G878)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G878)=1, G878, \"\")","v":877},{"$f":"IFERROR(SMALL(Index_2,A878),\"\")","v":877},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:J878)),\"\")","v":"STR_877"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:K878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:L878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:M878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:P878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J878,COLUMNS($J$2:Q878)),\"\")","v":"Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."}]
[{"$f":"IF('> FILTER <'!B880<>\"\",ROW(OFFSET(A879,-1,0)),\"\")","v":878},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I880)),A879,\"\")","v":878},{"$f":"IFERROR(SMALL(Helper2_1,A879),\"\")","v":878},null,878,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I880)),$A879,\"\")","v":878},{"$f":"IFERROR(SMALL(Helper2_2,A879),\"\")","v":878},{"$f":"COUNTIF(Helper3_1,\"=\"&G879)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G879)=1, G879, \"\")","v":878},{"$f":"IFERROR(SMALL(Index_2,A879),\"\")","v":878},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:J879)),\"\")","v":"UWS_878"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:K879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:L879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:M879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:P879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J879,COLUMNS($J$2:Q879)),\"\")","v":"Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B881<>\"\",ROW(OFFSET(A880,-1,0)),\"\")","v":879},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I881)),A880,\"\")","v":879},{"$f":"IFERROR(SMALL(Helper2_1,A880),\"\")","v":879},null,879,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I881)),$A880,\"\")","v":879},{"$f":"IFERROR(SMALL(Helper2_2,A880),\"\")","v":879},{"$f":"COUNTIF(Helper3_1,\"=\"&G880)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G880)=1, G880, \"\")","v":879},{"$f":"IFERROR(SMALL(Index_2,A880),\"\")","v":879},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:J880)),\"\")","v":"ABD_879"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:K880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:L880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:M880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:P880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J880,COLUMNS($J$2:Q880)),\"\")","v":"Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."}]
[{"$f":"IF('> FILTER <'!B882<>\"\",ROW(OFFSET(A881,-1,0)),\"\")","v":880},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I882)),A881,\"\")","v":880},{"$f":"IFERROR(SMALL(Helper2_1,A881),\"\")","v":880},null,880,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I882)),$A881,\"\")","v":880},{"$f":"IFERROR(SMALL(Helper2_2,A881),\"\")","v":880},{"$f":"COUNTIF(Helper3_1,\"=\"&G881)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G881)=1, G881, \"\")","v":880},{"$f":"IFERROR(SMALL(Index_2,A881),\"\")","v":880},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:J881)),\"\")","v":"ABD_880"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:K881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:L881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:M881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:P881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J881,COLUMNS($J$2:Q881)),\"\")","v":"The Aberdeen 2040 Strategy and the Principles for the Delivery of Education make \nclear the importance of embedding inclusivity and accessibility throughout the overarching strategy. The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution"}]
[{"$f":"IF('> FILTER <'!B883<>\"\",ROW(OFFSET(A882,-1,0)),\"\")","v":881},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I883)),A882,\"\")","v":881},{"$f":"IFERROR(SMALL(Helper2_1,A882),\"\")","v":881},null,881,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I883)),$A882,\"\")","v":881},{"$f":"IFERROR(SMALL(Helper2_2,A882),\"\")","v":881},{"$f":"COUNTIF(Helper3_1,\"=\"&G882)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G882)=1, G882, \"\")","v":881},{"$f":"IFERROR(SMALL(Index_2,A882),\"\")","v":881},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:J882)),\"\")","v":"ABD_881"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:K882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:L882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:M882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:P882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J882,COLUMNS($J$2:Q882)),\"\")","v":"The evidence submitted allowed the QESR team to conclude that the University has \ncontinued to enhance and embed the commendations made during the last ELIR. For example, the University remains dedicated to its commitment to fair access and supporting student transition, linking their overarching strategic direction to their strategy for equality, diversity and inclusion (EDI) as outlined in the Aberdeen 2040 Strategy."}]
[{"$f":"IF('> FILTER <'!B884<>\"\",ROW(OFFSET(A883,-1,0)),\"\")","v":882},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I884)),A883,\"\")","v":882},{"$f":"IFERROR(SMALL(Helper2_1,A883),\"\")","v":882},null,882,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I884)),$A883,\"\")","v":882},{"$f":"IFERROR(SMALL(Helper2_2,A883),\"\")","v":882},{"$f":"COUNTIF(Helper3_1,\"=\"&G883)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G883)=1, G883, \"\")","v":882},{"$f":"IFERROR(SMALL(Index_2,A883),\"\")","v":882},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:J883)),\"\")","v":"STR_882"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:K883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:L883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:M883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:P883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J883,COLUMNS($J$2:Q883)),\"\")","v":"It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B885<>\"\",ROW(OFFSET(A884,-1,0)),\"\")","v":883},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I885)),A884,\"\")","v":883},{"$f":"IFERROR(SMALL(Helper2_1,A884),\"\")","v":883},null,883,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I885)),$A884,\"\")","v":883},{"$f":"IFERROR(SMALL(Helper2_2,A884),\"\")","v":883},{"$f":"COUNTIF(Helper3_1,\"=\"&G884)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G884)=1, G884, \"\")","v":883},{"$f":"IFERROR(SMALL(Index_2,A884),\"\")","v":883},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:J884)),\"\")","v":"STR_883"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:K884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:L884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:M884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:P884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J884,COLUMNS($J$2:Q884)),\"\")","v":"Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."}]
[{"$f":"IF('> FILTER <'!B886<>\"\",ROW(OFFSET(A885,-1,0)),\"\")","v":884},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I886)),A885,\"\")","v":884},{"$f":"IFERROR(SMALL(Helper2_1,A885),\"\")","v":884},null,884,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I886)),$A885,\"\")","v":884},{"$f":"IFERROR(SMALL(Helper2_2,A885),\"\")","v":884},{"$f":"COUNTIF(Helper3_1,\"=\"&G885)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G885)=1, G885, \"\")","v":884},{"$f":"IFERROR(SMALL(Index_2,A885),\"\")","v":884},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:J885)),\"\")","v":"UWS_884"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:K885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:L885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:M885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:P885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J885,COLUMNS($J$2:Q885)),\"\")","v":"In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."}]
[{"$f":"IF('> FILTER <'!B887<>\"\",ROW(OFFSET(A886,-1,0)),\"\")","v":885},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I887)),A886,\"\")","v":885},{"$f":"IFERROR(SMALL(Helper2_1,A886),\"\")","v":885},null,885,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I887)),$A886,\"\")","v":885},{"$f":"IFERROR(SMALL(Helper2_2,A886),\"\")","v":885},{"$f":"COUNTIF(Helper3_1,\"=\"&G886)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G886)=1, G886, \"\")","v":885},{"$f":"IFERROR(SMALL(Index_2,A886),\"\")","v":885},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:J886)),\"\")","v":"ABD_885"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:K886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:L886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:M886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:P886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J886,COLUMNS($J$2:Q886)),\"\")","v":"based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits including representative structures that support the diversity of the student population, students as engaged members of strategic"}]
[{"$f":"IF('> FILTER <'!B888<>\"\",ROW(OFFSET(A887,-1,0)),\"\")","v":886},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I888)),A887,\"\")","v":886},{"$f":"IFERROR(SMALL(Helper2_1,A887),\"\")","v":886},null,886,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I888)),$A887,\"\")","v":886},{"$f":"IFERROR(SMALL(Helper2_2,A887),\"\")","v":886},{"$f":"COUNTIF(Helper3_1,\"=\"&G887)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G887)=1, G887, \"\")","v":886},{"$f":"IFERROR(SMALL(Index_2,A887),\"\")","v":886},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:J887)),\"\")","v":"ABD_886"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:K887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:L887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:M887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:P887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J887,COLUMNS($J$2:Q887)),\"\")","v":"This relationship brings a wide range of benefits to the student experience including representative structures that support the diversity of the student population and students as engaged members of strategic Task and Finish Groups."}]
[{"$f":"IF('> FILTER <'!B889<>\"\",ROW(OFFSET(A888,-1,0)),\"\")","v":887},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I889)),A888,\"\")","v":887},{"$f":"IFERROR(SMALL(Helper2_1,A888),\"\")","v":887},null,887,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I889)),$A888,\"\")","v":887},{"$f":"IFERROR(SMALL(Helper2_2,A888),\"\")","v":887},{"$f":"COUNTIF(Helper3_1,\"=\"&G888)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G888)=1, G888, \"\")","v":887},{"$f":"IFERROR(SMALL(Index_2,A888),\"\")","v":887},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:J888)),\"\")","v":"ABD_887"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:K888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:L888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:M888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:P888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J888,COLUMNS($J$2:Q888)),\"\")","v":"Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."}]
[{"$f":"IF('> FILTER <'!B890<>\"\",ROW(OFFSET(A889,-1,0)),\"\")","v":888},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I890)),A889,\"\")","v":888},{"$f":"IFERROR(SMALL(Helper2_1,A889),\"\")","v":888},null,888,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I890)),$A889,\"\")","v":888},{"$f":"IFERROR(SMALL(Helper2_2,A889),\"\")","v":888},{"$f":"COUNTIF(Helper3_1,\"=\"&G889)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G889)=1, G889, \"\")","v":888},{"$f":"IFERROR(SMALL(Index_2,A889),\"\")","v":888},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:J889)),\"\")","v":"DUN_888"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:K889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:L889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:M889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:P889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J889,COLUMNS($J$2:Q889)),\"\")","v":"The institutional approach to student representation is articulated through the \nStudent Voice and Representation Agreement, and associated reference points which provide accessible guidance on all components of student voice and engagement activity."}]
[{"$f":"IF('> FILTER <'!B891<>\"\",ROW(OFFSET(A890,-1,0)),\"\")","v":889},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I891)),A890,\"\")","v":889},{"$f":"IFERROR(SMALL(Helper2_1,A890),\"\")","v":889},null,889,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I891)),$A890,\"\")","v":889},{"$f":"IFERROR(SMALL(Helper2_2,A890),\"\")","v":889},{"$f":"COUNTIF(Helper3_1,\"=\"&G890)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G890)=1, G890, \"\")","v":889},{"$f":"IFERROR(SMALL(Index_2,A890),\"\")","v":889},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:J890)),\"\")","v":"DUN_889"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:K890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:L890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:M890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:P890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J890,COLUMNS($J$2:Q890)),\"\")","v":"The team found that feedback was captured and responded to appropriately with examples offered by staff and students in meetings with the team, including the co-creation of new modules and actions taken in respect of response times to student queries and equity of access on satellite campuses"}]
[{"$f":"IF('> FILTER <'!B892<>\"\",ROW(OFFSET(A891,-1,0)),\"\")","v":890},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I892)),A891,\"\")","v":890},{"$f":"IFERROR(SMALL(Helper2_1,A891),\"\")","v":890},null,890,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I892)),$A891,\"\")","v":890},{"$f":"IFERROR(SMALL(Helper2_2,A891),\"\")","v":890},{"$f":"COUNTIF(Helper3_1,\"=\"&G891)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G891)=1, G891, \"\")","v":890},{"$f":"IFERROR(SMALL(Index_2,A891),\"\")","v":890},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:J891)),\"\")","v":"DUN_890"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:K891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:L891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:M891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:P891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J891,COLUMNS($J$2:Q891)),\"\")","v":"In response to recommendations relating to widening participation and flexible entry \n- which asked the University to reflect upon arrangements for reviewing the wide range of positive initiatives to support fair access and flexible entry routes - the University has established a new Widening Access sub-committee of the Student Recruitment and Admissions Committee (SRAC)."}]
[{"$f":"IF('> FILTER <'!B893<>\"\",ROW(OFFSET(A892,-1,0)),\"\")","v":891},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I893)),A892,\"\")","v":891},{"$f":"IFERROR(SMALL(Helper2_1,A892),\"\")","v":891},null,891,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I893)),$A892,\"\")","v":891},{"$f":"IFERROR(SMALL(Helper2_2,A892),\"\")","v":891},{"$f":"COUNTIF(Helper3_1,\"=\"&G892)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G892)=1, G892, \"\")","v":891},{"$f":"IFERROR(SMALL(Index_2,A892),\"\")","v":891},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:J892)),\"\")","v":"UWS_891"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:K892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:L892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:M892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:P892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J892,COLUMNS($J$2:Q892)),\"\")","v":"The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."}]
[{"$f":"IF('> FILTER <'!B894<>\"\",ROW(OFFSET(A893,-1,0)),\"\")","v":892},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I894)),A893,\"\")","v":892},{"$f":"IFERROR(SMALL(Helper2_1,A893),\"\")","v":892},null,892,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I894)),$A893,\"\")","v":892},{"$f":"IFERROR(SMALL(Helper2_2,A893),\"\")","v":892},{"$f":"COUNTIF(Helper3_1,\"=\"&G893)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G893)=1, G893, \"\")","v":892},{"$f":"IFERROR(SMALL(Index_2,A893),\"\")","v":892},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:J893)),\"\")","v":"UWS_892"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:K893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:L893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:M893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:P893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J893,COLUMNS($J$2:Q893)),\"\")","v":"The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."}]
[{"$f":"IF('> FILTER <'!B895<>\"\",ROW(OFFSET(A894,-1,0)),\"\")","v":893},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I895)),A894,\"\")","v":893},{"$f":"IFERROR(SMALL(Helper2_1,A894),\"\")","v":893},null,893,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I895)),$A894,\"\")","v":893},{"$f":"IFERROR(SMALL(Helper2_2,A894),\"\")","v":893},{"$f":"COUNTIF(Helper3_1,\"=\"&G894)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G894)=1, G894, \"\")","v":893},{"$f":"IFERROR(SMALL(Index_2,A894),\"\")","v":893},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:J894)),\"\")","v":"ABD_893"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:K894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:L894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:M894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:P894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J894,COLUMNS($J$2:Q894)),\"\")","v":"Students commented positively on their experience as representatives, confirmed they had appropriate opportunities to give feedback on strategy and policy development and on key decisions."}]
[{"$f":"IF('> FILTER <'!B896<>\"\",ROW(OFFSET(A895,-1,0)),\"\")","v":894},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I896)),A895,\"\")","v":894},{"$f":"IFERROR(SMALL(Helper2_1,A895),\"\")","v":894},null,894,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I896)),$A895,\"\")","v":894},{"$f":"IFERROR(SMALL(Helper2_2,A895),\"\")","v":894},{"$f":"COUNTIF(Helper3_1,\"=\"&G895)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G895)=1, G895, \"\")","v":894},{"$f":"IFERROR(SMALL(Index_2,A895),\"\")","v":894},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:J895)),\"\")","v":"ABD_894"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:K895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:L895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:M895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:P895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J895,COLUMNS($J$2:Q895)),\"\")","v":"The development of the student intern role provides effective opportunities for students to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience with students often taking leadership roles in the work with which they engage. Students are clear that their contributions are valued and acted upon."}]
[{"$f":"IF('> FILTER <'!B897<>\"\",ROW(OFFSET(A896,-1,0)),\"\")","v":895},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I897)),A896,\"\")","v":895},{"$f":"IFERROR(SMALL(Helper2_1,A896),\"\")","v":895},null,895,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I897)),$A896,\"\")","v":895},{"$f":"IFERROR(SMALL(Helper2_2,A896),\"\")","v":895},{"$f":"COUNTIF(Helper3_1,\"=\"&G896)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G896)=1, G896, \"\")","v":895},{"$f":"IFERROR(SMALL(Index_2,A896),\"\")","v":895},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:J896)),\"\")","v":"ABD_895"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:K896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:L896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:M896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:P896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J896,COLUMNS($J$2:Q896)),\"\")","v":"there is now a dedicated area within the University's virtual learning environment which contains policy and institutional information and training requirements."}]
[{"$f":"IF('> FILTER <'!B898<>\"\",ROW(OFFSET(A897,-1,0)),\"\")","v":896},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I898)),A897,\"\")","v":896},{"$f":"IFERROR(SMALL(Helper2_1,A897),\"\")","v":896},null,896,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I898)),$A897,\"\")","v":896},{"$f":"IFERROR(SMALL(Helper2_2,A897),\"\")","v":896},{"$f":"COUNTIF(Helper3_1,\"=\"&G897)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G897)=1, G897, \"\")","v":896},{"$f":"IFERROR(SMALL(Index_2,A897),\"\")","v":896},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:J897)),\"\")","v":"ABD_896"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:K897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:L897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:M897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:P897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J897,COLUMNS($J$2:Q897)),\"\")","v":". In addition, a new working group (Academic Policy and Regulations Group (APRG)) is responsible for the development and regular review of education policy and regulations"}]
[{"$f":"IF('> FILTER <'!B899<>\"\",ROW(OFFSET(A898,-1,0)),\"\")","v":897},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I899)),A898,\"\")","v":897},{"$f":"IFERROR(SMALL(Helper2_1,A898),\"\")","v":897},null,897,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I899)),$A898,\"\")","v":897},{"$f":"IFERROR(SMALL(Helper2_2,A898),\"\")","v":897},{"$f":"COUNTIF(Helper3_1,\"=\"&G898)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G898)=1, G898, \"\")","v":897},{"$f":"IFERROR(SMALL(Index_2,A898),\"\")","v":897},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:J898)),\"\")","v":"ABD_897"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:K898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:L898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:M898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:P898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J898,COLUMNS($J$2:Q898)),\"\")","v":"The team heard that the mapping is intended to be a \n'live' document and can confirm that plans are in place to ensure that the Academic Regulations and Policy Group considers and updates one mapping section at each meeting to ensure that it remains up-to-date (paragraph 43"}]
[{"$f":"IF('> FILTER <'!B900<>\"\",ROW(OFFSET(A899,-1,0)),\"\")","v":898},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I900)),A899,\"\")","v":898},{"$f":"IFERROR(SMALL(Helper2_1,A899),\"\")","v":898},null,{"$f":"ROW(OFFSET(E899,-1,0))","v":898},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I900)),$A899,\"\")","v":898},{"$f":"IFERROR(SMALL(Helper2_2,A899),\"\")","v":898},{"$f":"COUNTIF(Helper3_1,\"=\"&G899)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G899)=1, G899, \"\")","v":898},{"$f":"IFERROR(SMALL(Index_2,A899),\"\")","v":898},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:J899)),\"\")","v":"ABD_898"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:K899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:L899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:M899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:P899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J899,COLUMNS($J$2:Q899)),\"\")","v":"Staff confirmed that the mapping exercise had usefully highlighted areas of practice which would benefit from improvement - for example, enhancements to the University's placement policy"}]
[{"$f":"IF('> FILTER <'!B901<>\"\",ROW(OFFSET(A900,-1,0)),\"\")","v":899},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I901)),A900,\"\")","v":899},{"$f":"IFERROR(SMALL(Helper2_1,A900),\"\")","v":899},null,899,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I901)),$A900,\"\")","v":899},{"$f":"IFERROR(SMALL(Helper2_2,A900),\"\")","v":899},{"$f":"COUNTIF(Helper3_1,\"=\"&G900)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G900)=1, G900, \"\")","v":899},{"$f":"IFERROR(SMALL(Index_2,A900),\"\")","v":899},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:J900)),\"\")","v":"DUN_899"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:K900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:L900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:M900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:P900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J900,COLUMNS($J$2:Q900)),\"\")","v":"The Strategy 2022-27, approved in April 2022, sets out three key institutional \npriorities for education: ensuring academic excellence; growing reach, particularly in widening access, social inclusion and internationalisation; and transforming the University to be a truly digital community."}]
[{"$f":"IF('> FILTER <'!B902<>\"\",ROW(OFFSET(A901,-1,0)),\"\")","v":900},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I902)),A901,\"\")","v":900},{"$f":"IFERROR(SMALL(Helper2_1,A901),\"\")","v":900},null,900,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I902)),$A901,\"\")","v":900},{"$f":"IFERROR(SMALL(Helper2_2,A901),\"\")","v":900},{"$f":"COUNTIF(Helper3_1,\"=\"&G901)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G901)=1, G901, \"\")","v":900},{"$f":"IFERROR(SMALL(Index_2,A901),\"\")","v":900},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:J901)),\"\")","v":"DUN_900"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:K901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:L901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:M901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:P901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J901,COLUMNS($J$2:Q901)),\"\")","v":"The Strategy 2022-27 is supported by five sub-strategies focused on: Education and Students; Research and Impact; Engagement and Enterprise; People and Talent; and Digital. Each strategy has a sub-strategy lead and Strategy Implementation Planning Board with delivery monitored through an implementation plan overseen by the University Executive Group and University Court."}]
[{"$f":"IF('> FILTER <'!B903<>\"\",ROW(OFFSET(A902,-1,0)),\"\")","v":901},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I903)),A902,\"\")","v":901},{"$f":"IFERROR(SMALL(Helper2_1,A902),\"\")","v":901},null,901,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I903)),$A902,\"\")","v":901},{"$f":"IFERROR(SMALL(Helper2_2,A902),\"\")","v":901},{"$f":"COUNTIF(Helper3_1,\"=\"&G902)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G902)=1, G902, \"\")","v":901},{"$f":"IFERROR(SMALL(Index_2,A902),\"\")","v":901},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:J902)),\"\")","v":"DUN_901"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:K902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:L902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:M902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:P902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J902,COLUMNS($J$2:Q902)),\"\")","v":"At the time of the review, the QESR team learned that the University was in the process of developing equality, diversity and inclusion work aligned to the People and Talent strategy, and postgraduate research work aligned with the Education and Students, and Research and Impact strategies."}]
[{"$f":"IF('> FILTER <'!B904<>\"\",ROW(OFFSET(A903,-1,0)),\"\")","v":902},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I904)),A903,\"\")","v":902},{"$f":"IFERROR(SMALL(Helper2_1,A903),\"\")","v":902},null,902,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I904)),$A903,\"\")","v":902},{"$f":"IFERROR(SMALL(Helper2_2,A903),\"\")","v":902},{"$f":"COUNTIF(Helper3_1,\"=\"&G903)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G903)=1, G903, \"\")","v":902},{"$f":"IFERROR(SMALL(Index_2,A903),\"\")","v":902},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:J903)),\"\")","v":"DUN_902"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:K903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:L903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:M903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:P903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J903,COLUMNS($J$2:Q903)),\"\")","v":"Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level. In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews."}]
[{"$f":"IF('> FILTER <'!B905<>\"\",ROW(OFFSET(A904,-1,0)),\"\")","v":903},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I905)),A904,\"\")","v":903},{"$f":"IFERROR(SMALL(Helper2_1,A904),\"\")","v":903},null,903,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I905)),$A904,\"\")","v":903},{"$f":"IFERROR(SMALL(Helper2_2,A904),\"\")","v":903},{"$f":"COUNTIF(Helper3_1,\"=\"&G904)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G904)=1, G904, \"\")","v":903},{"$f":"IFERROR(SMALL(Index_2,A904),\"\")","v":903},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:J904)),\"\")","v":"DUN_903"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:K904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:L904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:M904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:P904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J904,COLUMNS($J$2:Q904)),\"\")","v":"A key priority for the University through its Strategy 2022-27 and sub-strategy for \nEducation and Students, is curriculum transformation."}]
[{"$f":"IF('> FILTER <'!B906<>\"\",ROW(OFFSET(A905,-1,0)),\"\")","v":904},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I906)),A905,\"\")","v":904},{"$f":"IFERROR(SMALL(Helper2_1,A905),\"\")","v":904},null,904,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I906)),$A905,\"\")","v":904},{"$f":"IFERROR(SMALL(Helper2_2,A905),\"\")","v":904},{"$f":"COUNTIF(Helper3_1,\"=\"&G905)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G905)=1, G905, \"\")","v":904},{"$f":"IFERROR(SMALL(Index_2,A905),\"\")","v":904},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:J905)),\"\")","v":"DUN_904"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:K905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:L905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:M905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:P905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J905,COLUMNS($J$2:Q905)),\"\")","v":"The team saw evidence of DUSA representatives' engagement in committees with a remit for policy and developing arrangements for quality assurance and enhancement."}]
[{"$f":"IF('> FILTER <'!B907<>\"\",ROW(OFFSET(A906,-1,0)),\"\")","v":905},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I907)),A906,\"\")","v":905},{"$f":"IFERROR(SMALL(Helper2_1,A906),\"\")","v":905},null,905,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I907)),$A906,\"\")","v":905},{"$f":"IFERROR(SMALL(Helper2_2,A906),\"\")","v":905},{"$f":"COUNTIF(Helper3_1,\"=\"&G906)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G906)=1, G906, \"\")","v":905},{"$f":"IFERROR(SMALL(Index_2,A906),\"\")","v":905},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:J906)),\"\")","v":"DUN_905"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:K906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:L906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:M906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:P906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J906,COLUMNS($J$2:Q906)),\"\")","v":"The QESR team viewed positively the range of projects being undertaken by SVSOs in areas including mental health and social media communications, and the increased opportunities for enhancement and engagement afforded by the role."}]
[{"$f":"IF('> FILTER <'!B908<>\"\",ROW(OFFSET(A907,-1,0)),\"\")","v":906},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I908)),A907,\"\")","v":906},{"$f":"IFERROR(SMALL(Helper2_1,A907),\"\")","v":906},null,906,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I908)),$A907,\"\")","v":906},{"$f":"IFERROR(SMALL(Helper2_2,A907),\"\")","v":906},{"$f":"COUNTIF(Helper3_1,\"=\"&G907)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G907)=1, G907, \"\")","v":906},{"$f":"IFERROR(SMALL(Index_2,A907),\"\")","v":906},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:J907)),\"\")","v":"DUN_906"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:K907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:L907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:M907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:P907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J907,COLUMNS($J$2:Q907)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."}]
[{"$f":"IF('> FILTER <'!B909<>\"\",ROW(OFFSET(A908,-1,0)),\"\")","v":907},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I909)),A908,\"\")","v":907},{"$f":"IFERROR(SMALL(Helper2_1,A908),\"\")","v":907},null,907,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I909)),$A908,\"\")","v":907},{"$f":"IFERROR(SMALL(Helper2_2,A908),\"\")","v":907},{"$f":"COUNTIF(Helper3_1,\"=\"&G908)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G908)=1, G908, \"\")","v":907},{"$f":"IFERROR(SMALL(Index_2,A908),\"\")","v":907},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:J908)),\"\")","v":"DUN_907"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:K908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:L908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:M908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:P908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J908,COLUMNS($J$2:Q908)),\"\")","v":"The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy."}]
[{"$f":"IF('> FILTER <'!B910<>\"\",ROW(OFFSET(A909,-1,0)),\"\")","v":908},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I910)),A909,\"\")","v":908},{"$f":"IFERROR(SMALL(Helper2_1,A909),\"\")","v":908},null,908,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I910)),$A909,\"\")","v":908},{"$f":"IFERROR(SMALL(Helper2_2,A909),\"\")","v":908},{"$f":"COUNTIF(Helper3_1,\"=\"&G909)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G909)=1, G909, \"\")","v":908},{"$f":"IFERROR(SMALL(Index_2,A909),\"\")","v":908},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:J909)),\"\")","v":"DUN_908"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:K909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:L909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:M909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:P909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J909,COLUMNS($J$2:Q909)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. The team considered the mapping of institutional policy and process against the Quality Code, minutes from key institutional committees, the annual overview of external examiner reports, annual SFC reporting, and met with staff and students with responsibilities for quality assurance, enhancement and academic standards."}]
[{"$f":"IF('> FILTER <'!B911<>\"\",ROW(OFFSET(A910,-1,0)),\"\")","v":909},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I911)),A910,\"\")","v":909},{"$f":"IFERROR(SMALL(Helper2_1,A910),\"\")","v":909},null,909,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I911)),$A910,\"\")","v":909},{"$f":"IFERROR(SMALL(Helper2_2,A910),\"\")","v":909},{"$f":"COUNTIF(Helper3_1,\"=\"&G910)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G910)=1, G910, \"\")","v":909},{"$f":"IFERROR(SMALL(Index_2,A910),\"\")","v":909},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:J910)),\"\")","v":"DUN_909"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:K910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:L910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:M910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:P910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J910,COLUMNS($J$2:Q910)),\"\")","v":"The QESR team is confident that the University effectively manages and analyses \nthe data that it gathers and uses this to inform its decision-making and the development of policy and practice."}]
[{"$f":"IF('> FILTER <'!B912<>\"\",ROW(OFFSET(A911,-1,0)),\"\")","v":910},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I912)),A911,\"\")","v":910},{"$f":"IFERROR(SMALL(Helper2_1,A911),\"\")","v":910},null,910,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I912)),$A911,\"\")","v":910},{"$f":"IFERROR(SMALL(Helper2_2,A911),\"\")","v":910},{"$f":"COUNTIF(Helper3_1,\"=\"&G911)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G911)=1, G911, \"\")","v":910},{"$f":"IFERROR(SMALL(Index_2,A911),\"\")","v":910},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:J911)),\"\")","v":"STR_910"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:K911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:L911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:M911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:P911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J911,COLUMNS($J$2:Q911)),\"\")","v":"Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs). The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."}]
[{"$f":"IF('> FILTER <'!B913<>\"\",ROW(OFFSET(A912,-1,0)),\"\")","v":911},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I913)),A912,\"\")","v":911},{"$f":"IFERROR(SMALL(Helper2_1,A912),\"\")","v":911},null,911,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I913)),$A912,\"\")","v":911},{"$f":"IFERROR(SMALL(Helper2_2,A912),\"\")","v":911},{"$f":"COUNTIF(Helper3_1,\"=\"&G912)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G912)=1, G912, \"\")","v":911},{"$f":"IFERROR(SMALL(Index_2,A912),\"\")","v":911},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:J912)),\"\")","v":"STR_911"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:K912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:L912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:M912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:P912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J912,COLUMNS($J$2:Q912)),\"\")","v":"The University's Education Strategy Committee (ESC) leads education enhancement \nactivity through committees which report to it,"}]
[{"$f":"IF('> FILTER <'!B914<>\"\",ROW(OFFSET(A913,-1,0)),\"\")","v":912},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I914)),A913,\"\")","v":912},{"$f":"IFERROR(SMALL(Helper2_1,A913),\"\")","v":912},null,912,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I914)),$A913,\"\")","v":912},{"$f":"IFERROR(SMALL(Helper2_2,A913),\"\")","v":912},{"$f":"COUNTIF(Helper3_1,\"=\"&G913)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G913)=1, G913, \"\")","v":912},{"$f":"IFERROR(SMALL(Index_2,A913),\"\")","v":912},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:J913)),\"\")","v":"STR_912"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:K913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:L913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:M913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:P913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J913,COLUMNS($J$2:Q913)),\"\")","v":"The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."}]
[{"$f":"IF('> FILTER <'!B915<>\"\",ROW(OFFSET(A914,-1,0)),\"\")","v":913},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I915)),A914,\"\")","v":913},{"$f":"IFERROR(SMALL(Helper2_1,A914),\"\")","v":913},null,913,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I915)),$A914,\"\")","v":913},{"$f":"IFERROR(SMALL(Helper2_2,A914),\"\")","v":913},{"$f":"COUNTIF(Helper3_1,\"=\"&G914)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G914)=1, G914, \"\")","v":913},{"$f":"IFERROR(SMALL(Index_2,A914),\"\")","v":913},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:J914)),\"\")","v":"STR_913"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:K914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:L914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:M914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:P914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J914,COLUMNS($J$2:Q914)),\"\")","v":"The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement."}]
[{"$f":"IF('> FILTER <'!B916<>\"\",ROW(OFFSET(A915,-1,0)),\"\")","v":914},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I916)),A915,\"\")","v":914},{"$f":"IFERROR(SMALL(Helper2_1,A915),\"\")","v":914},null,914,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I916)),$A915,\"\")","v":914},{"$f":"IFERROR(SMALL(Helper2_2,A915),\"\")","v":914},{"$f":"COUNTIF(Helper3_1,\"=\"&G915)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G915)=1, G915, \"\")","v":914},{"$f":"IFERROR(SMALL(Index_2,A915),\"\")","v":914},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:J915)),\"\")","v":"STR_914"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:K915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:L915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:M915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:P915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J915,COLUMNS($J$2:Q915)),\"\")","v":"Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment."}]
[{"$f":"IF('> FILTER <'!B917<>\"\",ROW(OFFSET(A916,-1,0)),\"\")","v":915},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I917)),A916,\"\")","v":915},{"$f":"IFERROR(SMALL(Helper2_1,A916),\"\")","v":915},null,915,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I917)),$A916,\"\")","v":915},{"$f":"IFERROR(SMALL(Helper2_2,A916),\"\")","v":915},{"$f":"COUNTIF(Helper3_1,\"=\"&G916)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G916)=1, G916, \"\")","v":915},{"$f":"IFERROR(SMALL(Index_2,A916),\"\")","v":915},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:J916)),\"\")","v":"STR_915"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:K916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:L916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:M916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:P916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J916,COLUMNS($J$2:Q916)),\"\")","v":"The QESR team noted that previous Sector Enhancement Themes have impacted \npositively on the institution's strategy, policy and practice in learning and teaching."}]
[{"$f":"IF('> FILTER <'!B918<>\"\",ROW(OFFSET(A917,-1,0)),\"\")","v":916},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I918)),A917,\"\")","v":916},{"$f":"IFERROR(SMALL(Helper2_1,A917),\"\")","v":916},null,916,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I918)),$A917,\"\")","v":916},{"$f":"IFERROR(SMALL(Helper2_2,A917),\"\")","v":916},{"$f":"COUNTIF(Helper3_1,\"=\"&G917)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G917)=1, G917, \"\")","v":916},{"$f":"IFERROR(SMALL(Index_2,A917),\"\")","v":916},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:J917)),\"\")","v":"STR_916"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:K917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:L917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:M917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:P917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J917,COLUMNS($J$2:Q917)),\"\")","v":"A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies."}]
[{"$f":"IF('> FILTER <'!B919<>\"\",ROW(OFFSET(A918,-1,0)),\"\")","v":917},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I919)),A918,\"\")","v":917},{"$f":"IFERROR(SMALL(Helper2_1,A918),\"\")","v":917},null,917,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I919)),$A918,\"\")","v":917},{"$f":"IFERROR(SMALL(Helper2_2,A918),\"\")","v":917},{"$f":"COUNTIF(Helper3_1,\"=\"&G918)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G918)=1, G918, \"\")","v":917},{"$f":"IFERROR(SMALL(Index_2,A918),\"\")","v":917},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:J918)),\"\")","v":"STR_917"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:K918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:L918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:M918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:P918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J918,COLUMNS($J$2:Q918)),\"\")","v":"The University's partnership working is particularly evidenced through the work of the Education Strategy Committee (ESC) and the Student Experience Committee (SEC) with both committees having multiple student members."}]
[{"$f":"IF('> FILTER <'!B920<>\"\",ROW(OFFSET(A919,-1,0)),\"\")","v":918},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I920)),A919,\"\")","v":918},{"$f":"IFERROR(SMALL(Helper2_1,A919),\"\")","v":918},null,918,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I920)),$A919,\"\")","v":918},{"$f":"IFERROR(SMALL(Helper2_2,A919),\"\")","v":918},{"$f":"COUNTIF(Helper3_1,\"=\"&G919)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G919)=1, G919, \"\")","v":918},{"$f":"IFERROR(SMALL(Index_2,A919),\"\")","v":918},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:J919)),\"\")","v":"STR_918"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:K919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:L919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:M919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:P919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J919,COLUMNS($J$2:Q919)),\"\")","v":"The QESR team was informed that, in practice, instead of providing students with the full external examiner reports, summaries of external examiner reports are provided at SSLCs and Faculty Academic Committees which provide the means to discuss comments with staff. The team noted that the University's policy and practice were not fully aligned and would encourage the University to amend the policy to reflect practice."}]
[{"$f":"IF('> FILTER <'!B921<>\"\",ROW(OFFSET(A920,-1,0)),\"\")","v":919},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I921)),A920,\"\")","v":919},{"$f":"IFERROR(SMALL(Helper2_1,A920),\"\")","v":919},null,919,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I921)),$A920,\"\")","v":919},{"$f":"IFERROR(SMALL(Helper2_2,A920),\"\")","v":919},{"$f":"COUNTIF(Helper3_1,\"=\"&G920)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G920)=1, G920, \"\")","v":919},{"$f":"IFERROR(SMALL(Index_2,A920),\"\")","v":919},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:J920)),\"\")","v":"STR_919"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:K920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:L920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:M920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:P920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J920,COLUMNS($J$2:Q920)),\"\")","v":"There is a Thematic Review of Student Facing Professional Services Policy and Procedure which is embedded as part of the University's ongoing internal review approach."}]
[{"$f":"IF('> FILTER <'!B922<>\"\",ROW(OFFSET(A921,-1,0)),\"\")","v":920},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I922)),A921,\"\")","v":920},{"$f":"IFERROR(SMALL(Helper2_1,A921),\"\")","v":920},null,920,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I922)),$A921,\"\")","v":920},{"$f":"IFERROR(SMALL(Helper2_2,A921),\"\")","v":920},{"$f":"COUNTIF(Helper3_1,\"=\"&G921)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G921)=1, G921, \"\")","v":920},{"$f":"IFERROR(SMALL(Index_2,A921),\"\")","v":920},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:J921)),\"\")","v":"STR_920"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:K921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:L921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:M921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:P921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J921,COLUMNS($J$2:Q921)),\"\")","v":"The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B923<>\"\",ROW(OFFSET(A922,-1,0)),\"\")","v":921},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I923)),A922,\"\")","v":921},{"$f":"IFERROR(SMALL(Helper2_1,A922),\"\")","v":921},null,921,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I923)),$A922,\"\")","v":921},{"$f":"IFERROR(SMALL(Helper2_2,A922),\"\")","v":921},{"$f":"COUNTIF(Helper3_1,\"=\"&G922)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G922)=1, G922, \"\")","v":921},{"$f":"IFERROR(SMALL(Index_2,A922),\"\")","v":921},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:J922)),\"\")","v":"STR_921"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:K922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:L922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:M922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:P922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J922,COLUMNS($J$2:Q922)),\"\")","v":"The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision."}]
[{"$f":"IF('> FILTER <'!B924<>\"\",ROW(OFFSET(A923,-1,0)),\"\")","v":922},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I924)),A923,\"\")","v":922},{"$f":"IFERROR(SMALL(Helper2_1,A923),\"\")","v":922},null,922,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I924)),$A923,\"\")","v":922},{"$f":"IFERROR(SMALL(Helper2_2,A923),\"\")","v":922},{"$f":"COUNTIF(Helper3_1,\"=\"&G923)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G923)=1, G923, \"\")","v":922},{"$f":"IFERROR(SMALL(Index_2,A923),\"\")","v":922},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:J923)),\"\")","v":"STR_922"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:K923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:L923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:M923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:P923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J923,COLUMNS($J$2:Q923)),\"\")","v":"The Policy and Procedure for Quinquennial Review of Academic Provision and Internal Review Framework describes how institutional practices and policies align with the Quality Code, and the Scottish Funding Council's (SFC) guidance to institutions on quality."}]
[{"$f":"IF('> FILTER <'!B925<>\"\",ROW(OFFSET(A924,-1,0)),\"\")","v":923},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I925)),A924,\"\")","v":923},{"$f":"IFERROR(SMALL(Helper2_1,A924),\"\")","v":923},null,923,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I925)),$A924,\"\")","v":923},{"$f":"IFERROR(SMALL(Helper2_2,A924),\"\")","v":923},{"$f":"COUNTIF(Helper3_1,\"=\"&G924)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G924)=1, G924, \"\")","v":923},{"$f":"IFERROR(SMALL(Index_2,A924),\"\")","v":923},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:J924)),\"\")","v":"STR_923"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:K924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:L924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:M924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:P924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J924,COLUMNS($J$2:Q924)),\"\")","v":"Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."}]
[{"$f":"IF('> FILTER <'!B926<>\"\",ROW(OFFSET(A925,-1,0)),\"\")","v":924},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I926)),A925,\"\")","v":924},{"$f":"IFERROR(SMALL(Helper2_1,A925),\"\")","v":924},null,924,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I926)),$A925,\"\")","v":924},{"$f":"IFERROR(SMALL(Helper2_2,A925),\"\")","v":924},{"$f":"COUNTIF(Helper3_1,\"=\"&G925)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G925)=1, G925, \"\")","v":924},{"$f":"IFERROR(SMALL(Index_2,A925),\"\")","v":924},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:J925)),\"\")","v":"STR_924"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:K925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:L925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:M925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:P925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J925,COLUMNS($J$2:Q925)),\"\")","v":"The team was confident that the University uses data strategically to drive policy development and enhance the student learning and teaching experience both at a university level as well as at discipline level."}]
[{"$f":"IF('> FILTER <'!B927<>\"\",ROW(OFFSET(A926,-1,0)),\"\")","v":925},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I927)),A926,\"\")","v":925},{"$f":"IFERROR(SMALL(Helper2_1,A926),\"\")","v":925},null,925,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I927)),$A926,\"\")","v":925},{"$f":"IFERROR(SMALL(Helper2_2,A926),\"\")","v":925},{"$f":"COUNTIF(Helper3_1,\"=\"&G926)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G926)=1, G926, \"\")","v":925},{"$f":"IFERROR(SMALL(Index_2,A926),\"\")","v":925},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:J926)),\"\")","v":"STR_925"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:K926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:L926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:M926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:P926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J926,COLUMNS($J$2:Q926)),\"\")","v":"In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance."}]
[{"$f":"IF('> FILTER <'!B928<>\"\",ROW(OFFSET(A927,-1,0)),\"\")","v":926},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I928)),A927,\"\")","v":926},{"$f":"IFERROR(SMALL(Helper2_1,A927),\"\")","v":926},null,926,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I928)),$A927,\"\")","v":926},{"$f":"IFERROR(SMALL(Helper2_2,A927),\"\")","v":926},{"$f":"COUNTIF(Helper3_1,\"=\"&G927)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G927)=1, G927, \"\")","v":926},{"$f":"IFERROR(SMALL(Index_2,A927),\"\")","v":926},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:J927)),\"\")","v":"STR_926"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:K927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:L927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:M927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:P927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J927,COLUMNS($J$2:Q927)),\"\")","v":"The QESR team noted close working of the Directorate of Strategy and Planning with the Quality Enhancement and Assurance Team and QAC in accessing and analysing data."}]
[{"$f":"IF('> FILTER <'!B929<>\"\",ROW(OFFSET(A928,-1,0)),\"\")","v":927},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I929)),A928,\"\")","v":927},{"$f":"IFERROR(SMALL(Helper2_1,A928),\"\")","v":927},null,927,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I929)),$A928,\"\")","v":927},{"$f":"IFERROR(SMALL(Helper2_2,A928),\"\")","v":927},{"$f":"COUNTIF(Helper3_1,\"=\"&G928)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G928)=1, G928, \"\")","v":927},{"$f":"IFERROR(SMALL(Index_2,A928),\"\")","v":927},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:J928)),\"\")","v":"UWS_927"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:K928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:L928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:M928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:P928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J928,COLUMNS($J$2:Q928)),\"\")","v":"Institution-wide, student-centred approach to policy and strategy development: Students are at the centre of university decision-making and stimulate institutional thinking and planning at all levels. The approach to partnership is particularly positive in supporting the student experience across academic and professional services."}]
[{"$f":"IF('> FILTER <'!B930<>\"\",ROW(OFFSET(A929,-1,0)),\"\")","v":928},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I930)),A929,\"\")","v":928},{"$f":"IFERROR(SMALL(Helper2_1,A929),\"\")","v":928},null,928,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I930)),$A929,\"\")","v":928},{"$f":"IFERROR(SMALL(Helper2_2,A929),\"\")","v":928},{"$f":"COUNTIF(Helper3_1,\"=\"&G929)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G929)=1, G929, \"\")","v":928},{"$f":"IFERROR(SMALL(Index_2,A929),\"\")","v":928},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:J929)),\"\")","v":"UWS_928"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:K929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:L929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:M929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:P929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J929,COLUMNS($J$2:Q929)),\"\")","v":"To support the work of Strategy 2025, UWS launched the Student Experience \nProject in 2021 with a series of workstreams. The work is led by the Pro-Vice-Chancellor Learning, Teaching and Students with a whole-institution approach taken to delivery through the committee structure, cross-university working groups, schools and professional services."}]
[{"$f":"IF('> FILTER <'!B931<>\"\",ROW(OFFSET(A930,-1,0)),\"\")","v":929},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I931)),A930,\"\")","v":929},{"$f":"IFERROR(SMALL(Helper2_1,A930),\"\")","v":929},null,929,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I931)),$A930,\"\")","v":929},{"$f":"IFERROR(SMALL(Helper2_2,A930),\"\")","v":929},{"$f":"COUNTIF(Helper3_1,\"=\"&G930)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G930)=1, G930, \"\")","v":929},{"$f":"IFERROR(SMALL(Index_2,A930),\"\")","v":929},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:J930)),\"\")","v":"UWS_929"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:K930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:L930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:M930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:P930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J930,COLUMNS($J$2:Q930)),\"\")","v":"The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."}]
[{"$f":"IF('> FILTER <'!B932<>\"\",ROW(OFFSET(A931,-1,0)),\"\")","v":930},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I932)),A931,\"\")","v":930},{"$f":"IFERROR(SMALL(Helper2_1,A931),\"\")","v":930},null,930,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I932)),$A931,\"\")","v":930},{"$f":"IFERROR(SMALL(Helper2_2,A931),\"\")","v":930},{"$f":"COUNTIF(Helper3_1,\"=\"&G931)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G931)=1, G931, \"\")","v":930},{"$f":"IFERROR(SMALL(Index_2,A931),\"\")","v":930},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:J931)),\"\")","v":"UWS_930"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:K931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:L931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:M931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:P931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J931,COLUMNS($J$2:Q931)),\"\")","v":"Staff and students who spoke with the team were very positive in relation to the new and emerging multi-channel communications being implemented by the University with the nature and subject of communications determining the channel used (see paragraph 24)"}]
[{"$f":"IF('> FILTER <'!B933<>\"\",ROW(OFFSET(A932,-1,0)),\"\")","v":931},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I933)),A932,\"\")","v":931},{"$f":"IFERROR(SMALL(Helper2_1,A932),\"\")","v":931},null,931,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I933)),$A932,\"\")","v":931},{"$f":"IFERROR(SMALL(Helper2_2,A932),\"\")","v":931},{"$f":"COUNTIF(Helper3_1,\"=\"&G932)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G932)=1, G932, \"\")","v":931},{"$f":"IFERROR(SMALL(Index_2,A932),\"\")","v":931},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:J932)),\"\")","v":"UWS_931"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:K932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:L932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:M932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:P932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J932,COLUMNS($J$2:Q932)),\"\")","v":"The University engages fully with the sector Enhancement Themes which has had \na positive impact on policy development"}]
[{"$f":"IF('> FILTER <'!B934<>\"\",ROW(OFFSET(A933,-1,0)),\"\")","v":932},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I934)),A933,\"\")","v":932},{"$f":"IFERROR(SMALL(Helper2_1,A933),\"\")","v":932},null,932,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I934)),$A933,\"\")","v":932},{"$f":"IFERROR(SMALL(Helper2_2,A933),\"\")","v":932},{"$f":"COUNTIF(Helper3_1,\"=\"&G933)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G933)=1, G933, \"\")","v":932},{"$f":"IFERROR(SMALL(Index_2,A933),\"\")","v":932},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:J933)),\"\")","v":"UWS_932"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:K933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:L933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:M933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:P933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J933,COLUMNS($J$2:Q933)),\"\")","v":"UWS began responding to the student communications recommendation in 2020 \nthrough a working group which included staff, students and the SU. A set of principles was developed and approved by EAC in February 2021, to create a Student Communications Strategy, toolkit and good practice guides. The QESR team learned that students considered communications had improved considerably since the introduction of a multi-channel approach. This approach had also positively influenced staff communication."}]
[{"$f":"IF('> FILTER <'!B935<>\"\",ROW(OFFSET(A934,-1,0)),\"\")","v":933},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I935)),A934,\"\")","v":933},{"$f":"IFERROR(SMALL(Helper2_1,A934),\"\")","v":933},null,933,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I935)),$A934,\"\")","v":933},{"$f":"IFERROR(SMALL(Helper2_2,A934),\"\")","v":933},{"$f":"COUNTIF(Helper3_1,\"=\"&G934)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G934)=1, G934, \"\")","v":933},{"$f":"IFERROR(SMALL(Index_2,A934),\"\")","v":933},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:J934)),\"\")","v":"UWS_933"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:K934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:L934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:M934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:P934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J934,COLUMNS($J$2:Q934)),\"\")","v":"UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."}]
[{"$f":"IF('> FILTER <'!B936<>\"\",ROW(OFFSET(A935,-1,0)),\"\")","v":934},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I936)),A935,\"\")","v":934},{"$f":"IFERROR(SMALL(Helper2_1,A935),\"\")","v":934},null,934,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I936)),$A935,\"\")","v":934},{"$f":"IFERROR(SMALL(Helper2_2,A935),\"\")","v":934},{"$f":"COUNTIF(Helper3_1,\"=\"&G935)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G935)=1, G935, \"\")","v":934},{"$f":"IFERROR(SMALL(Index_2,A935),\"\")","v":934},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:J935)),\"\")","v":"ABD_934"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:K935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:L935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:M935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:P935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J935,COLUMNS($J$2:Q935)),\"\")","v":"Staff spoke positively about the support that had been developed for them and outlined a number of specific resources that have influenced and supported changes in their learning and teaching practice."}]
[{"$f":"IF('> FILTER <'!B937<>\"\",ROW(OFFSET(A936,-1,0)),\"\")","v":935},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I937)),A936,\"\")","v":935},{"$f":"IFERROR(SMALL(Helper2_1,A936),\"\")","v":935},null,935,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I937)),$A936,\"\")","v":935},{"$f":"IFERROR(SMALL(Helper2_2,A936),\"\")","v":935},{"$f":"COUNTIF(Helper3_1,\"=\"&G936)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G936)=1, G936, \"\")","v":935},{"$f":"IFERROR(SMALL(Index_2,A936),\"\")","v":935},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:J936)),\"\")","v":"DUN_935"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:K936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:L936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:M936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:P936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J936,COLUMNS($J$2:Q936)),\"\")","v":"Staff within professional services outlined how strategies had informed service delivery such as Centre for Technology and Innovation in Learning (CTIL) prioritising work against the Strategy and working with Digital Champions (paragraph 27) to understand school priorities and how investment funds could be channelled to achieve institutional objectives."}]
[{"$f":"IF('> FILTER <'!B938<>\"\",ROW(OFFSET(A937,-1,0)),\"\")","v":936},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I938)),A937,\"\")","v":936},{"$f":"IFERROR(SMALL(Helper2_1,A937),\"\")","v":936},null,936,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I938)),$A937,\"\")","v":936},{"$f":"IFERROR(SMALL(Helper2_2,A937),\"\")","v":936},{"$f":"COUNTIF(Helper3_1,\"=\"&G937)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G937)=1, G937, \"\")","v":936},{"$f":"IFERROR(SMALL(Index_2,A937),\"\")","v":936},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:J937)),\"\")","v":"DUN_936"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:K937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:L937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:M937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:P937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J937,COLUMNS($J$2:Q937)),\"\")","v":"The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information"}]
[{"$f":"IF('> FILTER <'!B939<>\"\",ROW(OFFSET(A938,-1,0)),\"\")","v":937},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I939)),A938,\"\")","v":937},{"$f":"IFERROR(SMALL(Helper2_1,A938),\"\")","v":937},null,937,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I939)),$A938,\"\")","v":937},{"$f":"IFERROR(SMALL(Helper2_2,A938),\"\")","v":937},{"$f":"COUNTIF(Helper3_1,\"=\"&G938)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G938)=1, G938, \"\")","v":937},{"$f":"IFERROR(SMALL(Index_2,A938),\"\")","v":937},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:J938)),\"\")","v":"DUN_937"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:K938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:L938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:M938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:P938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J938,COLUMNS($J$2:Q938)),\"\")","v":"The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources. Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."}]
[{"$f":"IF('> FILTER <'!B940<>\"\",ROW(OFFSET(A939,-1,0)),\"\")","v":938},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I940)),A939,\"\")","v":938},{"$f":"IFERROR(SMALL(Helper2_1,A939),\"\")","v":938},null,938,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I940)),$A939,\"\")","v":938},{"$f":"IFERROR(SMALL(Helper2_2,A939),\"\")","v":938},{"$f":"COUNTIF(Helper3_1,\"=\"&G939)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G939)=1, G939, \"\")","v":938},{"$f":"IFERROR(SMALL(Index_2,A939),\"\")","v":938},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:J939)),\"\")","v":"STR_938"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:K939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:L939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:M939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:P939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J939,COLUMNS($J$2:Q939)),\"\")","v":"The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."}]
[{"$f":"IF('> FILTER <'!B941<>\"\",ROW(OFFSET(A940,-1,0)),\"\")","v":939},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I941)),A940,\"\")","v":939},{"$f":"IFERROR(SMALL(Helper2_1,A940),\"\")","v":939},null,939,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I941)),$A940,\"\")","v":939},{"$f":"IFERROR(SMALL(Helper2_2,A940),\"\")","v":939},{"$f":"COUNTIF(Helper3_1,\"=\"&G940)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G940)=1, G940, \"\")","v":939},{"$f":"IFERROR(SMALL(Index_2,A940),\"\")","v":939},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:J940)),\"\")","v":"STR_939"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:K940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:L940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:M940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:P940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J940,COLUMNS($J$2:Q940)),\"\")","v":"Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B942<>\"\",ROW(OFFSET(A941,-1,0)),\"\")","v":940},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I942)),A941,\"\")","v":940},{"$f":"IFERROR(SMALL(Helper2_1,A941),\"\")","v":940},null,940,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I942)),$A941,\"\")","v":940},{"$f":"IFERROR(SMALL(Helper2_2,A941),\"\")","v":940},{"$f":"COUNTIF(Helper3_1,\"=\"&G941)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G941)=1, G941, \"\")","v":940},{"$f":"IFERROR(SMALL(Index_2,A941),\"\")","v":940},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:J941)),\"\")","v":"UWS_940"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:K941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:L941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:M941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:P941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J941,COLUMNS($J$2:Q941)),\"\")","v":"The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."}]
[{"$f":"IF('> FILTER <'!B943<>\"\",ROW(OFFSET(A942,-1,0)),\"\")","v":941},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I943)),A942,\"\")","v":941},{"$f":"IFERROR(SMALL(Helper2_1,A942),\"\")","v":941},null,941,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I943)),$A942,\"\")","v":941},{"$f":"IFERROR(SMALL(Helper2_2,A942),\"\")","v":941},{"$f":"COUNTIF(Helper3_1,\"=\"&G942)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G942)=1, G942, \"\")","v":941},{"$f":"IFERROR(SMALL(Index_2,A942),\"\")","v":941},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:J942)),\"\")","v":"UWS_941"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:K942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:L942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:M942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:P942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J942,COLUMNS($J$2:Q942)),\"\")","v":"The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation"}]
[{"$f":"IF('> FILTER <'!B944<>\"\",ROW(OFFSET(A943,-1,0)),\"\")","v":942},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I944)),A943,\"\")","v":942},{"$f":"IFERROR(SMALL(Helper2_1,A943),\"\")","v":942},null,942,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I944)),$A943,\"\")","v":942},{"$f":"IFERROR(SMALL(Helper2_2,A943),\"\")","v":942},{"$f":"COUNTIF(Helper3_1,\"=\"&G943)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G943)=1, G943, \"\")","v":942},{"$f":"IFERROR(SMALL(Index_2,A943),\"\")","v":942},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:J943)),\"\")","v":"UWS_942"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:K943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:L943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:M943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:P943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J943,COLUMNS($J$2:Q943)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment."}]
[{"$f":"IF('> FILTER <'!B945<>\"\",ROW(OFFSET(A944,-1,0)),\"\")","v":943},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I945)),A944,\"\")","v":943},{"$f":"IFERROR(SMALL(Helper2_1,A944),\"\")","v":943},null,943,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I945)),$A944,\"\")","v":943},{"$f":"IFERROR(SMALL(Helper2_2,A944),\"\")","v":943},{"$f":"COUNTIF(Helper3_1,\"=\"&G944)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G944)=1, G944, \"\")","v":943},{"$f":"IFERROR(SMALL(Index_2,A944),\"\")","v":943},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:J944)),\"\")","v":"ABD_943"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:K944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:L944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:M944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:P944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J944,COLUMNS($J$2:Q944)),\"\")","v":"The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B946<>\"\",ROW(OFFSET(A945,-1,0)),\"\")","v":944},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I946)),A945,\"\")","v":944},{"$f":"IFERROR(SMALL(Helper2_1,A945),\"\")","v":944},null,944,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I946)),$A945,\"\")","v":944},{"$f":"IFERROR(SMALL(Helper2_2,A945),\"\")","v":944},{"$f":"COUNTIF(Helper3_1,\"=\"&G945)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G945)=1, G945, \"\")","v":944},{"$f":"IFERROR(SMALL(Index_2,A945),\"\")","v":944},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:J945)),\"\")","v":"ABD_944"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:K945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:L945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:M945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:P945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J945,COLUMNS($J$2:Q945)),\"\")","v":"The QESR team heard that staff have been actively encouraged to share the Enhancement Themes projects and resources they are working on by submitting proposals to conferences"}]
[{"$f":"IF('> FILTER <'!B947<>\"\",ROW(OFFSET(A946,-1,0)),\"\")","v":945},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I947)),A946,\"\")","v":945},{"$f":"IFERROR(SMALL(Helper2_1,A946),\"\")","v":945},null,945,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I947)),$A946,\"\")","v":945},{"$f":"IFERROR(SMALL(Helper2_2,A946),\"\")","v":945},{"$f":"COUNTIF(Helper3_1,\"=\"&G946)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G946)=1, G946, \"\")","v":945},{"$f":"IFERROR(SMALL(Index_2,A946),\"\")","v":945},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:J946)),\"\")","v":"ABD_945"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:K946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:L946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:M946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:P946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J946,COLUMNS($J$2:Q946)),\"\")","v":"the University's Decolonising the Curriculum Steering Group is developing a set of principles and working on a suite of resources to support the academic schools to make changes to their curriculums. The University is also continuing to work on the development of a toolkit of case studies and resources from its Theme-related projects."}]
[{"$f":"IF('> FILTER <'!B948<>\"\",ROW(OFFSET(A947,-1,0)),\"\")","v":946},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I948)),A947,\"\")","v":946},{"$f":"IFERROR(SMALL(Helper2_1,A947),\"\")","v":946},null,946,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I948)),$A947,\"\")","v":946},{"$f":"IFERROR(SMALL(Helper2_2,A947),\"\")","v":946},{"$f":"COUNTIF(Helper3_1,\"=\"&G947)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G947)=1, G947, \"\")","v":946},{"$f":"IFERROR(SMALL(Index_2,A947),\"\")","v":946},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:J947)),\"\")","v":"ABD_946"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:K947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:L947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:M947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:P947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J947,COLUMNS($J$2:Q947)),\"\")","v":"The institution also adopts a range of approaches to effectively share practice including a cross-institutional community of practice, as part of its annual Academic Symposium and through the production of a range of toolkits and resources."}]
[{"$f":"IF('> FILTER <'!B949<>\"\",ROW(OFFSET(A948,-1,0)),\"\")","v":947},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I949)),A948,\"\")","v":947},{"$f":"IFERROR(SMALL(Helper2_1,A948),\"\")","v":947},null,947,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I949)),$A948,\"\")","v":947},{"$f":"IFERROR(SMALL(Helper2_2,A948),\"\")","v":947},{"$f":"COUNTIF(Helper3_1,\"=\"&G948)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G948)=1, G948, \"\")","v":947},{"$f":"IFERROR(SMALL(Index_2,A948),\"\")","v":947},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:J948)),\"\")","v":"ABD_947"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:K948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:L948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:M948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:P948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J948,COLUMNS($J$2:Q948)),\"\")","v":"These Principles have been designed to be both student and staff-facing, and a set \nof resources and toolkits has been developed for both groups to facilitate a community of learning, with the University setting out its commitment to delivery and outlining the expectations for student engagement with the process."}]
[{"$f":"IF('> FILTER <'!B950<>\"\",ROW(OFFSET(A949,-1,0)),\"\")","v":948},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I950)),A949,\"\")","v":948},{"$f":"IFERROR(SMALL(Helper2_1,A949),\"\")","v":948},null,948,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I950)),$A949,\"\")","v":948},{"$f":"IFERROR(SMALL(Helper2_2,A949),\"\")","v":948},{"$f":"COUNTIF(Helper3_1,\"=\"&G949)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G949)=1, G949, \"\")","v":948},{"$f":"IFERROR(SMALL(Index_2,A949),\"\")","v":948},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:J949)),\"\")","v":"ABD_948"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:K949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:L949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:M949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:P949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J949,COLUMNS($J$2:Q949)),\"\")","v":"The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."}]
[{"$f":"IF('> FILTER <'!B951<>\"\",ROW(OFFSET(A950,-1,0)),\"\")","v":949},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I951)),A950,\"\")","v":949},{"$f":"IFERROR(SMALL(Helper2_1,A950),\"\")","v":949},null,949,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I951)),$A950,\"\")","v":949},{"$f":"IFERROR(SMALL(Helper2_2,A950),\"\")","v":949},{"$f":"COUNTIF(Helper3_1,\"=\"&G950)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G950)=1, G950, \"\")","v":949},{"$f":"IFERROR(SMALL(Index_2,A950),\"\")","v":949},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:J950)),\"\")","v":"STR_949"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:K950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:L950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:M950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:P950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J950,COLUMNS($J$2:Q950)),\"\")","v":"The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects."}]
[{"$f":"IF('> FILTER <'!B952<>\"\",ROW(OFFSET(A951,-1,0)),\"\")","v":950},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I952)),A951,\"\")","v":950},{"$f":"IFERROR(SMALL(Helper2_1,A951),\"\")","v":950},null,950,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I952)),$A951,\"\")","v":950},{"$f":"IFERROR(SMALL(Helper2_2,A951),\"\")","v":950},{"$f":"COUNTIF(Helper3_1,\"=\"&G951)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G951)=1, G951, \"\")","v":950},{"$f":"IFERROR(SMALL(Index_2,A951),\"\")","v":950},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:J951)),\"\")","v":"STR_950"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:K951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:L951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:M951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:P951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J951,COLUMNS($J$2:Q951)),\"\")","v":"Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment."}]
[{"$f":"IF('> FILTER <'!B953<>\"\",ROW(OFFSET(A952,-1,0)),\"\")","v":951},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I953)),A952,\"\")","v":951},{"$f":"IFERROR(SMALL(Helper2_1,A952),\"\")","v":951},null,951,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I953)),$A952,\"\")","v":951},{"$f":"IFERROR(SMALL(Helper2_2,A952),\"\")","v":951},{"$f":"COUNTIF(Helper3_1,\"=\"&G952)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G952)=1, G952, \"\")","v":951},{"$f":"IFERROR(SMALL(Index_2,A952),\"\")","v":951},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:J952)),\"\")","v":"STR_951"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:K952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:L952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:M952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:P952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J952,COLUMNS($J$2:Q952)),\"\")","v":"The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."}]
[{"$f":"IF('> FILTER <'!B954<>\"\",ROW(OFFSET(A953,-1,0)),\"\")","v":952},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I954)),A953,\"\")","v":952},{"$f":"IFERROR(SMALL(Helper2_1,A953),\"\")","v":952},null,952,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I954)),$A953,\"\")","v":952},{"$f":"IFERROR(SMALL(Helper2_2,A953),\"\")","v":952},{"$f":"COUNTIF(Helper3_1,\"=\"&G953)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G953)=1, G953, \"\")","v":952},{"$f":"IFERROR(SMALL(Index_2,A953),\"\")","v":952},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:J953)),\"\")","v":"DUN_952"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:K953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:L953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:M953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:P953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J953,COLUMNS($J$2:Q953)),\"\")","v":"The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports. During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."}]
[{"$f":"IF('> FILTER <'!B955<>\"\",ROW(OFFSET(A954,-1,0)),\"\")","v":953},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I955)),A954,\"\")","v":953},{"$f":"IFERROR(SMALL(Helper2_1,A954),\"\")","v":953},null,953,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I955)),$A954,\"\")","v":953},{"$f":"IFERROR(SMALL(Helper2_2,A954),\"\")","v":953},{"$f":"COUNTIF(Helper3_1,\"=\"&G954)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G954)=1, G954, \"\")","v":953},{"$f":"IFERROR(SMALL(Index_2,A954),\"\")","v":953},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:J954)),\"\")","v":"STR_953"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:K954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:L954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:M954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:P954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J954,COLUMNS($J$2:Q954)),\"\")","v":"Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment. The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."}]
[{"$f":"IF('> FILTER <'!B956<>\"\",ROW(OFFSET(A955,-1,0)),\"\")","v":954},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I956)),A955,\"\")","v":954},{"$f":"IFERROR(SMALL(Helper2_1,A955),\"\")","v":954},null,954,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I956)),$A955,\"\")","v":954},{"$f":"IFERROR(SMALL(Helper2_2,A955),\"\")","v":954},{"$f":"COUNTIF(Helper3_1,\"=\"&G955)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G955)=1, G955, \"\")","v":954},{"$f":"IFERROR(SMALL(Index_2,A955),\"\")","v":954},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:J955)),\"\")","v":"DUN_954"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:K955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:L955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:M955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:P955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J955,COLUMNS($J$2:Q955)),\"\")","v":"The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."}]
[{"$f":"IF('> FILTER <'!B957<>\"\",ROW(OFFSET(A956,-1,0)),\"\")","v":955},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I957)),A956,\"\")","v":955},{"$f":"IFERROR(SMALL(Helper2_1,A956),\"\")","v":955},null,955,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I957)),$A956,\"\")","v":955},{"$f":"IFERROR(SMALL(Helper2_2,A956),\"\")","v":955},{"$f":"COUNTIF(Helper3_1,\"=\"&G956)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G956)=1, G956, \"\")","v":955},{"$f":"IFERROR(SMALL(Index_2,A956),\"\")","v":955},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:J956)),\"\")","v":"STR_955"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:K956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:L956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:M956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:P956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J956,COLUMNS($J$2:Q956)),\"\")","v":"The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"}]
[{"$f":"IF('> FILTER <'!B958<>\"\",ROW(OFFSET(A957,-1,0)),\"\")","v":956},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I958)),A957,\"\")","v":956},{"$f":"IFERROR(SMALL(Helper2_1,A957),\"\")","v":956},null,956,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I958)),$A957,\"\")","v":956},{"$f":"IFERROR(SMALL(Helper2_2,A957),\"\")","v":956},{"$f":"COUNTIF(Helper3_1,\"=\"&G957)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G957)=1, G957, \"\")","v":956},{"$f":"IFERROR(SMALL(Index_2,A957),\"\")","v":956},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:J957)),\"\")","v":"STR_956"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:K957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:L957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:M957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:P957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J957,COLUMNS($J$2:Q957)),\"\")","v":"The University's online and digital learning strategy, combined with enhancements to the digital infrastructure, enable delivery of key educational priorities."}]
[{"$f":"IF('> FILTER <'!B959<>\"\",ROW(OFFSET(A958,-1,0)),\"\")","v":957},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I959)),A958,\"\")","v":957},{"$f":"IFERROR(SMALL(Helper2_1,A958),\"\")","v":957},null,957,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I959)),$A958,\"\")","v":957},{"$f":"IFERROR(SMALL(Helper2_2,A958),\"\")","v":957},{"$f":"COUNTIF(Helper3_1,\"=\"&G958)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G958)=1, G958, \"\")","v":957},{"$f":"IFERROR(SMALL(Index_2,A958),\"\")","v":957},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:J958)),\"\")","v":"STR_957"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:K958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:L958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:M958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:P958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J958,COLUMNS($J$2:Q958)),\"\")","v":"The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."}]
[{"$f":"IF('> FILTER <'!B960<>\"\",ROW(OFFSET(A959,-1,0)),\"\")","v":958},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I960)),A959,\"\")","v":958},{"$f":"IFERROR(SMALL(Helper2_1,A959),\"\")","v":958},null,958,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I960)),$A959,\"\")","v":958},{"$f":"IFERROR(SMALL(Helper2_2,A959),\"\")","v":958},{"$f":"COUNTIF(Helper3_1,\"=\"&G959)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G959)=1, G959, \"\")","v":958},{"$f":"IFERROR(SMALL(Index_2,A959),\"\")","v":958},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:J959)),\"\")","v":"STR_958"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:K959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:L959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:M959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:P959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J959,COLUMNS($J$2:Q959)),\"\")","v":"Engagement with digital learning and associated surveys and consultations will inform improvements to the University's digital infrastructure with a view to achieving the ideal balance and ongoing dialogue to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B961<>\"\",ROW(OFFSET(A960,-1,0)),\"\")","v":959},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I961)),A960,\"\")","v":959},{"$f":"IFERROR(SMALL(Helper2_1,A960),\"\")","v":959},null,959,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I961)),$A960,\"\")","v":959},{"$f":"IFERROR(SMALL(Helper2_2,A960),\"\")","v":959},{"$f":"COUNTIF(Helper3_1,\"=\"&G960)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G960)=1, G960, \"\")","v":959},{"$f":"IFERROR(SMALL(Index_2,A960),\"\")","v":959},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:J960)),\"\")","v":"UWS_959"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:K960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:L960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:M960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:P960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J960,COLUMNS($J$2:Q960)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."}]
[{"$f":"IF('> FILTER <'!B962<>\"\",ROW(OFFSET(A961,-1,0)),\"\")","v":960},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I962)),A961,\"\")","v":960},{"$f":"IFERROR(SMALL(Helper2_1,A961),\"\")","v":960},null,960,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I962)),$A961,\"\")","v":960},{"$f":"IFERROR(SMALL(Helper2_2,A961),\"\")","v":960},{"$f":"COUNTIF(Helper3_1,\"=\"&G961)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G961)=1, G961, \"\")","v":960},{"$f":"IFERROR(SMALL(Index_2,A961),\"\")","v":960},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:J961)),\"\")","v":"UWS_960"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:K961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:L961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:M961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:P961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J961,COLUMNS($J$2:Q961)),\"\")","v":"The QESR team learned that UWS continues to invest in its Digital Transformation 1 SFC Guidance on Quality 2022-23 and 2023-24 7 \nProject which aims to transform university systems, data and the learning environment. Strategic investment has been made to further enhance digitally-enabled learning and teaching. Ongoing developments in learning analytics and student engagement dashboards aims to create an institution-wide digital 'ecosystem'."}]
[{"$f":"IF('> FILTER <'!B963<>\"\",ROW(OFFSET(A962,-1,0)),\"\")","v":961},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I963)),A962,\"\")","v":961},{"$f":"IFERROR(SMALL(Helper2_1,A962),\"\")","v":961},null,961,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I963)),$A962,\"\")","v":961},{"$f":"IFERROR(SMALL(Helper2_2,A962),\"\")","v":961},{"$f":"COUNTIF(Helper3_1,\"=\"&G962)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G962)=1, G962, \"\")","v":961},{"$f":"IFERROR(SMALL(Index_2,A962),\"\")","v":961},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:J962)),\"\")","v":"UWS_961"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:K962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:L962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:M962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:P962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J962,COLUMNS($J$2:Q962)),\"\")","v":"A 'digital first' approach is shaping the design of learning, teaching and assessment. UWS has invested in a learning management system to support flexible and inclusive learning. In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."}]
[{"$f":"IF('> FILTER <'!B964<>\"\",ROW(OFFSET(A963,-1,0)),\"\")","v":962},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I964)),A963,\"\")","v":962},{"$f":"IFERROR(SMALL(Helper2_1,A963),\"\")","v":962},null,{"$f":"ROW(OFFSET(E963,-1,0))","v":962},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I964)),$A963,\"\")","v":962},{"$f":"IFERROR(SMALL(Helper2_2,A963),\"\")","v":962},{"$f":"COUNTIF(Helper3_1,\"=\"&G963)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G963)=1, G963, \"\")","v":962},{"$f":"IFERROR(SMALL(Index_2,A963),\"\")","v":962},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:J963)),\"\")","v":"DUN_962"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:K963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:L963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:M963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:P963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J963,COLUMNS($J$2:Q963)),\"\")","v":"Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform"}]
[{"$f":"IF('> FILTER <'!B965<>\"\",ROW(OFFSET(A964,-1,0)),\"\")","v":963},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I965)),A964,\"\")","v":963},{"$f":"IFERROR(SMALL(Helper2_1,A964),\"\")","v":963},null,963,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I965)),$A964,\"\")","v":963},{"$f":"IFERROR(SMALL(Helper2_2,A964),\"\")","v":963},{"$f":"COUNTIF(Helper3_1,\"=\"&G964)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G964)=1, G964, \"\")","v":963},{"$f":"IFERROR(SMALL(Index_2,A964),\"\")","v":963},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:J964)),\"\")","v":"STR_963"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:K964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:L964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:M964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:P964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J964,COLUMNS($J$2:Q964)),\"\")","v":"Implementation of the University's strategic ambition for education has been \naccompanied by significant investment in the learning and teaching infrastructure and environment. The new learning and teaching building, opened in 2021, was designed to provide an outstanding infrastructure, supported by innovative technology, and has been greatly welcomed by students and staff for enabling the development and implementation of aspects of the institutional strategy."}]
[{"$f":"IF('> FILTER <'!B966<>\"\",ROW(OFFSET(A965,-1,0)),\"\")","v":964},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I966)),A965,\"\")","v":964},{"$f":"IFERROR(SMALL(Helper2_1,A965),\"\")","v":964},null,964,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I966)),$A965,\"\")","v":964},{"$f":"IFERROR(SMALL(Helper2_2,A965),\"\")","v":964},{"$f":"COUNTIF(Helper3_1,\"=\"&G965)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G965)=1, G965, \"\")","v":964},{"$f":"IFERROR(SMALL(Index_2,A965),\"\")","v":964},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:J965)),\"\")","v":"ABD_964"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:K965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:L965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:M965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:P965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J965,COLUMNS($J$2:Q965)),\"\")","v":"The University achieves its purpose through excellence in its core activities of education and research."}]
[{"$f":"IF('> FILTER <'!B967<>\"\",ROW(OFFSET(A966,-1,0)),\"\")","v":965},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I967)),A966,\"\")","v":965},{"$f":"IFERROR(SMALL(Helper2_1,A966),\"\")","v":965},null,965,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I967)),$A966,\"\")","v":965},{"$f":"IFERROR(SMALL(Helper2_2,A966),\"\")","v":965},{"$f":"COUNTIF(Helper3_1,\"=\"&G966)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G966)=1, G966, \"\")","v":965},{"$f":"IFERROR(SMALL(Index_2,A966),\"\")","v":965},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:J966)),\"\")","v":"ABD_965"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:K966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:L966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:M966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:P966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J966,COLUMNS($J$2:Q966)),\"\")","v":"The postgraduate curriculum is growing and, as with the undergraduate curriculum, draws from the University's research."}]
[{"$f":"IF('> FILTER <'!B968<>\"\",ROW(OFFSET(A967,-1,0)),\"\")","v":966},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I968)),A967,\"\")","v":966},{"$f":"IFERROR(SMALL(Helper2_1,A967),\"\")","v":966},null,966,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I968)),$A967,\"\")","v":966},{"$f":"IFERROR(SMALL(Helper2_2,A967),\"\")","v":966},{"$f":"COUNTIF(Helper3_1,\"=\"&G967)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G967)=1, G967, \"\")","v":966},{"$f":"IFERROR(SMALL(Index_2,A967),\"\")","v":966},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:J967)),\"\")","v":"ABD_966"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:K967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:L967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:M967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:P967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J967,COLUMNS($J$2:Q967)),\"\")","v":"The University currently offers over 600 undergraduate and over 380 taught postgraduate degree programmes, many of which are professionally accredited,"}]
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[{"$f":"IF('> FILTER <'!B970<>\"\",ROW(OFFSET(A969,-1,0)),\"\")","v":968},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I970)),A969,\"\")","v":968},{"$f":"IFERROR(SMALL(Helper2_1,A969),\"\")","v":968},null,968,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I970)),$A969,\"\")","v":968},{"$f":"IFERROR(SMALL(Helper2_2,A969),\"\")","v":968},{"$f":"COUNTIF(Helper3_1,\"=\"&G969)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G969)=1, G969, \"\")","v":968},{"$f":"IFERROR(SMALL(Index_2,A969),\"\")","v":968},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:J969)),\"\")","v":"ABD_968"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:K969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:L969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:M969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:P969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J969,COLUMNS($J$2:Q969)),\"\")","v":"the PGR School and university committees. Members of the Doctoral Reps Group attend various university committees and working groups including the PGR Committee, Research Policy Committee and the PGR Task and Finish Group."}]
[{"$f":"IF('> FILTER <'!B971<>\"\",ROW(OFFSET(A970,-1,0)),\"\")","v":969},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I971)),A970,\"\")","v":969},{"$f":"IFERROR(SMALL(Helper2_1,A970),\"\")","v":969},null,969,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I971)),$A970,\"\")","v":969},{"$f":"IFERROR(SMALL(Helper2_2,A970),\"\")","v":969},{"$f":"COUNTIF(Helper3_1,\"=\"&G970)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G970)=1, G970, \"\")","v":969},{"$f":"IFERROR(SMALL(Index_2,A970),\"\")","v":969},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:J970)),\"\")","v":"ABD_969"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:K970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:L970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:M970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:P970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J970,COLUMNS($J$2:Q970)),\"\")","v":"The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students;"}]
[{"$f":"IF('> FILTER <'!B972<>\"\",ROW(OFFSET(A971,-1,0)),\"\")","v":970},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I972)),A971,\"\")","v":970},{"$f":"IFERROR(SMALL(Helper2_1,A971),\"\")","v":970},null,970,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I972)),$A971,\"\")","v":970},{"$f":"IFERROR(SMALL(Helper2_2,A971),\"\")","v":970},{"$f":"COUNTIF(Helper3_1,\"=\"&G971)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G971)=1, G971, \"\")","v":970},{"$f":"IFERROR(SMALL(Index_2,A971),\"\")","v":970},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:J971)),\"\")","v":"DUN_970"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:K971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:L971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:M971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:P971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J971,COLUMNS($J$2:Q971)),\"\")","v":"The student population comprises 11,795 undergraduates, 5,578 taught postgraduate and 729 postgraduate research students."}]
[{"$f":"IF('> FILTER <'!B973<>\"\",ROW(OFFSET(A972,-1,0)),\"\")","v":971},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I973)),A972,\"\")","v":971},{"$f":"IFERROR(SMALL(Helper2_1,A972),\"\")","v":971},null,971,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I973)),$A972,\"\")","v":971},{"$f":"IFERROR(SMALL(Helper2_2,A972),\"\")","v":971},{"$f":"COUNTIF(Helper3_1,\"=\"&G972)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G972)=1, G972, \"\")","v":971},{"$f":"IFERROR(SMALL(Index_2,A972),\"\")","v":971},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:J972)),\"\")","v":"STR_971"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:K972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:L972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:M972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:P972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J972,COLUMNS($J$2:Q972)),\"\")","v":"In 2022-23, the University had a student population of just over 22,350 full-time equivalent (FTE), of whom 66% were studying at undergraduate level, 28% were engaged in taught master's-level provision and 6% in postgraduate research."}]
[{"$f":"IF('> FILTER <'!B974<>\"\",ROW(OFFSET(A973,-1,0)),\"\")","v":972},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I974)),A973,\"\")","v":972},{"$f":"IFERROR(SMALL(Helper2_1,A973),\"\")","v":972},null,972,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I974)),$A973,\"\")","v":972},{"$f":"IFERROR(SMALL(Helper2_2,A973),\"\")","v":972},{"$f":"COUNTIF(Helper3_1,\"=\"&G973)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G973)=1, G973, \"\")","v":972},{"$f":"IFERROR(SMALL(Index_2,A973),\"\")","v":972},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:J973)),\"\")","v":"STR_972"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:K973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:L973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:M973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:P973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J973,COLUMNS($J$2:Q973)),\"\")","v":": The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"}]
[{"$f":"IF('> FILTER <'!B975<>\"\",ROW(OFFSET(A974,-1,0)),\"\")","v":973},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I975)),A974,\"\")","v":973},{"$f":"IFERROR(SMALL(Helper2_1,A974),\"\")","v":973},null,973,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I975)),$A974,\"\")","v":973},{"$f":"IFERROR(SMALL(Helper2_2,A974),\"\")","v":973},{"$f":"COUNTIF(Helper3_1,\"=\"&G974)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G974)=1, G974, \"\")","v":973},{"$f":"IFERROR(SMALL(Index_2,A974),\"\")","v":973},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:J974)),\"\")","v":"STR_973"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:K974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:L974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:M974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:P974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J974,COLUMNS($J$2:Q974)),\"\")","v":"Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."}]
[{"$f":"IF('> FILTER <'!B976<>\"\",ROW(OFFSET(A975,-1,0)),\"\")","v":974},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I976)),A975,\"\")","v":974},{"$f":"IFERROR(SMALL(Helper2_1,A975),\"\")","v":974},null,974,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I976)),$A975,\"\")","v":974},{"$f":"IFERROR(SMALL(Helper2_2,A975),\"\")","v":974},{"$f":"COUNTIF(Helper3_1,\"=\"&G975)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G975)=1, G975, \"\")","v":974},{"$f":"IFERROR(SMALL(Index_2,A975),\"\")","v":974},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:J975)),\"\")","v":"STR_974"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:K975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:L975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:M975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:P975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J975,COLUMNS($J$2:Q975)),\"\")","v":"The QESR team recommends that the University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University."}]
[{"$f":"IF('> FILTER <'!B977<>\"\",ROW(OFFSET(A976,-1,0)),\"\")","v":975},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I977)),A976,\"\")","v":975},{"$f":"IFERROR(SMALL(Helper2_1,A976),\"\")","v":975},null,975,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I977)),$A976,\"\")","v":975},{"$f":"IFERROR(SMALL(Helper2_2,A976),\"\")","v":975},{"$f":"COUNTIF(Helper3_1,\"=\"&G976)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G976)=1, G976, \"\")","v":975},{"$f":"IFERROR(SMALL(Index_2,A976),\"\")","v":975},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:J976)),\"\")","v":"UWS_975"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:K976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:L976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:M976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:P976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J976,COLUMNS($J$2:Q976)),\"\")","v":"The QESR team learned of the University's strategic commitment to research \nand research-informed teaching. UWS submitted 279 staff to the Research Excellence Framework (REF) in 2021 compared to 120 staff which were submitted in the 2014 REF."}]
[{"$f":"IF('> FILTER <'!B978<>\"\",ROW(OFFSET(A977,-1,0)),\"\")","v":976},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I978)),A977,\"\")","v":976},{"$f":"IFERROR(SMALL(Helper2_1,A977),\"\")","v":976},null,976,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I978)),$A977,\"\")","v":976},{"$f":"IFERROR(SMALL(Helper2_2,A977),\"\")","v":976},{"$f":"COUNTIF(Helper3_1,\"=\"&G977)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G977)=1, G977, \"\")","v":976},{"$f":"IFERROR(SMALL(Index_2,A977),\"\")","v":976},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:J977)),\"\")","v":"UWS_976"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:K977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:L977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:M977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:P977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J977,COLUMNS($J$2:Q977)),\"\")","v":"The Doctoral College, overseen by the Doctoral College Board, is responsible \nfor development of the postgraduate research environment across the University. Its responsibilities include monitoring PGR progression and completion. Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR."}]
[{"$f":"IF('> FILTER <'!B979<>\"\",ROW(OFFSET(A978,-1,0)),\"\")","v":977},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I979)),A978,\"\")","v":977},{"$f":"IFERROR(SMALL(Helper2_1,A978),\"\")","v":977},null,977,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I979)),$A978,\"\")","v":977},{"$f":"IFERROR(SMALL(Helper2_2,A978),\"\")","v":977},{"$f":"COUNTIF(Helper3_1,\"=\"&G978)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G978)=1, G978, \"\")","v":977},{"$f":"IFERROR(SMALL(Index_2,A978),\"\")","v":977},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:J978)),\"\")","v":"UWS_977"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:K978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:L978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:M978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:P978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J978,COLUMNS($J$2:Q978)),\"\")","v":"The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."}]
[{"$f":"IF('> FILTER <'!B980<>\"\",ROW(OFFSET(A979,-1,0)),\"\")","v":978},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I980)),A979,\"\")","v":978},{"$f":"IFERROR(SMALL(Helper2_1,A979),\"\")","v":978},null,978,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I980)),$A979,\"\")","v":978},{"$f":"IFERROR(SMALL(Helper2_2,A979),\"\")","v":978},{"$f":"COUNTIF(Helper3_1,\"=\"&G979)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G979)=1, G979, \"\")","v":978},{"$f":"IFERROR(SMALL(Index_2,A979),\"\")","v":978},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:J979)),\"\")","v":"ABD_978"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:K979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:L979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:M979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:P979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J979,COLUMNS($J$2:Q979)),\"\")","v":". The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students; rebuilding the PGR website; the establishment of a 'Doctoral Researchers Group (DRG)'; a professional development programme for PGR supervisors; a supervisor's handbook; a workshop for those who are new to the supervision of PGR students; and regular update training sessions for experienced supervisors. The team heard that these developments, particularly the training for PGR supervisors, has been very positively received by academic staff."}]
[{"$f":"IF('> FILTER <'!B981<>\"\",ROW(OFFSET(A980,-1,0)),\"\")","v":979},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I981)),A980,\"\")","v":979},{"$f":"IFERROR(SMALL(Helper2_1,A980),\"\")","v":979},null,979,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I981)),$A980,\"\")","v":979},{"$f":"IFERROR(SMALL(Helper2_2,A980),\"\")","v":979},{"$f":"COUNTIF(Helper3_1,\"=\"&G980)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G980)=1, G980, \"\")","v":979},{"$f":"IFERROR(SMALL(Index_2,A980),\"\")","v":979},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:J980)),\"\")","v":"ABD_979"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:K980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:L980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:M980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:P980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J980,COLUMNS($J$2:Q980)),\"\")","v":"The current personal tutor arrangements for undergraduate (UG) students are well understood by staff and students. However, arrangements for postgraduate taught and postgraduate research students appear to be more bespoke and vary depending on subject area."}]
[{"$f":"IF('> FILTER <'!B982<>\"\",ROW(OFFSET(A981,-1,0)),\"\")","v":980},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I982)),A981,\"\")","v":980},{"$f":"IFERROR(SMALL(Helper2_1,A981),\"\")","v":980},null,980,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I982)),$A981,\"\")","v":980},{"$f":"IFERROR(SMALL(Helper2_2,A981),\"\")","v":980},{"$f":"COUNTIF(Helper3_1,\"=\"&G981)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G981)=1, G981, \"\")","v":980},{"$f":"IFERROR(SMALL(Index_2,A981),\"\")","v":980},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:J981)),\"\")","v":"ABD_980"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:K981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:L981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:M981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:P981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J981,COLUMNS($J$2:Q981)),\"\")","v":"the QESR team recommends that the University continues work to finalise its approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population - particularly postgraduate taught students - and the support provided is clearly communicated to all students"}]
[{"$f":"IF('> FILTER <'!B983<>\"\",ROW(OFFSET(A982,-1,0)),\"\")","v":981},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I983)),A982,\"\")","v":981},{"$f":"IFERROR(SMALL(Helper2_1,A982),\"\")","v":981},null,981,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I983)),$A982,\"\")","v":981},{"$f":"IFERROR(SMALL(Helper2_2,A982),\"\")","v":981},{"$f":"COUNTIF(Helper3_1,\"=\"&G982)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G982)=1, G982, \"\")","v":981},{"$f":"IFERROR(SMALL(Index_2,A982),\"\")","v":981},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:J982)),\"\")","v":"DUN_981"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:K982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:L982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:M982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:P982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J982,COLUMNS($J$2:Q982)),\"\")","v":"At the time of the review, the QESR team learned that the University was in the process of developing equality, diversity and inclusion work aligned to the People and Talent strategy, and postgraduate research work aligned with the Education and Students, and Research and Impact strategies."}]
[{"$f":"IF('> FILTER <'!B984<>\"\",ROW(OFFSET(A983,-1,0)),\"\")","v":982},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I984)),A983,\"\")","v":982},{"$f":"IFERROR(SMALL(Helper2_1,A983),\"\")","v":982},null,982,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I984)),$A983,\"\")","v":982},{"$f":"IFERROR(SMALL(Helper2_2,A983),\"\")","v":982},{"$f":"COUNTIF(Helper3_1,\"=\"&G983)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G983)=1, G983, \"\")","v":982},{"$f":"IFERROR(SMALL(Index_2,A983),\"\")","v":982},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:J983)),\"\")","v":"DUN_982"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:K983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:L983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:M983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:P983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J983,COLUMNS($J$2:Q983)),\"\")","v":"Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."}]
[{"$f":"IF('> FILTER <'!B985<>\"\",ROW(OFFSET(A984,-1,0)),\"\")","v":983},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I985)),A984,\"\")","v":983},{"$f":"IFERROR(SMALL(Helper2_1,A984),\"\")","v":983},null,983,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I985)),$A984,\"\")","v":983},{"$f":"IFERROR(SMALL(Helper2_2,A984),\"\")","v":983},{"$f":"COUNTIF(Helper3_1,\"=\"&G984)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G984)=1, G984, \"\")","v":983},{"$f":"IFERROR(SMALL(Index_2,A984),\"\")","v":983},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:J984)),\"\")","v":"DUN_983"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:K984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:L984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:M984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:P984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J984,COLUMNS($J$2:Q984)),\"\")","v":"Through reviewing documentation and meetings with staff and students, the team \nlearned positively of enhancements to the support for student engagement through the introduction of the DUSA Student Voice Support Officers (SVSOs). This innovative practice employs students in roles to deliver training for class reps as well as leading on a range of enhancement projects and student consultations."}]
[{"$f":"IF('> FILTER <'!B986<>\"\",ROW(OFFSET(A985,-1,0)),\"\")","v":984},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I986)),A985,\"\")","v":984},{"$f":"IFERROR(SMALL(Helper2_1,A985),\"\")","v":984},null,984,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I986)),$A985,\"\")","v":984},{"$f":"IFERROR(SMALL(Helper2_2,A985),\"\")","v":984},{"$f":"COUNTIF(Helper3_1,\"=\"&G985)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G985)=1, G985, \"\")","v":984},{"$f":"IFERROR(SMALL(Index_2,A985),\"\")","v":984},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:J985)),\"\")","v":"DUN_984"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:K985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:L985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:M985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:P985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J985,COLUMNS($J$2:Q985)),\"\")","v":"The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy. Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."}]
[{"$f":"IF('> FILTER <'!B987<>\"\",ROW(OFFSET(A986,-1,0)),\"\")","v":985},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I987)),A986,\"\")","v":985},{"$f":"IFERROR(SMALL(Helper2_1,A986),\"\")","v":985},null,985,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I987)),$A986,\"\")","v":985},{"$f":"IFERROR(SMALL(Helper2_2,A986),\"\")","v":985},{"$f":"COUNTIF(Helper3_1,\"=\"&G986)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G986)=1, G986, \"\")","v":985},{"$f":"IFERROR(SMALL(Index_2,A986),\"\")","v":985},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:J986)),\"\")","v":"DUN_985"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:K986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:L986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:M986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:P986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J986,COLUMNS($J$2:Q986)),\"\")","v":"The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources. Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."}]
[{"$f":"IF('> FILTER <'!B988<>\"\",ROW(OFFSET(A987,-1,0)),\"\")","v":986},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I988)),A987,\"\")","v":986},{"$f":"IFERROR(SMALL(Helper2_1,A987),\"\")","v":986},null,986,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I988)),$A987,\"\")","v":986},{"$f":"IFERROR(SMALL(Helper2_2,A987),\"\")","v":986},{"$f":"COUNTIF(Helper3_1,\"=\"&G987)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G987)=1, G987, \"\")","v":986},{"$f":"IFERROR(SMALL(Index_2,A987),\"\")","v":986},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:J987)),\"\")","v":"STR_986"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:K987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:L987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:M987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:P987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J987,COLUMNS($J$2:Q987)),\"\")","v":"To address the recommendation relating to training for postgraduate research (PGR) students who teach, the University conducted a survey of PGR students"}]
[{"$f":"IF('> FILTER <'!B989<>\"\",ROW(OFFSET(A988,-1,0)),\"\")","v":987},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I989)),A988,\"\")","v":987},{"$f":"IFERROR(SMALL(Helper2_1,A988),\"\")","v":987},null,987,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I989)),$A988,\"\")","v":987},{"$f":"IFERROR(SMALL(Helper2_2,A988),\"\")","v":987},{"$f":"COUNTIF(Helper3_1,\"=\"&G988)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G988)=1, G988, \"\")","v":987},{"$f":"IFERROR(SMALL(Index_2,A988),\"\")","v":987},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:J988)),\"\")","v":"STR_987"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:K988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:L988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:M988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:P988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J988,COLUMNS($J$2:Q988)),\"\")","v":"Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision. Both groups operated across departments, schools and faculties to ensure that PGR students are adequately prepared to undertake support for teaching."}]
[{"$f":"IF('> FILTER <'!B990<>\"\",ROW(OFFSET(A989,-1,0)),\"\")","v":988},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I990)),A989,\"\")","v":988},{"$f":"IFERROR(SMALL(Helper2_1,A989),\"\")","v":988},null,988,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I990)),$A989,\"\")","v":988},{"$f":"IFERROR(SMALL(Helper2_2,A989),\"\")","v":988},{"$f":"COUNTIF(Helper3_1,\"=\"&G989)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G989)=1, G989, \"\")","v":988},{"$f":"IFERROR(SMALL(Index_2,A989),\"\")","v":988},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:J989)),\"\")","v":"STR_988"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:K989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:L989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:M989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:P989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J989,COLUMNS($J$2:Q989)),\"\")","v":"Policies and guidance are aligned to the UK Quality Code for Higher Education (the Quality Code). The revised policies and procedures are designed to ensure that mandatory training is undertaken by PGRs who support teaching and enable the tracking of compliance by departments and schools."}]
[{"$f":"IF('> FILTER <'!B991<>\"\",ROW(OFFSET(A990,-1,0)),\"\")","v":989},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I991)),A990,\"\")","v":989},{"$f":"IFERROR(SMALL(Helper2_1,A990),\"\")","v":989},null,989,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I991)),$A990,\"\")","v":989},{"$f":"IFERROR(SMALL(Helper2_2,A990),\"\")","v":989},{"$f":"COUNTIF(Helper3_1,\"=\"&G990)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G990)=1, G990, \"\")","v":989},{"$f":"IFERROR(SMALL(Index_2,A990),\"\")","v":989},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:J990)),\"\")","v":"STR_989"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:K990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:L990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:M990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:P990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J990,COLUMNS($J$2:Q990)),\"\")","v":"; in meetings with students the QESR team identified inconsistencies in the application of the University's policies relating to training, recruitment, support and provision of feedback on teaching related activities with some PGR students receiving no training before teaching or assessing and some receiving no feedback on their teaching."}]
[{"$f":"IF('> FILTER <'!B992<>\"\",ROW(OFFSET(A991,-1,0)),\"\")","v":990},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I992)),A991,\"\")","v":990},{"$f":"IFERROR(SMALL(Helper2_1,A991),\"\")","v":990},null,990,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I992)),$A991,\"\")","v":990},{"$f":"IFERROR(SMALL(Helper2_2,A991),\"\")","v":990},{"$f":"COUNTIF(Helper3_1,\"=\"&G991)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G991)=1, G991, \"\")","v":990},{"$f":"IFERROR(SMALL(Index_2,A991),\"\")","v":990},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:J991)),\"\")","v":"STR_990"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:K991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:L991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:M991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:P991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J991,COLUMNS($J$2:Q991)),\"\")","v":"The QESR team recommends that the University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"}]
[{"$f":"IF('> FILTER <'!B993<>\"\",ROW(OFFSET(A992,-1,0)),\"\")","v":991},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I993)),A992,\"\")","v":991},{"$f":"IFERROR(SMALL(Helper2_1,A992),\"\")","v":991},null,991,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I993)),$A992,\"\")","v":991},{"$f":"IFERROR(SMALL(Helper2_2,A992),\"\")","v":991},{"$f":"COUNTIF(Helper3_1,\"=\"&G992)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G992)=1, G992, \"\")","v":991},{"$f":"IFERROR(SMALL(Index_2,A992),\"\")","v":991},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:J992)),\"\")","v":"UWS_991"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:K992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:L992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:M992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:P992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J992,COLUMNS($J$2:Q992)),\"\")","v":"Students commented very positively on the support available and the developing research community."}]
[{"$f":"IF('> FILTER <'!B994<>\"\",ROW(OFFSET(A993,-1,0)),\"\")","v":992},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I994)),A993,\"\")","v":992},{"$f":"IFERROR(SMALL(Helper2_1,A993),\"\")","v":992},null,992,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I994)),$A993,\"\")","v":992},{"$f":"IFERROR(SMALL(Helper2_2,A993),\"\")","v":992},{"$f":"COUNTIF(Helper3_1,\"=\"&G993)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G993)=1, G993, \"\")","v":992},{"$f":"IFERROR(SMALL(Index_2,A993),\"\")","v":992},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:J993)),\"\")","v":"DUN_992"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:K993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:L993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:M993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:P993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J993,COLUMNS($J$2:Q993)),\"\")","v":"The team found that there are appropriate mechanisms in place for taught and research postgraduate students to provide feedback. The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking."}]
[{"$f":"IF('> FILTER <'!B995<>\"\",ROW(OFFSET(A994,-1,0)),\"\")","v":993},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I995)),A994,\"\")","v":993},{"$f":"IFERROR(SMALL(Helper2_1,A994),\"\")","v":993},null,993,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I995)),$A994,\"\")","v":993},{"$f":"IFERROR(SMALL(Helper2_2,A994),\"\")","v":993},{"$f":"COUNTIF(Helper3_1,\"=\"&G994)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G994)=1, G994, \"\")","v":993},{"$f":"IFERROR(SMALL(Index_2,A994),\"\")","v":993},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:J994)),\"\")","v":"DUN_993"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:K994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:L994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:M994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:P994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J994,COLUMNS($J$2:Q994)),\"\")","v":"The University articulates a clear vision for the delivery of an outstanding education \nand student experience. Educational strategies align with those of the University and priorities are set annually to deliver the strategy with progress being evaluated against relevant key performance indicators (KPIs)."}]
[{"$f":"IF('> FILTER <'!B996<>\"\",ROW(OFFSET(A995,-1,0)),\"\")","v":994},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I996)),A995,\"\")","v":994},{"$f":"IFERROR(SMALL(Helper2_1,A995),\"\")","v":994},null,994,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I996)),$A995,\"\")","v":994},{"$f":"IFERROR(SMALL(Helper2_2,A995),\"\")","v":994},{"$f":"COUNTIF(Helper3_1,\"=\"&G995)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G995)=1, G995, \"\")","v":994},{"$f":"IFERROR(SMALL(Index_2,A995),\"\")","v":994},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:J995)),\"\")","v":"DUN_994"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:K995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:L995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:M995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:P995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J995,COLUMNS($J$2:Q995)),\"\")","v":"QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim."}]
[{"$f":"IF('> FILTER <'!B997<>\"\",ROW(OFFSET(A996,-1,0)),\"\")","v":995},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I997)),A996,\"\")","v":995},{"$f":"IFERROR(SMALL(Helper2_1,A996),\"\")","v":995},null,995,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I997)),$A996,\"\")","v":995},{"$f":"IFERROR(SMALL(Helper2_2,A996),\"\")","v":995},{"$f":"COUNTIF(Helper3_1,\"=\"&G996)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G996)=1, G996, \"\")","v":995},{"$f":"IFERROR(SMALL(Index_2,A996),\"\")","v":995},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:J996)),\"\")","v":"DUN_995"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:K996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:L996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:M996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:P996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J996,COLUMNS($J$2:Q996)),\"\")","v":"Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally. The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."}]
[{"$f":"IF('> FILTER <'!B998<>\"\",ROW(OFFSET(A997,-1,0)),\"\")","v":996},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I998)),A997,\"\")","v":996},{"$f":"IFERROR(SMALL(Helper2_1,A997),\"\")","v":996},null,996,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I998)),$A997,\"\")","v":996},{"$f":"IFERROR(SMALL(Helper2_2,A997),\"\")","v":996},{"$f":"COUNTIF(Helper3_1,\"=\"&G997)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G997)=1, G997, \"\")","v":996},{"$f":"IFERROR(SMALL(Index_2,A997),\"\")","v":996},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:J997)),\"\")","v":"DUN_996"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:K997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:L997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:M997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:P997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J997,COLUMNS($J$2:Q997)),\"\")","v":"Introduced in 2018, the SPA is the responsibility of the Student Experience Committee (SEC), and sets the priorities, goals and core values between the University and Strath Union."}]
[{"$f":"IF('> FILTER <'!B999<>\"\",ROW(OFFSET(A998,-1,0)),\"\")","v":997},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I999)),A998,\"\")","v":997},{"$f":"IFERROR(SMALL(Helper2_1,A998),\"\")","v":997},null,997,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I999)),$A998,\"\")","v":997},{"$f":"IFERROR(SMALL(Helper2_2,A998),\"\")","v":997},{"$f":"COUNTIF(Helper3_1,\"=\"&G998)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G998)=1, G998, \"\")","v":997},{"$f":"IFERROR(SMALL(Index_2,A998),\"\")","v":997},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:J998)),\"\")","v":"DUN_997"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:K998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:L998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:M998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:P998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J998,COLUMNS($J$2:Q998)),\"\")","v":"Internal surveys of the student experience of digital learning have helped to shape the future direction."}]
[{"$f":"IF('> FILTER <'!B1000<>\"\",ROW(OFFSET(A999,-1,0)),\"\")","v":998},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1000)),A999,\"\")","v":998},{"$f":"IFERROR(SMALL(Helper2_1,A999),\"\")","v":998},null,998,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1000)),$A999,\"\")","v":998},{"$f":"IFERROR(SMALL(Helper2_2,A999),\"\")","v":998},{"$f":"COUNTIF(Helper3_1,\"=\"&G999)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G999)=1, G999, \"\")","v":998},{"$f":"IFERROR(SMALL(Index_2,A999),\"\")","v":998},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:J999)),\"\")","v":"DUN_998"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:K999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:L999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:M999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:P999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J999,COLUMNS($J$2:Q999)),\"\")","v":"The FAR template is tailored at the start of the academic year to ensure currency, and incorporates the Learner Experience Framework as an appendix."}]
[{"$f":"IF('> FILTER <'!B1001<>\"\",ROW(OFFSET(A1000,-1,0)),\"\")","v":999},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1001)),A1000,\"\")","v":999},{"$f":"IFERROR(SMALL(Helper2_1,A1000),\"\")","v":999},null,999,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1001)),$A1000,\"\")","v":999},{"$f":"IFERROR(SMALL(Helper2_2,A1000),\"\")","v":999},{"$f":"COUNTIF(Helper3_1,\"=\"&G1000)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1000)=1, G1000, \"\")","v":999},{"$f":"IFERROR(SMALL(Index_2,A1000),\"\")","v":999},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:J1000)),\"\")","v":"DUN_999"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:K1000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:L1000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:M1000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:P1000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1000,COLUMNS($J$2:Q1000)),\"\")","v":". Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."}]
[{"$f":"IF('> FILTER <'!B1002<>\"\",ROW(OFFSET(A1001,-1,0)),\"\")","v":1000},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1002)),A1001,\"\")","v":1000},{"$f":"IFERROR(SMALL(Helper2_1,A1001),\"\")","v":1000},null,1000,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1002)),$A1001,\"\")","v":1000},{"$f":"IFERROR(SMALL(Helper2_2,A1001),\"\")","v":1000},{"$f":"COUNTIF(Helper3_1,\"=\"&G1001)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1001)=1, G1001, \"\")","v":1000},{"$f":"IFERROR(SMALL(Index_2,A1001),\"\")","v":1000},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:J1001)),\"\")","v":"UWS_1000"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:K1001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:L1001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:M1001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:P1001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1001,COLUMNS($J$2:Q1001)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure - such as the Institute of Clinical Exercise and Health Sciences."}]
[{"$f":"IF('> FILTER <'!B1003<>\"\",ROW(OFFSET(A1002,-1,0)),\"\")","v":1001},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1003)),A1002,\"\")","v":1001},{"$f":"IFERROR(SMALL(Helper2_1,A1002),\"\")","v":1001},null,1001,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1003)),$A1002,\"\")","v":1001},{"$f":"IFERROR(SMALL(Helper2_2,A1002),\"\")","v":1001},{"$f":"COUNTIF(Helper3_1,\"=\"&G1002)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1002)=1, G1002, \"\")","v":1001},{"$f":"IFERROR(SMALL(Index_2,A1002),\"\")","v":1001},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:J1002)),\"\")","v":"UWS_1001"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:K1002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:L1002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:M1002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:P1002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1002,COLUMNS($J$2:Q1002)),\"\")","v":"The University has invested Research Excellence Funding, University Innovation Funds and PGR income to build sustainable growth with a focus on excellence. A review of research groups planned for academic year 2022-23 aims to inform further investment in areas of existing and emerging research strength. Students commented very positively on the support available and the developing research community."}]
[{"$f":"IF('> FILTER <'!B1004<>\"\",ROW(OFFSET(A1003,-1,0)),\"\")","v":1002},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1004)),A1003,\"\")","v":1002},{"$f":"IFERROR(SMALL(Helper2_1,A1003),\"\")","v":1002},null,1002,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1004)),$A1003,\"\")","v":1002},{"$f":"IFERROR(SMALL(Helper2_2,A1003),\"\")","v":1002},{"$f":"COUNTIF(Helper3_1,\"=\"&G1003)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1003)=1, G1003, \"\")","v":1002},{"$f":"IFERROR(SMALL(Index_2,A1003),\"\")","v":1002},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:J1003)),\"\")","v":"ABD_1002"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:K1003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:L1003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:M1003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:P1003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1003,COLUMNS($J$2:Q1003)),\"\")","v":"The QESR team understands that elected Postgraduate Research (PGR) student representatives are also members of the Doctoral Reps Group, which meets regularly with the PGR School to discuss PGR matters."}]
[{"$f":"IF('> FILTER <'!B1005<>\"\",ROW(OFFSET(A1004,-1,0)),\"\")","v":1003},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1005)),A1004,\"\")","v":1003},{"$f":"IFERROR(SMALL(Helper2_1,A1004),\"\")","v":1003},null,1003,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1005)),$A1004,\"\")","v":1003},{"$f":"IFERROR(SMALL(Helper2_2,A1004),\"\")","v":1003},{"$f":"COUNTIF(Helper3_1,\"=\"&G1004)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1004)=1, G1004, \"\")","v":1003},{"$f":"IFERROR(SMALL(Index_2,A1004),\"\")","v":1003},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:J1004)),\"\")","v":"ABD_1003"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:K1004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:L1004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:M1004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:P1004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1004,COLUMNS($J$2:Q1004)),\"\")","v":"Members of the Doctoral Reps Group attend various university committees and working groups including the PGR Committee, Research Policy Committee and the PGR Task and Finish Group."}]
[{"$f":"IF('> FILTER <'!B1006<>\"\",ROW(OFFSET(A1005,-1,0)),\"\")","v":1004},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1006)),A1005,\"\")","v":1004},{"$f":"IFERROR(SMALL(Helper2_1,A1005),\"\")","v":1004},null,1004,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1006)),$A1005,\"\")","v":1004},{"$f":"IFERROR(SMALL(Helper2_2,A1005),\"\")","v":1004},{"$f":"COUNTIF(Helper3_1,\"=\"&G1005)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1005)=1, G1005, \"\")","v":1004},{"$f":"IFERROR(SMALL(Index_2,A1005),\"\")","v":1004},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:J1005)),\"\")","v":"STR_1004"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:K1005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:L1005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:M1005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:P1005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1005,COLUMNS($J$2:Q1005)),\"\")","v":"The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement. Student representation on committees at all levels of the institution, the recognition of the importance 3 \nof student feedback, and the three-year Strathclyde Strategic Alliance underpin the enhancement strategy."}]
[{"$f":"IF('> FILTER <'!B1007<>\"\",ROW(OFFSET(A1006,-1,0)),\"\")","v":1005},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1007)),A1006,\"\")","v":1005},{"$f":"IFERROR(SMALL(Helper2_1,A1006),\"\")","v":1005},null,1005,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1007)),$A1006,\"\")","v":1005},{"$f":"IFERROR(SMALL(Helper2_2,A1006),\"\")","v":1005},{"$f":"COUNTIF(Helper3_1,\"=\"&G1006)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1006)=1, G1006, \"\")","v":1005},{"$f":"IFERROR(SMALL(Index_2,A1006),\"\")","v":1005},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:J1006)),\"\")","v":"STR_1005"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:K1006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:L1006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:M1006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:P1006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1006,COLUMNS($J$2:Q1006)),\"\")","v":"The QESR team found that the University has in place policies and procedures to \nsupport the engagement and representation of students. The"}]
[{"$f":"IF('> FILTER <'!B1008<>\"\",ROW(OFFSET(A1007,-1,0)),\"\")","v":1006},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1008)),A1007,\"\")","v":1006},{"$f":"IFERROR(SMALL(Helper2_1,A1007),\"\")","v":1006},null,1006,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1008)),$A1007,\"\")","v":1006},{"$f":"IFERROR(SMALL(Helper2_2,A1007),\"\")","v":1006},{"$f":"COUNTIF(Helper3_1,\"=\"&G1007)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1007)=1, G1007, \"\")","v":1006},{"$f":"IFERROR(SMALL(Index_2,A1007),\"\")","v":1006},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:J1007)),\"\")","v":"STR_1006"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:K1007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:L1007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:M1007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:P1007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1007,COLUMNS($J$2:Q1007)),\"\")","v":"The University has an extensive student representation system in place which is detailed in the SPA."}]
[{"$f":"IF('> FILTER <'!B1009<>\"\",ROW(OFFSET(A1008,-1,0)),\"\")","v":1007},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1009)),A1008,\"\")","v":1007},{"$f":"IFERROR(SMALL(Helper2_1,A1008),\"\")","v":1007},null,1007,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1009)),$A1008,\"\")","v":1007},{"$f":"IFERROR(SMALL(Helper2_2,A1008),\"\")","v":1007},{"$f":"COUNTIF(Helper3_1,\"=\"&G1008)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1008)=1, G1008, \"\")","v":1007},{"$f":"IFERROR(SMALL(Index_2,A1008),\"\")","v":1007},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:J1008)),\"\")","v":"STR_1007"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:K1008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:L1008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:M1008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:P1008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1008,COLUMNS($J$2:Q1008)),\"\")","v":". Students who met the QESR team spoke positively about the representation roles at both an undergraduate and postgraduate level; however, it was noted that the type and quality of representative training varied across schools and levels of representatives. The team would encourage the University to reflect on student representative training to ensure consistency across the institution."}]
[{"$f":"IF('> FILTER <'!B1010<>\"\",ROW(OFFSET(A1009,-1,0)),\"\")","v":1008},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1010)),A1009,\"\")","v":1008},{"$f":"IFERROR(SMALL(Helper2_1,A1009),\"\")","v":1008},null,1008,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1010)),$A1009,\"\")","v":1008},{"$f":"IFERROR(SMALL(Helper2_2,A1009),\"\")","v":1008},{"$f":"COUNTIF(Helper3_1,\"=\"&G1009)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1009)=1, G1009, \"\")","v":1008},{"$f":"IFERROR(SMALL(Index_2,A1009),\"\")","v":1008},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:J1009)),\"\")","v":"STR_1008"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:K1009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:L1009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:M1009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:P1009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1009,COLUMNS($J$2:Q1009)),\"\")","v":"To address the recommendation relating to training for postgraduate research (PGR) students who teach, the University conducted a survey of PGR students. Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision."}]
[{"$f":"IF('> FILTER <'!B1011<>\"\",ROW(OFFSET(A1010,-1,0)),\"\")","v":1009},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1011)),A1010,\"\")","v":1009},{"$f":"IFERROR(SMALL(Helper2_1,A1010),\"\")","v":1009},null,1009,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1011)),$A1010,\"\")","v":1009},{"$f":"IFERROR(SMALL(Helper2_2,A1010),\"\")","v":1009},{"$f":"COUNTIF(Helper3_1,\"=\"&G1010)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1010)=1, G1010, \"\")","v":1009},{"$f":"IFERROR(SMALL(Index_2,A1010),\"\")","v":1009},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:J1010)),\"\")","v":"UWS_1009"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:K1010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:L1010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:M1010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:P1010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1010,COLUMNS($J$2:Q1010)),\"\")","v":"UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution. Student representation is explicit in the membership of School Boards, Divisional Programme Boards, relevant UWS committees, and in enhancement and annual monitoring activities. During the QESR visit, student representatives indicated that their contributions are valued by staff members on these committees."}]
[{"$f":"IF('> FILTER <'!B1012<>\"\",ROW(OFFSET(A1011,-1,0)),\"\")","v":1010},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1012)),A1011,\"\")","v":1010},{"$f":"IFERROR(SMALL(Helper2_1,A1011),\"\")","v":1010},null,1010,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1012)),$A1011,\"\")","v":1010},{"$f":"IFERROR(SMALL(Helper2_2,A1011),\"\")","v":1010},{"$f":"COUNTIF(Helper3_1,\"=\"&G1011)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1011)=1, G1011, \"\")","v":1010},{"$f":"IFERROR(SMALL(Index_2,A1011),\"\")","v":1010},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:J1011)),\"\")","v":"ABD_1010"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:K1011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:L1011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:M1011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:P1011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1011,COLUMNS($J$2:Q1011)),\"\")","v":"Each of the academic schools and professional services also produce annual plans with a focus on delivery and support for education and research."}]
[{"$f":"IF('> FILTER <'!B1013<>\"\",ROW(OFFSET(A1012,-1,0)),\"\")","v":1011},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1013)),A1012,\"\")","v":1011},{"$f":"IFERROR(SMALL(Helper2_1,A1012),\"\")","v":1011},null,1011,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1013)),$A1012,\"\")","v":1011},{"$f":"IFERROR(SMALL(Helper2_2,A1012),\"\")","v":1011},{"$f":"COUNTIF(Helper3_1,\"=\"&G1012)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1012)=1, G1012, \"\")","v":1011},{"$f":"IFERROR(SMALL(Index_2,A1012),\"\")","v":1011},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:J1012)),\"\")","v":"ABD_1011"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:K1012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:L1012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:M1012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:P1012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1012,COLUMNS($J$2:Q1012)),\"\")","v":"The University has effective arrangements in place for the management of \nassessment. The University's Academic Quality Handbook details the Code of Practice on Assessment which lists the University's Common Grading Scale and undergraduate degree classifications and awards within postgraduate programmes."}]
[{"$f":"IF('> FILTER <'!B1014<>\"\",ROW(OFFSET(A1013,-1,0)),\"\")","v":1012},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1014)),A1013,\"\")","v":1012},{"$f":"IFERROR(SMALL(Helper2_1,A1013),\"\")","v":1012},null,1012,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1014)),$A1013,\"\")","v":1012},{"$f":"IFERROR(SMALL(Helper2_2,A1013),\"\")","v":1012},{"$f":"COUNTIF(Helper3_1,\"=\"&G1013)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1013)=1, G1013, \"\")","v":1012},{"$f":"IFERROR(SMALL(Index_2,A1013),\"\")","v":1012},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:J1013)),\"\")","v":"DUN_1012"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:K1013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:L1013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:M1013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:P1013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1013,COLUMNS($J$2:Q1013)),\"\")","v":"A new process for reviewing postgraduate research provision has been developed \nfor implementation from 2023-24 to complement the existing arrangements for the Annual Review of Research Degrees. The QESR team heard that the new methodology is expected to enhance opportunities for sharing practice and that it will also support and inform scholarly and teaching activity."}]
[{"$f":"IF('> FILTER <'!B1015<>\"\",ROW(OFFSET(A1014,-1,0)),\"\")","v":1013},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1015)),A1014,\"\")","v":1013},{"$f":"IFERROR(SMALL(Helper2_1,A1014),\"\")","v":1013},null,1013,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1015)),$A1014,\"\")","v":1013},{"$f":"IFERROR(SMALL(Helper2_2,A1014),\"\")","v":1013},{"$f":"COUNTIF(Helper3_1,\"=\"&G1014)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1014)=1, G1014, \"\")","v":1013},{"$f":"IFERROR(SMALL(Index_2,A1014),\"\")","v":1013},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:J1014)),\"\")","v":"DUN_1013"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:K1014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:L1014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:M1014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:P1014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1014,COLUMNS($J$2:Q1014)),\"\")","v":"Annual Module Monitoring Reports are used to develop Programme Annual Reports which then inform the development of Faculty Annual Reports (FARs), facilitated by Faculty Academic Committees."}]
[{"$f":"IF('> FILTER <'!B1016<>\"\",ROW(OFFSET(A1015,-1,0)),\"\")","v":1014},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1016)),A1015,\"\")","v":1014},{"$f":"IFERROR(SMALL(Helper2_1,A1015),\"\")","v":1014},null,1014,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1016)),$A1015,\"\")","v":1014},{"$f":"IFERROR(SMALL(Helper2_2,A1015),\"\")","v":1014},{"$f":"COUNTIF(Helper3_1,\"=\"&G1015)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1015)=1, G1015, \"\")","v":1014},{"$f":"IFERROR(SMALL(Index_2,A1015),\"\")","v":1014},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:J1015)),\"\")","v":"STR_1014"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:K1015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:L1015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:M1015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:P1015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1015,COLUMNS($J$2:Q1015)),\"\")","v":"Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study."}]
[{"$f":"IF('> FILTER <'!B1017<>\"\",ROW(OFFSET(A1016,-1,0)),\"\")","v":1015},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1017)),A1016,\"\")","v":1015},{"$f":"IFERROR(SMALL(Helper2_1,A1016),\"\")","v":1015},null,1015,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1017)),$A1016,\"\")","v":1015},{"$f":"IFERROR(SMALL(Helper2_2,A1016),\"\")","v":1015},{"$f":"COUNTIF(Helper3_1,\"=\"&G1016)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1016)=1, G1016, \"\")","v":1015},{"$f":"IFERROR(SMALL(Index_2,A1016),\"\")","v":1015},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:J1016)),\"\")","v":"UWS_1015"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:K1016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:L1016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:M1016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:P1016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1016,COLUMNS($J$2:Q1016)),\"\")","v":"Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR. The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."}]
[{"$f":"IF('> FILTER <'!B1018<>\"\",ROW(OFFSET(A1017,-1,0)),\"\")","v":1016},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1018)),A1017,\"\")","v":1016},{"$f":"IFERROR(SMALL(Helper2_1,A1017),\"\")","v":1016},null,1016,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1018)),$A1017,\"\")","v":1016},{"$f":"IFERROR(SMALL(Helper2_2,A1017),\"\")","v":1016},{"$f":"COUNTIF(Helper3_1,\"=\"&G1017)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1017)=1, G1017, \"\")","v":1016},{"$f":"IFERROR(SMALL(Index_2,A1017),\"\")","v":1016},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:J1017)),\"\")","v":"DUN_1016"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:K1017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:L1017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:M1017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:P1017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1017,COLUMNS($J$2:Q1017)),\"\")","v":"Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level. In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews."}]
[{"$f":"IF('> FILTER <'!B1019<>\"\",ROW(OFFSET(A1018,-1,0)),\"\")","v":1017},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1019)),A1018,\"\")","v":1017},{"$f":"IFERROR(SMALL(Helper2_1,A1018),\"\")","v":1017},null,1017,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1019)),$A1018,\"\")","v":1017},{"$f":"IFERROR(SMALL(Helper2_2,A1018),\"\")","v":1017},{"$f":"COUNTIF(Helper3_1,\"=\"&G1018)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1018)=1, G1018, \"\")","v":1017},{"$f":"IFERROR(SMALL(Index_2,A1018),\"\")","v":1017},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:J1018)),\"\")","v":"DUN_1017"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:K1018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:L1018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:M1018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:P1018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1018,COLUMNS($J$2:Q1018)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."}]
[{"$f":"IF('> FILTER <'!B1020<>\"\",ROW(OFFSET(A1019,-1,0)),\"\")","v":1018},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1020)),A1019,\"\")","v":1018},{"$f":"IFERROR(SMALL(Helper2_1,A1019),\"\")","v":1018},null,1018,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1020)),$A1019,\"\")","v":1018},{"$f":"IFERROR(SMALL(Helper2_2,A1019),\"\")","v":1018},{"$f":"COUNTIF(Helper3_1,\"=\"&G1019)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1019)=1, G1019, \"\")","v":1018},{"$f":"IFERROR(SMALL(Index_2,A1019),\"\")","v":1018},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:J1019)),\"\")","v":"ABD_1018"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:K1019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:L1019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:M1019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:P1019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1019,COLUMNS($J$2:Q1019)),\"\")","v":"It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B1021<>\"\",ROW(OFFSET(A1020,-1,0)),\"\")","v":1019},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1021)),A1020,\"\")","v":1019},{"$f":"IFERROR(SMALL(Helper2_1,A1020),\"\")","v":1019},null,1019,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1021)),$A1020,\"\")","v":1019},{"$f":"IFERROR(SMALL(Helper2_2,A1020),\"\")","v":1019},{"$f":"COUNTIF(Helper3_1,\"=\"&G1020)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1020)=1, G1020, \"\")","v":1019},{"$f":"IFERROR(SMALL(Index_2,A1020),\"\")","v":1019},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:J1020)),\"\")","v":"ABD_1019"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:K1020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:L1020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:M1020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:P1020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1020,COLUMNS($J$2:Q1020)),\"\")","v":"Each of the academic schools and professional services also produce annual plans with a focus on delivery and support for education and research."}]
[{"$f":"IF('> FILTER <'!B1022<>\"\",ROW(OFFSET(A1021,-1,0)),\"\")","v":1020},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1022)),A1021,\"\")","v":1020},{"$f":"IFERROR(SMALL(Helper2_1,A1021),\"\")","v":1020},null,1020,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1022)),$A1021,\"\")","v":1020},{"$f":"IFERROR(SMALL(Helper2_2,A1021),\"\")","v":1020},{"$f":"COUNTIF(Helper3_1,\"=\"&G1021)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1021)=1, G1021, \"\")","v":1020},{"$f":"IFERROR(SMALL(Index_2,A1021),\"\")","v":1020},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:J1021)),\"\")","v":"ABD_1020"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:K1021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:L1021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:M1021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:P1021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1021,COLUMNS($J$2:Q1021)),\"\")","v":"A number of Task and Finish Groups (TFGs) and Steering Groups, involving both \nstaff and student interns (paragraph 17) from across the University, have been established to support the implementation of the Education Action Plan."}]
[{"$f":"IF('> FILTER <'!B1023<>\"\",ROW(OFFSET(A1022,-1,0)),\"\")","v":1021},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1023)),A1022,\"\")","v":1021},{"$f":"IFERROR(SMALL(Helper2_1,A1022),\"\")","v":1021},null,1021,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1023)),$A1022,\"\")","v":1021},{"$f":"IFERROR(SMALL(Helper2_2,A1022),\"\")","v":1021},{"$f":"COUNTIF(Helper3_1,\"=\"&G1022)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1022)=1, G1022, \"\")","v":1021},{"$f":"IFERROR(SMALL(Index_2,A1022),\"\")","v":1021},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:J1022)),\"\")","v":"ABD_1021"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:K1022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:L1022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:M1022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:P1022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1022,COLUMNS($J$2:Q1022)),\"\")","v":"The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice."}]
[{"$f":"IF('> FILTER <'!B1024<>\"\",ROW(OFFSET(A1023,-1,0)),\"\")","v":1022},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1024)),A1023,\"\")","v":1022},{"$f":"IFERROR(SMALL(Helper2_1,A1023),\"\")","v":1022},null,1022,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1024)),$A1023,\"\")","v":1022},{"$f":"IFERROR(SMALL(Helper2_2,A1023),\"\")","v":1022},{"$f":"COUNTIF(Helper3_1,\"=\"&G1023)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1023)=1, G1023, \"\")","v":1022},{"$f":"IFERROR(SMALL(Index_2,A1023),\"\")","v":1022},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:J1023)),\"\")","v":"ABD_1022"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:K1023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:L1023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:M1023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:P1023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1023,COLUMNS($J$2:Q1023)),\"\")","v":"The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."}]
[{"$f":"IF('> FILTER <'!B1025<>\"\",ROW(OFFSET(A1024,-1,0)),\"\")","v":1023},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1025)),A1024,\"\")","v":1023},{"$f":"IFERROR(SMALL(Helper2_1,A1024),\"\")","v":1023},null,1023,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1025)),$A1024,\"\")","v":1023},{"$f":"IFERROR(SMALL(Helper2_2,A1024),\"\")","v":1023},{"$f":"COUNTIF(Helper3_1,\"=\"&G1024)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1024)=1, G1024, \"\")","v":1023},{"$f":"IFERROR(SMALL(Index_2,A1024),\"\")","v":1023},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:J1024)),\"\")","v":"ABD_1023"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:K1024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:L1024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:M1024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:P1024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1024,COLUMNS($J$2:Q1024)),\"\")","v":"In response to the ELIR 4 recommendation, the University is currently undertaking \nan extensive review of its personal tutoring system, which senior university staff recognised had taken longer to carry out than expected. Early positive outcomes of this review have been greater clarity of, and support for, the role of the Senior Personal Tutor and a website containing support information for staff and students, which has been well received by those who met the QESR team."}]
[{"$f":"IF('> FILTER <'!B1026<>\"\",ROW(OFFSET(A1025,-1,0)),\"\")","v":1024},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1026)),A1025,\"\")","v":1024},{"$f":"IFERROR(SMALL(Helper2_1,A1025),\"\")","v":1024},null,1024,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1026)),$A1025,\"\")","v":1024},{"$f":"IFERROR(SMALL(Helper2_2,A1025),\"\")","v":1024},{"$f":"COUNTIF(Helper3_1,\"=\"&G1025)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1025)=1, G1025, \"\")","v":1024},{"$f":"IFERROR(SMALL(Index_2,A1025),\"\")","v":1024},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:J1025)),\"\")","v":"ABD_1024"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:K1025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:L1025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:M1025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:P1025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1025,COLUMNS($J$2:Q1025)),\"\")","v":"Staff spoke positively about the support that had been developed for them and outlined a number of specific resources that have influenced and supported changes in their learning and teaching practice"}]
[{"$f":"IF('> FILTER <'!B1027<>\"\",ROW(OFFSET(A1026,-1,0)),\"\")","v":1025},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1027)),A1026,\"\")","v":1025},{"$f":"IFERROR(SMALL(Helper2_1,A1026),\"\")","v":1025},null,1025,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1027)),$A1026,\"\")","v":1025},{"$f":"IFERROR(SMALL(Helper2_2,A1026),\"\")","v":1025},{"$f":"COUNTIF(Helper3_1,\"=\"&G1026)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1026)=1, G1026, \"\")","v":1025},{"$f":"IFERROR(SMALL(Index_2,A1026),\"\")","v":1025},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:J1026)),\"\")","v":"ABD_1025"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:K1026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:L1026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:M1026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:P1026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1026,COLUMNS($J$2:Q1026)),\"\")","v":"These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic, focusing on the Principles for the Delivery of Education, and a range of detailed case study examples to support implementation of the evaluation recommendations"}]
[{"$f":"IF('> FILTER <'!B1028<>\"\",ROW(OFFSET(A1027,-1,0)),\"\")","v":1026},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1028)),A1027,\"\")","v":1026},{"$f":"IFERROR(SMALL(Helper2_1,A1027),\"\")","v":1026},null,{"$f":"ROW(OFFSET(E1027,-1,0))","v":1026},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1028)),$A1027,\"\")","v":1026},{"$f":"IFERROR(SMALL(Helper2_2,A1027),\"\")","v":1026},{"$f":"COUNTIF(Helper3_1,\"=\"&G1027)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1027)=1, G1027, \"\")","v":1026},{"$f":"IFERROR(SMALL(Index_2,A1027),\"\")","v":1026},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:J1027)),\"\")","v":"DUN_1026"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:K1027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:L1027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:M1027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:P1027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1027,COLUMNS($J$2:Q1027)),\"\")","v":"Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities. In meetings with staff, the QESR team heard that staff felt supported and able to access appropriate support for digital tools and technologies. The University also aims to strengthen support for digital skills through the establishment of the Education Academy"}]
[{"$f":"IF('> FILTER <'!B1029<>\"\",ROW(OFFSET(A1028,-1,0)),\"\")","v":1027},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1029)),A1028,\"\")","v":1027},{"$f":"IFERROR(SMALL(Helper2_1,A1028),\"\")","v":1027},null,1027,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1029)),$A1028,\"\")","v":1027},{"$f":"IFERROR(SMALL(Helper2_2,A1028),\"\")","v":1027},{"$f":"COUNTIF(Helper3_1,\"=\"&G1028)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1028)=1, G1028, \"\")","v":1027},{"$f":"IFERROR(SMALL(Index_2,A1028),\"\")","v":1027},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:J1028)),\"\")","v":"STR_1027"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:K1028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:L1028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:M1028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:P1028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1028,COLUMNS($J$2:Q1028)),\"\")","v":"QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."}]
[{"$f":"IF('> FILTER <'!B1030<>\"\",ROW(OFFSET(A1029,-1,0)),\"\")","v":1028},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1030)),A1029,\"\")","v":1028},{"$f":"IFERROR(SMALL(Helper2_1,A1029),\"\")","v":1028},null,1028,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1030)),$A1029,\"\")","v":1028},{"$f":"IFERROR(SMALL(Helper2_2,A1029),\"\")","v":1028},{"$f":"COUNTIF(Helper3_1,\"=\"&G1029)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1029)=1, G1029, \"\")","v":1028},{"$f":"IFERROR(SMALL(Index_2,A1029),\"\")","v":1028},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:J1029)),\"\")","v":"STR_1028"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:K1029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:L1029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:M1029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:P1029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1029,COLUMNS($J$2:Q1029)),\"\")","v":"The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching. Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."}]
[{"$f":"IF('> FILTER <'!B1031<>\"\",ROW(OFFSET(A1030,-1,0)),\"\")","v":1029},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1031)),A1030,\"\")","v":1029},{"$f":"IFERROR(SMALL(Helper2_1,A1030),\"\")","v":1029},null,1029,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1031)),$A1030,\"\")","v":1029},{"$f":"IFERROR(SMALL(Helper2_2,A1030),\"\")","v":1029},{"$f":"COUNTIF(Helper3_1,\"=\"&G1030)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1030)=1, G1030, \"\")","v":1029},{"$f":"IFERROR(SMALL(Index_2,A1030),\"\")","v":1029},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:J1030)),\"\")","v":"STR_1029"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:K1030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:L1030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:M1030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:P1030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1030,COLUMNS($J$2:Q1030)),\"\")","v":"A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."}]
[{"$f":"IF('> FILTER <'!B1032<>\"\",ROW(OFFSET(A1031,-1,0)),\"\")","v":1030},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1032)),A1031,\"\")","v":1030},{"$f":"IFERROR(SMALL(Helper2_1,A1031),\"\")","v":1030},null,1030,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1032)),$A1031,\"\")","v":1030},{"$f":"IFERROR(SMALL(Helper2_2,A1031),\"\")","v":1030},{"$f":"COUNTIF(Helper3_1,\"=\"&G1031)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1031)=1, G1031, \"\")","v":1030},{"$f":"IFERROR(SMALL(Index_2,A1031),\"\")","v":1030},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:J1031)),\"\")","v":"STR_1030"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:K1031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:L1031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:M1031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:P1031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1031,COLUMNS($J$2:Q1031)),\"\")","v":"It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."}]
[{"$f":"IF('> FILTER <'!B1033<>\"\",ROW(OFFSET(A1032,-1,0)),\"\")","v":1031},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1033)),A1032,\"\")","v":1031},{"$f":"IFERROR(SMALL(Helper2_1,A1032),\"\")","v":1031},null,1031,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1033)),$A1032,\"\")","v":1031},{"$f":"IFERROR(SMALL(Helper2_2,A1032),\"\")","v":1031},{"$f":"COUNTIF(Helper3_1,\"=\"&G1032)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1032)=1, G1032, \"\")","v":1031},{"$f":"IFERROR(SMALL(Index_2,A1032),\"\")","v":1031},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:J1032)),\"\")","v":"UWS_1031"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:K1032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:L1032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:M1032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:P1032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1032,COLUMNS($J$2:Q1032)),\"\")","v":"At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment."}]
[{"$f":"IF('> FILTER <'!B1034<>\"\",ROW(OFFSET(A1033,-1,0)),\"\")","v":1032},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1034)),A1033,\"\")","v":1032},{"$f":"IFERROR(SMALL(Helper2_1,A1033),\"\")","v":1032},null,1032,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1034)),$A1033,\"\")","v":1032},{"$f":"IFERROR(SMALL(Helper2_2,A1033),\"\")","v":1032},{"$f":"COUNTIF(Helper3_1,\"=\"&G1033)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1033)=1, G1033, \"\")","v":1032},{"$f":"IFERROR(SMALL(Index_2,A1033),\"\")","v":1032},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:J1033)),\"\")","v":"UWS_1032"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:K1033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:L1033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:M1033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:P1033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1033,COLUMNS($J$2:Q1033)),\"\")","v":"The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution. The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B1035<>\"\",ROW(OFFSET(A1034,-1,0)),\"\")","v":1033},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1035)),A1034,\"\")","v":1033},{"$f":"IFERROR(SMALL(Helper2_1,A1034),\"\")","v":1033},null,1033,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1035)),$A1034,\"\")","v":1033},{"$f":"IFERROR(SMALL(Helper2_2,A1034),\"\")","v":1033},{"$f":"COUNTIF(Helper3_1,\"=\"&G1034)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1034)=1, G1034, \"\")","v":1033},{"$f":"IFERROR(SMALL(Index_2,A1034),\"\")","v":1033},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:J1034)),\"\")","v":"ABD_1033"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:K1034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:L1034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:M1034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:P1034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1034,COLUMNS($J$2:Q1034)),\"\")","v":"The relationship between the Postgraduate Research School and the academic schools has been further developed through a range of changes including: harmonising and improving processes for recruitment, induction, training and monitoring the progress of PGR students; rebuilding the PGR website; the establishment of a 'Doctoral Researchers Group (DRG)'; a professional development programme for PGR supervisors; a supervisor's handbook; a workshop for those who are new to the supervision of PGR students; and regular update training sessions for experienced supervisors."}]
[{"$f":"IF('> FILTER <'!B1036<>\"\",ROW(OFFSET(A1035,-1,0)),\"\")","v":1034},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1036)),A1035,\"\")","v":1034},{"$f":"IFERROR(SMALL(Helper2_1,A1035),\"\")","v":1034},null,1034,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1036)),$A1035,\"\")","v":1034},{"$f":"IFERROR(SMALL(Helper2_2,A1035),\"\")","v":1034},{"$f":"COUNTIF(Helper3_1,\"=\"&G1035)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1035)=1, G1035, \"\")","v":1034},{"$f":"IFERROR(SMALL(Index_2,A1035),\"\")","v":1034},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:J1035)),\"\")","v":"ABD_1034"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:K1035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:L1035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:M1035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:P1035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1035,COLUMNS($J$2:Q1035)),\"\")","v":"The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."}]
[{"$f":"IF('> FILTER <'!B1037<>\"\",ROW(OFFSET(A1036,-1,0)),\"\")","v":1035},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1037)),A1036,\"\")","v":1035},{"$f":"IFERROR(SMALL(Helper2_1,A1036),\"\")","v":1035},null,1035,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1037)),$A1036,\"\")","v":1035},{"$f":"IFERROR(SMALL(Helper2_2,A1036),\"\")","v":1035},{"$f":"COUNTIF(Helper3_1,\"=\"&G1036)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1036)=1, G1036, \"\")","v":1035},{"$f":"IFERROR(SMALL(Index_2,A1036),\"\")","v":1035},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:J1036)),\"\")","v":"ABD_1035"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:K1036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:L1036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:M1036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:P1036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1036,COLUMNS($J$2:Q1036)),\"\")","v":"PGR students who teach are also required to complete a professional development programme."}]
[{"$f":"IF('> FILTER <'!B1038<>\"\",ROW(OFFSET(A1037,-1,0)),\"\")","v":1036},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1038)),A1037,\"\")","v":1036},{"$f":"IFERROR(SMALL(Helper2_1,A1037),\"\")","v":1036},null,1036,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1038)),$A1037,\"\")","v":1036},{"$f":"IFERROR(SMALL(Helper2_2,A1037),\"\")","v":1036},{"$f":"COUNTIF(Helper3_1,\"=\"&G1037)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1037)=1, G1037, \"\")","v":1036},{"$f":"IFERROR(SMALL(Index_2,A1037),\"\")","v":1036},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:J1037)),\"\")","v":"DUN_1036"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:K1037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:L1037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:M1037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:P1037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1037,COLUMNS($J$2:Q1037)),\"\")","v":"Support for staff in the use of digital tools and technologies, to enable and enhance \nlearning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."}]
[{"$f":"IF('> FILTER <'!B1039<>\"\",ROW(OFFSET(A1038,-1,0)),\"\")","v":1037},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1039)),A1038,\"\")","v":1037},{"$f":"IFERROR(SMALL(Helper2_1,A1038),\"\")","v":1037},null,1037,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1039)),$A1038,\"\")","v":1037},{"$f":"IFERROR(SMALL(Helper2_2,A1038),\"\")","v":1037},{"$f":"COUNTIF(Helper3_1,\"=\"&G1038)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1038)=1, G1038, \"\")","v":1037},{"$f":"IFERROR(SMALL(Index_2,A1038),\"\")","v":1037},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:J1038)),\"\")","v":"DUN_1037"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:K1038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:L1038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:M1038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:P1038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1038,COLUMNS($J$2:Q1038)),\"\")","v":"The QESR team learned from staff that Associate Deans have oversight of these analyses, as well as individual PPR and school LTE reports, and that Associate Deans have monthly meetings with the Vice-Principal (Education) through which they can share and reflect on their experiences. The team heard that these mechanisms facilitate wider dissemination of the good practices emerging through quality processes. Staff meeting the team also reported significant benefits for individual PPR panel conveners and members - both for professional development and transfer of practice across schools."}]
[{"$f":"IF('> FILTER <'!B1040<>\"\",ROW(OFFSET(A1039,-1,0)),\"\")","v":1038},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1040)),A1039,\"\")","v":1038},{"$f":"IFERROR(SMALL(Helper2_1,A1039),\"\")","v":1038},null,1038,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1040)),$A1039,\"\")","v":1038},{"$f":"IFERROR(SMALL(Helper2_2,A1039),\"\")","v":1038},{"$f":"COUNTIF(Helper3_1,\"=\"&G1039)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1039)=1, G1039, \"\")","v":1038},{"$f":"IFERROR(SMALL(Index_2,A1039),\"\")","v":1038},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:J1039)),\"\")","v":"STR_1038"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:K1039)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:L1039)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:M1039)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:P1039)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1039,COLUMNS($J$2:Q1039)),\"\")","v":"The University's strategic approach to staff development has continued to ensure \neffective arrangements for engaging and supporting staff in their development and in enhancing teaching."}]
[{"$f":"IF('> FILTER <'!B1041<>\"\",ROW(OFFSET(A1040,-1,0)),\"\")","v":1039},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1041)),A1040,\"\")","v":1039},{"$f":"IFERROR(SMALL(Helper2_1,A1040),\"\")","v":1039},null,1039,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1041)),$A1040,\"\")","v":1039},{"$f":"IFERROR(SMALL(Helper2_2,A1040),\"\")","v":1039},{"$f":"COUNTIF(Helper3_1,\"=\"&G1040)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1040)=1, G1040, \"\")","v":1039},{"$f":"IFERROR(SMALL(Index_2,A1040),\"\")","v":1039},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:J1040)),\"\")","v":"STR_1039"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:K1040)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:L1040)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:M1040)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:P1040)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1040,COLUMNS($J$2:Q1040)),\"\")","v":"Annual staff development reviews, supported professional accreditation opportunities, bespoke workshops and a PGR supervisor development programme are among a coherent and comprehensive portfolio of skills development opportunities provided by the Organisational and Staff Development Unit (OSDU) and the Directorate of Education Enhancement to support the development of all forms of teaching and learning."}]
[{"$f":"IF('> FILTER <'!B1042<>\"\",ROW(OFFSET(A1041,-1,0)),\"\")","v":1040},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1042)),A1041,\"\")","v":1040},{"$f":"IFERROR(SMALL(Helper2_1,A1041),\"\")","v":1040},null,1040,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1042)),$A1041,\"\")","v":1040},{"$f":"IFERROR(SMALL(Helper2_2,A1041),\"\")","v":1040},{"$f":"COUNTIF(Helper3_1,\"=\"&G1041)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1041)=1, G1041, \"\")","v":1040},{"$f":"IFERROR(SMALL(Index_2,A1041),\"\")","v":1040},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:J1041)),\"\")","v":"STR_1040"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:K1041)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:L1041)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:M1041)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:P1041)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1041,COLUMNS($J$2:Q1041)),\"\")","v":"A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development opportunities they experienced."}]
[{"$f":"IF('> FILTER <'!B1043<>\"\",ROW(OFFSET(A1042,-1,0)),\"\")","v":1041},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1043)),A1042,\"\")","v":1041},{"$f":"IFERROR(SMALL(Helper2_1,A1042),\"\")","v":1041},null,1041,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1043)),$A1042,\"\")","v":1041},{"$f":"IFERROR(SMALL(Helper2_2,A1042),\"\")","v":1041},{"$f":"COUNTIF(Helper3_1,\"=\"&G1042)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1042)=1, G1042, \"\")","v":1041},{"$f":"IFERROR(SMALL(Index_2,A1042),\"\")","v":1041},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:J1042)),\"\")","v":"STR_1041"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:K1042)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:L1042)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:M1042)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:P1042)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1042,COLUMNS($J$2:Q1042)),\"\")","v":"Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students. QAC considers the full reports and coordinates a subsequent follow-up."}]
[{"$f":"IF('> FILTER <'!B1044<>\"\",ROW(OFFSET(A1043,-1,0)),\"\")","v":1042},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1044)),A1043,\"\")","v":1042},{"$f":"IFERROR(SMALL(Helper2_1,A1043),\"\")","v":1042},null,1042,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1044)),$A1043,\"\")","v":1042},{"$f":"IFERROR(SMALL(Helper2_2,A1043),\"\")","v":1042},{"$f":"COUNTIF(Helper3_1,\"=\"&G1043)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1043)=1, G1043, \"\")","v":1042},{"$f":"IFERROR(SMALL(Index_2,A1043),\"\")","v":1042},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:J1043)),\"\")","v":"STR_1042"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:K1043)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:L1043)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:M1043)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:P1043)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1043,COLUMNS($J$2:Q1043)),\"\")","v":"For example, the recent Student Mental Health thematic review recommended that training opportunities for staff be expanded and rolled out across the institution."}]
[{"$f":"IF('> FILTER <'!B1045<>\"\",ROW(OFFSET(A1044,-1,0)),\"\")","v":1043},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1045)),A1044,\"\")","v":1043},{"$f":"IFERROR(SMALL(Helper2_1,A1044),\"\")","v":1043},null,1043,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1045)),$A1044,\"\")","v":1043},{"$f":"IFERROR(SMALL(Helper2_2,A1044),\"\")","v":1043},{"$f":"COUNTIF(Helper3_1,\"=\"&G1044)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1044)=1, G1044, \"\")","v":1043},{"$f":"IFERROR(SMALL(Index_2,A1044),\"\")","v":1043},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:J1044)),\"\")","v":"UWS_1043"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:K1044)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:L1044)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:M1044)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:P1044)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1044,COLUMNS($J$2:Q1044)),\"\")","v":"Training for staff and students who teach: By the end of the 2023-24 academic session, the University should introduce a clear institution-wide policy that ensures that all staff and students must complete appropriate training before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B1046<>\"\",ROW(OFFSET(A1045,-1,0)),\"\")","v":1044},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1046)),A1045,\"\")","v":1044},{"$f":"IFERROR(SMALL(Helper2_1,A1045),\"\")","v":1044},null,1044,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1046)),$A1045,\"\")","v":1044},{"$f":"IFERROR(SMALL(Helper2_2,A1045),\"\")","v":1044},{"$f":"COUNTIF(Helper3_1,\"=\"&G1045)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1045)=1, G1045, \"\")","v":1044},{"$f":"IFERROR(SMALL(Index_2,A1045),\"\")","v":1044},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:J1045)),\"\")","v":"UWS_1044"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:K1045)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:L1045)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:M1045)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:P1045)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1045,COLUMNS($J$2:Q1045)),\"\")","v":"At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment. The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution."}]
[{"$f":"IF('> FILTER <'!B1047<>\"\",ROW(OFFSET(A1046,-1,0)),\"\")","v":1045},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1047)),A1046,\"\")","v":1045},{"$f":"IFERROR(SMALL(Helper2_1,A1046),\"\")","v":1045},null,1045,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1047)),$A1046,\"\")","v":1045},{"$f":"IFERROR(SMALL(Helper2_2,A1046),\"\")","v":1045},{"$f":"COUNTIF(Helper3_1,\"=\"&G1046)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1046)=1, G1046, \"\")","v":1045},{"$f":"IFERROR(SMALL(Index_2,A1046),\"\")","v":1045},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:J1046)),\"\")","v":"UWS_1045"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:K1046)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:L1046)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:M1046)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:P1046)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1046,COLUMNS($J$2:Q1046)),\"\")","v":"The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B1048<>\"\",ROW(OFFSET(A1047,-1,0)),\"\")","v":1046},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1048)),A1047,\"\")","v":1046},{"$f":"IFERROR(SMALL(Helper2_1,A1047),\"\")","v":1046},null,1046,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1048)),$A1047,\"\")","v":1046},{"$f":"IFERROR(SMALL(Helper2_2,A1047),\"\")","v":1046},{"$f":"COUNTIF(Helper3_1,\"=\"&G1047)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1047)=1, G1047, \"\")","v":1046},{"$f":"IFERROR(SMALL(Index_2,A1047),\"\")","v":1046},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:J1047)),\"\")","v":"ABD_1046"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:K1047)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:L1047)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:M1047)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:P1047)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1047,COLUMNS($J$2:Q1047)),\"\")","v":"The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives."}]
[{"$f":"IF('> FILTER <'!B1049<>\"\",ROW(OFFSET(A1048,-1,0)),\"\")","v":1047},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1049)),A1048,\"\")","v":1047},{"$f":"IFERROR(SMALL(Helper2_1,A1048),\"\")","v":1047},null,1047,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1049)),$A1048,\"\")","v":1047},{"$f":"IFERROR(SMALL(Helper2_2,A1048),\"\")","v":1047},{"$f":"COUNTIF(Helper3_1,\"=\"&G1048)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1048)=1, G1048, \"\")","v":1047},{"$f":"IFERROR(SMALL(Index_2,A1048),\"\")","v":1047},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:J1048)),\"\")","v":"ABD_1047"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:K1048)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:L1048)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:M1048)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:P1048)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1048,COLUMNS($J$2:Q1048)),\"\")","v":"The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."}]
[{"$f":"IF('> FILTER <'!B1050<>\"\",ROW(OFFSET(A1049,-1,0)),\"\")","v":1048},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1050)),A1049,\"\")","v":1048},{"$f":"IFERROR(SMALL(Helper2_1,A1049),\"\")","v":1048},null,1048,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1050)),$A1049,\"\")","v":1048},{"$f":"IFERROR(SMALL(Helper2_2,A1049),\"\")","v":1048},{"$f":"COUNTIF(Helper3_1,\"=\"&G1049)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1049)=1, G1049, \"\")","v":1048},{"$f":"IFERROR(SMALL(Index_2,A1049),\"\")","v":1048},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:J1049)),\"\")","v":"DUN_1048"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:K1049)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:L1049)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:M1049)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:P1049)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1049,COLUMNS($J$2:Q1049)),\"\")","v":"In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."}]
[{"$f":"IF('> FILTER <'!B1051<>\"\",ROW(OFFSET(A1050,-1,0)),\"\")","v":1049},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1051)),A1050,\"\")","v":1049},{"$f":"IFERROR(SMALL(Helper2_1,A1050),\"\")","v":1049},null,1049,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1051)),$A1050,\"\")","v":1049},{"$f":"IFERROR(SMALL(Helper2_2,A1050),\"\")","v":1049},{"$f":"COUNTIF(Helper3_1,\"=\"&G1050)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1050)=1, G1050, \"\")","v":1049},{"$f":"IFERROR(SMALL(Index_2,A1050),\"\")","v":1049},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:J1050)),\"\")","v":"DUN_1049"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:K1050)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:L1050)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:M1050)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:P1050)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1050,COLUMNS($J$2:Q1050)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world. The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."}]
[{"$f":"IF('> FILTER <'!B1052<>\"\",ROW(OFFSET(A1051,-1,0)),\"\")","v":1050},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1052)),A1051,\"\")","v":1050},{"$f":"IFERROR(SMALL(Helper2_1,A1051),\"\")","v":1050},null,1050,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1052)),$A1051,\"\")","v":1050},{"$f":"IFERROR(SMALL(Helper2_2,A1051),\"\")","v":1050},{"$f":"COUNTIF(Helper3_1,\"=\"&G1051)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1051)=1, G1051, \"\")","v":1050},{"$f":"IFERROR(SMALL(Index_2,A1051),\"\")","v":1050},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:J1051)),\"\")","v":"STR_1050"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:K1051)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:L1051)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:M1051)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:P1051)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1051,COLUMNS($J$2:Q1051)),\"\")","v":"A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B1053<>\"\",ROW(OFFSET(A1052,-1,0)),\"\")","v":1051},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1053)),A1052,\"\")","v":1051},{"$f":"IFERROR(SMALL(Helper2_1,A1052),\"\")","v":1051},null,1051,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1053)),$A1052,\"\")","v":1051},{"$f":"IFERROR(SMALL(Helper2_2,A1052),\"\")","v":1051},{"$f":"COUNTIF(Helper3_1,\"=\"&G1052)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1052)=1, G1052, \"\")","v":1051},{"$f":"IFERROR(SMALL(Index_2,A1052),\"\")","v":1051},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:J1052)),\"\")","v":"STR_1051"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:K1052)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:L1052)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:M1052)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:P1052)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1052,COLUMNS($J$2:Q1052)),\"\")","v":"The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic. Digital champions perform a key advocacy role in schools and faculties."}]
[{"$f":"IF('> FILTER <'!B1054<>\"\",ROW(OFFSET(A1053,-1,0)),\"\")","v":1052},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1054)),A1053,\"\")","v":1052},{"$f":"IFERROR(SMALL(Helper2_1,A1053),\"\")","v":1052},null,1052,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1054)),$A1053,\"\")","v":1052},{"$f":"IFERROR(SMALL(Helper2_2,A1053),\"\")","v":1052},{"$f":"COUNTIF(Helper3_1,\"=\"&G1053)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1053)=1, G1053, \"\")","v":1052},{"$f":"IFERROR(SMALL(Index_2,A1053),\"\")","v":1052},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:J1053)),\"\")","v":"ABD_1052"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:K1053)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:L1053)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:M1053)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:P1053)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1053,COLUMNS($J$2:Q1053)),\"\")","v":"The University currently offers over 600 undergraduate and over 380 taught postgraduate degree programmes, many of which are professionally accredited, across a wide range of disciplines,"}]
[{"$f":"IF('> FILTER <'!B1055<>\"\",ROW(OFFSET(A1054,-1,0)),\"\")","v":1053},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1055)),A1054,\"\")","v":1053},{"$f":"IFERROR(SMALL(Helper2_1,A1054),\"\")","v":1053},null,1053,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1055)),$A1054,\"\")","v":1053},{"$f":"IFERROR(SMALL(Helper2_2,A1054),\"\")","v":1053},{"$f":"COUNTIF(Helper3_1,\"=\"&G1054)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1054)=1, G1054, \"\")","v":1053},{"$f":"IFERROR(SMALL(Index_2,A1054),\"\")","v":1053},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:J1054)),\"\")","v":"ABD_1053"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:K1054)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:L1054)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:M1054)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:P1054)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1054,COLUMNS($J$2:Q1054)),\"\")","v":"PGR students who teach are also required to complete a professional development programme."}]
[{"$f":"IF('> FILTER <'!B1056<>\"\",ROW(OFFSET(A1055,-1,0)),\"\")","v":1054},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1056)),A1055,\"\")","v":1054},{"$f":"IFERROR(SMALL(Helper2_1,A1055),\"\")","v":1054},null,1054,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1056)),$A1055,\"\")","v":1054},{"$f":"IFERROR(SMALL(Helper2_2,A1055),\"\")","v":1054},{"$f":"COUNTIF(Helper3_1,\"=\"&G1055)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1055)=1, G1055, \"\")","v":1054},{"$f":"IFERROR(SMALL(Index_2,A1055),\"\")","v":1054},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:J1055)),\"\")","v":"ABD_1054"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:K1055)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:L1055)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:M1055)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:P1055)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1055,COLUMNS($J$2:Q1055)),\"\")","v":"Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."}]
[{"$f":"IF('> FILTER <'!B1057<>\"\",ROW(OFFSET(A1056,-1,0)),\"\")","v":1055},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1057)),A1056,\"\")","v":1055},{"$f":"IFERROR(SMALL(Helper2_1,A1056),\"\")","v":1055},null,1055,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1057)),$A1056,\"\")","v":1055},{"$f":"IFERROR(SMALL(Helper2_2,A1056),\"\")","v":1055},{"$f":"COUNTIF(Helper3_1,\"=\"&G1056)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1056)=1, G1056, \"\")","v":1055},{"$f":"IFERROR(SMALL(Index_2,A1056),\"\")","v":1055},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:J1056)),\"\")","v":"STR_1055"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:K1056)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:L1056)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:M1056)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:P1056)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1056,COLUMNS($J$2:Q1056)),\"\")","v":"It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability. The QESR team identified the strategic approach to enhancement as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1058<>\"\",ROW(OFFSET(A1057,-1,0)),\"\")","v":1056},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1058)),A1057,\"\")","v":1056},{"$f":"IFERROR(SMALL(Helper2_1,A1057),\"\")","v":1056},null,1056,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1058)),$A1057,\"\")","v":1056},{"$f":"IFERROR(SMALL(Helper2_2,A1057),\"\")","v":1056},{"$f":"COUNTIF(Helper3_1,\"=\"&G1057)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1057)=1, G1057, \"\")","v":1056},{"$f":"IFERROR(SMALL(Index_2,A1057),\"\")","v":1056},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:J1057)),\"\")","v":"STR_1056"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:K1057)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:L1057)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:M1057)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:P1057)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1057,COLUMNS($J$2:Q1057)),\"\")","v":"A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B1059<>\"\",ROW(OFFSET(A1058,-1,0)),\"\")","v":1057},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1059)),A1058,\"\")","v":1057},{"$f":"IFERROR(SMALL(Helper2_1,A1058),\"\")","v":1057},null,1057,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1059)),$A1058,\"\")","v":1057},{"$f":"IFERROR(SMALL(Helper2_2,A1058),\"\")","v":1057},{"$f":"COUNTIF(Helper3_1,\"=\"&G1058)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1058)=1, G1058, \"\")","v":1057},{"$f":"IFERROR(SMALL(Index_2,A1058),\"\")","v":1057},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:J1058)),\"\")","v":"STR_1057"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:K1058)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:L1058)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:M1058)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:P1058)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1058,COLUMNS($J$2:Q1058)),\"\")","v":"Following the survey on teaching activities, the University established two working groups to develop policies and systems, and to address training provision. Both groups operated across departments, schools and faculties to ensure that PGR students are adequately prepared to undertake support for teaching."}]
[{"$f":"IF('> FILTER <'!B1060<>\"\",ROW(OFFSET(A1059,-1,0)),\"\")","v":1058},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1060)),A1059,\"\")","v":1058},{"$f":"IFERROR(SMALL(Helper2_1,A1059),\"\")","v":1058},null,1058,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1060)),$A1059,\"\")","v":1058},{"$f":"IFERROR(SMALL(Helper2_2,A1059),\"\")","v":1058},{"$f":"COUNTIF(Helper3_1,\"=\"&G1059)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1059)=1, G1059, \"\")","v":1058},{"$f":"IFERROR(SMALL(Index_2,A1059),\"\")","v":1058},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:J1059)),\"\")","v":"STR_1058"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:K1059)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:L1059)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:M1059)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:P1059)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1059,COLUMNS($J$2:Q1059)),\"\")","v":"The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic. Digital champions perform a key advocacy role in schools and faculties."}]
[{"$f":"IF('> FILTER <'!B1061<>\"\",ROW(OFFSET(A1060,-1,0)),\"\")","v":1059},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1061)),A1060,\"\")","v":1059},{"$f":"IFERROR(SMALL(Helper2_1,A1060),\"\")","v":1059},null,1059,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1061)),$A1060,\"\")","v":1059},{"$f":"IFERROR(SMALL(Helper2_2,A1060),\"\")","v":1059},{"$f":"COUNTIF(Helper3_1,\"=\"&G1060)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1060)=1, G1060, \"\")","v":1059},{"$f":"IFERROR(SMALL(Index_2,A1060),\"\")","v":1059},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:J1060)),\"\")","v":"STR_1059"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:K1060)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:L1060)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:M1060)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:P1060)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1060,COLUMNS($J$2:Q1060)),\"\")","v":"Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."}]
[{"$f":"IF('> FILTER <'!B1062<>\"\",ROW(OFFSET(A1061,-1,0)),\"\")","v":1060},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1062)),A1061,\"\")","v":1060},{"$f":"IFERROR(SMALL(Helper2_1,A1061),\"\")","v":1060},null,1060,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1062)),$A1061,\"\")","v":1060},{"$f":"IFERROR(SMALL(Helper2_2,A1061),\"\")","v":1060},{"$f":"COUNTIF(Helper3_1,\"=\"&G1061)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1061)=1, G1061, \"\")","v":1060},{"$f":"IFERROR(SMALL(Index_2,A1061),\"\")","v":1060},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:J1061)),\"\")","v":"UWS_1060"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:K1061)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:L1061)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:M1061)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:P1061)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1061,COLUMNS($J$2:Q1061)),\"\")","v":"A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."}]
[{"$f":"IF('> FILTER <'!B1063<>\"\",ROW(OFFSET(A1062,-1,0)),\"\")","v":1061},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1063)),A1062,\"\")","v":1061},{"$f":"IFERROR(SMALL(Helper2_1,A1062),\"\")","v":1061},null,1061,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1063)),$A1062,\"\")","v":1061},{"$f":"IFERROR(SMALL(Helper2_2,A1062),\"\")","v":1061},{"$f":"COUNTIF(Helper3_1,\"=\"&G1062)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1062)=1, G1062, \"\")","v":1061},{"$f":"IFERROR(SMALL(Index_2,A1062),\"\")","v":1061},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:J1062)),\"\")","v":"UWS_1061"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:K1062)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:L1062)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:M1062)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:P1062)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1062,COLUMNS($J$2:Q1062)),\"\")","v":"At the time of the current QESR, there was no UWS policy requirement for staff or \nstudents who teach to complete training before commencing teaching and/or assessment. The QESR team learned that UWS is launching an Academic Professional Development Framework which aims to strengthen academic leadership across the institution."}]
[{"$f":"IF('> FILTER <'!B1064<>\"\",ROW(OFFSET(A1063,-1,0)),\"\")","v":1062},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1064)),A1063,\"\")","v":1062},{"$f":"IFERROR(SMALL(Helper2_1,A1063),\"\")","v":1062},null,1062,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1064)),$A1063,\"\")","v":1062},{"$f":"IFERROR(SMALL(Helper2_2,A1063),\"\")","v":1062},{"$f":"COUNTIF(Helper3_1,\"=\"&G1063)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1063)=1, G1063, \"\")","v":1062},{"$f":"IFERROR(SMALL(Index_2,A1063),\"\")","v":1062},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:J1063)),\"\")","v":"UWS_1062"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:K1063)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:L1063)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:M1063)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:P1063)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1063,COLUMNS($J$2:Q1063)),\"\")","v":"The team recommends that by the end of the 2023-24 academic session, the University should introduce a clear, institution-wide policy that ensures that all staff and students must complete appropriate training (or demonstrate they have achieved recognition through other routes - for example, Advance HE recognition) before undertaking teaching and/or assessment responsibilities."}]
[{"$f":"IF('> FILTER <'!B1065<>\"\",ROW(OFFSET(A1064,-1,0)),\"\")","v":1063},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1065)),A1064,\"\")","v":1063},{"$f":"IFERROR(SMALL(Helper2_1,A1064),\"\")","v":1063},null,1063,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1065)),$A1064,\"\")","v":1063},{"$f":"IFERROR(SMALL(Helper2_2,A1064),\"\")","v":1063},{"$f":"COUNTIF(Helper3_1,\"=\"&G1064)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1064)=1, G1064, \"\")","v":1063},{"$f":"IFERROR(SMALL(Index_2,A1064),\"\")","v":1063},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:J1064)),\"\")","v":"UWS_1063"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:K1064)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:L1064)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:M1064)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:P1064)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1064,COLUMNS($J$2:Q1064)),\"\")","v":"The SU Strategic Plan and Annual Report identify increasing student engagement \nwith formal student representation structures as a key priority for the organisation. The QESR team learned that increasing student representative training attendance is essential to addressing this, as the SU has identified strong links between completion of training and effectiveness when collecting and addressing student feedback with staff and through Student Staff Liaison Groups (SSLGs)."}]
[{"$f":"IF('> FILTER <'!B1066<>\"\",ROW(OFFSET(A1065,-1,0)),\"\")","v":1064},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1066)),A1065,\"\")","v":1064},{"$f":"IFERROR(SMALL(Helper2_1,A1065),\"\")","v":1064},null,1064,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1066)),$A1065,\"\")","v":1064},{"$f":"IFERROR(SMALL(Helper2_2,A1065),\"\")","v":1064},{"$f":"COUNTIF(Helper3_1,\"=\"&G1065)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1065)=1, G1065, \"\")","v":1064},{"$f":"IFERROR(SMALL(Index_2,A1065),\"\")","v":1064},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:J1065)),\"\")","v":"UWS_1064"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:K1065)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:L1065)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:M1065)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:P1065)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1065,COLUMNS($J$2:Q1065)),\"\")","v":"Given the role of student feedback in informing annual monitoring activities and the development of new UWS initiatives, the team recommends that the University should work with its Students' Union to make certain that all student representatives complete training, reflecting on the barriers of current arrangements. This will help ensure that student representatives are well-equipped to fulfil their responsibilities on relevant committees at school, divisional and institutional levels and to better represent students."}]
[{"$f":"IF('> FILTER <'!B1067<>\"\",ROW(OFFSET(A1066,-1,0)),\"\")","v":1065},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1067)),A1066,\"\")","v":1065},{"$f":"IFERROR(SMALL(Helper2_1,A1066),\"\")","v":1065},null,1065,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1067)),$A1066,\"\")","v":1065},{"$f":"IFERROR(SMALL(Helper2_2,A1066),\"\")","v":1065},{"$f":"COUNTIF(Helper3_1,\"=\"&G1066)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1066)=1, G1066, \"\")","v":1065},{"$f":"IFERROR(SMALL(Index_2,A1066),\"\")","v":1065},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:J1066)),\"\")","v":"ABD_1065"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:K1066)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:L1066)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:M1066)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:P1066)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1066,COLUMNS($J$2:Q1066)),\"\")","v":"The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives."}]
[{"$f":"IF('> FILTER <'!B1068<>\"\",ROW(OFFSET(A1067,-1,0)),\"\")","v":1066},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1068)),A1067,\"\")","v":1066},{"$f":"IFERROR(SMALL(Helper2_1,A1067),\"\")","v":1066},null,1066,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1068)),$A1067,\"\")","v":1066},{"$f":"IFERROR(SMALL(Helper2_2,A1067),\"\")","v":1066},{"$f":"COUNTIF(Helper3_1,\"=\"&G1067)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1067)=1, G1067, \"\")","v":1066},{"$f":"IFERROR(SMALL(Index_2,A1067),\"\")","v":1066},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:J1067)),\"\")","v":"ABD_1066"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:K1067)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:L1067)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:M1067)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:P1067)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1067,COLUMNS($J$2:Q1067)),\"\")","v":"The QESR team noted in the evidence provided that, as part of the University's ITR \nprocess, course-level curriculum maps to the relevant SBS are produced by programme teams and these mappings also detail how students will meet the University's Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B1069<>\"\",ROW(OFFSET(A1068,-1,0)),\"\")","v":1067},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1069)),A1068,\"\")","v":1067},{"$f":"IFERROR(SMALL(Helper2_1,A1068),\"\")","v":1067},null,1067,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1069)),$A1068,\"\")","v":1067},{"$f":"IFERROR(SMALL(Helper2_2,A1068),\"\")","v":1067},{"$f":"COUNTIF(Helper3_1,\"=\"&G1068)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1068)=1, G1068, \"\")","v":1067},{"$f":"IFERROR(SMALL(Index_2,A1068),\"\")","v":1067},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:J1068)),\"\")","v":"DUN_1067"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:K1068)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:L1068)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:M1068)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:P1068)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1068,COLUMNS($J$2:Q1068)),\"\")","v":"Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."}]
[{"$f":"IF('> FILTER <'!B1070<>\"\",ROW(OFFSET(A1069,-1,0)),\"\")","v":1068},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1070)),A1069,\"\")","v":1068},{"$f":"IFERROR(SMALL(Helper2_1,A1069),\"\")","v":1068},null,1068,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1070)),$A1069,\"\")","v":1068},{"$f":"IFERROR(SMALL(Helper2_2,A1069),\"\")","v":1068},{"$f":"COUNTIF(Helper3_1,\"=\"&G1069)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1069)=1, G1069, \"\")","v":1068},{"$f":"IFERROR(SMALL(Index_2,A1069),\"\")","v":1068},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:J1069)),\"\")","v":"ABD_1068"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:K1069)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:L1069)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:M1069)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:P1069)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1069,COLUMNS($J$2:Q1069)),\"\")","v":"It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B1071<>\"\",ROW(OFFSET(A1070,-1,0)),\"\")","v":1069},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1071)),A1070,\"\")","v":1069},{"$f":"IFERROR(SMALL(Helper2_1,A1070),\"\")","v":1069},null,1069,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1071)),$A1070,\"\")","v":1069},{"$f":"IFERROR(SMALL(Helper2_2,A1070),\"\")","v":1069},{"$f":"COUNTIF(Helper3_1,\"=\"&G1070)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1070)=1, G1070, \"\")","v":1069},{"$f":"IFERROR(SMALL(Index_2,A1070),\"\")","v":1069},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:J1070)),\"\")","v":"ABD_1069"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:K1070)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:L1070)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:M1070)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:P1070)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1070,COLUMNS($J$2:Q1070)),\"\")","v":"The University and Aberdeen University Students' Association (AUSA) have a long-standing, embedded and collaborative relationship which is based on genuine and effective partnership working across all aspects of university life. This relationship brings a wide range of benefits including representative structures that support the diversity of the student population,"}]
[{"$f":"IF('> FILTER <'!B1072<>\"\",ROW(OFFSET(A1071,-1,0)),\"\")","v":1070},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1072)),A1071,\"\")","v":1070},{"$f":"IFERROR(SMALL(Helper2_1,A1071),\"\")","v":1070},null,1070,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1072)),$A1071,\"\")","v":1070},{"$f":"IFERROR(SMALL(Helper2_2,A1071),\"\")","v":1070},{"$f":"COUNTIF(Helper3_1,\"=\"&G1071)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1071)=1, G1071, \"\")","v":1070},{"$f":"IFERROR(SMALL(Index_2,A1071),\"\")","v":1070},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:J1071)),\"\")","v":"ABD_1070"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:K1071)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:L1071)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:M1071)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:P1071)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1071,COLUMNS($J$2:Q1071)),\"\")","v":"Students have ex-officio membership of these committees from the AUSA President and Vice-President (Education) or their nominees. Students confirmed that the University provides appropriate training to support students undertaking committee representation roles."}]
[{"$f":"IF('> FILTER <'!B1073<>\"\",ROW(OFFSET(A1072,-1,0)),\"\")","v":1071},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1073)),A1072,\"\")","v":1071},{"$f":"IFERROR(SMALL(Helper2_1,A1072),\"\")","v":1071},null,1071,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1073)),$A1072,\"\")","v":1071},{"$f":"IFERROR(SMALL(Helper2_2,A1072),\"\")","v":1071},{"$f":"COUNTIF(Helper3_1,\"=\"&G1072)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1072)=1, G1072, \"\")","v":1071},{"$f":"IFERROR(SMALL(Index_2,A1072),\"\")","v":1071},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:J1072)),\"\")","v":"ABD_1071"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:K1072)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:L1072)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:M1072)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:P1072)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1072,COLUMNS($J$2:Q1072)),\"\")","v":"The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."}]
[{"$f":"IF('> FILTER <'!B1074<>\"\",ROW(OFFSET(A1073,-1,0)),\"\")","v":1072},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1074)),A1073,\"\")","v":1072},{"$f":"IFERROR(SMALL(Helper2_1,A1073),\"\")","v":1072},null,1072,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1074)),$A1073,\"\")","v":1072},{"$f":"IFERROR(SMALL(Helper2_2,A1073),\"\")","v":1072},{"$f":"COUNTIF(Helper3_1,\"=\"&G1073)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1073)=1, G1073, \"\")","v":1072},{"$f":"IFERROR(SMALL(Index_2,A1073),\"\")","v":1072},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:J1073)),\"\")","v":"STR_1072"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:K1073)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:L1073)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:M1073)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:P1073)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1073,COLUMNS($J$2:Q1073)),\"\")","v":"The University takes action to ensure that its Guidance for Postgraduate Research Students Who Support Teaching and Teaching-related Activities is fully and consistently implemented across the University"}]
[{"$f":"IF('> FILTER <'!B1075<>\"\",ROW(OFFSET(A1074,-1,0)),\"\")","v":1073},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1075)),A1074,\"\")","v":1073},{"$f":"IFERROR(SMALL(Helper2_1,A1074),\"\")","v":1073},null,1073,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1075)),$A1074,\"\")","v":1073},{"$f":"IFERROR(SMALL(Helper2_2,A1074),\"\")","v":1073},{"$f":"COUNTIF(Helper3_1,\"=\"&G1074)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1074)=1, G1074, \"\")","v":1073},{"$f":"IFERROR(SMALL(Index_2,A1074),\"\")","v":1073},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:J1074)),\"\")","v":"STR_1073"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:K1074)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:L1074)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:M1074)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:P1074)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1074,COLUMNS($J$2:Q1074)),\"\")","v":"The revised policies and procedures are designed to ensure that mandatory training is undertaken by PGRs who support teaching and enable the tracking of compliance by departments and schools"}]
[{"$f":"IF('> FILTER <'!B1076<>\"\",ROW(OFFSET(A1075,-1,0)),\"\")","v":1074},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1076)),A1075,\"\")","v":1074},{"$f":"IFERROR(SMALL(Helper2_1,A1075),\"\")","v":1074},null,1074,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1076)),$A1075,\"\")","v":1074},{"$f":"IFERROR(SMALL(Helper2_2,A1075),\"\")","v":1074},{"$f":"COUNTIF(Helper3_1,\"=\"&G1075)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1075)=1, G1075, \"\")","v":1074},{"$f":"IFERROR(SMALL(Index_2,A1075),\"\")","v":1074},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:J1075)),\"\")","v":"UWS_1074"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:K1075)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:L1075)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:M1075)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:P1075)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1075,COLUMNS($J$2:Q1075)),\"\")","v":"UWS has well-established and effective student support services. Building on the \nELIR 4 recommendations, UWS has created a new department - the Student Success Hub (SSH) - which acts as a single point of contact for all student support queries and uses both learner analytics and engagement data to identify emerging student support concerns which then inform targeted interventions, where the team directly reaches out to students and liaises with academic staff in Schools."}]
[{"$f":"IF('> FILTER <'!B1077<>\"\",ROW(OFFSET(A1076,-1,0)),\"\")","v":1075},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1077)),A1076,\"\")","v":1075},{"$f":"IFERROR(SMALL(Helper2_1,A1076),\"\")","v":1075},null,1075,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1077)),$A1076,\"\")","v":1075},{"$f":"IFERROR(SMALL(Helper2_2,A1076),\"\")","v":1075},{"$f":"COUNTIF(Helper3_1,\"=\"&G1076)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1076)=1, G1076, \"\")","v":1075},{"$f":"IFERROR(SMALL(Index_2,A1076),\"\")","v":1075},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:J1076)),\"\")","v":"UWS_1075"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:K1076)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:L1076)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:M1076)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:P1076)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1076,COLUMNS($J$2:Q1076)),\"\")","v":"The review team considers the University's recognition of student support services interdependencies and pre-emptive approach to ensure timely access to specialist support appointments, to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1078<>\"\",ROW(OFFSET(A1077,-1,0)),\"\")","v":1076},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1078)),A1077,\"\")","v":1076},{"$f":"IFERROR(SMALL(Helper2_1,A1077),\"\")","v":1076},null,1076,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1078)),$A1077,\"\")","v":1076},{"$f":"IFERROR(SMALL(Helper2_2,A1077),\"\")","v":1076},{"$f":"COUNTIF(Helper3_1,\"=\"&G1077)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1077)=1, G1077, \"\")","v":1076},{"$f":"IFERROR(SMALL(Index_2,A1077),\"\")","v":1076},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:J1077)),\"\")","v":"DUN_1076"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:K1077)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:L1077)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:M1077)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:P1077)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1077,COLUMNS($J$2:Q1077)),\"\")","v":"The team learned how postgraduate student feedback was acted on and that postgraduate research student feedback led to improvements in inductions, mental health services, assessment and networking."}]
[{"$f":"IF('> FILTER <'!B1079<>\"\",ROW(OFFSET(A1078,-1,0)),\"\")","v":1077},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1079)),A1078,\"\")","v":1077},{"$f":"IFERROR(SMALL(Helper2_1,A1078),\"\")","v":1077},null,1077,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1079)),$A1078,\"\")","v":1077},{"$f":"IFERROR(SMALL(Helper2_2,A1078),\"\")","v":1077},{"$f":"COUNTIF(Helper3_1,\"=\"&G1078)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1078)=1, G1078, \"\")","v":1077},{"$f":"IFERROR(SMALL(Index_2,A1078),\"\")","v":1077},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:J1078)),\"\")","v":"DUN_1077"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:K1078)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:L1078)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:M1078)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:P1078)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1078,COLUMNS($J$2:Q1078)),\"\")","v":"During the visit, the team learned of stakeholder engagement activities conducted to inform enhancements - for example, in relation to the Library and induction."}]
[{"$f":"IF('> FILTER <'!B1080<>\"\",ROW(OFFSET(A1079,-1,0)),\"\")","v":1078},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1080)),A1079,\"\")","v":1078},{"$f":"IFERROR(SMALL(Helper2_1,A1079),\"\")","v":1078},null,1078,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1080)),$A1079,\"\")","v":1078},{"$f":"IFERROR(SMALL(Helper2_2,A1079),\"\")","v":1078},{"$f":"COUNTIF(Helper3_1,\"=\"&G1079)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1079)=1, G1079, \"\")","v":1078},{"$f":"IFERROR(SMALL(Index_2,A1079),\"\")","v":1078},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:J1079)),\"\")","v":"UWS_1078"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:K1079)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:L1079)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:M1079)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:P1079)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1079,COLUMNS($J$2:Q1079)),\"\")","v":"The University is encouraged to support the SU in disseminating information during induction to ensure student familiarity with school, divisional and SU representative structures; ensure that the link between any feedback provided and subsequent response following SSLGs is evident across all campuses and modes of study; and that students recognise how existing partnership arrangements inform development of strategic initiatives impacting and enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B1081<>\"\",ROW(OFFSET(A1080,-1,0)),\"\")","v":1079},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1081)),A1080,\"\")","v":1079},{"$f":"IFERROR(SMALL(Helper2_1,A1080),\"\")","v":1079},null,1079,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1081)),$A1080,\"\")","v":1079},{"$f":"IFERROR(SMALL(Helper2_2,A1080),\"\")","v":1079},{"$f":"COUNTIF(Helper3_1,\"=\"&G1080)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1080)=1, G1080, \"\")","v":1079},{"$f":"IFERROR(SMALL(Index_2,A1080),\"\")","v":1079},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:J1080)),\"\")","v":"ABD_1079"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:K1080)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:L1080)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:M1080)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:P1080)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1080,COLUMNS($J$2:Q1080)),\"\")","v":"The QESR team learned from staff that the Aberdeen 2040 Delivery of Education has been, and the Graduate Attributes and Skills TFGs will be, instrumental in the delivery of the education strategic objectives. The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice"}]
[{"$f":"IF('> FILTER <'!B1082<>\"\",ROW(OFFSET(A1081,-1,0)),\"\")","v":1080},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1082)),A1081,\"\")","v":1080},{"$f":"IFERROR(SMALL(Helper2_1,A1081),\"\")","v":1080},null,1080,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1082)),$A1081,\"\")","v":1080},{"$f":"IFERROR(SMALL(Helper2_2,A1081),\"\")","v":1080},{"$f":"COUNTIF(Helper3_1,\"=\"&G1081)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1081)=1, G1081, \"\")","v":1080},{"$f":"IFERROR(SMALL(Index_2,A1081),\"\")","v":1080},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:J1081)),\"\")","v":"ABD_1080"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:K1081)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:L1081)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:M1081)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:P1081)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1081,COLUMNS($J$2:Q1081)),\"\")","v":"The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support."}]
[{"$f":"IF('> FILTER <'!B1083<>\"\",ROW(OFFSET(A1082,-1,0)),\"\")","v":1081},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1083)),A1082,\"\")","v":1081},{"$f":"IFERROR(SMALL(Helper2_1,A1082),\"\")","v":1081},null,1081,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1083)),$A1082,\"\")","v":1081},{"$f":"IFERROR(SMALL(Helper2_2,A1082),\"\")","v":1081},{"$f":"COUNTIF(Helper3_1,\"=\"&G1082)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1082)=1, G1082, \"\")","v":1081},{"$f":"IFERROR(SMALL(Index_2,A1082),\"\")","v":1081},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:J1082)),\"\")","v":"ABD_1081"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:K1082)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:L1082)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:M1082)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:P1082)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1082,COLUMNS($J$2:Q1082)),\"\")","v":"The University has developed a clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience"}]
[{"$f":"IF('> FILTER <'!B1084<>\"\",ROW(OFFSET(A1083,-1,0)),\"\")","v":1082},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1084)),A1083,\"\")","v":1082},{"$f":"IFERROR(SMALL(Helper2_1,A1083),\"\")","v":1082},null,1082,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1084)),$A1083,\"\")","v":1082},{"$f":"IFERROR(SMALL(Helper2_2,A1083),\"\")","v":1082},{"$f":"COUNTIF(Helper3_1,\"=\"&G1083)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1083)=1, G1083, \"\")","v":1082},{"$f":"IFERROR(SMALL(Index_2,A1083),\"\")","v":1082},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:J1083)),\"\")","v":"DUN_1082"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:K1083)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:L1083)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:M1083)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:P1083)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1083,COLUMNS($J$2:Q1083)),\"\")","v":"The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review."}]
[{"$f":"IF('> FILTER <'!B1085<>\"\",ROW(OFFSET(A1084,-1,0)),\"\")","v":1083},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1085)),A1084,\"\")","v":1083},{"$f":"IFERROR(SMALL(Helper2_1,A1084),\"\")","v":1083},null,1083,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1085)),$A1084,\"\")","v":1083},{"$f":"IFERROR(SMALL(Helper2_2,A1084),\"\")","v":1083},{"$f":"COUNTIF(Helper3_1,\"=\"&G1084)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1084)=1, G1084, \"\")","v":1083},{"$f":"IFERROR(SMALL(Index_2,A1084),\"\")","v":1083},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:J1084)),\"\")","v":"STR_1083"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:K1084)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:L1084)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:M1084)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:P1084)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1084,COLUMNS($J$2:Q1084)),\"\")","v":"Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis."}]
[{"$f":"IF('> FILTER <'!B1086<>\"\",ROW(OFFSET(A1085,-1,0)),\"\")","v":1084},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1086)),A1085,\"\")","v":1084},{"$f":"IFERROR(SMALL(Helper2_1,A1085),\"\")","v":1084},null,1084,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1086)),$A1085,\"\")","v":1084},{"$f":"IFERROR(SMALL(Helper2_2,A1085),\"\")","v":1084},{"$f":"COUNTIF(Helper3_1,\"=\"&G1085)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1085)=1, G1085, \"\")","v":1084},{"$f":"IFERROR(SMALL(Index_2,A1085),\"\")","v":1084},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:J1085)),\"\")","v":"UWS_1084"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:K1085)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:L1085)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:M1085)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:P1085)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1085,COLUMNS($J$2:Q1085)),\"\")","v":"The QESR team learned that the University has strengthened this approach further by implementing a new appointment referral system between student support services, enabling reserved appointment slots to be offered to students identified as at risk of disengaging due to (emerging in-year/specific) support requirements."}]
[{"$f":"IF('> FILTER <'!B1087<>\"\",ROW(OFFSET(A1086,-1,0)),\"\")","v":1085},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1087)),A1086,\"\")","v":1085},{"$f":"IFERROR(SMALL(Helper2_1,A1086),\"\")","v":1085},null,1085,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1087)),$A1086,\"\")","v":1085},{"$f":"IFERROR(SMALL(Helper2_2,A1086),\"\")","v":1085},{"$f":"COUNTIF(Helper3_1,\"=\"&G1086)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1086)=1, G1086, \"\")","v":1085},{"$f":"IFERROR(SMALL(Index_2,A1086),\"\")","v":1085},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:J1086)),\"\")","v":"UWS_1085"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:K1086)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:L1086)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:M1086)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:P1086)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1086,COLUMNS($J$2:Q1086)),\"\")","v":"The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services."}]
[{"$f":"IF('> FILTER <'!B1088<>\"\",ROW(OFFSET(A1087,-1,0)),\"\")","v":1086},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1088)),A1087,\"\")","v":1086},{"$f":"IFERROR(SMALL(Helper2_1,A1087),\"\")","v":1086},null,1086,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1088)),$A1087,\"\")","v":1086},{"$f":"IFERROR(SMALL(Helper2_2,A1087),\"\")","v":1086},{"$f":"COUNTIF(Helper3_1,\"=\"&G1087)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1087)=1, G1087, \"\")","v":1086},{"$f":"IFERROR(SMALL(Index_2,A1087),\"\")","v":1086},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:J1087)),\"\")","v":"UWS_1086"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:K1087)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:L1087)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:M1087)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:P1087)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1087,COLUMNS($J$2:Q1087)),\"\")","v":"The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."}]
[{"$f":"IF('> FILTER <'!B1089<>\"\",ROW(OFFSET(A1088,-1,0)),\"\")","v":1087},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1089)),A1088,\"\")","v":1087},{"$f":"IFERROR(SMALL(Helper2_1,A1088),\"\")","v":1087},null,1087,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1089)),$A1088,\"\")","v":1087},{"$f":"IFERROR(SMALL(Helper2_2,A1088),\"\")","v":1087},{"$f":"COUNTIF(Helper3_1,\"=\"&G1088)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1088)=1, G1088, \"\")","v":1087},{"$f":"IFERROR(SMALL(Index_2,A1088),\"\")","v":1087},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:J1088)),\"\")","v":"UWS_1087"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:K1088)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:L1088)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:M1088)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:P1088)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1088,COLUMNS($J$2:Q1088)),\"\")","v":"The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."}]
[{"$f":"IF('> FILTER <'!B1090<>\"\",ROW(OFFSET(A1089,-1,0)),\"\")","v":1088},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1090)),A1089,\"\")","v":1088},{"$f":"IFERROR(SMALL(Helper2_1,A1089),\"\")","v":1088},null,1088,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1090)),$A1089,\"\")","v":1088},{"$f":"IFERROR(SMALL(Helper2_2,A1089),\"\")","v":1088},{"$f":"COUNTIF(Helper3_1,\"=\"&G1089)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1089)=1, G1089, \"\")","v":1088},{"$f":"IFERROR(SMALL(Index_2,A1089),\"\")","v":1088},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:J1089)),\"\")","v":"UWS_1088"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:K1089)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:L1089)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:M1089)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:P1089)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1089,COLUMNS($J$2:Q1089)),\"\")","v":"Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."}]
[{"$f":"IF('> FILTER <'!B1091<>\"\",ROW(OFFSET(A1090,-1,0)),\"\")","v":1089},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1091)),A1090,\"\")","v":1089},{"$f":"IFERROR(SMALL(Helper2_1,A1090),\"\")","v":1089},null,1089,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1091)),$A1090,\"\")","v":1089},{"$f":"IFERROR(SMALL(Helper2_2,A1090),\"\")","v":1089},{"$f":"COUNTIF(Helper3_1,\"=\"&G1090)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1090)=1, G1090, \"\")","v":1089},{"$f":"IFERROR(SMALL(Index_2,A1090),\"\")","v":1089},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:J1090)),\"\")","v":"ABD_1089"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:K1090)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:L1090)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:M1090)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:P1090)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1090,COLUMNS($J$2:Q1090)),\"\")","v":"Working groups have also been established to embed work-integrated learning opportunities for students incorporating online delivery methods and to raise the awareness of contract cheating among students and provide additional support."}]
[{"$f":"IF('> FILTER <'!B1092<>\"\",ROW(OFFSET(A1091,-1,0)),\"\")","v":1090},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1092)),A1091,\"\")","v":1090},{"$f":"IFERROR(SMALL(Helper2_1,A1091),\"\")","v":1090},null,{"$f":"ROW(OFFSET(E1091,-1,0))","v":1090},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1092)),$A1091,\"\")","v":1090},{"$f":"IFERROR(SMALL(Helper2_2,A1091),\"\")","v":1090},{"$f":"COUNTIF(Helper3_1,\"=\"&G1091)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1091)=1, G1091, \"\")","v":1090},{"$f":"IFERROR(SMALL(Index_2,A1091),\"\")","v":1090},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:J1091)),\"\")","v":"ABD_1090"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:K1091)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:L1091)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:M1091)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:P1091)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1091,COLUMNS($J$2:Q1091)),\"\")","v":"The QESR team also explored with senior staff, the University's response to an \nincrease in Academic Misconduct Cases, which will involve working in partnership with students to understand how these situations arise, in order to develop further support for students."}]
[{"$f":"IF('> FILTER <'!B1093<>\"\",ROW(OFFSET(A1092,-1,0)),\"\")","v":1091},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1093)),A1092,\"\")","v":1091},{"$f":"IFERROR(SMALL(Helper2_1,A1092),\"\")","v":1091},null,1091,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1093)),$A1092,\"\")","v":1091},{"$f":"IFERROR(SMALL(Helper2_2,A1092),\"\")","v":1091},{"$f":"COUNTIF(Helper3_1,\"=\"&G1092)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1092)=1, G1092, \"\")","v":1091},{"$f":"IFERROR(SMALL(Index_2,A1092),\"\")","v":1091},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:J1092)),\"\")","v":"DUN_1091"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:K1092)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:L1092)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:M1092)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:P1092)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1092,COLUMNS($J$2:Q1092)),\"\")","v":"The network of Digital Champions play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice and acting as an effective conduit for the sharing of good practice"}]
[{"$f":"IF('> FILTER <'!B1094<>\"\",ROW(OFFSET(A1093,-1,0)),\"\")","v":1092},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1094)),A1093,\"\")","v":1092},{"$f":"IFERROR(SMALL(Helper2_1,A1093),\"\")","v":1092},null,1092,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1094)),$A1093,\"\")","v":1092},{"$f":"IFERROR(SMALL(Helper2_2,A1093),\"\")","v":1092},{"$f":"COUNTIF(Helper3_1,\"=\"&G1093)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1093)=1, G1093, \"\")","v":1092},{"$f":"IFERROR(SMALL(Index_2,A1093),\"\")","v":1092},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:J1093)),\"\")","v":"STR_1092"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:K1093)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:L1093)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:M1093)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:P1093)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1093,COLUMNS($J$2:Q1093)),\"\")","v":"QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim. This will be supported by a developing people strategy addressing the needs of students and staff to achieve the education strategy's key objectives."}]
[{"$f":"IF('> FILTER <'!B1095<>\"\",ROW(OFFSET(A1094,-1,0)),\"\")","v":1093},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1095)),A1094,\"\")","v":1093},{"$f":"IFERROR(SMALL(Helper2_1,A1094),\"\")","v":1093},null,1093,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1095)),$A1094,\"\")","v":1093},{"$f":"IFERROR(SMALL(Helper2_2,A1094),\"\")","v":1093},{"$f":"COUNTIF(Helper3_1,\"=\"&G1094)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1094)=1, G1094, \"\")","v":1093},{"$f":"IFERROR(SMALL(Index_2,A1094),\"\")","v":1093},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:J1094)),\"\")","v":"STR_1093"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:K1094)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:L1094)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:M1094)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:P1094)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1094,COLUMNS($J$2:Q1094)),\"\")","v":"The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."}]
[{"$f":"IF('> FILTER <'!B1096<>\"\",ROW(OFFSET(A1095,-1,0)),\"\")","v":1094},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1096)),A1095,\"\")","v":1094},{"$f":"IFERROR(SMALL(Helper2_1,A1095),\"\")","v":1094},null,1094,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1096)),$A1095,\"\")","v":1094},{"$f":"IFERROR(SMALL(Helper2_2,A1095),\"\")","v":1094},{"$f":"COUNTIF(Helper3_1,\"=\"&G1095)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1095)=1, G1095, \"\")","v":1094},{"$f":"IFERROR(SMALL(Index_2,A1095),\"\")","v":1094},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:J1095)),\"\")","v":"STR_1094"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:K1095)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:L1095)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:M1095)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:P1095)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1095,COLUMNS($J$2:Q1095)),\"\")","v":"While reporting to Senate through ESC, the QAC and LEC work closely to learn from current practice, and make recommendations for change annually; examples include: continually responding to digital education needs in such a rapidly changing environment, and development of revised guidelines to support students through periods of disruption."}]
[{"$f":"IF('> FILTER <'!B1097<>\"\",ROW(OFFSET(A1096,-1,0)),\"\")","v":1095},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1097)),A1096,\"\")","v":1095},{"$f":"IFERROR(SMALL(Helper2_1,A1096),\"\")","v":1095},null,1095,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1097)),$A1096,\"\")","v":1095},{"$f":"IFERROR(SMALL(Helper2_2,A1096),\"\")","v":1095},{"$f":"COUNTIF(Helper3_1,\"=\"&G1096)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1096)=1, G1096, \"\")","v":1095},{"$f":"IFERROR(SMALL(Index_2,A1096),\"\")","v":1095},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:J1096)),\"\")","v":"UWS_1095"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:K1096)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:L1096)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:M1096)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:P1096)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1096,COLUMNS($J$2:Q1096)),\"\")","v":"The University engages fully with the sector Enhancement Themes which has had \na positive impact on policy development, student support and the wider student experience. The current Theme of Resilient Learning Communities has informed the development of the University's curriculum framework and continues to inform other areas of work including the review and development of the revised Student Support Model and micro-credentials framework."}]
[{"$f":"IF('> FILTER <'!B1098<>\"\",ROW(OFFSET(A1097,-1,0)),\"\")","v":1096},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1098)),A1097,\"\")","v":1096},{"$f":"IFERROR(SMALL(Helper2_1,A1097),\"\")","v":1096},null,1096,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1098)),$A1097,\"\")","v":1096},{"$f":"IFERROR(SMALL(Helper2_2,A1097),\"\")","v":1096},{"$f":"COUNTIF(Helper3_1,\"=\"&G1097)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1097)=1, G1097, \"\")","v":1096},{"$f":"IFERROR(SMALL(Index_2,A1097),\"\")","v":1096},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:J1097)),\"\")","v":"UWS_1096"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:K1097)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:L1097)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:M1097)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:P1097)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1097,COLUMNS($J$2:Q1097)),\"\")","v":"The University has not yet finalised its revised approach to personal tutoring which will see Personal Tutors being replaced by ASPIRE advisers. At the time of the current QESR, UWS was running with a dual model where some students had an ASPIRE adviser while others had a personal tutor (see paragraph 6 and 8). UWS will undertake further scoping work during 2022-23 as part of a three-year APSIRE implementation plan."}]
[{"$f":"IF('> FILTER <'!B1099<>\"\",ROW(OFFSET(A1098,-1,0)),\"\")","v":1097},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1099)),A1098,\"\")","v":1097},{"$f":"IFERROR(SMALL(Helper2_1,A1098),\"\")","v":1097},null,1097,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1099)),$A1098,\"\")","v":1097},{"$f":"IFERROR(SMALL(Helper2_2,A1098),\"\")","v":1097},{"$f":"COUNTIF(Helper3_1,\"=\"&G1098)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1098)=1, G1098, \"\")","v":1097},{"$f":"IFERROR(SMALL(Index_2,A1098),\"\")","v":1097},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:J1098)),\"\")","v":"ABD_1097"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:K1098)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:L1098)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:M1098)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:P1098)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1098,COLUMNS($J$2:Q1098)),\"\")","v":"Continue work to finalise the University's approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population, particularly postgraduate taught students, and the support provided is clearly communicated to all students by the end of academic year 2022-23"}]
[{"$f":"IF('> FILTER <'!B1100<>\"\",ROW(OFFSET(A1099,-1,0)),\"\")","v":1098},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1100)),A1099,\"\")","v":1098},{"$f":"IFERROR(SMALL(Helper2_1,A1099),\"\")","v":1098},null,1098,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1100)),$A1099,\"\")","v":1098},{"$f":"IFERROR(SMALL(Helper2_2,A1099),\"\")","v":1098},{"$f":"COUNTIF(Helper3_1,\"=\"&G1099)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1099)=1, G1099, \"\")","v":1098},{"$f":"IFERROR(SMALL(Index_2,A1099),\"\")","v":1098},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:J1099)),\"\")","v":"ABD_1098"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:K1099)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:L1099)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:M1099)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:P1099)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1099,COLUMNS($J$2:Q1099)),\"\")","v":"While all students assured the team that they knew they could approach academic staff and access the University's centralised student support services when they needed help, the QESR team recommends that the University continues work to finalise its approach to personal tutoring arrangements, to ensure it provides equity of experience for the University's changing student population - particularly postgraduate taught students - and the support provided is clearly communicated to all students by the end of academic year"}]
[{"$f":"IF('> FILTER <'!B1101<>\"\",ROW(OFFSET(A1100,-1,0)),\"\")","v":1099},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1101)),A1100,\"\")","v":1099},{"$f":"IFERROR(SMALL(Helper2_1,A1100),\"\")","v":1099},null,1099,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1101)),$A1100,\"\")","v":1099},{"$f":"IFERROR(SMALL(Helper2_2,A1100),\"\")","v":1099},{"$f":"COUNTIF(Helper3_1,\"=\"&G1100)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1100)=1, G1100, \"\")","v":1099},{"$f":"IFERROR(SMALL(Index_2,A1100),\"\")","v":1099},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:J1100)),\"\")","v":"STR_1099"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:K1100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:L1100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:M1100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:P1100)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1100,COLUMNS($J$2:Q1100)),\"\")","v":"The exemplary partnership arrangements (also commended in ELIR 4) were identified as a continuing feature of good practice, with particular recognition that the partnership also helps to bring communities together across the University - of particular relevance following the pandemic, to boost the welfare of students."}]
[{"$f":"IF('> FILTER <'!B1102<>\"\",ROW(OFFSET(A1101,-1,0)),\"\")","v":1100},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1102)),A1101,\"\")","v":1100},{"$f":"IFERROR(SMALL(Helper2_1,A1101),\"\")","v":1100},null,1100,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1102)),$A1101,\"\")","v":1100},{"$f":"IFERROR(SMALL(Helper2_2,A1101),\"\")","v":1100},{"$f":"COUNTIF(Helper3_1,\"=\"&G1101)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1101)=1, G1101, \"\")","v":1100},{"$f":"IFERROR(SMALL(Index_2,A1101),\"\")","v":1100},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:J1101)),\"\")","v":"UWS_1100"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:K1101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:L1101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:M1101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:P1101)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1101,COLUMNS($J$2:Q1101)),\"\")","v":"The team considered the Student Partnership Agreement (SPA), the Student Mental Health Agreement,"}]
[{"$f":"IF('> FILTER <'!B1103<>\"\",ROW(OFFSET(A1102,-1,0)),\"\")","v":1101},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1103)),A1102,\"\")","v":1101},{"$f":"IFERROR(SMALL(Helper2_1,A1102),\"\")","v":1101},null,1101,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1103)),$A1102,\"\")","v":1101},{"$f":"IFERROR(SMALL(Helper2_2,A1102),\"\")","v":1101},{"$f":"COUNTIF(Helper3_1,\"=\"&G1102)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1102)=1, G1102, \"\")","v":1101},{"$f":"IFERROR(SMALL(Index_2,A1102),\"\")","v":1101},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:J1102)),\"\")","v":"ABD_1101"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:K1102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:L1102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:M1102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:P1102)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1102,COLUMNS($J$2:Q1102)),\"\")","v":"The University has made significant progress with its vision for blended education. It has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff"}]
[{"$f":"IF('> FILTER <'!B1104<>\"\",ROW(OFFSET(A1103,-1,0)),\"\")","v":1102},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1104)),A1103,\"\")","v":1102},{"$f":"IFERROR(SMALL(Helper2_1,A1103),\"\")","v":1102},null,1102,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1104)),$A1103,\"\")","v":1102},{"$f":"IFERROR(SMALL(Helper2_2,A1103),\"\")","v":1102},{"$f":"COUNTIF(Helper3_1,\"=\"&G1103)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1103)=1, G1103, \"\")","v":1102},{"$f":"IFERROR(SMALL(Index_2,A1103),\"\")","v":1102},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:J1103)),\"\")","v":"ABD_1102"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:K1103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:L1103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:M1103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:P1103)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1103,COLUMNS($J$2:Q1103)),\"\")","v":"Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"}]
[{"$f":"IF('> FILTER <'!B1105<>\"\",ROW(OFFSET(A1104,-1,0)),\"\")","v":1103},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1105)),A1104,\"\")","v":1103},{"$f":"IFERROR(SMALL(Helper2_1,A1104),\"\")","v":1103},null,1103,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1105)),$A1104,\"\")","v":1103},{"$f":"IFERROR(SMALL(Helper2_2,A1104),\"\")","v":1103},{"$f":"COUNTIF(Helper3_1,\"=\"&G1104)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1104)=1, G1104, \"\")","v":1103},{"$f":"IFERROR(SMALL(Index_2,A1104),\"\")","v":1103},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:J1104)),\"\")","v":"ABD_1103"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:K1104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:L1104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:M1104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:P1104)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1104,COLUMNS($J$2:Q1104)),\"\")","v":"The development of the student intern role provides effective opportunities for students to play a full part in the development of university policy and practice associated with learning, teaching and the wider student experience with students often taking leadership roles in the work with which they engage. Students"}]
[{"$f":"IF('> FILTER <'!B1106<>\"\",ROW(OFFSET(A1105,-1,0)),\"\")","v":1104},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1106)),A1105,\"\")","v":1104},{"$f":"IFERROR(SMALL(Helper2_1,A1105),\"\")","v":1104},null,1104,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1106)),$A1105,\"\")","v":1104},{"$f":"IFERROR(SMALL(Helper2_2,A1105),\"\")","v":1104},{"$f":"COUNTIF(Helper3_1,\"=\"&G1105)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1105)=1, G1105, \"\")","v":1104},{"$f":"IFERROR(SMALL(Index_2,A1105),\"\")","v":1104},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:J1105)),\"\")","v":"ABD_1104"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:K1105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:L1105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:M1105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:P1105)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1105,COLUMNS($J$2:Q1105)),\"\")","v":"The University has established appropriate mechanisms to ensure that all new staff \ncomplete its 'Learning and Teaching in HE' course within one year of joining the institution and receive a range of support information from the Centre for Academic Development (CAD)."}]
[{"$f":"IF('> FILTER <'!B1107<>\"\",ROW(OFFSET(A1106,-1,0)),\"\")","v":1105},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1107)),A1106,\"\")","v":1105},{"$f":"IFERROR(SMALL(Helper2_1,A1106),\"\")","v":1105},null,1105,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1107)),$A1106,\"\")","v":1105},{"$f":"IFERROR(SMALL(Helper2_2,A1106),\"\")","v":1105},{"$f":"COUNTIF(Helper3_1,\"=\"&G1106)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1106)=1, G1106, \"\")","v":1105},{"$f":"IFERROR(SMALL(Index_2,A1106),\"\")","v":1105},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:J1106)),\"\")","v":"ABD_1105"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:K1106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:L1106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:M1106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:P1106)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1106,COLUMNS($J$2:Q1106)),\"\")","v":"The QESR team was impressed by the manner in which the University has \neffectively used this evaluation information to support the development of its 'Principles for the Delivery of Education for Academic Year 2022-23', which have been designed to align to and support the education strand of the Aberdeen 2040 Strategy. The team note that these Principles were developed through work supported by one of the student interns (paragraphs 10 and 17), discussed across all the academic schools through mechanisms like School Education Committees, were formalised through the University committee structure, and are framed in terms of commitments to learning and teaching from both staff and students."}]
[{"$f":"IF('> FILTER <'!B1108<>\"\",ROW(OFFSET(A1107,-1,0)),\"\")","v":1106},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1108)),A1107,\"\")","v":1106},{"$f":"IFERROR(SMALL(Helper2_1,A1107),\"\")","v":1106},null,1106,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1108)),$A1107,\"\")","v":1106},{"$f":"IFERROR(SMALL(Helper2_2,A1107),\"\")","v":1106},{"$f":"COUNTIF(Helper3_1,\"=\"&G1107)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1107)=1, G1107, \"\")","v":1106},{"$f":"IFERROR(SMALL(Index_2,A1107),\"\")","v":1106},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:J1107)),\"\")","v":"ABD_1106"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:K1107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:L1107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:M1107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:P1107)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1107,COLUMNS($J$2:Q1107)),\"\")","v":"Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."}]
[{"$f":"IF('> FILTER <'!B1109<>\"\",ROW(OFFSET(A1108,-1,0)),\"\")","v":1107},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1109)),A1108,\"\")","v":1107},{"$f":"IFERROR(SMALL(Helper2_1,A1108),\"\")","v":1107},null,1107,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1109)),$A1108,\"\")","v":1107},{"$f":"IFERROR(SMALL(Helper2_2,A1108),\"\")","v":1107},{"$f":"COUNTIF(Helper3_1,\"=\"&G1108)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1108)=1, G1108, \"\")","v":1107},{"$f":"IFERROR(SMALL(Index_2,A1108),\"\")","v":1107},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:J1108)),\"\")","v":"ABD_1107"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:K1108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:L1108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:M1108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:P1108)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1108,COLUMNS($J$2:Q1108)),\"\")","v":"Staff and students spoke about the positive impact on the learning, teaching and assessment experience of students and provided a range of examples of changes to practice including more variety of assessment formats, direct linkage of teaching material to the four pillars of the Strategy, and students in Aberdeen working collaboratively with students in international partner campuses and with professionals overseas."}]
[{"$f":"IF('> FILTER <'!B1110<>\"\",ROW(OFFSET(A1109,-1,0)),\"\")","v":1108},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1110)),A1109,\"\")","v":1108},{"$f":"IFERROR(SMALL(Helper2_1,A1109),\"\")","v":1108},null,1108,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1110)),$A1109,\"\")","v":1108},{"$f":"IFERROR(SMALL(Helper2_2,A1109),\"\")","v":1108},{"$f":"COUNTIF(Helper3_1,\"=\"&G1109)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1109)=1, G1109, \"\")","v":1108},{"$f":"IFERROR(SMALL(Index_2,A1109),\"\")","v":1108},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:J1109)),\"\")","v":"ABD_1108"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:K1109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:L1109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:M1109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:P1109)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1109,COLUMNS($J$2:Q1109)),\"\")","v":"The University has an effective approach to strategic planning in relation to learning and teaching, with a particular strength being the widespread engagement with, and ownership of, the University Strategy and its underpinning action plans, by staff and students."}]
[{"$f":"IF('> FILTER <'!B1111<>\"\",ROW(OFFSET(A1110,-1,0)),\"\")","v":1109},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1111)),A1110,\"\")","v":1109},{"$f":"IFERROR(SMALL(Helper2_1,A1110),\"\")","v":1109},null,1109,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1111)),$A1110,\"\")","v":1109},{"$f":"IFERROR(SMALL(Helper2_2,A1110),\"\")","v":1109},{"$f":"COUNTIF(Helper3_1,\"=\"&G1110)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1110)=1, G1110, \"\")","v":1109},{"$f":"IFERROR(SMALL(Index_2,A1110),\"\")","v":1109},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:J1110)),\"\")","v":"ABD_1109"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:K1110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:L1110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:M1110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:P1110)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1110,COLUMNS($J$2:Q1110)),\"\")","v":"Student interns play active roles in the delivery of the University's Learning and Teaching Enhancement Programme (LTEP) of Themes-related projects and the institution adopts a range of approaches to effectively share practice including a cross-institutional community of practice which is valued by staff"}]
[{"$f":"IF('> FILTER <'!B1112<>\"\",ROW(OFFSET(A1111,-1,0)),\"\")","v":1110},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1112)),A1111,\"\")","v":1110},{"$f":"IFERROR(SMALL(Helper2_1,A1111),\"\")","v":1110},null,1110,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1112)),$A1111,\"\")","v":1110},{"$f":"IFERROR(SMALL(Helper2_2,A1111),\"\")","v":1110},{"$f":"COUNTIF(Helper3_1,\"=\"&G1111)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1111)=1, G1111, \"\")","v":1110},{"$f":"IFERROR(SMALL(Index_2,A1111),\"\")","v":1110},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:J1111)),\"\")","v":"ABD_1110"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:K1111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:L1111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:M1111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:P1111)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1111,COLUMNS($J$2:Q1111)),\"\")","v":"The staff met by the QESR team also had a clear understanding of the aims and \nthemes of the Aberdeen 2040 Strategy and spoke very positively about the impact that the Principles for the Delivery of Education are having on their approaches to teaching and learning"}]
[{"$f":"IF('> FILTER <'!B1113<>\"\",ROW(OFFSET(A1112,-1,0)),\"\")","v":1111},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1113)),A1112,\"\")","v":1111},{"$f":"IFERROR(SMALL(Helper2_1,A1112),\"\")","v":1111},null,1111,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1113)),$A1112,\"\")","v":1111},{"$f":"IFERROR(SMALL(Helper2_2,A1112),\"\")","v":1111},{"$f":"COUNTIF(Helper3_1,\"=\"&G1112)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1112)=1, G1112, \"\")","v":1111},{"$f":"IFERROR(SMALL(Index_2,A1112),\"\")","v":1111},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:J1112)),\"\")","v":"ABD_1111"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:K1112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:L1112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:M1112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:P1112)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1112,COLUMNS($J$2:Q1112)),\"\")","v":"The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching;"}]
[{"$f":"IF('> FILTER <'!B1114<>\"\",ROW(OFFSET(A1113,-1,0)),\"\")","v":1112},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1114)),A1113,\"\")","v":1112},{"$f":"IFERROR(SMALL(Helper2_1,A1113),\"\")","v":1112},null,1112,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1114)),$A1113,\"\")","v":1112},{"$f":"IFERROR(SMALL(Helper2_2,A1113),\"\")","v":1112},{"$f":"COUNTIF(Helper3_1,\"=\"&G1113)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1113)=1, G1113, \"\")","v":1112},{"$f":"IFERROR(SMALL(Index_2,A1113),\"\")","v":1112},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:J1113)),\"\")","v":"ABD_1112"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:K1113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:L1113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:M1113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:P1113)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1113,COLUMNS($J$2:Q1113)),\"\")","v":"The University's Year 3 plan outlines the University's cross-institutional approach to the delivery of its Themes' work, which is aligned to the Aberdeen 2040 Strategy (paragraphs 2-5), its approach to digital/online learning (paragraphs 32-36), and involves staff and students working in partnership."}]
[{"$f":"IF('> FILTER <'!B1115<>\"\",ROW(OFFSET(A1114,-1,0)),\"\")","v":1113},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1115)),A1114,\"\")","v":1113},{"$f":"IFERROR(SMALL(Helper2_1,A1114),\"\")","v":1113},null,1113,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1115)),$A1114,\"\")","v":1113},{"$f":"IFERROR(SMALL(Helper2_2,A1114),\"\")","v":1113},{"$f":"COUNTIF(Helper3_1,\"=\"&G1114)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1114)=1, G1114, \"\")","v":1113},{"$f":"IFERROR(SMALL(Index_2,A1114),\"\")","v":1113},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:J1114)),\"\")","v":"ABD_1113"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:K1114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:L1114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:M1114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:P1114)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1114,COLUMNS($J$2:Q1114)),\"\")","v":"The QESR team has identified as good practice the University's effective approach \nto strategic planning in relation to learning and teaching"}]
[{"$f":"IF('> FILTER <'!B1116<>\"\",ROW(OFFSET(A1115,-1,0)),\"\")","v":1114},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1116)),A1115,\"\")","v":1114},{"$f":"IFERROR(SMALL(Helper2_1,A1115),\"\")","v":1114},null,1114,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1116)),$A1115,\"\")","v":1114},{"$f":"IFERROR(SMALL(Helper2_2,A1115),\"\")","v":1114},{"$f":"COUNTIF(Helper3_1,\"=\"&G1115)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1115)=1, G1115, \"\")","v":1114},{"$f":"IFERROR(SMALL(Index_2,A1115),\"\")","v":1114},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:J1115)),\"\")","v":"ABD_1114"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:K1115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:L1115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:M1115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:P1115)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1115,COLUMNS($J$2:Q1115)),\"\")","v":"The University's Academic Quality Handbook contains the University's policies, \nprocedures and regulations relating to all aspects of teaching and learning."}]
[{"$f":"IF('> FILTER <'!B1117<>\"\",ROW(OFFSET(A1116,-1,0)),\"\")","v":1115},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1117)),A1116,\"\")","v":1115},{"$f":"IFERROR(SMALL(Helper2_1,A1116),\"\")","v":1115},null,1115,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1117)),$A1116,\"\")","v":1115},{"$f":"IFERROR(SMALL(Helper2_2,A1116),\"\")","v":1115},{"$f":"COUNTIF(Helper3_1,\"=\"&G1116)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1116)=1, G1116, \"\")","v":1115},{"$f":"IFERROR(SMALL(Index_2,A1116),\"\")","v":1115},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:J1116)),\"\")","v":"DUN_1115"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:K1116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:L1116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:M1116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:P1116)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1116,COLUMNS($J$2:Q1116)),\"\")","v":"A key priority for the University through its Strategy 2022-27 and sub-strategy for \nEducation and Students, is curriculum transformation. This project is informed and driven by the University's development and implementation of their Curriculum Design Principles. These principles establish a core set of values and design elements that underpin programme development and review, and were developed in consultation with staff and students. The University has committed that all programmes should review and align curriculum to these principles by the end of the strategic planning round in 2027 with schools required to complete curriculum review within their Periodic Programme Review (PPR) cycle."}]
[{"$f":"IF('> FILTER <'!B1118<>\"\",ROW(OFFSET(A1117,-1,0)),\"\")","v":1116},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1118)),A1117,\"\")","v":1116},{"$f":"IFERROR(SMALL(Helper2_1,A1117),\"\")","v":1116},null,1116,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1118)),$A1117,\"\")","v":1116},{"$f":"IFERROR(SMALL(Helper2_2,A1117),\"\")","v":1116},{"$f":"COUNTIF(Helper3_1,\"=\"&G1117)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1117)=1, G1117, \"\")","v":1116},{"$f":"IFERROR(SMALL(Index_2,A1117),\"\")","v":1116},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:J1117)),\"\")","v":"DUN_1116"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:K1117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:L1117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:M1117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:P1117)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1117,COLUMNS($J$2:Q1117)),\"\")","v":"Staff who met with the QESR team confirmed progress with curriculum transformation, 3 \nproviding examples of curricular changes through recent PPR processes, and examples of engaging students in the mapping of curriculum to the Curriculum Design Principles. Staff recognised the value in developing and embedding the Curriculum Design Principles, establishing clear expectations for knowledge, skills and capabilities for programme development, and supporting and future-proofing curriculum and learning for students."}]
[{"$f":"IF('> FILTER <'!B1119<>\"\",ROW(OFFSET(A1118,-1,0)),\"\")","v":1117},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1119)),A1118,\"\")","v":1117},{"$f":"IFERROR(SMALL(Helper2_1,A1118),\"\")","v":1117},null,1117,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1119)),$A1118,\"\")","v":1117},{"$f":"IFERROR(SMALL(Helper2_2,A1118),\"\")","v":1117},{"$f":"COUNTIF(Helper3_1,\"=\"&G1118)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1118)=1, G1118, \"\")","v":1117},{"$f":"IFERROR(SMALL(Index_2,A1118),\"\")","v":1117},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:J1118)),\"\")","v":"DUN_1117"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:K1118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:L1118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:M1118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:P1118)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1118,COLUMNS($J$2:Q1118)),\"\")","v":"Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."}]
[{"$f":"IF('> FILTER <'!B1120<>\"\",ROW(OFFSET(A1119,-1,0)),\"\")","v":1118},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1120)),A1119,\"\")","v":1118},{"$f":"IFERROR(SMALL(Helper2_1,A1119),\"\")","v":1118},null,1118,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1120)),$A1119,\"\")","v":1118},{"$f":"IFERROR(SMALL(Helper2_2,A1119),\"\")","v":1118},{"$f":"COUNTIF(Helper3_1,\"=\"&G1119)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1119)=1, G1119, \"\")","v":1118},{"$f":"IFERROR(SMALL(Index_2,A1119),\"\")","v":1118},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:J1119)),\"\")","v":"DUN_1118"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:K1119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:L1119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:M1119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:P1119)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1119,COLUMNS($J$2:Q1119)),\"\")","v":"In support of the University's educational ambitions, the University has committed to \nestablish an Education Academy. This Academy will work with schools to deliver excellence in teaching and scholarship, supporting digital skills for students and staff, and strengthening a culture of high-quality and innovative learning design and digital enhancement."}]
[{"$f":"IF('> FILTER <'!B1121<>\"\",ROW(OFFSET(A1120,-1,0)),\"\")","v":1119},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1121)),A1120,\"\")","v":1119},{"$f":"IFERROR(SMALL(Helper2_1,A1120),\"\")","v":1119},null,1119,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1121)),$A1120,\"\")","v":1119},{"$f":"IFERROR(SMALL(Helper2_2,A1120),\"\")","v":1119},{"$f":"COUNTIF(Helper3_1,\"=\"&G1120)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1120)=1, G1120, \"\")","v":1119},{"$f":"IFERROR(SMALL(Index_2,A1120),\"\")","v":1119},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:J1120)),\"\")","v":"DUN_1119"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:K1120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:L1120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:M1120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:P1120)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1120,COLUMNS($J$2:Q1120)),\"\")","v":"The University recognises that its response to COVID-19 and moves to online \nlearning have accelerated engagement with online and digital approaches to education and has continued to build upon these developments through the implementation of its Digital sub-strategy. Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform"}]
[{"$f":"IF('> FILTER <'!B1122<>\"\",ROW(OFFSET(A1121,-1,0)),\"\")","v":1120},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1122)),A1121,\"\")","v":1120},{"$f":"IFERROR(SMALL(Helper2_1,A1121),\"\")","v":1120},null,1120,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1122)),$A1121,\"\")","v":1120},{"$f":"IFERROR(SMALL(Helper2_2,A1121),\"\")","v":1120},{"$f":"COUNTIF(Helper3_1,\"=\"&G1121)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1121)=1, G1121, \"\")","v":1120},{"$f":"IFERROR(SMALL(Index_2,A1121),\"\")","v":1120},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:J1121)),\"\")","v":"STR_1120"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:K1121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:L1121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:M1121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:P1121)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1121,COLUMNS($J$2:Q1121)),\"\")","v":"The University has a very clear and effective approach to strategic planning and an ongoing commitment to enhancing the student experience. The Learning and Teaching ambitions of the Strategic Plan are effectively operationalised through a combination of frameworks, working groups or targeted institutional projects, all driven and managed through its education committees to ensure the student experience is enhanced"}]
[{"$f":"IF('> FILTER <'!B1123<>\"\",ROW(OFFSET(A1122,-1,0)),\"\")","v":1121},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1123)),A1122,\"\")","v":1121},{"$f":"IFERROR(SMALL(Helper2_1,A1122),\"\")","v":1121},null,1121,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1123)),$A1122,\"\")","v":1121},{"$f":"IFERROR(SMALL(Helper2_2,A1122),\"\")","v":1121},{"$f":"COUNTIF(Helper3_1,\"=\"&G1122)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1122)=1, G1122, \"\")","v":1121},{"$f":"IFERROR(SMALL(Index_2,A1122),\"\")","v":1121},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:J1122)),\"\")","v":"STR_1121"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:K1122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:L1122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:M1122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:P1122)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1122,COLUMNS($J$2:Q1122)),\"\")","v":"The Education Strategy Strategic Fund ensures the availability of appropriate resources to enable delivery of strategic projects. The institution's Executive Team is leading preparations for the 2030 strategic vision and the QESR team heard from senior staff that a distinctive student experience, combined with high quality learning and teaching activities, will continue to be a major aim."}]
[{"$f":"IF('> FILTER <'!B1124<>\"\",ROW(OFFSET(A1123,-1,0)),\"\")","v":1122},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1124)),A1123,\"\")","v":1122},{"$f":"IFERROR(SMALL(Helper2_1,A1123),\"\")","v":1122},null,1122,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1124)),$A1123,\"\")","v":1122},{"$f":"IFERROR(SMALL(Helper2_2,A1123),\"\")","v":1122},{"$f":"COUNTIF(Helper3_1,\"=\"&G1123)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1123)=1, G1123, \"\")","v":1122},{"$f":"IFERROR(SMALL(Index_2,A1123),\"\")","v":1122},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:J1123)),\"\")","v":"STR_1122"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:K1123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:L1123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:M1123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:P1123)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1123,COLUMNS($J$2:Q1123)),\"\")","v":"For example, the Learning and Teaching Improvement Planning Process engages staff and students as well as faculty and institutional committees in scrutiny, oversight and implementation of enhancements."}]
[{"$f":"IF('> FILTER <'!B1125<>\"\",ROW(OFFSET(A1124,-1,0)),\"\")","v":1123},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1125)),A1124,\"\")","v":1123},{"$f":"IFERROR(SMALL(Helper2_1,A1124),\"\")","v":1123},null,1123,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1125)),$A1124,\"\")","v":1123},{"$f":"IFERROR(SMALL(Helper2_2,A1124),\"\")","v":1123},{"$f":"COUNTIF(Helper3_1,\"=\"&G1124)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1124)=1, G1124, \"\")","v":1123},{"$f":"IFERROR(SMALL(Index_2,A1124),\"\")","v":1123},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:J1124)),\"\")","v":"STR_1123"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:K1124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:L1124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:M1124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:P1124)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1124,COLUMNS($J$2:Q1124)),\"\")","v":"Similarly, the University's set of core frameworks for enhancing learning and teaching and the student experience are clear, effective and embedded at local discipline level and centrally."}]
[{"$f":"IF('> FILTER <'!B1126<>\"\",ROW(OFFSET(A1125,-1,0)),\"\")","v":1124},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1126)),A1125,\"\")","v":1124},{"$f":"IFERROR(SMALL(Helper2_1,A1125),\"\")","v":1124},null,1124,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1126)),$A1125,\"\")","v":1124},{"$f":"IFERROR(SMALL(Helper2_2,A1125),\"\")","v":1124},{"$f":"COUNTIF(Helper3_1,\"=\"&G1125)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1125)=1, G1125, \"\")","v":1124},{"$f":"IFERROR(SMALL(Index_2,A1125),\"\")","v":1124},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:J1125)),\"\")","v":"STR_1124"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:K1125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:L1125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:M1125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:P1125)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1125,COLUMNS($J$2:Q1125)),\"\")","v":"The Learning and Teaching Improvement Framework uses student feedback to enhance student education."}]
[{"$f":"IF('> FILTER <'!B1127<>\"\",ROW(OFFSET(A1126,-1,0)),\"\")","v":1125},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1127)),A1126,\"\")","v":1125},{"$f":"IFERROR(SMALL(Helper2_1,A1126),\"\")","v":1125},null,1125,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1127)),$A1126,\"\")","v":1125},{"$f":"IFERROR(SMALL(Helper2_2,A1126),\"\")","v":1125},{"$f":"COUNTIF(Helper3_1,\"=\"&G1126)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1126)=1, G1126, \"\")","v":1125},{"$f":"IFERROR(SMALL(Index_2,A1126),\"\")","v":1125},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:J1126)),\"\")","v":"STR_1125"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:K1126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:L1126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:M1126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:P1126)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1126,COLUMNS($J$2:Q1126)),\"\")","v":"The University's strategy for learning and teaching is further enhanced by its \nembedded partnership with students to identify opportunities for enhancement."}]
[{"$f":"IF('> FILTER <'!B1128<>\"\",ROW(OFFSET(A1127,-1,0)),\"\")","v":1126},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1128)),A1127,\"\")","v":1126},{"$f":"IFERROR(SMALL(Helper2_1,A1127),\"\")","v":1126},null,1126,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1128)),$A1127,\"\")","v":1126},{"$f":"IFERROR(SMALL(Helper2_2,A1127),\"\")","v":1126},{"$f":"COUNTIF(Helper3_1,\"=\"&G1127)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1127)=1, G1127, \"\")","v":1126},{"$f":"IFERROR(SMALL(Index_2,A1127),\"\")","v":1126},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:J1127)),\"\")","v":"STR_1126"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:K1127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:L1127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:M1127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:P1127)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1127,COLUMNS($J$2:Q1127)),\"\")","v":"A series of learning and teaching fora are held each year to discuss different approaches to and wider adoption of measures to address issues linked to learning and teaching improvement plans. Staff and students who met the QESR team were positive about the staff development"}]
[{"$f":"IF('> FILTER <'!B1129<>\"\",ROW(OFFSET(A1128,-1,0)),\"\")","v":1127},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1129)),A1128,\"\")","v":1127},{"$f":"IFERROR(SMALL(Helper2_1,A1128),\"\")","v":1127},null,1127,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1129)),$A1128,\"\")","v":1127},{"$f":"IFERROR(SMALL(Helper2_2,A1128),\"\")","v":1127},{"$f":"COUNTIF(Helper3_1,\"=\"&G1128)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1128)=1, G1128, \"\")","v":1127},{"$f":"IFERROR(SMALL(Index_2,A1128),\"\")","v":1127},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:J1128)),\"\")","v":"STR_1127"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:K1128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:L1128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:M1128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:P1128)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1128,COLUMNS($J$2:Q1128)),\"\")","v":"The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'."}]
[{"$f":"IF('> FILTER <'!B1130<>\"\",ROW(OFFSET(A1129,-1,0)),\"\")","v":1128},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1130)),A1129,\"\")","v":1128},{"$f":"IFERROR(SMALL(Helper2_1,A1129),\"\")","v":1128},null,1128,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1130)),$A1129,\"\")","v":1128},{"$f":"IFERROR(SMALL(Helper2_2,A1129),\"\")","v":1128},{"$f":"COUNTIF(Helper3_1,\"=\"&G1129)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1129)=1, G1129, \"\")","v":1128},{"$f":"IFERROR(SMALL(Index_2,A1129),\"\")","v":1128},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:J1129)),\"\")","v":"STR_1128"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:K1129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:L1129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:M1129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:P1129)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1129,COLUMNS($J$2:Q1129)),\"\")","v":"The strategic approach to enhancement has been identified as a feature of good practice by the QESR team. The work of the university committees are key to operationalising the learning and teaching ambitions of the Strategic Plan."}]
[{"$f":"IF('> FILTER <'!B1131<>\"\",ROW(OFFSET(A1130,-1,0)),\"\")","v":1129},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1131)),A1130,\"\")","v":1129},{"$f":"IFERROR(SMALL(Helper2_1,A1130),\"\")","v":1129},null,1129,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1131)),$A1130,\"\")","v":1129},{"$f":"IFERROR(SMALL(Helper2_2,A1130),\"\")","v":1129},{"$f":"COUNTIF(Helper3_1,\"=\"&G1130)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1130)=1, G1130, \"\")","v":1129},{"$f":"IFERROR(SMALL(Index_2,A1130),\"\")","v":1129},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:J1130)),\"\")","v":"STR_1129"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:K1130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:L1130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:M1130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:P1130)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1130,COLUMNS($J$2:Q1130)),\"\")","v":"The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."}]
[{"$f":"IF('> FILTER <'!B1132<>\"\",ROW(OFFSET(A1131,-1,0)),\"\")","v":1130},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1132)),A1131,\"\")","v":1130},{"$f":"IFERROR(SMALL(Helper2_1,A1131),\"\")","v":1130},null,1130,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1132)),$A1131,\"\")","v":1130},{"$f":"IFERROR(SMALL(Helper2_2,A1131),\"\")","v":1130},{"$f":"COUNTIF(Helper3_1,\"=\"&G1131)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1131)=1, G1131, \"\")","v":1130},{"$f":"IFERROR(SMALL(Index_2,A1131),\"\")","v":1130},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:J1131)),\"\")","v":"UWS_1130"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:K1131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:L1131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:M1131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:P1131)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1131,COLUMNS($J$2:Q1131)),\"\")","v":"The QESR team is confident that UWS has clear, effective strategic leadership and \nestablished systems in place to support the enhancement of learning and teaching, and the student experience."}]
[{"$f":"IF('> FILTER <'!B1133<>\"\",ROW(OFFSET(A1132,-1,0)),\"\")","v":1131},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1133)),A1132,\"\")","v":1131},{"$f":"IFERROR(SMALL(Helper2_1,A1132),\"\")","v":1131},null,1131,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1133)),$A1132,\"\")","v":1131},{"$f":"IFERROR(SMALL(Helper2_2,A1132),\"\")","v":1131},{"$f":"COUNTIF(Helper3_1,\"=\"&G1132)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1132)=1, G1132, \"\")","v":1131},{"$f":"IFERROR(SMALL(Index_2,A1132),\"\")","v":1131},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:J1132)),\"\")","v":"UWS_1131"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:K1132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:L1132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:M1132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:P1132)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1132,COLUMNS($J$2:Q1132)),\"\")","v":"The University has developed and implemented a new UWS Model of Supporting \nStudent Success underpinned by the streamlining of professional services and academic support through the creation of the Student Success Hub (SSH) and staff team. The new institution-wide Student Experience Programme (SEP) supports and operationalises the UWS Learning and Teaching Thematic Plan."}]
[{"$f":"IF('> FILTER <'!B1134<>\"\",ROW(OFFSET(A1133,-1,0)),\"\")","v":1132},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1134)),A1133,\"\")","v":1132},{"$f":"IFERROR(SMALL(Helper2_1,A1133),\"\")","v":1132},null,1132,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1134)),$A1133,\"\")","v":1132},{"$f":"IFERROR(SMALL(Helper2_2,A1133),\"\")","v":1132},{"$f":"COUNTIF(Helper3_1,\"=\"&G1133)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1133)=1, G1133, \"\")","v":1132},{"$f":"IFERROR(SMALL(Index_2,A1133),\"\")","v":1132},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:J1133)),\"\")","v":"UWS_1132"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:K1133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:L1133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:M1133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:P1133)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1133,COLUMNS($J$2:Q1133)),\"\")","v":"The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach."}]
[{"$f":"IF('> FILTER <'!B1135<>\"\",ROW(OFFSET(A1134,-1,0)),\"\")","v":1133},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1135)),A1134,\"\")","v":1133},{"$f":"IFERROR(SMALL(Helper2_1,A1134),\"\")","v":1133},null,1133,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1135)),$A1134,\"\")","v":1133},{"$f":"IFERROR(SMALL(Helper2_2,A1134),\"\")","v":1133},{"$f":"COUNTIF(Helper3_1,\"=\"&G1134)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1134)=1, G1134, \"\")","v":1133},{"$f":"IFERROR(SMALL(Index_2,A1134),\"\")","v":1133},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:J1134)),\"\")","v":"UWS_1133"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:K1134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:L1134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:M1134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:P1134)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1134,COLUMNS($J$2:Q1134)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment."}]
[{"$f":"IF('> FILTER <'!B1136<>\"\",ROW(OFFSET(A1135,-1,0)),\"\")","v":1134},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1136)),A1135,\"\")","v":1134},{"$f":"IFERROR(SMALL(Helper2_1,A1135),\"\")","v":1134},null,1134,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1136)),$A1135,\"\")","v":1134},{"$f":"IFERROR(SMALL(Helper2_2,A1135),\"\")","v":1134},{"$f":"COUNTIF(Helper3_1,\"=\"&G1135)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1135)=1, G1135, \"\")","v":1134},{"$f":"IFERROR(SMALL(Index_2,A1135),\"\")","v":1134},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:J1135)),\"\")","v":"UWS_1134"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:K1135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:L1135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:M1135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:P1135)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1135,COLUMNS($J$2:Q1135)),\"\")","v":"UWS has a clear approach to engaging undergraduate and postgraduate students \nin the enhancement of learning and teaching across the institution."}]
[{"$f":"IF('> FILTER <'!B1137<>\"\",ROW(OFFSET(A1136,-1,0)),\"\")","v":1135},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1137)),A1136,\"\")","v":1135},{"$f":"IFERROR(SMALL(Helper2_1,A1136),\"\")","v":1135},null,1135,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1137)),$A1136,\"\")","v":1135},{"$f":"IFERROR(SMALL(Helper2_2,A1136),\"\")","v":1135},{"$f":"COUNTIF(Helper3_1,\"=\"&G1136)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1136)=1, G1136, \"\")","v":1135},{"$f":"IFERROR(SMALL(Index_2,A1136),\"\")","v":1135},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:J1136)),\"\")","v":"ABD_1135"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:K1136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:L1136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:M1136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:P1136)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1136,COLUMNS($J$2:Q1136)),\"\")","v":"The University describes itself as offering a flexible undergraduate curriculum that encourages students to grow as independent learners, with its degree programmes combining breadth and depth. The postgraduate curriculum is growing and, as with the undergraduate curriculum, draws from the University's research."}]
[{"$f":"IF('> FILTER <'!B1138<>\"\",ROW(OFFSET(A1137,-1,0)),\"\")","v":1136},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1138)),A1137,\"\")","v":1136},{"$f":"IFERROR(SMALL(Helper2_1,A1137),\"\")","v":1136},null,1136,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1138)),$A1137,\"\")","v":1136},{"$f":"IFERROR(SMALL(Helper2_2,A1137),\"\")","v":1136},{"$f":"COUNTIF(Helper3_1,\"=\"&G1137)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1137)=1, G1137, \"\")","v":1136},{"$f":"IFERROR(SMALL(Index_2,A1137),\"\")","v":1136},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:J1137)),\"\")","v":"ABD_1136"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:K1137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:L1137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:M1137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:P1137)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1137,COLUMNS($J$2:Q1137)),\"\")","v":"The University has successfully embedded learning from the national Enhancement Themes, enabling Theme priorities to be realised in a wide range of institutional policy and practice including ongoing work to decolonise the curriculum."}]
[{"$f":"IF('> FILTER <'!B1139<>\"\",ROW(OFFSET(A1138,-1,0)),\"\")","v":1137},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1139)),A1138,\"\")","v":1137},{"$f":"IFERROR(SMALL(Helper2_1,A1138),\"\")","v":1137},null,1137,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1139)),$A1138,\"\")","v":1137},{"$f":"IFERROR(SMALL(Helper2_2,A1138),\"\")","v":1137},{"$f":"COUNTIF(Helper3_1,\"=\"&G1138)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1138)=1, G1138, \"\")","v":1137},{"$f":"IFERROR(SMALL(Index_2,A1138),\"\")","v":1137},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:J1138)),\"\")","v":"ABD_1137"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:K1138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:L1138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:M1138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:P1138)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1138,COLUMNS($J$2:Q1138)),\"\")","v":"Students who met the QESR team had a clear understanding of the aims of the Aberdeen 2040 Strategy and its four strategic themes, and provided the QESR team with a number of examples where its implementation was already impacting positively on aspects of their studies and student life. These include students being involved in the University's project to decolonise the curriculum and the use of student interns in a number of the Task and Finish Groups"}]
[{"$f":"IF('> FILTER <'!B1140<>\"\",ROW(OFFSET(A1139,-1,0)),\"\")","v":1138},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1140)),A1139,\"\")","v":1138},{"$f":"IFERROR(SMALL(Helper2_1,A1139),\"\")","v":1138},null,1138,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1140)),$A1139,\"\")","v":1138},{"$f":"IFERROR(SMALL(Helper2_2,A1139),\"\")","v":1138},{"$f":"COUNTIF(Helper3_1,\"=\"&G1139)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1139)=1, G1139, \"\")","v":1138},{"$f":"IFERROR(SMALL(Index_2,A1139),\"\")","v":1138},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:J1139)),\"\")","v":"ABD_1138"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:K1139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:L1139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:M1139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:P1139)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1139,COLUMNS($J$2:Q1139)),\"\")","v":"The University also contributes to wider Themes work including the 'Understanding \nMicro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project"}]
[{"$f":"IF('> FILTER <'!B1141<>\"\",ROW(OFFSET(A1140,-1,0)),\"\")","v":1139},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1141)),A1140,\"\")","v":1139},{"$f":"IFERROR(SMALL(Helper2_1,A1140),\"\")","v":1139},null,1139,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1141)),$A1140,\"\")","v":1139},{"$f":"IFERROR(SMALL(Helper2_2,A1140),\"\")","v":1139},{"$f":"COUNTIF(Helper3_1,\"=\"&G1140)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1140)=1, G1140, \"\")","v":1139},{"$f":"IFERROR(SMALL(Index_2,A1140),\"\")","v":1139},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:J1140)),\"\")","v":"ABD_1139"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:K1140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:L1140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:M1140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:P1140)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1140,COLUMNS($J$2:Q1140)),\"\")","v":"The team understands that through linkages with the sector-wide Anti-Racist Curriculum Project, the University's Decolonising the Curriculum Steering Group is developing a set of principles and working on a suite of resources to support the academic schools to make changes to their curriculums. The University is also continuing to work on the development of a toolkit of case studies and resources from its Theme-related projects."}]
[{"$f":"IF('> FILTER <'!B1142<>\"\",ROW(OFFSET(A1141,-1,0)),\"\")","v":1140},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1142)),A1141,\"\")","v":1140},{"$f":"IFERROR(SMALL(Helper2_1,A1141),\"\")","v":1140},null,1140,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1142)),$A1141,\"\")","v":1140},{"$f":"IFERROR(SMALL(Helper2_2,A1141),\"\")","v":1140},{"$f":"COUNTIF(Helper3_1,\"=\"&G1141)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1141)=1, G1141, \"\")","v":1140},{"$f":"IFERROR(SMALL(Index_2,A1141),\"\")","v":1140},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:J1141)),\"\")","v":"ABD_1140"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:K1141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:L1141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:M1141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:P1141)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1141,COLUMNS($J$2:Q1141)),\"\")","v":"The University has successfully embedded learning from the national Enhancement \nThemes, enabling Theme priorities to be realised in a wide range of institutional policy and practice including ongoing work to decolonise the curriculum"}]
[{"$f":"IF('> FILTER <'!B1143<>\"\",ROW(OFFSET(A1142,-1,0)),\"\")","v":1141},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1143)),A1142,\"\")","v":1141},{"$f":"IFERROR(SMALL(Helper2_1,A1142),\"\")","v":1141},null,1141,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1143)),$A1142,\"\")","v":1141},{"$f":"IFERROR(SMALL(Helper2_2,A1142),\"\")","v":1141},{"$f":"COUNTIF(Helper3_1,\"=\"&G1142)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1142)=1, G1142, \"\")","v":1141},{"$f":"IFERROR(SMALL(Index_2,A1142),\"\")","v":1141},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:J1142)),\"\")","v":"ABD_1141"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:K1142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:L1142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:M1142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:P1142)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1142,COLUMNS($J$2:Q1142)),\"\")","v":"The University actively contributes to a range of sector-level Theme work including the 'Understanding Micro-credentials and Small Qualifications in Scotland' project, the 'Anti-Racist Curriculum Project' and the 'Valuing and Recognising Prior Learning and Experience' project. The QESR team has identified the University's approach as good practice."}]
[{"$f":"IF('> FILTER <'!B1144<>\"\",ROW(OFFSET(A1143,-1,0)),\"\")","v":1142},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1144)),A1143,\"\")","v":1142},{"$f":"IFERROR(SMALL(Helper2_1,A1143),\"\")","v":1142},null,1142,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1144)),$A1143,\"\")","v":1142},{"$f":"IFERROR(SMALL(Helper2_2,A1143),\"\")","v":1142},{"$f":"COUNTIF(Helper3_1,\"=\"&G1143)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1143)=1, G1143, \"\")","v":1142},{"$f":"IFERROR(SMALL(Index_2,A1143),\"\")","v":1142},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:J1143)),\"\")","v":"ABD_1142"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:K1143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:L1143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:M1143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:P1143)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1143,COLUMNS($J$2:Q1143)),\"\")","v":"The team heard in meetings with staff and students, that student engagement in this way is supporting a strong culture of partnership working - for example, in areas such as Decolonising the Curriculum (paragraph 12), and appointing student interns to support on aspects of developments such as the Principles for Delivery of Education (paragraphs 33 and 34) and the TESTA pilot project"}]
[{"$f":"IF('> FILTER <'!B1145<>\"\",ROW(OFFSET(A1144,-1,0)),\"\")","v":1143},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1145)),A1144,\"\")","v":1143},{"$f":"IFERROR(SMALL(Helper2_1,A1144),\"\")","v":1143},null,1143,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1145)),$A1144,\"\")","v":1143},{"$f":"IFERROR(SMALL(Helper2_2,A1144),\"\")","v":1143},{"$f":"COUNTIF(Helper3_1,\"=\"&G1144)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1144)=1, G1144, \"\")","v":1143},{"$f":"IFERROR(SMALL(Index_2,A1144),\"\")","v":1143},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:J1144)),\"\")","v":"ABD_1143"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:K1144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:L1144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:M1144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:P1144)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1144,COLUMNS($J$2:Q1144)),\"\")","v":"The QESR team noted in the evidence provided that, as part of the University's ITR \nprocess, course-level curriculum maps to the relevant SBS are produced by programme teams and these mappings also detail how students will meet the University's Graduate Attributes."}]
[{"$f":"IF('> FILTER <'!B1146<>\"\",ROW(OFFSET(A1145,-1,0)),\"\")","v":1144},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1146)),A1145,\"\")","v":1144},{"$f":"IFERROR(SMALL(Helper2_1,A1145),\"\")","v":1144},null,1144,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1146)),$A1145,\"\")","v":1144},{"$f":"IFERROR(SMALL(Helper2_2,A1145),\"\")","v":1144},{"$f":"COUNTIF(Helper3_1,\"=\"&G1145)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1145)=1, G1145, \"\")","v":1144},{"$f":"IFERROR(SMALL(Index_2,A1145),\"\")","v":1144},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:J1145)),\"\")","v":"DUN_1144"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:K1145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:L1145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:M1145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:P1145)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1145,COLUMNS($J$2:Q1145)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."}]
[{"$f":"IF('> FILTER <'!B1147<>\"\",ROW(OFFSET(A1146,-1,0)),\"\")","v":1145},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1147)),A1146,\"\")","v":1145},{"$f":"IFERROR(SMALL(Helper2_1,A1146),\"\")","v":1145},null,1145,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1147)),$A1146,\"\")","v":1145},{"$f":"IFERROR(SMALL(Helper2_2,A1146),\"\")","v":1145},{"$f":"COUNTIF(Helper3_1,\"=\"&G1146)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1146)=1, G1146, \"\")","v":1145},{"$f":"IFERROR(SMALL(Index_2,A1146),\"\")","v":1145},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:J1146)),\"\")","v":"DUN_1145"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:K1146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:L1146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:M1146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:P1146)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1146,COLUMNS($J$2:Q1146)),\"\")","v":"The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."}]
[{"$f":"IF('> FILTER <'!B1148<>\"\",ROW(OFFSET(A1147,-1,0)),\"\")","v":1146},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1148)),A1147,\"\")","v":1146},{"$f":"IFERROR(SMALL(Helper2_1,A1147),\"\")","v":1146},null,1146,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1148)),$A1147,\"\")","v":1146},{"$f":"IFERROR(SMALL(Helper2_2,A1147),\"\")","v":1146},{"$f":"COUNTIF(Helper3_1,\"=\"&G1147)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1147)=1, G1147, \"\")","v":1146},{"$f":"IFERROR(SMALL(Index_2,A1147),\"\")","v":1146},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:J1147)),\"\")","v":"DUN_1146"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:K1147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:L1147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:M1147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:P1147)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1147,COLUMNS($J$2:Q1147)),\"\")","v":"The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."}]
[{"$f":"IF('> FILTER <'!B1149<>\"\",ROW(OFFSET(A1148,-1,0)),\"\")","v":1147},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1149)),A1148,\"\")","v":1147},{"$f":"IFERROR(SMALL(Helper2_1,A1148),\"\")","v":1147},null,1147,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1149)),$A1148,\"\")","v":1147},{"$f":"IFERROR(SMALL(Helper2_2,A1148),\"\")","v":1147},{"$f":"COUNTIF(Helper3_1,\"=\"&G1148)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1148)=1, G1148, \"\")","v":1147},{"$f":"IFERROR(SMALL(Index_2,A1148),\"\")","v":1147},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:J1148)),\"\")","v":"STR_1147"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:K1148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:L1148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:M1148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:P1148)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1148,COLUMNS($J$2:Q1148)),\"\")","v":"It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."}]
[{"$f":"IF('> FILTER <'!B1150<>\"\",ROW(OFFSET(A1149,-1,0)),\"\")","v":1148},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1150)),A1149,\"\")","v":1148},{"$f":"IFERROR(SMALL(Helper2_1,A1149),\"\")","v":1148},null,1148,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1150)),$A1149,\"\")","v":1148},{"$f":"IFERROR(SMALL(Helper2_2,A1149),\"\")","v":1148},{"$f":"COUNTIF(Helper3_1,\"=\"&G1149)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1149)=1, G1149, \"\")","v":1148},{"$f":"IFERROR(SMALL(Index_2,A1149),\"\")","v":1148},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:J1149)),\"\")","v":"STR_1148"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:K1149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:L1149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:M1149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:P1149)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1149,COLUMNS($J$2:Q1149)),\"\")","v":"Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B1151<>\"\",ROW(OFFSET(A1150,-1,0)),\"\")","v":1149},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1151)),A1150,\"\")","v":1149},{"$f":"IFERROR(SMALL(Helper2_1,A1150),\"\")","v":1149},null,1149,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1151)),$A1150,\"\")","v":1149},{"$f":"IFERROR(SMALL(Helper2_2,A1150),\"\")","v":1149},{"$f":"COUNTIF(Helper3_1,\"=\"&G1150)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1150)=1, G1150, \"\")","v":1149},{"$f":"IFERROR(SMALL(Index_2,A1150),\"\")","v":1149},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:J1150)),\"\")","v":"UWS_1149"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:K1150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:L1150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:M1150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:P1150)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1150,COLUMNS($J$2:Q1150)),\"\")","v":"The University has developed a new Curriculum Framework in consultation with \nstaff, students, academic schools and discussed at the Education Advisory Committee (EAC) before being formally approved and full implementation is planned for session 2025-26. A Curriculum Incubator project has been initiated to support intensive and fast-tracked multi-stakeholder programmatic design such as the institution-wide Academic, Professional and Personal Development (APPD) curriculum which is in the early stages of implementation."}]
[{"$f":"IF('> FILTER <'!B1152<>\"\",ROW(OFFSET(A1151,-1,0)),\"\")","v":1150},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1152)),A1151,\"\")","v":1150},{"$f":"IFERROR(SMALL(Helper2_1,A1151),\"\")","v":1150},null,1150,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1152)),$A1151,\"\")","v":1150},{"$f":"IFERROR(SMALL(Helper2_2,A1151),\"\")","v":1150},{"$f":"COUNTIF(Helper3_1,\"=\"&G1151)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1151)=1, G1151, \"\")","v":1150},{"$f":"IFERROR(SMALL(Index_2,A1151),\"\")","v":1150},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:J1151)),\"\")","v":"UWS_1150"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:K1151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:L1151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:M1151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:P1151)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1151,COLUMNS($J$2:Q1151)),\"\")","v":"While the introduction of the APPD curriculum was welcomed and clearly understood by some staff and students who met with the QESR team, others were less clear. The University should, wherever possible, ensure enough time between development and implementation to secure clear understanding of the scope and intended impact of strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B1153<>\"\",ROW(OFFSET(A1152,-1,0)),\"\")","v":1151},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1153)),A1152,\"\")","v":1151},{"$f":"IFERROR(SMALL(Helper2_1,A1152),\"\")","v":1151},null,1151,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1153)),$A1152,\"\")","v":1151},{"$f":"IFERROR(SMALL(Helper2_2,A1152),\"\")","v":1151},{"$f":"COUNTIF(Helper3_1,\"=\"&G1152)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1152)=1, G1152, \"\")","v":1151},{"$f":"IFERROR(SMALL(Index_2,A1152),\"\")","v":1151},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:J1152)),\"\")","v":"UWS_1151"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:K1152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:L1152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:M1152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:P1152)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1152,COLUMNS($J$2:Q1152)),\"\")","v":"The University is implementing an ambitious programme of initiatives to enhance \nthe student experience, including the Student Experience Programme, the development of the Student Support Hub and Team, the Curriculum Framework and the ASPIRE curriculum, while reviewing and refreshing assessment processes and annual programme monitoring, and continuing its work in areas such as the anti-racist curriculum."}]
[{"$f":"IF('> FILTER <'!B1154<>\"\",ROW(OFFSET(A1153,-1,0)),\"\")","v":1152},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1154)),A1153,\"\")","v":1152},{"$f":"IFERROR(SMALL(Helper2_1,A1153),\"\")","v":1152},null,1152,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1154)),$A1153,\"\")","v":1152},{"$f":"IFERROR(SMALL(Helper2_2,A1153),\"\")","v":1152},{"$f":"COUNTIF(Helper3_1,\"=\"&G1153)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1153)=1, G1153, \"\")","v":1152},{"$f":"IFERROR(SMALL(Index_2,A1153),\"\")","v":1152},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:J1153)),\"\")","v":"UWS_1152"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:K1153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:L1153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:M1153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:P1153)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1153,COLUMNS($J$2:Q1153)),\"\")","v":"The QESR team learned of a number of examples where projects had experienced slippage, or implementation had been more rapid than the current resources could support, including the ASPIRE curriculum implementation, the anti-racist curriculum progression and the review of assessment."}]
[{"$f":"IF('> FILTER <'!B1155<>\"\",ROW(OFFSET(A1154,-1,0)),\"\")","v":1153},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1155)),A1154,\"\")","v":1153},{"$f":"IFERROR(SMALL(Helper2_1,A1154),\"\")","v":1153},null,1153,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1155)),$A1154,\"\")","v":1153},{"$f":"IFERROR(SMALL(Helper2_2,A1154),\"\")","v":1153},{"$f":"COUNTIF(Helper3_1,\"=\"&G1154)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1154)=1, G1154, \"\")","v":1153},{"$f":"IFERROR(SMALL(Index_2,A1154),\"\")","v":1153},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:J1154)),\"\")","v":"UWS_1153"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:K1154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:L1154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:M1154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:P1154)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1154,COLUMNS($J$2:Q1154)),\"\")","v":"The team recommends that in developing and implementing strategic enhancement initiatives, the University should develop an effective approach to the strategic management of change. This will help ensure planned implementation of identified initiatives take into account the balance between its ambition and the resources available to deliver them, considering feasibility of timescales and interdependencies between initiatives to enable effective implementation."}]
[{"$f":"IF('> FILTER <'!B1156<>\"\",ROW(OFFSET(A1155,-1,0)),\"\")","v":1154},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1156)),A1155,\"\")","v":1154},{"$f":"IFERROR(SMALL(Helper2_1,A1155),\"\")","v":1154},null,{"$f":"ROW(OFFSET(E1155,-1,0))","v":1154},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1156)),$A1155,\"\")","v":1154},{"$f":"IFERROR(SMALL(Helper2_2,A1155),\"\")","v":1154},{"$f":"COUNTIF(Helper3_1,\"=\"&G1155)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1155)=1, G1155, \"\")","v":1154},{"$f":"IFERROR(SMALL(Index_2,A1155),\"\")","v":1154},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:J1155)),\"\")","v":"UWS_1154"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:K1155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:L1155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:M1155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:P1155)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1155,COLUMNS($J$2:Q1155)),\"\")","v":"The current Theme of Resilient Learning Communities has informed the development of the University's curriculum framework and continues to inform other areas of work including the review and development of the revised Student Support Model and micro-credentials framework."}]
[{"$f":"IF('> FILTER <'!B1157<>\"\",ROW(OFFSET(A1156,-1,0)),\"\")","v":1155},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1157)),A1156,\"\")","v":1155},{"$f":"IFERROR(SMALL(Helper2_1,A1156),\"\")","v":1155},null,1155,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1157)),$A1156,\"\")","v":1155},{"$f":"IFERROR(SMALL(Helper2_2,A1156),\"\")","v":1155},{"$f":"COUNTIF(Helper3_1,\"=\"&G1156)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1156)=1, G1156, \"\")","v":1155},{"$f":"IFERROR(SMALL(Index_2,A1156),\"\")","v":1155},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:J1156)),\"\")","v":"UWS_1155"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:K1156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:L1156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:M1156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:P1156)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1156,COLUMNS($J$2:Q1156)),\"\")","v":"The ASPIRE curriculum is a key objective of the Learning and Teaching Thematic Plan and the University has proposed the development and implementation of a new Cross-School Board with representatives from schools and central services to ensure a consistent institutional approach. Early feedback and reflection is already shaping future implementation. Monitoring of delivery and student experience will continue as the curriculum is adopted."}]
[{"$f":"IF('> FILTER <'!B1158<>\"\",ROW(OFFSET(A1157,-1,0)),\"\")","v":1156},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1158)),A1157,\"\")","v":1156},{"$f":"IFERROR(SMALL(Helper2_1,A1157),\"\")","v":1156},null,1156,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1158)),$A1157,\"\")","v":1156},{"$f":"IFERROR(SMALL(Helper2_2,A1157),\"\")","v":1156},{"$f":"COUNTIF(Helper3_1,\"=\"&G1157)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1157)=1, G1157, \"\")","v":1156},{"$f":"IFERROR(SMALL(Index_2,A1157),\"\")","v":1156},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:J1157)),\"\")","v":"UWS_1156"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:K1157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:L1157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:M1157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:P1157)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1157,COLUMNS($J$2:Q1157)),\"\")","v":"In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."}]
[{"$f":"IF('> FILTER <'!B1159<>\"\",ROW(OFFSET(A1158,-1,0)),\"\")","v":1157},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1159)),A1158,\"\")","v":1157},{"$f":"IFERROR(SMALL(Helper2_1,A1158),\"\")","v":1157},null,1157,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1159)),$A1158,\"\")","v":1157},{"$f":"IFERROR(SMALL(Helper2_2,A1158),\"\")","v":1157},{"$f":"COUNTIF(Helper3_1,\"=\"&G1158)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1158)=1, G1158, \"\")","v":1157},{"$f":"IFERROR(SMALL(Index_2,A1158),\"\")","v":1157},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:J1158)),\"\")","v":"ABD_1157"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:K1158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:L1158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:M1158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:P1158)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1158,COLUMNS($J$2:Q1158)),\"\")","v":"The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice."}]
[{"$f":"IF('> FILTER <'!B1160<>\"\",ROW(OFFSET(A1159,-1,0)),\"\")","v":1158},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1160)),A1159,\"\")","v":1158},{"$f":"IFERROR(SMALL(Helper2_1,A1159),\"\")","v":1158},null,1158,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1160)),$A1159,\"\")","v":1158},{"$f":"IFERROR(SMALL(Helper2_2,A1159),\"\")","v":1158},{"$f":"COUNTIF(Helper3_1,\"=\"&G1159)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1159)=1, G1159, \"\")","v":1158},{"$f":"IFERROR(SMALL(Index_2,A1159),\"\")","v":1158},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:J1159)),\"\")","v":"ABD_1158"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:K1159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:L1159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:M1159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:P1159)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1159,COLUMNS($J$2:Q1159)),\"\")","v":"Further clarification has been provided to EEs regarding training responsibilities and there is now a dedicated area within the University's virtual learning environment which contains policy and institutional information and training requirements"}]
[{"$f":"IF('> FILTER <'!B1161<>\"\",ROW(OFFSET(A1160,-1,0)),\"\")","v":1159},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1161)),A1160,\"\")","v":1159},{"$f":"IFERROR(SMALL(Helper2_1,A1160),\"\")","v":1159},null,1159,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1161)),$A1160,\"\")","v":1159},{"$f":"IFERROR(SMALL(Helper2_2,A1160),\"\")","v":1159},{"$f":"COUNTIF(Helper3_1,\"=\"&G1160)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1160)=1, G1160, \"\")","v":1159},{"$f":"IFERROR(SMALL(Index_2,A1160),\"\")","v":1159},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:J1160)),\"\")","v":"ABD_1159"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:K1160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:L1160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:M1160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:P1160)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1160,COLUMNS($J$2:Q1160)),\"\")","v":"The QESR team is able to confirm that the University has been further developing \nits online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic."}]
[{"$f":"IF('> FILTER <'!B1162<>\"\",ROW(OFFSET(A1161,-1,0)),\"\")","v":1160},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1162)),A1161,\"\")","v":1160},{"$f":"IFERROR(SMALL(Helper2_1,A1161),\"\")","v":1160},null,1160,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1162)),$A1161,\"\")","v":1160},{"$f":"IFERROR(SMALL(Helper2_2,A1161),\"\")","v":1160},{"$f":"COUNTIF(Helper3_1,\"=\"&G1161)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1161)=1, G1161, \"\")","v":1160},{"$f":"IFERROR(SMALL(Index_2,A1161),\"\")","v":1160},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:J1161)),\"\")","v":"ABD_1160"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:K1161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:L1161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:M1161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:P1161)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1161,COLUMNS($J$2:Q1161)),\"\")","v":". These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic,"}]
[{"$f":"IF('> FILTER <'!B1163<>\"\",ROW(OFFSET(A1162,-1,0)),\"\")","v":1161},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1163)),A1162,\"\")","v":1161},{"$f":"IFERROR(SMALL(Helper2_1,A1162),\"\")","v":1161},null,1161,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1163)),$A1162,\"\")","v":1161},{"$f":"IFERROR(SMALL(Helper2_2,A1162),\"\")","v":1161},{"$f":"COUNTIF(Helper3_1,\"=\"&G1162)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1162)=1, G1162, \"\")","v":1161},{"$f":"IFERROR(SMALL(Index_2,A1162),\"\")","v":1161},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:J1162)),\"\")","v":"DUN_1161"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:K1162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:L1162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:M1162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:P1162)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1162,COLUMNS($J$2:Q1162)),\"\")","v":"Also in 2021-22, some 1,068 FTE students were studying by distance learning."}]
[{"$f":"IF('> FILTER <'!B1164<>\"\",ROW(OFFSET(A1163,-1,0)),\"\")","v":1162},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1164)),A1163,\"\")","v":1162},{"$f":"IFERROR(SMALL(Helper2_1,A1163),\"\")","v":1162},null,1162,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1164)),$A1163,\"\")","v":1162},{"$f":"IFERROR(SMALL(Helper2_2,A1163),\"\")","v":1162},{"$f":"COUNTIF(Helper3_1,\"=\"&G1163)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1163)=1, G1163, \"\")","v":1162},{"$f":"IFERROR(SMALL(Index_2,A1163),\"\")","v":1162},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:J1163)),\"\")","v":"DUN_1162"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:K1163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:L1163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:M1163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:P1163)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1163,COLUMNS($J$2:Q1163)),\"\")","v":"The QESR team was satisfied that the University had responded appropriately to \nthe three recommendations made by the ELIR 4 team, as well as responding to additional comments from the team that were contained within the Technical Report. The institution's responses were monitored through an ELIR Action Plan Steering Committee and an ELIR 4 action plan. All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."}]
[{"$f":"IF('> FILTER <'!B1165<>\"\",ROW(OFFSET(A1164,-1,0)),\"\")","v":1163},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1165)),A1164,\"\")","v":1163},{"$f":"IFERROR(SMALL(Helper2_1,A1164),\"\")","v":1163},null,1163,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1165)),$A1164,\"\")","v":1163},{"$f":"IFERROR(SMALL(Helper2_2,A1164),\"\")","v":1163},{"$f":"COUNTIF(Helper3_1,\"=\"&G1164)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1164)=1, G1164, \"\")","v":1163},{"$f":"IFERROR(SMALL(Index_2,A1164),\"\")","v":1163},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:J1164)),\"\")","v":"DUN_1163"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:K1164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:L1164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:M1164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:P1164)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1164,COLUMNS($J$2:Q1164)),\"\")","v":"In response to the recommendation on online distance learning, the QESR team \nfound in documentation provided by the University, and heard from staff and students that the University and DUSA have progressed significant enhancements to student engagement, representation and support for distance learners. The University has developed a toolkit to cultivate a greater sense of belonging for students and has worked to enhance consistency in the use of its virtual learning environment through the development of a 'module baseline' which provides a common format when accessing core module information (paragraph 24). In addition, the University has worked to mainstream developments in online and distance learning made through the institution's COVID-19 response and DUSA has worked to provide a range of on-campus and virtual events to support student belonging and community building, including moving the Student Representative Council to a hybrid model and the creation of forums for specific student groups. Staff and students who met the team recognised that engagement with distance learning students, in particular, remains challenging and this continues to be an area of development for the University. In discussions with staff, the team were reassured that appropriate arrangements were in place to ensure students studying at distance can provide feedback on their experience, and that feedback is appropriately responded to (paragraphs 10-11). The arrangements for distance learning students include module and pulse surveys, student representation and informal contact with staff in order to identify areas of good practice and development."}]
[{"$f":"IF('> FILTER <'!B1166<>\"\",ROW(OFFSET(A1165,-1,0)),\"\")","v":1164},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1166)),A1165,\"\")","v":1164},{"$f":"IFERROR(SMALL(Helper2_1,A1165),\"\")","v":1164},null,1164,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1166)),$A1165,\"\")","v":1164},{"$f":"IFERROR(SMALL(Helper2_2,A1165),\"\")","v":1164},{"$f":"COUNTIF(Helper3_1,\"=\"&G1165)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1165)=1, G1165, \"\")","v":1164},{"$f":"IFERROR(SMALL(Index_2,A1165),\"\")","v":1164},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:J1165)),\"\")","v":"DUN_1164"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:K1165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:L1165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:M1165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:P1165)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1165,COLUMNS($J$2:Q1165)),\"\")","v":"The University has also worked to improve its system for Adviser of Studies through \na revised handbook incorporating lessons learned from online distance learning programmes. The QESR team heard positively from staff of enhancements to the Academic Adviser system helping guide practice and promote consistency."}]
[{"$f":"IF('> FILTER <'!B1167<>\"\",ROW(OFFSET(A1166,-1,0)),\"\")","v":1165},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1167)),A1166,\"\")","v":1165},{"$f":"IFERROR(SMALL(Helper2_1,A1166),\"\")","v":1165},null,1165,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1167)),$A1166,\"\")","v":1165},{"$f":"IFERROR(SMALL(Helper2_2,A1166),\"\")","v":1165},{"$f":"COUNTIF(Helper3_1,\"=\"&G1166)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1166)=1, G1166, \"\")","v":1165},{"$f":"IFERROR(SMALL(Index_2,A1166),\"\")","v":1165},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:J1166)),\"\")","v":"DUN_1165"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:K1166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:L1166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:M1166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:P1166)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1166,COLUMNS($J$2:Q1166)),\"\")","v":"Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers. For programmes delivered by distance learning, there is an extra requirement for the panel to include an academic with relevant experience."}]
[{"$f":"IF('> FILTER <'!B1168<>\"\",ROW(OFFSET(A1167,-1,0)),\"\")","v":1166},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1168)),A1167,\"\")","v":1166},{"$f":"IFERROR(SMALL(Helper2_1,A1167),\"\")","v":1166},null,1166,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1168)),$A1167,\"\")","v":1166},{"$f":"IFERROR(SMALL(Helper2_2,A1167),\"\")","v":1166},{"$f":"COUNTIF(Helper3_1,\"=\"&G1167)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1167)=1, G1167, \"\")","v":1166},{"$f":"IFERROR(SMALL(Index_2,A1167),\"\")","v":1166},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:J1167)),\"\")","v":"STR_1166"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:K1167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:L1167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:M1167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:P1167)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1167,COLUMNS($J$2:Q1167)),\"\")","v":"The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'."}]
[{"$f":"IF('> FILTER <'!B1169<>\"\",ROW(OFFSET(A1168,-1,0)),\"\")","v":1167},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1169)),A1168,\"\")","v":1167},{"$f":"IFERROR(SMALL(Helper2_1,A1168),\"\")","v":1167},null,1167,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1169)),$A1168,\"\")","v":1167},{"$f":"IFERROR(SMALL(Helper2_2,A1168),\"\")","v":1167},{"$f":"COUNTIF(Helper3_1,\"=\"&G1168)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1168)=1, G1168, \"\")","v":1167},{"$f":"IFERROR(SMALL(Index_2,A1168),\"\")","v":1167},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:J1168)),\"\")","v":"STR_1167"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:K1168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:L1168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:M1168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:P1168)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1168,COLUMNS($J$2:Q1168)),\"\")","v":"The Strathclyde Online Learning (SOL) Committee developed practices, procedures and standards in digital learning."}]
[{"$f":"IF('> FILTER <'!B1170<>\"\",ROW(OFFSET(A1169,-1,0)),\"\")","v":1168},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1170)),A1169,\"\")","v":1168},{"$f":"IFERROR(SMALL(Helper2_1,A1169),\"\")","v":1168},null,1168,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1170)),$A1169,\"\")","v":1168},{"$f":"IFERROR(SMALL(Helper2_2,A1169),\"\")","v":1168},{"$f":"COUNTIF(Helper3_1,\"=\"&G1169)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1169)=1, G1169, \"\")","v":1168},{"$f":"IFERROR(SMALL(Index_2,A1169),\"\")","v":1168},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:J1169)),\"\")","v":"STR_1168"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:K1169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:L1169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:M1169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:P1169)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1169,COLUMNS($J$2:Q1169)),\"\")","v":"The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."}]
[{"$f":"IF('> FILTER <'!B1171<>\"\",ROW(OFFSET(A1170,-1,0)),\"\")","v":1169},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1171)),A1170,\"\")","v":1169},{"$f":"IFERROR(SMALL(Helper2_1,A1170),\"\")","v":1169},null,1169,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1171)),$A1170,\"\")","v":1169},{"$f":"IFERROR(SMALL(Helper2_2,A1170),\"\")","v":1169},{"$f":"COUNTIF(Helper3_1,\"=\"&G1170)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1170)=1, G1170, \"\")","v":1169},{"$f":"IFERROR(SMALL(Index_2,A1170),\"\")","v":1169},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:J1170)),\"\")","v":"STR_1169"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:K1170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:L1170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:M1170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:P1170)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1170,COLUMNS($J$2:Q1170)),\"\")","v":"The governance infrastructure around online, blended and digital education has been developed to be responsive to feedback from students and staff, and to ensure that the expectations for quality and standards in the UK Quality Code are met."}]
[{"$f":"IF('> FILTER <'!B1172<>\"\",ROW(OFFSET(A1171,-1,0)),\"\")","v":1170},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1172)),A1171,\"\")","v":1170},{"$f":"IFERROR(SMALL(Helper2_1,A1171),\"\")","v":1170},null,1170,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1172)),$A1171,\"\")","v":1170},{"$f":"IFERROR(SMALL(Helper2_2,A1171),\"\")","v":1170},{"$f":"COUNTIF(Helper3_1,\"=\"&G1171)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1171)=1, G1171, \"\")","v":1170},{"$f":"IFERROR(SMALL(Index_2,A1171),\"\")","v":1170},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:J1171)),\"\")","v":"STR_1170"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:K1171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:L1171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:M1171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:P1171)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1171,COLUMNS($J$2:Q1171)),\"\")","v":"The STRATHReps: Unified Class Representative Management Project enables engagement with all students, whether studying online or on-campus and the Myplace VLE enables a consistent approach to module evaluation."}]
[{"$f":"IF('> FILTER <'!B1173<>\"\",ROW(OFFSET(A1172,-1,0)),\"\")","v":1171},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1173)),A1172,\"\")","v":1171},{"$f":"IFERROR(SMALL(Helper2_1,A1172),\"\")","v":1171},null,1171,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1173)),$A1172,\"\")","v":1171},{"$f":"IFERROR(SMALL(Helper2_2,A1172),\"\")","v":1171},{"$f":"COUNTIF(Helper3_1,\"=\"&G1172)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1172)=1, G1172, \"\")","v":1171},{"$f":"IFERROR(SMALL(Index_2,A1172),\"\")","v":1171},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:J1172)),\"\")","v":"STR_1171"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:K1172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:L1172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:M1172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:P1172)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1172,COLUMNS($J$2:Q1172)),\"\")","v":"The Education Strategy Committee (ESC), with several key groups, frameworks and committees, contribute to achieving goals. These include the e-FIRST Framework; the Learner Experience Framework (LEF); the Learning and Teaching Improvement Framework (LTIF); Strathclyde Online Learning (SOL); Reflection, Enhancement & Development (RED) Projects; the Learning and Teaching Ecosystem; and working groups, among others."}]
[{"$f":"IF('> FILTER <'!B1174<>\"\",ROW(OFFSET(A1173,-1,0)),\"\")","v":1172},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1174)),A1173,\"\")","v":1172},{"$f":"IFERROR(SMALL(Helper2_1,A1173),\"\")","v":1172},null,1172,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1174)),$A1173,\"\")","v":1172},{"$f":"IFERROR(SMALL(Helper2_2,A1173),\"\")","v":1172},{"$f":"COUNTIF(Helper3_1,\"=\"&G1173)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1173)=1, G1173, \"\")","v":1172},{"$f":"IFERROR(SMALL(Index_2,A1173),\"\")","v":1172},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:J1173)),\"\")","v":"UWS_1172"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:K1173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:L1173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:M1173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:P1173)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1173,COLUMNS($J$2:Q1173)),\"\")","v":"A combination of student-facing professional services, academic schools and the recently-launched ASPIRE Modules (a suite of three modules to be embedded in all programmes from September 2022) aim to develop students' skills in both on-campus and online learning."}]
[{"$f":"IF('> FILTER <'!B1175<>\"\",ROW(OFFSET(A1174,-1,0)),\"\")","v":1173},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1175)),A1174,\"\")","v":1173},{"$f":"IFERROR(SMALL(Helper2_1,A1174),\"\")","v":1173},null,1173,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1175)),$A1174,\"\")","v":1173},{"$f":"IFERROR(SMALL(Helper2_2,A1174),\"\")","v":1173},{"$f":"COUNTIF(Helper3_1,\"=\"&G1174)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1174)=1, G1174, \"\")","v":1173},{"$f":"IFERROR(SMALL(Index_2,A1174),\"\")","v":1173},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:J1174)),\"\")","v":"UWS_1173"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:K1174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:L1174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:M1174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:P1174)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1174,COLUMNS($J$2:Q1174)),\"\")","v":"When the rapid pivot to online learning, necessitated by the pandemic, identified that measuring student attendance was no longer applicable, the University quickly developed a student engagement analytics tool."}]
[{"$f":"IF('> FILTER <'!B1176<>\"\",ROW(OFFSET(A1175,-1,0)),\"\")","v":1174},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1176)),A1175,\"\")","v":1174},{"$f":"IFERROR(SMALL(Helper2_1,A1175),\"\")","v":1174},null,1174,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1176)),$A1175,\"\")","v":1174},{"$f":"IFERROR(SMALL(Helper2_2,A1175),\"\")","v":1174},{"$f":"COUNTIF(Helper3_1,\"=\"&G1175)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1175)=1, G1175, \"\")","v":1174},{"$f":"IFERROR(SMALL(Index_2,A1175),\"\")","v":1174},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:J1175)),\"\")","v":"UWS_1174"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:K1175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:L1175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:M1175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:P1175)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1175,COLUMNS($J$2:Q1175)),\"\")","v":"Considering the diverse student population, the University aims to deliver a hybrid \nstudent experience where students have easy access to learning online and on-campus. Departments/programmes have been given flexibility to implement the hybrid student experience locally"}]
[{"$f":"IF('> FILTER <'!B1177<>\"\",ROW(OFFSET(A1176,-1,0)),\"\")","v":1175},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1177)),A1176,\"\")","v":1175},{"$f":"IFERROR(SMALL(Helper2_1,A1176),\"\")","v":1175},null,1175,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1177)),$A1176,\"\")","v":1175},{"$f":"IFERROR(SMALL(Helper2_2,A1176),\"\")","v":1175},{"$f":"COUNTIF(Helper3_1,\"=\"&G1176)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1176)=1, G1176, \"\")","v":1175},{"$f":"IFERROR(SMALL(Index_2,A1176),\"\")","v":1175},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:J1176)),\"\")","v":"UWS_1175"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:K1176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:L1176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:M1176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:P1176)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1176,COLUMNS($J$2:Q1176)),\"\")","v":"The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1178<>\"\",ROW(OFFSET(A1177,-1,0)),\"\")","v":1176},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1178)),A1177,\"\")","v":1176},{"$f":"IFERROR(SMALL(Helper2_1,A1177),\"\")","v":1176},null,1176,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1178)),$A1177,\"\")","v":1176},{"$f":"IFERROR(SMALL(Helper2_2,A1177),\"\")","v":1176},{"$f":"COUNTIF(Helper3_1,\"=\"&G1177)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1177)=1, G1177, \"\")","v":1176},{"$f":"IFERROR(SMALL(Index_2,A1177),\"\")","v":1176},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:J1177)),\"\")","v":"ABD_1176"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:K1177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:L1177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:M1177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:P1177)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1177,COLUMNS($J$2:Q1177)),\"\")","v":"Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support"}]
[{"$f":"IF('> FILTER <'!B1179<>\"\",ROW(OFFSET(A1178,-1,0)),\"\")","v":1177},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1179)),A1178,\"\")","v":1177},{"$f":"IFERROR(SMALL(Helper2_1,A1178),\"\")","v":1177},null,1177,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1179)),$A1178,\"\")","v":1177},{"$f":"IFERROR(SMALL(Helper2_2,A1178),\"\")","v":1177},{"$f":"COUNTIF(Helper3_1,\"=\"&G1178)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1178)=1, G1178, \"\")","v":1177},{"$f":"IFERROR(SMALL(Index_2,A1178),\"\")","v":1177},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:J1178)),\"\")","v":"DUN_1177"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:K1178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:L1178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:M1178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:P1178)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1178,COLUMNS($J$2:Q1178)),\"\")","v":"Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."}]
[{"$f":"IF('> FILTER <'!B1180<>\"\",ROW(OFFSET(A1179,-1,0)),\"\")","v":1178},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1180)),A1179,\"\")","v":1178},{"$f":"IFERROR(SMALL(Helper2_1,A1179),\"\")","v":1178},null,1178,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1180)),$A1179,\"\")","v":1178},{"$f":"IFERROR(SMALL(Helper2_2,A1179),\"\")","v":1178},{"$f":"COUNTIF(Helper3_1,\"=\"&G1179)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1179)=1, G1179, \"\")","v":1178},{"$f":"IFERROR(SMALL(Index_2,A1179),\"\")","v":1178},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:J1179)),\"\")","v":"DUN_1178"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:K1179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:L1179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:M1179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:P1179)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1179,COLUMNS($J$2:Q1179)),\"\")","v":"All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."}]
[{"$f":"IF('> FILTER <'!B1181<>\"\",ROW(OFFSET(A1180,-1,0)),\"\")","v":1179},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1181)),A1180,\"\")","v":1179},{"$f":"IFERROR(SMALL(Helper2_1,A1180),\"\")","v":1179},null,1179,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1181)),$A1180,\"\")","v":1179},{"$f":"IFERROR(SMALL(Helper2_2,A1180),\"\")","v":1179},{"$f":"COUNTIF(Helper3_1,\"=\"&G1180)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1180)=1, G1180, \"\")","v":1179},{"$f":"IFERROR(SMALL(Index_2,A1180),\"\")","v":1179},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:J1180)),\"\")","v":"STR_1179"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:K1180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:L1180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:M1180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:P1180)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1180,COLUMNS($J$2:Q1180)),\"\")","v":"The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."}]
[{"$f":"IF('> FILTER <'!B1182<>\"\",ROW(OFFSET(A1181,-1,0)),\"\")","v":1180},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1182)),A1181,\"\")","v":1180},{"$f":"IFERROR(SMALL(Helper2_1,A1181),\"\")","v":1180},null,1180,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1182)),$A1181,\"\")","v":1180},{"$f":"IFERROR(SMALL(Helper2_2,A1181),\"\")","v":1180},{"$f":"COUNTIF(Helper3_1,\"=\"&G1181)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1181)=1, G1181, \"\")","v":1180},{"$f":"IFERROR(SMALL(Index_2,A1181),\"\")","v":1180},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:J1181)),\"\")","v":"STR_1180"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:K1181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:L1181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:M1181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:P1181)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1181,COLUMNS($J$2:Q1181)),\"\")","v":"It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."}]
[{"$f":"IF('> FILTER <'!B1183<>\"\",ROW(OFFSET(A1182,-1,0)),\"\")","v":1181},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1183)),A1182,\"\")","v":1181},{"$f":"IFERROR(SMALL(Helper2_1,A1182),\"\")","v":1181},null,1181,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1183)),$A1182,\"\")","v":1181},{"$f":"IFERROR(SMALL(Helper2_2,A1182),\"\")","v":1181},{"$f":"COUNTIF(Helper3_1,\"=\"&G1182)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1182)=1, G1182, \"\")","v":1181},{"$f":"IFERROR(SMALL(Index_2,A1182),\"\")","v":1181},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:J1182)),\"\")","v":"STR_1181"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:K1182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:L1182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:M1182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:P1182)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1182,COLUMNS($J$2:Q1182)),\"\")","v":"A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B1184<>\"\",ROW(OFFSET(A1183,-1,0)),\"\")","v":1182},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1184)),A1183,\"\")","v":1182},{"$f":"IFERROR(SMALL(Helper2_1,A1183),\"\")","v":1182},null,1182,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1184)),$A1183,\"\")","v":1182},{"$f":"IFERROR(SMALL(Helper2_2,A1183),\"\")","v":1182},{"$f":"COUNTIF(Helper3_1,\"=\"&G1183)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1183)=1, G1183, \"\")","v":1182},{"$f":"IFERROR(SMALL(Index_2,A1183),\"\")","v":1182},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:J1183)),\"\")","v":"STR_1182"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:K1183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:L1183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:M1183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:P1183)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1183,COLUMNS($J$2:Q1183)),\"\")","v":"Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."}]
[{"$f":"IF('> FILTER <'!B1185<>\"\",ROW(OFFSET(A1184,-1,0)),\"\")","v":1183},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1185)),A1184,\"\")","v":1183},{"$f":"IFERROR(SMALL(Helper2_1,A1184),\"\")","v":1183},null,1183,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1185)),$A1184,\"\")","v":1183},{"$f":"IFERROR(SMALL(Helper2_2,A1184),\"\")","v":1183},{"$f":"COUNTIF(Helper3_1,\"=\"&G1184)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1184)=1, G1184, \"\")","v":1183},{"$f":"IFERROR(SMALL(Index_2,A1184),\"\")","v":1183},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:J1184)),\"\")","v":"STR_1183"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:K1184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:L1184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:M1184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:P1184)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1184,COLUMNS($J$2:Q1184)),\"\")","v":"Additional groups seek to further enhance practice such as the Careers and Employability Working Group, the Entrepreneurship for All Working Group, and the Race Equality Working Group (reporting to the Equality, Diversity and Inclusions Committee) - all serving distinct functions."}]
[{"$f":"IF('> FILTER <'!B1186<>\"\",ROW(OFFSET(A1185,-1,0)),\"\")","v":1184},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1186)),A1185,\"\")","v":1184},{"$f":"IFERROR(SMALL(Helper2_1,A1185),\"\")","v":1184},null,1184,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1186)),$A1185,\"\")","v":1184},{"$f":"IFERROR(SMALL(Helper2_2,A1185),\"\")","v":1184},{"$f":"COUNTIF(Helper3_1,\"=\"&G1185)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1185)=1, G1185, \"\")","v":1184},{"$f":"IFERROR(SMALL(Index_2,A1185),\"\")","v":1184},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:J1185)),\"\")","v":"ABD_1184"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:K1185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:L1185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:M1185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:P1185)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1185,COLUMNS($J$2:Q1185)),\"\")","v":"The QESR team is able to confirm that the University has been further developing \nits online and blended learning approaches as a result of digital developments accelerated by the COVID-19 pandemic. The University's approach is grounded in the recommendations made following a wide-ranging and comprehensive evaluation of blended teaching, learning and assessment across the institution conducted in 2021."}]
[{"$f":"IF('> FILTER <'!B1187<>\"\",ROW(OFFSET(A1186,-1,0)),\"\")","v":1185},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1187)),A1186,\"\")","v":1185},{"$f":"IFERROR(SMALL(Helper2_1,A1186),\"\")","v":1185},null,1185,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1187)),$A1186,\"\")","v":1185},{"$f":"IFERROR(SMALL(Helper2_2,A1186),\"\")","v":1185},{"$f":"COUNTIF(Helper3_1,\"=\"&G1186)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1186)=1, G1186, \"\")","v":1185},{"$f":"IFERROR(SMALL(Index_2,A1186),\"\")","v":1185},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:J1186)),\"\")","v":"ABD_1185"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:K1186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:L1186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:M1186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:P1186)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1186,COLUMNS($J$2:Q1186)),\"\")","v":"These include a micro-credentials upskilling course (Delivering Tutoring for Online Courses) which has been offered in advance of each academic year since the pandemic, focusing on the Principles for the Delivery of Education, and a range of detailed case study examples to support implementation of the evaluation recommendations."}]
[{"$f":"IF('> FILTER <'!B1188<>\"\",ROW(OFFSET(A1187,-1,0)),\"\")","v":1186},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1188)),A1187,\"\")","v":1186},{"$f":"IFERROR(SMALL(Helper2_1,A1187),\"\")","v":1186},null,1186,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1188)),$A1187,\"\")","v":1186},{"$f":"IFERROR(SMALL(Helper2_2,A1187),\"\")","v":1186},{"$f":"COUNTIF(Helper3_1,\"=\"&G1187)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1187)=1, G1187, \"\")","v":1186},{"$f":"IFERROR(SMALL(Index_2,A1187),\"\")","v":1186},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:J1187)),\"\")","v":"ABD_1186"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:K1187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:L1187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:M1187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:P1187)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1187,COLUMNS($J$2:Q1187)),\"\")","v":"The Digital Accessibility Working Group supports the institution to be compliant with regulations in this area. Regular Equality and Diversity Impact assessments will continue as part of the delivery of learning and teaching across the institution."}]
[{"$f":"IF('> FILTER <'!B1189<>\"\",ROW(OFFSET(A1188,-1,0)),\"\")","v":1187},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1189)),A1188,\"\")","v":1187},{"$f":"IFERROR(SMALL(Helper2_1,A1188),\"\")","v":1187},null,1187,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1189)),$A1188,\"\")","v":1187},{"$f":"IFERROR(SMALL(Helper2_2,A1188),\"\")","v":1187},{"$f":"COUNTIF(Helper3_1,\"=\"&G1188)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1188)=1, G1188, \"\")","v":1187},{"$f":"IFERROR(SMALL(Index_2,A1188),\"\")","v":1187},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:J1188)),\"\")","v":"ABD_1187"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:K1188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:L1188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:M1188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:P1188)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1188,COLUMNS($J$2:Q1188)),\"\")","v":"Working groups have also been established to embed work-integrated learning opportunities for students incorporating online delivery methods and to raise the awareness of contract cheating among students and provide additional support"}]
[{"$f":"IF('> FILTER <'!B1190<>\"\",ROW(OFFSET(A1189,-1,0)),\"\")","v":1188},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1190)),A1189,\"\")","v":1188},{"$f":"IFERROR(SMALL(Helper2_1,A1189),\"\")","v":1188},null,1188,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1190)),$A1189,\"\")","v":1188},{"$f":"IFERROR(SMALL(Helper2_2,A1189),\"\")","v":1188},{"$f":"COUNTIF(Helper3_1,\"=\"&G1189)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1189)=1, G1189, \"\")","v":1188},{"$f":"IFERROR(SMALL(Index_2,A1189),\"\")","v":1188},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:J1189)),\"\")","v":"ABD_1188"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:K1189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:L1189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:M1189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:P1189)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1189,COLUMNS($J$2:Q1189)),\"\")","v":"The University has made significant progress with its vision for blended education. \nIt has effectively used the learning and recommendations from its in-depth review and evaluation of blended and online learning and assessment practice to support the development of its vision for Education, its Principles for the Delivery of Education and a comprehensive suite of support materials and resources for both students and staff."}]
[{"$f":"IF('> FILTER <'!B1191<>\"\",ROW(OFFSET(A1190,-1,0)),\"\")","v":1189},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1191)),A1190,\"\")","v":1189},{"$f":"IFERROR(SMALL(Helper2_1,A1190),\"\")","v":1189},null,1189,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1191)),$A1190,\"\")","v":1189},{"$f":"IFERROR(SMALL(Helper2_2,A1190),\"\")","v":1189},{"$f":"COUNTIF(Helper3_1,\"=\"&G1190)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1190)=1, G1190, \"\")","v":1189},{"$f":"IFERROR(SMALL(Index_2,A1190),\"\")","v":1189},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:J1190)),\"\")","v":"DUN_1189"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:K1190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:L1190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:M1190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:P1190)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1190,COLUMNS($J$2:Q1190)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital and blended learning offering. The team considered: the institution's Tertiary Enhancement Topic reflective summary; Digital sub-strategy and associated implementation plan; the Dundee module baseline; minutes from key institutional committees; and meetings with staff and students exploring their experience of, and support for, online, blended and technology enhanced learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1192<>\"\",ROW(OFFSET(A1191,-1,0)),\"\")","v":1190},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1192)),A1191,\"\")","v":1190},{"$f":"IFERROR(SMALL(Helper2_1,A1191),\"\")","v":1190},null,1190,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1192)),$A1191,\"\")","v":1190},{"$f":"IFERROR(SMALL(Helper2_2,A1191),\"\")","v":1190},{"$f":"COUNTIF(Helper3_1,\"=\"&G1191)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1191)=1, G1191, \"\")","v":1190},{"$f":"IFERROR(SMALL(Index_2,A1191),\"\")","v":1190},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:J1191)),\"\")","v":"DUN_1190"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:K1191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:L1191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:M1191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:P1191)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1191,COLUMNS($J$2:Q1191)),\"\")","v":"The Strategy 2022-27 priority to transform the University to be a truly digital \ncommunity, is supported and enabled through the Education and Students, and Digital sub-strategies which recognise and support staff and students to develop the skills and capabilities needed to learn in a digital world."}]
[{"$f":"IF('> FILTER <'!B1193<>\"\",ROW(OFFSET(A1192,-1,0)),\"\")","v":1191},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1193)),A1192,\"\")","v":1191},{"$f":"IFERROR(SMALL(Helper2_1,A1192),\"\")","v":1191},null,1191,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1193)),$A1192,\"\")","v":1191},{"$f":"IFERROR(SMALL(Helper2_2,A1192),\"\")","v":1191},{"$f":"COUNTIF(Helper3_1,\"=\"&G1192)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1192)=1, G1192, \"\")","v":1191},{"$f":"IFERROR(SMALL(Index_2,A1192),\"\")","v":1191},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:J1192)),\"\")","v":"DUN_1191"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:K1192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:L1192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:M1192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:P1192)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1192,COLUMNS($J$2:Q1192)),\"\")","v":"The establishment of the Education Academy (paragraph 5) and implementation of the curriculum transformation project (paragraph 4) are key initiatives in meeting the University's ambitions for digital education."}]
[{"$f":"IF('> FILTER <'!B1194<>\"\",ROW(OFFSET(A1193,-1,0)),\"\")","v":1192},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1194)),A1193,\"\")","v":1192},{"$f":"IFERROR(SMALL(Helper2_1,A1193),\"\")","v":1192},null,1192,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1194)),$A1193,\"\")","v":1192},{"$f":"IFERROR(SMALL(Helper2_2,A1193),\"\")","v":1192},{"$f":"COUNTIF(Helper3_1,\"=\"&G1193)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1193)=1, G1193, \"\")","v":1192},{"$f":"IFERROR(SMALL(Index_2,A1193),\"\")","v":1192},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:J1193)),\"\")","v":"DUN_1192"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:K1193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:L1193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:M1193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:P1193)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1193,COLUMNS($J$2:Q1193)),\"\")","v":"Recent works have focused on infrastructure investments and enhancements, including: upgrading over 50 classrooms to support hybrid/dual mode teaching and mobile hybrid units to support studio/lab-based teaching; investment in lecture capture capability; and a review of the University's video hosting platform."}]
[{"$f":"IF('> FILTER <'!B1195<>\"\",ROW(OFFSET(A1194,-1,0)),\"\")","v":1193},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1195)),A1194,\"\")","v":1193},{"$f":"IFERROR(SMALL(Helper2_1,A1194),\"\")","v":1193},null,1193,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1195)),$A1194,\"\")","v":1193},{"$f":"IFERROR(SMALL(Helper2_2,A1194),\"\")","v":1193},{"$f":"COUNTIF(Helper3_1,\"=\"&G1194)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1194)=1, G1194, \"\")","v":1193},{"$f":"IFERROR(SMALL(Index_2,A1194),\"\")","v":1193},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:J1194)),\"\")","v":"DUN_1193"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:K1194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:L1194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:M1194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:P1194)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1194,COLUMNS($J$2:Q1194)),\"\")","v":"In response to recommendations from ELIR 4, the University has developed and \nadopted the Dundee module baseline to provide a common format for all modules in order to enhance consistency with the virtual learning environment."}]
[{"$f":"IF('> FILTER <'!B1196<>\"\",ROW(OFFSET(A1195,-1,0)),\"\")","v":1194},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1196)),A1195,\"\")","v":1194},{"$f":"IFERROR(SMALL(Helper2_1,A1195),\"\")","v":1194},null,1194,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1196)),$A1195,\"\")","v":1194},{"$f":"IFERROR(SMALL(Helper2_2,A1195),\"\")","v":1194},{"$f":"COUNTIF(Helper3_1,\"=\"&G1195)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1195)=1, G1195, \"\")","v":1194},{"$f":"IFERROR(SMALL(Index_2,A1195),\"\")","v":1194},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:J1195)),\"\")","v":"DUN_1194"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:K1195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:L1195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:M1195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:P1195)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1195,COLUMNS($J$2:Q1195)),\"\")","v":"The University has introduced a range of measures to support students' digital \nlearning experience, including a laptop loan scheme, enhancements to digital accessibility, and continued growth in online e-resources and e-books to support access to learning resources."}]
[{"$f":"IF('> FILTER <'!B1197<>\"\",ROW(OFFSET(A1196,-1,0)),\"\")","v":1195},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1197)),A1196,\"\")","v":1195},{"$f":"IFERROR(SMALL(Helper2_1,A1196),\"\")","v":1195},null,1195,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1197)),$A1196,\"\")","v":1195},{"$f":"IFERROR(SMALL(Helper2_2,A1196),\"\")","v":1195},{"$f":"COUNTIF(Helper3_1,\"=\"&G1196)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1196)=1, G1196, \"\")","v":1195},{"$f":"IFERROR(SMALL(Index_2,A1196),\"\")","v":1195},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:J1196)),\"\")","v":"DUN_1195"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:K1196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:L1196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:M1196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:P1196)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1196,COLUMNS($J$2:Q1196)),\"\")","v":"Students who met with the QESR team were confident in knowing how to access support and guidance for engagement, and use of technology to support their learning."}]
[{"$f":"IF('> FILTER <'!B1198<>\"\",ROW(OFFSET(A1197,-1,0)),\"\")","v":1196},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1198)),A1197,\"\")","v":1196},{"$f":"IFERROR(SMALL(Helper2_1,A1197),\"\")","v":1196},null,1196,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1198)),$A1197,\"\")","v":1196},{"$f":"IFERROR(SMALL(Helper2_2,A1197),\"\")","v":1196},{"$f":"COUNTIF(Helper3_1,\"=\"&G1197)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1197)=1, G1197, \"\")","v":1196},{"$f":"IFERROR(SMALL(Index_2,A1197),\"\")","v":1196},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:J1197)),\"\")","v":"DUN_1196"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:K1197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:L1197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:M1197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:P1197)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1197,COLUMNS($J$2:Q1197)),\"\")","v":"Support for staff in the use of digital tools and technologies, to enable and enhance learning and teaching, is delivered through the Centre for Technology and Innovation in Learning (CTIL) which offers a range of professional development activities."}]
[{"$f":"IF('> FILTER <'!B1199<>\"\",ROW(OFFSET(A1198,-1,0)),\"\")","v":1197},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1199)),A1198,\"\")","v":1197},{"$f":"IFERROR(SMALL(Helper2_1,A1198),\"\")","v":1197},null,1197,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1199)),$A1198,\"\")","v":1197},{"$f":"IFERROR(SMALL(Helper2_2,A1198),\"\")","v":1197},{"$f":"COUNTIF(Helper3_1,\"=\"&G1198)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1198)=1, G1198, \"\")","v":1197},{"$f":"IFERROR(SMALL(Index_2,A1198),\"\")","v":1197},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:J1198)),\"\")","v":"DUN_1197"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:K1198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:L1198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:M1198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:P1198)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1198,COLUMNS($J$2:Q1198)),\"\")","v":"The QESR team viewed as good practice, the network of Digital Champions that play a key cross-institutional role in advising on the embedding and enhancement of online, blended and technology enhanced learning and teaching practice, and acting as an effective conduit for the sharing of good practice."}]
[{"$f":"IF('> FILTER <'!B1200<>\"\",ROW(OFFSET(A1199,-1,0)),\"\")","v":1198},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1200)),A1199,\"\")","v":1198},{"$f":"IFERROR(SMALL(Helper2_1,A1199),\"\")","v":1198},null,1198,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1200)),$A1199,\"\")","v":1198},{"$f":"IFERROR(SMALL(Helper2_2,A1199),\"\")","v":1198},{"$f":"COUNTIF(Helper3_1,\"=\"&G1199)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1199)=1, G1199, \"\")","v":1198},{"$f":"IFERROR(SMALL(Index_2,A1199),\"\")","v":1198},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:J1199)),\"\")","v":"STR_1198"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:K1199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:L1199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:M1199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:P1199)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1199,COLUMNS($J$2:Q1199)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended learning offering. The team considered the institution's Digital Education Reflective Statement, guidance papers"}]
[{"$f":"IF('> FILTER <'!B1201<>\"\",ROW(OFFSET(A1200,-1,0)),\"\")","v":1199},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1201)),A1200,\"\")","v":1199},{"$f":"IFERROR(SMALL(Helper2_1,A1200),\"\")","v":1199},null,1199,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1201)),$A1200,\"\")","v":1199},{"$f":"IFERROR(SMALL(Helper2_2,A1200),\"\")","v":1199},{"$f":"COUNTIF(Helper3_1,\"=\"&G1200)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1200)=1, G1200, \"\")","v":1199},{"$f":"IFERROR(SMALL(Index_2,A1200),\"\")","v":1199},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:J1200)),\"\")","v":"STR_1199"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:K1200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:L1200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:M1200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:P1200)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1200,COLUMNS($J$2:Q1200)),\"\")","v":"The University's strategic commitment to and cross-institutional development of digital and online education activity predates the new Scottish Funding Council tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'. The Strathclyde Online Learning (SOL) Committee developed practices, procedures and standards in digital learning. The institution's Graduate Apprenticeship provision (with multiple modes of delivery) enabled the development of expertise, the infrastructure and student experience to support a rapid expansion of digital delivery during the pandemic."}]
[{"$f":"IF('> FILTER <'!B1202<>\"\",ROW(OFFSET(A1201,-1,0)),\"\")","v":1200},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1202)),A1201,\"\")","v":1200},{"$f":"IFERROR(SMALL(Helper2_1,A1201),\"\")","v":1200},null,1200,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1202)),$A1201,\"\")","v":1200},{"$f":"IFERROR(SMALL(Helper2_2,A1201),\"\")","v":1200},{"$f":"COUNTIF(Helper3_1,\"=\"&G1201)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1201)=1, G1201, \"\")","v":1200},{"$f":"IFERROR(SMALL(Index_2,A1201),\"\")","v":1200},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:J1201)),\"\")","v":"STR_1200"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:K1201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:L1201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:M1201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:P1201)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1201,COLUMNS($J$2:Q1201)),\"\")","v":"Digital champions perform a key advocacy role in schools and faculties. The QESR team noted key investments in human resource, technical support and IT infrastructure, coherent and comprehensive staff development programmes, and physical high-specification infrastructure. All students are introduced to the University's online learning platform."}]
[{"$f":"IF('> FILTER <'!B1203<>\"\",ROW(OFFSET(A1202,-1,0)),\"\")","v":1201},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1203)),A1202,\"\")","v":1201},{"$f":"IFERROR(SMALL(Helper2_1,A1202),\"\")","v":1201},null,1201,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1203)),$A1202,\"\")","v":1201},{"$f":"IFERROR(SMALL(Helper2_2,A1202),\"\")","v":1201},{"$f":"COUNTIF(Helper3_1,\"=\"&G1202)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1202)=1, G1202, \"\")","v":1201},{"$f":"IFERROR(SMALL(Index_2,A1202),\"\")","v":1201},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:J1202)),\"\")","v":"STR_1201"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:K1202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:L1202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:M1202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:P1202)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1202,COLUMNS($J$2:Q1202)),\"\")","v":"The governance infrastructure around online, blended and digital education has been developed to be responsive to feedback from students and staff, and to ensure that the expectations for quality and standards in the UK Quality Code are met. The Strath Union Vice-President Education is a member of the SOL Committee. The Student Experience Committee (SEC) considers flexible learning and the Strathclyde Strategic Alliance (see paragraph 11) has deliverables related directly to digital education. e-FIRST working groups ensure agile responses to circumstances and student need while playing a critical role in managing quality and standards."}]
[{"$f":"IF('> FILTER <'!B1204<>\"\",ROW(OFFSET(A1203,-1,0)),\"\")","v":1202},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1204)),A1203,\"\")","v":1202},{"$f":"IFERROR(SMALL(Helper2_1,A1203),\"\")","v":1202},null,1202,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1204)),$A1203,\"\")","v":1202},{"$f":"IFERROR(SMALL(Helper2_2,A1203),\"\")","v":1202},{"$f":"COUNTIF(Helper3_1,\"=\"&G1203)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1203)=1, G1203, \"\")","v":1202},{"$f":"IFERROR(SMALL(Index_2,A1203),\"\")","v":1202},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:J1203)),\"\")","v":"STR_1202"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:K1203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:L1203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:M1203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:P1203)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1203,COLUMNS($J$2:Q1203)),\"\")","v":"The annual report from the e-FIRST groups 2021-22 reported that these groups have allowed regular information exchange and discussion between faculty, professional service and Strath Union representatives, enabling immediate response to emergent issues including addressing changing Sottish Government advice during the pandemic. Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."}]
[{"$f":"IF('> FILTER <'!B1205<>\"\",ROW(OFFSET(A1204,-1,0)),\"\")","v":1203},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1205)),A1204,\"\")","v":1203},{"$f":"IFERROR(SMALL(Helper2_1,A1204),\"\")","v":1203},null,1203,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1205)),$A1204,\"\")","v":1203},{"$f":"IFERROR(SMALL(Helper2_2,A1204),\"\")","v":1203},{"$f":"COUNTIF(Helper3_1,\"=\"&G1204)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1204)=1, G1204, \"\")","v":1203},{"$f":"IFERROR(SMALL(Index_2,A1204),\"\")","v":1203},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:J1204)),\"\")","v":"STR_1203"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:K1204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:L1204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:M1204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:P1204)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1204,COLUMNS($J$2:Q1204)),\"\")","v":"The student voice is also at the forefront of the University's approach. The Student Mobile Application allows all students to engage digitally. The STRATHReps: Unified Class Representative Management Project enables engagement with all students, whether studying online or on-campus and the Myplace VLE enables a consistent approach to module evaluation."}]
[{"$f":"IF('> FILTER <'!B1206<>\"\",ROW(OFFSET(A1205,-1,0)),\"\")","v":1204},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1206)),A1205,\"\")","v":1204},{"$f":"IFERROR(SMALL(Helper2_1,A1205),\"\")","v":1204},null,1204,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1206)),$A1205,\"\")","v":1204},{"$f":"IFERROR(SMALL(Helper2_2,A1205),\"\")","v":1204},{"$f":"COUNTIF(Helper3_1,\"=\"&G1205)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1205)=1, G1205, \"\")","v":1204},{"$f":"IFERROR(SMALL(Index_2,A1205),\"\")","v":1204},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:J1205)),\"\")","v":"STR_1204"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:K1205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:L1205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:M1205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:P1205)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1205,COLUMNS($J$2:Q1205)),\"\")","v":"Internal surveys of the student experience of digital learning have helped to shape the future direction. For example, the development of the Strathclyde Student Insights Learning Analytics Dashboards will enable staff to monitor student online activity and be alerted to potential issues with student engagement. At the same time, the institution is aware of the necessity to ensure that the blend between digital and other forms of learning is sensitive to different discipline approaches."}]
[{"$f":"IF('> FILTER <'!B1207<>\"\",ROW(OFFSET(A1206,-1,0)),\"\")","v":1205},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1207)),A1206,\"\")","v":1205},{"$f":"IFERROR(SMALL(Helper2_1,A1206),\"\")","v":1205},null,1205,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1207)),$A1206,\"\")","v":1205},{"$f":"IFERROR(SMALL(Helper2_2,A1206),\"\")","v":1205},{"$f":"COUNTIF(Helper3_1,\"=\"&G1206)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1206)=1, G1206, \"\")","v":1205},{"$f":"IFERROR(SMALL(Index_2,A1206),\"\")","v":1205},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:J1206)),\"\")","v":"STR_1205"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:K1206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:L1206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:M1206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:P1206)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1206,COLUMNS($J$2:Q1206)),\"\")","v":"The University's approach to digital education was commended in ELIR 4. The QESR team consider that the University has continued to develop and strengthen an effective digital education capacity through a collaborative, deliberate and strategic approach and has highlighted this as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1208<>\"\",ROW(OFFSET(A1207,-1,0)),\"\")","v":1206},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1208)),A1207,\"\")","v":1206},{"$f":"IFERROR(SMALL(Helper2_1,A1207),\"\")","v":1206},null,1206,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1208)),$A1207,\"\")","v":1206},{"$f":"IFERROR(SMALL(Helper2_2,A1207),\"\")","v":1206},{"$f":"COUNTIF(Helper3_1,\"=\"&G1207)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1207)=1, G1207, \"\")","v":1206},{"$f":"IFERROR(SMALL(Index_2,A1207),\"\")","v":1206},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:J1207)),\"\")","v":"UWS_1206"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:K1207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:L1207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:M1207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:P1207)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1207,COLUMNS($J$2:Q1207)),\"\")","v":"The three key areas of strategic focus for 2022-23 are: Student Experience, Digital Transformation and Organisational Effectiveness. The team considers the student-centred approach taken by the University to strategy development, delivery and student success to be examples of good practice."}]
[{"$f":"IF('> FILTER <'!B1209<>\"\",ROW(OFFSET(A1208,-1,0)),\"\")","v":1207},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1209)),A1208,\"\")","v":1207},{"$f":"IFERROR(SMALL(Helper2_1,A1208),\"\")","v":1207},null,1207,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1209)),$A1208,\"\")","v":1207},{"$f":"IFERROR(SMALL(Helper2_2,A1208),\"\")","v":1207},{"$f":"COUNTIF(Helper3_1,\"=\"&G1208)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1208)=1, G1208, \"\")","v":1207},{"$f":"IFERROR(SMALL(Index_2,A1208),\"\")","v":1207},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:J1208)),\"\")","v":"UWS_1207"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:K1208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:L1208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:M1208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:P1208)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1208,COLUMNS($J$2:Q1208)),\"\")","v":"The focus on enhancing learning and teaching and student experience has been \naccompanied by significant investment in infrastructure and the environment. This includes the launch of the Digital Transformation Project which aims to transform systems, data and learning environment for students and staff, use of technology to support flexible learning models, the partnership with a digital learning platform provider, and investment in research infrastructure"}]
[{"$f":"IF('> FILTER <'!B1210<>\"\",ROW(OFFSET(A1209,-1,0)),\"\")","v":1208},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1210)),A1209,\"\")","v":1208},{"$f":"IFERROR(SMALL(Helper2_1,A1209),\"\")","v":1208},null,1208,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1210)),$A1209,\"\")","v":1208},{"$f":"IFERROR(SMALL(Helper2_2,A1209),\"\")","v":1208},{"$f":"COUNTIF(Helper3_1,\"=\"&G1209)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1209)=1, G1209, \"\")","v":1208},{"$f":"IFERROR(SMALL(Index_2,A1209),\"\")","v":1208},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:J1209)),\"\")","v":"UWS_1208"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:K1209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:L1209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:M1209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:P1209)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1209,COLUMNS($J$2:Q1209)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering."}]
[{"$f":"IF('> FILTER <'!B1211<>\"\",ROW(OFFSET(A1210,-1,0)),\"\")","v":1209},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1211)),A1210,\"\")","v":1209},{"$f":"IFERROR(SMALL(Helper2_1,A1210),\"\")","v":1209},null,1209,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1211)),$A1210,\"\")","v":1209},{"$f":"IFERROR(SMALL(Helper2_2,A1210),\"\")","v":1209},{"$f":"COUNTIF(Helper3_1,\"=\"&G1210)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1210)=1, G1210, \"\")","v":1209},{"$f":"IFERROR(SMALL(Index_2,A1210),\"\")","v":1209},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:J1210)),\"\")","v":"UWS_1209"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:K1210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:L1210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:M1210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:P1210)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1210,COLUMNS($J$2:Q1210)),\"\")","v":"The team considered the UWS paper on 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering', the University's Resilient Learning Communities plans and reports, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1212<>\"\",ROW(OFFSET(A1211,-1,0)),\"\")","v":1210},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1212)),A1211,\"\")","v":1210},{"$f":"IFERROR(SMALL(Helper2_1,A1211),\"\")","v":1210},null,1210,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1212)),$A1211,\"\")","v":1210},{"$f":"IFERROR(SMALL(Helper2_2,A1211),\"\")","v":1210},{"$f":"COUNTIF(Helper3_1,\"=\"&G1211)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1211)=1, G1211, \"\")","v":1210},{"$f":"IFERROR(SMALL(Index_2,A1211),\"\")","v":1210},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:J1211)),\"\")","v":"UWS_1210"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:K1211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:L1211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:M1211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:P1211)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1211,COLUMNS($J$2:Q1211)),\"\")","v":"The QESR team learned that UWS continues to invest in its Digital Transformation 1 SFC Guidance on Quality 2022-23 and 2023-24 7 \nProject which aims to transform university systems, data and the learning environment. Strategic investment has been made to further enhance digitally-enabled learning and teaching. Ongoing developments in learning analytics and student engagement dashboards aims to create an institution-wide digital 'ecosystem'."}]
[{"$f":"IF('> FILTER <'!B1213<>\"\",ROW(OFFSET(A1212,-1,0)),\"\")","v":1211},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1213)),A1212,\"\")","v":1211},{"$f":"IFERROR(SMALL(Helper2_1,A1212),\"\")","v":1211},null,1211,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1213)),$A1212,\"\")","v":1211},{"$f":"IFERROR(SMALL(Helper2_2,A1212),\"\")","v":1211},{"$f":"COUNTIF(Helper3_1,\"=\"&G1212)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1212)=1, G1212, \"\")","v":1211},{"$f":"IFERROR(SMALL(Index_2,A1212),\"\")","v":1211},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:J1212)),\"\")","v":"UWS_1211"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:K1212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:L1212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:M1212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:P1212)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1212,COLUMNS($J$2:Q1212)),\"\")","v":"When the rapid pivot to online learning, necessitated by the pandemic, identified that measuring student attendance was no longer applicable, the University quickly developed a student engagement analytics tool. This tool brought together data from multiple sources including data from the digital learning environment and modules presenting data in a way that staff could identify when and where student engagement was declining"}]
[{"$f":"IF('> FILTER <'!B1214<>\"\",ROW(OFFSET(A1213,-1,0)),\"\")","v":1212},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1214)),A1213,\"\")","v":1212},{"$f":"IFERROR(SMALL(Helper2_1,A1213),\"\")","v":1212},null,1212,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1214)),$A1213,\"\")","v":1212},{"$f":"IFERROR(SMALL(Helper2_2,A1213),\"\")","v":1212},{"$f":"COUNTIF(Helper3_1,\"=\"&G1213)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1213)=1, G1213, \"\")","v":1212},{"$f":"IFERROR(SMALL(Index_2,A1213),\"\")","v":1212},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:J1213)),\"\")","v":"UWS_1212"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:K1213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:L1213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:M1213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:P1213)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1213,COLUMNS($J$2:Q1213)),\"\")","v":"A 'digital first' approach is shaping the design of learning, teaching and assessment. UWS has invested in a learning management system to support flexible and inclusive learning. In addition, learning design that embraces diversity is one of the principles of the new Curriculum Framework."}]
[{"$f":"IF('> FILTER <'!B1215<>\"\",ROW(OFFSET(A1214,-1,0)),\"\")","v":1213},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1215)),A1214,\"\")","v":1213},{"$f":"IFERROR(SMALL(Helper2_1,A1214),\"\")","v":1213},null,1213,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1215)),$A1214,\"\")","v":1213},{"$f":"IFERROR(SMALL(Helper2_2,A1214),\"\")","v":1213},{"$f":"COUNTIF(Helper3_1,\"=\"&G1214)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1214)=1, G1214, \"\")","v":1213},{"$f":"IFERROR(SMALL(Index_2,A1214),\"\")","v":1213},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:J1214)),\"\")","v":"UWS_1213"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:K1214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:L1214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:M1214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:P1214)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1214,COLUMNS($J$2:Q1214)),\"\")","v":"A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised."}]
[{"$f":"IF('> FILTER <'!B1216<>\"\",ROW(OFFSET(A1215,-1,0)),\"\")","v":1214},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1216)),A1215,\"\")","v":1214},{"$f":"IFERROR(SMALL(Helper2_1,A1215),\"\")","v":1214},null,1214,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1216)),$A1215,\"\")","v":1214},{"$f":"IFERROR(SMALL(Helper2_2,A1215),\"\")","v":1214},{"$f":"COUNTIF(Helper3_1,\"=\"&G1215)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1215)=1, G1215, \"\")","v":1214},{"$f":"IFERROR(SMALL(Index_2,A1215),\"\")","v":1214},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:J1215)),\"\")","v":"ABD_1214"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:K1215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:L1215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:M1215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:P1215)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1215,COLUMNS($J$2:Q1215)),\"\")","v":"The QESR team was impressed by the manner in which the University has \neffectively used this evaluation information to support the development of its 'Principles for the Delivery of Education for Academic Year 2022-23', which have been designed to align to and support the education strand of the Aberdeen 2040 Strategy. The team note that these Principles were developed through work supported by one of the student interns (paragraphs 10 and 17), discussed across all the academic schools through mechanisms like School Education Committees, were formalised through the University committee structure, and are framed in terms of commitments to learning and teaching from both staff and students."}]
[{"$f":"IF('> FILTER <'!B1217<>\"\",ROW(OFFSET(A1216,-1,0)),\"\")","v":1215},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1217)),A1216,\"\")","v":1215},{"$f":"IFERROR(SMALL(Helper2_1,A1216),\"\")","v":1215},null,1215,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1217)),$A1216,\"\")","v":1215},{"$f":"IFERROR(SMALL(Helper2_2,A1216),\"\")","v":1215},{"$f":"COUNTIF(Helper3_1,\"=\"&G1216)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1216)=1, G1216, \"\")","v":1215},{"$f":"IFERROR(SMALL(Index_2,A1216),\"\")","v":1215},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:J1216)),\"\")","v":"ABD_1215"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:K1216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:L1216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:M1216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:P1216)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1216,COLUMNS($J$2:Q1216)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B1218<>\"\",ROW(OFFSET(A1217,-1,0)),\"\")","v":1216},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1218)),A1217,\"\")","v":1216},{"$f":"IFERROR(SMALL(Helper2_1,A1217),\"\")","v":1216},null,1216,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1218)),$A1217,\"\")","v":1216},{"$f":"IFERROR(SMALL(Helper2_2,A1217),\"\")","v":1216},{"$f":"COUNTIF(Helper3_1,\"=\"&G1217)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1217)=1, G1217, \"\")","v":1216},{"$f":"IFERROR(SMALL(Index_2,A1217),\"\")","v":1216},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:J1217)),\"\")","v":"ABD_1216"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:K1217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:L1217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:M1217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:P1217)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1217,COLUMNS($J$2:Q1217)),\"\")","v":"The University uses three processes to monitor and review academic standards across all its taught provision: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1219<>\"\",ROW(OFFSET(A1218,-1,0)),\"\")","v":1217},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1219)),A1218,\"\")","v":1217},{"$f":"IFERROR(SMALL(Helper2_1,A1218),\"\")","v":1217},null,1217,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1219)),$A1218,\"\")","v":1217},{"$f":"IFERROR(SMALL(Helper2_2,A1218),\"\")","v":1217},{"$f":"COUNTIF(Helper3_1,\"=\"&G1218)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1218)=1, G1218, \"\")","v":1217},{"$f":"IFERROR(SMALL(Index_2,A1218),\"\")","v":1217},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:J1218)),\"\")","v":"ABD_1217"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:K1218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:L1218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:M1218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:P1218)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1218,COLUMNS($J$2:Q1218)),\"\")","v":"External examiners comment on academic standards and assessment \narrangements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points"}]
[{"$f":"IF('> FILTER <'!B1220<>\"\",ROW(OFFSET(A1219,-1,0)),\"\")","v":1218},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1220)),A1219,\"\")","v":1218},{"$f":"IFERROR(SMALL(Helper2_1,A1219),\"\")","v":1218},null,{"$f":"ROW(OFFSET(E1219,-1,0))","v":1218},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1220)),$A1219,\"\")","v":1218},{"$f":"IFERROR(SMALL(Helper2_2,A1219),\"\")","v":1218},{"$f":"COUNTIF(Helper3_1,\"=\"&G1219)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1219)=1, G1219, \"\")","v":1218},{"$f":"IFERROR(SMALL(Index_2,A1219),\"\")","v":1218},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:J1219)),\"\")","v":"STR_1218"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:K1219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:L1219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:M1219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:P1219)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1219,COLUMNS($J$2:Q1219)),\"\")","v":"There is evidence of student feedback and participation across all key quality and standards processes including appropriate student representation on key university committees related to quality and standards."}]
[{"$f":"IF('> FILTER <'!B1221<>\"\",ROW(OFFSET(A1220,-1,0)),\"\")","v":1219},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1221)),A1220,\"\")","v":1219},{"$f":"IFERROR(SMALL(Helper2_1,A1220),\"\")","v":1219},null,1219,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1221)),$A1220,\"\")","v":1219},{"$f":"IFERROR(SMALL(Helper2_2,A1220),\"\")","v":1219},{"$f":"COUNTIF(Helper3_1,\"=\"&G1220)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1220)=1, G1220, \"\")","v":1219},{"$f":"IFERROR(SMALL(Index_2,A1220),\"\")","v":1219},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:J1220)),\"\")","v":"STR_1219"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:K1220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:L1220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:M1220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:P1220)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1220,COLUMNS($J$2:Q1220)),\"\")","v":"There is evidence of ongoing continuous improvements to processes; notable areas include the Thematic Review, which routinely identifies areas for enhancement as well as annual programme monitoring and FARs. For"}]
[{"$f":"IF('> FILTER <'!B1222<>\"\",ROW(OFFSET(A1221,-1,0)),\"\")","v":1220},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1222)),A1221,\"\")","v":1220},{"$f":"IFERROR(SMALL(Helper2_1,A1221),\"\")","v":1220},null,1220,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1222)),$A1221,\"\")","v":1220},{"$f":"IFERROR(SMALL(Helper2_2,A1221),\"\")","v":1220},{"$f":"COUNTIF(Helper3_1,\"=\"&G1221)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1221)=1, G1221, \"\")","v":1220},{"$f":"IFERROR(SMALL(Index_2,A1221),\"\")","v":1220},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:J1221)),\"\")","v":"STR_1220"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:K1221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:L1221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:M1221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:P1221)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1221,COLUMNS($J$2:Q1221)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes."}]
[{"$f":"IF('> FILTER <'!B1223<>\"\",ROW(OFFSET(A1222,-1,0)),\"\")","v":1221},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1223)),A1222,\"\")","v":1221},{"$f":"IFERROR(SMALL(Helper2_1,A1222),\"\")","v":1221},null,1221,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1223)),$A1222,\"\")","v":1221},{"$f":"IFERROR(SMALL(Helper2_2,A1222),\"\")","v":1221},{"$f":"COUNTIF(Helper3_1,\"=\"&G1222)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1222)=1, G1222, \"\")","v":1221},{"$f":"IFERROR(SMALL(Index_2,A1222),\"\")","v":1221},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:J1222)),\"\")","v":"STR_1221"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:K1222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:L1222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:M1222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:P1222)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1222,COLUMNS($J$2:Q1222)),\"\")","v":"The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews."}]
[{"$f":"IF('> FILTER <'!B1224<>\"\",ROW(OFFSET(A1223,-1,0)),\"\")","v":1222},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1224)),A1223,\"\")","v":1222},{"$f":"IFERROR(SMALL(Helper2_1,A1223),\"\")","v":1222},null,1222,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1224)),$A1223,\"\")","v":1222},{"$f":"IFERROR(SMALL(Helper2_2,A1223),\"\")","v":1222},{"$f":"COUNTIF(Helper3_1,\"=\"&G1223)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1223)=1, G1223, \"\")","v":1222},{"$f":"IFERROR(SMALL(Index_2,A1223),\"\")","v":1222},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:J1223)),\"\")","v":"STR_1222"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:K1223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:L1223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:M1223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:P1223)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1223,COLUMNS($J$2:Q1223)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making in quality processes."}]
[{"$f":"IF('> FILTER <'!B1225<>\"\",ROW(OFFSET(A1224,-1,0)),\"\")","v":1223},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1225)),A1224,\"\")","v":1223},{"$f":"IFERROR(SMALL(Helper2_1,A1224),\"\")","v":1223},null,1223,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1225)),$A1224,\"\")","v":1223},{"$f":"IFERROR(SMALL(Helper2_2,A1224),\"\")","v":1223},{"$f":"COUNTIF(Helper3_1,\"=\"&G1224)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1224)=1, G1224, \"\")","v":1223},{"$f":"IFERROR(SMALL(Index_2,A1224),\"\")","v":1223},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:J1224)),\"\")","v":"STR_1223"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:K1224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:L1224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:M1224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:P1224)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1224,COLUMNS($J$2:Q1224)),\"\")","v":"The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."}]
[{"$f":"IF('> FILTER <'!B1226<>\"\",ROW(OFFSET(A1225,-1,0)),\"\")","v":1224},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1226)),A1225,\"\")","v":1224},{"$f":"IFERROR(SMALL(Helper2_1,A1225),\"\")","v":1224},null,1224,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1226)),$A1225,\"\")","v":1224},{"$f":"IFERROR(SMALL(Helper2_2,A1225),\"\")","v":1224},{"$f":"COUNTIF(Helper3_1,\"=\"&G1225)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1225)=1, G1225, \"\")","v":1224},{"$f":"IFERROR(SMALL(Index_2,A1225),\"\")","v":1224},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:J1225)),\"\")","v":"UWS_1224"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:K1225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:L1225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:M1225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:P1225)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1225,COLUMNS($J$2:Q1225)),\"\")","v":"The QESR team is confident that the UWS has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B1227<>\"\",ROW(OFFSET(A1226,-1,0)),\"\")","v":1225},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1227)),A1226,\"\")","v":1225},{"$f":"IFERROR(SMALL(Helper2_1,A1226),\"\")","v":1225},null,1225,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1227)),$A1226,\"\")","v":1225},{"$f":"IFERROR(SMALL(Helper2_2,A1226),\"\")","v":1225},{"$f":"COUNTIF(Helper3_1,\"=\"&G1226)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1226)=1, G1226, \"\")","v":1225},{"$f":"IFERROR(SMALL(Index_2,A1226),\"\")","v":1225},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:J1226)),\"\")","v":"UWS_1225"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:K1226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:L1226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:M1226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:P1226)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1226,COLUMNS($J$2:Q1226)),\"\")","v":"The University is proactive in reviewing and developing its processes with the aim \nof enhancing their effectiveness."}]
[{"$f":"IF('> FILTER <'!B1228<>\"\",ROW(OFFSET(A1227,-1,0)),\"\")","v":1226},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1228)),A1227,\"\")","v":1226},{"$f":"IFERROR(SMALL(Helper2_1,A1227),\"\")","v":1226},null,1226,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1228)),$A1227,\"\")","v":1226},{"$f":"IFERROR(SMALL(Helper2_2,A1227),\"\")","v":1226},{"$f":"COUNTIF(Helper3_1,\"=\"&G1227)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1227)=1, G1227, \"\")","v":1226},{"$f":"IFERROR(SMALL(Index_2,A1227),\"\")","v":1226},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:J1227)),\"\")","v":"UWS_1226"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:K1227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:L1227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:M1227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:P1227)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1227,COLUMNS($J$2:Q1227)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC) (paragraphs 41-44)."}]
[{"$f":"IF('> FILTER <'!B1229<>\"\",ROW(OFFSET(A1228,-1,0)),\"\")","v":1227},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1229)),A1228,\"\")","v":1227},{"$f":"IFERROR(SMALL(Helper2_1,A1228),\"\")","v":1227},null,1227,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1229)),$A1228,\"\")","v":1227},{"$f":"IFERROR(SMALL(Helper2_2,A1228),\"\")","v":1227},{"$f":"COUNTIF(Helper3_1,\"=\"&G1228)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1228)=1, G1228, \"\")","v":1227},{"$f":"IFERROR(SMALL(Index_2,A1228),\"\")","v":1227},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:J1228)),\"\")","v":"UWS_1227"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:K1228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:L1228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:M1228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:P1228)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1228,COLUMNS($J$2:Q1228)),\"\")","v":"The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution."}]
[{"$f":"IF('> FILTER <'!B1230<>\"\",ROW(OFFSET(A1229,-1,0)),\"\")","v":1228},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1230)),A1229,\"\")","v":1228},{"$f":"IFERROR(SMALL(Helper2_1,A1229),\"\")","v":1228},null,1228,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1230)),$A1229,\"\")","v":1228},{"$f":"IFERROR(SMALL(Helper2_2,A1229),\"\")","v":1228},{"$f":"COUNTIF(Helper3_1,\"=\"&G1229)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1229)=1, G1229, \"\")","v":1228},{"$f":"IFERROR(SMALL(Index_2,A1229),\"\")","v":1228},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:J1229)),\"\")","v":"UWS_1228"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:K1229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:L1229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:M1229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:P1229)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1229,COLUMNS($J$2:Q1229)),\"\")","v":"Assessment policies and regulations are kept under continuous review by EAC and \nby the Regulations Committee, which reports to it. At the time of the current QESR, the assessment handbook, procedure and associated guidance were to be reviewed as part of the Student Experience Programme, while the EAC had initiated a 'root and branch' review of assessment regulations, with a specific focus on progression requirements."}]
[{"$f":"IF('> FILTER <'!B1231<>\"\",ROW(OFFSET(A1230,-1,0)),\"\")","v":1229},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1231)),A1230,\"\")","v":1229},{"$f":"IFERROR(SMALL(Helper2_1,A1230),\"\")","v":1229},null,1229,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1231)),$A1230,\"\")","v":1229},{"$f":"IFERROR(SMALL(Helper2_2,A1230),\"\")","v":1229},{"$f":"COUNTIF(Helper3_1,\"=\"&G1230)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1230)=1, G1230, \"\")","v":1229},{"$f":"IFERROR(SMALL(Index_2,A1230),\"\")","v":1229},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:J1230)),\"\")","v":"UWS_1229"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:K1230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:L1230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:M1230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:P1230)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1230,COLUMNS($J$2:Q1230)),\"\")","v":"A redesign of the assessment regime in each module, to develop and adopt effective digital and authentic assessment and feedback systems, had been an intended element of the introduction of the AULA learning management system, but had not taken place and an alternative plan to achieve this had still to be devised. The University is encouraged to ensure there is clear oversight and coordination of these various processes, to ensure assessment processes remain coherent and robust."}]
[{"$f":"IF('> FILTER <'!B1232<>\"\",ROW(OFFSET(A1231,-1,0)),\"\")","v":1230},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1232)),A1231,\"\")","v":1230},{"$f":"IFERROR(SMALL(Helper2_1,A1231),\"\")","v":1230},null,1230,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1232)),$A1231,\"\")","v":1230},{"$f":"IFERROR(SMALL(Helper2_2,A1231),\"\")","v":1230},{"$f":"COUNTIF(Helper3_1,\"=\"&G1231)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1231)=1, G1231, \"\")","v":1230},{"$f":"IFERROR(SMALL(Index_2,A1231),\"\")","v":1230},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:J1231)),\"\")","v":"ABD_1230"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:K1231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:L1231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:M1231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:P1231)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1231,COLUMNS($J$2:Q1231)),\"\")","v":"The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation. Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"}]
[{"$f":"IF('> FILTER <'!B1233<>\"\",ROW(OFFSET(A1232,-1,0)),\"\")","v":1231},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1233)),A1232,\"\")","v":1231},{"$f":"IFERROR(SMALL(Helper2_1,A1232),\"\")","v":1231},null,1231,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1233)),$A1232,\"\")","v":1231},{"$f":"IFERROR(SMALL(Helper2_2,A1232),\"\")","v":1231},{"$f":"COUNTIF(Helper3_1,\"=\"&G1232)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1232)=1, G1232, \"\")","v":1231},{"$f":"IFERROR(SMALL(Index_2,A1232),\"\")","v":1231},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:J1232)),\"\")","v":"DUN_1231"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:K1232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:L1232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:M1232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:P1232)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1232,COLUMNS($J$2:Q1232)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor, review and enhance its strategic approach to enhancement. The team considered a range of evidence including: the University's Strategy 2022-27 and associated sub-strategies and implementation plans; the University's annual report to the Scottish Funding Council (SFC) on Institution-Led Review (ILR)"}]
[{"$f":"IF('> FILTER <'!B1234<>\"\",ROW(OFFSET(A1233,-1,0)),\"\")","v":1232},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1234)),A1233,\"\")","v":1232},{"$f":"IFERROR(SMALL(Helper2_1,A1233),\"\")","v":1232},null,1232,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1234)),$A1233,\"\")","v":1232},{"$f":"IFERROR(SMALL(Helper2_2,A1233),\"\")","v":1232},{"$f":"COUNTIF(Helper3_1,\"=\"&G1233)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1233)=1, G1233, \"\")","v":1232},{"$f":"IFERROR(SMALL(Index_2,A1233),\"\")","v":1232},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:J1233)),\"\")","v":"DUN_1232"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:K1233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:L1233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:M1233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:P1233)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1233,COLUMNS($J$2:Q1233)),\"\")","v":"The University has committed that all programmes should review and align curriculum to these principles by the end of the strategic planning round in 2027 with schools required to complete curriculum review within their Periodic Programme Review (PPR) cycle."}]
[{"$f":"IF('> FILTER <'!B1235<>\"\",ROW(OFFSET(A1234,-1,0)),\"\")","v":1233},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1235)),A1234,\"\")","v":1233},{"$f":"IFERROR(SMALL(Helper2_1,A1234),\"\")","v":1233},null,1233,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1235)),$A1234,\"\")","v":1233},{"$f":"IFERROR(SMALL(Helper2_2,A1234),\"\")","v":1233},{"$f":"COUNTIF(Helper3_1,\"=\"&G1234)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1234)=1, G1234, \"\")","v":1233},{"$f":"IFERROR(SMALL(Index_2,A1234),\"\")","v":1233},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:J1234)),\"\")","v":"DUN_1233"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:K1234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:L1234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:M1234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:P1234)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1234,COLUMNS($J$2:Q1234)),\"\")","v":"Staff who met with the QESR team confirmed progress with curriculum transformation, 3 \nproviding examples of curricular changes through recent PPR processes, and examples of engaging students in the mapping of curriculum to the Curriculum Design Principles."}]
[{"$f":"IF('> FILTER <'!B1236<>\"\",ROW(OFFSET(A1235,-1,0)),\"\")","v":1234},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1236)),A1235,\"\")","v":1234},{"$f":"IFERROR(SMALL(Helper2_1,A1235),\"\")","v":1234},null,1234,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1236)),$A1235,\"\")","v":1234},{"$f":"IFERROR(SMALL(Helper2_2,A1235),\"\")","v":1234},{"$f":"COUNTIF(Helper3_1,\"=\"&G1235)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1235)=1, G1235, \"\")","v":1234},{"$f":"IFERROR(SMALL(Index_2,A1235),\"\")","v":1234},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:J1235)),\"\")","v":"DUN_1234"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:K1235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:L1235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:M1235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:P1235)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1235,COLUMNS($J$2:Q1235)),\"\")","v":"The QESR team found that student engagement was evident in PPR panels,"}]
[{"$f":"IF('> FILTER <'!B1237<>\"\",ROW(OFFSET(A1236,-1,0)),\"\")","v":1235},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1237)),A1236,\"\")","v":1235},{"$f":"IFERROR(SMALL(Helper2_1,A1236),\"\")","v":1235},null,1235,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1237)),$A1236,\"\")","v":1235},{"$f":"IFERROR(SMALL(Helper2_2,A1236),\"\")","v":1235},{"$f":"COUNTIF(Helper3_1,\"=\"&G1236)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1236)=1, G1236, \"\")","v":1235},{"$f":"IFERROR(SMALL(Index_2,A1236),\"\")","v":1235},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:J1236)),\"\")","v":"DUN_1235"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:K1236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:L1236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:M1236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:P1236)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1236,COLUMNS($J$2:Q1236)),\"\")","v":"Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers."}]
[{"$f":"IF('> FILTER <'!B1238<>\"\",ROW(OFFSET(A1237,-1,0)),\"\")","v":1236},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1238)),A1237,\"\")","v":1236},{"$f":"IFERROR(SMALL(Helper2_1,A1237),\"\")","v":1236},null,1236,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1238)),$A1237,\"\")","v":1236},{"$f":"IFERROR(SMALL(Helper2_2,A1237),\"\")","v":1236},{"$f":"COUNTIF(Helper3_1,\"=\"&G1237)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1237)=1, G1237, \"\")","v":1236},{"$f":"IFERROR(SMALL(Index_2,A1237),\"\")","v":1236},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:J1237)),\"\")","v":"DUN_1236"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:K1237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:L1237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:M1237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:P1237)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1237,COLUMNS($J$2:Q1237)),\"\")","v":"The QESR team heard from academic staff that data for the PPR evidence base is provided in a standardised format and that this is helpful in terms of accessibility and evaluation."}]
[{"$f":"IF('> FILTER <'!B1239<>\"\",ROW(OFFSET(A1238,-1,0)),\"\")","v":1237},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1239)),A1238,\"\")","v":1237},{"$f":"IFERROR(SMALL(Helper2_1,A1238),\"\")","v":1237},null,1237,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1239)),$A1238,\"\")","v":1237},{"$f":"IFERROR(SMALL(Helper2_2,A1238),\"\")","v":1237},{"$f":"COUNTIF(Helper3_1,\"=\"&G1238)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1238)=1, G1238, \"\")","v":1237},{"$f":"IFERROR(SMALL(Index_2,A1238),\"\")","v":1237},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:J1238)),\"\")","v":"DUN_1237"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:K1238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:L1238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:M1238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:P1238)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1238,COLUMNS($J$2:Q1238)),\"\")","v":"PPR outcomes include good practice, areas for development and suggestions. The \nQESR team heard from staff that there is a well-understood distinction between mandatory and advisory outcomes. Following each PPR, a six-week action plan is submitted to QASC followed by a year-on report."}]
[{"$f":"IF('> FILTER <'!B1240<>\"\",ROW(OFFSET(A1239,-1,0)),\"\")","v":1238},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1240)),A1239,\"\")","v":1238},{"$f":"IFERROR(SMALL(Helper2_1,A1239),\"\")","v":1238},null,1238,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1240)),$A1239,\"\")","v":1238},{"$f":"IFERROR(SMALL(Helper2_2,A1239),\"\")","v":1238},{"$f":"COUNTIF(Helper3_1,\"=\"&G1239)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1239)=1, G1239, \"\")","v":1238},{"$f":"IFERROR(SMALL(Index_2,A1239),\"\")","v":1238},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:J1239)),\"\")","v":"DUN_1238"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:K1239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:L1239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:M1239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:P1239)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1239,COLUMNS($J$2:Q1239)),\"\")","v":"The QESR team learned of the ongoing review of the arrangements for PPR and \nAPR. The review of PPR has a focus on efficiency with particular consideration being given to the unit of review and is being conducted with due regard to the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1241<>\"\",ROW(OFFSET(A1240,-1,0)),\"\")","v":1239},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1241)),A1240,\"\")","v":1239},{"$f":"IFERROR(SMALL(Helper2_1,A1240),\"\")","v":1239},null,1239,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1241)),$A1240,\"\")","v":1239},{"$f":"IFERROR(SMALL(Helper2_2,A1240),\"\")","v":1239},{"$f":"COUNTIF(Helper3_1,\"=\"&G1240)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1240)=1, G1240, \"\")","v":1239},{"$f":"IFERROR(SMALL(Index_2,A1240),\"\")","v":1239},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:J1240)),\"\")","v":"DUN_1239"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:K1240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:L1240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:M1240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:P1240)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1240,COLUMNS($J$2:Q1240)),\"\")","v":"The University prepares comprehensive and informative overview reports of \nPPR outcomes and school LTE reports. These reports are considered at school and institution-level committees with a remit for quality."}]
[{"$f":"IF('> FILTER <'!B1242<>\"\",ROW(OFFSET(A1241,-1,0)),\"\")","v":1240},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1242)),A1241,\"\")","v":1240},{"$f":"IFERROR(SMALL(Helper2_1,A1241),\"\")","v":1240},null,1240,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1242)),$A1241,\"\")","v":1240},{"$f":"IFERROR(SMALL(Helper2_2,A1241),\"\")","v":1240},{"$f":"COUNTIF(Helper3_1,\"=\"&G1241)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1241)=1, G1241, \"\")","v":1240},{"$f":"IFERROR(SMALL(Index_2,A1241),\"\")","v":1240},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:J1241)),\"\")","v":"DUN_1240"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:K1241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:L1241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:M1241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:P1241)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1241,COLUMNS($J$2:Q1241)),\"\")","v":"The QESR team learned from staff that Associate Deans have oversight of these analyses, as well as individual PPR and school LTE reports, and that Associate Deans have monthly meetings with the Vice-Principal (Education) through which they can share and reflect on their experiences."}]
[{"$f":"IF('> FILTER <'!B1243<>\"\",ROW(OFFSET(A1242,-1,0)),\"\")","v":1241},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1243)),A1242,\"\")","v":1241},{"$f":"IFERROR(SMALL(Helper2_1,A1242),\"\")","v":1241},null,1241,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1243)),$A1242,\"\")","v":1241},{"$f":"IFERROR(SMALL(Helper2_2,A1242),\"\")","v":1241},{"$f":"COUNTIF(Helper3_1,\"=\"&G1242)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1242)=1, G1242, \"\")","v":1241},{"$f":"IFERROR(SMALL(Index_2,A1242),\"\")","v":1241},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:J1242)),\"\")","v":"DUN_1241"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:K1242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:L1242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:M1242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:P1242)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1242,COLUMNS($J$2:Q1242)),\"\")","v":"The team heard that these mechanisms facilitate wider dissemination of the good practices emerging through quality processes. Staff meeting the team also reported significant benefits for individual PPR panel conveners and members - both for professional development and transfer of practice across schools."}]
[{"$f":"IF('> FILTER <'!B1244<>\"\",ROW(OFFSET(A1243,-1,0)),\"\")","v":1242},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1244)),A1243,\"\")","v":1242},{"$f":"IFERROR(SMALL(Helper2_1,A1243),\"\")","v":1242},null,1242,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1244)),$A1243,\"\")","v":1242},{"$f":"IFERROR(SMALL(Helper2_2,A1243),\"\")","v":1242},{"$f":"COUNTIF(Helper3_1,\"=\"&G1243)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1243)=1, G1243, \"\")","v":1242},{"$f":"IFERROR(SMALL(Index_2,A1243),\"\")","v":1242},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:J1243)),\"\")","v":"DUN_1242"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:K1243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:L1243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:M1243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:P1243)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1243,COLUMNS($J$2:Q1243)),\"\")","v":"The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports."}]
[{"$f":"IF('> FILTER <'!B1245<>\"\",ROW(OFFSET(A1244,-1,0)),\"\")","v":1243},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1245)),A1244,\"\")","v":1243},{"$f":"IFERROR(SMALL(Helper2_1,A1244),\"\")","v":1243},null,1243,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1245)),$A1244,\"\")","v":1243},{"$f":"IFERROR(SMALL(Helper2_2,A1244),\"\")","v":1243},{"$f":"COUNTIF(Helper3_1,\"=\"&G1244)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1244)=1, G1244, \"\")","v":1243},{"$f":"IFERROR(SMALL(Index_2,A1244),\"\")","v":1243},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:J1244)),\"\")","v":"DUN_1243"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:K1244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:L1244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:M1244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:P1244)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1244,COLUMNS($J$2:Q1244)),\"\")","v":"There is currently no separate review process in place to evaluate the effectiveness of professional services and their contribution to the student experience. However, this falls within the scope of the ongoing review of PPR and, taking into consideration the outcomes from the University's ongoing review of its Periodic Programme Review process and reflecting further on the Scottish Funding Council Guidance on Quality, the QESR team recommends that the University should develop a systematic approach to professional services review that complements the existing mechanisms for engaging professional services in quality processes. The University should ensure that there is appropriate engagement with staff and students, and appropriate externality, to promote high-quality learning and continuous improvement."}]
[{"$f":"IF('> FILTER <'!B1246<>\"\",ROW(OFFSET(A1245,-1,0)),\"\")","v":1244},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1246)),A1245,\"\")","v":1244},{"$f":"IFERROR(SMALL(Helper2_1,A1245),\"\")","v":1244},null,1244,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1246)),$A1245,\"\")","v":1244},{"$f":"IFERROR(SMALL(Helper2_2,A1245),\"\")","v":1244},{"$f":"COUNTIF(Helper3_1,\"=\"&G1245)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1245)=1, G1245, \"\")","v":1244},{"$f":"IFERROR(SMALL(Index_2,A1245),\"\")","v":1244},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:J1245)),\"\")","v":"DUN_1244"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:K1245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:L1245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:M1245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:P1245)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1245,COLUMNS($J$2:Q1245)),\"\")","v":"All teams participating in PPR are required to include an Annex demonstrating how \nthey have mapped their programmes against the reference points noted in paragraph 41, and there are similar expectations to align with reference points within the new Postgraduate Research Review Policy and Guidance and APR guidance."}]
[{"$f":"IF('> FILTER <'!B1247<>\"\",ROW(OFFSET(A1246,-1,0)),\"\")","v":1245},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1247)),A1246,\"\")","v":1245},{"$f":"IFERROR(SMALL(Helper2_1,A1246),\"\")","v":1245},null,1245,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1247)),$A1246,\"\")","v":1245},{"$f":"IFERROR(SMALL(Helper2_2,A1246),\"\")","v":1245},{"$f":"COUNTIF(Helper3_1,\"=\"&G1246)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1246)=1, G1246, \"\")","v":1245},{"$f":"IFERROR(SMALL(Index_2,A1246),\"\")","v":1245},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:J1246)),\"\")","v":"DUN_1245"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:K1246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:L1246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:M1246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:P1246)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1246,COLUMNS($J$2:Q1246)),\"\")","v":"In addition to the mapping exercise, teams are required to consult with employers and other external advisers when preparing their Reflective Analysis for PPR. All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."}]
[{"$f":"IF('> FILTER <'!B1248<>\"\",ROW(OFFSET(A1247,-1,0)),\"\")","v":1246},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1248)),A1247,\"\")","v":1246},{"$f":"IFERROR(SMALL(Helper2_1,A1247),\"\")","v":1246},null,1246,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1248)),$A1247,\"\")","v":1246},{"$f":"IFERROR(SMALL(Helper2_2,A1247),\"\")","v":1246},{"$f":"COUNTIF(Helper3_1,\"=\"&G1247)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1247)=1, G1247, \"\")","v":1246},{"$f":"IFERROR(SMALL(Index_2,A1247),\"\")","v":1246},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:J1247)),\"\")","v":"DUN_1246"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:K1247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:L1247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:M1247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:P1247)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1247,COLUMNS($J$2:Q1247)),\"\")","v":"External examiner reports inform the Reflective Analysis submitted for PPR."}]
[{"$f":"IF('> FILTER <'!B1249<>\"\",ROW(OFFSET(A1248,-1,0)),\"\")","v":1247},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1249)),A1248,\"\")","v":1247},{"$f":"IFERROR(SMALL(Helper2_1,A1248),\"\")","v":1247},null,1247,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1249)),$A1248,\"\")","v":1247},{"$f":"IFERROR(SMALL(Helper2_2,A1248),\"\")","v":1247},{"$f":"COUNTIF(Helper3_1,\"=\"&G1248)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1248)=1, G1248, \"\")","v":1247},{"$f":"IFERROR(SMALL(Index_2,A1248),\"\")","v":1247},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:J1248)),\"\")","v":"STR_1247"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:K1248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:L1248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:M1248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:P1248)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1248,COLUMNS($J$2:Q1248)),\"\")","v":"The QESR team is confident that the University has effective arrangements for monitoring and review of its approach to managing quality and to setting, maintaining, and reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B1250<>\"\",ROW(OFFSET(A1249,-1,0)),\"\")","v":1248},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1250)),A1249,\"\")","v":1248},{"$f":"IFERROR(SMALL(Helper2_1,A1249),\"\")","v":1248},null,1248,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1250)),$A1249,\"\")","v":1248},{"$f":"IFERROR(SMALL(Helper2_2,A1249),\"\")","v":1248},{"$f":"COUNTIF(Helper3_1,\"=\"&G1249)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1249)=1, G1249, \"\")","v":1248},{"$f":"IFERROR(SMALL(Index_2,A1249),\"\")","v":1248},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:J1249)),\"\")","v":"STR_1248"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:K1249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:L1249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:M1249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:P1249)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1249,COLUMNS($J$2:Q1249)),\"\")","v":"The Internal Review cycle is predominantly programme focused, beginning with module evaluation and review of external examiner reports"}]
[{"$f":"IF('> FILTER <'!B1251<>\"\",ROW(OFFSET(A1250,-1,0)),\"\")","v":1249},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1251)),A1250,\"\")","v":1249},{"$f":"IFERROR(SMALL(Helper2_1,A1250),\"\")","v":1249},null,1249,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1251)),$A1250,\"\")","v":1249},{"$f":"IFERROR(SMALL(Helper2_2,A1250),\"\")","v":1249},{"$f":"COUNTIF(Helper3_1,\"=\"&G1250)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1250)=1, G1250, \"\")","v":1249},{"$f":"IFERROR(SMALL(Index_2,A1250),\"\")","v":1249},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:J1250)),\"\")","v":"STR_1249"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:K1250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:L1250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:M1250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:P1250)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1250,COLUMNS($J$2:Q1250)),\"\")","v":"Quinquennial Review (QQR) includes scrutiny of all forms of credit-bearing provision at undergraduate and postgraduate levels for all modes of study. It also considers collaborative provision, continuing professional development (CPD) and continuing education provision, as well as the supervision of postgraduate research students."}]
[{"$f":"IF('> FILTER <'!B1252<>\"\",ROW(OFFSET(A1251,-1,0)),\"\")","v":1250},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1252)),A1251,\"\")","v":1250},{"$f":"IFERROR(SMALL(Helper2_1,A1251),\"\")","v":1250},null,1250,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1252)),$A1251,\"\")","v":1250},{"$f":"IFERROR(SMALL(Helper2_2,A1251),\"\")","v":1250},{"$f":"COUNTIF(Helper3_1,\"=\"&G1251)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1251)=1, G1251, \"\")","v":1250},{"$f":"IFERROR(SMALL(Index_2,A1251),\"\")","v":1250},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:J1251)),\"\")","v":"STR_1250"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:K1251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:L1251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:M1251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:P1251)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1251,COLUMNS($J$2:Q1251)),\"\")","v":"QAC considers the full reports and coordinates a subsequent follow-up. The QQR process incorporates the Transforming the Experience of Students Through Assessment (TESTA) methodology which has created a dialogue with students around assessment. This drove the development of an Assessment and Feedback Hub, launched in August 2022, for sharing practice."}]
[{"$f":"IF('> FILTER <'!B1253<>\"\",ROW(OFFSET(A1252,-1,0)),\"\")","v":1251},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1253)),A1252,\"\")","v":1251},{"$f":"IFERROR(SMALL(Helper2_1,A1252),\"\")","v":1251},null,1251,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1253)),$A1252,\"\")","v":1251},{"$f":"IFERROR(SMALL(Helper2_2,A1252),\"\")","v":1251},{"$f":"COUNTIF(Helper3_1,\"=\"&G1252)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1252)=1, G1252, \"\")","v":1251},{"$f":"IFERROR(SMALL(Index_2,A1252),\"\")","v":1251},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:J1252)),\"\")","v":"UWS_1251"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:K1252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:L1252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:M1252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:P1252)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1252,COLUMNS($J$2:Q1252)),\"\")","v":"ILR is conducted by panels that include internal and external academic peers and \nstudent members, in accordance with SFC expectations. The University follows a two-stage ILR process, with the first stage identifying key areas of focus for deeper consideration in the review visit, which itself normally occupies two days. Students are involved throughout the process. ILR reports reviewed by the QESR team demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement, while the one-year follow-up reports illustrated effective action planning and reporting."}]
[{"$f":"IF('> FILTER <'!B1254<>\"\",ROW(OFFSET(A1253,-1,0)),\"\")","v":1252},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1254)),A1253,\"\")","v":1252},{"$f":"IFERROR(SMALL(Helper2_1,A1253),\"\")","v":1252},null,1252,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1254)),$A1253,\"\")","v":1252},{"$f":"IFERROR(SMALL(Helper2_2,A1253),\"\")","v":1252},{"$f":"COUNTIF(Helper3_1,\"=\"&G1253)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1253)=1, G1253, \"\")","v":1252},{"$f":"IFERROR(SMALL(Index_2,A1253),\"\")","v":1252},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:J1253)),\"\")","v":"UWS_1252"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:K1253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:L1253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:M1253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:P1253)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1253,COLUMNS($J$2:Q1253)),\"\")","v":"An analysis of the outcomes of the full set of ILRs, including institutional \nrecommendations and identified actions, is considered annually by Academic Quality Committee, Education Advisory Committee and at the Institutional EAM Event. The QESR team learned that ILR processes were to be reviewed in 2022-23 with a view to identifying lessons learned from reviews conducted online during the pandemic and developing best practice for the future."}]
[{"$f":"IF('> FILTER <'!B1255<>\"\",ROW(OFFSET(A1254,-1,0)),\"\")","v":1253},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1255)),A1254,\"\")","v":1253},{"$f":"IFERROR(SMALL(Helper2_1,A1254),\"\")","v":1253},null,1253,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1255)),$A1254,\"\")","v":1253},{"$f":"IFERROR(SMALL(Helper2_2,A1254),\"\")","v":1253},{"$f":"COUNTIF(Helper3_1,\"=\"&G1254)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1254)=1, G1254, \"\")","v":1253},{"$f":"IFERROR(SMALL(Index_2,A1254),\"\")","v":1253},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:J1254)),\"\")","v":"ABD_1253"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:K1254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:L1254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:M1254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:P1254)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1254,COLUMNS($J$2:Q1254)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the \nmonitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards."}]
[{"$f":"IF('> FILTER <'!B1256<>\"\",ROW(OFFSET(A1255,-1,0)),\"\")","v":1254},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1256)),A1255,\"\")","v":1254},{"$f":"IFERROR(SMALL(Helper2_1,A1255),\"\")","v":1254},null,1254,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1256)),$A1255,\"\")","v":1254},{"$f":"IFERROR(SMALL(Helper2_2,A1255),\"\")","v":1254},{"$f":"COUNTIF(Helper3_1,\"=\"&G1255)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1255)=1, G1255, \"\")","v":1254},{"$f":"IFERROR(SMALL(Index_2,A1255),\"\")","v":1254},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:J1255)),\"\")","v":"ABD_1254"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:K1255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:L1255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:M1255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:P1255)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1255,COLUMNS($J$2:Q1255)),\"\")","v":"The University uses three processes to monitor and review academic standards across all its taught provision: Annual Course Review (ACR), Annual Programme Review (APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1257<>\"\",ROW(OFFSET(A1256,-1,0)),\"\")","v":1255},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1257)),A1256,\"\")","v":1255},{"$f":"IFERROR(SMALL(Helper2_1,A1256),\"\")","v":1255},null,1255,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1257)),$A1256,\"\")","v":1255},{"$f":"IFERROR(SMALL(Helper2_2,A1256),\"\")","v":1255},{"$f":"COUNTIF(Helper3_1,\"=\"&G1256)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1256)=1, G1256, \"\")","v":1255},{"$f":"IFERROR(SMALL(Index_2,A1256),\"\")","v":1255},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:J1256)),\"\")","v":"ABD_1255"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:K1256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:L1256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:M1256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:P1256)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1256,COLUMNS($J$2:Q1256)),\"\")","v":"ITR is conducted at school-level by panels comprising internal and external \nacademic peers and student members, informed by an evidence-based critical analysis, and supported by the school's quality assurance repository (which is prepopulated with course and programme annual monitoring reports and their responses; professional, statutory and regulatory body (PSRB) reports and responses; past ITR submissions and follow-up reporting; and the School Plan, quality assurance metrics and action plans)."}]
[{"$f":"IF('> FILTER <'!B1258<>\"\",ROW(OFFSET(A1257,-1,0)),\"\")","v":1256},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1258)),A1257,\"\")","v":1256},{"$f":"IFERROR(SMALL(Helper2_1,A1257),\"\")","v":1256},null,1256,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1258)),$A1257,\"\")","v":1256},{"$f":"IFERROR(SMALL(Helper2_2,A1257),\"\")","v":1256},{"$f":"COUNTIF(Helper3_1,\"=\"&G1257)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1257)=1, G1257, \"\")","v":1256},{"$f":"IFERROR(SMALL(Index_2,A1257),\"\")","v":1256},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:J1257)),\"\")","v":"ABD_1256"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:K1257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:L1257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:M1257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:P1257)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1257,COLUMNS($J$2:Q1257)),\"\")","v":". As part of the University's annual monitoring processes, ACRs and APRs are considered at school level and at university level by the QAC, which provides feedback to the academic schools on the sample of ACRs it considers and identifies areas for development and good practice from across the APRs."}]
[{"$f":"IF('> FILTER <'!B1259<>\"\",ROW(OFFSET(A1258,-1,0)),\"\")","v":1257},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1259)),A1258,\"\")","v":1257},{"$f":"IFERROR(SMALL(Helper2_1,A1258),\"\")","v":1257},null,1257,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1259)),$A1258,\"\")","v":1257},{"$f":"IFERROR(SMALL(Helper2_2,A1258),\"\")","v":1257},{"$f":"COUNTIF(Helper3_1,\"=\"&G1258)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1258)=1, G1258, \"\")","v":1257},{"$f":"IFERROR(SMALL(Index_2,A1258),\"\")","v":1257},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:J1258)),\"\")","v":"DUN_1257"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:K1258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:L1258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:M1258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:P1258)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1258,COLUMNS($J$2:Q1258)),\"\")","v":"Staff within academic schools told the team that they are supported by the Strategic Planning team through an annual one-day planning meeting focused on establishing priorities in response to university strategies, and refining University Key Performance Indicators (KPIs) for implementation at school level."}]
[{"$f":"IF('> FILTER <'!B1260<>\"\",ROW(OFFSET(A1259,-1,0)),\"\")","v":1258},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1260)),A1259,\"\")","v":1258},{"$f":"IFERROR(SMALL(Helper2_1,A1259),\"\")","v":1258},null,1258,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1260)),$A1259,\"\")","v":1258},{"$f":"IFERROR(SMALL(Helper2_2,A1259),\"\")","v":1258},{"$f":"COUNTIF(Helper3_1,\"=\"&G1259)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1259)=1, G1259, \"\")","v":1258},{"$f":"IFERROR(SMALL(Index_2,A1259),\"\")","v":1258},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:J1259)),\"\")","v":"DUN_1258"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:K1259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:L1259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:M1259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:P1259)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1259,COLUMNS($J$2:Q1259)),\"\")","v":"In addition, the team learned from staff, the role of the strategy in informing objective setting through staff annual reviews"}]
[{"$f":"IF('> FILTER <'!B1261<>\"\",ROW(OFFSET(A1260,-1,0)),\"\")","v":1259},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1261)),A1260,\"\")","v":1259},{"$f":"IFERROR(SMALL(Helper2_1,A1260),\"\")","v":1259},null,1259,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1261)),$A1260,\"\")","v":1259},{"$f":"IFERROR(SMALL(Helper2_2,A1260),\"\")","v":1259},{"$f":"COUNTIF(Helper3_1,\"=\"&G1260)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1260)=1, G1260, \"\")","v":1259},{"$f":"IFERROR(SMALL(Index_2,A1260),\"\")","v":1259},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:J1260)),\"\")","v":"DUN_1259"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:K1260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:L1260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:M1260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:P1260)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1260,COLUMNS($J$2:Q1260)),\"\")","v":"The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."}]
[{"$f":"IF('> FILTER <'!B1262<>\"\",ROW(OFFSET(A1261,-1,0)),\"\")","v":1260},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1262)),A1261,\"\")","v":1260},{"$f":"IFERROR(SMALL(Helper2_1,A1261),\"\")","v":1260},null,1260,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1262)),$A1261,\"\")","v":1260},{"$f":"IFERROR(SMALL(Helper2_2,A1261),\"\")","v":1260},{"$f":"COUNTIF(Helper3_1,\"=\"&G1261)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1261)=1, G1261, \"\")","v":1260},{"$f":"IFERROR(SMALL(Index_2,A1261),\"\")","v":1260},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:J1261)),\"\")","v":"DUN_1260"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:K1261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:L1261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:M1261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:P1261)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1261,COLUMNS($J$2:Q1261)),\"\")","v":"Annual Monitoring Quality Enhancement Reports are produced at module and \nprogramme level. School Boards or School Quality and Academic Standards Committees consider any issues that arise from APRs and ensure that these feed into school Learning and Teaching Enhancement (LTE) reports, which also inform school operational plans."}]
[{"$f":"IF('> FILTER <'!B1263<>\"\",ROW(OFFSET(A1262,-1,0)),\"\")","v":1261},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1263)),A1262,\"\")","v":1261},{"$f":"IFERROR(SMALL(Helper2_1,A1262),\"\")","v":1261},null,1261,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1263)),$A1262,\"\")","v":1261},{"$f":"IFERROR(SMALL(Helper2_2,A1262),\"\")","v":1261},{"$f":"COUNTIF(Helper3_1,\"=\"&G1262)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1262)=1, G1262, \"\")","v":1261},{"$f":"IFERROR(SMALL(Index_2,A1262),\"\")","v":1261},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:J1262)),\"\")","v":"DUN_1261"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:K1262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:L1262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:M1262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:P1262)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1262,COLUMNS($J$2:Q1262)),\"\")","v":"The University prepares comprehensive and informative overview reports of \nPPR outcomes and school LTE reports. These reports are considered at school and institution-level committees with a remit for quality."}]
[{"$f":"IF('> FILTER <'!B1264<>\"\",ROW(OFFSET(A1263,-1,0)),\"\")","v":1262},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1264)),A1263,\"\")","v":1262},{"$f":"IFERROR(SMALL(Helper2_1,A1263),\"\")","v":1262},null,1262,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1264)),$A1263,\"\")","v":1262},{"$f":"IFERROR(SMALL(Helper2_2,A1263),\"\")","v":1262},{"$f":"COUNTIF(Helper3_1,\"=\"&G1263)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1263)=1, G1263, \"\")","v":1262},{"$f":"IFERROR(SMALL(Index_2,A1263),\"\")","v":1262},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:J1263)),\"\")","v":"DUN_1262"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:K1263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:L1263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:M1263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:P1263)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1263,COLUMNS($J$2:Q1263)),\"\")","v":"The QESR team learned that review of engagement with, and support from, \nprofessional services is incorporated into PPRs and annual LTE reports."}]
[{"$f":"IF('> FILTER <'!B1265<>\"\",ROW(OFFSET(A1264,-1,0)),\"\")","v":1263},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1265)),A1264,\"\")","v":1263},{"$f":"IFERROR(SMALL(Helper2_1,A1264),\"\")","v":1263},null,1263,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1265)),$A1264,\"\")","v":1263},{"$f":"IFERROR(SMALL(Helper2_2,A1264),\"\")","v":1263},{"$f":"COUNTIF(Helper3_1,\"=\"&G1264)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1264)=1, G1264, \"\")","v":1263},{"$f":"IFERROR(SMALL(Index_2,A1264),\"\")","v":1263},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:J1264)),\"\")","v":"DUN_1263"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:K1264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:L1264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:M1264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:P1264)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1264,COLUMNS($J$2:Q1264)),\"\")","v":"The QESR team heard that discussions around the balance and format of on and off-campus assessment are ongoing as part of the annual Learning, Teaching and Enhancement review process and in consideration of Access, Retention, Progression and Outcomes Committee (ARPOC) data and the assessment review. The team considered this to be an effective and holistic approach to developing current approaches."}]
[{"$f":"IF('> FILTER <'!B1266<>\"\",ROW(OFFSET(A1265,-1,0)),\"\")","v":1264},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1266)),A1265,\"\")","v":1264},{"$f":"IFERROR(SMALL(Helper2_1,A1265),\"\")","v":1264},null,1264,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1266)),$A1265,\"\")","v":1264},{"$f":"IFERROR(SMALL(Helper2_2,A1265),\"\")","v":1264},{"$f":"COUNTIF(Helper3_1,\"=\"&G1265)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1265)=1, G1265, \"\")","v":1264},{"$f":"IFERROR(SMALL(Index_2,A1265),\"\")","v":1264},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:J1265)),\"\")","v":"DUN_1264"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:K1265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:L1265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:M1265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:P1265)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1265,COLUMNS($J$2:Q1265)),\"\")","v":"There is also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback."}]
[{"$f":"IF('> FILTER <'!B1267<>\"\",ROW(OFFSET(A1266,-1,0)),\"\")","v":1265},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1267)),A1266,\"\")","v":1265},{"$f":"IFERROR(SMALL(Helper2_1,A1266),\"\")","v":1265},null,1265,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1267)),$A1266,\"\")","v":1265},{"$f":"IFERROR(SMALL(Helper2_2,A1266),\"\")","v":1265},{"$f":"COUNTIF(Helper3_1,\"=\"&G1266)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1266)=1, G1266, \"\")","v":1265},{"$f":"IFERROR(SMALL(Index_2,A1266),\"\")","v":1265},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:J1266)),\"\")","v":"DUN_1265"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:K1266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:L1266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:M1266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:P1266)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1266,COLUMNS($J$2:Q1266)),\"\")","v":"The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress."}]
[{"$f":"IF('> FILTER <'!B1268<>\"\",ROW(OFFSET(A1267,-1,0)),\"\")","v":1266},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1268)),A1267,\"\")","v":1266},{"$f":"IFERROR(SMALL(Helper2_1,A1267),\"\")","v":1266},null,1266,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1268)),$A1267,\"\")","v":1266},{"$f":"IFERROR(SMALL(Helper2_2,A1267),\"\")","v":1266},{"$f":"COUNTIF(Helper3_1,\"=\"&G1267)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1267)=1, G1267, \"\")","v":1266},{"$f":"IFERROR(SMALL(Index_2,A1267),\"\")","v":1266},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:J1267)),\"\")","v":"STR_1266"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:K1267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:L1267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:M1267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:P1267)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1267,COLUMNS($J$2:Q1267)),\"\")","v":"Annual Module Monitoring Reports are used to develop Programme Annual Reports which then inform the development of Faculty Annual Reports (FARs), facilitated by Faculty Academic Committees. The FARs then undergo a peer review process involving the Quality Enhancement and Assurance Team (QEAT), and the Vice Dean (Academic) and Assistant Faculty Manager - both from another faculty. This offers a two-way dialogue providing opportunity for the FAR to be refined accordingly prior to submitting the final version to the Quality Assurance Committee (QAC) and the Learning Enhancement Committee (LEC)."}]
[{"$f":"IF('> FILTER <'!B1269<>\"\",ROW(OFFSET(A1268,-1,0)),\"\")","v":1267},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1269)),A1268,\"\")","v":1267},{"$f":"IFERROR(SMALL(Helper2_1,A1268),\"\")","v":1267},null,1267,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1269)),$A1268,\"\")","v":1267},{"$f":"IFERROR(SMALL(Helper2_2,A1268),\"\")","v":1267},{"$f":"COUNTIF(Helper3_1,\"=\"&G1268)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1268)=1, G1268, \"\")","v":1267},{"$f":"IFERROR(SMALL(Index_2,A1268),\"\")","v":1267},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:J1268)),\"\")","v":"STR_1267"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:K1268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:L1268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:M1268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:P1268)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1268,COLUMNS($J$2:Q1268)),\"\")","v":"Intertwined in this approach, QEAT produces a Thematic Review which considers the key themes across the four FARs (good practice, innovation, challenges) and outlines cross-faculty recommendations."}]
[{"$f":"IF('> FILTER <'!B1270<>\"\",ROW(OFFSET(A1269,-1,0)),\"\")","v":1268},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1270)),A1269,\"\")","v":1268},{"$f":"IFERROR(SMALL(Helper2_1,A1269),\"\")","v":1268},null,1268,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1270)),$A1269,\"\")","v":1268},{"$f":"IFERROR(SMALL(Helper2_2,A1269),\"\")","v":1268},{"$f":"COUNTIF(Helper3_1,\"=\"&G1269)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1269)=1, G1269, \"\")","v":1268},{"$f":"IFERROR(SMALL(Index_2,A1269),\"\")","v":1268},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:J1269)),\"\")","v":"STR_1268"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:K1269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:L1269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:M1269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:P1269)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1269,COLUMNS($J$2:Q1269)),\"\")","v":"The Thematic Reports and FARs are scrutinised at a joint meeting of QAC and LEC as a collegiate institutional approach; follow-up momentum is continued where faculties keep track of actions updating QAC and LEC annually."}]
[{"$f":"IF('> FILTER <'!B1271<>\"\",ROW(OFFSET(A1270,-1,0)),\"\")","v":1269},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1271)),A1270,\"\")","v":1269},{"$f":"IFERROR(SMALL(Helper2_1,A1270),\"\")","v":1269},null,1269,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1271)),$A1270,\"\")","v":1269},{"$f":"IFERROR(SMALL(Helper2_2,A1270),\"\")","v":1269},{"$f":"COUNTIF(Helper3_1,\"=\"&G1270)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1270)=1, G1270, \"\")","v":1269},{"$f":"IFERROR(SMALL(Index_2,A1270),\"\")","v":1269},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:J1270)),\"\")","v":"STR_1269"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:K1270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:L1270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:M1270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:P1270)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1270,COLUMNS($J$2:Q1270)),\"\")","v":"The QESR team considered the internal review cycle process to be an effective way for the University to distil the work of the four faculties and provide valuable insights to what had worked (and not worked) over the year. It allows the University to share good practice and provides a process to identify, discuss and address challenges."}]
[{"$f":"IF('> FILTER <'!B1272<>\"\",ROW(OFFSET(A1271,-1,0)),\"\")","v":1270},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1272)),A1271,\"\")","v":1270},{"$f":"IFERROR(SMALL(Helper2_1,A1271),\"\")","v":1270},null,1270,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1272)),$A1271,\"\")","v":1270},{"$f":"IFERROR(SMALL(Helper2_2,A1271),\"\")","v":1270},{"$f":"COUNTIF(Helper3_1,\"=\"&G1271)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1271)=1, G1271, \"\")","v":1270},{"$f":"IFERROR(SMALL(Index_2,A1271),\"\")","v":1270},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:J1271)),\"\")","v":"STR_1270"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:K1271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:L1271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:M1271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:P1271)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1271,COLUMNS($J$2:Q1271)),\"\")","v":"There is evidence of ongoing continuous improvements to processes; notable areas include the Thematic Review, which routinely identifies areas for enhancement as well as annual programme monitoring and FARs."}]
[{"$f":"IF('> FILTER <'!B1273<>\"\",ROW(OFFSET(A1272,-1,0)),\"\")","v":1271},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1273)),A1272,\"\")","v":1271},{"$f":"IFERROR(SMALL(Helper2_1,A1272),\"\")","v":1271},null,1271,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1273)),$A1272,\"\")","v":1271},{"$f":"IFERROR(SMALL(Helper2_2,A1272),\"\")","v":1271},{"$f":"COUNTIF(Helper3_1,\"=\"&G1272)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1272)=1, G1272, \"\")","v":1271},{"$f":"IFERROR(SMALL(Index_2,A1272),\"\")","v":1271},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:J1272)),\"\")","v":"STR_1271"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:K1272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:L1272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:M1272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:P1272)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1272,COLUMNS($J$2:Q1272)),\"\")","v":"The FAR template is tailored at the start of the academic year to 8 \nensure currency, and incorporates the Learner Experience Framework as an appendix. Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."}]
[{"$f":"IF('> FILTER <'!B1274<>\"\",ROW(OFFSET(A1273,-1,0)),\"\")","v":1272},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1274)),A1273,\"\")","v":1272},{"$f":"IFERROR(SMALL(Helper2_1,A1273),\"\")","v":1272},null,1272,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1274)),$A1273,\"\")","v":1272},{"$f":"IFERROR(SMALL(Helper2_2,A1273),\"\")","v":1272},{"$f":"COUNTIF(Helper3_1,\"=\"&G1273)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1273)=1, G1273, \"\")","v":1272},{"$f":"IFERROR(SMALL(Index_2,A1273),\"\")","v":1272},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:J1273)),\"\")","v":"UWS_1272"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:K1273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:L1273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:M1273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:P1273)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1273,COLUMNS($J$2:Q1273)),\"\")","v":"The University is proactive in reviewing and developing its processes with the aim \nof enhancing their effectiveness. The Quality Handbook is reviewed annually. Annual institutional analyses of programme approvals, EAM, ILRs and external examiner reports are used both to enhance learning and teaching, and to make improvements to the underlying processes."}]
[{"$f":"IF('> FILTER <'!B1275<>\"\",ROW(OFFSET(A1274,-1,0)),\"\")","v":1273},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1275)),A1274,\"\")","v":1273},{"$f":"IFERROR(SMALL(Helper2_1,A1274),\"\")","v":1273},null,1273,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1275)),$A1274,\"\")","v":1273},{"$f":"IFERROR(SMALL(Helper2_2,A1274),\"\")","v":1273},{"$f":"COUNTIF(Helper3_1,\"=\"&G1274)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1274)=1, G1274, \"\")","v":1273},{"$f":"IFERROR(SMALL(Index_2,A1274),\"\")","v":1273},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:J1274)),\"\")","v":"UWS_1273"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:K1274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:L1274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:M1274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:P1274)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1274,COLUMNS($J$2:Q1274)),\"\")","v":"The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners"}]
[{"$f":"IF('> FILTER <'!B1276<>\"\",ROW(OFFSET(A1275,-1,0)),\"\")","v":1274},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1276)),A1275,\"\")","v":1274},{"$f":"IFERROR(SMALL(Helper2_1,A1275),\"\")","v":1274},null,1274,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1276)),$A1275,\"\")","v":1274},{"$f":"IFERROR(SMALL(Helper2_2,A1275),\"\")","v":1274},{"$f":"COUNTIF(Helper3_1,\"=\"&G1275)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1275)=1, G1275, \"\")","v":1274},{"$f":"IFERROR(SMALL(Index_2,A1275),\"\")","v":1274},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:J1275)),\"\")","v":"UWS_1274"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:K1275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:L1275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:M1275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:P1275)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1275,COLUMNS($J$2:Q1275)),\"\")","v":"Programme leaders are also provided with data on programme health (applications, offers, entrants); student success (retention and progression); student satisfaction (MEQs, NSS and SES (Student Experience Survey) data); and graduate outcomes."}]
[{"$f":"IF('> FILTER <'!B1277<>\"\",ROW(OFFSET(A1276,-1,0)),\"\")","v":1275},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1277)),A1276,\"\")","v":1275},{"$f":"IFERROR(SMALL(Helper2_1,A1276),\"\")","v":1275},null,1275,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1277)),$A1276,\"\")","v":1275},{"$f":"IFERROR(SMALL(Helper2_2,A1276),\"\")","v":1275},{"$f":"COUNTIF(Helper3_1,\"=\"&G1276)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1276)=1, G1276, \"\")","v":1275},{"$f":"IFERROR(SMALL(Index_2,A1276),\"\")","v":1275},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:J1276)),\"\")","v":"UWS_1275"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:K1276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:L1276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:M1276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:P1276)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1276,COLUMNS($J$2:Q1276)),\"\")","v":"In the 2022-23 annual monitoring cycle, the University integrated Programme Monitoring Reports (PMRs) with programme-level NSS action plans. The University is encouraged to pursue this approach, to promote more consistent and effective action planning at programme level."}]
[{"$f":"IF('> FILTER <'!B1278<>\"\",ROW(OFFSET(A1277,-1,0)),\"\")","v":1276},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1278)),A1277,\"\")","v":1276},{"$f":"IFERROR(SMALL(Helper2_1,A1277),\"\")","v":1276},null,1276,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1278)),$A1277,\"\")","v":1276},{"$f":"IFERROR(SMALL(Helper2_2,A1277),\"\")","v":1276},{"$f":"COUNTIF(Helper3_1,\"=\"&G1277)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1277)=1, G1277, \"\")","v":1276},{"$f":"IFERROR(SMALL(Index_2,A1277),\"\")","v":1276},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:J1277)),\"\")","v":"UWS_1276"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:K1277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:L1277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:M1277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:P1277)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1277,COLUMNS($J$2:Q1277)),\"\")","v":"PMRs are synthesised into Divisional Summary Reports which are considered at \nSchool level, either at the School Board or in a discrete event, forming the basis of School reports which identify SMART targets and good practice for consideration at an annual institution-level EAM event."}]
[{"$f":"IF('> FILTER <'!B1279<>\"\",ROW(OFFSET(A1278,-1,0)),\"\")","v":1277},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1279)),A1278,\"\")","v":1277},{"$f":"IFERROR(SMALL(Helper2_1,A1278),\"\")","v":1277},null,1277,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1279)),$A1278,\"\")","v":1277},{"$f":"IFERROR(SMALL(Helper2_2,A1278),\"\")","v":1277},{"$f":"COUNTIF(Helper3_1,\"=\"&G1278)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1278)=1, G1278, \"\")","v":1277},{"$f":"IFERROR(SMALL(Index_2,A1278),\"\")","v":1277},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:J1278)),\"\")","v":"UWS_1277"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:K1278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:L1278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:M1278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:P1278)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1278,COLUMNS($J$2:Q1278)),\"\")","v":"The University's approach to EAM was under review at the time of the current QESR, with a view to introducing a refreshed process from 2023-24. The team encourages the University to use this review to ensure that the extensive data at its disposal is used fully in programme monitoring, and that the opportunities annual monitoring provides for the sharing of good practice institutionally are fully exploited (paragraph 49)."}]
[{"$f":"IF('> FILTER <'!B1280<>\"\",ROW(OFFSET(A1279,-1,0)),\"\")","v":1278},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1280)),A1279,\"\")","v":1278},{"$f":"IFERROR(SMALL(Helper2_1,A1279),\"\")","v":1278},null,1278,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1280)),$A1279,\"\")","v":1278},{"$f":"IFERROR(SMALL(Helper2_2,A1279),\"\")","v":1278},{"$f":"COUNTIF(Helper3_1,\"=\"&G1279)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1279)=1, G1279, \"\")","v":1278},{"$f":"IFERROR(SMALL(Index_2,A1279),\"\")","v":1278},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:J1279)),\"\")","v":"UWS_1278"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:K1279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:L1279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:M1279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:P1279)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1279,COLUMNS($J$2:Q1279)),\"\")","v":"The Doctoral College, overseen by the Doctoral College Board, is responsible \nfor development of the postgraduate research environment across the University. Its responsibilities include monitoring PGR progression and completion. Although some PGR programmes such as the DBA and Professional Doctorate undergo annual monitoring and ILR, the PGR programme overall is not subject to annual monitoring, and the Doctoral College is not subject to ILR. The Doctoral College Board reports to Senate via the Research and Enterprise Advisory Committee. In reviewing its approach to annual monitoring, the QESR team would encourage the University to ensure that it has effective institutional oversight of the overall success of the PGR programme and the activities of the Doctoral College and Board."}]
[{"$f":"IF('> FILTER <'!B1281<>\"\",ROW(OFFSET(A1280,-1,0)),\"\")","v":1279},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1281)),A1280,\"\")","v":1279},{"$f":"IFERROR(SMALL(Helper2_1,A1280),\"\")","v":1279},null,1279,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1281)),$A1280,\"\")","v":1279},{"$f":"IFERROR(SMALL(Helper2_2,A1280),\"\")","v":1279},{"$f":"COUNTIF(Helper3_1,\"=\"&G1280)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1280)=1, G1280, \"\")","v":1279},{"$f":"IFERROR(SMALL(Index_2,A1280),\"\")","v":1279},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:J1280)),\"\")","v":"UWS_1279"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:K1280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:L1280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:M1280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:P1280)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1280,COLUMNS($J$2:Q1280)),\"\")","v":"The team saw evidence of annual monitoring processes being reviewed in relation to the advice and guidance sections of the Quality Code and that mapping is kept under review to reflect progress on active projects."}]
[{"$f":"IF('> FILTER <'!B1282<>\"\",ROW(OFFSET(A1281,-1,0)),\"\")","v":1280},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1282)),A1281,\"\")","v":1280},{"$f":"IFERROR(SMALL(Helper2_1,A1281),\"\")","v":1280},null,1280,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1282)),$A1281,\"\")","v":1280},{"$f":"IFERROR(SMALL(Helper2_2,A1281),\"\")","v":1280},{"$f":"COUNTIF(Helper3_1,\"=\"&G1281)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1281)=1, G1281, \"\")","v":1280},{"$f":"IFERROR(SMALL(Index_2,A1281),\"\")","v":1280},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:J1281)),\"\")","v":"ABD_1280"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:K1281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:L1281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:M1281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:P1281)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1281,COLUMNS($J$2:Q1281)),\"\")","v":"Finally, the QESR team concluded having considered a range of documented evidence, including a sample of ITR reports and school Critical Analysis reports, that the role of professional services has been strengthened within the University's ITR process and is consistent with sector expectations"}]
[{"$f":"IF('> FILTER <'!B1283<>\"\",ROW(OFFSET(A1282,-1,0)),\"\")","v":1281},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1283)),A1282,\"\")","v":1281},{"$f":"IFERROR(SMALL(Helper2_1,A1282),\"\")","v":1281},null,1281,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1283)),$A1282,\"\")","v":1281},{"$f":"IFERROR(SMALL(Helper2_2,A1282),\"\")","v":1281},{"$f":"COUNTIF(Helper3_1,\"=\"&G1282)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1282)=1, G1282, \"\")","v":1281},{"$f":"IFERROR(SMALL(Index_2,A1282),\"\")","v":1281},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:J1282)),\"\")","v":"ABD_1281"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:K1282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:L1282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:M1282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:P1282)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1282,COLUMNS($J$2:Q1282)),\"\")","v":"Since the last ELIR, the ITR process has been amended to integrate professional services review and reflect the extent and quality of interactions between student-facing professional services, and the academic school and its students to identify areas for enhancement"}]
[{"$f":"IF('> FILTER <'!B1284<>\"\",ROW(OFFSET(A1283,-1,0)),\"\")","v":1282},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1284)),A1283,\"\")","v":1282},{"$f":"IFERROR(SMALL(Helper2_1,A1283),\"\")","v":1282},null,{"$f":"ROW(OFFSET(E1283,-1,0))","v":1282},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1284)),$A1283,\"\")","v":1282},{"$f":"IFERROR(SMALL(Helper2_2,A1283),\"\")","v":1282},{"$f":"COUNTIF(Helper3_1,\"=\"&G1283)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1283)=1, G1283, \"\")","v":1282},{"$f":"IFERROR(SMALL(Index_2,A1283),\"\")","v":1282},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:J1283)),\"\")","v":"DUN_1282"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:K1283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:L1283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:M1283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:P1283)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1283,COLUMNS($J$2:Q1283)),\"\")","v":"Where appropriate, PPRs are conducted in conjunction with professional, statutory and regulatory bodies (PSRBs) with Quality and Academic Standards Committee (QASC) oversight."}]
[{"$f":"IF('> FILTER <'!B1285<>\"\",ROW(OFFSET(A1284,-1,0)),\"\")","v":1283},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1285)),A1284,\"\")","v":1283},{"$f":"IFERROR(SMALL(Helper2_1,A1284),\"\")","v":1283},null,1283,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1285)),$A1284,\"\")","v":1283},{"$f":"IFERROR(SMALL(Helper2_2,A1284),\"\")","v":1283},{"$f":"COUNTIF(Helper3_1,\"=\"&G1284)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1284)=1, G1284, \"\")","v":1283},{"$f":"IFERROR(SMALL(Index_2,A1284),\"\")","v":1283},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:J1284)),\"\")","v":"STR_1283"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:K1284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:L1284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:M1284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:P1284)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1284,COLUMNS($J$2:Q1284)),\"\")","v":"An outcome from ELIR 4 encouraged the University to make demonstrable progress to implement a process for reviewing professional services (see paragraph 15). There is a Thematic Review of Student Facing Professional Services Policy and Procedure which is embedded as part of the University's ongoing internal review approach. The QESR team noted that reviews will be undertaken biennially with the next theme identified as 'Online Support for the Learner Journey'. The team recommends that the University should produce a timetable of reviews to ensure that all student-facing professional services are systematically reviewed within a suitable timeframe."}]
[{"$f":"IF('> FILTER <'!B1286<>\"\",ROW(OFFSET(A1285,-1,0)),\"\")","v":1284},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1286)),A1285,\"\")","v":1284},{"$f":"IFERROR(SMALL(Helper2_1,A1285),\"\")","v":1284},null,1284,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1286)),$A1285,\"\")","v":1284},{"$f":"IFERROR(SMALL(Helper2_2,A1285),\"\")","v":1284},{"$f":"COUNTIF(Helper3_1,\"=\"&G1285)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1285)=1, G1285, \"\")","v":1284},{"$f":"IFERROR(SMALL(Index_2,A1285),\"\")","v":1284},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:J1285)),\"\")","v":"ABD_1284"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:K1285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:L1285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:M1285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:P1285)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1285,COLUMNS($J$2:Q1285)),\"\")","v":"Staff from relevant professional services, including Registry, the Careers and Employability Service, Student Experience and Student Support engage in each school's ITR. Based on the sample of ILR documents supplied, the QESR team is assured that the ITR process is robust and effectively supported by the University."}]
[{"$f":"IF('> FILTER <'!B1287<>\"\",ROW(OFFSET(A1286,-1,0)),\"\")","v":1285},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1287)),A1286,\"\")","v":1285},{"$f":"IFERROR(SMALL(Helper2_1,A1286),\"\")","v":1285},null,1285,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1287)),$A1286,\"\")","v":1285},{"$f":"IFERROR(SMALL(Helper2_2,A1286),\"\")","v":1285},{"$f":"COUNTIF(Helper3_1,\"=\"&G1286)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1286)=1, G1286, \"\")","v":1285},{"$f":"IFERROR(SMALL(Index_2,A1286),\"\")","v":1285},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:J1286)),\"\")","v":"DUN_1285"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:K1286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:L1286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:M1286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:P1286)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1286,COLUMNS($J$2:Q1286)),\"\")","v":"All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."}]
[{"$f":"IF('> FILTER <'!B1288<>\"\",ROW(OFFSET(A1287,-1,0)),\"\")","v":1286},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1288)),A1287,\"\")","v":1286},{"$f":"IFERROR(SMALL(Helper2_1,A1287),\"\")","v":1286},null,1286,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1288)),$A1287,\"\")","v":1286},{"$f":"IFERROR(SMALL(Helper2_2,A1287),\"\")","v":1286},{"$f":"COUNTIF(Helper3_1,\"=\"&G1287)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1287)=1, G1287, \"\")","v":1286},{"$f":"IFERROR(SMALL(Index_2,A1287),\"\")","v":1286},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:J1287)),\"\")","v":"DUN_1286"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:K1287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:L1287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:M1287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:P1287)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1287,COLUMNS($J$2:Q1287)),\"\")","v":"Taught PPRs are conducted on a six-year cycle by a panel that includes internal \nand external academic peers, professional services staff and student reviewers. For programmes delivered by distance learning, there is an extra requirement for the panel to include an academic with relevant experience."}]
[{"$f":"IF('> FILTER <'!B1289<>\"\",ROW(OFFSET(A1288,-1,0)),\"\")","v":1287},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1289)),A1288,\"\")","v":1287},{"$f":"IFERROR(SMALL(Helper2_1,A1288),\"\")","v":1287},null,1287,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1289)),$A1288,\"\")","v":1287},{"$f":"IFERROR(SMALL(Helper2_2,A1288),\"\")","v":1287},{"$f":"COUNTIF(Helper3_1,\"=\"&G1288)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1288)=1, G1288, \"\")","v":1287},{"$f":"IFERROR(SMALL(Index_2,A1288),\"\")","v":1287},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:J1288)),\"\")","v":"UWS_1287"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:K1288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:L1288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:M1288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:P1288)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1288,COLUMNS($J$2:Q1288)),\"\")","v":"Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply to all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1290<>\"\",ROW(OFFSET(A1289,-1,0)),\"\")","v":1288},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1290)),A1289,\"\")","v":1288},{"$f":"IFERROR(SMALL(Helper2_1,A1289),\"\")","v":1288},null,1288,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1290)),$A1289,\"\")","v":1288},{"$f":"IFERROR(SMALL(Helper2_2,A1289),\"\")","v":1288},{"$f":"COUNTIF(Helper3_1,\"=\"&G1289)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1289)=1, G1289, \"\")","v":1288},{"$f":"IFERROR(SMALL(Index_2,A1289),\"\")","v":1288},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:J1289)),\"\")","v":"ABD_1288"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:K1289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:L1289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:M1289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:P1289)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1289,COLUMNS($J$2:Q1289)),\"\")","v":"The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1291<>\"\",ROW(OFFSET(A1290,-1,0)),\"\")","v":1289},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1291)),A1290,\"\")","v":1289},{"$f":"IFERROR(SMALL(Helper2_1,A1290),\"\")","v":1289},null,1289,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1291)),$A1290,\"\")","v":1289},{"$f":"IFERROR(SMALL(Helper2_2,A1290),\"\")","v":1289},{"$f":"COUNTIF(Helper3_1,\"=\"&G1290)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1290)=1, G1290, \"\")","v":1289},{"$f":"IFERROR(SMALL(Index_2,A1290),\"\")","v":1289},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:J1290)),\"\")","v":"ABD_1289"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:K1290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:L1290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:M1290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:P1290)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1290,COLUMNS($J$2:Q1290)),\"\")","v":"Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."}]
[{"$f":"IF('> FILTER <'!B1292<>\"\",ROW(OFFSET(A1291,-1,0)),\"\")","v":1290},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1292)),A1291,\"\")","v":1290},{"$f":"IFERROR(SMALL(Helper2_1,A1291),\"\")","v":1290},null,1290,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1292)),$A1291,\"\")","v":1290},{"$f":"IFERROR(SMALL(Helper2_2,A1291),\"\")","v":1290},{"$f":"COUNTIF(Helper3_1,\"=\"&G1291)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1291)=1, G1291, \"\")","v":1290},{"$f":"IFERROR(SMALL(Index_2,A1291),\"\")","v":1290},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:J1291)),\"\")","v":"DUN_1290"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:K1291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:L1291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:M1291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:P1291)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1291,COLUMNS($J$2:Q1291)),\"\")","v":"All three recommendations set by the ELIR 4 review team - relating to institutional oversight of collaborative activity, online distance learning, and widening participation and flexible entry - had been identified by the University as complete at the time of the QESR."}]
[{"$f":"IF('> FILTER <'!B1293<>\"\",ROW(OFFSET(A1292,-1,0)),\"\")","v":1291},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1293)),A1292,\"\")","v":1291},{"$f":"IFERROR(SMALL(Helper2_1,A1292),\"\")","v":1291},null,1291,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1293)),$A1292,\"\")","v":1291},{"$f":"IFERROR(SMALL(Helper2_2,A1292),\"\")","v":1291},{"$f":"COUNTIF(Helper3_1,\"=\"&G1292)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1292)=1, G1292, \"\")","v":1291},{"$f":"IFERROR(SMALL(Index_2,A1292),\"\")","v":1291},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:J1292)),\"\")","v":"DUN_1291"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:K1292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:L1292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:M1292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:P1292)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1292,COLUMNS($J$2:Q1292)),\"\")","v":"The Quality and Academic Standards team supports schools in the ongoing quality review of partnerships through established quality processes for Annual Programme Review and Periodic Programme Review."}]
[{"$f":"IF('> FILTER <'!B1294<>\"\",ROW(OFFSET(A1293,-1,0)),\"\")","v":1292},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1294)),A1293,\"\")","v":1292},{"$f":"IFERROR(SMALL(Helper2_1,A1293),\"\")","v":1292},null,1292,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1294)),$A1293,\"\")","v":1292},{"$f":"IFERROR(SMALL(Helper2_2,A1293),\"\")","v":1292},{"$f":"COUNTIF(Helper3_1,\"=\"&G1293)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1293)=1, G1293, \"\")","v":1292},{"$f":"IFERROR(SMALL(Index_2,A1293),\"\")","v":1292},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:J1293)),\"\")","v":"DUN_1292"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:K1293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:L1293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:M1293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:P1293)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1293,COLUMNS($J$2:Q1293)),\"\")","v":"In meetings with the QESR team, staff at the University recognised the impact of the new Code in enhancing oversight of collaborative provision and in reviewing documentation provided by the University."}]
[{"$f":"IF('> FILTER <'!B1295<>\"\",ROW(OFFSET(A1294,-1,0)),\"\")","v":1293},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1295)),A1294,\"\")","v":1293},{"$f":"IFERROR(SMALL(Helper2_1,A1294),\"\")","v":1293},null,1293,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1295)),$A1294,\"\")","v":1293},{"$f":"IFERROR(SMALL(Helper2_2,A1294),\"\")","v":1293},{"$f":"COUNTIF(Helper3_1,\"=\"&G1294)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1294)=1, G1294, \"\")","v":1293},{"$f":"IFERROR(SMALL(Index_2,A1294),\"\")","v":1293},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:J1294)),\"\")","v":"DUN_1293"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:K1294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:L1294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:M1294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:P1294)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1294,COLUMNS($J$2:Q1294)),\"\")","v":"The team was satisfied that collaborative provision is appropriately considered through annual and periodic quality processes (paragraph 30)."}]
[{"$f":"IF('> FILTER <'!B1296<>\"\",ROW(OFFSET(A1295,-1,0)),\"\")","v":1294},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1296)),A1295,\"\")","v":1294},{"$f":"IFERROR(SMALL(Helper2_1,A1295),\"\")","v":1294},null,1294,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1296)),$A1295,\"\")","v":1294},{"$f":"IFERROR(SMALL(Helper2_2,A1295),\"\")","v":1294},{"$f":"COUNTIF(Helper3_1,\"=\"&G1295)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1295)=1, G1295, \"\")","v":1294},{"$f":"IFERROR(SMALL(Index_2,A1295),\"\")","v":1294},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:J1295)),\"\")","v":"DUN_1294"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:K1295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:L1295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:M1295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:P1295)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1295,COLUMNS($J$2:Q1295)),\"\")","v":"Comprehensive procedures are in place with flexibility to accommodate all provision. Periodic and annual review of collaborative provision follow the standard approach for oncampus programmes but with more requirements, including a three-year interim review for each new programme and a site visit where credit-bearing delivery physically takes place outside the boundaries of existing University of Dundee campuses. The team was able to view examples of collaborative PPR and APR reports confirming consistency of approach."}]
[{"$f":"IF('> FILTER <'!B1297<>\"\",ROW(OFFSET(A1296,-1,0)),\"\")","v":1295},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1297)),A1296,\"\")","v":1295},{"$f":"IFERROR(SMALL(Helper2_1,A1296),\"\")","v":1295},null,1295,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1297)),$A1296,\"\")","v":1295},{"$f":"IFERROR(SMALL(Helper2_2,A1296),\"\")","v":1295},{"$f":"COUNTIF(Helper3_1,\"=\"&G1296)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1296)=1, G1296, \"\")","v":1295},{"$f":"IFERROR(SMALL(Index_2,A1296),\"\")","v":1295},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:J1296)),\"\")","v":"STR_1295"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:K1296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:L1296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:M1296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:P1296)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1296,COLUMNS($J$2:Q1296)),\"\")","v":"The University's approach to oversight of its collaborative activities is fully set out in its comprehensive Policy and Code of Practice on Collaborative Education Provision. A Database of Collaborative Provision is retained and updated regularly. Partnerships are monitored by the Collaborative Provision Agreement (CPA) sub-group chaired by the Vice-Principal. A Collaborative Education Provision Review normally takes place every three years to assess the student learning experience. QAC considers the reviews and reports to the CPA sub-group."}]
[{"$f":"IF('> FILTER <'!B1298<>\"\",ROW(OFFSET(A1297,-1,0)),\"\")","v":1296},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1298)),A1297,\"\")","v":1296},{"$f":"IFERROR(SMALL(Helper2_1,A1297),\"\")","v":1296},null,1296,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1298)),$A1297,\"\")","v":1296},{"$f":"IFERROR(SMALL(Helper2_2,A1297),\"\")","v":1296},{"$f":"COUNTIF(Helper3_1,\"=\"&G1297)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1297)=1, G1297, \"\")","v":1296},{"$f":"IFERROR(SMALL(Index_2,A1297),\"\")","v":1296},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:J1297)),\"\")","v":"UWS_1296"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:K1297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:L1297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:M1297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:P1297)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1297,COLUMNS($J$2:Q1297)),\"\")","v":"Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1299<>\"\",ROW(OFFSET(A1298,-1,0)),\"\")","v":1297},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1299)),A1298,\"\")","v":1297},{"$f":"IFERROR(SMALL(Helper2_1,A1298),\"\")","v":1297},null,1297,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1299)),$A1298,\"\")","v":1297},{"$f":"IFERROR(SMALL(Helper2_2,A1298),\"\")","v":1297},{"$f":"COUNTIF(Helper3_1,\"=\"&G1298)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1298)=1, G1298, \"\")","v":1297},{"$f":"IFERROR(SMALL(Index_2,A1298),\"\")","v":1297},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:J1298)),\"\")","v":"UWS_1297"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:K1298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:L1298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:M1298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:P1298)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1298,COLUMNS($J$2:Q1298)),\"\")","v":"Collaborative programmes are subject to equivalent quality processes to \nstandard on-campus provision and follow the same regulations. For franchised provision, a Collaborative Annual Report (CAR) feeds into the Programme Monitoring Report, while for validated provision, a Programme Annual Report feeds into the Joint Programme Panel. Franchised programmes are also subject to ILR, while validated provision is considered through regular Collaborative Reviews. At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."}]
[{"$f":"IF('> FILTER <'!B1300<>\"\",ROW(OFFSET(A1299,-1,0)),\"\")","v":1298},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1300)),A1299,\"\")","v":1298},{"$f":"IFERROR(SMALL(Helper2_1,A1299),\"\")","v":1298},null,1298,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1300)),$A1299,\"\")","v":1298},{"$f":"IFERROR(SMALL(Helper2_2,A1299),\"\")","v":1298},{"$f":"COUNTIF(Helper3_1,\"=\"&G1299)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1299)=1, G1299, \"\")","v":1298},{"$f":"IFERROR(SMALL(Index_2,A1299),\"\")","v":1298},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:J1299)),\"\")","v":"ABD_1298"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:K1299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:L1299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:M1299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:P1299)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1299,COLUMNS($J$2:Q1299)),\"\")","v":"Student access to external examiner reports: Ensure that all students have access to external examiner reports for their programme of study by the end of academic year 2022-23 (paragraph 30)"}]
[{"$f":"IF('> FILTER <'!B1301<>\"\",ROW(OFFSET(A1300,-1,0)),\"\")","v":1299},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1301)),A1300,\"\")","v":1299},{"$f":"IFERROR(SMALL(Helper2_1,A1300),\"\")","v":1299},null,1299,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1301)),$A1300,\"\")","v":1299},{"$f":"IFERROR(SMALL(Helper2_2,A1300),\"\")","v":1299},{"$f":"COUNTIF(Helper3_1,\"=\"&G1300)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1300)=1, G1300, \"\")","v":1299},{"$f":"IFERROR(SMALL(Index_2,A1300),\"\")","v":1299},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:J1300)),\"\")","v":"ABD_1299"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:K1300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:L1300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:M1300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:P1300)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1300,COLUMNS($J$2:Q1300)),\"\")","v":"External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions"}]
[{"$f":"IF('> FILTER <'!B1302<>\"\",ROW(OFFSET(A1301,-1,0)),\"\")","v":1300},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1302)),A1301,\"\")","v":1300},{"$f":"IFERROR(SMALL(Helper2_1,A1301),\"\")","v":1300},null,1300,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1302)),$A1301,\"\")","v":1300},{"$f":"IFERROR(SMALL(Helper2_2,A1301),\"\")","v":1300},{"$f":"COUNTIF(Helper3_1,\"=\"&G1301)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1301)=1, G1301, \"\")","v":1300},{"$f":"IFERROR(SMALL(Index_2,A1301),\"\")","v":1300},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:J1301)),\"\")","v":"ABD_1300"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:K1301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:L1301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:M1301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:P1301)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1301,COLUMNS($J$2:Q1301)),\"\")","v":"Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."}]
[{"$f":"IF('> FILTER <'!B1303<>\"\",ROW(OFFSET(A1302,-1,0)),\"\")","v":1301},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1303)),A1302,\"\")","v":1301},{"$f":"IFERROR(SMALL(Helper2_1,A1302),\"\")","v":1301},null,1301,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1303)),$A1302,\"\")","v":1301},{"$f":"IFERROR(SMALL(Helper2_2,A1302),\"\")","v":1301},{"$f":"COUNTIF(Helper3_1,\"=\"&G1302)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1302)=1, G1302, \"\")","v":1301},{"$f":"IFERROR(SMALL(Index_2,A1302),\"\")","v":1301},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:J1302)),\"\")","v":"DUN_1301"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:K1302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:L1302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:M1302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:P1302)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1302,COLUMNS($J$2:Q1302)),\"\")","v":"A new process for reviewing postgraduate research provision has been developed \nfor implementation from 2023-24 to complement the existing arrangements for the Annual Review of Research Degrees."}]
[{"$f":"IF('> FILTER <'!B1304<>\"\",ROW(OFFSET(A1303,-1,0)),\"\")","v":1302},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1304)),A1303,\"\")","v":1302},{"$f":"IFERROR(SMALL(Helper2_1,A1303),\"\")","v":1302},null,1302,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1304)),$A1303,\"\")","v":1302},{"$f":"IFERROR(SMALL(Helper2_2,A1303),\"\")","v":1302},{"$f":"COUNTIF(Helper3_1,\"=\"&G1303)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1303)=1, G1303, \"\")","v":1302},{"$f":"IFERROR(SMALL(Index_2,A1303),\"\")","v":1302},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:J1303)),\"\")","v":"DUN_1302"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:K1303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:L1303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:M1303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:P1303)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1303,COLUMNS($J$2:Q1303)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of external reference points in quality process. The team considered the mapping of institutional policy and process against the Quality Code, minutes from key institutional committees, the annual overview of external examiner reports, annual SFC reporting, and met with staff and students with responsibilities for quality assurance, enhancement and academic standards."}]
[{"$f":"IF('> FILTER <'!B1305<>\"\",ROW(OFFSET(A1304,-1,0)),\"\")","v":1303},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1305)),A1304,\"\")","v":1303},{"$f":"IFERROR(SMALL(Helper2_1,A1304),\"\")","v":1303},null,1303,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1305)),$A1304,\"\")","v":1303},{"$f":"IFERROR(SMALL(Helper2_2,A1304),\"\")","v":1303},{"$f":"COUNTIF(Helper3_1,\"=\"&G1304)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1304)=1, G1304, \"\")","v":1303},{"$f":"IFERROR(SMALL(Index_2,A1304),\"\")","v":1303},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:J1304)),\"\")","v":"DUN_1303"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:K1304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:L1304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:M1304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:P1304)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1304,COLUMNS($J$2:Q1304)),\"\")","v":"External examiner reports inform the Reflective Analysis submitted for PPR. There \nis also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback."}]
[{"$f":"IF('> FILTER <'!B1306<>\"\",ROW(OFFSET(A1305,-1,0)),\"\")","v":1304},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1306)),A1305,\"\")","v":1304},{"$f":"IFERROR(SMALL(Helper2_1,A1305),\"\")","v":1304},null,1304,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1306)),$A1305,\"\")","v":1304},{"$f":"IFERROR(SMALL(Helper2_2,A1305),\"\")","v":1304},{"$f":"COUNTIF(Helper3_1,\"=\"&G1305)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1305)=1, G1305, \"\")","v":1304},{"$f":"IFERROR(SMALL(Index_2,A1305),\"\")","v":1304},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:J1305)),\"\")","v":"DUN_1304"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:K1305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:L1305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:M1305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:P1305)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1305,COLUMNS($J$2:Q1305)),\"\")","v":"During the review visit, the QESR team viewed positively the confirmation from students that external examiner reports are made available to them. The team would encourage the University to continue with this practice to support students' understanding of the role of external experts in quality assurance and enhancement."}]
[{"$f":"IF('> FILTER <'!B1307<>\"\",ROW(OFFSET(A1306,-1,0)),\"\")","v":1305},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1307)),A1306,\"\")","v":1305},{"$f":"IFERROR(SMALL(Helper2_1,A1306),\"\")","v":1305},null,1305,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1307)),$A1306,\"\")","v":1305},{"$f":"IFERROR(SMALL(Helper2_2,A1306),\"\")","v":1305},{"$f":"COUNTIF(Helper3_1,\"=\"&G1306)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1306)=1, G1306, \"\")","v":1305},{"$f":"IFERROR(SMALL(Index_2,A1306),\"\")","v":1305},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:J1306)),\"\")","v":"UWS_1305"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:K1306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:L1306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:M1306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:P1306)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1306,COLUMNS($J$2:Q1306)),\"\")","v":"Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply to all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1308<>\"\",ROW(OFFSET(A1307,-1,0)),\"\")","v":1306},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1308)),A1307,\"\")","v":1306},{"$f":"IFERROR(SMALL(Helper2_1,A1307),\"\")","v":1306},null,1306,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1308)),$A1307,\"\")","v":1306},{"$f":"IFERROR(SMALL(Helper2_2,A1307),\"\")","v":1306},{"$f":"COUNTIF(Helper3_1,\"=\"&G1307)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1307)=1, G1307, \"\")","v":1306},{"$f":"IFERROR(SMALL(Index_2,A1307),\"\")","v":1306},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:J1307)),\"\")","v":"STR_1306"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:K1307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:L1307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:M1307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:P1307)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1307,COLUMNS($J$2:Q1307)),\"\")","v":"The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."}]
[{"$f":"IF('> FILTER <'!B1309<>\"\",ROW(OFFSET(A1308,-1,0)),\"\")","v":1307},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1309)),A1308,\"\")","v":1307},{"$f":"IFERROR(SMALL(Helper2_1,A1308),\"\")","v":1307},null,1307,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1309)),$A1308,\"\")","v":1307},{"$f":"IFERROR(SMALL(Helper2_2,A1308),\"\")","v":1307},{"$f":"COUNTIF(Helper3_1,\"=\"&G1308)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1308)=1, G1308, \"\")","v":1307},{"$f":"IFERROR(SMALL(Index_2,A1308),\"\")","v":1307},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:J1308)),\"\")","v":"ABD_1307"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:K1308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:L1308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:M1308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:P1308)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1308,COLUMNS($J$2:Q1308)),\"\")","v":"Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B1310<>\"\",ROW(OFFSET(A1309,-1,0)),\"\")","v":1308},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1310)),A1309,\"\")","v":1308},{"$f":"IFERROR(SMALL(Helper2_1,A1309),\"\")","v":1308},null,1308,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1310)),$A1309,\"\")","v":1308},{"$f":"IFERROR(SMALL(Helper2_2,A1309),\"\")","v":1308},{"$f":"COUNTIF(Helper3_1,\"=\"&G1309)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1309)=1, G1309, \"\")","v":1308},{"$f":"IFERROR(SMALL(Index_2,A1309),\"\")","v":1308},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:J1309)),\"\")","v":"ABD_1308"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:K1309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:L1309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:M1309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:P1309)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1309,COLUMNS($J$2:Q1309)),\"\")","v":"The University's programme development, monitoring and review processes take \naccount of, and remain current with, key external reference points, including the Quality Code, Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF)."}]
[{"$f":"IF('> FILTER <'!B1311<>\"\",ROW(OFFSET(A1310,-1,0)),\"\")","v":1309},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1311)),A1310,\"\")","v":1309},{"$f":"IFERROR(SMALL(Helper2_1,A1310),\"\")","v":1309},null,1309,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1311)),$A1310,\"\")","v":1309},{"$f":"IFERROR(SMALL(Helper2_2,A1310),\"\")","v":1309},{"$f":"COUNTIF(Helper3_1,\"=\"&G1310)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1310)=1, G1310, \"\")","v":1309},{"$f":"IFERROR(SMALL(Index_2,A1310),\"\")","v":1309},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:J1310)),\"\")","v":"DUN_1309"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:K1310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:L1310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:M1310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:P1310)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1310,COLUMNS($J$2:Q1310)),\"\")","v":"The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."}]
[{"$f":"IF('> FILTER <'!B1312<>\"\",ROW(OFFSET(A1311,-1,0)),\"\")","v":1310},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1312)),A1311,\"\")","v":1310},{"$f":"IFERROR(SMALL(Helper2_1,A1311),\"\")","v":1310},null,1310,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1312)),$A1311,\"\")","v":1310},{"$f":"IFERROR(SMALL(Helper2_2,A1311),\"\")","v":1310},{"$f":"COUNTIF(Helper3_1,\"=\"&G1311)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1311)=1, G1311, \"\")","v":1310},{"$f":"IFERROR(SMALL(Index_2,A1311),\"\")","v":1310},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:J1311)),\"\")","v":"STR_1310"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:K1311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:L1311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:M1311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:P1311)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1311,COLUMNS($J$2:Q1311)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the Quality Code and align with the guidance issued by the Scottish Funding Council (SFC). Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B1313<>\"\",ROW(OFFSET(A1312,-1,0)),\"\")","v":1311},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1313)),A1312,\"\")","v":1311},{"$f":"IFERROR(SMALL(Helper2_1,A1312),\"\")","v":1311},null,1311,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1313)),$A1312,\"\")","v":1311},{"$f":"IFERROR(SMALL(Helper2_2,A1312),\"\")","v":1311},{"$f":"COUNTIF(Helper3_1,\"=\"&G1312)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1312)=1, G1312, \"\")","v":1311},{"$f":"IFERROR(SMALL(Index_2,A1312),\"\")","v":1311},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:J1312)),\"\")","v":"STR_1311"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:K1312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:L1312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:M1312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:P1312)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1312,COLUMNS($J$2:Q1312)),\"\")","v":"External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B1314<>\"\",ROW(OFFSET(A1313,-1,0)),\"\")","v":1312},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1314)),A1313,\"\")","v":1312},{"$f":"IFERROR(SMALL(Helper2_1,A1313),\"\")","v":1312},null,1312,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1314)),$A1313,\"\")","v":1312},{"$f":"IFERROR(SMALL(Helper2_2,A1313),\"\")","v":1312},{"$f":"COUNTIF(Helper3_1,\"=\"&G1313)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1313)=1, G1313, \"\")","v":1312},{"$f":"IFERROR(SMALL(Index_2,A1313),\"\")","v":1312},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:J1313)),\"\")","v":"UWS_1312"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:K1313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:L1313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:M1313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:P1313)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1313,COLUMNS($J$2:Q1313)),\"\")","v":"UWS integrates the Quality Enhancement Framework (QEF), the Scottish Credit \nand Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and approach to EAM. UWS makes appropriate use of external expertise in the development of new, and significant amendments to existing, modules and programmes through consultation with external experts."}]
[{"$f":"IF('> FILTER <'!B1315<>\"\",ROW(OFFSET(A1314,-1,0)),\"\")","v":1313},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1315)),A1314,\"\")","v":1313},{"$f":"IFERROR(SMALL(Helper2_1,A1314),\"\")","v":1313},null,1313,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1315)),$A1314,\"\")","v":1313},{"$f":"IFERROR(SMALL(Helper2_2,A1314),\"\")","v":1313},{"$f":"COUNTIF(Helper3_1,\"=\"&G1314)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1314)=1, G1314, \"\")","v":1313},{"$f":"IFERROR(SMALL(Index_2,A1314),\"\")","v":1313},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:J1314)),\"\")","v":"ABD_1313"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:K1314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:L1314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:M1314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:P1314)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1314,COLUMNS($J$2:Q1314)),\"\")","v":"Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks"}]
[{"$f":"IF('> FILTER <'!B1316<>\"\",ROW(OFFSET(A1315,-1,0)),\"\")","v":1314},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1316)),A1315,\"\")","v":1314},{"$f":"IFERROR(SMALL(Helper2_1,A1315),\"\")","v":1314},null,1314,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1316)),$A1315,\"\")","v":1314},{"$f":"IFERROR(SMALL(Helper2_2,A1315),\"\")","v":1314},{"$f":"COUNTIF(Helper3_1,\"=\"&G1315)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1315)=1, G1315, \"\")","v":1314},{"$f":"IFERROR(SMALL(Index_2,A1315),\"\")","v":1314},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:J1315)),\"\")","v":"ABD_1314"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:K1315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:L1315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:M1315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:P1315)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1315,COLUMNS($J$2:Q1315)),\"\")","v":"The University's programme development, monitoring and review processes take \naccount of, and remain current with, key external reference points, including the Quality Code, Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF)."}]
[{"$f":"IF('> FILTER <'!B1317<>\"\",ROW(OFFSET(A1316,-1,0)),\"\")","v":1315},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1317)),A1316,\"\")","v":1315},{"$f":"IFERROR(SMALL(Helper2_1,A1316),\"\")","v":1315},null,1315,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1317)),$A1316,\"\")","v":1315},{"$f":"IFERROR(SMALL(Helper2_2,A1316),\"\")","v":1315},{"$f":"COUNTIF(Helper3_1,\"=\"&G1316)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1316)=1, G1316, \"\")","v":1315},{"$f":"IFERROR(SMALL(Index_2,A1316),\"\")","v":1315},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:J1316)),\"\")","v":"ABD_1315"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:K1316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:L1316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:M1316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:P1316)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1316,COLUMNS($J$2:Q1316)),\"\")","v":"The QESR team saw evidence of the use of key reference points in ITR processes. In meeting with staff with recent experience of the University's ITR process, the Subject Benchmark Statements (SBS) in particular, were highlighted as a useful reference point in devising the structures for programmes."}]
[{"$f":"IF('> FILTER <'!B1318<>\"\",ROW(OFFSET(A1317,-1,0)),\"\")","v":1316},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1318)),A1317,\"\")","v":1316},{"$f":"IFERROR(SMALL(Helper2_1,A1317),\"\")","v":1316},null,1316,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1318)),$A1317,\"\")","v":1316},{"$f":"IFERROR(SMALL(Helper2_2,A1317),\"\")","v":1316},{"$f":"COUNTIF(Helper3_1,\"=\"&G1317)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1317)=1, G1317, \"\")","v":1316},{"$f":"IFERROR(SMALL(Index_2,A1317),\"\")","v":1316},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:J1317)),\"\")","v":"DUN_1316"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:K1317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:L1317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:M1317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:P1317)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1317,COLUMNS($J$2:Q1317)),\"\")","v":"The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements."}]
[{"$f":"IF('> FILTER <'!B1319<>\"\",ROW(OFFSET(A1318,-1,0)),\"\")","v":1317},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1319)),A1318,\"\")","v":1317},{"$f":"IFERROR(SMALL(Helper2_1,A1318),\"\")","v":1317},null,1317,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1319)),$A1318,\"\")","v":1317},{"$f":"IFERROR(SMALL(Helper2_2,A1318),\"\")","v":1317},{"$f":"COUNTIF(Helper3_1,\"=\"&G1318)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1318)=1, G1318, \"\")","v":1317},{"$f":"IFERROR(SMALL(Index_2,A1318),\"\")","v":1317},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:J1318)),\"\")","v":"STR_1317"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:K1318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:L1318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:M1318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:P1318)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1318,COLUMNS($J$2:Q1318)),\"\")","v":"Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."}]
[{"$f":"IF('> FILTER <'!B1320<>\"\",ROW(OFFSET(A1319,-1,0)),\"\")","v":1318},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1320)),A1319,\"\")","v":1318},{"$f":"IFERROR(SMALL(Helper2_1,A1319),\"\")","v":1318},null,1318,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1320)),$A1319,\"\")","v":1318},{"$f":"IFERROR(SMALL(Helper2_2,A1319),\"\")","v":1318},{"$f":"COUNTIF(Helper3_1,\"=\"&G1319)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1319)=1, G1319, \"\")","v":1318},{"$f":"IFERROR(SMALL(Index_2,A1319),\"\")","v":1318},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:J1319)),\"\")","v":"UWS_1318"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:K1319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:L1319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:M1319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:P1319)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1319,COLUMNS($J$2:Q1319)),\"\")","v":"UWS integrates the Quality Enhancement Framework (QEF), the Scottish Credit \nand Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and approach to EAM. UWS makes appropriate use of external expertise in the development of new, and significant amendments to existing, modules and programmes through consultation with external experts."}]
[{"$f":"IF('> FILTER <'!B1321<>\"\",ROW(OFFSET(A1320,-1,0)),\"\")","v":1319},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1321)),A1320,\"\")","v":1319},{"$f":"IFERROR(SMALL(Helper2_1,A1320),\"\")","v":1319},null,1319,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1321)),$A1320,\"\")","v":1319},{"$f":"IFERROR(SMALL(Helper2_2,A1320),\"\")","v":1319},{"$f":"COUNTIF(Helper3_1,\"=\"&G1320)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1320)=1, G1320, \"\")","v":1319},{"$f":"IFERROR(SMALL(Index_2,A1320),\"\")","v":1319},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:J1320)),\"\")","v":"ABD_1319"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:K1320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:L1320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:M1320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:P1320)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1320,COLUMNS($J$2:Q1320)),\"\")","v":"The QESR team found that the University's arrangements for managing quality \nand setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC)."}]
[{"$f":"IF('> FILTER <'!B1322<>\"\",ROW(OFFSET(A1321,-1,0)),\"\")","v":1320},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1322)),A1321,\"\")","v":1320},{"$f":"IFERROR(SMALL(Helper2_1,A1321),\"\")","v":1320},null,1320,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1322)),$A1321,\"\")","v":1320},{"$f":"IFERROR(SMALL(Helper2_2,A1321),\"\")","v":1320},{"$f":"COUNTIF(Helper3_1,\"=\"&G1321)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1321)=1, G1321, \"\")","v":1320},{"$f":"IFERROR(SMALL(Index_2,A1321),\"\")","v":1320},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:J1321)),\"\")","v":"ABD_1320"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:K1321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:L1321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:M1321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:P1321)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1321,COLUMNS($J$2:Q1321)),\"\")","v":"Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code"}]
[{"$f":"IF('> FILTER <'!B1323<>\"\",ROW(OFFSET(A1322,-1,0)),\"\")","v":1321},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1323)),A1322,\"\")","v":1321},{"$f":"IFERROR(SMALL(Helper2_1,A1322),\"\")","v":1321},null,1321,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1323)),$A1322,\"\")","v":1321},{"$f":"IFERROR(SMALL(Helper2_2,A1322),\"\")","v":1321},{"$f":"COUNTIF(Helper3_1,\"=\"&G1322)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1322)=1, G1322, \"\")","v":1321},{"$f":"IFERROR(SMALL(Index_2,A1322),\"\")","v":1321},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:J1322)),\"\")","v":"ABD_1321"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:K1322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:L1322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:M1322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:P1322)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1322,COLUMNS($J$2:Q1322)),\"\")","v":"In addition, a new working group (Academic Policy and Regulations Group (APRG)) is responsible for the development and regular review of education policy and regulations and for ensuring their alignment with the Quality Code and wider academic infrastructure."}]
[{"$f":"IF('> FILTER <'!B1324<>\"\",ROW(OFFSET(A1323,-1,0)),\"\")","v":1322},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1324)),A1323,\"\")","v":1322},{"$f":"IFERROR(SMALL(Helper2_1,A1323),\"\")","v":1322},null,1322,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1324)),$A1323,\"\")","v":1322},{"$f":"IFERROR(SMALL(Helper2_2,A1323),\"\")","v":1322},{"$f":"COUNTIF(Helper3_1,\"=\"&G1323)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1323)=1, G1323, \"\")","v":1322},{"$f":"IFERROR(SMALL(Index_2,A1323),\"\")","v":1322},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:J1323)),\"\")","v":"ABD_1322"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:K1323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:L1323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:M1323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:P1323)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1323,COLUMNS($J$2:Q1323)),\"\")","v":"The QESR team noted the comprehensive and clear mapping of the University's \npolicies, procedures and quality processes against the Quality Code, and this mapping is published on the University website."}]
[{"$f":"IF('> FILTER <'!B1325<>\"\",ROW(OFFSET(A1324,-1,0)),\"\")","v":1323},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1325)),A1324,\"\")","v":1323},{"$f":"IFERROR(SMALL(Helper2_1,A1324),\"\")","v":1323},null,1323,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1325)),$A1324,\"\")","v":1323},{"$f":"IFERROR(SMALL(Helper2_2,A1324),\"\")","v":1323},{"$f":"COUNTIF(Helper3_1,\"=\"&G1324)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1324)=1, G1324, \"\")","v":1323},{"$f":"IFERROR(SMALL(Index_2,A1324),\"\")","v":1323},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:J1324)),\"\")","v":"DUN_1323"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:K1324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:L1324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:M1324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:P1324)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1324,COLUMNS($J$2:Q1324)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and \nsetting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the SFC (paragraphs 40-42)."}]
[{"$f":"IF('> FILTER <'!B1326<>\"\",ROW(OFFSET(A1325,-1,0)),\"\")","v":1324},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1326)),A1325,\"\")","v":1324},{"$f":"IFERROR(SMALL(Helper2_1,A1325),\"\")","v":1324},null,1324,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1326)),$A1325,\"\")","v":1324},{"$f":"IFERROR(SMALL(Helper2_2,A1325),\"\")","v":1324},{"$f":"COUNTIF(Helper3_1,\"=\"&G1325)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1325)=1, G1325, \"\")","v":1324},{"$f":"IFERROR(SMALL(Index_2,A1325),\"\")","v":1324},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:J1325)),\"\")","v":"DUN_1324"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:K1325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:L1325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:M1325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:P1325)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1325,COLUMNS($J$2:Q1325)),\"\")","v":"The QESR team learned of the ongoing review of the arrangements for PPR and \nAPR. The review of PPR has a focus on efficiency with particular consideration being given to the unit of review and is being conducted with due regard to the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1327<>\"\",ROW(OFFSET(A1326,-1,0)),\"\")","v":1325},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1327)),A1326,\"\")","v":1325},{"$f":"IFERROR(SMALL(Helper2_1,A1326),\"\")","v":1325},null,1325,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1327)),$A1326,\"\")","v":1325},{"$f":"IFERROR(SMALL(Helper2_2,A1326),\"\")","v":1325},{"$f":"COUNTIF(Helper3_1,\"=\"&G1326)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1326)=1, G1326, \"\")","v":1325},{"$f":"IFERROR(SMALL(Index_2,A1326),\"\")","v":1325},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:J1326)),\"\")","v":"DUN_1325"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:K1326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:L1326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:M1326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:P1326)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1326,COLUMNS($J$2:Q1326)),\"\")","v":"The University makes effective use of the Quality Code in the development of its \npolicies and procedures for quality assurance and enhancement. The University provided the QESR team with a detailed map of how the Quality Code informs the institution's policies, procedures and principles, demonstrating clear alignment with the Expectations and Core and Common practices of the Code."}]
[{"$f":"IF('> FILTER <'!B1328<>\"\",ROW(OFFSET(A1327,-1,0)),\"\")","v":1326},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1328)),A1327,\"\")","v":1326},{"$f":"IFERROR(SMALL(Helper2_1,A1327),\"\")","v":1326},null,1326,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1328)),$A1327,\"\")","v":1326},{"$f":"IFERROR(SMALL(Helper2_2,A1327),\"\")","v":1326},{"$f":"COUNTIF(Helper3_1,\"=\"&G1327)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1327)=1, G1327, \"\")","v":1326},{"$f":"IFERROR(SMALL(Index_2,A1327),\"\")","v":1326},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:J1327)),\"\")","v":"STR_1326"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:K1327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:L1327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:M1327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:P1327)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1327,COLUMNS($J$2:Q1327)),\"\")","v":"There was evidence that the Quality Code mapping had been reviewed and endorsed by QAC in February 2023, providing additional assurances that practices were up-to-date and, where they required to be revisited, the mapping provided a good indication of status. The Policy and Procedure for Quinquennial Review of Academic Provision and Internal Review Framework describes how institutional practices and policies align with the Quality Code, and the Scottish Funding Council's (SFC) guidance to institutions on quality."}]
[{"$f":"IF('> FILTER <'!B1329<>\"\",ROW(OFFSET(A1328,-1,0)),\"\")","v":1327},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1329)),A1328,\"\")","v":1327},{"$f":"IFERROR(SMALL(Helper2_1,A1328),\"\")","v":1327},null,1327,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1329)),$A1328,\"\")","v":1327},{"$f":"IFERROR(SMALL(Helper2_2,A1328),\"\")","v":1327},{"$f":"COUNTIF(Helper3_1,\"=\"&G1328)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1328)=1, G1328, \"\")","v":1327},{"$f":"IFERROR(SMALL(Index_2,A1328),\"\")","v":1327},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:J1328)),\"\")","v":"STR_1327"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:K1328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:L1328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:M1328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:P1328)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1328,COLUMNS($J$2:Q1328)),\"\")","v":"The team saw evidence of annual monitoring processes being reviewed in relation to the advice and guidance sections of the Quality Code and that mapping is kept under review to reflect progress on active projects."}]
[{"$f":"IF('> FILTER <'!B1330<>\"\",ROW(OFFSET(A1329,-1,0)),\"\")","v":1328},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1330)),A1329,\"\")","v":1328},{"$f":"IFERROR(SMALL(Helper2_1,A1329),\"\")","v":1328},null,1328,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1330)),$A1329,\"\")","v":1328},{"$f":"IFERROR(SMALL(Helper2_2,A1329),\"\")","v":1328},{"$f":"COUNTIF(Helper3_1,\"=\"&G1329)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1329)=1, G1329, \"\")","v":1328},{"$f":"IFERROR(SMALL(Index_2,A1329),\"\")","v":1328},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:J1329)),\"\")","v":"ABD_1328"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:K1329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:L1329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:M1329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:P1329)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1329,COLUMNS($J$2:Q1329)),\"\")","v":"The International Experience TFG is working in conjunction with other TFGs, to develop approaches to support virtual student mobility with the Collaborative Online International Learning (COIL) pilot being an early example of developing practice. In addition, the Transforming Experience of Students through Assessment (TESTA) pilot is already generating a real eagerness among the staff involved to try different forms of assessment."}]
[{"$f":"IF('> FILTER <'!B1331<>\"\",ROW(OFFSET(A1330,-1,0)),\"\")","v":1329},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1331)),A1330,\"\")","v":1329},{"$f":"IFERROR(SMALL(Helper2_1,A1330),\"\")","v":1329},null,1329,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1331)),$A1330,\"\")","v":1329},{"$f":"IFERROR(SMALL(Helper2_2,A1330),\"\")","v":1329},{"$f":"COUNTIF(Helper3_1,\"=\"&G1330)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1330)=1, G1330, \"\")","v":1329},{"$f":"IFERROR(SMALL(Index_2,A1330),\"\")","v":1329},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:J1330)),\"\")","v":"ABD_1329"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:K1330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:L1330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:M1330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:P1330)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1330,COLUMNS($J$2:Q1330)),\"\")","v":"The QESR team heard that staff have been actively encouraged to share the Enhancement Themes projects and resources they are working on by submitting proposals to conferences, and in June 2023 the University will host an international sector conference which aims to share practice and celebrate higher education, focusing on compassionate approaches to education, and will positively promote the achievements of the current Resilient Learning Communities Enhancement Theme."}]
[{"$f":"IF('> FILTER <'!B1332<>\"\",ROW(OFFSET(A1331,-1,0)),\"\")","v":1330},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1332)),A1331,\"\")","v":1330},{"$f":"IFERROR(SMALL(Helper2_1,A1331),\"\")","v":1330},null,1330,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1332)),$A1331,\"\")","v":1330},{"$f":"IFERROR(SMALL(Helper2_2,A1331),\"\")","v":1330},{"$f":"COUNTIF(Helper3_1,\"=\"&G1331)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1331)=1, G1331, \"\")","v":1330},{"$f":"IFERROR(SMALL(Index_2,A1331),\"\")","v":1330},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:J1331)),\"\")","v":"ABD_1330"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:K1331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:L1331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:M1331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:P1331)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1331,COLUMNS($J$2:Q1331)),\"\")","v":"The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation."}]
[{"$f":"IF('> FILTER <'!B1333<>\"\",ROW(OFFSET(A1332,-1,0)),\"\")","v":1331},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1333)),A1332,\"\")","v":1331},{"$f":"IFERROR(SMALL(Helper2_1,A1332),\"\")","v":1331},null,1331,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1333)),$A1332,\"\")","v":1331},{"$f":"IFERROR(SMALL(Helper2_2,A1332),\"\")","v":1331},{"$f":"COUNTIF(Helper3_1,\"=\"&G1332)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1332)=1, G1332, \"\")","v":1331},{"$f":"IFERROR(SMALL(Index_2,A1332),\"\")","v":1331},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:J1332)),\"\")","v":"ABD_1331"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:K1332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:L1332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:M1332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:P1332)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1332,COLUMNS($J$2:Q1332)),\"\")","v":"The team learned that all collaborative agreements are approved by the Programme Management Committee before progressing through standard university quality processes for programme approval, annual monitoring and Internal Teaching Review (ITR). Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."}]
[{"$f":"IF('> FILTER <'!B1334<>\"\",ROW(OFFSET(A1333,-1,0)),\"\")","v":1332},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1334)),A1333,\"\")","v":1332},{"$f":"IFERROR(SMALL(Helper2_1,A1333),\"\")","v":1332},null,1332,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1334)),$A1333,\"\")","v":1332},{"$f":"IFERROR(SMALL(Helper2_2,A1333),\"\")","v":1332},{"$f":"COUNTIF(Helper3_1,\"=\"&G1333)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1333)=1, G1333, \"\")","v":1332},{"$f":"IFERROR(SMALL(Index_2,A1333),\"\")","v":1332},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:J1333)),\"\")","v":"DUN_1332"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:K1333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:L1333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:M1333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:P1333)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1333,COLUMNS($J$2:Q1333)),\"\")","v":"The University has made significant progress on the recommendation to improve its \noversight of collaborative activity and arrangements for identifying and mitigating academic risk through the development of a new Collaborative Partnership Code of Practice (the Code). The Code clearly sets out requirements for institutional oversight of the approval, operation and review of collaborative partnerships through a risk-based model. The Code outlines the role of the Global Partnerships team in supporting academic schools through the development and approval of partnerships and leading the process for annual review of sustainability."}]
[{"$f":"IF('> FILTER <'!B1335<>\"\",ROW(OFFSET(A1334,-1,0)),\"\")","v":1333},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1335)),A1334,\"\")","v":1333},{"$f":"IFERROR(SMALL(Helper2_1,A1334),\"\")","v":1333},null,1333,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1335)),$A1334,\"\")","v":1333},{"$f":"IFERROR(SMALL(Helper2_2,A1334),\"\")","v":1333},{"$f":"COUNTIF(Helper3_1,\"=\"&G1334)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1334)=1, G1334, \"\")","v":1333},{"$f":"IFERROR(SMALL(Index_2,A1334),\"\")","v":1333},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:J1334)),\"\")","v":"STR_1333"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:K1334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:L1334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:M1334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:P1334)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1334,COLUMNS($J$2:Q1334)),\"\")","v":"Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B1336<>\"\",ROW(OFFSET(A1335,-1,0)),\"\")","v":1334},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1336)),A1335,\"\")","v":1334},{"$f":"IFERROR(SMALL(Helper2_1,A1335),\"\")","v":1334},null,1334,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1336)),$A1335,\"\")","v":1334},{"$f":"IFERROR(SMALL(Helper2_2,A1335),\"\")","v":1334},{"$f":"COUNTIF(Helper3_1,\"=\"&G1335)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1335)=1, G1335, \"\")","v":1334},{"$f":"IFERROR(SMALL(Index_2,A1335),\"\")","v":1334},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:J1335)),\"\")","v":"STR_1334"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:K1335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:L1335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:M1335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:P1335)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1335,COLUMNS($J$2:Q1335)),\"\")","v":"The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."}]
[{"$f":"IF('> FILTER <'!B1337<>\"\",ROW(OFFSET(A1336,-1,0)),\"\")","v":1335},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1337)),A1336,\"\")","v":1335},{"$f":"IFERROR(SMALL(Helper2_1,A1336),\"\")","v":1335},null,1335,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1337)),$A1336,\"\")","v":1335},{"$f":"IFERROR(SMALL(Helper2_2,A1336),\"\")","v":1335},{"$f":"COUNTIF(Helper3_1,\"=\"&G1336)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1336)=1, G1336, \"\")","v":1335},{"$f":"IFERROR(SMALL(Index_2,A1336),\"\")","v":1335},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:J1336)),\"\")","v":"STR_1335"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:K1336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:L1336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:M1336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:P1336)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1336,COLUMNS($J$2:Q1336)),\"\")","v":"At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."}]
[{"$f":"IF('> FILTER <'!B1338<>\"\",ROW(OFFSET(A1337,-1,0)),\"\")","v":1336},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1338)),A1337,\"\")","v":1336},{"$f":"IFERROR(SMALL(Helper2_1,A1337),\"\")","v":1336},null,1336,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1338)),$A1337,\"\")","v":1336},{"$f":"IFERROR(SMALL(Helper2_2,A1337),\"\")","v":1336},{"$f":"COUNTIF(Helper3_1,\"=\"&G1337)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1337)=1, G1337, \"\")","v":1336},{"$f":"IFERROR(SMALL(Index_2,A1337),\"\")","v":1336},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:J1337)),\"\")","v":"UWS_1336"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:K1337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:L1337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:M1337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:P1337)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1337,COLUMNS($J$2:Q1337)),\"\")","v":"At the time of the last ELIR, the University stated its intention to consolidate its range of partnerships, and discontinue validation arrangements in favour of franchising. The QESR team noted that UWS was continuing to progress towards these goals."}]
[{"$f":"IF('> FILTER <'!B1339<>\"\",ROW(OFFSET(A1338,-1,0)),\"\")","v":1337},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1339)),A1338,\"\")","v":1337},{"$f":"IFERROR(SMALL(Helper2_1,A1338),\"\")","v":1337},null,1337,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1339)),$A1338,\"\")","v":1337},{"$f":"IFERROR(SMALL(Helper2_2,A1338),\"\")","v":1337},{"$f":"COUNTIF(Helper3_1,\"=\"&G1338)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1338)=1, G1338, \"\")","v":1337},{"$f":"IFERROR(SMALL(Index_2,A1338),\"\")","v":1337},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:J1338)),\"\")","v":"ABD_1337"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:K1338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:L1338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:M1338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:P1338)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1338,COLUMNS($J$2:Q1338)),\"\")","v":"Student access to external examiner reports: Ensure that all students have access to external examiner reports for their programme of study by the end of academic year 2022-23"}]
[{"$f":"IF('> FILTER <'!B1340<>\"\",ROW(OFFSET(A1339,-1,0)),\"\")","v":1338},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1340)),A1339,\"\")","v":1338},{"$f":"IFERROR(SMALL(Helper2_1,A1339),\"\")","v":1338},null,1338,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1340)),$A1339,\"\")","v":1338},{"$f":"IFERROR(SMALL(Helper2_2,A1339),\"\")","v":1338},{"$f":"COUNTIF(Helper3_1,\"=\"&G1339)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1339)=1, G1339, \"\")","v":1338},{"$f":"IFERROR(SMALL(Index_2,A1339),\"\")","v":1338},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:J1339)),\"\")","v":"ABD_1338"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:K1339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:L1339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:M1339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:P1339)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1339,COLUMNS($J$2:Q1339)),\"\")","v":"Staff involved in supporting the delivery of collaborative partner programmes confirmed that external examiners have responsibilities for both home and collaborative partner versions of programmes."}]
[{"$f":"IF('> FILTER <'!B1341<>\"\",ROW(OFFSET(A1340,-1,0)),\"\")","v":1339},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1341)),A1340,\"\")","v":1339},{"$f":"IFERROR(SMALL(Helper2_1,A1340),\"\")","v":1339},null,1339,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1341)),$A1340,\"\")","v":1339},{"$f":"IFERROR(SMALL(Helper2_2,A1340),\"\")","v":1339},{"$f":"COUNTIF(Helper3_1,\"=\"&G1340)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1340)=1, G1340, \"\")","v":1339},{"$f":"IFERROR(SMALL(Index_2,A1340),\"\")","v":1339},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:J1340)),\"\")","v":"ABD_1339"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:K1340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:L1340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:M1340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:P1340)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1340,COLUMNS($J$2:Q1340)),\"\")","v":"Since ELIR 4, the University has reviewed its arrangements for the monitoring, training and induction of external examiners (EEs), setting out a model where training delivery is split, carried out centrally for university-wide aspects of the role and followed by training in academic schools for specific discipline requirements."}]
[{"$f":"IF('> FILTER <'!B1342<>\"\",ROW(OFFSET(A1341,-1,0)),\"\")","v":1340},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1342)),A1341,\"\")","v":1340},{"$f":"IFERROR(SMALL(Helper2_1,A1341),\"\")","v":1340},null,1340,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1342)),$A1341,\"\")","v":1340},{"$f":"IFERROR(SMALL(Helper2_2,A1341),\"\")","v":1340},{"$f":"COUNTIF(Helper3_1,\"=\"&G1341)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1341)=1, G1341, \"\")","v":1340},{"$f":"IFERROR(SMALL(Index_2,A1341),\"\")","v":1340},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:J1341)),\"\")","v":"ABD_1340"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:K1341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:L1341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:M1341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:P1341)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1341,COLUMNS($J$2:Q1341)),\"\")","v":"that providing students with access to EE reports for their programmes is an ongoing matter. The team found in meeting with students, they had some knowledge of the role of external examiners through their course handbooks but very little understanding of the external examiners reports for their programmes - that these reports should be available to them, how to access the reports and how external examiner feedback informs practice. The QESR team therefore recommends that the University ensures that all students have access to external examiner reports for their programme of study by the end of academic year"}]
[{"$f":"IF('> FILTER <'!B1343<>\"\",ROW(OFFSET(A1342,-1,0)),\"\")","v":1341},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1343)),A1342,\"\")","v":1341},{"$f":"IFERROR(SMALL(Helper2_1,A1342),\"\")","v":1341},null,1341,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1343)),$A1342,\"\")","v":1341},{"$f":"IFERROR(SMALL(Helper2_2,A1342),\"\")","v":1341},{"$f":"COUNTIF(Helper3_1,\"=\"&G1342)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1342)=1, G1342, \"\")","v":1341},{"$f":"IFERROR(SMALL(Index_2,A1342),\"\")","v":1341},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:J1342)),\"\")","v":"ABD_1341"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:K1342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:L1342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:M1342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:P1342)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1342,COLUMNS($J$2:Q1342)),\"\")","v":"External examiners are required to comment on the appropriateness of assessment processes and the comparability of provision at other institutions. Based on the sample of reports supplied, the team can confirm that EEs are generally positive about the University's management of assessment. The external examiner report template clearly allows for responses to be made at school and university level and returned to the examiner to close the loop on their feedback."}]
[{"$f":"IF('> FILTER <'!B1344<>\"\",ROW(OFFSET(A1343,-1,0)),\"\")","v":1342},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1344)),A1343,\"\")","v":1342},{"$f":"IFERROR(SMALL(Helper2_1,A1343),\"\")","v":1342},null,1342,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1344)),$A1343,\"\")","v":1342},{"$f":"IFERROR(SMALL(Helper2_2,A1343),\"\")","v":1342},{"$f":"COUNTIF(Helper3_1,\"=\"&G1343)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1343)=1, G1343, \"\")","v":1342},{"$f":"IFERROR(SMALL(Index_2,A1343),\"\")","v":1342},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:J1343)),\"\")","v":"ABD_1342"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:K1343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:L1343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:M1343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:P1343)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1343,COLUMNS($J$2:Q1343)),\"\")","v":". Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."}]
[{"$f":"IF('> FILTER <'!B1345<>\"\",ROW(OFFSET(A1344,-1,0)),\"\")","v":1343},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1345)),A1344,\"\")","v":1343},{"$f":"IFERROR(SMALL(Helper2_1,A1344),\"\")","v":1343},null,1343,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1345)),$A1344,\"\")","v":1343},{"$f":"IFERROR(SMALL(Helper2_2,A1344),\"\")","v":1343},{"$f":"COUNTIF(Helper3_1,\"=\"&G1344)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1344)=1, G1344, \"\")","v":1343},{"$f":"IFERROR(SMALL(Index_2,A1344),\"\")","v":1343},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:J1344)),\"\")","v":"ABD_1343"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:K1344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:L1344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:M1344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:P1344)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1344,COLUMNS($J$2:Q1344)),\"\")","v":"External examiners comment on academic standards and assessment \narrangements, in addition to drawing comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points. Staff spoke positively about how external examiner reports are used during the Annual Programme Review (APR) process to support enhancements to programmes and courses. The QESR team understands that, at the time of this review, the University's analysis of external examiner reports was underway for session 2020-21 with the final report scheduled to be considered by the QAC in March 2023."}]
[{"$f":"IF('> FILTER <'!B1346<>\"\",ROW(OFFSET(A1345,-1,0)),\"\")","v":1344},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1346)),A1345,\"\")","v":1344},{"$f":"IFERROR(SMALL(Helper2_1,A1345),\"\")","v":1344},null,1344,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1346)),$A1345,\"\")","v":1344},{"$f":"IFERROR(SMALL(Helper2_2,A1345),\"\")","v":1344},{"$f":"COUNTIF(Helper3_1,\"=\"&G1345)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1345)=1, G1345, \"\")","v":1344},{"$f":"IFERROR(SMALL(Index_2,A1345),\"\")","v":1344},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:J1345)),\"\")","v":"ABD_1344"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:K1345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:L1345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:M1345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:P1345)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1345,COLUMNS($J$2:Q1345)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1347<>\"\",ROW(OFFSET(A1346,-1,0)),\"\")","v":1345},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1347)),A1346,\"\")","v":1345},{"$f":"IFERROR(SMALL(Helper2_1,A1346),\"\")","v":1345},null,1345,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1347)),$A1346,\"\")","v":1345},{"$f":"IFERROR(SMALL(Helper2_2,A1346),\"\")","v":1345},{"$f":"COUNTIF(Helper3_1,\"=\"&G1346)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1346)=1, G1346, \"\")","v":1345},{"$f":"IFERROR(SMALL(Index_2,A1346),\"\")","v":1345},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:J1346)),\"\")","v":"DUN_1345"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:K1346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:L1346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:M1346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:P1346)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1346,COLUMNS($J$2:Q1346)),\"\")","v":"External examiner reports inform the Reflective Analysis submitted for PPR. There \nis also an expectation that examiner comments are considered through APR, and the review team saw examples of this in the sample of reports considered. The QASC considers an annual summary of external examiner feedback. The 2021-22 summary report includes procedural recommendations for schools, demonstrating a reflective approach to the process in addition to the outcomes. QASC members are asked to disseminate the report to encourage sharing of practice and enhancement. During the review visit, the QESR team viewed positively the confirmation from students that external examiner reports are made available to them. The team would encourage the University to continue with this practice to support students' understanding of the role of external experts in quality assurance and enhancement."}]
[{"$f":"IF('> FILTER <'!B1348<>\"\",ROW(OFFSET(A1347,-1,0)),\"\")","v":1346},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1348)),A1347,\"\")","v":1346},{"$f":"IFERROR(SMALL(Helper2_1,A1347),\"\")","v":1346},null,{"$f":"ROW(OFFSET(E1347,-1,0))","v":1346},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1348)),$A1347,\"\")","v":1346},{"$f":"IFERROR(SMALL(Helper2_2,A1347),\"\")","v":1346},{"$f":"COUNTIF(Helper3_1,\"=\"&G1347)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1347)=1, G1347, \"\")","v":1346},{"$f":"IFERROR(SMALL(Index_2,A1347),\"\")","v":1346},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:J1347)),\"\")","v":"STR_1346"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:K1347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:L1347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:M1347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:P1347)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1347,COLUMNS($J$2:Q1347)),\"\")","v":"Responding to ELIR recommendations relating to student engagement with the work, role and reporting of external examiners, the University revised its procedure and guidelines for external examiners, and updated its Faculty Annual Report (FARs) template to enable monitoring of compliance with the guidance. It also made arrangements for external examiners to meet with students, both during and after the pandemic, and invested in the human resource required to oversee the external examining activity more broadly."}]
[{"$f":"IF('> FILTER <'!B1349<>\"\",ROW(OFFSET(A1348,-1,0)),\"\")","v":1347},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1349)),A1348,\"\")","v":1347},{"$f":"IFERROR(SMALL(Helper2_1,A1348),\"\")","v":1347},null,1347,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1349)),$A1348,\"\")","v":1347},{"$f":"IFERROR(SMALL(Helper2_2,A1348),\"\")","v":1347},{"$f":"COUNTIF(Helper3_1,\"=\"&G1348)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1348)=1, G1348, \"\")","v":1347},{"$f":"IFERROR(SMALL(Index_2,A1348),\"\")","v":1347},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:J1348)),\"\")","v":"STR_1347"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:K1348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:L1348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:M1348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:P1348)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1348,COLUMNS($J$2:Q1348)),\"\")","v":"The revised guidance indicates that, with appropriate exceptions, external examiner reports are to be made available to students in full. This is undertaken through the Student-Staff Liaison Committees (SSLC)."}]
[{"$f":"IF('> FILTER <'!B1350<>\"\",ROW(OFFSET(A1349,-1,0)),\"\")","v":1348},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1350)),A1349,\"\")","v":1348},{"$f":"IFERROR(SMALL(Helper2_1,A1349),\"\")","v":1348},null,1348,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1350)),$A1349,\"\")","v":1348},{"$f":"IFERROR(SMALL(Helper2_2,A1349),\"\")","v":1348},{"$f":"COUNTIF(Helper3_1,\"=\"&G1349)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1349)=1, G1349, \"\")","v":1348},{"$f":"IFERROR(SMALL(Index_2,A1349),\"\")","v":1348},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:J1349)),\"\")","v":"STR_1348"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:K1349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:L1349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:M1349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:P1349)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1349,COLUMNS($J$2:Q1349)),\"\")","v":"The QESR team was informed that, in practice, instead of providing students with the full external examiner reports, summaries of external examiner reports are provided at SSLCs and Faculty Academic Committees which provide the means to discuss comments with staff."}]
[{"$f":"IF('> FILTER <'!B1351<>\"\",ROW(OFFSET(A1350,-1,0)),\"\")","v":1349},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1351)),A1350,\"\")","v":1349},{"$f":"IFERROR(SMALL(Helper2_1,A1350),\"\")","v":1349},null,1349,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1351)),$A1350,\"\")","v":1349},{"$f":"IFERROR(SMALL(Helper2_2,A1350),\"\")","v":1349},{"$f":"COUNTIF(Helper3_1,\"=\"&G1350)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1350)=1, G1350, \"\")","v":1349},{"$f":"IFERROR(SMALL(Index_2,A1350),\"\")","v":1349},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:J1350)),\"\")","v":"STR_1349"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:K1350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:L1350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:M1350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:P1350)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1350,COLUMNS($J$2:Q1350)),\"\")","v":"Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."}]
[{"$f":"IF('> FILTER <'!B1352<>\"\",ROW(OFFSET(A1351,-1,0)),\"\")","v":1350},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1352)),A1351,\"\")","v":1350},{"$f":"IFERROR(SMALL(Helper2_1,A1351),\"\")","v":1350},null,1350,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1352)),$A1351,\"\")","v":1350},{"$f":"IFERROR(SMALL(Helper2_2,A1351),\"\")","v":1350},{"$f":"COUNTIF(Helper3_1,\"=\"&G1351)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1351)=1, G1351, \"\")","v":1350},{"$f":"IFERROR(SMALL(Index_2,A1351),\"\")","v":1350},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:J1351)),\"\")","v":"STR_1350"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:K1351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:L1351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:M1351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:P1351)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1351,COLUMNS($J$2:Q1351)),\"\")","v":"The Internal Review cycle is predominantly programme focused, beginning with module evaluation and review of external examiner reports."}]
[{"$f":"IF('> FILTER <'!B1353<>\"\",ROW(OFFSET(A1352,-1,0)),\"\")","v":1351},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1353)),A1352,\"\")","v":1351},{"$f":"IFERROR(SMALL(Helper2_1,A1352),\"\")","v":1351},null,1351,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1353)),$A1352,\"\")","v":1351},{"$f":"IFERROR(SMALL(Helper2_2,A1352),\"\")","v":1351},{"$f":"COUNTIF(Helper3_1,\"=\"&G1352)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1352)=1, G1352, \"\")","v":1351},{"$f":"IFERROR(SMALL(Index_2,A1352),\"\")","v":1351},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:J1352)),\"\")","v":"STR_1351"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:K1352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:L1352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:M1352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:P1352)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1352,COLUMNS($J$2:Q1352)),\"\")","v":"The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."}]
[{"$f":"IF('> FILTER <'!B1354<>\"\",ROW(OFFSET(A1353,-1,0)),\"\")","v":1352},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1354)),A1353,\"\")","v":1352},{"$f":"IFERROR(SMALL(Helper2_1,A1353),\"\")","v":1352},null,1352,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1354)),$A1353,\"\")","v":1352},{"$f":"IFERROR(SMALL(Helper2_2,A1353),\"\")","v":1352},{"$f":"COUNTIF(Helper3_1,\"=\"&G1353)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1353)=1, G1353, \"\")","v":1352},{"$f":"IFERROR(SMALL(Index_2,A1353),\"\")","v":1352},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:J1353)),\"\")","v":"STR_1352"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:K1353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:L1353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:M1353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:P1353)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1353,COLUMNS($J$2:Q1353)),\"\")","v":"External examiners comment on academic standards, assessment arrangements, alignment with the SCQF and draw comparisons with provision at other institutions, providing ongoing assurance on the use of external reference points."}]
[{"$f":"IF('> FILTER <'!B1355<>\"\",ROW(OFFSET(A1354,-1,0)),\"\")","v":1353},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1355)),A1354,\"\")","v":1353},{"$f":"IFERROR(SMALL(Helper2_1,A1354),\"\")","v":1353},null,1353,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1355)),$A1354,\"\")","v":1353},{"$f":"IFERROR(SMALL(Helper2_2,A1354),\"\")","v":1353},{"$f":"COUNTIF(Helper3_1,\"=\"&G1354)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1354)=1, G1354, \"\")","v":1353},{"$f":"IFERROR(SMALL(Index_2,A1354),\"\")","v":1353},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:J1354)),\"\")","v":"STR_1353"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:K1354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:L1354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:M1354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:P1354)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1354,COLUMNS($J$2:Q1354)),\"\")","v":"The University has indicated that it intends to review the external examiner process and report template against the UK Standing Committee for Quality Assessment (UKSCQA) External Examining Principals and Supplementary Guidance."}]
[{"$f":"IF('> FILTER <'!B1356<>\"\",ROW(OFFSET(A1355,-1,0)),\"\")","v":1354},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1356)),A1355,\"\")","v":1354},{"$f":"IFERROR(SMALL(Helper2_1,A1355),\"\")","v":1354},null,1354,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1356)),$A1355,\"\")","v":1354},{"$f":"IFERROR(SMALL(Helper2_2,A1355),\"\")","v":1354},{"$f":"COUNTIF(Helper3_1,\"=\"&G1355)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1355)=1, G1355, \"\")","v":1354},{"$f":"IFERROR(SMALL(Index_2,A1355),\"\")","v":1354},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:J1355)),\"\")","v":"STR_1354"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:K1355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:L1355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:M1355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:P1355)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1355,COLUMNS($J$2:Q1355)),\"\")","v":"External examiner reports considered by the QESR team were positive about the University's management of assessment. Scrutiny of external examiner reports is primarily undertaken within programme teams and other faculty, department and school platforms."}]
[{"$f":"IF('> FILTER <'!B1357<>\"\",ROW(OFFSET(A1356,-1,0)),\"\")","v":1355},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1357)),A1356,\"\")","v":1355},{"$f":"IFERROR(SMALL(Helper2_1,A1356),\"\")","v":1355},null,1355,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1357)),$A1356,\"\")","v":1355},{"$f":"IFERROR(SMALL(Helper2_2,A1356),\"\")","v":1355},{"$f":"COUNTIF(Helper3_1,\"=\"&G1356)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1356)=1, G1356, \"\")","v":1355},{"$f":"IFERROR(SMALL(Index_2,A1356),\"\")","v":1355},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:J1356)),\"\")","v":"STR_1355"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:K1356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:L1356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:M1356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:P1356)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1356,COLUMNS($J$2:Q1356)),\"\")","v":"QAC has institutional oversight over the external examining reporting process through an annual report which contains analysis of the external examiner feedback, a summary report and numerical breakdown of responses. There is an expectation that the content of external examiner reports and the departmental responses are disseminated to students and discussed at Student-Staff Liaison Committees"}]
[{"$f":"IF('> FILTER <'!B1358<>\"\",ROW(OFFSET(A1357,-1,0)),\"\")","v":1356},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1358)),A1357,\"\")","v":1356},{"$f":"IFERROR(SMALL(Helper2_1,A1357),\"\")","v":1356},null,1356,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1358)),$A1357,\"\")","v":1356},{"$f":"IFERROR(SMALL(Helper2_2,A1357),\"\")","v":1356},{"$f":"COUNTIF(Helper3_1,\"=\"&G1357)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1357)=1, G1357, \"\")","v":1356},{"$f":"IFERROR(SMALL(Index_2,A1357),\"\")","v":1356},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:J1357)),\"\")","v":"STR_1356"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:K1357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:L1357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:M1357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:P1357)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1357,COLUMNS($J$2:Q1357)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action"}]
[{"$f":"IF('> FILTER <'!B1359<>\"\",ROW(OFFSET(A1358,-1,0)),\"\")","v":1357},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1359)),A1358,\"\")","v":1357},{"$f":"IFERROR(SMALL(Helper2_1,A1358),\"\")","v":1357},null,1357,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1359)),$A1358,\"\")","v":1357},{"$f":"IFERROR(SMALL(Helper2_2,A1358),\"\")","v":1357},{"$f":"COUNTIF(Helper3_1,\"=\"&G1358)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1358)=1, G1358, \"\")","v":1357},{"$f":"IFERROR(SMALL(Index_2,A1358),\"\")","v":1357},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:J1358)),\"\")","v":"UWS_1357"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:K1358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:L1358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:M1358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:P1358)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1358,COLUMNS($J$2:Q1358)),\"\")","v":"EAM reports, including divisional, school and institutional overviews; ILR reports and follow-up reports, and associated institutional-level overviews; institution-level analyses of external examiner reports and student feedback; papers and minutes from institutional committees responsible for quality and standards; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1360<>\"\",ROW(OFFSET(A1359,-1,0)),\"\")","v":1358},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1360)),A1359,\"\")","v":1358},{"$f":"IFERROR(SMALL(Helper2_1,A1359),\"\")","v":1358},null,1358,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1360)),$A1359,\"\")","v":1358},{"$f":"IFERROR(SMALL(Helper2_2,A1359),\"\")","v":1358},{"$f":"COUNTIF(Helper3_1,\"=\"&G1359)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1359)=1, G1359, \"\")","v":1358},{"$f":"IFERROR(SMALL(Index_2,A1359),\"\")","v":1358},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:J1359)),\"\")","v":"UWS_1358"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:K1359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:L1359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:M1359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:P1359)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1359,COLUMNS($J$2:Q1359)),\"\")","v":"Annual institutional analyses of programme approvals, EAM, ILRs and external examiner reports are used both to enhance learning and teaching, and to make improvements to the underlying processes."}]
[{"$f":"IF('> FILTER <'!B1361<>\"\",ROW(OFFSET(A1360,-1,0)),\"\")","v":1359},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1361)),A1360,\"\")","v":1359},{"$f":"IFERROR(SMALL(Helper2_1,A1360),\"\")","v":1359},null,1359,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1361)),$A1360,\"\")","v":1359},{"$f":"IFERROR(SMALL(Helper2_2,A1360),\"\")","v":1359},{"$f":"COUNTIF(Helper3_1,\"=\"&G1360)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1360)=1, G1360, \"\")","v":1359},{"$f":"IFERROR(SMALL(Index_2,A1360),\"\")","v":1359},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:J1360)),\"\")","v":"UWS_1359"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:K1360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:L1360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:M1360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:P1360)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1360,COLUMNS($J$2:Q1360)),\"\")","v":"The University's EAM process is programme focused. It requires programme teams \nto reflect on student engagement, progression and achievement, development of the student experience, successes and challenges, and to detail action taken in response to comments from external examiners."}]
[{"$f":"IF('> FILTER <'!B1362<>\"\",ROW(OFFSET(A1361,-1,0)),\"\")","v":1360},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1362)),A1361,\"\")","v":1360},{"$f":"IFERROR(SMALL(Helper2_1,A1361),\"\")","v":1360},null,1360,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1362)),$A1361,\"\")","v":1360},{"$f":"IFERROR(SMALL(Helper2_2,A1361),\"\")","v":1360},{"$f":"COUNTIF(Helper3_1,\"=\"&G1361)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1361)=1, G1361, \"\")","v":1360},{"$f":"IFERROR(SMALL(Index_2,A1361),\"\")","v":1360},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:J1361)),\"\")","v":"UWS_1360"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:K1361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:L1361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:M1361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:P1361)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1361,COLUMNS($J$2:Q1361)),\"\")","v":"External examiners are required to comment on alignment with the Scottish Credit \nand Qualifications Framework (SCQF) and comparability with provision at other higher education institutions. External examiner reports considered by the team were positive about the University's management of assessment, but have commented on the consistency of marking criteria and rubrics, and moderation processes. The QESR team encourages the University to assure itself that requirements in these areas are clear and understood by staff and external examiners."}]
[{"$f":"IF('> FILTER <'!B1363<>\"\",ROW(OFFSET(A1362,-1,0)),\"\")","v":1361},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1363)),A1362,\"\")","v":1361},{"$f":"IFERROR(SMALL(Helper2_1,A1362),\"\")","v":1361},null,1361,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1363)),$A1362,\"\")","v":1361},{"$f":"IFERROR(SMALL(Helper2_2,A1362),\"\")","v":1361},{"$f":"COUNTIF(Helper3_1,\"=\"&G1362)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1362)=1, G1362, \"\")","v":1361},{"$f":"IFERROR(SMALL(Index_2,A1362),\"\")","v":1361},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:J1362)),\"\")","v":"UWS_1361"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:K1362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:L1362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:M1362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:P1362)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1362,COLUMNS($J$2:Q1362)),\"\")","v":"The AQC and School Boards provide institutional oversight through annual analysis \nof programme approval, external examiner, ILR and PSRB reports, reporting recommendations to EAC and Senate where matters arise."}]
[{"$f":"IF('> FILTER <'!B1364<>\"\",ROW(OFFSET(A1363,-1,0)),\"\")","v":1362},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1364)),A1363,\"\")","v":1362},{"$f":"IFERROR(SMALL(Helper2_1,A1363),\"\")","v":1362},null,1362,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1364)),$A1363,\"\")","v":1362},{"$f":"IFERROR(SMALL(Helper2_2,A1363),\"\")","v":1362},{"$f":"COUNTIF(Helper3_1,\"=\"&G1363)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1363)=1, G1363, \"\")","v":1362},{"$f":"IFERROR(SMALL(Index_2,A1363),\"\")","v":1362},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:J1363)),\"\")","v":"UWS_1362"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:K1363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:L1363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:M1363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:P1363)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1363,COLUMNS($J$2:Q1363)),\"\")","v":"When developing ILR and PMR self-evaluation documentation, programme teams are instructed to reflect on survey data, SSLG minutes, external examiner reports and, where external requirements exist, reflect on outcomes from recent PSRB and accreditation reports. This ensures that external reference points are well-embedded in EAM processes and that existing programmes remain compliant with external requirements."}]
[{"$f":"IF('> FILTER <'!B1365<>\"\",ROW(OFFSET(A1364,-1,0)),\"\")","v":1363},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1365)),A1364,\"\")","v":1363},{"$f":"IFERROR(SMALL(Helper2_1,A1364),\"\")","v":1363},null,1363,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1365)),$A1364,\"\")","v":1363},{"$f":"IFERROR(SMALL(Helper2_2,A1364),\"\")","v":1363},{"$f":"COUNTIF(Helper3_1,\"=\"&G1364)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1364)=1, G1364, \"\")","v":1363},{"$f":"IFERROR(SMALL(Index_2,A1364),\"\")","v":1363},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:J1364)),\"\")","v":"UWS_1363"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:K1364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:L1364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:M1364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:P1364)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1364,COLUMNS($J$2:Q1364)),\"\")","v":"The team considered the University's Annual Reports to SFC, institutional analysis of data on retention and progression, degree outcomes, complaints and appeals, use of data in annual monitoring processes, engagement with learner analytics to enhance student support offerings, and feedback from students and external examiners."}]
[{"$f":"IF('> FILTER <'!B1366<>\"\",ROW(OFFSET(A1365,-1,0)),\"\")","v":1364},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1366)),A1365,\"\")","v":1364},{"$f":"IFERROR(SMALL(Helper2_1,A1365),\"\")","v":1364},null,1364,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1366)),$A1365,\"\")","v":1364},{"$f":"IFERROR(SMALL(Helper2_2,A1365),\"\")","v":1364},{"$f":"COUNTIF(Helper3_1,\"=\"&G1365)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1365)=1, G1365, \"\")","v":1364},{"$f":"IFERROR(SMALL(Index_2,A1365),\"\")","v":1364},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:J1365)),\"\")","v":"ABD_1364"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:K1365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:L1365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:M1365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:P1365)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1365,COLUMNS($J$2:Q1365)),\"\")","v":"The team heard from staff that the themes contained within Aberdeen 2040 were, in a number of instances, seen as directly aligning with professional, statutory and regulatory body (PSRB) requirements for those disciplines undergoing accreditation. Staff also confirmed that the themes within the Strategy are being used by the academic schools during the Internal Teaching Review (ITR) process, where staff found them useful to align to in order to effectively communicate work being done"}]
[{"$f":"IF('> FILTER <'!B1367<>\"\",ROW(OFFSET(A1366,-1,0)),\"\")","v":1365},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1367)),A1366,\"\")","v":1365},{"$f":"IFERROR(SMALL(Helper2_1,A1366),\"\")","v":1365},null,1365,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1367)),$A1366,\"\")","v":1365},{"$f":"IFERROR(SMALL(Helper2_2,A1366),\"\")","v":1365},{"$f":"COUNTIF(Helper3_1,\"=\"&G1366)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1366)=1, G1366, \"\")","v":1365},{"$f":"IFERROR(SMALL(Index_2,A1366),\"\")","v":1365},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:J1366)),\"\")","v":"ABD_1365"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:K1366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:L1366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:M1366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:P1366)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1366,COLUMNS($J$2:Q1366)),\"\")","v":"ITR is conducted at school-level by panels comprising internal and external \nacademic peers and student members, informed by an evidence-based critical analysis, and supported by the school's quality assurance repository (which is prepopulated with course and programme annual monitoring reports and their responses; professional, statutory and regulatory body (PSRB) reports and responses; past ITR submissions and follow-up reporting; and the School Plan, quality assurance metrics and action plans)."}]
[{"$f":"IF('> FILTER <'!B1368<>\"\",ROW(OFFSET(A1367,-1,0)),\"\")","v":1366},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1368)),A1367,\"\")","v":1366},{"$f":"IFERROR(SMALL(Helper2_1,A1367),\"\")","v":1366},null,1366,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1368)),$A1367,\"\")","v":1366},{"$f":"IFERROR(SMALL(Helper2_2,A1367),\"\")","v":1366},{"$f":"COUNTIF(Helper3_1,\"=\"&G1367)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1367)=1, G1367, \"\")","v":1366},{"$f":"IFERROR(SMALL(Index_2,A1367),\"\")","v":1366},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:J1367)),\"\")","v":"ABD_1366"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:K1367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:L1367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:M1367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:P1367)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1367,COLUMNS($J$2:Q1367)),\"\")","v":"Programmes are also expected to align with PSRB requirements where appropriate."}]
[{"$f":"IF('> FILTER <'!B1369<>\"\",ROW(OFFSET(A1368,-1,0)),\"\")","v":1367},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1369)),A1368,\"\")","v":1367},{"$f":"IFERROR(SMALL(Helper2_1,A1368),\"\")","v":1367},null,1367,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1369)),$A1368,\"\")","v":1367},{"$f":"IFERROR(SMALL(Helper2_2,A1368),\"\")","v":1367},{"$f":"COUNTIF(Helper3_1,\"=\"&G1368)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1368)=1, G1368, \"\")","v":1367},{"$f":"IFERROR(SMALL(Index_2,A1368),\"\")","v":1367},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:J1368)),\"\")","v":"ABD_1367"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:K1368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:L1368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:M1368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:P1368)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1368,COLUMNS($J$2:Q1368)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR). The sample of documents provided to the team demonstrated that this information is reflected on by staff and used to support enhancements to courses and programmes - for example, subsequent amendments to assessment formats."}]
[{"$f":"IF('> FILTER <'!B1370<>\"\",ROW(OFFSET(A1369,-1,0)),\"\")","v":1368},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1370)),A1369,\"\")","v":1368},{"$f":"IFERROR(SMALL(Helper2_1,A1369),\"\")","v":1368},null,1368,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1370)),$A1369,\"\")","v":1368},{"$f":"IFERROR(SMALL(Helper2_2,A1369),\"\")","v":1368},{"$f":"COUNTIF(Helper3_1,\"=\"&G1369)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1369)=1, G1369, \"\")","v":1368},{"$f":"IFERROR(SMALL(Index_2,A1369),\"\")","v":1368},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:J1369)),\"\")","v":"DUN_1368"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:K1369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:L1369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:M1369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:P1369)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1369,COLUMNS($J$2:Q1369)),\"\")","v":"Where appropriate, PPRs are conducted in conjunction with professional, statutory and regulatory bodies (PSRBs) with Quality and Academic Standards Committee (QASC) oversight."}]
[{"$f":"IF('> FILTER <'!B1371<>\"\",ROW(OFFSET(A1370,-1,0)),\"\")","v":1369},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1371)),A1370,\"\")","v":1369},{"$f":"IFERROR(SMALL(Helper2_1,A1370),\"\")","v":1369},null,1369,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1371)),$A1370,\"\")","v":1369},{"$f":"IFERROR(SMALL(Helper2_2,A1370),\"\")","v":1369},{"$f":"COUNTIF(Helper3_1,\"=\"&G1370)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1370)=1, G1370, \"\")","v":1369},{"$f":"IFERROR(SMALL(Index_2,A1370),\"\")","v":1369},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:J1370)),\"\")","v":"DUN_1369"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:K1370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:L1370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:M1370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:P1370)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1370,COLUMNS($J$2:Q1370)),\"\")","v":"The QESR team found clear evidence of external reference points informing quality \nprocesses and programme development. The institution's Curriculum Design Principles (paragraph 4) require consideration of the Scottish Credit and Qualifications Framework, Subject Benchmark Statements, and other subject-specific reference points, including relevant PSRB requirements"}]
[{"$f":"IF('> FILTER <'!B1372<>\"\",ROW(OFFSET(A1371,-1,0)),\"\")","v":1370},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1372)),A1371,\"\")","v":1370},{"$f":"IFERROR(SMALL(Helper2_1,A1371),\"\")","v":1370},null,1370,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1372)),$A1371,\"\")","v":1370},{"$f":"IFERROR(SMALL(Helper2_2,A1371),\"\")","v":1370},{"$f":"COUNTIF(Helper3_1,\"=\"&G1371)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1371)=1, G1371, \"\")","v":1370},{"$f":"IFERROR(SMALL(Index_2,A1371),\"\")","v":1370},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:J1371)),\"\")","v":"STR_1370"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:K1371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:L1371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:M1371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:P1371)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1371,COLUMNS($J$2:Q1371)),\"\")","v":"Broadly, the University has the same expectations for standards and quality of digital learning as all other forms of its education provision. Accordingly, it is covered in quinquennial reviews, noted in external examiners reports, taken into account in liaisons with professional, statutory and regulatory bodies (PSRBs), and in degree apprenticeship monitoring."}]
[{"$f":"IF('> FILTER <'!B1373<>\"\",ROW(OFFSET(A1372,-1,0)),\"\")","v":1371},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1373)),A1372,\"\")","v":1371},{"$f":"IFERROR(SMALL(Helper2_1,A1372),\"\")","v":1371},null,1371,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1373)),$A1372,\"\")","v":1371},{"$f":"IFERROR(SMALL(Helper2_2,A1372),\"\")","v":1371},{"$f":"COUNTIF(Helper3_1,\"=\"&G1372)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1372)=1, G1372, \"\")","v":1371},{"$f":"IFERROR(SMALL(Index_2,A1372),\"\")","v":1371},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:J1372)),\"\")","v":"STR_1371"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:K1372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:L1372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:M1372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:P1372)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1372,COLUMNS($J$2:Q1372)),\"\")","v":"A defined policy and procedure on programme and module approval ensures a clear and consistent approach is adopted and that Subject Benchmark Statements, the SCQF, PSRB requirements and external input are taken into consideration."}]
[{"$f":"IF('> FILTER <'!B1374<>\"\",ROW(OFFSET(A1373,-1,0)),\"\")","v":1372},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1374)),A1373,\"\")","v":1372},{"$f":"IFERROR(SMALL(Helper2_1,A1373),\"\")","v":1372},null,1372,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1374)),$A1373,\"\")","v":1372},{"$f":"IFERROR(SMALL(Helper2_2,A1373),\"\")","v":1372},{"$f":"COUNTIF(Helper3_1,\"=\"&G1373)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1373)=1, G1373, \"\")","v":1372},{"$f":"IFERROR(SMALL(Index_2,A1373),\"\")","v":1372},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:J1373)),\"\")","v":"UWS_1372"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:K1373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:L1373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:M1373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:P1373)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1373,COLUMNS($J$2:Q1373)),\"\")","v":"The Quality Code and the SFC Guidance are fundamental to the University's approach. Procedures are clear and comprehensive, and supported by institutional guidance that promotes a consistent approach across the institution. They apply 8 \nto all forms of credit-bearing provision, including collaborative arrangements and distance learning, while retaining elements of flexibility - for example, to meet the requirements of professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1375<>\"\",ROW(OFFSET(A1374,-1,0)),\"\")","v":1373},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1375)),A1374,\"\")","v":1373},{"$f":"IFERROR(SMALL(Helper2_1,A1374),\"\")","v":1373},null,1373,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1375)),$A1374,\"\")","v":1373},{"$f":"IFERROR(SMALL(Helper2_2,A1374),\"\")","v":1373},{"$f":"COUNTIF(Helper3_1,\"=\"&G1374)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1374)=1, G1374, \"\")","v":1373},{"$f":"IFERROR(SMALL(Index_2,A1374),\"\")","v":1373},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:J1374)),\"\")","v":"UWS_1373"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:K1374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:L1374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:M1374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:P1374)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1374,COLUMNS($J$2:Q1374)),\"\")","v":"The AQC and School Boards provide institutional oversight through annual analysis \nof programme approval, external examiner, ILR and PSRB reports, reporting recommendations to EAC and Senate where matters arise."}]
[{"$f":"IF('> FILTER <'!B1376<>\"\",ROW(OFFSET(A1375,-1,0)),\"\")","v":1374},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1376)),A1375,\"\")","v":1374},{"$f":"IFERROR(SMALL(Helper2_1,A1375),\"\")","v":1374},null,1374,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1376)),$A1375,\"\")","v":1374},{"$f":"IFERROR(SMALL(Helper2_2,A1375),\"\")","v":1374},{"$f":"COUNTIF(Helper3_1,\"=\"&G1375)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1375)=1, G1375, \"\")","v":1374},{"$f":"IFERROR(SMALL(Index_2,A1375),\"\")","v":1374},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:J1375)),\"\")","v":"UWS_1374"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:K1375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:L1375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:M1375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:P1375)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1375,COLUMNS($J$2:Q1375)),\"\")","v":"When developing ILR and PMR self-evaluation documentation, programme teams are instructed to reflect on survey data, SSLG minutes, external examiner reports and, where external requirements exist, reflect on outcomes from recent PSRB and accreditation reports. This ensures that external reference points are well-embedded in EAM processes and that existing programmes remain compliant with external requirements."}]
[{"$f":"IF('> FILTER <'!B1377<>\"\",ROW(OFFSET(A1376,-1,0)),\"\")","v":1375},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1377)),A1376,\"\")","v":1375},{"$f":"IFERROR(SMALL(Helper2_1,A1376),\"\")","v":1375},null,1375,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1377)),$A1376,\"\")","v":1375},{"$f":"IFERROR(SMALL(Helper2_2,A1376),\"\")","v":1375},{"$f":"COUNTIF(Helper3_1,\"=\"&G1376)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1376)=1, G1376, \"\")","v":1375},{"$f":"IFERROR(SMALL(Index_2,A1376),\"\")","v":1375},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:J1376)),\"\")","v":"ABD_1375"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:K1376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:L1376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:M1376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:P1376)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1376,COLUMNS($J$2:Q1376)),\"\")","v":"Staff from relevant professional services, including Registry, the Careers and Employability Service, Student Experience and Student Support engage in each school's ITR"}]
[{"$f":"IF('> FILTER <'!B1378<>\"\",ROW(OFFSET(A1377,-1,0)),\"\")","v":1376},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1378)),A1377,\"\")","v":1376},{"$f":"IFERROR(SMALL(Helper2_1,A1377),\"\")","v":1376},null,1376,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1378)),$A1377,\"\")","v":1376},{"$f":"IFERROR(SMALL(Helper2_2,A1377),\"\")","v":1376},{"$f":"COUNTIF(Helper3_1,\"=\"&G1377)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1377)=1, G1377, \"\")","v":1376},{"$f":"IFERROR(SMALL(Index_2,A1377),\"\")","v":1376},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:J1377)),\"\")","v":"ABD_1376"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:K1377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:L1377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:M1377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:P1377)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1377,COLUMNS($J$2:Q1377)),\"\")","v":". Documents provided by the University qualify that UEC will have focus on the strategic oversight of education provision and its alignment to Aberdeen 2040. The committee will also have oversight of innovation, academic development and enhancement, together with focus on the wider student experience including employability and entrepreneurship, student mobility and student support"}]
[{"$f":"IF('> FILTER <'!B1379<>\"\",ROW(OFFSET(A1378,-1,0)),\"\")","v":1377},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1379)),A1378,\"\")","v":1377},{"$f":"IFERROR(SMALL(Helper2_1,A1378),\"\")","v":1377},null,1377,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1379)),$A1378,\"\")","v":1377},{"$f":"IFERROR(SMALL(Helper2_2,A1378),\"\")","v":1377},{"$f":"COUNTIF(Helper3_1,\"=\"&G1378)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1378)=1, G1378, \"\")","v":1377},{"$f":"IFERROR(SMALL(Index_2,A1378),\"\")","v":1377},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:J1378)),\"\")","v":"DUN_1377"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:K1378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:L1378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:M1378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:P1378)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1378,COLUMNS($J$2:Q1378)),\"\")","v":"Students who met with the team had not been involved in the development process and had limited awareness of the Curriculum Design Principles, and the curriculum transformation project. However, they were clear as to the intended outcomes including development and embedding of digital skills and graduate attributes to support employability."}]
[{"$f":"IF('> FILTER <'!B1380<>\"\",ROW(OFFSET(A1379,-1,0)),\"\")","v":1378},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1380)),A1379,\"\")","v":1378},{"$f":"IFERROR(SMALL(Helper2_1,A1379),\"\")","v":1378},null,1378,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1380)),$A1379,\"\")","v":1378},{"$f":"IFERROR(SMALL(Helper2_2,A1379),\"\")","v":1378},{"$f":"COUNTIF(Helper3_1,\"=\"&G1379)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1379)=1, G1379, \"\")","v":1378},{"$f":"IFERROR(SMALL(Index_2,A1379),\"\")","v":1378},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:J1379)),\"\")","v":"DUN_1378"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:K1379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:L1379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:M1379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:P1379)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1379,COLUMNS($J$2:Q1379)),\"\")","v":"In addition to the mapping exercise, teams are required to consult with employers and other external advisers when preparing their Reflective Analysis for PPR. All PPR panels include one external specialist as a minimum. The QESR team learned also that there is provision for PPR panels to meet with employers, placement providers, service users and carers, and other external stakeholders, where appropriate."}]
[{"$f":"IF('> FILTER <'!B1381<>\"\",ROW(OFFSET(A1380,-1,0)),\"\")","v":1379},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1381)),A1380,\"\")","v":1379},{"$f":"IFERROR(SMALL(Helper2_1,A1380),\"\")","v":1379},null,1379,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1381)),$A1380,\"\")","v":1379},{"$f":"IFERROR(SMALL(Helper2_2,A1380),\"\")","v":1379},{"$f":"COUNTIF(Helper3_1,\"=\"&G1380)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1380)=1, G1380, \"\")","v":1379},{"$f":"IFERROR(SMALL(Index_2,A1380),\"\")","v":1379},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:J1380)),\"\")","v":"STR_1379"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:K1380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:L1380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:M1380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:P1380)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1380,COLUMNS($J$2:Q1380)),\"\")","v":"The Learner Experience Framework (LEF), which includes a portfolio of performance indicators, brings together a number of strategic projects and captures the richness of the student educational experience including information about internships and opportunities to engage with industry, employers and international placements."}]
[{"$f":"IF('> FILTER <'!B1382<>\"\",ROW(OFFSET(A1381,-1,0)),\"\")","v":1380},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1382)),A1381,\"\")","v":1380},{"$f":"IFERROR(SMALL(Helper2_1,A1381),\"\")","v":1380},null,1380,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1382)),$A1381,\"\")","v":1380},{"$f":"IFERROR(SMALL(Helper2_2,A1381),\"\")","v":1380},{"$f":"COUNTIF(Helper3_1,\"=\"&G1381)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1381)=1, G1381, \"\")","v":1380},{"$f":"IFERROR(SMALL(Index_2,A1381),\"\")","v":1380},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:J1381)),\"\")","v":"STR_1380"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:K1381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:L1381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:M1381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:P1381)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1381,COLUMNS($J$2:Q1381)),\"\")","v":"It was clear to the team that the University takes deliberate steps to innovate across programmes through its Reflection, Enhancement and Development projects, which have stimulated approaches to employability and sustainability."}]
[{"$f":"IF('> FILTER <'!B1383<>\"\",ROW(OFFSET(A1382,-1,0)),\"\")","v":1381},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1383)),A1382,\"\")","v":1381},{"$f":"IFERROR(SMALL(Helper2_1,A1382),\"\")","v":1381},null,1381,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1383)),$A1382,\"\")","v":1381},{"$f":"IFERROR(SMALL(Helper2_2,A1382),\"\")","v":1381},{"$f":"COUNTIF(Helper3_1,\"=\"&G1382)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1382)=1, G1382, \"\")","v":1381},{"$f":"IFERROR(SMALL(Index_2,A1382),\"\")","v":1381},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:J1382)),\"\")","v":"STR_1381"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:K1382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:L1382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:M1382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:P1382)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1382,COLUMNS($J$2:Q1382)),\"\")","v":"A focus on employability and skills led to the development of the new employability strategy and developments in preparing students for new learning technologies. Students have led on developing resources and the employment of student interns on themes has stimulated the development of new principles and practice for student engagement."}]
[{"$f":"IF('> FILTER <'!B1384<>\"\",ROW(OFFSET(A1383,-1,0)),\"\")","v":1382},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1384)),A1383,\"\")","v":1382},{"$f":"IFERROR(SMALL(Helper2_1,A1383),\"\")","v":1382},null,1382,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1384)),$A1383,\"\")","v":1382},{"$f":"IFERROR(SMALL(Helper2_2,A1383),\"\")","v":1382},{"$f":"COUNTIF(Helper3_1,\"=\"&G1383)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1383)=1, G1383, \"\")","v":1382},{"$f":"IFERROR(SMALL(Index_2,A1383),\"\")","v":1382},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:J1383)),\"\")","v":"STR_1382"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:K1383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:L1383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:M1383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:P1383)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1383,COLUMNS($J$2:Q1383)),\"\")","v":"Staff who met with the QESR team agreed that embedding the LEF in the FAR process allows staff to use the data for tracking and monitoring internships, international and industry/employer engagement and other emerging priorities."}]
[{"$f":"IF('> FILTER <'!B1385<>\"\",ROW(OFFSET(A1384,-1,0)),\"\")","v":1383},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1385)),A1384,\"\")","v":1383},{"$f":"IFERROR(SMALL(Helper2_1,A1384),\"\")","v":1383},null,1383,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1385)),$A1384,\"\")","v":1383},{"$f":"IFERROR(SMALL(Helper2_2,A1384),\"\")","v":1383},{"$f":"COUNTIF(Helper3_1,\"=\"&G1384)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1384)=1, G1384, \"\")","v":1383},{"$f":"IFERROR(SMALL(Index_2,A1384),\"\")","v":1383},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:J1384)),\"\")","v":"STR_1383"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:K1384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:L1384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:M1384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:P1384)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1384,COLUMNS($J$2:Q1384)),\"\")","v":"Additional groups seek to further enhance practice such as the Careers and Employability Working Group,"}]
[{"$f":"IF('> FILTER <'!B1386<>\"\",ROW(OFFSET(A1385,-1,0)),\"\")","v":1384},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1386)),A1385,\"\")","v":1384},{"$f":"IFERROR(SMALL(Helper2_1,A1385),\"\")","v":1384},null,1384,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1386)),$A1385,\"\")","v":1384},{"$f":"IFERROR(SMALL(Helper2_2,A1385),\"\")","v":1384},{"$f":"COUNTIF(Helper3_1,\"=\"&G1385)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1385)=1, G1385, \"\")","v":1384},{"$f":"IFERROR(SMALL(Index_2,A1385),\"\")","v":1384},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:J1385)),\"\")","v":"ABD_1384"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:K1385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:L1385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:M1385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:P1385)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1385,COLUMNS($J$2:Q1385)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place \nto monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making."}]
[{"$f":"IF('> FILTER <'!B1387<>\"\",ROW(OFFSET(A1386,-1,0)),\"\")","v":1385},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1387)),A1386,\"\")","v":1385},{"$f":"IFERROR(SMALL(Helper2_1,A1386),\"\")","v":1385},null,1385,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1387)),$A1386,\"\")","v":1385},{"$f":"IFERROR(SMALL(Helper2_2,A1386),\"\")","v":1385},{"$f":"COUNTIF(Helper3_1,\"=\"&G1386)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1386)=1, G1386, \"\")","v":1385},{"$f":"IFERROR(SMALL(Index_2,A1386),\"\")","v":1385},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:J1386)),\"\")","v":"ABD_1385"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:K1386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:L1386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:M1386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:P1386)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1386,COLUMNS($J$2:Q1386)),\"\")","v":"The team considered evidence from the institution including the Outcome Agreement Self-Evaluation, the University's use of data on continuation, degree outcomes/classifications, academic complaints and appeals, samples of Annual Programme and Course Review forms, feedback from students through survey responses to the National Student Survey (NSS) and the Aberdeen Student Experience Survey (ASES), and meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1388<>\"\",ROW(OFFSET(A1387,-1,0)),\"\")","v":1386},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1388)),A1387,\"\")","v":1386},{"$f":"IFERROR(SMALL(Helper2_1,A1387),\"\")","v":1386},null,1386,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1388)),$A1387,\"\")","v":1386},{"$f":"IFERROR(SMALL(Helper2_2,A1387),\"\")","v":1386},{"$f":"COUNTIF(Helper3_1,\"=\"&G1387)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1387)=1, G1387, \"\")","v":1386},{"$f":"IFERROR(SMALL(Index_2,A1387),\"\")","v":1386},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:J1387)),\"\")","v":"ABD_1386"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:K1387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:L1387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:M1387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:P1387)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1387,COLUMNS($J$2:Q1387)),\"\")","v":"The University has clear processes for considering student survey and feedback \ninformation that is monitored and used to enhance practice. The University uses a range of survey mechanisms including course-level feedback forms which are administered during each term, the ASES and NSS."}]
[{"$f":"IF('> FILTER <'!B1389<>\"\",ROW(OFFSET(A1388,-1,0)),\"\")","v":1387},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1389)),A1388,\"\")","v":1387},{"$f":"IFERROR(SMALL(Helper2_1,A1388),\"\")","v":1387},null,1387,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1389)),$A1388,\"\")","v":1387},{"$f":"IFERROR(SMALL(Helper2_2,A1388),\"\")","v":1387},{"$f":"COUNTIF(Helper3_1,\"=\"&G1388)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1388)=1, G1388, \"\")","v":1387},{"$f":"IFERROR(SMALL(Index_2,A1388),\"\")","v":1387},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:J1388)),\"\")","v":"ABD_1387"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:K1388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:L1388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:M1388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:P1388)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1388,COLUMNS($J$2:Q1388)),\"\")","v":"The University's analysis of its NSS results is benchmarked against the sector and compared with previous results, with issues arising discussed at the University Education Committee (UEC), along with an action plan to take forward enhancements across the University."}]
[{"$f":"IF('> FILTER <'!B1390<>\"\",ROW(OFFSET(A1389,-1,0)),\"\")","v":1388},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1390)),A1389,\"\")","v":1388},{"$f":"IFERROR(SMALL(Helper2_1,A1389),\"\")","v":1388},null,1388,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1390)),$A1389,\"\")","v":1388},{"$f":"IFERROR(SMALL(Helper2_2,A1389),\"\")","v":1388},{"$f":"COUNTIF(Helper3_1,\"=\"&G1389)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1389)=1, G1389, \"\")","v":1388},{"$f":"IFERROR(SMALL(Index_2,A1389),\"\")","v":1388},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:J1389)),\"\")","v":"ABD_1388"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:K1389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:L1389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:M1389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:P1389)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1389,COLUMNS($J$2:Q1389)),\"\")","v":"The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey."}]
[{"$f":"IF('> FILTER <'!B1391<>\"\",ROW(OFFSET(A1390,-1,0)),\"\")","v":1389},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1391)),A1390,\"\")","v":1389},{"$f":"IFERROR(SMALL(Helper2_1,A1390),\"\")","v":1389},null,1389,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1391)),$A1390,\"\")","v":1389},{"$f":"IFERROR(SMALL(Helper2_2,A1390),\"\")","v":1389},{"$f":"COUNTIF(Helper3_1,\"=\"&G1390)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1390)=1, G1390, \"\")","v":1389},{"$f":"IFERROR(SMALL(Index_2,A1390),\"\")","v":1389},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:J1390)),\"\")","v":"ABD_1389"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:K1390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:L1390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:M1390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:P1390)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1390,COLUMNS($J$2:Q1390)),\"\")","v":"In meeting with staff and students from across the institution, the QESR team learned that additional informal approaches were being used to gather student feedback including discussion boards. Staff viewed these informal approaches as helpful mechanisms for \n'identifying quick wins' in terms of responding to student feedback in session"}]
[{"$f":"IF('> FILTER <'!B1392<>\"\",ROW(OFFSET(A1391,-1,0)),\"\")","v":1390},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1392)),A1391,\"\")","v":1390},{"$f":"IFERROR(SMALL(Helper2_1,A1391),\"\")","v":1390},null,1390,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1392)),$A1391,\"\")","v":1390},{"$f":"IFERROR(SMALL(Helper2_2,A1391),\"\")","v":1390},{"$f":"COUNTIF(Helper3_1,\"=\"&G1391)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1391)=1, G1391, \"\")","v":1390},{"$f":"IFERROR(SMALL(Index_2,A1391),\"\")","v":1390},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:J1391)),\"\")","v":"STR_1390"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:K1391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:L1391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:M1391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:P1391)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1391,COLUMNS($J$2:Q1391)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making in quality processes."}]
[{"$f":"IF('> FILTER <'!B1393<>\"\",ROW(OFFSET(A1392,-1,0)),\"\")","v":1391},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1393)),A1392,\"\")","v":1391},{"$f":"IFERROR(SMALL(Helper2_1,A1392),\"\")","v":1391},null,1391,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1393)),$A1392,\"\")","v":1391},{"$f":"IFERROR(SMALL(Helper2_2,A1392),\"\")","v":1391},{"$f":"COUNTIF(Helper3_1,\"=\"&G1392)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1392)=1, G1392, \"\")","v":1391},{"$f":"IFERROR(SMALL(Index_2,A1392),\"\")","v":1391},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:J1392)),\"\")","v":"STR_1391"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:K1392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:L1392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:M1392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:P1392)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1392,COLUMNS($J$2:Q1392)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action - for example, requesting further analysis of the data to investigate reasons for voluntary withdrawal and discussion, and exploration of data at programme level to identify further actions required."}]
[{"$f":"IF('> FILTER <'!B1394<>\"\",ROW(OFFSET(A1393,-1,0)),\"\")","v":1392},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1394)),A1393,\"\")","v":1392},{"$f":"IFERROR(SMALL(Helper2_1,A1393),\"\")","v":1392},null,1392,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1394)),$A1393,\"\")","v":1392},{"$f":"IFERROR(SMALL(Helper2_2,A1393),\"\")","v":1392},{"$f":"COUNTIF(Helper3_1,\"=\"&G1393)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1393)=1, G1393, \"\")","v":1392},{"$f":"IFERROR(SMALL(Index_2,A1393),\"\")","v":1392},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:J1393)),\"\")","v":"ABD_1392"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:K1393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:L1393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:M1393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:P1393)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1393,COLUMNS($J$2:Q1393)),\"\")","v":"The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey. In meeting with staff and students from across the institution,"}]
[{"$f":"IF('> FILTER <'!B1395<>\"\",ROW(OFFSET(A1394,-1,0)),\"\")","v":1393},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1395)),A1394,\"\")","v":1393},{"$f":"IFERROR(SMALL(Helper2_1,A1394),\"\")","v":1393},null,1393,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1395)),$A1394,\"\")","v":1393},{"$f":"IFERROR(SMALL(Helper2_2,A1394),\"\")","v":1393},{"$f":"COUNTIF(Helper3_1,\"=\"&G1394)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1394)=1, G1394, \"\")","v":1393},{"$f":"IFERROR(SMALL(Index_2,A1394),\"\")","v":1393},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:J1394)),\"\")","v":"DUN_1393"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:K1394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:L1394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:M1394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:P1394)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1394,COLUMNS($J$2:Q1394)),\"\")","v":"The team also learned of developments in the use and analysis of data on retention, progression and awards to better understand differences between students who hold different protected characteristics and to inform enhancement."}]
[{"$f":"IF('> FILTER <'!B1396<>\"\",ROW(OFFSET(A1395,-1,0)),\"\")","v":1394},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1396)),A1395,\"\")","v":1394},{"$f":"IFERROR(SMALL(Helper2_1,A1395),\"\")","v":1394},null,1394,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1396)),$A1395,\"\")","v":1394},{"$f":"IFERROR(SMALL(Helper2_2,A1395),\"\")","v":1394},{"$f":"COUNTIF(Helper3_1,\"=\"&G1395)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1395)=1, G1395, \"\")","v":1394},{"$f":"IFERROR(SMALL(Index_2,A1395),\"\")","v":1394},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:J1395)),\"\")","v":"STR_1394"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:K1395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:L1395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:M1395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:P1395)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1395,COLUMNS($J$2:Q1395)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
[{"$f":"IF('> FILTER <'!B1397<>\"\",ROW(OFFSET(A1396,-1,0)),\"\")","v":1395},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1397)),A1396,\"\")","v":1395},{"$f":"IFERROR(SMALL(Helper2_1,A1396),\"\")","v":1395},null,1395,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1397)),$A1396,\"\")","v":1395},{"$f":"IFERROR(SMALL(Helper2_2,A1396),\"\")","v":1395},{"$f":"COUNTIF(Helper3_1,\"=\"&G1396)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1396)=1, G1396, \"\")","v":1395},{"$f":"IFERROR(SMALL(Index_2,A1396),\"\")","v":1395},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:J1396)),\"\")","v":"STR_1395"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:K1396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:L1396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:M1396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:P1396)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1396,COLUMNS($J$2:Q1396)),\"\")","v":"The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice. The University uses a range of survey mechanisms including student module evaluation, the Strathclyde Undergraduate Student Survey (SUSS), the National Student Survey (NSS) and the Postgraduate Taught Experience Survey (PTES)."}]
[{"$f":"IF('> FILTER <'!B1398<>\"\",ROW(OFFSET(A1397,-1,0)),\"\")","v":1396},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1398)),A1397,\"\")","v":1396},{"$f":"IFERROR(SMALL(Helper2_1,A1397),\"\")","v":1396},null,1396,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1398)),$A1397,\"\")","v":1396},{"$f":"IFERROR(SMALL(Helper2_2,A1397),\"\")","v":1396},{"$f":"COUNTIF(Helper3_1,\"=\"&G1397)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1397)=1, G1397, \"\")","v":1396},{"$f":"IFERROR(SMALL(Index_2,A1397),\"\")","v":1396},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:J1397)),\"\")","v":"STR_1396"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:K1397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:L1397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:M1397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:P1397)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1397,COLUMNS($J$2:Q1397)),\"\")","v":"Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response."}]
[{"$f":"IF('> FILTER <'!B1399<>\"\",ROW(OFFSET(A1398,-1,0)),\"\")","v":1397},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1399)),A1398,\"\")","v":1397},{"$f":"IFERROR(SMALL(Helper2_1,A1398),\"\")","v":1397},null,1397,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1399)),$A1398,\"\")","v":1397},{"$f":"IFERROR(SMALL(Helper2_2,A1398),\"\")","v":1397},{"$f":"COUNTIF(Helper3_1,\"=\"&G1398)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1398)=1, G1398, \"\")","v":1397},{"$f":"IFERROR(SMALL(Index_2,A1398),\"\")","v":1397},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:J1398)),\"\")","v":"STR_1397"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:K1398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:L1398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:M1398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:P1398)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1398,COLUMNS($J$2:Q1398)),\"\")","v":"Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."}]
[{"$f":"IF('> FILTER <'!B1400<>\"\",ROW(OFFSET(A1399,-1,0)),\"\")","v":1398},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1400)),A1399,\"\")","v":1398},{"$f":"IFERROR(SMALL(Helper2_1,A1399),\"\")","v":1398},null,1398,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1400)),$A1399,\"\")","v":1398},{"$f":"IFERROR(SMALL(Helper2_2,A1399),\"\")","v":1398},{"$f":"COUNTIF(Helper3_1,\"=\"&G1399)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1399)=1, G1399, \"\")","v":1398},{"$f":"IFERROR(SMALL(Index_2,A1399),\"\")","v":1398},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:J1399)),\"\")","v":"STR_1398"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:K1399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:L1399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:M1399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:P1399)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1399,COLUMNS($J$2:Q1399)),\"\")","v":"Student insight dashboards are being further developed at an institutional level to allow staff, dynamic, customisable views of student survey data. The analysis of student feedback is used to identify institutional campus-specific, and faculty/departmental trends in student satisfaction which are then reported to the University's Surveys and Metrics Working Group and directed for action as appropriate."}]
[{"$f":"IF('> FILTER <'!B1401<>\"\",ROW(OFFSET(A1400,-1,0)),\"\")","v":1399},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1401)),A1400,\"\")","v":1399},{"$f":"IFERROR(SMALL(Helper2_1,A1400),\"\")","v":1399},null,1399,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1401)),$A1400,\"\")","v":1399},{"$f":"IFERROR(SMALL(Helper2_2,A1400),\"\")","v":1399},{"$f":"COUNTIF(Helper3_1,\"=\"&G1400)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1400)=1, G1400, \"\")","v":1399},{"$f":"IFERROR(SMALL(Index_2,A1400),\"\")","v":1399},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:J1400)),\"\")","v":"STR_1399"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:K1400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:L1400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:M1400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:P1400)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1400,COLUMNS($J$2:Q1400)),\"\")","v":"The University Surveys and Metrics Working Group is an established forum which analyses all survey results and informs thematic reporting. The QESR team recognised the broad work undertaken in the area of data and evidence, noting the Learner Experience Framework (LEF) and associated activities which captures the educational experience through various performance indicators."}]
[{"$f":"IF('> FILTER <'!B1402<>\"\",ROW(OFFSET(A1401,-1,0)),\"\")","v":1400},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1402)),A1401,\"\")","v":1400},{"$f":"IFERROR(SMALL(Helper2_1,A1401),\"\")","v":1400},null,1400,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1402)),$A1401,\"\")","v":1400},{"$f":"IFERROR(SMALL(Helper2_2,A1401),\"\")","v":1400},{"$f":"COUNTIF(Helper3_1,\"=\"&G1401)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1401)=1, G1401, \"\")","v":1400},{"$f":"IFERROR(SMALL(Index_2,A1401),\"\")","v":1400},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:J1401)),\"\")","v":"STR_1400"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:K1401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:L1401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:M1401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:P1401)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1401,COLUMNS($J$2:Q1401)),\"\")","v":"The team was confident that the University uses data strategically to drive policy development and enhance the student learning and teaching experience both at a university level as well as at discipline level. For example, the University uses NSS data in a nuanced way to ensure that adjustments are made to directly affect students within the discipline area. A discipline-level comparison is undertaken to ensure they are comparing across the sector in specific disciplines and making appropriate changes. In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance. The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B1403<>\"\",ROW(OFFSET(A1402,-1,0)),\"\")","v":1401},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1403)),A1402,\"\")","v":1401},{"$f":"IFERROR(SMALL(Helper2_1,A1402),\"\")","v":1401},null,1401,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1403)),$A1402,\"\")","v":1401},{"$f":"IFERROR(SMALL(Helper2_2,A1402),\"\")","v":1401},{"$f":"COUNTIF(Helper3_1,\"=\"&G1402)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1402)=1, G1402, \"\")","v":1401},{"$f":"IFERROR(SMALL(Index_2,A1402),\"\")","v":1401},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:J1402)),\"\")","v":"STR_1401"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:K1402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:L1402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:M1402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:P1402)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1402,COLUMNS($J$2:Q1402)),\"\")","v":"Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis. It was evident to the team that the data available informed internal review activities and reports; however, triangulation of effective systems could always be improved."}]
[{"$f":"IF('> FILTER <'!B1404<>\"\",ROW(OFFSET(A1403,-1,0)),\"\")","v":1402},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1404)),A1403,\"\")","v":1402},{"$f":"IFERROR(SMALL(Helper2_1,A1403),\"\")","v":1402},null,1402,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1404)),$A1403,\"\")","v":1402},{"$f":"IFERROR(SMALL(Helper2_2,A1403),\"\")","v":1402},{"$f":"COUNTIF(Helper3_1,\"=\"&G1403)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1403)=1, G1403, \"\")","v":1402},{"$f":"IFERROR(SMALL(Index_2,A1403),\"\")","v":1402},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:J1403)),\"\")","v":"UWS_1402"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:K1403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:L1403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:M1403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:P1403)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1403,COLUMNS($J$2:Q1403)),\"\")","v":"Strengthen the use of data in quality processes: In continuing to embed and strengthen the use of data in quality processes, the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."}]
[{"$f":"IF('> FILTER <'!B1405<>\"\",ROW(OFFSET(A1404,-1,0)),\"\")","v":1403},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1405)),A1404,\"\")","v":1403},{"$f":"IFERROR(SMALL(Helper2_1,A1404),\"\")","v":1403},null,1403,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1405)),$A1404,\"\")","v":1403},{"$f":"IFERROR(SMALL(Helper2_2,A1404),\"\")","v":1403},{"$f":"COUNTIF(Helper3_1,\"=\"&G1404)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1404)=1, G1404, \"\")","v":1403},{"$f":"IFERROR(SMALL(Index_2,A1404),\"\")","v":1403},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:J1404)),\"\")","v":"UWS_1403"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:K1404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:L1404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:M1404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:P1404)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1404,COLUMNS($J$2:Q1404)),\"\")","v":"The QESR team is confident that UWS has effective arrangements in place to \nmonitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making."}]
[{"$f":"IF('> FILTER <'!B1406<>\"\",ROW(OFFSET(A1405,-1,0)),\"\")","v":1404},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1406)),A1405,\"\")","v":1404},{"$f":"IFERROR(SMALL(Helper2_1,A1405),\"\")","v":1404},null,1404,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1406)),$A1405,\"\")","v":1404},{"$f":"IFERROR(SMALL(Helper2_2,A1405),\"\")","v":1404},{"$f":"COUNTIF(Helper3_1,\"=\"&G1405)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1405)=1, G1405, \"\")","v":1404},{"$f":"IFERROR(SMALL(Index_2,A1405),\"\")","v":1404},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:J1405)),\"\")","v":"UWS_1404"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:K1405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:L1405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:M1405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:P1405)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1405,COLUMNS($J$2:Q1405)),\"\")","v":"Institutional committees overseeing management of quality and standards - \nprimarily, Senate and its standing committee, the Education Advisory Committee (EAC) and sub-committee, the Academic Quality Committee (AQC) - engage with data through consideration of annual monitoring outcome reports to inform amendments of UWS academic policies and regulations; and when reflecting on the impact of institutional strategies through consideration of league table performance and NSS results."}]
[{"$f":"IF('> FILTER <'!B1407<>\"\",ROW(OFFSET(A1406,-1,0)),\"\")","v":1405},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1407)),A1406,\"\")","v":1405},{"$f":"IFERROR(SMALL(Helper2_1,A1406),\"\")","v":1405},null,1405,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1407)),$A1406,\"\")","v":1405},{"$f":"IFERROR(SMALL(Helper2_2,A1406),\"\")","v":1405},{"$f":"COUNTIF(Helper3_1,\"=\"&G1406)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1406)=1, G1406, \"\")","v":1405},{"$f":"IFERROR(SMALL(Index_2,A1406),\"\")","v":1405},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:J1406)),\"\")","v":"UWS_1405"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:K1406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:L1406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:M1406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:P1406)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1406,COLUMNS($J$2:Q1406)),\"\")","v":"The University undertakes appropriate consideration of institution-wide student \nfeedback, in particular the NSS and the UWS SES, the analysis of which is used to identify institutional, campus-specific and School-specific trends in student satisfaction, which are then reported to EAC and Senate."}]
[{"$f":"IF('> FILTER <'!B1408<>\"\",ROW(OFFSET(A1407,-1,0)),\"\")","v":1406},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1408)),A1407,\"\")","v":1406},{"$f":"IFERROR(SMALL(Helper2_1,A1407),\"\")","v":1406},null,1406,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1408)),$A1407,\"\")","v":1406},{"$f":"IFERROR(SMALL(Helper2_2,A1407),\"\")","v":1406},{"$f":"COUNTIF(Helper3_1,\"=\"&G1407)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1407)=1, G1407, \"\")","v":1406},{"$f":"IFERROR(SMALL(Index_2,A1407),\"\")","v":1406},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:J1407)),\"\")","v":"UWS_1406"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:K1407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:L1407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:M1407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:P1407)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1407,COLUMNS($J$2:Q1407)),\"\")","v":"The team learned that UWS plans to deliver 'fixed core data sets', through the UWS Dashboard, for staff to consider when completing self-evaluation and to facilitate discussion between Schools."}]
[{"$f":"IF('> FILTER <'!B1409<>\"\",ROW(OFFSET(A1408,-1,0)),\"\")","v":1407},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1409)),A1408,\"\")","v":1407},{"$f":"IFERROR(SMALL(Helper2_1,A1408),\"\")","v":1407},null,1407,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1409)),$A1408,\"\")","v":1407},{"$f":"IFERROR(SMALL(Helper2_2,A1408),\"\")","v":1407},{"$f":"COUNTIF(Helper3_1,\"=\"&G1408)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1408)=1, G1408, \"\")","v":1407},{"$f":"IFERROR(SMALL(Index_2,A1408),\"\")","v":1407},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:J1408)),\"\")","v":"UWS_1407"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:K1408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:L1408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:M1408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:P1408)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1408,COLUMNS($J$2:Q1408)),\"\")","v":"Given staff analysis and interpretation of data underpins enhancement and annual monitoring activities, the team recommends that the University should ensure that all staff contributing to enhancement and annual monitoring activities have been trained. This will help ensure they can confidently use information supplied from sources such as the UWS Dashboard, to fulfil the expectations associated with these university processes."}]
[{"$f":"IF('> FILTER <'!B1410<>\"\",ROW(OFFSET(A1409,-1,0)),\"\")","v":1408},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1410)),A1409,\"\")","v":1408},{"$f":"IFERROR(SMALL(Helper2_1,A1409),\"\")","v":1408},null,1408,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1410)),$A1409,\"\")","v":1408},{"$f":"IFERROR(SMALL(Helper2_2,A1409),\"\")","v":1408},{"$f":"COUNTIF(Helper3_1,\"=\"&G1409)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1409)=1, G1409, \"\")","v":1408},{"$f":"IFERROR(SMALL(Index_2,A1409),\"\")","v":1408},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:J1409)),\"\")","v":"UWS_1408"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:K1409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:L1409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:M1409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:P1409)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1409,COLUMNS($J$2:Q1409)),\"\")","v":"The SSH helps deliver timely access to appropriate student support services across the institution including academic, financial and counselling services. The review team considers the University's recognition of student support services interdependencies and pre-emptive approach to ensure timely access to specialist support appointments, to be a feature of good practice. The University should continue to foster strong links between the new SSH service and academic staff, and to develop its plans to further use learner analytics and engagement data to identify the longer-term impact of disengagement on student progression, including across widening participation groups."}]
[{"$f":"IF('> FILTER <'!B1411<>\"\",ROW(OFFSET(A1410,-1,0)),\"\")","v":1409},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1411)),A1410,\"\")","v":1409},{"$f":"IFERROR(SMALL(Helper2_1,A1410),\"\")","v":1409},null,1409,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1411)),$A1410,\"\")","v":1409},{"$f":"IFERROR(SMALL(Helper2_2,A1410),\"\")","v":1409},{"$f":"COUNTIF(Helper3_1,\"=\"&G1410)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1410)=1, G1410, \"\")","v":1409},{"$f":"IFERROR(SMALL(Index_2,A1410),\"\")","v":1409},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:J1410)),\"\")","v":"ABD_1409"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:K1410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:L1410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:M1410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:P1410)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1410,COLUMNS($J$2:Q1410)),\"\")","v":"The QESR team can confirm that the University offers an appropriate range of \nformal and informal mechanisms to allow all students, regardless of place, mode and stage of study, to feed back on their experience including participating in the National Student Survey (NSS), the Aberdeen Student Experience Survey (ASES), SSLCs, focus groups and Course Feedback Forms."}]
[{"$f":"IF('> FILTER <'!B1412<>\"\",ROW(OFFSET(A1411,-1,0)),\"\")","v":1410},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1412)),A1411,\"\")","v":1410},{"$f":"IFERROR(SMALL(Helper2_1,A1411),\"\")","v":1410},null,{"$f":"ROW(OFFSET(E1411,-1,0))","v":1410},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1412)),$A1411,\"\")","v":1410},{"$f":"IFERROR(SMALL(Helper2_2,A1411),\"\")","v":1410},{"$f":"COUNTIF(Helper3_1,\"=\"&G1411)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1411)=1, G1411, \"\")","v":1410},{"$f":"IFERROR(SMALL(Index_2,A1411),\"\")","v":1410},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:J1411)),\"\")","v":"ABD_1410"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:K1411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:L1411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:M1411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:P1411)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1411,COLUMNS($J$2:Q1411)),\"\")","v":", the introduction of the new GPA system as the only measure of degree classification is likely to impact on the number of good honours going forward. Staff also discussed how having information on degree outcomes for Black, Asian and Minority Ethnic Groups (BAME) had identified an awarding gap for these students, with the University currently working on plans to address this. The QESR team views this development positively and understands that this information will continue to be kept under review by the University Senate."}]
[{"$f":"IF('> FILTER <'!B1413<>\"\",ROW(OFFSET(A1412,-1,0)),\"\")","v":1411},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1413)),A1412,\"\")","v":1411},{"$f":"IFERROR(SMALL(Helper2_1,A1412),\"\")","v":1411},null,1411,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1413)),$A1412,\"\")","v":1411},{"$f":"IFERROR(SMALL(Helper2_2,A1412),\"\")","v":1411},{"$f":"COUNTIF(Helper3_1,\"=\"&G1412)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1412)=1, G1412, \"\")","v":1411},{"$f":"IFERROR(SMALL(Index_2,A1412),\"\")","v":1411},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:J1412)),\"\")","v":"ABD_1411"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:K1412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:L1412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:M1412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:P1412)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1412,COLUMNS($J$2:Q1412)),\"\")","v":"The QESR team learned from staff that a project is ongoing to extend access and \nuse of the new business intelligence platform across the University. Priority has been given to the development of university-level information, analysis and reporting such as NSS and degree classifications. The team understands that a recent development means Directors of Education can access data pertinent to their own school on areas such as non-continuation, student progress and enrolments."}]
[{"$f":"IF('> FILTER <'!B1414<>\"\",ROW(OFFSET(A1413,-1,0)),\"\")","v":1412},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1414)),A1413,\"\")","v":1412},{"$f":"IFERROR(SMALL(Helper2_1,A1413),\"\")","v":1412},null,1412,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1414)),$A1413,\"\")","v":1412},{"$f":"IFERROR(SMALL(Helper2_2,A1413),\"\")","v":1412},{"$f":"COUNTIF(Helper3_1,\"=\"&G1413)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1413)=1, G1413, \"\")","v":1412},{"$f":"IFERROR(SMALL(Index_2,A1413),\"\")","v":1412},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:J1413)),\"\")","v":"DUN_1412"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:K1413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:L1413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:M1413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:P1413)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1413,COLUMNS($J$2:Q1413)),\"\")","v":"The University has recently revised its approach to evaluation of student \nachievement, progression and attainment across the student journey. The established reporting and governance arrangements, including the recently constituted Access, Retention, Progression and Outcomes Committee (ARPOC) - which considers data across the student journey and enables actions to be identified and shared across the institution, provide extensive opportunity for sharing practice and effecting change on multiple levels."}]
[{"$f":"IF('> FILTER <'!B1415<>\"\",ROW(OFFSET(A1414,-1,0)),\"\")","v":1413},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1415)),A1414,\"\")","v":1413},{"$f":"IFERROR(SMALL(Helper2_1,A1414),\"\")","v":1413},null,1413,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1415)),$A1414,\"\")","v":1413},{"$f":"IFERROR(SMALL(Helper2_2,A1414),\"\")","v":1413},{"$f":"COUNTIF(Helper3_1,\"=\"&G1414)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1414)=1, G1414, \"\")","v":1413},{"$f":"IFERROR(SMALL(Index_2,A1414),\"\")","v":1413},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:J1414)),\"\")","v":"DUN_1413"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:K1414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:L1414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:M1414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:P1414)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1414,COLUMNS($J$2:Q1414)),\"\")","v":"School data is considered at school Learning and Teaching Committees and shared with all staff. Associate Deans present the data at school level to ARPOC, identifying opportunities and challenges to enable appropriate school interventions by protected characteristics and SIMD quintiles."}]
[{"$f":"IF('> FILTER <'!B1416<>\"\",ROW(OFFSET(A1415,-1,0)),\"\")","v":1414},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1416)),A1415,\"\")","v":1414},{"$f":"IFERROR(SMALL(Helper2_1,A1415),\"\")","v":1414},null,1414,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1416)),$A1415,\"\")","v":1414},{"$f":"IFERROR(SMALL(Helper2_2,A1415),\"\")","v":1414},{"$f":"COUNTIF(Helper3_1,\"=\"&G1415)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1415)=1, G1415, \"\")","v":1414},{"$f":"IFERROR(SMALL(Index_2,A1415),\"\")","v":1414},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:J1415)),\"\")","v":"DUN_1414"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:K1415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:L1415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:M1415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:P1415)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1415,COLUMNS($J$2:Q1415)),\"\")","v":"The QESR team learned of significant scrutiny of data and level of activity arising enabling an integrated school and institutional approach of reporting and actioning to inform enhancement activities. Actions put in place following consideration of the ARPOC data, in conjunction with data from other sources, include initiating the roll-out of automated messages to students once disengagement has been detected and Advisers of Studies being informed of disengagement to allow for staged interventions."}]
[{"$f":"IF('> FILTER <'!B1417<>\"\",ROW(OFFSET(A1416,-1,0)),\"\")","v":1415},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1417)),A1416,\"\")","v":1415},{"$f":"IFERROR(SMALL(Helper2_1,A1416),\"\")","v":1415},null,1415,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1417)),$A1416,\"\")","v":1415},{"$f":"IFERROR(SMALL(Helper2_2,A1416),\"\")","v":1415},{"$f":"COUNTIF(Helper3_1,\"=\"&G1416)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1416)=1, G1416, \"\")","v":1415},{"$f":"IFERROR(SMALL(Index_2,A1416),\"\")","v":1415},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:J1416)),\"\")","v":"DUN_1415"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:K1416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:L1416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:M1416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:P1416)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1416,COLUMNS($J$2:Q1416)),\"\")","v":"The University is continuing to develop dashboard functionality to further enhance the ways in which data is made available. The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."}]
[{"$f":"IF('> FILTER <'!B1418<>\"\",ROW(OFFSET(A1417,-1,0)),\"\")","v":1416},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1418)),A1417,\"\")","v":1416},{"$f":"IFERROR(SMALL(Helper2_1,A1417),\"\")","v":1416},null,1416,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1418)),$A1417,\"\")","v":1416},{"$f":"IFERROR(SMALL(Helper2_2,A1417),\"\")","v":1416},{"$f":"COUNTIF(Helper3_1,\"=\"&G1417)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1417)=1, G1417, \"\")","v":1416},{"$f":"IFERROR(SMALL(Index_2,A1417),\"\")","v":1416},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:J1417)),\"\")","v":"STR_1416"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:K1417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:L1417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:M1417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:P1417)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1417,COLUMNS($J$2:Q1417)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
[{"$f":"IF('> FILTER <'!B1419<>\"\",ROW(OFFSET(A1418,-1,0)),\"\")","v":1417},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1419)),A1418,\"\")","v":1417},{"$f":"IFERROR(SMALL(Helper2_1,A1418),\"\")","v":1417},null,1417,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1419)),$A1418,\"\")","v":1417},{"$f":"IFERROR(SMALL(Helper2_2,A1418),\"\")","v":1417},{"$f":"COUNTIF(Helper3_1,\"=\"&G1418)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1418)=1, G1418, \"\")","v":1417},{"$f":"IFERROR(SMALL(Index_2,A1418),\"\")","v":1417},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:J1418)),\"\")","v":"STR_1417"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:K1418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:L1418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:M1418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:P1418)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1418,COLUMNS($J$2:Q1418)),\"\")","v":"Student progression, retention and awards are monitored using SUnBIRD, combined with data from Strathclyde University Retention Framework (SURF), to offer a more in-depth analysis."}]
[{"$f":"IF('> FILTER <'!B1420<>\"\",ROW(OFFSET(A1419,-1,0)),\"\")","v":1418},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1420)),A1419,\"\")","v":1418},{"$f":"IFERROR(SMALL(Helper2_1,A1419),\"\")","v":1418},null,1418,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1420)),$A1419,\"\")","v":1418},{"$f":"IFERROR(SMALL(Helper2_2,A1419),\"\")","v":1418},{"$f":"COUNTIF(Helper3_1,\"=\"&G1419)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1419)=1, G1419, \"\")","v":1418},{"$f":"IFERROR(SMALL(Index_2,A1419),\"\")","v":1418},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:J1419)),\"\")","v":"UWS_1418"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:K1419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:L1419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:M1419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:P1419)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1419,COLUMNS($J$2:Q1419)),\"\")","v":"Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."}]
[{"$f":"IF('> FILTER <'!B1421<>\"\",ROW(OFFSET(A1420,-1,0)),\"\")","v":1419},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1421)),A1420,\"\")","v":1419},{"$f":"IFERROR(SMALL(Helper2_1,A1420),\"\")","v":1419},null,1419,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1421)),$A1420,\"\")","v":1419},{"$f":"IFERROR(SMALL(Helper2_2,A1420),\"\")","v":1419},{"$f":"COUNTIF(Helper3_1,\"=\"&G1420)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1420)=1, G1420, \"\")","v":1419},{"$f":"IFERROR(SMALL(Index_2,A1420),\"\")","v":1419},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:J1420)),\"\")","v":"ABD_1419"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:K1420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:L1420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:M1420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:P1420)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1420,COLUMNS($J$2:Q1420)),\"\")","v":"the QESR team noted from the documents provided that University Senate had received an analysis of degree classifications which illustrated an increase in the numbers of first or upper-second-class honours classifications awarded by the University since 2016-17."}]
[{"$f":"IF('> FILTER <'!B1422<>\"\",ROW(OFFSET(A1421,-1,0)),\"\")","v":1420},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1422)),A1421,\"\")","v":1420},{"$f":"IFERROR(SMALL(Helper2_1,A1421),\"\")","v":1420},null,1420,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1422)),$A1421,\"\")","v":1420},{"$f":"IFERROR(SMALL(Helper2_2,A1421),\"\")","v":1420},{"$f":"COUNTIF(Helper3_1,\"=\"&G1421)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1421)=1, G1421, \"\")","v":1420},{"$f":"IFERROR(SMALL(Index_2,A1421),\"\")","v":1420},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:J1421)),\"\")","v":"ABD_1420"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:K1421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:L1421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:M1421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:P1421)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1421,COLUMNS($J$2:Q1421)),\"\")","v":"The team explored with senior staff the University's understanding of possible reasons for this and how the University intends to continue to monitor this. Senior staff outlined that based on its analysis, its high standard of applicants, and its use of Grade Point Average (GPA) and Grade Spectrum during the COVID-19 pandemic - as part of the 'no detriment' policies for students, have influenced the increase."}]
[{"$f":"IF('> FILTER <'!B1423<>\"\",ROW(OFFSET(A1422,-1,0)),\"\")","v":1421},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1423)),A1422,\"\")","v":1421},{"$f":"IFERROR(SMALL(Helper2_1,A1422),\"\")","v":1421},null,1421,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1423)),$A1422,\"\")","v":1421},{"$f":"IFERROR(SMALL(Helper2_2,A1422),\"\")","v":1421},{"$f":"COUNTIF(Helper3_1,\"=\"&G1422)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1422)=1, G1422, \"\")","v":1421},{"$f":"IFERROR(SMALL(Index_2,A1422),\"\")","v":1421},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:J1422)),\"\")","v":"DUN_1421"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:K1422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:L1422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:M1422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:P1422)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1422,COLUMNS($J$2:Q1422)),\"\")","v":"The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress. Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"}]
[{"$f":"IF('> FILTER <'!B1424<>\"\",ROW(OFFSET(A1423,-1,0)),\"\")","v":1422},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1424)),A1423,\"\")","v":1422},{"$f":"IFERROR(SMALL(Helper2_1,A1423),\"\")","v":1422},null,1422,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1424)),$A1423,\"\")","v":1422},{"$f":"IFERROR(SMALL(Helper2_2,A1423),\"\")","v":1422},{"$f":"COUNTIF(Helper3_1,\"=\"&G1423)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1423)=1, G1423, \"\")","v":1422},{"$f":"IFERROR(SMALL(Index_2,A1423),\"\")","v":1422},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:J1423)),\"\")","v":"DUN_1422"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:K1423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:L1423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:M1423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:P1423)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1423,COLUMNS($J$2:Q1423)),\"\")","v":"The University has recently revised its approach to evaluation of student \nachievement, progression and attainment across the student journey. The established reporting and governance arrangements, including the recently constituted Access, Retention, Progression and Outcomes Committee (ARPOC) - which considers data across the student journey and enables actions to be identified and shared across the institution, provide extensive opportunity for sharing practice and effecting change on multiple levels."}]
[{"$f":"IF('> FILTER <'!B1425<>\"\",ROW(OFFSET(A1424,-1,0)),\"\")","v":1423},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1425)),A1424,\"\")","v":1423},{"$f":"IFERROR(SMALL(Helper2_1,A1424),\"\")","v":1423},null,1423,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1425)),$A1424,\"\")","v":1423},{"$f":"IFERROR(SMALL(Helper2_2,A1424),\"\")","v":1423},{"$f":"COUNTIF(Helper3_1,\"=\"&G1424)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1424)=1, G1424, \"\")","v":1423},{"$f":"IFERROR(SMALL(Index_2,A1424),\"\")","v":1423},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:J1424)),\"\")","v":"DUN_1423"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:K1424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:L1424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:M1424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:P1424)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1424,COLUMNS($J$2:Q1424)),\"\")","v":"The QESR team viewed as good practice, the clear, accessible and integrated approach to effectively monitor and utilise data relating to access, student retention, progression and degree outcomes to inform enhancement of the student experience."}]
[{"$f":"IF('> FILTER <'!B1426<>\"\",ROW(OFFSET(A1425,-1,0)),\"\")","v":1424},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1426)),A1425,\"\")","v":1424},{"$f":"IFERROR(SMALL(Helper2_1,A1425),\"\")","v":1424},null,1424,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1426)),$A1425,\"\")","v":1424},{"$f":"IFERROR(SMALL(Helper2_2,A1425),\"\")","v":1424},{"$f":"COUNTIF(Helper3_1,\"=\"&G1425)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1425)=1, G1425, \"\")","v":1424},{"$f":"IFERROR(SMALL(Index_2,A1425),\"\")","v":1424},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:J1425)),\"\")","v":"STR_1424"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:K1425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:L1425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:M1425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:P1425)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1425,COLUMNS($J$2:Q1425)),\"\")","v":"Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response. Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."}]
[{"$f":"IF('> FILTER <'!B1427<>\"\",ROW(OFFSET(A1426,-1,0)),\"\")","v":1425},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1427)),A1426,\"\")","v":1425},{"$f":"IFERROR(SMALL(Helper2_1,A1426),\"\")","v":1425},null,1425,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1427)),$A1426,\"\")","v":1425},{"$f":"IFERROR(SMALL(Helper2_2,A1426),\"\")","v":1425},{"$f":"COUNTIF(Helper3_1,\"=\"&G1426)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1426)=1, G1426, \"\")","v":1425},{"$f":"IFERROR(SMALL(Index_2,A1426),\"\")","v":1425},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:J1426)),\"\")","v":"ABD_1425"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:K1426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:L1426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:M1426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:P1426)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1426,COLUMNS($J$2:Q1426)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1428<>\"\",ROW(OFFSET(A1427,-1,0)),\"\")","v":1426},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1428)),A1427,\"\")","v":1426},{"$f":"IFERROR(SMALL(Helper2_1,A1427),\"\")","v":1426},null,1426,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1428)),$A1427,\"\")","v":1426},{"$f":"IFERROR(SMALL(Helper2_2,A1427),\"\")","v":1426},{"$f":"COUNTIF(Helper3_1,\"=\"&G1427)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1427)=1, G1427, \"\")","v":1426},{"$f":"IFERROR(SMALL(Index_2,A1427),\"\")","v":1426},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:J1427)),\"\")","v":"ABD_1426"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:K1427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:L1427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:M1427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:P1427)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1427,COLUMNS($J$2:Q1427)),\"\")","v":"The UEC is responsible for oversight of academic appeals and complaints, \nacademic misconduct and continuation data. It is evident to the QESR team that such overview reports are used to identify and action areas to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1429<>\"\",ROW(OFFSET(A1428,-1,0)),\"\")","v":1427},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1429)),A1428,\"\")","v":1427},{"$f":"IFERROR(SMALL(Helper2_1,A1428),\"\")","v":1427},null,1427,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1429)),$A1428,\"\")","v":1427},{"$f":"IFERROR(SMALL(Helper2_2,A1428),\"\")","v":1427},{"$f":"COUNTIF(Helper3_1,\"=\"&G1428)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1428)=1, G1428, \"\")","v":1427},{"$f":"IFERROR(SMALL(Index_2,A1428),\"\")","v":1427},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:J1428)),\"\")","v":"ABD_1427"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:K1428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:L1428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:M1428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:P1428)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1428,COLUMNS($J$2:Q1428)),\"\")","v":"The QESR team also explored with senior staff, the University's response to an \nincrease in Academic Misconduct Cases, which will involve working in partnership with students to understand how these situations arise, in order to develop further support for students. The team heard that a student intern is currently working on improving understanding of students' attitudes to misconduct and views around contract cheating and artificial intelligence ("}]
[{"$f":"IF('> FILTER <'!B1430<>\"\",ROW(OFFSET(A1429,-1,0)),\"\")","v":1428},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1430)),A1429,\"\")","v":1428},{"$f":"IFERROR(SMALL(Helper2_1,A1429),\"\")","v":1428},null,1428,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1430)),$A1429,\"\")","v":1428},{"$f":"IFERROR(SMALL(Helper2_2,A1429),\"\")","v":1428},{"$f":"COUNTIF(Helper3_1,\"=\"&G1429)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1429)=1, G1429, \"\")","v":1428},{"$f":"IFERROR(SMALL(Index_2,A1429),\"\")","v":1428},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:J1429)),\"\")","v":"DUN_1428"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:K1429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:L1429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:M1429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:P1429)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1429,COLUMNS($J$2:Q1429)),\"\")","v":"The QESR team found an evaluative and lessons-learned approach to the use of \ndata as demonstrated using evidence from annual complaints reports to identify actions and monitor progress. Actions included making amendments to webpages to improve clarity of information, development of guidance on communicating bad news to students and communicating with applicants, and reviews to processes such as the admission process. The reflective approach was also seen in the approach to quality processes and analysis of outcomes"}]
[{"$f":"IF('> FILTER <'!B1431<>\"\",ROW(OFFSET(A1430,-1,0)),\"\")","v":1429},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1431)),A1430,\"\")","v":1429},{"$f":"IFERROR(SMALL(Helper2_1,A1430),\"\")","v":1429},null,1429,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1431)),$A1430,\"\")","v":1429},{"$f":"IFERROR(SMALL(Helper2_2,A1430),\"\")","v":1429},{"$f":"COUNTIF(Helper3_1,\"=\"&G1430)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1430)=1, G1430, \"\")","v":1429},{"$f":"IFERROR(SMALL(Index_2,A1430),\"\")","v":1429},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:J1430)),\"\")","v":"UWS_1429"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:K1430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:L1430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:M1430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:P1430)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1430,COLUMNS($J$2:Q1430)),\"\")","v":"UWS engages with reports from the Senate Disciplinary Committee to provide \noversight of complaints and appeals, and to identify barriers to good academic practice. This has resulted in the Academic Integrity Working Group proposing policy revisions to better support student and staff understanding of academic integrity and ensure alignment with the QAA Academic Integrity Charter."}]
[{"$f":"IF('> FILTER <'!B1432<>\"\",ROW(OFFSET(A1431,-1,0)),\"\")","v":1430},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1432)),A1431,\"\")","v":1430},{"$f":"IFERROR(SMALL(Helper2_1,A1431),\"\")","v":1430},null,1430,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1432)),$A1431,\"\")","v":1430},{"$f":"IFERROR(SMALL(Helper2_2,A1431),\"\")","v":1430},{"$f":"COUNTIF(Helper3_1,\"=\"&G1431)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1431)=1, G1431, \"\")","v":1430},{"$f":"IFERROR(SMALL(Index_2,A1431),\"\")","v":1430},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:J1431)),\"\")","v":"ABD_1430"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:K1431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:L1431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:M1431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:P1431)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1431,COLUMNS($J$2:Q1431)),\"\")","v":"The data from the ASES is considered by both UEC and its sub-committee - the Student Support and Experience Committee (SSEC) - and the academic schools are asked to prepare responses to matters arising from this survey."}]
[{"$f":"IF('> FILTER <'!B1433<>\"\",ROW(OFFSET(A1432,-1,0)),\"\")","v":1431},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1433)),A1432,\"\")","v":1431},{"$f":"IFERROR(SMALL(Helper2_1,A1432),\"\")","v":1431},null,1431,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1433)),$A1432,\"\")","v":1431},{"$f":"IFERROR(SMALL(Helper2_2,A1432),\"\")","v":1431},{"$f":"COUNTIF(Helper3_1,\"=\"&G1432)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1432)=1, G1432, \"\")","v":1431},{"$f":"IFERROR(SMALL(Index_2,A1432),\"\")","v":1431},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:J1432)),\"\")","v":"ABD_1431"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:K1432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:L1432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:M1432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:P1432)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1432,COLUMNS($J$2:Q1432)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1434<>\"\",ROW(OFFSET(A1433,-1,0)),\"\")","v":1432},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1434)),A1433,\"\")","v":1432},{"$f":"IFERROR(SMALL(Helper2_1,A1433),\"\")","v":1432},null,1432,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1434)),$A1433,\"\")","v":1432},{"$f":"IFERROR(SMALL(Helper2_2,A1433),\"\")","v":1432},{"$f":"COUNTIF(Helper3_1,\"=\"&G1433)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1433)=1, G1433, \"\")","v":1432},{"$f":"IFERROR(SMALL(Index_2,A1433),\"\")","v":1432},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:J1433)),\"\")","v":"STR_1432"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:K1433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:L1433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:M1433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:P1433)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1433,COLUMNS($J$2:Q1433)),\"\")","v":"The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews."}]
[{"$f":"IF('> FILTER <'!B1435<>\"\",ROW(OFFSET(A1434,-1,0)),\"\")","v":1433},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1435)),A1434,\"\")","v":1433},{"$f":"IFERROR(SMALL(Helper2_1,A1434),\"\")","v":1433},null,1433,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1435)),$A1434,\"\")","v":1433},{"$f":"IFERROR(SMALL(Helper2_2,A1434),\"\")","v":1433},{"$f":"COUNTIF(Helper3_1,\"=\"&G1434)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1434)=1, G1434, \"\")","v":1433},{"$f":"IFERROR(SMALL(Index_2,A1434),\"\")","v":1433},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:J1434)),\"\")","v":"STR_1433"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:K1434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:L1434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:M1434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:P1434)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1434,COLUMNS($J$2:Q1434)),\"\")","v":"The team considered a range of documentation, including the University's annual reports to SFC, data used by the University for oversight of retention and progression, degree outcomes, complaints and appeals, student disciplinary cases, institutional analysis of annual monitoring, external examiner analysis, student feedback analysis and meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1436<>\"\",ROW(OFFSET(A1435,-1,0)),\"\")","v":1434},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1436)),A1435,\"\")","v":1434},{"$f":"IFERROR(SMALL(Helper2_1,A1435),\"\")","v":1434},null,1434,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1436)),$A1435,\"\")","v":1434},{"$f":"IFERROR(SMALL(Helper2_2,A1435),\"\")","v":1434},{"$f":"COUNTIF(Helper3_1,\"=\"&G1435)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1435)=1, G1435, \"\")","v":1434},{"$f":"IFERROR(SMALL(Index_2,A1435),\"\")","v":1434},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:J1435)),\"\")","v":"STR_1434"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:K1435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:L1435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:M1435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:P1435)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1435,COLUMNS($J$2:Q1435)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis. QAC, using the information provided and following discussion of the data, make recommendations for action - for example, requesting further analysis of the data to investigate reasons for voluntary withdrawal and discussion, and exploration of data at programme level to identify further actions required."}]
[{"$f":"IF('> FILTER <'!B1437<>\"\",ROW(OFFSET(A1436,-1,0)),\"\")","v":1435},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1437)),A1436,\"\")","v":1435},{"$f":"IFERROR(SMALL(Helper2_1,A1436),\"\")","v":1435},null,1435,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1437)),$A1436,\"\")","v":1435},{"$f":"IFERROR(SMALL(Helper2_2,A1436),\"\")","v":1435},{"$f":"COUNTIF(Helper3_1,\"=\"&G1436)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1436)=1, G1436, \"\")","v":1435},{"$f":"IFERROR(SMALL(Index_2,A1436),\"\")","v":1435},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:J1436)),\"\")","v":"UWS_1435"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:K1436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:L1436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:M1436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:P1436)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1436,COLUMNS($J$2:Q1436)),\"\")","v":"A range of data is available through the UWS Dashboard for consideration in the \nUniversity's key quality processes, primarily ILR and EAM."}]
[{"$f":"IF('> FILTER <'!B1438<>\"\",ROW(OFFSET(A1437,-1,0)),\"\")","v":1436},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1438)),A1437,\"\")","v":1436},{"$f":"IFERROR(SMALL(Helper2_1,A1437),\"\")","v":1436},null,1436,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1438)),$A1437,\"\")","v":1436},{"$f":"IFERROR(SMALL(Helper2_2,A1437),\"\")","v":1436},{"$f":"COUNTIF(Helper3_1,\"=\"&G1437)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1437)=1, G1437, \"\")","v":1436},{"$f":"IFERROR(SMALL(Index_2,A1437),\"\")","v":1436},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:J1437)),\"\")","v":"ABD_1436"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:K1437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:L1437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:M1437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:P1437)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1437,COLUMNS($J$2:Q1437)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1439<>\"\",ROW(OFFSET(A1438,-1,0)),\"\")","v":1437},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1439)),A1438,\"\")","v":1437},{"$f":"IFERROR(SMALL(Helper2_1,A1438),\"\")","v":1437},null,1437,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1439)),$A1438,\"\")","v":1437},{"$f":"IFERROR(SMALL(Helper2_2,A1438),\"\")","v":1437},{"$f":"COUNTIF(Helper3_1,\"=\"&G1438)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1438)=1, G1438, \"\")","v":1437},{"$f":"IFERROR(SMALL(Index_2,A1438),\"\")","v":1437},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:J1438)),\"\")","v":"STR_1437"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:K1438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:L1438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:M1438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:P1438)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1438,COLUMNS($J$2:Q1438)),\"\")","v":"The QESR team saw evidence of the use of key reference points in annual monitoring processes, programme approval and in the reports from Quinquennial Reviews. For example, views from external examiners and professional bodies are sought as part of the programme approval process."}]
[{"$f":"IF('> FILTER <'!B1440<>\"\",ROW(OFFSET(A1439,-1,0)),\"\")","v":1438},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1440)),A1439,\"\")","v":1438},{"$f":"IFERROR(SMALL(Helper2_1,A1439),\"\")","v":1438},null,1438,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1440)),$A1439,\"\")","v":1438},{"$f":"IFERROR(SMALL(Helper2_2,A1439),\"\")","v":1438},{"$f":"COUNTIF(Helper3_1,\"=\"&G1439)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1439)=1, G1439, \"\")","v":1438},{"$f":"IFERROR(SMALL(Index_2,A1439),\"\")","v":1438},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:J1439)),\"\")","v":"UWS_1438"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:K1439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:L1439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:M1439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:P1439)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1439,COLUMNS($J$2:Q1439)),\"\")","v":"A range of data is available through the UWS Dashboard for consideration in the \nUniversity's key quality processes, primarily ILR and EAM."}]
[{"$f":"IF('> FILTER <'!B1441<>\"\",ROW(OFFSET(A1440,-1,0)),\"\")","v":1439},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1441)),A1440,\"\")","v":1439},{"$f":"IFERROR(SMALL(Helper2_1,A1440),\"\")","v":1439},null,1439,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1441)),$A1440,\"\")","v":1439},{"$f":"IFERROR(SMALL(Helper2_2,A1440),\"\")","v":1439},{"$f":"COUNTIF(Helper3_1,\"=\"&G1440)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1440)=1, G1440, \"\")","v":1439},{"$f":"IFERROR(SMALL(Index_2,A1440),\"\")","v":1439},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:J1440)),\"\")","v":"UWS_1439"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:K1440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:L1440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:M1440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:P1440)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1440,COLUMNS($J$2:Q1440)),\"\")","v":"It was evident from the ILR reports and PMRs considered that Schools were able to access a range of data to support their self-evaluation."}]
[{"$f":"IF('> FILTER <'!B1442<>\"\",ROW(OFFSET(A1441,-1,0)),\"\")","v":1440},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1442)),A1441,\"\")","v":1440},{"$f":"IFERROR(SMALL(Helper2_1,A1441),\"\")","v":1440},null,1440,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1442)),$A1441,\"\")","v":1440},{"$f":"IFERROR(SMALL(Helper2_2,A1441),\"\")","v":1440},{"$f":"COUNTIF(Helper3_1,\"=\"&G1441)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1441)=1, G1441, \"\")","v":1440},{"$f":"IFERROR(SMALL(Index_2,A1441),\"\")","v":1440},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:J1441)),\"\")","v":"ABD_1440"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:K1441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:L1441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:M1441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:P1441)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1441,COLUMNS($J$2:Q1441)),\"\")","v":"The team found in meeting with students, they had some knowledge of the role of external examiners through their course handbooks but very little understanding of the external examiners reports for their programmes - that these reports should be available to them, how to access the reports and how external examiner feedback informs practice. The QESR team therefore recommends that the University ensures that all students have access to external examiner reports for their programme of study by the end of academic year"}]
[{"$f":"IF('> FILTER <'!B1443<>\"\",ROW(OFFSET(A1442,-1,0)),\"\")","v":1441},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1443)),A1442,\"\")","v":1441},{"$f":"IFERROR(SMALL(Helper2_1,A1442),\"\")","v":1441},null,1441,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1443)),$A1442,\"\")","v":1441},{"$f":"IFERROR(SMALL(Helper2_2,A1442),\"\")","v":1441},{"$f":"COUNTIF(Helper3_1,\"=\"&G1442)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1442)=1, G1442, \"\")","v":1441},{"$f":"IFERROR(SMALL(Index_2,A1442),\"\")","v":1441},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:J1442)),\"\")","v":"ABD_1441"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:K1442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:L1442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:M1442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:P1442)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1442,COLUMNS($J$2:Q1442)),\"\")","v":"The external examiner report template clearly allows for responses to be made at school and university level and returned to the examiner to close the loop on their feedback."}]
[{"$f":"IF('> FILTER <'!B1444<>\"\",ROW(OFFSET(A1443,-1,0)),\"\")","v":1442},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1444)),A1443,\"\")","v":1442},{"$f":"IFERROR(SMALL(Helper2_1,A1443),\"\")","v":1442},null,1442,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1444)),$A1443,\"\")","v":1442},{"$f":"IFERROR(SMALL(Helper2_2,A1443),\"\")","v":1442},{"$f":"COUNTIF(Helper3_1,\"=\"&G1443)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1443)=1, G1443, \"\")","v":1442},{"$f":"IFERROR(SMALL(Index_2,A1443),\"\")","v":1442},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:J1443)),\"\")","v":"ABD_1442"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:K1443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:L1443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:M1443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:P1443)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1443,COLUMNS($J$2:Q1443)),\"\")","v":"Feedback from external examiners, in addition to industry experts and other key external stakeholders, is gathered as part of programme development and review, and also where programme teams are progressing significant amendments to existing courses and programmes."}]
[{"$f":"IF('> FILTER <'!B1445<>\"\",ROW(OFFSET(A1444,-1,0)),\"\")","v":1443},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1445)),A1444,\"\")","v":1443},{"$f":"IFERROR(SMALL(Helper2_1,A1444),\"\")","v":1443},null,1443,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1445)),$A1444,\"\")","v":1443},{"$f":"IFERROR(SMALL(Helper2_2,A1444),\"\")","v":1443},{"$f":"COUNTIF(Helper3_1,\"=\"&G1444)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1444)=1, G1444, \"\")","v":1443},{"$f":"IFERROR(SMALL(Index_2,A1444),\"\")","v":1443},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:J1444)),\"\")","v":"ABD_1443"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:K1444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:L1444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:M1444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:P1444)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1444,COLUMNS($J$2:Q1444)),\"\")","v":"As part of the University's annual monitoring processes, ACRs and APRs are considered at school level and at university level by the QAC, which provides feedback to the academic schools on the sample of ACRs it considers and identifies areas for development and good practice from across the APRs."}]
[{"$f":"IF('> FILTER <'!B1446<>\"\",ROW(OFFSET(A1445,-1,0)),\"\")","v":1444},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1446)),A1445,\"\")","v":1444},{"$f":"IFERROR(SMALL(Helper2_1,A1445),\"\")","v":1444},null,1444,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1446)),$A1445,\"\")","v":1444},{"$f":"IFERROR(SMALL(Helper2_2,A1445),\"\")","v":1444},{"$f":"COUNTIF(Helper3_1,\"=\"&G1445)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1445)=1, G1445, \"\")","v":1444},{"$f":"IFERROR(SMALL(Index_2,A1445),\"\")","v":1444},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:J1445)),\"\")","v":"DUN_1444"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:K1445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:L1445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:M1445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:P1445)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1445,COLUMNS($J$2:Q1445)),\"\")","v":"The QASC considers an annual summary of external examiner feedback."}]
[{"$f":"IF('> FILTER <'!B1447<>\"\",ROW(OFFSET(A1446,-1,0)),\"\")","v":1445},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1447)),A1446,\"\")","v":1445},{"$f":"IFERROR(SMALL(Helper2_1,A1446),\"\")","v":1445},null,1445,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1447)),$A1446,\"\")","v":1445},{"$f":"IFERROR(SMALL(Helper2_2,A1446),\"\")","v":1445},{"$f":"COUNTIF(Helper3_1,\"=\"&G1446)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1446)=1, G1446, \"\")","v":1445},{"$f":"IFERROR(SMALL(Index_2,A1446),\"\")","v":1445},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:J1446)),\"\")","v":"STR_1445"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:K1446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:L1446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:M1446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:P1446)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1446,COLUMNS($J$2:Q1446)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
[{"$f":"IF('> FILTER <'!B1448<>\"\",ROW(OFFSET(A1447,-1,0)),\"\")","v":1446},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1448)),A1447,\"\")","v":1446},{"$f":"IFERROR(SMALL(Helper2_1,A1447),\"\")","v":1446},null,1446,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1448)),$A1447,\"\")","v":1446},{"$f":"IFERROR(SMALL(Helper2_2,A1447),\"\")","v":1446},{"$f":"COUNTIF(Helper3_1,\"=\"&G1447)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1447)=1, G1447, \"\")","v":1446},{"$f":"IFERROR(SMALL(Index_2,A1447),\"\")","v":1446},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:J1447)),\"\")","v":"STR_1446"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:K1447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:L1447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:M1447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:P1447)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1447,COLUMNS($J$2:Q1447)),\"\")","v":"The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."}]
[{"$f":"IF('> FILTER <'!B1449<>\"\",ROW(OFFSET(A1448,-1,0)),\"\")","v":1447},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1449)),A1448,\"\")","v":1447},{"$f":"IFERROR(SMALL(Helper2_1,A1448),\"\")","v":1447},null,1447,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1449)),$A1448,\"\")","v":1447},{"$f":"IFERROR(SMALL(Helper2_2,A1448),\"\")","v":1447},{"$f":"COUNTIF(Helper3_1,\"=\"&G1448)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1448)=1, G1448, \"\")","v":1447},{"$f":"IFERROR(SMALL(Index_2,A1448),\"\")","v":1447},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:J1448)),\"\")","v":"ABD_1447"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:K1448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:L1448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:M1448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:P1448)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1448,COLUMNS($J$2:Q1448)),\"\")","v":"The University's vision for Education is based on five principles: 'Nurture active learning; Make most effective use of in-person teaching; Assessment should be authentic and efficient; Provide timely and meaningful feedback; Ensure accessibility and inclusivity'."}]
[{"$f":"IF('> FILTER <'!B1450<>\"\",ROW(OFFSET(A1449,-1,0)),\"\")","v":1448},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1450)),A1449,\"\")","v":1448},{"$f":"IFERROR(SMALL(Helper2_1,A1449),\"\")","v":1448},null,1448,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1450)),$A1449,\"\")","v":1448},{"$f":"IFERROR(SMALL(Helper2_2,A1449),\"\")","v":1448},{"$f":"COUNTIF(Helper3_1,\"=\"&G1449)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1449)=1, G1449, \"\")","v":1448},{"$f":"IFERROR(SMALL(Index_2,A1449),\"\")","v":1448},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:J1449)),\"\")","v":"ABD_1448"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:K1449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:L1449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:M1449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:P1449)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1449,COLUMNS($J$2:Q1449)),\"\")","v":"The University has clear processes for considering student survey and feedback \ninformation that is monitored and used to enhance practice. The University uses a range of survey mechanisms including course-level feedback forms which are administered during each term, the ASES and NSS. The University's analysis of its NSS results is benchmarked against the sector and compared with previous results, with issues arising discussed at the University Education Committee (UEC), along with an action plan to take forward enhancements across the University."}]
[{"$f":"IF('> FILTER <'!B1451<>\"\",ROW(OFFSET(A1450,-1,0)),\"\")","v":1449},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1451)),A1450,\"\")","v":1449},{"$f":"IFERROR(SMALL(Helper2_1,A1450),\"\")","v":1449},null,1449,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1451)),$A1450,\"\")","v":1449},{"$f":"IFERROR(SMALL(Helper2_2,A1450),\"\")","v":1449},{"$f":"COUNTIF(Helper3_1,\"=\"&G1450)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1450)=1, G1450, \"\")","v":1449},{"$f":"IFERROR(SMALL(Index_2,A1450),\"\")","v":1449},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:J1450)),\"\")","v":"ABD_1449"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:K1450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:L1450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:M1450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:P1450)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1450,COLUMNS($J$2:Q1450)),\"\")","v":"Course Feedback forms, along with student performance information, feedback \nfrom Staff-Student Liaison Committees (SSLCs) and focus groups, external examiners, Programme Advisory Boards and, where applicable, PSRBs are considered and reported on in key university quality processes including Annual Course and Programme Review (ACR and APR) and Internal Teaching Review (ITR)."}]
[{"$f":"IF('> FILTER <'!B1452<>\"\",ROW(OFFSET(A1451,-1,0)),\"\")","v":1450},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1452)),A1451,\"\")","v":1450},{"$f":"IFERROR(SMALL(Helper2_1,A1451),\"\")","v":1450},null,1450,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1452)),$A1451,\"\")","v":1450},{"$f":"IFERROR(SMALL(Helper2_2,A1451),\"\")","v":1450},{"$f":"COUNTIF(Helper3_1,\"=\"&G1451)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1451)=1, G1451, \"\")","v":1450},{"$f":"IFERROR(SMALL(Index_2,A1451),\"\")","v":1450},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:J1451)),\"\")","v":"DUN_1450"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:K1451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:L1451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:M1451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:P1451)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1451,COLUMNS($J$2:Q1451)),\"\")","v":"School data is considered at school Learning and Teaching Committees and shared with all staff. Associate Deans present the data at school level to ARPOC, identifying opportunities and challenges to enable appropriate school interventions by protected characteristics and SIMD quintiles."}]
[{"$f":"IF('> FILTER <'!B1453<>\"\",ROW(OFFSET(A1452,-1,0)),\"\")","v":1451},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1453)),A1452,\"\")","v":1451},{"$f":"IFERROR(SMALL(Helper2_1,A1452),\"\")","v":1451},null,1451,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1453)),$A1452,\"\")","v":1451},{"$f":"IFERROR(SMALL(Helper2_2,A1452),\"\")","v":1451},{"$f":"COUNTIF(Helper3_1,\"=\"&G1452)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1452)=1, G1452, \"\")","v":1451},{"$f":"IFERROR(SMALL(Index_2,A1452),\"\")","v":1451},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:J1452)),\"\")","v":"DUN_1451"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:K1452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:L1452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:M1452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:P1452)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1452,COLUMNS($J$2:Q1452)),\"\")","v":"The QESR team found effective use of NSS data both on an institutional level - \nthrough a detailed analysis and action plan considered by Senate and with local plans at school level - and by DUSA."}]
[{"$f":"IF('> FILTER <'!B1454<>\"\",ROW(OFFSET(A1453,-1,0)),\"\")","v":1452},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1454)),A1453,\"\")","v":1452},{"$f":"IFERROR(SMALL(Helper2_1,A1453),\"\")","v":1452},null,1452,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1454)),$A1453,\"\")","v":1452},{"$f":"IFERROR(SMALL(Helper2_2,A1453),\"\")","v":1452},{"$f":"COUNTIF(Helper3_1,\"=\"&G1453)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1453)=1, G1453, \"\")","v":1452},{"$f":"IFERROR(SMALL(Index_2,A1453),\"\")","v":1452},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:J1453)),\"\")","v":"DUN_1452"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:K1453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:L1453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:M1453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:P1453)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1453,COLUMNS($J$2:Q1453)),\"\")","v":"The team also considered reports and outputs from PTES and PRES data and considered positively the 'You Said, We Did' PRES publication. Resulting from NSS feedback, specific challenges were identified by the University about assessment and feedback, including timeliness of feedback, and this was identified as a priority action for all schools."}]
[{"$f":"IF('> FILTER <'!B1455<>\"\",ROW(OFFSET(A1454,-1,0)),\"\")","v":1453},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1455)),A1454,\"\")","v":1453},{"$f":"IFERROR(SMALL(Helper2_1,A1454),\"\")","v":1453},null,1453,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1455)),$A1454,\"\")","v":1453},{"$f":"IFERROR(SMALL(Helper2_2,A1454),\"\")","v":1453},{"$f":"COUNTIF(Helper3_1,\"=\"&G1454)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1454)=1, G1454, \"\")","v":1453},{"$f":"IFERROR(SMALL(Index_2,A1454),\"\")","v":1453},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:J1454)),\"\")","v":"DUN_1453"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:K1454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:L1454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:M1454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:P1454)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1454,COLUMNS($J$2:Q1454)),\"\")","v":"The QESR team found good use of Student Pulse surveys in understanding student \nfeedback at various points throughout the academic year. The team considered the pulse survey analysis to be a useful means of gauging student ongoing satisfaction to celebrate success and inform enhancements across a range of matters."}]
[{"$f":"IF('> FILTER <'!B1456<>\"\",ROW(OFFSET(A1455,-1,0)),\"\")","v":1454},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1456)),A1455,\"\")","v":1454},{"$f":"IFERROR(SMALL(Helper2_1,A1455),\"\")","v":1454},null,1454,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1456)),$A1455,\"\")","v":1454},{"$f":"IFERROR(SMALL(Helper2_2,A1455),\"\")","v":1454},{"$f":"COUNTIF(Helper3_1,\"=\"&G1455)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1455)=1, G1455, \"\")","v":1454},{"$f":"IFERROR(SMALL(Index_2,A1455),\"\")","v":1454},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:J1455)),\"\")","v":"STR_1454"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:K1455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:L1455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:M1455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:P1455)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1455,COLUMNS($J$2:Q1455)),\"\")","v":"QAC considers a range of data including analysis of attainment and retention figures, appeals data, annual monitoring data, student feedback data and external examiner report analysis."}]
[{"$f":"IF('> FILTER <'!B1457<>\"\",ROW(OFFSET(A1456,-1,0)),\"\")","v":1455},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1457)),A1456,\"\")","v":1455},{"$f":"IFERROR(SMALL(Helper2_1,A1456),\"\")","v":1455},null,1455,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1457)),$A1456,\"\")","v":1455},{"$f":"IFERROR(SMALL(Helper2_2,A1456),\"\")","v":1455},{"$f":"COUNTIF(Helper3_1,\"=\"&G1456)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1456)=1, G1456, \"\")","v":1455},{"$f":"IFERROR(SMALL(Index_2,A1456),\"\")","v":1455},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:J1456)),\"\")","v":"STR_1455"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:K1456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:L1456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:M1456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:P1456)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1456,COLUMNS($J$2:Q1456)),\"\")","v":"The University has clear processes for considering student survey and feedback information that is monitored and used to enhance practice."}]
[{"$f":"IF('> FILTER <'!B1458<>\"\",ROW(OFFSET(A1457,-1,0)),\"\")","v":1456},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1458)),A1457,\"\")","v":1456},{"$f":"IFERROR(SMALL(Helper2_1,A1457),\"\")","v":1456},null,1456,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1458)),$A1457,\"\")","v":1456},{"$f":"IFERROR(SMALL(Helper2_2,A1457),\"\")","v":1456},{"$f":"COUNTIF(Helper3_1,\"=\"&G1457)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1457)=1, G1457, \"\")","v":1456},{"$f":"IFERROR(SMALL(Index_2,A1457),\"\")","v":1456},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:J1457)),\"\")","v":"STR_1456"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:K1457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:L1457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:M1457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:P1457)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1457,COLUMNS($J$2:Q1457)),\"\")","v":"Staff responding to student feedback is a mandatory part of the student module evaluation process and all students registered on the module will receive a report summarising the student feedback along with the module leader's response."}]
[{"$f":"IF('> FILTER <'!B1459<>\"\",ROW(OFFSET(A1458,-1,0)),\"\")","v":1457},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1459)),A1458,\"\")","v":1457},{"$f":"IFERROR(SMALL(Helper2_1,A1458),\"\")","v":1457},null,1457,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1459)),$A1458,\"\")","v":1457},{"$f":"IFERROR(SMALL(Helper2_2,A1458),\"\")","v":1457},{"$f":"COUNTIF(Helper3_1,\"=\"&G1458)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1458)=1, G1458, \"\")","v":1457},{"$f":"IFERROR(SMALL(Index_2,A1458),\"\")","v":1457},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:J1458)),\"\")","v":"STR_1457"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:K1458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:L1458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:M1458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:P1458)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1458,COLUMNS($J$2:Q1458)),\"\")","v":"Students who met the QESR team welcomed the opportunity to give module feedback and suggested that the VLE (MyPlace) was an effective place to complete the surveys and receive feedback on the results and outcomes."}]
[{"$f":"IF('> FILTER <'!B1460<>\"\",ROW(OFFSET(A1459,-1,0)),\"\")","v":1458},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1460)),A1459,\"\")","v":1458},{"$f":"IFERROR(SMALL(Helper2_1,A1459),\"\")","v":1458},null,1458,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1460)),$A1459,\"\")","v":1458},{"$f":"IFERROR(SMALL(Helper2_2,A1459),\"\")","v":1458},{"$f":"COUNTIF(Helper3_1,\"=\"&G1459)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1459)=1, G1459, \"\")","v":1458},{"$f":"IFERROR(SMALL(Index_2,A1459),\"\")","v":1458},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:J1459)),\"\")","v":"STR_1458"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:K1459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:L1459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:M1459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:P1459)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1459,COLUMNS($J$2:Q1459)),\"\")","v":"Changes as a result of student feedback include provision of better and clearer information to new students, changes to induction arrangements, better and increased signposting to services, improved opportunities to provide feedback, and enhancements to the PGR student experience."}]
[{"$f":"IF('> FILTER <'!B1461<>\"\",ROW(OFFSET(A1460,-1,0)),\"\")","v":1459},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1461)),A1460,\"\")","v":1459},{"$f":"IFERROR(SMALL(Helper2_1,A1460),\"\")","v":1459},null,1459,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1461)),$A1460,\"\")","v":1459},{"$f":"IFERROR(SMALL(Helper2_2,A1460),\"\")","v":1459},{"$f":"COUNTIF(Helper3_1,\"=\"&G1460)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1460)=1, G1460, \"\")","v":1459},{"$f":"IFERROR(SMALL(Index_2,A1460),\"\")","v":1459},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:J1460)),\"\")","v":"STR_1459"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:K1460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:L1460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:M1460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:P1460)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1460,COLUMNS($J$2:Q1460)),\"\")","v":"The analysis of student feedback is used to identify institutional campus-specific, and faculty/departmental trends in student satisfaction which are then reported to the University's Surveys and Metrics Working Group and directed for action as appropriate."}]
[{"$f":"IF('> FILTER <'!B1462<>\"\",ROW(OFFSET(A1461,-1,0)),\"\")","v":1460},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1462)),A1461,\"\")","v":1460},{"$f":"IFERROR(SMALL(Helper2_1,A1461),\"\")","v":1460},null,1460,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1462)),$A1461,\"\")","v":1460},{"$f":"IFERROR(SMALL(Helper2_2,A1461),\"\")","v":1460},{"$f":"COUNTIF(Helper3_1,\"=\"&G1461)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1461)=1, G1461, \"\")","v":1460},{"$f":"IFERROR(SMALL(Index_2,A1461),\"\")","v":1460},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:J1461)),\"\")","v":"STR_1460"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:K1461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:L1461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:M1461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:P1461)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1461,COLUMNS($J$2:Q1461)),\"\")","v":". A discipline-level comparison is undertaken to ensure they are comparing across the sector in specific disciplines and making appropriate changes. In addition, the University analyses data at an institutional level to inform institutional policy, procedures and guidance. The creation of the Assessment and Feedback Hub was, in part, a response to lower NSS scores relating to assessment and feedback."}]
[{"$f":"IF('> FILTER <'!B1463<>\"\",ROW(OFFSET(A1462,-1,0)),\"\")","v":1461},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1463)),A1462,\"\")","v":1461},{"$f":"IFERROR(SMALL(Helper2_1,A1462),\"\")","v":1461},null,1461,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1463)),$A1462,\"\")","v":1461},{"$f":"IFERROR(SMALL(Helper2_2,A1462),\"\")","v":1461},{"$f":"COUNTIF(Helper3_1,\"=\"&G1462)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1462)=1, G1462, \"\")","v":1461},{"$f":"IFERROR(SMALL(Index_2,A1462),\"\")","v":1461},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:J1462)),\"\")","v":"UWS_1461"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:K1462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:L1462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:M1462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:P1462)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1462,COLUMNS($J$2:Q1462)),\"\")","v":"Learner analytics, engagement data and student feedback, collected and analysed \nby the Student Support Hub, strengthens existing EAM arrangements as it supports the identification of trends resulting in non-retention and provides new opportunities to test the impact of UWS student support services. The team learned that the SSH intends to further develop its use of learner analytics and engagement data to strengthen staff understanding and support arrangements within Schools by highlighting the impact of the longer-term disengagement by students on progression and degree outcomes."}]
[{"$f":"IF('> FILTER <'!B1464<>\"\",ROW(OFFSET(A1463,-1,0)),\"\")","v":1462},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1464)),A1463,\"\")","v":1462},{"$f":"IFERROR(SMALL(Helper2_1,A1463),\"\")","v":1462},null,1462,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1464)),$A1463,\"\")","v":1462},{"$f":"IFERROR(SMALL(Helper2_2,A1463),\"\")","v":1462},{"$f":"COUNTIF(Helper3_1,\"=\"&G1463)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1463)=1, G1463, \"\")","v":1462},{"$f":"IFERROR(SMALL(Index_2,A1463),\"\")","v":1462},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:J1463)),\"\")","v":"ATU_1462"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:K1463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:L1463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:M1463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:P1463)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1463,COLUMNS($J$2:Q1463)),\"\")","v":"Approach to improving retention: The University has implemented systematic and integrated enhancement procedures to improve retention rates. This includes a data-driven approach to supporting students at risk of disengagement or withdrawal, a proactive process to supporting student transitions, and effective collaborative working between academics, services and students (paragraph 7)."}]
[{"$f":"IF('> FILTER <'!B1465<>\"\",ROW(OFFSET(A1464,-1,0)),\"\")","v":1463},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1465)),A1464,\"\")","v":1463},{"$f":"IFERROR(SMALL(Helper2_1,A1464),\"\")","v":1463},null,1463,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1465)),$A1464,\"\")","v":1463},{"$f":"IFERROR(SMALL(Helper2_2,A1464),\"\")","v":1463},{"$f":"COUNTIF(Helper3_1,\"=\"&G1464)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1464)=1, G1464, \"\")","v":1463},{"$f":"IFERROR(SMALL(Index_2,A1464),\"\")","v":1463},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:J1464)),\"\")","v":"ATU_1463"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:K1464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:L1464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:M1464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:P1464)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1464,COLUMNS($J$2:Q1464)),\"\")","v":"Supporting student transitions through microcredentials: The University has taken an effective and proactive approach to student transitions through the development of a suite of microcredentials that provides core academic literacies and supported peer learning. This has embedded support and development for academic success and for building student communities to support retention and inform enhancements within each programme (paragraph 10)."}]
[{"$f":"IF('> FILTER <'!B1466<>\"\",ROW(OFFSET(A1465,-1,0)),\"\")","v":1464},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1466)),A1465,\"\")","v":1464},{"$f":"IFERROR(SMALL(Helper2_1,A1465),\"\")","v":1464},null,1464,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1466)),$A1465,\"\")","v":1464},{"$f":"IFERROR(SMALL(Helper2_2,A1465),\"\")","v":1464},{"$f":"COUNTIF(Helper3_1,\"=\"&G1465)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1465)=1, G1465, \"\")","v":1464},{"$f":"IFERROR(SMALL(Index_2,A1465),\"\")","v":1464},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:J1465)),\"\")","v":"ATU_1464"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:K1465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:L1465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:M1465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:P1465)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1465,COLUMNS($J$2:Q1465)),\"\")","v":"Digital learning experience: The University provides a high-quality digital learning experience for students through its use of blended learning approaches and accessible virtual learning environments. Staff and students are effectively supported through a range of activities to develop digital skills and use digital tools and technologies for learning (paragraph 29)."}]
[{"$f":"IF('> FILTER <'!B1467<>\"\",ROW(OFFSET(A1466,-1,0)),\"\")","v":1465},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1467)),A1466,\"\")","v":1465},{"$f":"IFERROR(SMALL(Helper2_1,A1466),\"\")","v":1465},null,1465,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1467)),$A1466,\"\")","v":1465},{"$f":"IFERROR(SMALL(Helper2_2,A1466),\"\")","v":1465},{"$f":"COUNTIF(Helper3_1,\"=\"&G1466)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1466)=1, G1466, \"\")","v":1465},{"$f":"IFERROR(SMALL(Index_2,A1466),\"\")","v":1465},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:J1466)),\"\")","v":"ATU_1465"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:K1466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:L1466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:M1466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:P1466)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1466,COLUMNS($J$2:Q1466)),\"\")","v":"Use of data for enhancement: The University has made progress in its use of data to support enhancement, planning and decision-making. There has been investment by the University to develop the skills, capacity and infrastructure required for the effective use of data, and progress in developing data dashboards and the availability of data analysis to staff at all levels (paragraph 47)."}]
[{"$f":"IF('> FILTER <'!B1468<>\"\",ROW(OFFSET(A1467,-1,0)),\"\")","v":1466},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1468)),A1467,\"\")","v":1466},{"$f":"IFERROR(SMALL(Helper2_1,A1467),\"\")","v":1466},null,1466,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1468)),$A1467,\"\")","v":1466},{"$f":"IFERROR(SMALL(Helper2_2,A1467),\"\")","v":1466},{"$f":"COUNTIF(Helper3_1,\"=\"&G1467)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1467)=1, G1467, \"\")","v":1466},{"$f":"IFERROR(SMALL(Index_2,A1467),\"\")","v":1466},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:J1467)),\"\")","v":"ATU_1466"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:K1467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:L1467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:M1467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:P1467)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1467,COLUMNS($J$2:Q1467)),\"\")","v":"Thematic analysis of Institution-led Review: The University does not undertake an overall analysis of Institution-led Reviews while the review cycle is in progress. Therefore, the University should implement routine thematic analysis of the outcomes of its Institution-led Reviews at key points within the cycle of reviews, to ensure identification of thematic trends in good practice and areas of development which require institutional oversight or action (paragraph 33)."}]
[{"$f":"IF('> FILTER <'!B1469<>\"\",ROW(OFFSET(A1468,-1,0)),\"\")","v":1467},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1469)),A1468,\"\")","v":1467},{"$f":"IFERROR(SMALL(Helper2_1,A1468),\"\")","v":1467},null,1467,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1469)),$A1468,\"\")","v":1467},{"$f":"IFERROR(SMALL(Helper2_2,A1468),\"\")","v":1467},{"$f":"COUNTIF(Helper3_1,\"=\"&G1468)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1468)=1, G1468, \"\")","v":1467},{"$f":"IFERROR(SMALL(Index_2,A1468),\"\")","v":1467},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:J1468)),\"\")","v":"ATU_1467"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:K1468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:L1468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:M1468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:P1468)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1468,COLUMNS($J$2:Q1468)),\"\")","v":"The QESR team is confident that the University has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of evidence including: the University's Learning Enhancement Strategy 2020-2025 and associated action plan; the University's annual report to the Scottish Funding Council (SFC) on Institution-led Review (ILR); the institution's annual Outcome Agreement Self-Evaluation Report; and minutes from meetings of the University's Senate, Teaching and Learning Committee (TLC), and Academic Quality and Standards Committee (AQSC). In addition, the team met with a range of staff and students to explore the effectiveness of strategies to direct, monitor and evaluate enhancement across the institution."}]
[{"$f":"IF('> FILTER <'!B1470<>\"\",ROW(OFFSET(A1469,-1,0)),\"\")","v":1468},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1470)),A1469,\"\")","v":1468},{"$f":"IFERROR(SMALL(Helper2_1,A1469),\"\")","v":1468},null,1468,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1470)),$A1469,\"\")","v":1468},{"$f":"IFERROR(SMALL(Helper2_2,A1469),\"\")","v":1468},{"$f":"COUNTIF(Helper3_1,\"=\"&G1469)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1469)=1, G1469, \"\")","v":1468},{"$f":"IFERROR(SMALL(Index_2,A1469),\"\")","v":1468},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:J1469)),\"\")","v":"ATU_1468"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:K1469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:L1469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:M1469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:P1469)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1469,COLUMNS($J$2:Q1469)),\"\")","v":"The University's Learning Enhancement Strategy, approved in 2019, identifies five key institutional priorities: teaching excellence; the student journey; digital education; academic partnerships; and pedagogic research. Implementation of the Strategy is overseen by the TLC with each strategic priority implemented through a series of activities captured through an overarching action plan. The action plan utilises a series of illustrative 'indicators of success' for each of the actions in the Strategy, such as the inclusion of embedded blended learning opportunities, and staff engagement with the Abertay Learning Enhancement (AbLE) Academy. Evaluation is built into specific projects designed to deliver institutional strategies and the QESR team found this was evident in the University's use of a project proposal and monitoring system for their Digital Strategy. Institutional monitoring and reporting of key strategies for enhancement is undertaken through annual reporting on progress to TLC and Senate."}]
[{"$f":"IF('> FILTER <'!B1471<>\"\",ROW(OFFSET(A1470,-1,0)),\"\")","v":1469},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1471)),A1470,\"\")","v":1469},{"$f":"IFERROR(SMALL(Helper2_1,A1470),\"\")","v":1469},null,1469,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1471)),$A1470,\"\")","v":1469},{"$f":"IFERROR(SMALL(Helper2_2,A1470),\"\")","v":1469},{"$f":"COUNTIF(Helper3_1,\"=\"&G1470)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1470)=1, G1470, \"\")","v":1469},{"$f":"IFERROR(SMALL(Index_2,A1470),\"\")","v":1469},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:J1470)),\"\")","v":"ATU_1469"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:K1470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:L1470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:M1470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:P1470)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1470,COLUMNS($J$2:Q1470)),\"\")","v":"Implementation of university strategies by Schools and Professional Services is undertaken through annual operational planning with a standardised template requiring all activities to align with, and demonstrate their support of, institutional priorities. Senior academic and professional service staff confirmed how operational planning is informed by institutional strategies and that there was clear alignment between enhancement activities and institutional strategies. The QESR team learned how annual academic planning at School and divisional level was informed by university strategies with clear examples offered, including the enhancement of student employability and digital learning."}]
[{"$f":"IF('> FILTER <'!B1472<>\"\",ROW(OFFSET(A1471,-1,0)),\"\")","v":1470},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1472)),A1471,\"\")","v":1470},{"$f":"IFERROR(SMALL(Helper2_1,A1471),\"\")","v":1470},null,1470,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1472)),$A1471,\"\")","v":1470},{"$f":"IFERROR(SMALL(Helper2_2,A1471),\"\")","v":1470},{"$f":"COUNTIF(Helper3_1,\"=\"&G1471)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1471)=1, G1471, \"\")","v":1470},{"$f":"IFERROR(SMALL(Index_2,A1471),\"\")","v":1470},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:J1471)),\"\")","v":"ATU_1470"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:K1471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:L1471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:M1471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:P1471)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1471,COLUMNS($J$2:Q1471)),\"\")","v":"A key priority for the University has been to achieve improvements in student retention. The University's undergraduate retention rate, across all years of study, from 2022-23 to 2023-24 is 84%, aligned to its previous five-year average of 83%. The University has set a strategic ambition to retain 90% of students across all years. The University acknowledges that retention for SIMD20 entrants remains below its overall Scottish Domicile Undergraduate Entrants (SDUE), while retention for mature students (21+), the majority of which are students entering higher education from partner colleges, remains at the SDUE level. The University identified the continued impact from the pandemic as a key factor for persistent low retention rates and is taking steps to meet its target of 90%."}]
[{"$f":"IF('> FILTER <'!B1473<>\"\",ROW(OFFSET(A1472,-1,0)),\"\")","v":1471},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1473)),A1472,\"\")","v":1471},{"$f":"IFERROR(SMALL(Helper2_1,A1472),\"\")","v":1471},null,1471,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1473)),$A1472,\"\")","v":1471},{"$f":"IFERROR(SMALL(Helper2_2,A1472),\"\")","v":1471},{"$f":"COUNTIF(Helper3_1,\"=\"&G1472)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1472)=1, G1472, \"\")","v":1471},{"$f":"IFERROR(SMALL(Index_2,A1472),\"\")","v":1471},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:J1472)),\"\")","v":"ATU_1471"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:K1472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:L1472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:M1472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:P1472)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1472,COLUMNS($J$2:Q1472)),\"\")","v":"The University has undertaken a comprehensive analysis of retention rates by programme, stage, division and School, together with a range of protected characteristics and entry points. The team heard from senior staff and saw in examples of Institution-led Review reports, that divisions and programmes with low retention outcomes were required to address these through specific enhancement action plans. The University has developed data dashboards to support senior staff and programme leaders so they have better oversight of module performance and the ability to target interventions for students who may be at risk of withdrawal (see paragraph 44)."}]
[{"$f":"IF('> FILTER <'!B1474<>\"\",ROW(OFFSET(A1473,-1,0)),\"\")","v":1472},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1474)),A1473,\"\")","v":1472},{"$f":"IFERROR(SMALL(Helper2_1,A1473),\"\")","v":1472},null,1472,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1474)),$A1473,\"\")","v":1472},{"$f":"IFERROR(SMALL(Helper2_2,A1473),\"\")","v":1472},{"$f":"COUNTIF(Helper3_1,\"=\"&G1473)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1473)=1, G1473, \"\")","v":1472},{"$f":"IFERROR(SMALL(Index_2,A1473),\"\")","v":1472},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:J1473)),\"\")","v":"ATU_1472"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:K1473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:L1473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:M1473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:P1473)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1473,COLUMNS($J$2:Q1473)),\"\")","v":"The University has continued to implement support for students at risk of withdrawal or disengagement through its Student Success Officers and School Academic Advisers who provide proactive interventions to encourage engagement and provide targeted support. In meetings with students, the QESR team heard that students were confident about how to raise concerns and where to seek support. Academic and professional support staff described the introduction of Student Success Officers and School Academic Advisers, the discussion of specific enhancement action plans at division and programme level, together with the use of data dashboards and data analysis, as an integrated and collaborative approach in supporting students to achieve successful academic and professional outcomes. The University should continue with the approach and evaluate the impact on retention to ensure success in its ambition."}]
[{"$f":"IF('> FILTER <'!B1475<>\"\",ROW(OFFSET(A1474,-1,0)),\"\")","v":1473},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1475)),A1474,\"\")","v":1473},{"$f":"IFERROR(SMALL(Helper2_1,A1474),\"\")","v":1473},null,1473,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1475)),$A1474,\"\")","v":1473},{"$f":"IFERROR(SMALL(Helper2_2,A1474),\"\")","v":1473},{"$f":"COUNTIF(Helper3_1,\"=\"&G1474)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1474)=1, G1474, \"\")","v":1473},{"$f":"IFERROR(SMALL(Index_2,A1474),\"\")","v":1473},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:J1474)),\"\")","v":"ATU_1473"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:K1474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:L1474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:M1474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:P1474)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1474,COLUMNS($J$2:Q1474)),\"\")","v":"In summary, the University has implemented systematic and integrated enhancement procedures to improve retention rates. This includes a data-driven approach to supporting students at risk of disengagement or withdrawal, a proactive process to supporting student transitions, and effective collaborative working between academics, services and students. The QESR team consider this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1476<>\"\",ROW(OFFSET(A1475,-1,0)),\"\")","v":1474},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1476)),A1475,\"\")","v":1474},{"$f":"IFERROR(SMALL(Helper2_1,A1475),\"\")","v":1474},null,{"$f":"ROW(OFFSET(E1475,-1,0))","v":1474},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1476)),$A1475,\"\")","v":1474},{"$f":"IFERROR(SMALL(Helper2_2,A1475),\"\")","v":1474},{"$f":"COUNTIF(Helper3_1,\"=\"&G1475)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1475)=1, G1475, \"\")","v":1474},{"$f":"IFERROR(SMALL(Index_2,A1475),\"\")","v":1474},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:J1475)),\"\")","v":"ATU_1474"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:K1475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:L1475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:M1475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:P1475)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1475,COLUMNS($J$2:Q1475)),\"\")","v":"In the academic session 2021-22, the University developed its microcredential offer to help students transitioning into higher education with the development of core academic literacies to support academic success. The University has worked proactively with the sector on the development of these microcredentials through the QAA Enhancement Themes and through leadership of a Collaborative Cluster exploring personalised approaches to resilience and community. A key feature of the microcredentials is supported peer learning using Student Module Assistants, who are students employed as peer facilitators of learning within the microcredential suites. They offer synchronous contact points for students to ask questions, gain support or be directed to academic staff. Students are also involved in the co-development and review of microcredential modules. This approach has embedded a strong partnership framework between the University and the student body for the ongoing development of the microcredential suites."}]
[{"$f":"IF('> FILTER <'!B1477<>\"\",ROW(OFFSET(A1476,-1,0)),\"\")","v":1475},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1477)),A1476,\"\")","v":1475},{"$f":"IFERROR(SMALL(Helper2_1,A1476),\"\")","v":1475},null,1475,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1477)),$A1476,\"\")","v":1475},{"$f":"IFERROR(SMALL(Helper2_2,A1476),\"\")","v":1475},{"$f":"COUNTIF(Helper3_1,\"=\"&G1476)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1476)=1, G1476, \"\")","v":1475},{"$f":"IFERROR(SMALL(Index_2,A1476),\"\")","v":1475},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:J1476)),\"\")","v":"ATU_1475"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:K1476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:L1476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:M1476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:P1476)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1476,COLUMNS($J$2:Q1476)),\"\")","v":"In meetings with the QESR team, students were positive about how the microcredential offer had supported transitions and provided a strong introduction to the University. This was further supported by evaluative activities undertaken by the University which commended the use of student module assistants for co-creation and supporting student needs, as well as the use of diagnostic assessments to enable a high-level overview of cohort strengths and areas for development which informed interventions in subsequent modules."}]
[{"$f":"IF('> FILTER <'!B1478<>\"\",ROW(OFFSET(A1477,-1,0)),\"\")","v":1476},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1478)),A1477,\"\")","v":1476},{"$f":"IFERROR(SMALL(Helper2_1,A1477),\"\")","v":1476},null,1476,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1478)),$A1477,\"\")","v":1476},{"$f":"IFERROR(SMALL(Helper2_2,A1477),\"\")","v":1476},{"$f":"COUNTIF(Helper3_1,\"=\"&G1477)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1477)=1, G1477, \"\")","v":1476},{"$f":"IFERROR(SMALL(Index_2,A1477),\"\")","v":1476},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:J1477)),\"\")","v":"ATU_1476"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:K1477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:L1477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:M1477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:P1477)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1477,COLUMNS($J$2:Q1477)),\"\")","v":"The QESR team identified the effective and proactive approach to student transitions taken by the University through the development of a suite of microcredentials that provides core academic literacies and supported peer learning. This has embedded support and development for academic success and for building student communities, and the team considers that the development of the microcredential suites as a proactive measure to support retention and inform enhancements within each programme is a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1479<>\"\",ROW(OFFSET(A1478,-1,0)),\"\")","v":1477},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1479)),A1478,\"\")","v":1477},{"$f":"IFERROR(SMALL(Helper2_1,A1478),\"\")","v":1477},null,1477,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1479)),$A1478,\"\")","v":1477},{"$f":"IFERROR(SMALL(Helper2_2,A1478),\"\")","v":1477},{"$f":"COUNTIF(Helper3_1,\"=\"&G1478)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1478)=1, G1478, \"\")","v":1477},{"$f":"IFERROR(SMALL(Index_2,A1478),\"\")","v":1477},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:J1478)),\"\")","v":"ATU_1477"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:K1478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:L1478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:M1478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:P1478)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1478,COLUMNS($J$2:Q1478)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Current Student Partnership Agreement (2022-2025), analysis of student feedback, information on student representation minutes of the Students as Partners Board, and Information on Unitu - an online platform. In addition, the team met with staff and students to explore the effectiveness of the current partnership arrangements and student satisfaction in 5 this area."}]
[{"$f":"IF('> FILTER <'!B1480<>\"\",ROW(OFFSET(A1479,-1,0)),\"\")","v":1478},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1480)),A1479,\"\")","v":1478},{"$f":"IFERROR(SMALL(Helper2_1,A1479),\"\")","v":1478},null,1478,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1480)),$A1479,\"\")","v":1478},{"$f":"IFERROR(SMALL(Helper2_2,A1479),\"\")","v":1478},{"$f":"COUNTIF(Helper3_1,\"=\"&G1479)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1479)=1, G1479, \"\")","v":1478},{"$f":"IFERROR(SMALL(Index_2,A1479),\"\")","v":1478},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:J1479)),\"\")","v":"ATU_1478"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:K1479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:L1479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:M1479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:P1479)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1479,COLUMNS($J$2:Q1479)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Current Student Partnership Agreement (2022-2025), analysis of student feedback, information on student representation minutes of the Students as Partners Board, and Information on Unitu - an online platform. In addition, the team met with staff and students to explore the effectiveness of the current partnership arrangements and student satisfaction in 5 this area"}]
[{"$f":"IF('> FILTER <'!B1481<>\"\",ROW(OFFSET(A1480,-1,0)),\"\")","v":1479},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1481)),A1480,\"\")","v":1479},{"$f":"IFERROR(SMALL(Helper2_1,A1480),\"\")","v":1479},null,1479,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1481)),$A1480,\"\")","v":1479},{"$f":"IFERROR(SMALL(Helper2_2,A1480),\"\")","v":1479},{"$f":"COUNTIF(Helper3_1,\"=\"&G1480)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1480)=1, G1480, \"\")","v":1479},{"$f":"IFERROR(SMALL(Index_2,A1480),\"\")","v":1479},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:J1480)),\"\")","v":"ATU_1479"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:K1480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:L1480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:M1480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:P1480)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1480,COLUMNS($J$2:Q1480)),\"\")","v":"The overarching framework for student engagement is set out in the Current Student Partnership Agreement (2022-2025) which sets out the priorities agreed between the student body and the University over a three-year period. It is reviewed annually to reflect the nature of the agreement as a working document."}]
[{"$f":"IF('> FILTER <'!B1482<>\"\",ROW(OFFSET(A1481,-1,0)),\"\")","v":1480},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1482)),A1481,\"\")","v":1480},{"$f":"IFERROR(SMALL(Helper2_1,A1481),\"\")","v":1480},null,1480,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1482)),$A1481,\"\")","v":1480},{"$f":"IFERROR(SMALL(Helper2_2,A1481),\"\")","v":1480},{"$f":"COUNTIF(Helper3_1,\"=\"&G1481)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1481)=1, G1481, \"\")","v":1480},{"$f":"IFERROR(SMALL(Index_2,A1481),\"\")","v":1480},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:J1481)),\"\")","v":"ATU_1480"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:K1481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:L1481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:M1481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:P1481)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1481,COLUMNS($J$2:Q1481)),\"\")","v":"A key mechanism for the student voice to be heard, are student voice forums. The QESR team heard from students that elected class and division representatives give feedback to the University during Student Voice forums and receive updates from the University on what is being done to resolve issues and close the feedback loop. The team was told that lecturers respond quickly and fully to feedback they have received through emails. Students can also approach their Students' Association Sabbatical Officers and raise issues who, in turn, can raise the issues in meetings with the senior leadership team."}]
[{"$f":"IF('> FILTER <'!B1483<>\"\",ROW(OFFSET(A1482,-1,0)),\"\")","v":1481},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1483)),A1482,\"\")","v":1481},{"$f":"IFERROR(SMALL(Helper2_1,A1482),\"\")","v":1481},null,1481,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1483)),$A1482,\"\")","v":1481},{"$f":"IFERROR(SMALL(Helper2_2,A1482),\"\")","v":1481},{"$f":"COUNTIF(Helper3_1,\"=\"&G1482)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1482)=1, G1482, \"\")","v":1481},{"$f":"IFERROR(SMALL(Index_2,A1482),\"\")","v":1481},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:J1482)),\"\")","v":"ATU_1481"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:K1482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:L1482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:M1482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:P1482)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1482,COLUMNS($J$2:Q1482)),\"\")","v":"The University has been trialling an online platform, Unitu, which allows users to give and receive feedback in a flexible manner. It is managed by student representatives and monitored by partner leads at the Students' Association and the Abertay Learning Enhancement (AbLE) Academy. Comments on the platform can be shared and responded to by both academic and professional service staff as needed. The online platform was introduced in a limited pilot to a small number of programmes in 2022-23 and was further extended to the entire School of Business, Law and Social Science and the Division of Engineering and Food Science in 2023-24. The online platform allows the University to move away from traditional approaches to the student voice and allow an ongoing conversation between staff and students, even when students are not on campus"}]
[{"$f":"IF('> FILTER <'!B1484<>\"\",ROW(OFFSET(A1483,-1,0)),\"\")","v":1482},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1484)),A1483,\"\")","v":1482},{"$f":"IFERROR(SMALL(Helper2_1,A1483),\"\")","v":1482},null,1482,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1484)),$A1483,\"\")","v":1482},{"$f":"IFERROR(SMALL(Helper2_2,A1483),\"\")","v":1482},{"$f":"COUNTIF(Helper3_1,\"=\"&G1483)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1483)=1, G1483, \"\")","v":1482},{"$f":"IFERROR(SMALL(Index_2,A1483),\"\")","v":1482},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:J1483)),\"\")","v":"ATU_1482"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:K1483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:L1483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:M1483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:P1483)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1483,COLUMNS($J$2:Q1483)),\"\")","v":"The University provides multiple routes for students to work in partnership with staff. Notably, the AbLE Academy provides a range of opportunities for staff and students, such as student research assistants, who collaborate through their EnAbLE projects, open to joint bids by staff and students to collaborate on institutional enhancement projects. The AbLE Academy also engages student consultants to work in partnership on key institutional priorities and student module assistants to co-create microcredentials, and to promote the resources available at open days and events. The University also funds projects by staff and students on topics, such as sustainability"}]
[{"$f":"IF('> FILTER <'!B1485<>\"\",ROW(OFFSET(A1484,-1,0)),\"\")","v":1483},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1485)),A1484,\"\")","v":1483},{"$f":"IFERROR(SMALL(Helper2_1,A1484),\"\")","v":1483},null,1483,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1485)),$A1484,\"\")","v":1483},{"$f":"IFERROR(SMALL(Helper2_2,A1484),\"\")","v":1483},{"$f":"COUNTIF(Helper3_1,\"=\"&G1484)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1484)=1, G1484, \"\")","v":1483},{"$f":"IFERROR(SMALL(Index_2,A1484),\"\")","v":1483},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:J1484)),\"\")","v":"ATU_1483"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:K1484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:L1484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:M1484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:P1484)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1484,COLUMNS($J$2:Q1484)),\"\")","v":"The QESR team considered the University has a wide range of effective and accessible student support services. The students met by the team were very positive about the Student Enquiry Zone and the library as clear points of contact for support and that there is good support available, and it is easy to access support or referral to another service as appropriate. They confirmed that academic issues can be dealt with by talking to module leaders or class representatives, and that more specialist services, such as counselling and learning support, are also available to students."}]
[{"$f":"IF('> FILTER <'!B1486<>\"\",ROW(OFFSET(A1485,-1,0)),\"\")","v":1484},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1486)),A1485,\"\")","v":1484},{"$f":"IFERROR(SMALL(Helper2_1,A1485),\"\")","v":1484},null,1484,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1486)),$A1485,\"\")","v":1484},{"$f":"IFERROR(SMALL(Helper2_2,A1485),\"\")","v":1484},{"$f":"COUNTIF(Helper3_1,\"=\"&G1485)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1485)=1, G1485, \"\")","v":1484},{"$f":"IFERROR(SMALL(Index_2,A1485),\"\")","v":1484},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:J1485)),\"\")","v":"ATU_1484"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:K1485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:L1485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:M1485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:P1485)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1485,COLUMNS($J$2:Q1485)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the ELIR 2021 Action Plan; ELIR Follow-up Report; Institution-Led Review 2024-30 Handbook: Support Services, Adjustment of Marks Policy; and minutes from meetings of the TLC and AQSC. The team also explored the institution's ELIR 4 responses in meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1487<>\"\",ROW(OFFSET(A1486,-1,0)),\"\")","v":1485},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1487)),A1486,\"\")","v":1485},{"$f":"IFERROR(SMALL(Helper2_1,A1486),\"\")","v":1485},null,1485,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1487)),$A1486,\"\")","v":1485},{"$f":"IFERROR(SMALL(Helper2_2,A1486),\"\")","v":1485},{"$f":"COUNTIF(Helper3_1,\"=\"&G1486)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1486)=1, G1486, \"\")","v":1485},{"$f":"IFERROR(SMALL(Index_2,A1486),\"\")","v":1485},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:J1486)),\"\")","v":"ATU_1485"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:K1486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:L1486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:M1486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:P1486)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1486,COLUMNS($J$2:Q1486)),\"\")","v":"ELIR 4 identified five recommendations. The QESR team saw from the Technical Report and the action plan that the University has completed three recommendations relating to the review of professional services, and the policy with regard to adjustment of student marks and effective implementation of university strategies. The University has made satisfactory progress on the remaining two recommendations - student retention and feedback on assessment with further work ongoing. A strategic lead was identified to take forward the actions and the University's TLC receives regular reports on each of the recommendations."}]
[{"$f":"IF('> FILTER <'!B1488<>\"\",ROW(OFFSET(A1487,-1,0)),\"\")","v":1486},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1488)),A1487,\"\")","v":1486},{"$f":"IFERROR(SMALL(Helper2_1,A1487),\"\")","v":1486},null,1486,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1488)),$A1487,\"\")","v":1486},{"$f":"IFERROR(SMALL(Helper2_2,A1487),\"\")","v":1486},{"$f":"COUNTIF(Helper3_1,\"=\"&G1487)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1487)=1, G1487, \"\")","v":1486},{"$f":"IFERROR(SMALL(Index_2,A1487),\"\")","v":1486},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:J1487)),\"\")","v":"ATU_1486"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:K1487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:L1487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:M1487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:P1487)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1487,COLUMNS($J$2:Q1487)),\"\")","v":"A review of all professional services was carried out within one event in May 2022. A Short-Life Working Group (SLWG) comprised of students, academic and professional services staff was convened on behalf of the Teaching and Learning Committee (TLC) to consider and develop the approach for the review of professional services. A revised approach and associated new review handbook were approved by TLC in June 2023. The new cycle of professional service review commenced in academic session 2023-24 and professional staff confirmed that good progress had been made in the preparatory phases. Plans to evaluate the new method were being considered at the time of the review and the QESR team would encourage continuation of these plans ensuring the effectiveness of the new review method."}]
[{"$f":"IF('> FILTER <'!B1489<>\"\",ROW(OFFSET(A1488,-1,0)),\"\")","v":1487},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1489)),A1488,\"\")","v":1487},{"$f":"IFERROR(SMALL(Helper2_1,A1488),\"\")","v":1487},null,1487,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1489)),$A1488,\"\")","v":1487},{"$f":"IFERROR(SMALL(Helper2_2,A1488),\"\")","v":1487},{"$f":"COUNTIF(Helper3_1,\"=\"&G1488)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1488)=1, G1488, \"\")","v":1487},{"$f":"IFERROR(SMALL(Index_2,A1488),\"\")","v":1487},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:J1488)),\"\")","v":"ATU_1487"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:K1488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:L1488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:M1488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:P1488)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1488,COLUMNS($J$2:Q1488)),\"\")","v":"In April 2022, a new policy relating to the adjustment of student marks was approved, to commence in the academic session 2022-23. The University has developed a communications strategy to inform staff and students about the introduction of the policy and confirmed that, although the policy had not been used in practice since approval, it was regularly discussed at Programme Assessment Boards."}]
[{"$f":"IF('> FILTER <'!B1490<>\"\",ROW(OFFSET(A1489,-1,0)),\"\")","v":1488},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1490)),A1489,\"\")","v":1488},{"$f":"IFERROR(SMALL(Helper2_1,A1489),\"\")","v":1488},null,1488,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1490)),$A1489,\"\")","v":1488},{"$f":"IFERROR(SMALL(Helper2_2,A1489),\"\")","v":1488},{"$f":"COUNTIF(Helper3_1,\"=\"&G1489)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1489)=1, G1489, \"\")","v":1488},{"$f":"IFERROR(SMALL(Index_2,A1489),\"\")","v":1488},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:J1489)),\"\")","v":"ATU_1488"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:K1489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:L1489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:M1489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:P1489)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1489,COLUMNS($J$2:Q1489)),\"\")","v":"The recommendation relating to the effective implementation of university strategies has been met and the University undertook a review of institutional key performance indicators (KPIs) to ensure appropriate monitoring and reporting on institutional strategies. The team saw from the evidence submitted, that there is effective use of these KPIs. Awareness and engagement of academic and professional service staff with strategies the University has developed, has improved through the development of an Engagement Framework. Regular meetings communicate priorities and progress with strategies. Academic and professional service staff are aware of university strategies and how these are informing developments and enhancement activities (paragraph 3). The University acknowledges that its response to this recommendation requires a long-term approach and will utilise learning from these activities as it develops its new Strategic Plan and Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B1491<>\"\",ROW(OFFSET(A1490,-1,0)),\"\")","v":1489},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1491)),A1490,\"\")","v":1489},{"$f":"IFERROR(SMALL(Helper2_1,A1490),\"\")","v":1489},null,1489,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1491)),$A1490,\"\")","v":1489},{"$f":"IFERROR(SMALL(Helper2_2,A1490),\"\")","v":1489},{"$f":"COUNTIF(Helper3_1,\"=\"&G1490)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1490)=1, G1490, \"\")","v":1489},{"$f":"IFERROR(SMALL(Index_2,A1490),\"\")","v":1489},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:J1490)),\"\")","v":"ATU_1489"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:K1490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:L1490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:M1490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:P1490)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1490,COLUMNS($J$2:Q1490)),\"\")","v":"There is a strategic focus and robust oversight of retention challenges across the institution that continues to be a key priority for the University. A comprehensive analysis of retention rates by programme, stage, division and School; and a range of protected characteristics and entry points has been undertaken, and this provided confidence to the QESR team that the recommendation has been met. The QESR team would encourage the University to continue with its integrated approach to the enhancement of student retention, implement evidence-based interventions to improve retention, and ensure evaluation of the effectiveness of these interventions in achieving this ambition (see paragraphs 4-7)"}]
[{"$f":"IF('> FILTER <'!B1492<>\"\",ROW(OFFSET(A1491,-1,0)),\"\")","v":1490},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1492)),A1491,\"\")","v":1490},{"$f":"IFERROR(SMALL(Helper2_1,A1491),\"\")","v":1490},null,1490,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1492)),$A1491,\"\")","v":1490},{"$f":"IFERROR(SMALL(Helper2_2,A1491),\"\")","v":1490},{"$f":"COUNTIF(Helper3_1,\"=\"&G1491)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1491)=1, G1491, \"\")","v":1490},{"$f":"IFERROR(SMALL(Index_2,A1491),\"\")","v":1490},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:J1491)),\"\")","v":"ATU_1490"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:K1491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:L1491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:M1491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:P1491)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1491,COLUMNS($J$2:Q1491)),\"\")","v":"To address the recommendation concerning consistency of feedback, the University established a Short Life Working Group (SLWG) on assessment in the academic session 2022-23. The SLWG included students, academics and professional services and led to a recommendations paper in June 2023 to enhance and ensure further consistency in practice (see paragraph 36). The AbLE service has also worked to review resources, support and development opportunities for staff to support more effective assessment and feedback practices. Developments include workshops and regular practice-sharing seminars on assessment and feedback, as well as student-facing sessions on assessment and feedback literacies. Staff and students were positive about the development and support for feedback practice. The University acknowledged that enhancements to assessment and feedback are 7 ongoing and that this will be a key feature of the new Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B1493<>\"\",ROW(OFFSET(A1492,-1,0)),\"\")","v":1491},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1493)),A1492,\"\")","v":1491},{"$f":"IFERROR(SMALL(Helper2_1,A1492),\"\")","v":1491},null,1491,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1493)),$A1492,\"\")","v":1491},{"$f":"IFERROR(SMALL(Helper2_2,A1492),\"\")","v":1491},{"$f":"COUNTIF(Helper3_1,\"=\"&G1492)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1492)=1, G1492, \"\")","v":1491},{"$f":"IFERROR(SMALL(Index_2,A1492),\"\")","v":1491},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:J1492)),\"\")","v":"ATU_1491"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:K1492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:L1492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:M1492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:P1492)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1492,COLUMNS($J$2:Q1492)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the specific evidence provided by the University relating to the Enhancement Topic; Learning Enhancement Strategy; Digital Strategy; principles of online and blended learning information about the microcredential suites; minutes from key institutional meetings; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1494<>\"\",ROW(OFFSET(A1493,-1,0)),\"\")","v":1492},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1494)),A1493,\"\")","v":1492},{"$f":"IFERROR(SMALL(Helper2_1,A1493),\"\")","v":1492},null,1492,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1494)),$A1493,\"\")","v":1492},{"$f":"IFERROR(SMALL(Helper2_2,A1493),\"\")","v":1492},{"$f":"COUNTIF(Helper3_1,\"=\"&G1493)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1493)=1, G1493, \"\")","v":1492},{"$f":"IFERROR(SMALL(Index_2,A1493),\"\")","v":1492},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:J1493)),\"\")","v":"ATU_1492"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:K1493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:L1493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:M1493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:P1493)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1493,COLUMNS($J$2:Q1493)),\"\")","v":"In response to the new SFC tertiary enhancement topic - The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering - the University has built upon its initial work on online and blended learning introduced during the COVID-19 pandemic. The University has developed a set of principles to support the transition to online and blended learning, as well as to set clear expectations for learning and teaching. The QESR team was clear, from discussions with students and staff, that the University has embraced a supportive blended learning approach, mainstreaming key developments such as pre-recorded lectures to support flexibility in learning, and prioritisation of learning interactions on campus, such as seminars, tutorials and workshops."}]
[{"$f":"IF('> FILTER <'!B1495<>\"\",ROW(OFFSET(A1494,-1,0)),\"\")","v":1493},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1495)),A1494,\"\")","v":1493},{"$f":"IFERROR(SMALL(Helper2_1,A1494),\"\")","v":1493},null,1493,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1495)),$A1494,\"\")","v":1493},{"$f":"IFERROR(SMALL(Helper2_2,A1494),\"\")","v":1493},{"$f":"COUNTIF(Helper3_1,\"=\"&G1494)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1494)=1, G1494, \"\")","v":1493},{"$f":"IFERROR(SMALL(Index_2,A1494),\"\")","v":1493},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:J1494)),\"\")","v":"ATU_1493"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:K1494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:L1494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:M1494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:P1494)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1494,COLUMNS($J$2:Q1494)),\"\")","v":"The University has introduced a series of changes to ensure those studying online or at a distance have a consistent, high-quality student experience. Enhancements include updates to student voice mechanisms through the pilot of an online feedback platform which supports the new blended learning system by allowing feedback to be collected without the need for on-campus focus groups. In addition, the provision of microcredentials, to increase digital literacy among students and staff, was also found to be helpful. The QESR team also heard how students valued the benefit of having access to a microcredential in advance of starting at the University."}]
[{"$f":"IF('> FILTER <'!B1496<>\"\",ROW(OFFSET(A1495,-1,0)),\"\")","v":1494},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1496)),A1495,\"\")","v":1494},{"$f":"IFERROR(SMALL(Helper2_1,A1495),\"\")","v":1494},null,1494,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1496)),$A1495,\"\")","v":1494},{"$f":"IFERROR(SMALL(Helper2_2,A1495),\"\")","v":1494},{"$f":"COUNTIF(Helper3_1,\"=\"&G1495)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1495)=1, G1495, \"\")","v":1494},{"$f":"IFERROR(SMALL(Index_2,A1495),\"\")","v":1494},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:J1495)),\"\")","v":"ATU_1494"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:K1495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:L1495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:M1495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:P1495)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1495,COLUMNS($J$2:Q1495)),\"\")","v":"The QESR team learnt from staff that the move to a blended approach to learning supported retention among the diverse student demographic at Abertay which was confirmed by students who welcomed access to pre-recorded and recorded lecturers, as well as the flexibility offered by blended learning. However, it was acknowledged by both staff and students that a blended learning approach was not the preference for all learners. The team learned that the University was considering the best approaches to prioritise on-campus interactions and community building through learning and teaching approaches, such as block teaching and focusing on physical skills - for example, laboratory skills."}]
[{"$f":"IF('> FILTER <'!B1497<>\"\",ROW(OFFSET(A1496,-1,0)),\"\")","v":1495},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1497)),A1496,\"\")","v":1495},{"$f":"IFERROR(SMALL(Helper2_1,A1496),\"\")","v":1495},null,1495,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1497)),$A1496,\"\")","v":1495},{"$f":"IFERROR(SMALL(Helper2_2,A1496),\"\")","v":1495},{"$f":"COUNTIF(Helper3_1,\"=\"&G1496)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1496)=1, G1496, \"\")","v":1495},{"$f":"IFERROR(SMALL(Index_2,A1496),\"\")","v":1495},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:J1496)),\"\")","v":"ATU_1495"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:K1496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:L1496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:M1496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:P1496)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1496,COLUMNS($J$2:Q1496)),\"\")","v":"Support for staff and students in developing digital skills and using key learning and digital technologies is further supported through the AbLE Academy and the Technology Enhanced Learning Support (TELS) team who offer a range of workshops, guidance and training for staff and students (see paragraphs 14 and 15). The AbLE Academy has also continued to offer their 'AbLE Bites' sessions and Blended Learning Summer Camps, at programme and division level, to support developments in digital learning. The University has also recently established a new Learning Technologies Development Forum to support communication and implementation of the Digital Strategy, as well as to help identify development and infrastructure needs, and continue to challenge enshrined pedagogies. The Jisc 2023 digital insights survey provided the University with information on how students were using the technology and what made a difference to their learning and working experiences. The results allowed the University to benchmark the experience of their students on their learning situation, digital platforms and service, and the use of technology in learning. The Jisc 2023 survey results were positive, with 85% of students at Abertay rating the overall quality of the online learning environment as excellent or good. Abertay ranked ahead of the sector benchmark in terms of support provided to enable students to access online platforms and services off campus."}]
[{"$f":"IF('> FILTER <'!B1498<>\"\",ROW(OFFSET(A1497,-1,0)),\"\")","v":1496},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1498)),A1497,\"\")","v":1496},{"$f":"IFERROR(SMALL(Helper2_1,A1497),\"\")","v":1496},null,1496,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1498)),$A1497,\"\")","v":1496},{"$f":"IFERROR(SMALL(Helper2_2,A1497),\"\")","v":1496},{"$f":"COUNTIF(Helper3_1,\"=\"&G1497)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1497)=1, G1497, \"\")","v":1496},{"$f":"IFERROR(SMALL(Index_2,A1497),\"\")","v":1496},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:J1497)),\"\")","v":"ATU_1496"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:K1497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:L1497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:M1497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:P1497)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1497,COLUMNS($J$2:Q1497)),\"\")","v":"The University provides a high-quality digital learning experience for students through its use of blended learning approaches and accessible virtual learning environments. Staff and students are effectively supported through a range of activities to develop digital skills and use digital tools and technologies for learning. The QESR team was confident that students have a strong and effective digital learning experience at the University and that this is a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1499<>\"\",ROW(OFFSET(A1498,-1,0)),\"\")","v":1497},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1499)),A1498,\"\")","v":1497},{"$f":"IFERROR(SMALL(Helper2_1,A1498),\"\")","v":1497},null,1497,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1499)),$A1498,\"\")","v":1497},{"$f":"IFERROR(SMALL(Helper2_2,A1498),\"\")","v":1497},{"$f":"COUNTIF(Helper3_1,\"=\"&G1498)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1498)=1, G1498, \"\")","v":1497},{"$f":"IFERROR(SMALL(Index_2,A1498),\"\")","v":1497},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:J1498)),\"\")","v":"ATU_1497"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:K1498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:L1498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:M1498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:P1498)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1498,COLUMNS($J$2:Q1498)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to managing quality and setting, maintaining, reviewing and assessing academic standards. The team considered a sample of quality process reports, relevant guidance documents for annual monitoring and institution-led periodic review, along with minutes from institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1500<>\"\",ROW(OFFSET(A1499,-1,0)),\"\")","v":1498},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1500)),A1499,\"\")","v":1498},{"$f":"IFERROR(SMALL(Helper2_1,A1499),\"\")","v":1498},null,1498,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1500)),$A1499,\"\")","v":1498},{"$f":"IFERROR(SMALL(Helper2_2,A1499),\"\")","v":1498},{"$f":"COUNTIF(Helper3_1,\"=\"&G1499)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1499)=1, G1499, \"\")","v":1498},{"$f":"IFERROR(SMALL(Index_2,A1499),\"\")","v":1498},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:J1499)),\"\")","v":"ATU_1498"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:K1499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:L1499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:M1499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:P1499)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1499,COLUMNS($J$2:Q1499)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional procedures relating to programme development and approval are aligned to sector expectations expressed in the Quality Code and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). The Teaching and Learning Committee (TLC) - a sub-committee of Senate - has responsibility for approving new programmes and considers such approvals, taking account of reports from Programme Approval Advisory Panels, Programme Change Advisory Panels and recommendations from the Academic Quality and Standards Committee (AQSC). AQSC approves module and programme changes."}]
[{"$f":"IF('> FILTER <'!B1501<>\"\",ROW(OFFSET(A1500,-1,0)),\"\")","v":1499},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1501)),A1500,\"\")","v":1499},{"$f":"IFERROR(SMALL(Helper2_1,A1500),\"\")","v":1499},null,1499,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1501)),$A1500,\"\")","v":1499},{"$f":"IFERROR(SMALL(Helper2_2,A1500),\"\")","v":1499},{"$f":"COUNTIF(Helper3_1,\"=\"&G1500)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1500)=1, G1500, \"\")","v":1499},{"$f":"IFERROR(SMALL(Index_2,A1500),\"\")","v":1499},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:J1500)),\"\")","v":"ATU_1499"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:K1500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:L1500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:M1500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:P1500)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1500,COLUMNS($J$2:Q1500)),\"\")","v":"Within the University's approach to Institution-led Review, it conducts thorough and robust annual monitoring and periodic review. All programmes, divisions, Schools, support services and partner institutions are required to produce annual reports. Programme, division and partner annual reports are approved at school level, while school and support service reports are approved by the AQSC. Annual reports focus on both quality assurance and ongoing enhancement and include actions to be progressed as follow-up to the monitoring process. Action plans prepared in response to periodic reviews are monitored through the annual monitoring process and are approved by Senate. TLC receives an annual report on institutional insights gathered from annual monitoring reports. The QESR team considered the overall approach is effective in facilitating alignment of periodic review outcomes and actions within the continuing annual quality processes, and enables oversight of progress at both school, service and institutional levels."}]
[{"$f":"IF('> FILTER <'!B1502<>\"\",ROW(OFFSET(A1501,-1,0)),\"\")","v":1500},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1502)),A1501,\"\")","v":1500},{"$f":"IFERROR(SMALL(Helper2_1,A1501),\"\")","v":1500},null,1500,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1502)),$A1501,\"\")","v":1500},{"$f":"IFERROR(SMALL(Helper2_2,A1501),\"\")","v":1500},{"$f":"COUNTIF(Helper3_1,\"=\"&G1501)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1501)=1, G1501, \"\")","v":1500},{"$f":"IFERROR(SMALL(Index_2,A1501),\"\")","v":1500},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:J1501)),\"\")","v":"ATU_1500"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:K1501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:L1501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:M1501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:P1501)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1501,COLUMNS($J$2:Q1501)),\"\")","v":"Institution-led periodic reviews of divisions, partnerships, support services and postgraduate research degrees are undertaken by panels which include staff, students and external members. Detailed reports identify key strengths/commendations and recommendations on areas for improvement or enhancement. These are considered at school and university level, through the AQSC and TLC, and reports with associated action plans are ultimately approved by Senate. The QESR team found that the University does not currently undertake annual analysis of Institutional-led Reviews. Since there may only be a very small number of reviews taking place each year, thematic analysis may not be appropriate on an annual basis. However, the lack of such analysis at a mid-point, results in a lack of opportunity to consider cross-institutional themes or trends in good practice, areas 9 for development, or other issues which may require institutional response or oversight. The QESR team recommends that the University implements routine thematic analysis of the outcomes of its Institution-led Reviews at key points within the cycle of reviews to ensure identification of thematic trends in good practice and areas of development which require institutional oversight or action."}]
[{"$f":"IF('> FILTER <'!B1503<>\"\",ROW(OFFSET(A1502,-1,0)),\"\")","v":1501},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1503)),A1502,\"\")","v":1501},{"$f":"IFERROR(SMALL(Helper2_1,A1502),\"\")","v":1501},null,1501,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1503)),$A1502,\"\")","v":1501},{"$f":"IFERROR(SMALL(Helper2_2,A1502),\"\")","v":1501},{"$f":"COUNTIF(Helper3_1,\"=\"&G1502)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1502)=1, G1502, \"\")","v":1501},{"$f":"IFERROR(SMALL(Index_2,A1502),\"\")","v":1501},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:J1502)),\"\")","v":"ATU_1501"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:K1502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:L1502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:M1502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:P1502)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1502,COLUMNS($J$2:Q1502)),\"\")","v":"Evaluation of the effectiveness of support services is governed by the same principles as the processes for the review of divisions, partnerships and postgraduate research degrees. The revised process for professional service review that was approved in June 2023, in response to ELIR 4, focuses on cross-institutional objectives and themes, and how service areas collaborate in respect of a theme, rather than on provision in individual service areas (paragraph 25). Subsequent to the review of all professional services that took place during the 2021-22 academic year and no periodic reviews of services taking place in 2022-23, the new process is being implemented from 2023-24. A further professional services review of 'building learning communities' is scheduled to take place in the second term of the academic year, with the theme of 'sustainability' to be reviewed in 2024-25."}]
[{"$f":"IF('> FILTER <'!B1504<>\"\",ROW(OFFSET(A1503,-1,0)),\"\")","v":1502},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1504)),A1503,\"\")","v":1502},{"$f":"IFERROR(SMALL(Helper2_1,A1503),\"\")","v":1502},null,1502,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1504)),$A1503,\"\")","v":1502},{"$f":"IFERROR(SMALL(Helper2_2,A1503),\"\")","v":1502},{"$f":"COUNTIF(Helper3_1,\"=\"&G1503)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1503)=1, G1503, \"\")","v":1502},{"$f":"IFERROR(SMALL(Index_2,A1503),\"\")","v":1502},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:J1503)),\"\")","v":"ATU_1502"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:K1503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:L1503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:M1503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:P1503)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1503,COLUMNS($J$2:Q1503)),\"\")","v":"In accordance with institutional strategy, growth of transnational partnerships is a current objective for the University. The Partnership Committee, reporting to TLC, provides oversight of partnerships and includes a range of senior officer, staff and student representatives within its membership. The Dean of International and UK Partnerships provides leadership and works closely with the Dean of Teaching and Learning. Operational elements of partnership delivery align with the University's core quality arrangements and are defined by thorough and considered processes for managing the full lifecycle of a partnership. These are set out in an Academic Partnership Handbook and resourcing considerations linked to partnerships are included within core annual planning processes. The QESR team is confident that the University has given careful and comprehensive consideration to the development of robust processes for partnership development and management. The University is continuing to reflect upon and enhance the processes to establish standard, annual due diligence considerations in addition to those undertaken at the development stage. The University is encouraged to maintain this proactive and considered approach as it continues to grow its portfolio of partnerships."}]
[{"$f":"IF('> FILTER <'!B1505<>\"\",ROW(OFFSET(A1504,-1,0)),\"\")","v":1503},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1505)),A1504,\"\")","v":1503},{"$f":"IFERROR(SMALL(Helper2_1,A1504),\"\")","v":1503},null,1503,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1505)),$A1504,\"\")","v":1503},{"$f":"IFERROR(SMALL(Helper2_2,A1504),\"\")","v":1503},{"$f":"COUNTIF(Helper3_1,\"=\"&G1504)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1504)=1, G1504, \"\")","v":1503},{"$f":"IFERROR(SMALL(Index_2,A1504),\"\")","v":1503},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:J1504)),\"\")","v":"ATU_1503"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:K1504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:L1504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:M1504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:P1504)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1504,COLUMNS($J$2:Q1504)),\"\")","v":"The University has focused on improving consistency and quality of feedback on assessments, and, more broadly, has kept assessment policy and procedure under review through a Short-life Working Group (SLWG) established in 2022-23. The group reports to TLC and a range of recommendations from the group were approved by TLC in June 2023, for implementation in 2023-24. Areas of focus for the University have included introducing a set of feedback principles, supporting student feedback literacy and piloting a new assessment brief template to develop consistency of the information provided to students on their assessments. The University intends to monitor the impact of its work on assessment through student feedback, and continuing review by the SLWG."}]
[{"$f":"IF('> FILTER <'!B1506<>\"\",ROW(OFFSET(A1505,-1,0)),\"\")","v":1504},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1506)),A1505,\"\")","v":1504},{"$f":"IFERROR(SMALL(Helper2_1,A1505),\"\")","v":1504},null,1504,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1506)),$A1505,\"\")","v":1504},{"$f":"IFERROR(SMALL(Helper2_2,A1505),\"\")","v":1504},{"$f":"COUNTIF(Helper3_1,\"=\"&G1505)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1505)=1, G1505, \"\")","v":1504},{"$f":"IFERROR(SMALL(Index_2,A1505),\"\")","v":1504},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:J1505)),\"\")","v":"ATU_1504"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:K1505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:L1505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:M1505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:P1505)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1505,COLUMNS($J$2:Q1505)),\"\")","v":"The University mapped its practice to the QAA External Examining Principles during the 2022-23 academic year and proactively engaged with feedback from external examiners. TLC receives an institutional overview of the reports submitted by external examiners, and subsequently provides recommended actions at the institutional level to address feedback and seeks to encourage members of TLC to act upon the feedback at more local levels."}]
[{"$f":"IF('> FILTER <'!B1507<>\"\",ROW(OFFSET(A1506,-1,0)),\"\")","v":1505},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1507)),A1506,\"\")","v":1505},{"$f":"IFERROR(SMALL(Helper2_1,A1506),\"\")","v":1505},null,1505,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1507)),$A1506,\"\")","v":1505},{"$f":"IFERROR(SMALL(Helper2_2,A1506),\"\")","v":1505},{"$f":"COUNTIF(Helper3_1,\"=\"&G1506)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1506)=1, G1506, \"\")","v":1505},{"$f":"IFERROR(SMALL(Index_2,A1506),\"\")","v":1505},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:J1506)),\"\")","v":"ATU_1505"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:K1506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:L1506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:M1506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:P1506)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1506,COLUMNS($J$2:Q1506)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of institutional policy and process against the Quality Code, policies and a sample of reports for annual monitoring and Institution-led Review, policy for the review and monitoring of partnerships, minutes from key institutional committees, the annual overview of external examiner reports, and annual SFC reporting. In addition, the QESR team also met with staff and students with responsibilities and experience of quality assurance, enhancement and academic standards."}]
[{"$f":"IF('> FILTER <'!B1508<>\"\",ROW(OFFSET(A1507,-1,0)),\"\")","v":1506},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1508)),A1507,\"\")","v":1506},{"$f":"IFERROR(SMALL(Helper2_1,A1507),\"\")","v":1506},null,1506,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1508)),$A1507,\"\")","v":1506},{"$f":"IFERROR(SMALL(Helper2_2,A1507),\"\")","v":1506},{"$f":"COUNTIF(Helper3_1,\"=\"&G1507)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1507)=1, G1507, \"\")","v":1506},{"$f":"IFERROR(SMALL(Index_2,A1507),\"\")","v":1506},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:J1507)),\"\")","v":"ATU_1506"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:K1507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:L1507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:M1507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:P1507)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1507,COLUMNS($J$2:Q1507)),\"\")","v":"The University makes effective use of the Quality Code in the development of its policies and procedures for quality assurance and enhancement. The University maintains a detailed map of how the Quality Code informs and enhances the institution's policies, procedures and principles - demonstrating clear alignment with the Expectations, Core and Common practices of the Code."}]
[{"$f":"IF('> FILTER <'!B1509<>\"\",ROW(OFFSET(A1508,-1,0)),\"\")","v":1507},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1509)),A1508,\"\")","v":1507},{"$f":"IFERROR(SMALL(Helper2_1,A1508),\"\")","v":1507},null,1507,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1509)),$A1508,\"\")","v":1507},{"$f":"IFERROR(SMALL(Helper2_2,A1508),\"\")","v":1507},{"$f":"COUNTIF(Helper3_1,\"=\"&G1508)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1508)=1, G1508, \"\")","v":1507},{"$f":"IFERROR(SMALL(Index_2,A1508),\"\")","v":1507},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:J1508)),\"\")","v":"ATU_1507"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:K1508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:L1508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:M1508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:P1508)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1508,COLUMNS($J$2:Q1508)),\"\")","v":"The QESR team considers that external reference points are used effectively to inform quality processes and the development and review of policy. This includes the use of external examiners, employers, professional standards and regulatory bodies (PSRBs), and student participation in quality Scotland resources in annual monitoring and Institution-led Review. The development of the institution's approach to the review of professional services also evidenced engagement with sectoral developments such as the QAA Focus on Professional Service Partnership."}]
[{"$f":"IF('> FILTER <'!B1510<>\"\",ROW(OFFSET(A1509,-1,0)),\"\")","v":1508},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1510)),A1509,\"\")","v":1508},{"$f":"IFERROR(SMALL(Helper2_1,A1509),\"\")","v":1508},null,1508,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1510)),$A1509,\"\")","v":1508},{"$f":"IFERROR(SMALL(Helper2_2,A1509),\"\")","v":1508},{"$f":"COUNTIF(Helper3_1,\"=\"&G1509)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1509)=1, G1509, \"\")","v":1508},{"$f":"IFERROR(SMALL(Index_2,A1509),\"\")","v":1508},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:J1509)),\"\")","v":"ATU_1508"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:K1509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:L1509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:M1509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:P1509)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1509,COLUMNS($J$2:Q1509)),\"\")","v":"Engagement with sector Enhancement Themes was also clearly demonstrated through the institution's work on retention and its leadership of a Collaborative Cluster exploring Personalised Approaches to Resilience and Community through its use of diagnostic assessment in the microcredentials suite (see paragraphs 8 and 9). A key feature of the microcredentials is supported peer learning using Student Module Assistants. Students are also involved in the co-development and review of microcredential modules. This approach has embedded a strong partnership framework between the University and the student body for the ongoing development of the microcredential suites."}]
[{"$f":"IF('> FILTER <'!B1511<>\"\",ROW(OFFSET(A1510,-1,0)),\"\")","v":1509},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1511)),A1510,\"\")","v":1509},{"$f":"IFERROR(SMALL(Helper2_1,A1510),\"\")","v":1509},null,1509,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1511)),$A1510,\"\")","v":1509},{"$f":"IFERROR(SMALL(Helper2_2,A1510),\"\")","v":1509},{"$f":"COUNTIF(Helper3_1,\"=\"&G1510)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1510)=1, G1510, \"\")","v":1509},{"$f":"IFERROR(SMALL(Index_2,A1510),\"\")","v":1509},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:J1510)),\"\")","v":"ATU_1509"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:K1510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:L1510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:M1510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:P1510)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1510,COLUMNS($J$2:Q1510)),\"\")","v":"Development of new policies and processes was also clearly informed by sectoral reference points and demonstrated an integrative approach to meeting and aligning the expectations for quality and standards. The team saw an example of this in the recently approved Academic Partnership Handbook which engaged with a range of sectoral reference points including the Quality Code Advice and Guidance on Partnerships, QAA Characteristic Statements for qualifications involving more than one degree-awarding body, and a range of government agencies related to the management and monitoring of collaborative provision."}]
[{"$f":"IF('> FILTER <'!B1512<>\"\",ROW(OFFSET(A1511,-1,0)),\"\")","v":1510},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1512)),A1511,\"\")","v":1510},{"$f":"IFERROR(SMALL(Helper2_1,A1511),\"\")","v":1510},null,1510,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1512)),$A1511,\"\")","v":1510},{"$f":"IFERROR(SMALL(Helper2_2,A1511),\"\")","v":1510},{"$f":"COUNTIF(Helper3_1,\"=\"&G1511)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1511)=1, G1511, \"\")","v":1510},{"$f":"IFERROR(SMALL(Index_2,A1511),\"\")","v":1510},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:J1511)),\"\")","v":"ATU_1510"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:K1511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:L1511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:M1511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:P1511)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1511,COLUMNS($J$2:Q1511)),\"\")","v":"The QESR team is confident that the University has in place effective arrangements to monitor and review its approach to the use of data and evidence, and to inform self-evaluation and decision-making. The team considered institution-level analysis of student feedback, Institution-led Review reports since 2021-22, the approach to annual monitoring, the Retention, Progression and Module Performance update, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1513<>\"\",ROW(OFFSET(A1512,-1,0)),\"\")","v":1511},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1513)),A1512,\"\")","v":1511},{"$f":"IFERROR(SMALL(Helper2_1,A1512),\"\")","v":1511},null,1511,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1513)),$A1512,\"\")","v":1511},{"$f":"IFERROR(SMALL(Helper2_2,A1512),\"\")","v":1511},{"$f":"COUNTIF(Helper3_1,\"=\"&G1512)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1512)=1, G1512, \"\")","v":1511},{"$f":"IFERROR(SMALL(Index_2,A1512),\"\")","v":1511},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:J1512)),\"\")","v":"ATU_1511"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:K1512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:L1512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:M1512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:P1512)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1512,COLUMNS($J$2:Q1512)),\"\")","v":"Retention continues to be a key priority for the University and a systematic integrated approach to the issue has been implemented (see paragraphs 4-7). At institutional level, the University has enhanced business intelligence systems through the introduction of a range of data dashboards, such as the retention, progression and achievement dashboard launched in January 2023. These dashboards have supported senior staff to make interventions on retention, by identifying module performance differences through Programme Assessment Boards and setting actions for further investigation and development. This new approach to data has also supported programme leaders to have 11 better oversight of module performance and target interventions for 'at-risk' students. In 2021-22, as a direct result of analysing the data on student retention, the University appointed a Student Success Officer in each School to monitor attendance on modules across the University and to alert colleagues to issues that require intervention. As a result of this intervention, in the academic year 2022-23, the University implemented an assessment at week four to identify struggling students. While retention rates fell in 2022-23, the team considered that this may be the continuing impact of the Covid pandemic and further monitoring will be required to assess this in the future."}]
[{"$f":"IF('> FILTER <'!B1514<>\"\",ROW(OFFSET(A1513,-1,0)),\"\")","v":1512},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1514)),A1513,\"\")","v":1512},{"$f":"IFERROR(SMALL(Helper2_1,A1513),\"\")","v":1512},null,1512,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1514)),$A1513,\"\")","v":1512},{"$f":"IFERROR(SMALL(Helper2_2,A1513),\"\")","v":1512},{"$f":"COUNTIF(Helper3_1,\"=\"&G1513)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1513)=1, G1513, \"\")","v":1512},{"$f":"IFERROR(SMALL(Index_2,A1513),\"\")","v":1512},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:J1513)),\"\")","v":"ATU_1512"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:K1513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:L1513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:M1513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:P1513)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1513,COLUMNS($J$2:Q1513)),\"\")","v":"A range of data is considered in the University's key quality processes, primarily Institution-led Review reports, annual monitoring and student feedback. Quality reports reviewed by the QESR team demonstrated that academic schools and divisions were able to access a range of data, through the new Business Intelligence (BI) dashboards such as Application, Enrolment and Entry Standard data; Student Progression, Attainment and Satisfaction data; and employability data to support their evaluation of programme performance. However, evaluation is currently largely metric-driven, and how impact is being evaluated is currently being considered by the University."}]
[{"$f":"IF('> FILTER <'!B1515<>\"\",ROW(OFFSET(A1514,-1,0)),\"\")","v":1513},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1515)),A1514,\"\")","v":1513},{"$f":"IFERROR(SMALL(Helper2_1,A1514),\"\")","v":1513},null,1513,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1515)),$A1514,\"\")","v":1513},{"$f":"IFERROR(SMALL(Helper2_2,A1514),\"\")","v":1513},{"$f":"COUNTIF(Helper3_1,\"=\"&G1514)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1514)=1, G1514, \"\")","v":1513},{"$f":"IFERROR(SMALL(Index_2,A1514),\"\")","v":1513},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:J1514)),\"\")","v":"ATU_1513"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:K1514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:L1514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:M1514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:P1514)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1514,COLUMNS($J$2:Q1514)),\"\")","v":"The University takes appropriate consideration of institution-wide student feedback, such as the National Student Survey (NSS) and Jisc surveys. Staff informed the team that all comments from the NSS are reviewed and reflected upon, and Jisc surveys are used to monitor attendance and virtual learning environment usage. Programme teams review the data and implement an action plan to address issues raised by students. Actions arising from the reviews include an increase in the number of suitable online textbooks for LLB Hons students and improvements to the recruitment and balanced representation of women on Art, Design and Technology programmes. A 'You Said, We Did' approach is taken in response to Jisc surveys, and a positive example of an outcome from these surveys has been investment in a new capture system for lectures which has aided learning, accessibility and quality of online materials in line with the University's new post-pandemic, blended\u0002learning approach."}]
[{"$f":"IF('> FILTER <'!B1516<>\"\",ROW(OFFSET(A1515,-1,0)),\"\")","v":1514},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1516)),A1515,\"\")","v":1514},{"$f":"IFERROR(SMALL(Helper2_1,A1515),\"\")","v":1514},null,1514,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1516)),$A1515,\"\")","v":1514},{"$f":"IFERROR(SMALL(Helper2_2,A1515),\"\")","v":1514},{"$f":"COUNTIF(Helper3_1,\"=\"&G1515)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1515)=1, G1515, \"\")","v":1514},{"$f":"IFERROR(SMALL(Index_2,A1515),\"\")","v":1514},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:J1515)),\"\")","v":"ATU_1514"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:K1515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:L1515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:M1515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:P1515)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1515,COLUMNS($J$2:Q1515)),\"\")","v":"The University has made progress in its use of data to support enhancement planning and decision-making. There has been investment by the University to develop the skills, capacity and infrastructure required for the effective use of data and progress in developing data dashboards and the availability of data analysis to staff at all levels. The QESR team consider this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1517<>\"\",ROW(OFFSET(A1516,-1,0)),\"\")","v":1515},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1517)),A1516,\"\")","v":1515},{"$f":"IFERROR(SMALL(Helper2_1,A1516),\"\")","v":1515},null,1515,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1517)),$A1516,\"\")","v":1515},{"$f":"IFERROR(SMALL(Helper2_2,A1516),\"\")","v":1515},{"$f":"COUNTIF(Helper3_1,\"=\"&G1516)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1516)=1, G1516, \"\")","v":1515},{"$f":"IFERROR(SMALL(Index_2,A1516),\"\")","v":1515},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:J1516)),\"\")","v":"NAP_1515"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:K1516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:L1516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:M1516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:P1516)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1516,COLUMNS($J$2:Q1516)),\"\")","v":"The integration of the Enhance Curriculum Framework and Curriculum Management Environment: The Curriculum Development Framework (ENhance) and the Curriculum Management Environment have an extensive reach and impact at all levels across the University, together with the evidence of the extent to which they are embedded in the University's processes to enhance the student experience (paragraphs 4-9)."}]
[{"$f":"IF('> FILTER <'!B1518<>\"\",ROW(OFFSET(A1517,-1,0)),\"\")","v":1516},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1518)),A1517,\"\")","v":1516},{"$f":"IFERROR(SMALL(Helper2_1,A1517),\"\")","v":1516},null,1516,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1518)),$A1517,\"\")","v":1516},{"$f":"IFERROR(SMALL(Helper2_2,A1517),\"\")","v":1516},{"$f":"COUNTIF(Helper3_1,\"=\"&G1517)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1517)=1, G1517, \"\")","v":1516},{"$f":"IFERROR(SMALL(Index_2,A1517),\"\")","v":1516},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:J1517)),\"\")","v":"NAP_1516"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:K1517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:L1517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:M1517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:P1517)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1517,COLUMNS($J$2:Q1517)),\"\")","v":"The approach to student engagement/partnership: This includes the use of Learning and Teaching Consultants and Student Quality Panel Members to ensure the student voice in decision-making processes; and the appointment of a new Head of Student Engagement and an Institutional Researcher for Learning and Teaching to strengthen the partnership between the student body and the University (paragraph 12)."}]
[{"$f":"IF('> FILTER <'!B1519<>\"\",ROW(OFFSET(A1518,-1,0)),\"\")","v":1517},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1519)),A1518,\"\")","v":1517},{"$f":"IFERROR(SMALL(Helper2_1,A1518),\"\")","v":1517},null,1517,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1519)),$A1518,\"\")","v":1517},{"$f":"IFERROR(SMALL(Helper2_2,A1518),\"\")","v":1517},{"$f":"COUNTIF(Helper3_1,\"=\"&G1518)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1518)=1, G1518, \"\")","v":1517},{"$f":"IFERROR(SMALL(Index_2,A1518),\"\")","v":1517},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:J1518)),\"\")","v":"NAP_1517"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:K1518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:L1518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:M1518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:P1518)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1518,COLUMNS($J$2:Q1518)),\"\")","v":"Support for mental health: The University's well-rounded, holistic approach to mental health support including investment in support services by increasing staffing, the increased support offered to students and staff, increased visibility, as well as working in partnership with Edinburgh Napier Students' Association to strengthen awareness of these services (paragraph 14)."}]
[{"$f":"IF('> FILTER <'!B1520<>\"\",ROW(OFFSET(A1519,-1,0)),\"\")","v":1518},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1520)),A1519,\"\")","v":1518},{"$f":"IFERROR(SMALL(Helper2_1,A1519),\"\")","v":1518},null,1518,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1520)),$A1519,\"\")","v":1518},{"$f":"IFERROR(SMALL(Helper2_2,A1519),\"\")","v":1518},{"$f":"COUNTIF(Helper3_1,\"=\"&G1519)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1519)=1, G1519, \"\")","v":1518},{"$f":"IFERROR(SMALL(Index_2,A1519),\"\")","v":1518},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:J1519)),\"\")","v":"NAP_1518"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:K1519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:L1519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:M1519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:P1519)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1519,COLUMNS($J$2:Q1519)),\"\")","v":"Postgraduate research students: The University should make progress on and accelerate its actions in response to the ELIR 4 recommendations to develop an institutional approach to reviewing postgraduate research programmes and the wider student experience, ensuring that arrangements are in place for the next academic year. In addition, the University should put interim arrangements in place to capture the broader postgraduate research experience for existing students (paragraphs 20-21)."}]
[{"$f":"IF('> FILTER <'!B1521<>\"\",ROW(OFFSET(A1520,-1,0)),\"\")","v":1519},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1521)),A1520,\"\")","v":1519},{"$f":"IFERROR(SMALL(Helper2_1,A1520),\"\")","v":1519},null,1519,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1521)),$A1520,\"\")","v":1519},{"$f":"IFERROR(SMALL(Helper2_2,A1520),\"\")","v":1519},{"$f":"COUNTIF(Helper3_1,\"=\"&G1520)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1520)=1, G1520, \"\")","v":1519},{"$f":"IFERROR(SMALL(Index_2,A1520),\"\")","v":1519},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:J1520)),\"\")","v":"NAP_1519"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:K1520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:L1520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:M1520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:P1520)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1520,COLUMNS($J$2:Q1520)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Strategy, a description of the oversight arrangements for the Learning and Teaching Strategy, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching and the wider student experience. In addition, the team met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1522<>\"\",ROW(OFFSET(A1521,-1,0)),\"\")","v":1520},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1522)),A1521,\"\")","v":1520},{"$f":"IFERROR(SMALL(Helper2_1,A1521),\"\")","v":1520},null,1520,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1522)),$A1521,\"\")","v":1520},{"$f":"IFERROR(SMALL(Helper2_2,A1521),\"\")","v":1520},{"$f":"COUNTIF(Helper3_1,\"=\"&G1521)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1521)=1, G1521, \"\")","v":1520},{"$f":"IFERROR(SMALL(Index_2,A1521),\"\")","v":1520},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:J1521)),\"\")","v":"NAP_1520"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:K1521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:L1521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:M1521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:P1521)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1521,COLUMNS($J$2:Q1521)),\"\")","v":"The University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Learning and Teaching Strategy that links explicitly to the institutional strategy, focusing on the student experience, the quality of the curriculum, the University's academic signature, and its impact. The Strategy document includes detailed enabling objectives and a monitoring and evaluation scheme with targets and timelines. There are quarterly updates to the Education and Student Experience Committee, with reporting lines to other committees, including School Education and Student Experience Committees. Some strands of the Strategy have had their own project teams and reporting structure - for example, the Curriculum Enhancement Framework and the Curriculum Management Environment. Academic Board and Court monitor the key performance indicators. The most recent update report presents progress with the eight enabling objectives with each 'achieved to a significant degree'."}]
[{"$f":"IF('> FILTER <'!B1523<>\"\",ROW(OFFSET(A1522,-1,0)),\"\")","v":1521},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1523)),A1522,\"\")","v":1521},{"$f":"IFERROR(SMALL(Helper2_1,A1522),\"\")","v":1521},null,1521,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1523)),$A1522,\"\")","v":1521},{"$f":"IFERROR(SMALL(Helper2_2,A1522),\"\")","v":1521},{"$f":"COUNTIF(Helper3_1,\"=\"&G1522)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1522)=1, G1522, \"\")","v":1521},{"$f":"IFERROR(SMALL(Index_2,A1522),\"\")","v":1521},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:J1522)),\"\")","v":"NAP_1521"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:K1522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:L1522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:M1522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:P1522)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1522,COLUMNS($J$2:Q1522)),\"\")","v":"The QESR team heard that the University, through its core and underpinning strategies, aspires to enhance its reputation as an accessible, inclusive, student-centred, and applied university. It recognises that supporting student achievement requires an integrated approach internally between academic schools and professional services, and externally with various stakeholders. Furthermore, the University recognises the need to develop further high-quality taught provision that provides graduates and employers with the right skills for employment."}]
[{"$f":"IF('> FILTER <'!B1524<>\"\",ROW(OFFSET(A1523,-1,0)),\"\")","v":1522},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1524)),A1523,\"\")","v":1522},{"$f":"IFERROR(SMALL(Helper2_1,A1523),\"\")","v":1522},null,1522,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1524)),$A1523,\"\")","v":1522},{"$f":"IFERROR(SMALL(Helper2_2,A1523),\"\")","v":1522},{"$f":"COUNTIF(Helper3_1,\"=\"&G1523)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1523)=1, G1523, \"\")","v":1522},{"$f":"IFERROR(SMALL(Index_2,A1523),\"\")","v":1522},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:J1523)),\"\")","v":"NAP_1522"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:K1523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:L1523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:M1523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:P1523)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1523,COLUMNS($J$2:Q1523)),\"\")","v":"Central to the Learning and Teaching Strategy is the new Curriculum Enhancement Framework, called ENhance. The ENhance framework requires programme teams to review curricula to meet the four ENhance principles that support curriculum design. The principles are in alignment with the Employability Strategy and Student Futures - a multidisciplinary service to support professional development and prepare students for the workplace. Achievement of the ENhance principles is recorded within the Curriculum Management Environment which allows the University to report on progress against the strategic key performance indicators and provides greater transparency across the University."}]
[{"$f":"IF('> FILTER <'!B1525<>\"\",ROW(OFFSET(A1524,-1,0)),\"\")","v":1523},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1525)),A1524,\"\")","v":1523},{"$f":"IFERROR(SMALL(Helper2_1,A1524),\"\")","v":1523},null,1523,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1525)),$A1524,\"\")","v":1523},{"$f":"IFERROR(SMALL(Helper2_2,A1524),\"\")","v":1523},{"$f":"COUNTIF(Helper3_1,\"=\"&G1524)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1524)=1, G1524, \"\")","v":1523},{"$f":"IFERROR(SMALL(Index_2,A1524),\"\")","v":1523},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:J1524)),\"\")","v":"NAP_1523"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:K1524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:L1524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:M1524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:P1524)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1524,COLUMNS($J$2:Q1524)),\"\")","v":"The QESR team heard that the ENhance project has evolved since its introduction in 2021 and is now embedded into quality and standards processes. For example, Institution-led Review (ILRs) and mid-cycle review provide mechanisms for reviewing and making decisions on the extent to which ENhance principles are embedded in the curriculum."}]
[{"$f":"IF('> FILTER <'!B1526<>\"\",ROW(OFFSET(A1525,-1,0)),\"\")","v":1524},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1526)),A1525,\"\")","v":1524},{"$f":"IFERROR(SMALL(Helper2_1,A1525),\"\")","v":1524},null,1524,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1526)),$A1525,\"\")","v":1524},{"$f":"IFERROR(SMALL(Helper2_2,A1525),\"\")","v":1524},{"$f":"COUNTIF(Helper3_1,\"=\"&G1525)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1525)=1, G1525, \"\")","v":1524},{"$f":"IFERROR(SMALL(Index_2,A1525),\"\")","v":1524},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:J1525)),\"\")","v":"NAP_1524"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:K1525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:L1525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:M1525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:P1525)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1525,COLUMNS($J$2:Q1525)),\"\")","v":"Academic staff who met the QESR team were able to provide examples of ways in which University Strategy and the ENhance project had positively impacted on their teaching. Most programmes subjected to ILR in 2022-23 achieved the ENhance threshold for incorporating employability into the curriculum. For example, in the Business School the ENhance principles are shaping programmes, curricula, module outcomes, and assessment in response to industry feedback and needs. In the creative industries, the team heard of a focus on employability in module outcomes and wider activities. ENhance principles are 5 being embedded into the ethos of the Schools through the creation of School Academic Lead (Curriculum Development) roles. Reporting to the School Heads of Learning and Teaching, these roles provide expertise in curriculum transformation together with dedicated time and resource to facilitate ENhance activity within the Schools."}]
[{"$f":"IF('> FILTER <'!B1527<>\"\",ROW(OFFSET(A1526,-1,0)),\"\")","v":1525},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1527)),A1526,\"\")","v":1525},{"$f":"IFERROR(SMALL(Helper2_1,A1526),\"\")","v":1525},null,1525,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1527)),$A1526,\"\")","v":1525},{"$f":"IFERROR(SMALL(Helper2_2,A1526),\"\")","v":1525},{"$f":"COUNTIF(Helper3_1,\"=\"&G1526)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1526)=1, G1526, \"\")","v":1525},{"$f":"IFERROR(SMALL(Index_2,A1526),\"\")","v":1525},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:J1526)),\"\")","v":"NAP_1525"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:K1526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:L1526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:M1526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:P1526)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1526,COLUMNS($J$2:Q1526)),\"\")","v":"The launch of a new Curriculum Management Environment in 2022-23 is intended to provide a single authoritative source of data to support the deliverables described in the Learning and Teaching Strategy. To date, four ILRs have been conducted using data outputs from the Curriculum Management Environment. The QESR team heard from academic staff that the Curriculum Management Environment was bringing improved accuracy and accessibility of academic data, and simplifying the process of mapping courses and programmes to learning outcomes. An example from Engineering was the use of the Curriculum Management Environment to map professional, statutory and regulatory body requirements to learning outcomes."}]
[{"$f":"IF('> FILTER <'!B1528<>\"\",ROW(OFFSET(A1527,-1,0)),\"\")","v":1526},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1528)),A1527,\"\")","v":1526},{"$f":"IFERROR(SMALL(Helper2_1,A1527),\"\")","v":1526},null,1526,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1528)),$A1527,\"\")","v":1526},{"$f":"IFERROR(SMALL(Helper2_2,A1527),\"\")","v":1526},{"$f":"COUNTIF(Helper3_1,\"=\"&G1527)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1527)=1, G1527, \"\")","v":1526},{"$f":"IFERROR(SMALL(Index_2,A1527),\"\")","v":1526},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:J1527)),\"\")","v":"NAP_1526"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:K1527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:L1527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:M1527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:P1527)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1527,COLUMNS($J$2:Q1527)),\"\")","v":"Each School has an annual plan that sets out departmental strategies, actions and objectives which are aligned to the University Strategy. The Annual University and School Plans, available on the university website, demonstrate close alignment and show that the Schools have adopted the Learning and Teaching Strategy and have embedded it in their planning processes."}]
[{"$f":"IF('> FILTER <'!B1529<>\"\",ROW(OFFSET(A1528,-1,0)),\"\")","v":1527},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1529)),A1528,\"\")","v":1527},{"$f":"IFERROR(SMALL(Helper2_1,A1528),\"\")","v":1527},null,1527,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1529)),$A1528,\"\")","v":1527},{"$f":"IFERROR(SMALL(Helper2_2,A1528),\"\")","v":1527},{"$f":"COUNTIF(Helper3_1,\"=\"&G1528)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1528)=1, G1528, \"\")","v":1527},{"$f":"IFERROR(SMALL(Index_2,A1528),\"\")","v":1527},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:J1528)),\"\")","v":"NAP_1527"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:K1528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:L1528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:M1528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:P1528)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1528,COLUMNS($J$2:Q1528)),\"\")","v":"Together, the Curriculum Enhancement Framework (ENhance) and the Curriculum Management Environment are considered by the QESR team to be a feature of good practice with their extensive reach and impact at all levels across the University, together with the evidence of the extent to which they are embedded in the University's processes to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1530<>\"\",ROW(OFFSET(A1529,-1,0)),\"\")","v":1528},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1530)),A1529,\"\")","v":1528},{"$f":"IFERROR(SMALL(Helper2_1,A1529),\"\")","v":1528},null,1528,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1530)),$A1529,\"\")","v":1528},{"$f":"IFERROR(SMALL(Helper2_2,A1529),\"\")","v":1528},{"$f":"COUNTIF(Helper3_1,\"=\"&G1529)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1529)=1, G1529, \"\")","v":1528},{"$f":"IFERROR(SMALL(Index_2,A1529),\"\")","v":1528},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:J1529)),\"\")","v":"NAP_1528"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:K1529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:L1529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:M1529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:P1529)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1529,COLUMNS($J$2:Q1529)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the University's Student Partnership Agreement (SPA) and progress report; key strategic documents - including the Learning and Teaching Strategy, SFC Annual Report and Outcome Agreement; and committee meeting minutes; as well as meeting with staff and students."}]
[{"$f":"IF('> FILTER <'!B1531<>\"\",ROW(OFFSET(A1530,-1,0)),\"\")","v":1529},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1531)),A1530,\"\")","v":1529},{"$f":"IFERROR(SMALL(Helper2_1,A1530),\"\")","v":1529},null,1529,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1531)),$A1530,\"\")","v":1529},{"$f":"IFERROR(SMALL(Helper2_2,A1530),\"\")","v":1529},{"$f":"COUNTIF(Helper3_1,\"=\"&G1530)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1530)=1, G1530, \"\")","v":1529},{"$f":"IFERROR(SMALL(Index_2,A1530),\"\")","v":1529},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:J1530)),\"\")","v":"NAP_1529"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:K1530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:L1530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:M1530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:P1530)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1530,COLUMNS($J$2:Q1530)),\"\")","v":"From meeting with staff and students and the evidence provided, it was apparent to the QESR team that there is a positive working relationship between the University and Edinburgh Napier Students' Association (ENSA). The SPA, which combines long-term goals with yearly objectives, closely links the two organisations together through a jointly agreed set of principles and the strategic objectives. The collaborative approach to enhancing the student experience is evident through the University and Student Association Forum (USAF), as well as student representation across different committees and working groups. The student experience is at the forefront of the work of the University and is highlighted as a key area in the Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B1532<>\"\",ROW(OFFSET(A1531,-1,0)),\"\")","v":1530},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1532)),A1531,\"\")","v":1530},{"$f":"IFERROR(SMALL(Helper2_1,A1531),\"\")","v":1530},null,1530,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1532)),$A1531,\"\")","v":1530},{"$f":"IFERROR(SMALL(Helper2_2,A1531),\"\")","v":1530},{"$f":"COUNTIF(Helper3_1,\"=\"&G1531)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1531)=1, G1531, \"\")","v":1530},{"$f":"IFERROR(SMALL(Index_2,A1531),\"\")","v":1530},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:J1531)),\"\")","v":"NAP_1530"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:K1531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:L1531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:M1531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:P1531)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1531,COLUMNS($J$2:Q1531)),\"\")","v":"The QESR team heard from students and staff about the scale of the work being done to improve the student experience. The student partnership agreement has been revised and a new Student Voice webpage has been created on the student intranet - MyNapier - to promote voluntary extra-curricular opportunities for students to engage in quality processes. The University has invested in this area by deploying students in a range of remunerated positions such as Learning and Teaching Consultants and Student Quality Panel Members to ensure the student voice is included in decision-making processes. These key roles are supported by the new Head of Student Engagement and the introduction of changes to the recruitment, training and support for all students undertaking a representative role, including 6 school and institutional-level committees, approval boards and institution-led reviews. Furthermore, the University has also appointed an Institutional Researcher for Learning and Teaching to strengthen institutional understanding of the student experience and to evaluate its approach to student engagement through evidence-based developments in this area. Work has also been conducted by ENSA to boost engagement among the student body with the number of student representatives increasing across the University. This increase in numbers has been supported by additional training for students as well as buy-in from key stakeholders such as School leadership, the Department of Learning and Teaching Enhancement (DLTE), and ENSA. The QESR team considered the approach to student engagement/partnership as a feature of good practice by the QESR team."}]
[{"$f":"IF('> FILTER <'!B1533<>\"\",ROW(OFFSET(A1532,-1,0)),\"\")","v":1531},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1533)),A1532,\"\")","v":1531},{"$f":"IFERROR(SMALL(Helper2_1,A1532),\"\")","v":1531},null,1531,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1533)),$A1532,\"\")","v":1531},{"$f":"IFERROR(SMALL(Helper2_2,A1532),\"\")","v":1531},{"$f":"COUNTIF(Helper3_1,\"=\"&G1532)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1532)=1, G1532, \"\")","v":1531},{"$f":"IFERROR(SMALL(Index_2,A1532),\"\")","v":1531},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:J1532)),\"\")","v":"NAP_1531"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:K1532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:L1532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:M1532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:P1532)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1532,COLUMNS($J$2:Q1532)),\"\")","v":"There is evidence of responsiveness to student feedback through various committees and working groups and from different student groups (ENSA representatives and DLTE student interns). One example of this is through the Blended Learning Working Group which makes use of student feedback through both ENSA representatives and DLTE student interns to develop a blended learning taxonomy and a set of principles for blended learning that are student-centred. However, the QESR team noted some variations in student engagement, such as the election of student representatives. In response, as indicated above, the University is aware and acting on this variation by investing in paid student positions as well as staff members to support these roles."}]
[{"$f":"IF('> FILTER <'!B1534<>\"\",ROW(OFFSET(A1533,-1,0)),\"\")","v":1532},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1534)),A1533,\"\")","v":1532},{"$f":"IFERROR(SMALL(Helper2_1,A1533),\"\")","v":1532},null,1532,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1534)),$A1533,\"\")","v":1532},{"$f":"IFERROR(SMALL(Helper2_2,A1533),\"\")","v":1532},{"$f":"COUNTIF(Helper3_1,\"=\"&G1533)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1533)=1, G1533, \"\")","v":1532},{"$f":"IFERROR(SMALL(Index_2,A1533),\"\")","v":1532},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:J1533)),\"\")","v":"NAP_1532"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:K1533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:L1533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:M1533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:P1533)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1533,COLUMNS($J$2:Q1533)),\"\")","v":"Recognising the increased demand for support, the University has invested in support services by increasing staffing, offering and visibility, as well as working in partnership with ENSA to strengthen awareness of these services. In meetings with the QESR team, students noted their positive experiences of pastoral support provided by the University. This included the Personal Development Tutor (PDT) role who reached out to students, and those studying on alternative pathways - such as Graduate Apprenticeships and transnational education - noted how they felt supported by the University and knew where to turn for help. Meetings with staff raised the work going on to improve mental health support including a Harm Reduction Short Life Working Group, Suicide Safer Steering Group, as well as the provision of staff development including mental health first aid for those who are frontline with students such as library staff. The University is taking a holistic approach to support student mental health and wellbeing by not just investing in a reactive manner to support those currently struggling with mental health issues, but by taking a more compassionate and inclusive approach to curriculum design by aiming to avoid assessment pinch points which may exacerbate mental health issues. Staff also mentioned a collaborative approach to utilising data to identify students at risk of withdrawal early on as way of supporting those who most need it (see paragraph 47). The QESR team considered the University's well-rounded approach to mental health support as a feature of good practice by the QESR team."}]
[{"$f":"IF('> FILTER <'!B1535<>\"\",ROW(OFFSET(A1534,-1,0)),\"\")","v":1533},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1535)),A1534,\"\")","v":1533},{"$f":"IFERROR(SMALL(Helper2_1,A1534),\"\")","v":1533},null,1533,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1535)),$A1534,\"\")","v":1533},{"$f":"IFERROR(SMALL(Helper2_2,A1534),\"\")","v":1533},{"$f":"COUNTIF(Helper3_1,\"=\"&G1534)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1534)=1, G1534, \"\")","v":1533},{"$f":"IFERROR(SMALL(Index_2,A1534),\"\")","v":1533},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:J1534)),\"\")","v":"NAP_1533"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:K1534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:L1534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:M1534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:P1534)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1534,COLUMNS($J$2:Q1534)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The team considered the ELIR 4 Follow-up report, and minutes from key institutional committees, and met with staff and students. ELIR 4 identified eight areas for development. The QESR team saw from the follow-up report that the University had made significant progress in addressing all but one of the areas."}]
[{"$f":"IF('> FILTER <'!B1536<>\"\",ROW(OFFSET(A1535,-1,0)),\"\")","v":1534},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1536)),A1535,\"\")","v":1534},{"$f":"IFERROR(SMALL(Helper2_1,A1535),\"\")","v":1534},null,1534,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1536)),$A1535,\"\")","v":1534},{"$f":"IFERROR(SMALL(Helper2_2,A1535),\"\")","v":1534},{"$f":"COUNTIF(Helper3_1,\"=\"&G1535)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1535)=1, G1535, \"\")","v":1534},{"$f":"IFERROR(SMALL(Index_2,A1535),\"\")","v":1534},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:J1535)),\"\")","v":"NAP_1534"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:K1535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:L1535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:M1535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:P1535)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1535,COLUMNS($J$2:Q1535)),\"\")","v":"As described in the Student Partnership section of this report, since ELIR 4, the structures for student representation have been strengthened and reviewed to include representation for all modes of delivery, supporting the election of and training of student representatives (see paragraph 12)."}]
[{"$f":"IF('> FILTER <'!B1537<>\"\",ROW(OFFSET(A1536,-1,0)),\"\")","v":1535},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1537)),A1536,\"\")","v":1535},{"$f":"IFERROR(SMALL(Helper2_1,A1536),\"\")","v":1535},null,1535,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1537)),$A1536,\"\")","v":1535},{"$f":"IFERROR(SMALL(Helper2_2,A1536),\"\")","v":1535},{"$f":"COUNTIF(Helper3_1,\"=\"&G1536)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1536)=1, G1536, \"\")","v":1535},{"$f":"IFERROR(SMALL(Index_2,A1536),\"\")","v":1535},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:J1536)),\"\")","v":"NAP_1535"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:K1536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:L1536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:M1536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:P1536)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1536,COLUMNS($J$2:Q1536)),\"\")","v":"The ELIR 4 team asked the University to establish a systematic and timely mechanism for reviewing support for students including those studying off campus. A thematic review of professional service support for students who study off campus identified examples of good practice in support for students studying online and highlighted some areas for enhancement - including ensuring that inclusive language was used in university-wide communications to recognise that not all students study on campus or have access to physical campus facilities, and to ensure that the support available for students who study online was explicitly stated. The subsequent arrival of the Covid pandemic meant that several of the recommendations of the review of student support were superseded by developments in university-wide practice in response to the pandemic."}]
[{"$f":"IF('> FILTER <'!B1538<>\"\",ROW(OFFSET(A1537,-1,0)),\"\")","v":1536},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1538)),A1537,\"\")","v":1536},{"$f":"IFERROR(SMALL(Helper2_1,A1537),\"\")","v":1536},null,1536,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1538)),$A1537,\"\")","v":1536},{"$f":"IFERROR(SMALL(Helper2_2,A1537),\"\")","v":1536},{"$f":"COUNTIF(Helper3_1,\"=\"&G1537)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1537)=1, G1537, \"\")","v":1536},{"$f":"IFERROR(SMALL(Index_2,A1537),\"\")","v":1536},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:J1537)),\"\")","v":"NAP_1536"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:K1537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:L1537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:M1537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:P1537)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1537,COLUMNS($J$2:Q1537)),\"\")","v":"The QESR team found that the postgraduate research culture has been enhanced by the establishment of a structured and longitudinal approach to researcher development. Postgraduate research students reported they have research development checkpoints every six months, which include a review of progress with training and any further requirements. Development opportunities are published at the start of each of six-month cycle. While many are geared to first-year students, there are others for later stage students."}]
[{"$f":"IF('> FILTER <'!B1539<>\"\",ROW(OFFSET(A1538,-1,0)),\"\")","v":1537},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1539)),A1538,\"\")","v":1537},{"$f":"IFERROR(SMALL(Helper2_1,A1538),\"\")","v":1537},null,1537,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1539)),$A1538,\"\")","v":1537},{"$f":"IFERROR(SMALL(Helper2_2,A1538),\"\")","v":1537},{"$f":"COUNTIF(Helper3_1,\"=\"&G1538)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1538)=1, G1538, \"\")","v":1537},{"$f":"IFERROR(SMALL(Index_2,A1538),\"\")","v":1537},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:J1538)),\"\")","v":"NAP_1537"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:K1538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:L1538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:M1538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:P1538)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1538,COLUMNS($J$2:Q1538)),\"\")","v":"In response to the recommendation about training for postgraduates that teach, a new mandatory course for students who teach has been introduced. At the time of the review, the course was in its third iteration. An associated student-led Microsoft Teams Space is currently being evaluated. Students and supervisors confirmed that the two-module mandatory training course is required before teaching. Completion of the modules is checked by the supervisor before teaching can start."}]
[{"$f":"IF('> FILTER <'!B1540<>\"\",ROW(OFFSET(A1539,-1,0)),\"\")","v":1538},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1540)),A1539,\"\")","v":1538},{"$f":"IFERROR(SMALL(Helper2_1,A1539),\"\")","v":1538},null,1538,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1540)),$A1539,\"\")","v":1538},{"$f":"IFERROR(SMALL(Helper2_2,A1539),\"\")","v":1538},{"$f":"COUNTIF(Helper3_1,\"=\"&G1539)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1539)=1, G1539, \"\")","v":1538},{"$f":"IFERROR(SMALL(Index_2,A1539),\"\")","v":1538},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:J1539)),\"\")","v":"NAP_1538"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:K1539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:L1539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:M1539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:P1539)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1539,COLUMNS($J$2:Q1539)),\"\")","v":"Changes to the ILR process for taught provision have been introduced as part of an annual review of the effectiveness of the Quality Framework by the Quality and Standards Committee. The procedure now includes a formal follow-up meeting a year after the review to ensure that progress continues to be made in addressing the recommendations and taking forward the commendations. A project is currently underway to review the ILR groupings to even out reviews within and across Schools. However, in terms of ensuring that the review of postgraduate study considers more fully the wider student learning experience beyond student progression and incorporates externality, there is no systematic ILR, or equivalent, process for postgraduate research programmes and practice varies across the University. The creation of a Doctoral College has been proposed by the University, recognising a need to provide a structured approach to support postgraduate research development. Once established, the QESR team was told that the Doctoral College will look at how best to evaluate the quality and standards of doctoral programmes."}]
[{"$f":"IF('> FILTER <'!B1541<>\"\",ROW(OFFSET(A1540,-1,0)),\"\")","v":1539},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1541)),A1540,\"\")","v":1539},{"$f":"IFERROR(SMALL(Helper2_1,A1540),\"\")","v":1539},null,1539,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1541)),$A1540,\"\")","v":1539},{"$f":"IFERROR(SMALL(Helper2_2,A1540),\"\")","v":1539},{"$f":"COUNTIF(Helper3_1,\"=\"&G1540)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1540)=1, G1540, \"\")","v":1539},{"$f":"IFERROR(SMALL(Index_2,A1540),\"\")","v":1539},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:J1540)),\"\")","v":"NAP_1539"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:K1540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:L1540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:M1540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:P1540)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1540,COLUMNS($J$2:Q1540)),\"\")","v":"The QESR team considered that there has been limited progress to develop an approach to institution-led review that includes reviewing postgraduate research programmes and the wider student experience. In light of this, the QESR team recommends that the University makes progress on and accelerates its actions in response to the ELIR 4 recommendations to ensure that arrangements are in place for the next academic year. In addition, the University should put interim arrangements in place to capture the postgraduate research experience for existing students."}]
[{"$f":"IF('> FILTER <'!B1542<>\"\",ROW(OFFSET(A1541,-1,0)),\"\")","v":1540},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1542)),A1541,\"\")","v":1540},{"$f":"IFERROR(SMALL(Helper2_1,A1541),\"\")","v":1540},null,1540,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1542)),$A1541,\"\")","v":1540},{"$f":"IFERROR(SMALL(Helper2_2,A1541),\"\")","v":1540},{"$f":"COUNTIF(Helper3_1,\"=\"&G1541)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1541)=1, G1541, \"\")","v":1540},{"$f":"IFERROR(SMALL(Index_2,A1541),\"\")","v":1540},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:J1541)),\"\")","v":"NAP_1540"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:K1541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:L1541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:M1541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:P1541)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1541,COLUMNS($J$2:Q1541)),\"\")","v":"The Quality Framework has been amended for 2023-24 to strengthen an integrated approach to professional services review within the existing annual monitoring and review and ILR approaches. There was a thematic review of global online support services in 2020 (see paragraph 17) and a summary report on professional services contribution to the quality of the student experience was presented to the Quality and Standards Committee in September 2023. Professional service requirements are now formally incorporated into ILRs."}]
[{"$f":"IF('> FILTER <'!B1543<>\"\",ROW(OFFSET(A1542,-1,0)),\"\")","v":1541},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1543)),A1542,\"\")","v":1541},{"$f":"IFERROR(SMALL(Helper2_1,A1542),\"\")","v":1541},null,1541,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1543)),$A1542,\"\")","v":1541},{"$f":"IFERROR(SMALL(Helper2_2,A1542),\"\")","v":1541},{"$f":"COUNTIF(Helper3_1,\"=\"&G1542)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1542)=1, G1542, \"\")","v":1541},{"$f":"IFERROR(SMALL(Index_2,A1542),\"\")","v":1541},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:J1542)),\"\")","v":"NAP_1541"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:K1542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:L1542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:M1542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:P1542)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1542,COLUMNS($J$2:Q1542)),\"\")","v":"One of the recommendations from ELIR 4 was to make external examiners' reports 8 accessible to all students. While the reports of external examiners are now available to students, there was limited awareness of the reports or the role of external examiners among students met by the QESR team. The team encourages the University to explore how this situation could be improved through its partnership with ENSA."}]
[{"$f":"IF('> FILTER <'!B1544<>\"\",ROW(OFFSET(A1543,-1,0)),\"\")","v":1542},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1544)),A1543,\"\")","v":1542},{"$f":"IFERROR(SMALL(Helper2_1,A1543),\"\")","v":1542},null,1542,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1544)),$A1543,\"\")","v":1542},{"$f":"IFERROR(SMALL(Helper2_2,A1543),\"\")","v":1542},{"$f":"COUNTIF(Helper3_1,\"=\"&G1543)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1543)=1, G1543, \"\")","v":1542},{"$f":"IFERROR(SMALL(Index_2,A1543),\"\")","v":1542},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:J1543)),\"\")","v":"NAP_1542"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:K1543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:L1543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:M1543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:P1543)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1543,COLUMNS($J$2:Q1543)),\"\")","v":"A thematic review of the English language entry criteria and proficiency of students on all transnational education (TNE) programmes was undertaken in 2020 and reported to the Quality and Standards Committee. Subsequent recommendations to ensure future student intakes have adequate language proficiency on entry, and to provide language support for existing students were taken forward by the Collaborative Provision Committee. Consistency has been established in the use of equivalencies of English language tests and IELTS. There is a requirement from the University to determine whether local tests are appropriate, by working with the English for Academic Purposes team."}]
[{"$f":"IF('> FILTER <'!B1545<>\"\",ROW(OFFSET(A1544,-1,0)),\"\")","v":1543},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1545)),A1544,\"\")","v":1543},{"$f":"IFERROR(SMALL(Helper2_1,A1544),\"\")","v":1543},null,1543,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1545)),$A1544,\"\")","v":1543},{"$f":"IFERROR(SMALL(Helper2_2,A1544),\"\")","v":1543},{"$f":"COUNTIF(Helper3_1,\"=\"&G1544)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1544)=1, G1544, \"\")","v":1543},{"$f":"IFERROR(SMALL(Index_2,A1544),\"\")","v":1543},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:J1544)),\"\")","v":"NAP_1543"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:K1544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:L1544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:M1544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:P1544)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1544,COLUMNS($J$2:Q1544)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the University's Enhancement Topic summary, the Digital Support Partnership report, the Blended Learning Short-Life Working Group report, and the Learning and Teaching Strategy as priority documents which consider this topic. The QESR team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1546<>\"\",ROW(OFFSET(A1545,-1,0)),\"\")","v":1544},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1546)),A1545,\"\")","v":1544},{"$f":"IFERROR(SMALL(Helper2_1,A1545),\"\")","v":1544},null,1544,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1546)),$A1545,\"\")","v":1544},{"$f":"IFERROR(SMALL(Helper2_2,A1545),\"\")","v":1544},{"$f":"COUNTIF(Helper3_1,\"=\"&G1545)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1545)=1, G1545, \"\")","v":1544},{"$f":"IFERROR(SMALL(Index_2,A1545),\"\")","v":1544},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:J1545)),\"\")","v":"NAP_1544"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:K1545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:L1545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:M1545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:P1545)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1545,COLUMNS($J$2:Q1545)),\"\")","v":"Developing digital literacy is a clear priority for the University, with one of the principles of their ENhance programme being dedicated to this, as well as a commitment in the Learning and Teaching Strategy to 'build on digital education'. The ILR process since the pandemic has also been updated to include explicit consideration of the student experience of online teaching and learning"}]
[{"$f":"IF('> FILTER <'!B1547<>\"\",ROW(OFFSET(A1546,-1,0)),\"\")","v":1545},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1547)),A1546,\"\")","v":1545},{"$f":"IFERROR(SMALL(Helper2_1,A1546),\"\")","v":1545},null,1545,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1547)),$A1546,\"\")","v":1545},{"$f":"IFERROR(SMALL(Helper2_2,A1546),\"\")","v":1545},{"$f":"COUNTIF(Helper3_1,\"=\"&G1546)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1546)=1, G1546, \"\")","v":1545},{"$f":"IFERROR(SMALL(Index_2,A1546),\"\")","v":1545},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:J1546)),\"\")","v":"NAP_1545"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:K1546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:L1546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:M1546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:P1546)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1546,COLUMNS($J$2:Q1546)),\"\")","v":"The COVID-19 pandemic had an impact on the University in terms of realising its Learning and Learning Strategy but, following resumption of more normal activities in spring 2022, the University has started to apply what it learnt from the pandemic into its teaching practice, particularly from the Digital Support Partnership Project. The positive impact of this project, and the wider enhancement topic, is evidenced through resources for developing a student-centred online curriculum, clear expectations and guidance for staff, supported transitions into online delivery, shared practice forums, and better student engagement and experience."}]
[{"$f":"IF('> FILTER <'!B1548<>\"\",ROW(OFFSET(A1547,-1,0)),\"\")","v":1546},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1548)),A1547,\"\")","v":1546},{"$f":"IFERROR(SMALL(Helper2_1,A1547),\"\")","v":1546},null,1546,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1548)),$A1547,\"\")","v":1546},{"$f":"IFERROR(SMALL(Helper2_2,A1547),\"\")","v":1546},{"$f":"COUNTIF(Helper3_1,\"=\"&G1547)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1547)=1, G1547, \"\")","v":1546},{"$f":"IFERROR(SMALL(Index_2,A1547),\"\")","v":1546},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:J1547)),\"\")","v":"NAP_1546"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:K1547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:L1547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:M1547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:P1547)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1547,COLUMNS($J$2:Q1547)),\"\")","v":"The Blended Learning Short-Life Working Group is an example of supporting digital learning within Schools and working towards a university-wide set of underpinning principles for teaching staff to use when designing blended learning and teaching. Other outputs from the working group include a blended learning taxonomy for the University, a suite of resources, and development events for staff on blended learning. The first two of these outputs are housed on a Blended Learning website, and the resources and development events sit with the Learning Technology Team and the Department of Learning and Teaching Enhancement (DLTE). From meeting with staff, the QESR team considers that there is a robust set of training and workshops provided to upskill in this area, as well as forming communities of practice and sharing learning. The QESR team learnt that external examiners have also highlighted the approach to blended learning and accessibility as being positive with the use of a variety and range of learning and teaching methods."}]
[{"$f":"IF('> FILTER <'!B1549<>\"\",ROW(OFFSET(A1548,-1,0)),\"\")","v":1547},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1549)),A1548,\"\")","v":1547},{"$f":"IFERROR(SMALL(Helper2_1,A1548),\"\")","v":1547},null,1547,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1549)),$A1548,\"\")","v":1547},{"$f":"IFERROR(SMALL(Helper2_2,A1548),\"\")","v":1547},{"$f":"COUNTIF(Helper3_1,\"=\"&G1548)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1548)=1, G1548, \"\")","v":1547},{"$f":"IFERROR(SMALL(Index_2,A1548),\"\")","v":1547},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:J1548)),\"\")","v":"NAP_1547"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:K1548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:L1548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:M1548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:P1548)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1548,COLUMNS($J$2:Q1548)),\"\")","v":"While the QESR team found some examples of digital inequality for staff and students, it was clear from meetings with staff and students that the University is aware of this and actively working to improve parity of access to resources. When meeting with the QESR team, students noted good access to computer labs and IT resources, including laptop 9 loans, as well as online learning materials that were presented in an accessible manner. Staff highlighted the provision of IT resources, especially with respect to supporting the high numbers of non-traditional students enrolled."}]
[{"$f":"IF('> FILTER <'!B1550<>\"\",ROW(OFFSET(A1549,-1,0)),\"\")","v":1548},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1550)),A1549,\"\")","v":1548},{"$f":"IFERROR(SMALL(Helper2_1,A1549),\"\")","v":1548},null,1548,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1550)),$A1549,\"\")","v":1548},{"$f":"IFERROR(SMALL(Helper2_2,A1549),\"\")","v":1548},{"$f":"COUNTIF(Helper3_1,\"=\"&G1549)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1549)=1, G1549, \"\")","v":1548},{"$f":"IFERROR(SMALL(Index_2,A1549),\"\")","v":1548},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:J1549)),\"\")","v":"NAP_1548"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:K1549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:L1549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:M1549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:P1549)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1549,COLUMNS($J$2:Q1549)),\"\")","v":"The QESR team is confident that the University has effective arrangements for managing quality and setting, maintaining, reviewing and assessing academic standards. The team considered the University's Quality Framework and Academic Regulations, Institution-led Review reports; annual monitoring reports including module, programme and school-level reports; student feedback; papers and minutes from institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1551<>\"\",ROW(OFFSET(A1550,-1,0)),\"\")","v":1549},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1551)),A1550,\"\")","v":1549},{"$f":"IFERROR(SMALL(Helper2_1,A1550),\"\")","v":1549},null,1549,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1551)),$A1550,\"\")","v":1549},{"$f":"IFERROR(SMALL(Helper2_2,A1550),\"\")","v":1549},{"$f":"COUNTIF(Helper3_1,\"=\"&G1550)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1550)=1, G1550, \"\")","v":1549},{"$f":"IFERROR(SMALL(Index_2,A1550),\"\")","v":1549},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:J1550)),\"\")","v":"NAP_1549"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:K1550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:L1550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:M1550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:P1550)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1550,COLUMNS($J$2:Q1550)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Policies and procedures are monitored by the Education and Student Experience Committee (ESEC) and reviewed annually. Policies relating to curriculum development and approval are aligned to the Quality Code, and take account of relevant Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework (SCQF). The University's Quality Framework provides advice and guidance on quality processes and the application of the University's academic regulations, and is subject to an annual review of effectiveness."}]
[{"$f":"IF('> FILTER <'!B1552<>\"\",ROW(OFFSET(A1551,-1,0)),\"\")","v":1550},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1552)),A1551,\"\")","v":1550},{"$f":"IFERROR(SMALL(Helper2_1,A1551),\"\")","v":1550},null,1550,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1552)),$A1551,\"\")","v":1550},{"$f":"IFERROR(SMALL(Helper2_2,A1551),\"\")","v":1550},{"$f":"COUNTIF(Helper3_1,\"=\"&G1551)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1551)=1, G1551, \"\")","v":1550},{"$f":"IFERROR(SMALL(Index_2,A1551),\"\")","v":1550},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:J1551)),\"\")","v":"NAP_1550"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:K1551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:L1551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:M1551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:P1551)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1551,COLUMNS($J$2:Q1551)),\"\")","v":"The QESR team considered that the Quality Framework provides detailed and comprehensive guidance on quality processes and is accessible to staff and students. In discussions with the QESR team, staff demonstrated an understanding of the key processes within the Quality Framework, and confirmed they were able to access information on the DLTE website and receive updates via School Academic Leads for Quality."}]
[{"$f":"IF('> FILTER <'!B1553<>\"\",ROW(OFFSET(A1552,-1,0)),\"\")","v":1551},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1553)),A1552,\"\")","v":1551},{"$f":"IFERROR(SMALL(Helper2_1,A1552),\"\")","v":1551},null,1551,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1553)),$A1552,\"\")","v":1551},{"$f":"IFERROR(SMALL(Helper2_2,A1552),\"\")","v":1551},{"$f":"COUNTIF(Helper3_1,\"=\"&G1552)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1552)=1, G1552, \"\")","v":1551},{"$f":"IFERROR(SMALL(Index_2,A1552),\"\")","v":1551},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:J1552)),\"\")","v":"NAP_1551"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:K1552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:L1552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:M1552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:P1552)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1552,COLUMNS($J$2:Q1552)),\"\")","v":"The remit of the Quality and Standards Committee (QSC), reporting to ESEC, is to oversee the quality and standard of all taught awards and credit-bearing provision through monitoring and maintaining academic regulations, and a coherent framework of internal quality assurance and enhancement procedures which take account of and meet external expectations. From the minutes available, it was evident that the Committee has appropriate oversight, and operates in accordance with its remit. This includes consideration of reports on Institution-led Review (ILR), school-level reports on accreditation and approvals, annual monitoring and external examiner activity, as well as reports from working groups."}]
[{"$f":"IF('> FILTER <'!B1554<>\"\",ROW(OFFSET(A1553,-1,0)),\"\")","v":1552},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1554)),A1553,\"\")","v":1552},{"$f":"IFERROR(SMALL(Helper2_1,A1553),\"\")","v":1552},null,1552,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1554)),$A1553,\"\")","v":1552},{"$f":"IFERROR(SMALL(Helper2_2,A1553),\"\")","v":1552},{"$f":"COUNTIF(Helper3_1,\"=\"&G1553)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1553)=1, G1553, \"\")","v":1552},{"$f":"IFERROR(SMALL(Index_2,A1553),\"\")","v":1552},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:J1553)),\"\")","v":"NAP_1552"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:K1553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:L1553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:M1553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:P1553)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1553,COLUMNS($J$2:Q1553)),\"\")","v":"The ILR process operates at the level of a programme or suite of cognate programmes, including all modes and locations of delivery, and leads to reapproval of the programme(s). It is effective in identifying both good practice and areas of challenge, as demonstrated through School annual reports and oversight by QSC. From 2022-23, the ILR process has included threshold decisions with respect to engagement with the ENhance curriculum framework. Discussions with staff confirmed that ILR is an efficient and effective mechanism for evidence-based decision-making in embedding the ENhance principles."}]
[{"$f":"IF('> FILTER <'!B1555<>\"\",ROW(OFFSET(A1554,-1,0)),\"\")","v":1553},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1555)),A1554,\"\")","v":1553},{"$f":"IFERROR(SMALL(Helper2_1,A1554),\"\")","v":1553},null,1553,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1555)),$A1554,\"\")","v":1553},{"$f":"IFERROR(SMALL(Helper2_2,A1554),\"\")","v":1553},{"$f":"COUNTIF(Helper3_1,\"=\"&G1554)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1554)=1, G1554, \"\")","v":1553},{"$f":"IFERROR(SMALL(Index_2,A1554),\"\")","v":1553},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:J1554)),\"\")","v":"NAP_1553"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:K1554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:L1554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:M1554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:P1554)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1554,COLUMNS($J$2:Q1554)),\"\")","v":"The University has explored different approaches to Professional Services Review (PSR) and decided to continue with an integrated approach, whereby the contribution of professional services is more explicitly discussed within annual monitoring and ILR processes. The Quality Framework was amended in 2022-23 to underpin this approach. QSC received a summary report on professional services' contribution to the quality of the student learning environment, based on ILRs in 2022-23, which highlighted strengths and 10 areas for development, cross-referenced with student survey outcomes. The QESR team considered this integrated approach to PSR to be proportionate and effective, and in line with current sector requirements."}]
[{"$f":"IF('> FILTER <'!B1556<>\"\",ROW(OFFSET(A1555,-1,0)),\"\")","v":1554},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1556)),A1555,\"\")","v":1554},{"$f":"IFERROR(SMALL(Helper2_1,A1555),\"\")","v":1554},null,1554,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1556)),$A1555,\"\")","v":1554},{"$f":"IFERROR(SMALL(Helper2_2,A1555),\"\")","v":1554},{"$f":"COUNTIF(Helper3_1,\"=\"&G1555)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1555)=1, G1555, \"\")","v":1554},{"$f":"IFERROR(SMALL(Index_2,A1555),\"\")","v":1554},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:J1555)),\"\")","v":"NAP_1554"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:K1555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:L1555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:M1555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:P1555)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1555,COLUMNS($J$2:Q1555)),\"\")","v":"Based on the evidence available, the QESR team is confident that the University is managing its arrangements for assessment and feedback effectively. The University keeps central oversight of external examiner reports through scrutiny by the Quality and Standards team, which provides an institutional summary report to QSC. External examiners were positive overall about the University's management of assessment and academic standards but raised some issues around consistency of feedback across modules, limited information on moderation processes, and variations in student performance across different modes/locations of delivery. The QESR team saw evidence in committee minutes of the University's effective engagement with the issues raised by external examiners and the establishment of working groups to explore issues in more depth (see also paragraph 43)."}]
[{"$f":"IF('> FILTER <'!B1557<>\"\",ROW(OFFSET(A1556,-1,0)),\"\")","v":1555},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1557)),A1556,\"\")","v":1555},{"$f":"IFERROR(SMALL(Helper2_1,A1556),\"\")","v":1555},null,1555,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1557)),$A1556,\"\")","v":1555},{"$f":"IFERROR(SMALL(Helper2_2,A1556),\"\")","v":1555},{"$f":"COUNTIF(Helper3_1,\"=\"&G1556)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1556)=1, G1556, \"\")","v":1555},{"$f":"IFERROR(SMALL(Index_2,A1556),\"\")","v":1555},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:J1556)),\"\")","v":"NAP_1555"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:K1556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:L1556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:M1556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:P1556)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1556,COLUMNS($J$2:Q1556)),\"\")","v":"The University's approach to the management of quality and standards is the same for all programmes, irrespective of delivery mode or location. The QESR team saw evidence that all programme modes and locations of delivery are included within ILR reports and follow up, and annual monitoring reports. The University's Quality Framework expectations around externality in assessment processes are also embedded within all collaborative provision, as are student engagement and representation processes and structures."}]
[{"$f":"IF('> FILTER <'!B1558<>\"\",ROW(OFFSET(A1557,-1,0)),\"\")","v":1556},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1558)),A1557,\"\")","v":1556},{"$f":"IFERROR(SMALL(Helper2_1,A1557),\"\")","v":1556},null,1556,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1558)),$A1557,\"\")","v":1556},{"$f":"IFERROR(SMALL(Helper2_2,A1557),\"\")","v":1556},{"$f":"COUNTIF(Helper3_1,\"=\"&G1557)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1557)=1, G1557, \"\")","v":1556},{"$f":"IFERROR(SMALL(Index_2,A1557),\"\")","v":1556},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:J1557)),\"\")","v":"NAP_1556"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:K1557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:L1557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:M1557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:P1557)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1557,COLUMNS($J$2:Q1557)),\"\")","v":"The Collaborative Provision Committee (CPC) has oversight of all matters relating to collaborative provision, on behalf of ESEC and the Academic Board, and ensures that all proposals to deliver in partnership with another organisation are approved in accordance with the procedure set out in the Quality Framework. Collaborative programmes are scrutinised 15-18 months after the first cohort enrolment by a review panel independent of the parent School. However, no new collaborative programmes had commenced since early 2021 due to pandemic disruption, so no First Year Reviews had been undertaken."}]
[{"$f":"IF('> FILTER <'!B1559<>\"\",ROW(OFFSET(A1558,-1,0)),\"\")","v":1557},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1559)),A1558,\"\")","v":1557},{"$f":"IFERROR(SMALL(Helper2_1,A1558),\"\")","v":1557},null,1557,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1559)),$A1558,\"\")","v":1557},{"$f":"IFERROR(SMALL(Helper2_2,A1558),\"\")","v":1557},{"$f":"COUNTIF(Helper3_1,\"=\"&G1558)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1558)=1, G1558, \"\")","v":1557},{"$f":"IFERROR(SMALL(Index_2,A1558),\"\")","v":1557},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:J1558)),\"\")","v":"NAP_1557"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:K1558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:L1558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:M1558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:P1558)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1558,COLUMNS($J$2:Q1558)),\"\")","v":"The University's QSC had noted, in its analysis of good honours degrees in academic year 2020-21, that TNE students performed poorly in comparison with home students. Staff indicated they were aware of this attainment gap and identified a range of potential contributing factors. They were taking steps to address lower performance by offering TNE students extra support and more learning resources, and more applied forms of assessment. In addition, DLTE had created a staff development module for TNE partner staff. The QESR team considers that the University should continue in its efforts to take steps to close the attainment gap for TNE students and evaluate the effectiveness of the extra support offered to TNE students and staff."}]
[{"$f":"IF('> FILTER <'!B1560<>\"\",ROW(OFFSET(A1559,-1,0)),\"\")","v":1558},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1560)),A1559,\"\")","v":1558},{"$f":"IFERROR(SMALL(Helper2_1,A1559),\"\")","v":1558},null,1558,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1560)),$A1559,\"\")","v":1558},{"$f":"IFERROR(SMALL(Helper2_2,A1559),\"\")","v":1558},{"$f":"COUNTIF(Helper3_1,\"=\"&G1559)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1559)=1, G1559, \"\")","v":1558},{"$f":"IFERROR(SMALL(Index_2,A1559),\"\")","v":1558},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:J1559)),\"\")","v":"NAP_1558"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:K1559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:L1559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:M1559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:P1559)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1559,COLUMNS($J$2:Q1559)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team reviewed evidence including the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1561<>\"\",ROW(OFFSET(A1560,-1,0)),\"\")","v":1559},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1561)),A1560,\"\")","v":1559},{"$f":"IFERROR(SMALL(Helper2_1,A1560),\"\")","v":1559},null,1559,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1561)),$A1560,\"\")","v":1559},{"$f":"IFERROR(SMALL(Helper2_2,A1560),\"\")","v":1559},{"$f":"COUNTIF(Helper3_1,\"=\"&G1560)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1560)=1, G1560, \"\")","v":1559},{"$f":"IFERROR(SMALL(Index_2,A1560),\"\")","v":1559},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:J1560)),\"\")","v":"NAP_1559"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:K1560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:L1560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:M1560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:P1560)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1560,COLUMNS($J$2:Q1560)),\"\")","v":"The QESR team considered that the University makes effective use of external reference points in the management of academic standards through the implementation of its regulations, policies and procedures, as detailed in the Quality Code mapping document. This is a comprehensive document and is reviewed and updated annually. In addition to mapping university policies and practice to the Quality Code, the mapping document presents a reflective process that discusses the overall approach to meeting the expectation of the Quality Code, relevant ongoing enhancement activity, and consideration of the guiding principles in the advice and guidance in support of the Code. Each section has an 11 enhancement paragraph, which changes every year to refresh it and improve engagement among staff."}]
[{"$f":"IF('> FILTER <'!B1562<>\"\",ROW(OFFSET(A1561,-1,0)),\"\")","v":1560},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1562)),A1561,\"\")","v":1560},{"$f":"IFERROR(SMALL(Helper2_1,A1561),\"\")","v":1560},null,1560,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1562)),$A1561,\"\")","v":1560},{"$f":"IFERROR(SMALL(Helper2_2,A1561),\"\")","v":1560},{"$f":"COUNTIF(Helper3_1,\"=\"&G1561)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1561)=1, G1561, \"\")","v":1560},{"$f":"IFERROR(SMALL(Index_2,A1561),\"\")","v":1560},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:J1561)),\"\")","v":"NAP_1560"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:K1561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:L1561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:M1561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:P1561)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1561,COLUMNS($J$2:Q1561)),\"\")","v":"The University encourages industry and expert guest contributions to learning and teaching activity to enhance the student experience and play a role in preparing students for working life. The Quality Code mapping document emphasises the importance of externality through external examiners that go to Programme Assessment Boards, and the input of other external stakeholders to course design and development. The use of Employer and Industrial Liaison Panels is encouraged to support Schools in ensuring programmes meet standards and expectations and deliver high-quality graduates. While some disciplines, such as health and social care and engineering, already have close links with industry, the inclusion of industry or professional experts in ILR panels is not yet uniform practice. The QESR team encourages the University to increase the number of Employer and Industrial Liaison Panels across all disciplines."}]
[{"$f":"IF('> FILTER <'!B1563<>\"\",ROW(OFFSET(A1562,-1,0)),\"\")","v":1561},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1563)),A1562,\"\")","v":1561},{"$f":"IFERROR(SMALL(Helper2_1,A1562),\"\")","v":1561},null,1561,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1563)),$A1562,\"\")","v":1561},{"$f":"IFERROR(SMALL(Helper2_2,A1562),\"\")","v":1561},{"$f":"COUNTIF(Helper3_1,\"=\"&G1562)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1562)=1, G1562, \"\")","v":1561},{"$f":"IFERROR(SMALL(Index_2,A1562),\"\")","v":1561},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:J1562)),\"\")","v":"NAP_1561"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:K1562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:L1562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:M1562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:P1562)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1562,COLUMNS($J$2:Q1562)),\"\")","v":"The external examiner role provides important feedback and is a source of evidence to improve ongoing monitoring and review activity. A university-wide External Examiner Report Template promotes a consistent approach to gathering feedback. A short-life working group was established to review and reflect upon the external examiner life cycle, including reference to the External Examining Principles from QAA. It was expected to report to the Quality and Standards Committee in April 2023. However, the working group changed into an ongoing sub-group of the Quality and Standards Committee. The QESR team understands that this sub-group is yet to report its findings and academic staff were unable to describe any recent changes in external examiner practice. In terms of other external reference points, all credit-bearing provision at the University must be assigned an appropriate SCQF level; further, university regulations are informed by the Scottish National Frameworks for Qualifications. The Student Partnership Agreement aligns to the Core and Common practices and good practice described within the Quality Code and QAA's Quality Enhancement Framework, of which student engagement is a key pillar."}]
[{"$f":"IF('> FILTER <'!B1564<>\"\",ROW(OFFSET(A1563,-1,0)),\"\")","v":1562},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1564)),A1563,\"\")","v":1562},{"$f":"IFERROR(SMALL(Helper2_1,A1563),\"\")","v":1562},null,1562,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1564)),$A1563,\"\")","v":1562},{"$f":"IFERROR(SMALL(Helper2_2,A1563),\"\")","v":1562},{"$f":"COUNTIF(Helper3_1,\"=\"&G1563)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1563)=1, G1563, \"\")","v":1562},{"$f":"IFERROR(SMALL(Index_2,A1563),\"\")","v":1562},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:J1563)),\"\")","v":"NAP_1562"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:K1563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:L1563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:M1563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:P1563)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1563,COLUMNS($J$2:Q1563)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered Institution-led Review (ILR) and annual monitoring reports, as well as evidence of use of data across committee meetings, and they met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1565<>\"\",ROW(OFFSET(A1564,-1,0)),\"\")","v":1563},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1565)),A1564,\"\")","v":1563},{"$f":"IFERROR(SMALL(Helper2_1,A1564),\"\")","v":1563},null,1563,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1565)),$A1564,\"\")","v":1563},{"$f":"IFERROR(SMALL(Helper2_2,A1564),\"\")","v":1563},{"$f":"COUNTIF(Helper3_1,\"=\"&G1564)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1564)=1, G1564, \"\")","v":1563},{"$f":"IFERROR(SMALL(Index_2,A1564),\"\")","v":1563},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:J1564)),\"\")","v":"NAP_1563"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:K1564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:L1564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:M1564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:P1564)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1564,COLUMNS($J$2:Q1564)),\"\")","v":"Commended in ELIR 4 for its growing capacity to provide data to staff in an accessible format, the University has built upon and enhanced this work including embedding an institutional dashboard system into the annual monitoring process. The impact of this is evident with annual monitoring reports from 2019 showing fewer concerns regarding the availability and nature of data presented. However, the QESR team found some evidence that the extent to which the data resources are used and accessible by staff across the University is mixed, with one ILR report noting staff struggling with the systems in place."}]
[{"$f":"IF('> FILTER <'!B1566<>\"\",ROW(OFFSET(A1565,-1,0)),\"\")","v":1564},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1566)),A1565,\"\")","v":1564},{"$f":"IFERROR(SMALL(Helper2_1,A1565),\"\")","v":1564},null,1564,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1566)),$A1565,\"\")","v":1564},{"$f":"IFERROR(SMALL(Helper2_2,A1565),\"\")","v":1564},{"$f":"COUNTIF(Helper3_1,\"=\"&G1565)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1565)=1, G1565, \"\")","v":1564},{"$f":"IFERROR(SMALL(Index_2,A1565),\"\")","v":1564},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:J1565)),\"\")","v":"NAP_1564"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:K1565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:L1565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:M1565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:P1565)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1565,COLUMNS($J$2:Q1565)),\"\")","v":"Various sources of data including retention, progression, attainment and student satisfaction are used in the ILR process to ensure an evidence-informed approach to self-evaluation. However, with respect to data on attainment, there are poorer outcomes for those enrolled on TNE provision (45% TNE compared to 87.4% UK-delivered). Meetings with staff confirmed there is an awareness at the University that this is an area that needs to be addressed and work on it is in the early stages (see also paragraph 39)."}]
[{"$f":"IF('> FILTER <'!B1567<>\"\",ROW(OFFSET(A1566,-1,0)),\"\")","v":1565},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1567)),A1566,\"\")","v":1565},{"$f":"IFERROR(SMALL(Helper2_1,A1566),\"\")","v":1565},null,1565,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1567)),$A1566,\"\")","v":1565},{"$f":"IFERROR(SMALL(Helper2_2,A1566),\"\")","v":1565},{"$f":"COUNTIF(Helper3_1,\"=\"&G1566)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1566)=1, G1566, \"\")","v":1565},{"$f":"IFERROR(SMALL(Index_2,A1566),\"\")","v":1565},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:J1566)),\"\")","v":"NAP_1565"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:K1566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:L1566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:M1566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:P1566)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1566,COLUMNS($J$2:Q1566)),\"\")","v":"The Contextual Admissions policy also uses data to support offers to applicants from 12 underprivileged and non-standard backgrounds. However, the QESR team heard that there have been some delays in implementation of the policy because of the impact of the COVID-19 pandemic. The team heard that the admissions process considers adjustments made at schools through teacher assessed grades and this has had an impact on the quality of the data needed for reviewing the policy. In another area, data are being used by the Student Success Group which was created to align the institutions' oversight of data, actions and impact. This group is looking at trends in the data on student withdrawal and working with Learning and Teaching staff to identify students at risk of withdrawal so that more proactive support can be provided."}]
[{"$f":"IF('> FILTER <'!B1568<>\"\",ROW(OFFSET(A1567,-1,0)),\"\")","v":1566},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1568)),A1567,\"\")","v":1566},{"$f":"IFERROR(SMALL(Helper2_1,A1567),\"\")","v":1566},null,1566,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1568)),$A1567,\"\")","v":1566},{"$f":"IFERROR(SMALL(Helper2_2,A1567),\"\")","v":1566},{"$f":"COUNTIF(Helper3_1,\"=\"&G1567)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1567)=1, G1567, \"\")","v":1566},{"$f":"IFERROR(SMALL(Index_2,A1567),\"\")","v":1566},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:J1567)),\"\")","v":"NAP_1566"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:K1567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:L1567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:M1567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:P1567)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1567,COLUMNS($J$2:Q1567)),\"\")","v":"The QESR team saw evidence of committees and working groups - including the Academic Board and Quality and Standards Committee - using data to support the University's reflective and evaluative approach. It was clear to the team, based on the evidence, that the use of data informs practice. Moreover, the student voice is key to this with the work of the Digital Support Partnership Project, for example, being informed by student survey data and student focus groups."}]
[{"$f":"IF('> FILTER <'!B1569<>\"\",ROW(OFFSET(A1568,-1,0)),\"\")","v":1567},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1569)),A1568,\"\")","v":1567},{"$f":"IFERROR(SMALL(Helper2_1,A1568),\"\")","v":1567},null,1567,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1569)),$A1568,\"\")","v":1567},{"$f":"IFERROR(SMALL(Helper2_2,A1568),\"\")","v":1567},{"$f":"COUNTIF(Helper3_1,\"=\"&G1568)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1568)=1, G1568, \"\")","v":1567},{"$f":"IFERROR(SMALL(Index_2,A1568),\"\")","v":1567},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:J1568)),\"\")","v":"CAL_1567"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:K1568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:L1568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:M1568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:P1568)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1568,COLUMNS($J$2:Q1568)),\"\")","v":"Challenges of artificial intelligence: The University's proactive response to the challenge presented by generative artificial intelligence (AI). This encompasses close engagement and partnership-working with both students and staff, a positive communications strategy and appropriate development and training provision. Furthermore, the QESR team noted the carefully planned ways in which the University's work around the challenges of generative AI is being moved into the classroom to enhance student understanding and knowledge as the challenges rapidly evolve (paragraphs 12, 26 and 34)."}]
[{"$f":"IF('> FILTER <'!B1570<>\"\",ROW(OFFSET(A1569,-1,0)),\"\")","v":1568},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1570)),A1569,\"\")","v":1568},{"$f":"IFERROR(SMALL(Helper2_1,A1569),\"\")","v":1568},null,1568,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1570)),$A1569,\"\")","v":1568},{"$f":"IFERROR(SMALL(Helper2_2,A1569),\"\")","v":1568},{"$f":"COUNTIF(Helper3_1,\"=\"&G1569)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1569)=1, G1569, \"\")","v":1568},{"$f":"IFERROR(SMALL(Index_2,A1569),\"\")","v":1568},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:J1569)),\"\")","v":"CAL_1568"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:K1569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:L1569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:M1569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:P1569)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1569,COLUMNS($J$2:Q1569)),\"\")","v":"Support for mental health and wellbeing: The University's strong commitment to student wellbeing, with a number of initiatives developed within a structured Mental Health and Wellbeing Framework. This includes implementation of the Mental Health Charter, and partnership working with external organisations and the GCU Students' Association to improve support for mental health and a more consistent, open and holistic approach to wellbeing that is embedded throughout the student experience (paragraph 14)."}]
[{"$f":"IF('> FILTER <'!B1571<>\"\",ROW(OFFSET(A1570,-1,0)),\"\")","v":1569},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1571)),A1570,\"\")","v":1569},{"$f":"IFERROR(SMALL(Helper2_1,A1570),\"\")","v":1569},null,1569,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1571)),$A1570,\"\")","v":1569},{"$f":"IFERROR(SMALL(Helper2_2,A1570),\"\")","v":1569},{"$f":"COUNTIF(Helper3_1,\"=\"&G1570)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1570)=1, G1570, \"\")","v":1569},{"$f":"IFERROR(SMALL(Index_2,A1570),\"\")","v":1569},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:J1570)),\"\")","v":"CAL_1569"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:K1570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:L1570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:M1570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:P1570)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1570,COLUMNS($J$2:Q1570)),\"\")","v":"Postgraduate research students: Satisfaction among postgraduate research students is relatively low, particularly on the University's London campus (GCU London). This is a consequence of challenges related to tutoring responsibilities, lack of suitable study spaces and inconsistent experiences related to supervisory teams. The University should address the support for, and expectations of, postgraduate research students to ensure common levels of provision and consistency of experience within all Schools and subjects (paragraph 15)."}]
[{"$f":"IF('> FILTER <'!B1572<>\"\",ROW(OFFSET(A1571,-1,0)),\"\")","v":1570},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1572)),A1571,\"\")","v":1570},{"$f":"IFERROR(SMALL(Helper2_1,A1571),\"\")","v":1570},null,1570,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1572)),$A1571,\"\")","v":1570},{"$f":"IFERROR(SMALL(Helper2_2,A1571),\"\")","v":1570},{"$f":"COUNTIF(Helper3_1,\"=\"&G1571)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1571)=1, G1571, \"\")","v":1570},{"$f":"IFERROR(SMALL(Index_2,A1571),\"\")","v":1570},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:J1571)),\"\")","v":"CAL_1570"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:K1571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:L1571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:M1571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:P1571)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1571,COLUMNS($J$2:Q1571)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team met with staff and students from across the University and considered a wide range of documentation, including: GCU Strategy for Learning 2030, Implementation Roadmap 2030 and Gap Analysis; SFC Annual Report and Annual Outcome Agreement; GCU Delivery Principles; evidence relating to the Transforming Assessment Project; and minutes of key institutional committees with responsibility for quality and standards, learning and teaching, and the wider student experience."}]
[{"$f":"IF('> FILTER <'!B1573<>\"\",ROW(OFFSET(A1572,-1,0)),\"\")","v":1571},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1573)),A1572,\"\")","v":1571},{"$f":"IFERROR(SMALL(Helper2_1,A1572),\"\")","v":1571},null,1571,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1573)),$A1572,\"\")","v":1571},{"$f":"IFERROR(SMALL(Helper2_2,A1572),\"\")","v":1571},{"$f":"COUNTIF(Helper3_1,\"=\"&G1572)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1572)=1, G1572, \"\")","v":1571},{"$f":"IFERROR(SMALL(Index_2,A1572),\"\")","v":1571},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:J1572)),\"\")","v":"CAL_1571"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:K1572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:L1572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:M1572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:P1572)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1572,COLUMNS($J$2:Q1572)),\"\")","v":"The QESR team considers that the University has a clear and systematic approach to enhancement, which builds on its vision and mission as the 'University for the Common Good'. The QESR team learnt that this approach is founded on a strong sense of student partnership and has been effectively communicated at all levels, ensuring engagement from staff across all areas of delivery and support."}]
[{"$f":"IF('> FILTER <'!B1574<>\"\",ROW(OFFSET(A1573,-1,0)),\"\")","v":1572},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1574)),A1573,\"\")","v":1572},{"$f":"IFERROR(SMALL(Helper2_1,A1573),\"\")","v":1572},null,1572,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1574)),$A1573,\"\")","v":1572},{"$f":"IFERROR(SMALL(Helper2_2,A1573),\"\")","v":1572},{"$f":"COUNTIF(Helper3_1,\"=\"&G1573)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1573)=1, G1573, \"\")","v":1572},{"$f":"IFERROR(SMALL(Index_2,A1573),\"\")","v":1572},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:J1573)),\"\")","v":"CAL_1572"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:K1573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:L1573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:M1573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:P1573)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1573,COLUMNS($J$2:Q1573)),\"\")","v":"The University's Strategy for Learning 2030 iterates a values-based grounding for enhancement. This enabling strategy supports the overall strategic direction of the University laid out in the 2023 Strategy Document. The Strategy seeks to deliver Transformative Education through: excellence in learning, teaching and assessment; inclusive, research-led and enquiry-based pedagogies and practice; and outstanding student support. These are set within the framework of the Sustainable Development Goals. The Strategy reflects a number of key outcomes measures which provide a basis for the understanding of the effectiveness of implementation, and which are closely aligned to a number of the outcomes reported annually to the Scottish Funding Council. These include SIMD20 intake and retention, National Student Survey results, degree completion and graduate outcomes. The foundation for the Strategy for Learning provided by the University's 'Common Good' mission ensures that there is a close focus upon equality of opportunity and support for all, with equality of participation and attainment for all students appearing as the first priority intention of the Strategy and providing the context for the other four."}]
[{"$f":"IF('> FILTER <'!B1575<>\"\",ROW(OFFSET(A1574,-1,0)),\"\")","v":1573},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1575)),A1574,\"\")","v":1573},{"$f":"IFERROR(SMALL(Helper2_1,A1574),\"\")","v":1573},null,1573,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1575)),$A1574,\"\")","v":1573},{"$f":"IFERROR(SMALL(Helper2_2,A1574),\"\")","v":1573},{"$f":"COUNTIF(Helper3_1,\"=\"&G1574)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1574)=1, G1574, \"\")","v":1573},{"$f":"IFERROR(SMALL(Index_2,A1574),\"\")","v":1573},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:J1574)),\"\")","v":"CAL_1573"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:K1574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:L1574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:M1574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:P1574)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1574,COLUMNS($J$2:Q1574)),\"\")","v":"Implementation of the Strategy for Learning has been set out in a 'roadmap' which establishes annual actions throughout its lifecycle. Taking six key intentions of the Strategy for Learning 2030, the roadmap breaks these down further into contributing sub-themes, each of which is informed by a number of time-limited specific priority actions which will be assessed through identified measurable indicators of success. For example, delivering excellence in teaching and the student experience to deliver a transformational education experience includes a sub-strand of specific actions that will focus on enhancing students' sense of belonging and engagement in their learning, the success of which will be measured through a number of quantitative data sources. This implementation plan has also been mapped against Schools' and Services' Learning and Teaching-Related Enhancement plans, ensuring that actions taken locally will contribute to the overall implementation of the Strategy for Learning and the achievement of its objectives."}]
[{"$f":"IF('> FILTER <'!B1576<>\"\",ROW(OFFSET(A1575,-1,0)),\"\")","v":1574},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1576)),A1575,\"\")","v":1574},{"$f":"IFERROR(SMALL(Helper2_1,A1575),\"\")","v":1574},null,1574,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1576)),$A1575,\"\")","v":1574},{"$f":"IFERROR(SMALL(Helper2_2,A1575),\"\")","v":1574},{"$f":"COUNTIF(Helper3_1,\"=\"&G1575)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1575)=1, G1575, \"\")","v":1574},{"$f":"IFERROR(SMALL(Index_2,A1575),\"\")","v":1574},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:J1575)),\"\")","v":"CAL_1574"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:K1575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:L1575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:M1575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:P1575)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1575,COLUMNS($J$2:Q1575)),\"\")","v":"Implementation of the Strategy is further supported through direct investment in projects which support the Strategy. This is evidenced both within strategic initiatives such as the Transforming Assessment Project and also through the wider range of more local projects supported through the Strategy for Learning Innovation Fund. The University plans to assess the impact of these projects, and progress against KPIs during the 2023-24 academic year."}]
[{"$f":"IF('> FILTER <'!B1577<>\"\",ROW(OFFSET(A1576,-1,0)),\"\")","v":1575},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1577)),A1576,\"\")","v":1575},{"$f":"IFERROR(SMALL(Helper2_1,A1576),\"\")","v":1575},null,1575,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1577)),$A1576,\"\")","v":1575},{"$f":"IFERROR(SMALL(Helper2_2,A1576),\"\")","v":1575},{"$f":"COUNTIF(Helper3_1,\"=\"&G1576)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1576)=1, G1576, \"\")","v":1575},{"$f":"IFERROR(SMALL(Index_2,A1576),\"\")","v":1575},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:J1576)),\"\")","v":"CAL_1575"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:K1576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:L1576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:M1576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:P1576)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1576,COLUMNS($J$2:Q1576)),\"\")","v":"The overall strategic link between the University's 2030 Strategy and the 2030 4 Strategy for Learning influences the way that the principles of these documents have been implemented at an operational level. For example, the GCU Delivery Principles have supported a common approach to teaching and learning as the University has re-emerged from the impact of the COVID-19 pandemic. This is further iterated within the overarching theme of 'transformative education' which has, more recently, drawn upon such areas as the emergence of generative artificial intelligence (AI) tools and their use by both students and staff. This, in turn, supports another core university focus upon effective student engagement, through partnership with students (particularly the Students' Association) in raising awareness regarding effective use of generative AI (see paragraphs 12, 26 and 34)."}]
[{"$f":"IF('> FILTER <'!B1578<>\"\",ROW(OFFSET(A1577,-1,0)),\"\")","v":1576},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1578)),A1577,\"\")","v":1576},{"$f":"IFERROR(SMALL(Helper2_1,A1577),\"\")","v":1576},null,1576,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1578)),$A1577,\"\")","v":1576},{"$f":"IFERROR(SMALL(Helper2_2,A1577),\"\")","v":1576},{"$f":"COUNTIF(Helper3_1,\"=\"&G1577)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1577)=1, G1577, \"\")","v":1576},{"$f":"IFERROR(SMALL(Index_2,A1577),\"\")","v":1576},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:J1577)),\"\")","v":"CAL_1576"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:K1577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:L1577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:M1577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:P1577)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1577,COLUMNS($J$2:Q1577)),\"\")","v":"The effective implementation of the Strategy for Learning, and its impact upon the day-to-day enhancement of learning and teaching at the University was clear through the meetings held by the QESR team with both staff and students. Through the documents provided, and in meetings with staff and students, the QESR team was afforded with strong evidence that the University's strategic approach to enhancement is sound and well understood at all levels."}]
[{"$f":"IF('> FILTER <'!B1579<>\"\",ROW(OFFSET(A1578,-1,0)),\"\")","v":1577},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1579)),A1578,\"\")","v":1577},{"$f":"IFERROR(SMALL(Helper2_1,A1578),\"\")","v":1577},null,1577,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1579)),$A1578,\"\")","v":1577},{"$f":"IFERROR(SMALL(Helper2_2,A1578),\"\")","v":1577},{"$f":"COUNTIF(Helper3_1,\"=\"&G1578)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1578)=1, G1578, \"\")","v":1577},{"$f":"IFERROR(SMALL(Index_2,A1578),\"\")","v":1577},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:J1578)),\"\")","v":"CAL_1577"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:K1578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:L1578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:M1578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:P1578)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1578,COLUMNS($J$2:Q1578)),\"\")","v":"The University has used the opportunity for reflection following the return to face-to-face teaching after the pandemic, to focus upon resilience within its learning and teaching community, and to put into place a number of strategies focused on supporting students and staff to engage and respond to this new environment. This was evidenced through the GCU Enhancement Theme final report on the Resilient Learning Communities Theme and also reflected in some of the Strategy for Learning Innovation Fund projects - for example, a project specifically considering Barriers to learning and solutions discovered from Lockdown and Post Lockdown: How to strengthen SfL, which explored issues related to the sector Enhancement Theme, relating them to GCU to inform and strengthen the University's own strategy."}]
[{"$f":"IF('> FILTER <'!B1580<>\"\",ROW(OFFSET(A1579,-1,0)),\"\")","v":1578},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1580)),A1579,\"\")","v":1578},{"$f":"IFERROR(SMALL(Helper2_1,A1579),\"\")","v":1578},null,1578,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1580)),$A1579,\"\")","v":1578},{"$f":"IFERROR(SMALL(Helper2_2,A1579),\"\")","v":1578},{"$f":"COUNTIF(Helper3_1,\"=\"&G1579)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1579)=1, G1579, \"\")","v":1578},{"$f":"IFERROR(SMALL(Index_2,A1579),\"\")","v":1578},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:J1579)),\"\")","v":"CAL_1578"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:K1579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:L1579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:M1579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:P1579)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1579,COLUMNS($J$2:Q1579)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. Evidence that the QESR team considered included the Student Partnership Agreement, SFC Annual Outcome Agreement Self-Evaluation Report, and minutes from key institutional committees. The team also met with staff and students to explore their perspectives."}]
[{"$f":"IF('> FILTER <'!B1581<>\"\",ROW(OFFSET(A1580,-1,0)),\"\")","v":1579},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1581)),A1580,\"\")","v":1579},{"$f":"IFERROR(SMALL(Helper2_1,A1580),\"\")","v":1579},null,1579,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1581)),$A1580,\"\")","v":1579},{"$f":"IFERROR(SMALL(Helper2_2,A1580),\"\")","v":1579},{"$f":"COUNTIF(Helper3_1,\"=\"&G1580)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1580)=1, G1580, \"\")","v":1579},{"$f":"IFERROR(SMALL(Index_2,A1580),\"\")","v":1579},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:J1580)),\"\")","v":"CAL_1579"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:K1580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:L1580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:M1580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:P1580)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1580,COLUMNS($J$2:Q1580)),\"\")","v":"The QESR team saw evidence that the University is working proactively with students as partners to keep students at the heart of decision-making processes. This includes the development of a range of mechanisms intended to enable effective engagement across the diversity of the student body. The University has incorporated within its governance structures, a number of forums that are designed partly to evaluate student satisfaction but also to enable early consultation with students. These include the Student Action Group for Engagement (SAGE), Student Staff Consultative Groups (SSCGs), school and department-level student representatives, and the Students' Association - all of which are used to inform University decision-making through various processes. The QESR team considered that the approach taken by SAGE was notable for the effective way in which it seeks to provide a dedicated student-led forum for the consideration of proposals for change relating to policies or practices that affect students, thereby ensuring robust and transparent student consultation throughout the process. Furthermore, SAGE provides a useful communication channel between the Pro Vice-Chancellor Learning and Teaching and the Students' Association Student Officers in reaching an agreed outcome."}]
[{"$f":"IF('> FILTER <'!B1582<>\"\",ROW(OFFSET(A1581,-1,0)),\"\")","v":1580},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1582)),A1581,\"\")","v":1580},{"$f":"IFERROR(SMALL(Helper2_1,A1581),\"\")","v":1580},null,1580,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1582)),$A1581,\"\")","v":1580},{"$f":"IFERROR(SMALL(Helper2_2,A1581),\"\")","v":1580},{"$f":"COUNTIF(Helper3_1,\"=\"&G1581)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1581)=1, G1581, \"\")","v":1580},{"$f":"IFERROR(SMALL(Index_2,A1581),\"\")","v":1580},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:J1581)),\"\")","v":"CAL_1580"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:K1581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:L1581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:M1581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:P1581)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1581,COLUMNS($J$2:Q1581)),\"\")","v":"The QESR team heard evidence from students, noting the value of SSCGs as an effective method for feedback and as providing a productive forum for speaking with staff. An example of responsiveness to student feedback includes the current work to rebrand the 5 SSCGs as 'Student Partnership Forums' following comments from some students that 'Student Staff Consultative Group' was perceived as too formal. The new name has been agreed by the University and student body in partnership, and is intended to be simpler and clearer. The students also noted that the University is continuing to develop support and encouragement for student engagement - for example, in relation to chairing Student Partnership Forums. The QESR team was satisfied that GCU is continuing to consolidate the good practice around student partnership, and specifically the Student Action Group for Engagement, that was identified through the Enhancement-Led Institutional Review (ELIR 4) in November 2020."}]
[{"$f":"IF('> FILTER <'!B1583<>\"\",ROW(OFFSET(A1582,-1,0)),\"\")","v":1581},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1583)),A1582,\"\")","v":1581},{"$f":"IFERROR(SMALL(Helper2_1,A1582),\"\")","v":1581},null,1581,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1583)),$A1582,\"\")","v":1581},{"$f":"IFERROR(SMALL(Helper2_2,A1582),\"\")","v":1581},{"$f":"COUNTIF(Helper3_1,\"=\"&G1582)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1582)=1, G1582, \"\")","v":1581},{"$f":"IFERROR(SMALL(Index_2,A1582),\"\")","v":1581},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:J1582)),\"\")","v":"CAL_1581"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:K1582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:L1582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:M1582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:P1582)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1582,COLUMNS($J$2:Q1582)),\"\")","v":"In addition to these mechanisms, the Learning Enhancement Sub-committee (LESC) and Education Committee (EC) have a strong focus on student experience, indicating further that students are at the centre of decision-making in key governance mechanisms. The QESR team considered that the University's work around academic integrity, and particularly in relation to the rapidly evolving challenges of generative artificial intelligence (AI), provides an example of effective student partnership working. Students noted the importance of understanding how to use AI effectively in the workplace and welcomed the University's proactivity in working with the student body around how to design understanding and skills around AI into the curriculum while also supporting them in recognising the limits of ethical use. This contributed to the QESR team's identification of the University's work around AI as a feature of good practice (see paragraph 26)"}]
[{"$f":"IF('> FILTER <'!B1584<>\"\",ROW(OFFSET(A1583,-1,0)),\"\")","v":1582},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1584)),A1583,\"\")","v":1582},{"$f":"IFERROR(SMALL(Helper2_1,A1583),\"\")","v":1582},null,1582,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1584)),$A1583,\"\")","v":1582},{"$f":"IFERROR(SMALL(Helper2_2,A1583),\"\")","v":1582},{"$f":"COUNTIF(Helper3_1,\"=\"&G1583)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1583)=1, G1583, \"\")","v":1582},{"$f":"IFERROR(SMALL(Index_2,A1583),\"\")","v":1582},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:J1583)),\"\")","v":"CAL_1582"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:K1583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:L1583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:M1583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:P1583)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1583,COLUMNS($J$2:Q1583)),\"\")","v":"Although Student Voice performs above the University's provider-level benchmark in the National Student Survey (NSS), it remains GCU's lowest score in the NSS 2023. GCU is actively working to increase opportunities for the student voice and student engagement beyond the formal opportunities and committee structures. In line with its partnership approach, the University and the student representatives are working together on the adoption of new strategies to increase engagement. These strategies include the use of new technologies such as social media platforms. In meetings, some students referenced survey and email 'fatigue' and so the QESR team encourages the University to continue to explore a diverse range of channels and media, and to develop a communication strategy that supports this. In doing so, the University should remain alive to the pressures on student representatives and seek to ensure that this does not result in additional burden on them."}]
[{"$f":"IF('> FILTER <'!B1585<>\"\",ROW(OFFSET(A1584,-1,0)),\"\")","v":1583},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1585)),A1584,\"\")","v":1583},{"$f":"IFERROR(SMALL(Helper2_1,A1584),\"\")","v":1583},null,1583,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1585)),$A1584,\"\")","v":1583},{"$f":"IFERROR(SMALL(Helper2_2,A1584),\"\")","v":1583},{"$f":"COUNTIF(Helper3_1,\"=\"&G1584)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1584)=1, G1584, \"\")","v":1583},{"$f":"IFERROR(SMALL(Index_2,A1584),\"\")","v":1583},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:J1584)),\"\")","v":"CAL_1583"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:K1584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:L1584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:M1584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:P1584)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1584,COLUMNS($J$2:Q1584)),\"\")","v":"The QESR team commended the University's strong commitment to student wellbeing. This was evidenced through the work of the Student Wellbeing Advisory Group and a number of initiatives relating to mental health. These include the implementation of the Mental Health Charter, partnership working with the Scottish Association for Mental Health (SAMH) to improve mental health support in the University, and the implementation of a Student Mental Health Agreement with the Students' Association. Further specific examples of developments around student wellbeing include GCU's implementation of the Suicide Safer Policy and Gender-Based Violence Prevention as part of the Mental Health and Wellbeing Framework. In meetings, members of the University described the positive impact of these activities in supporting a more consistent, open and holistic approach to wellbeing that is embedded throughout the student experience. The QESR team considered the University's strong commitment to student wellbeing, with a number of initiatives developed within the structured Mental Health and Wellbeing Framework, to be good practice."}]
[{"$f":"IF('> FILTER <'!B1586<>\"\",ROW(OFFSET(A1585,-1,0)),\"\")","v":1584},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1586)),A1585,\"\")","v":1584},{"$f":"IFERROR(SMALL(Helper2_1,A1585),\"\")","v":1584},null,1584,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1586)),$A1585,\"\")","v":1584},{"$f":"IFERROR(SMALL(Helper2_2,A1585),\"\")","v":1584},{"$f":"COUNTIF(Helper3_1,\"=\"&G1585)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1585)=1, G1585, \"\")","v":1584},{"$f":"IFERROR(SMALL(Index_2,A1585),\"\")","v":1584},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:J1585)),\"\")","v":"CAL_1584"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:K1585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:L1585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:M1585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:P1585)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1585,COLUMNS($J$2:Q1585)),\"\")","v":"The QESR team noted that the satisfaction of postgraduate research students as indicated through the Postgraduate Research Experience Survey (PRES) 2023 was relatively low for the sector in a number of areas, including overall satisfaction. Low satisfaction was particularly marked for PGR students based on GCU's London Campus. Issues that emerged from evidence included challenges related to tutoring responsibilities (both in marking and assessment and demand from some students for pastoral support which was outwith PGR students' responsibilities), lack of suitable study spaces, and 6 inconsistent experiences related to supervisory teams, including within subject areas. The QESR team recommends that the University should address the support for, and expectations of, postgraduate research students to ensure common levels of provision and consistency of experience within all schools and subjects."}]
[{"$f":"IF('> FILTER <'!B1587<>\"\",ROW(OFFSET(A1586,-1,0)),\"\")","v":1585},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1587)),A1586,\"\")","v":1585},{"$f":"IFERROR(SMALL(Helper2_1,A1586),\"\")","v":1585},null,1585,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1587)),$A1586,\"\")","v":1585},{"$f":"IFERROR(SMALL(Helper2_2,A1586),\"\")","v":1585},{"$f":"COUNTIF(Helper3_1,\"=\"&G1586)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1586)=1, G1586, \"\")","v":1585},{"$f":"IFERROR(SMALL(Index_2,A1586),\"\")","v":1585},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:J1586)),\"\")","v":"CAL_1585"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:K1586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:L1586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:M1586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:P1586)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1586,COLUMNS($J$2:Q1586)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the most recent progress update report on the ELIR 4 action plan, the follow-up report, GCU's annual report to SFC and self-evaluation on the outcome agreement, and minutes and papers from key institutional committees, and followed up on key areas in meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1588<>\"\",ROW(OFFSET(A1587,-1,0)),\"\")","v":1586},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1588)),A1587,\"\")","v":1586},{"$f":"IFERROR(SMALL(Helper2_1,A1587),\"\")","v":1586},null,1586,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1588)),$A1587,\"\")","v":1586},{"$f":"IFERROR(SMALL(Helper2_2,A1587),\"\")","v":1586},{"$f":"COUNTIF(Helper3_1,\"=\"&G1587)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1587)=1, G1587, \"\")","v":1586},{"$f":"IFERROR(SMALL(Index_2,A1587),\"\")","v":1586},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:J1587)),\"\")","v":"CAL_1586"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:K1587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:L1587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:M1587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:P1587)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1587,COLUMNS($J$2:Q1587)),\"\")","v":"The University's ELIR 4 report presented a range of good practice (particularly of a strategic nature) and some focused recommendations, relating to feedback on assessment, streamlining quality assurance and enhancement processes, and approach to communication. The University's update on progress since ELIR 4 sets out both a clear set of actions aimed at addressing these three areas of recommendation, and also reflections upon ways in which areas of good practice may be both further enhanced and used as models for development across all Schools and professional services."}]
[{"$f":"IF('> FILTER <'!B1589<>\"\",ROW(OFFSET(A1588,-1,0)),\"\")","v":1587},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1589)),A1588,\"\")","v":1587},{"$f":"IFERROR(SMALL(Helper2_1,A1588),\"\")","v":1587},null,1587,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1589)),$A1588,\"\")","v":1587},{"$f":"IFERROR(SMALL(Helper2_2,A1588),\"\")","v":1587},{"$f":"COUNTIF(Helper3_1,\"=\"&G1588)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1588)=1, G1588, \"\")","v":1587},{"$f":"IFERROR(SMALL(Index_2,A1588),\"\")","v":1587},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:J1588)),\"\")","v":"CAL_1587"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:K1588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:L1588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:M1588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:P1588)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1588,COLUMNS($J$2:Q1588)),\"\")","v":"This approach to responding to the ELIR 4 report is further evidenced through the Strategy for Learning 2030 (developed after ELIR 4 and showing response to the recommendations of that review) and in such strategic initiatives as the Transforming Assessment Project (TAP). TAP is a three-year project aimed at enhancing and developing assessment and feedback practices aligning with key principles in the Strategy for Learning. The QESR team also noted other efforts designed to strengthen feedback and assessment, including a dedicated space created for staff to share and reflect on assessment and feedback topics, and encouraging publicity of this allocated space within the Learning and Teaching Hub to support increased interaction and maximise its potential benefits. At the time of the review, GCU was also piloting a Banded Grading Framework to address issues around the consistency in the quality of assessment feedback."}]
[{"$f":"IF('> FILTER <'!B1590<>\"\",ROW(OFFSET(A1589,-1,0)),\"\")","v":1588},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1590)),A1589,\"\")","v":1588},{"$f":"IFERROR(SMALL(Helper2_1,A1589),\"\")","v":1588},null,1588,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1590)),$A1589,\"\")","v":1588},{"$f":"IFERROR(SMALL(Helper2_2,A1589),\"\")","v":1588},{"$f":"COUNTIF(Helper3_1,\"=\"&G1589)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1589)=1, G1589, \"\")","v":1588},{"$f":"IFERROR(SMALL(Index_2,A1589),\"\")","v":1588},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:J1589)),\"\")","v":"CAL_1588"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:K1589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:L1589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:M1589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:P1589)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1589,COLUMNS($J$2:Q1589)),\"\")","v":"While progress has been made on the other two recommendations (quality assurance and enhancement processes, and approach to communication), there are aspects of each of these which continue as works in progress. First, the streamlining of quality processes has some notable achievements - for example, a fully-implemented curriculum management system is now in place, and the revision of the Enhancement-Led Internal Subject Review, Programme Approval and Review, and Annual Monitoring processes is in the final stages of implementation. Action against this recommendation is planned to continue for some time, however, and forms a background to much developmental work (see section on Academic Standards and Quality Processes below)."}]
[{"$f":"IF('> FILTER <'!B1591<>\"\",ROW(OFFSET(A1590,-1,0)),\"\")","v":1589},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1591)),A1590,\"\")","v":1589},{"$f":"IFERROR(SMALL(Helper2_1,A1590),\"\")","v":1589},null,1589,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1591)),$A1590,\"\")","v":1589},{"$f":"IFERROR(SMALL(Helper2_2,A1590),\"\")","v":1589},{"$f":"COUNTIF(Helper3_1,\"=\"&G1590)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1590)=1, G1590, \"\")","v":1589},{"$f":"IFERROR(SMALL(Index_2,A1590),\"\")","v":1589},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:J1590)),\"\")","v":"CAL_1589"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:K1590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:L1590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:M1590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:P1590)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1590,COLUMNS($J$2:Q1590)),\"\")","v":"The second area relates to a more generic issue around communication at all levels across the University. While there is clear evidence (such as in the 'Common Good' principles and the University's strategy, more widely) that much work has been done on enhancing communication, there were reflections in some meetings that communication could be better targeted in some areas, and the University will wish to continue to build on successes in this area and to support further the effective communication of both strategic and operational priorities at all levels."}]
[{"$f":"IF('> FILTER <'!B1592<>\"\",ROW(OFFSET(A1591,-1,0)),\"\")","v":1590},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1592)),A1591,\"\")","v":1590},{"$f":"IFERROR(SMALL(Helper2_1,A1591),\"\")","v":1590},null,1590,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1592)),$A1591,\"\")","v":1590},{"$f":"IFERROR(SMALL(Helper2_2,A1591),\"\")","v":1590},{"$f":"COUNTIF(Helper3_1,\"=\"&G1591)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1591)=1, G1591, \"\")","v":1590},{"$f":"IFERROR(SMALL(Index_2,A1591),\"\")","v":1590},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:J1591)),\"\")","v":"CAL_1590"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:K1591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:L1591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:M1591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:P1591)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1591,COLUMNS($J$2:Q1591)),\"\")","v":"Overall, however, the University has made progress in responding to the ELIR 4 review and has demonstrated clear and consistent engagement with its outcomes. Notably, the University has continued to build on identified strengths around equality, diversity and 7 inclusion, particularly with regard to supporting student wellbeing (see paragraph 14 above) and student partnership (see paragraphs 9-11 above)."}]
[{"$f":"IF('> FILTER <'!B1593<>\"\",ROW(OFFSET(A1592,-1,0)),\"\")","v":1591},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1593)),A1592,\"\")","v":1591},{"$f":"IFERROR(SMALL(Helper2_1,A1592),\"\")","v":1591},null,1591,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1593)),$A1592,\"\")","v":1591},{"$f":"IFERROR(SMALL(Helper2_2,A1592),\"\")","v":1591},{"$f":"COUNTIF(Helper3_1,\"=\"&G1592)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1592)=1, G1592, \"\")","v":1591},{"$f":"IFERROR(SMALL(Index_2,A1592),\"\")","v":1591},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:J1592)),\"\")","v":"CAL_1591"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:K1592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:L1592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:M1592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:P1592)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1592,COLUMNS($J$2:Q1592)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the GCU's paper providing a reflective summary of the University's approach, documents setting out the University's strategy, minutes and papers from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1594<>\"\",ROW(OFFSET(A1593,-1,0)),\"\")","v":1592},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1594)),A1593,\"\")","v":1592},{"$f":"IFERROR(SMALL(Helper2_1,A1593),\"\")","v":1592},null,1592,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1594)),$A1593,\"\")","v":1592},{"$f":"IFERROR(SMALL(Helper2_2,A1593),\"\")","v":1592},{"$f":"COUNTIF(Helper3_1,\"=\"&G1593)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1593)=1, G1593, \"\")","v":1592},{"$f":"IFERROR(SMALL(Index_2,A1593),\"\")","v":1592},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:J1593)),\"\")","v":"CAL_1592"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:K1593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:L1593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:M1593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:P1593)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1593,COLUMNS($J$2:Q1593)),\"\")","v":"In response to the current SFC tertiary enhancement topic - The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering - the University has built upon the work it had already been doing to develop online delivery and support following the COVID-19 pandemic, which includes a structured digital learning approach. From the evidence available, the QESR team is confident that GCU has a successful, inclusive and comprehensive approach to digital learning. There was evidence that the University is aware of the need for digital accessibility for the whole University body, taking account of a range of circumstances."}]
[{"$f":"IF('> FILTER <'!B1595<>\"\",ROW(OFFSET(A1594,-1,0)),\"\")","v":1593},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1595)),A1594,\"\")","v":1593},{"$f":"IFERROR(SMALL(Helper2_1,A1594),\"\")","v":1593},null,1593,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1595)),$A1594,\"\")","v":1593},{"$f":"IFERROR(SMALL(Helper2_2,A1594),\"\")","v":1593},{"$f":"COUNTIF(Helper3_1,\"=\"&G1594)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1594)=1, G1594, \"\")","v":1593},{"$f":"IFERROR(SMALL(Index_2,A1594),\"\")","v":1593},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:J1594)),\"\")","v":"CAL_1593"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:K1594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:L1594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:M1594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:P1594)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1594,COLUMNS($J$2:Q1594)),\"\")","v":"GCU has used learning from the pandemic to tailor its communication strategy around digital learning. In meetings with the QESR team, students were positive about support for different modes of learning. The University has implemented a pedagogical framework entitled Going Digital, constructed around 12 pedagogic principles underpinned by four enabling pillars. Other tools include the Responsive Curriculum Design & Development Toolkit (which supports staff by way of a set of digital resources and an online community) and GCU Go (which supports students in the development of key skills to support their learning.) Further digital tools and platforms that support student engagement and are intended to enhance the student experience include SIMS (a student information management system that enables students to manage key aspects of their experience by way of an online portal), DASH (a Data Analytics Shared Hub which provides key data to staff in a more accessible and user-friendly way) and Collaborate Ultra (an online learning tool to support an inclusive digital learning approach). There is also a student app receiving high usage which supports GCU's aim to put students at the heart of digital learning. The QESR team considered that the University had a diverse range of well-planned initiatives in place to define and deliver an effective and inclusive digital/blended offering, and was continually progressing developments in this area."}]
[{"$f":"IF('> FILTER <'!B1596<>\"\",ROW(OFFSET(A1595,-1,0)),\"\")","v":1594},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1596)),A1595,\"\")","v":1594},{"$f":"IFERROR(SMALL(Helper2_1,A1595),\"\")","v":1594},null,1594,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1596)),$A1595,\"\")","v":1594},{"$f":"IFERROR(SMALL(Helper2_2,A1595),\"\")","v":1594},{"$f":"COUNTIF(Helper3_1,\"=\"&G1595)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1595)=1, G1595, \"\")","v":1594},{"$f":"IFERROR(SMALL(Index_2,A1595),\"\")","v":1594},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:J1595)),\"\")","v":"CAL_1594"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:K1595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:L1595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:M1595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:P1595)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1595,COLUMNS($J$2:Q1595)),\"\")","v":"The increase in digital learning in higher education has raised questions about how to ensure academic integrity in the digital and online environment. The Senate Disciplinary Committee Annual Report provided to the team was for 2021-22 and highlighted a small number of cases classified as 'Academic Misconduct/Contract cheating/Ghost-writing'. In response, a Plagiarism, Academic Integrity, Cheating and Collusion (PAICC) working group has developed a range of resources to educate students on the importance of academic integrity. The 'Don't Cheat Yourself' resources include a video and form part of an enhanced academic induction activity - Student Induction Essentials. Students confirmed to the QESR team that they found these resources and the University's work in this area helpful."}]
[{"$f":"IF('> FILTER <'!B1597<>\"\",ROW(OFFSET(A1596,-1,0)),\"\")","v":1595},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1597)),A1596,\"\")","v":1595},{"$f":"IFERROR(SMALL(Helper2_1,A1596),\"\")","v":1595},null,1595,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1597)),$A1596,\"\")","v":1595},{"$f":"IFERROR(SMALL(Helper2_2,A1596),\"\")","v":1595},{"$f":"COUNTIF(Helper3_1,\"=\"&G1596)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1596)=1, G1596, \"\")","v":1595},{"$f":"IFERROR(SMALL(Index_2,A1596),\"\")","v":1595},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:J1596)),\"\")","v":"CAL_1595"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:K1596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:L1596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:M1596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:P1596)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1596,COLUMNS($J$2:Q1596)),\"\")","v":"Related to this, the QESR team found evidence that the University is working rapidly and proactively to meet the challenges presented by generative artificial intelligence technology, including incorporation of guidance to staff in the Transforming Assessment Project in January 2023. An holistic view of GCU's approach to digital assessment is planned for the 2023-24 academic session, focusing on evolving artificial intelligence in use for education and the development of employability skills, as well as misuse and more general policy and operational practice. Working groups, which include students, have been 8 established to create appropriate guidance and a roadmap. GCU is focusing on how to develop good practices, informed by key studies on AI and development sessions with people from industry working in innovative sectors. The University's aim is to frame the use of AI as a positive skill that can be developed and used in an ethical way. The QESR team considered that the University's proactive response to the challenge presented by generative AI, encompassing close engagement and partnership-working with both students and staff, to be a feature of good practice. In particular, this relates to the way that the University has moved the challenges in to the classroom with the aim of educating and upskilling for employability. The work has also been supported with a positive communications strategy and appropriate development and training provision (see also paragraphs 12 and 34.)."}]
[{"$f":"IF('> FILTER <'!B1598<>\"\",ROW(OFFSET(A1597,-1,0)),\"\")","v":1596},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1598)),A1597,\"\")","v":1596},{"$f":"IFERROR(SMALL(Helper2_1,A1597),\"\")","v":1596},null,1596,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1598)),$A1597,\"\")","v":1596},{"$f":"IFERROR(SMALL(Helper2_2,A1597),\"\")","v":1596},{"$f":"COUNTIF(Helper3_1,\"=\"&G1597)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1597)=1, G1597, \"\")","v":1596},{"$f":"IFERROR(SMALL(Index_2,A1597),\"\")","v":1596},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:J1597)),\"\")","v":"CAL_1596"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:K1597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:L1597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:M1597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:P1597)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1597,COLUMNS($J$2:Q1597)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining reviewing and assessing academic standards. The QESR team considered the University's Academic Quality Policy and Practice (AQPP) document, Enhancement-Led Internal Subject Review (ELISR) reports, programme review, thematic review, annual monitoring approaches, module quality enhancement and assurance, student evaluation and feedback, Transnational Education (TNE) and academic partnership, minutes from key institutional committees, and met with staff and students, including representation from GCU's London Campus."}]
[{"$f":"IF('> FILTER <'!B1599<>\"\",ROW(OFFSET(A1598,-1,0)),\"\")","v":1597},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1599)),A1598,\"\")","v":1597},{"$f":"IFERROR(SMALL(Helper2_1,A1598),\"\")","v":1597},null,1597,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1599)),$A1598,\"\")","v":1597},{"$f":"IFERROR(SMALL(Helper2_2,A1598),\"\")","v":1597},{"$f":"COUNTIF(Helper3_1,\"=\"&G1598)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1598)=1, G1598, \"\")","v":1597},{"$f":"IFERROR(SMALL(Index_2,A1598),\"\")","v":1597},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:J1598)),\"\")","v":"CAL_1597"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:K1598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:L1598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:M1598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:P1598)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1598,COLUMNS($J$2:Q1598)),\"\")","v":"The QESR team confirmed that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Procedures and institutional guidance are clear and comprehensive, and in line with sector guidance, illustrating an embedded approach to drive improvements. A recent remapping of the Quality Code identified areas for improvement, many being progressed by annual review activities linked to the Education Committee's work plan. Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. There was a high level of consistency between sources of evidence considered by the QESR team, which demonstrated processes that were well understood and had clear outcomes."}]
[{"$f":"IF('> FILTER <'!B1600<>\"\",ROW(OFFSET(A1599,-1,0)),\"\")","v":1598},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1600)),A1599,\"\")","v":1598},{"$f":"IFERROR(SMALL(Helper2_1,A1599),\"\")","v":1598},null,1598,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1600)),$A1599,\"\")","v":1598},{"$f":"IFERROR(SMALL(Helper2_2,A1599),\"\")","v":1598},{"$f":"COUNTIF(Helper3_1,\"=\"&G1599)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1599)=1, G1599, \"\")","v":1598},{"$f":"IFERROR(SMALL(Index_2,A1599),\"\")","v":1598},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:J1599)),\"\")","v":"CAL_1598"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:K1599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:L1599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:M1599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:P1599)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1599,COLUMNS($J$2:Q1599)),\"\")","v":"The Pro Vice-Chancellor Learning and Teaching has executive responsibility for academic quality. The PVC Learning and Teaching works closely with the Department of Quality Assurance and Enhancement (QAE) which operates under the line management of the Deputy Vice-Chancellor Operations, collaborating with others to provide guidance and support for all processes relating to academic quality, enhancement and assurance. Schools are responsible to Senate for ensuring effective implementation of the quality processes to enhance quality and standards of academic provision and for the implementation of the University's Strategy for Learning/Strategy 2030. Within the Governance framework, School Boards feed into Senate, as does the Education Committee (formerly Academic Policy and Practice Committee (APPC) until mid-2023) which operates four sub-committees - the Assessment Regulations Sub-Committee, the Admissions Sub-Committee, the Exceptions Sub-Committee and the Learning Enhancement Sub-Committee (LESC) - each with distinct roles. The LESC is well-established and continues to operate effectively in consideration of learning and teaching and wider student experience themes. The continued commitment to 9 Equality, Diversity and Inclusion (EDI), with transformative education ambitions, was observed by the QESR team and an example of how GCU has endeavoured to build on the good practice identified in ELIR 4."}]
[{"$f":"IF('> FILTER <'!B1601<>\"\",ROW(OFFSET(A1600,-1,0)),\"\")","v":1599},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1601)),A1600,\"\")","v":1599},{"$f":"IFERROR(SMALL(Helper2_1,A1600),\"\")","v":1599},null,1599,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1601)),$A1600,\"\")","v":1599},{"$f":"IFERROR(SMALL(Helper2_2,A1600),\"\")","v":1599},{"$f":"COUNTIF(Helper3_1,\"=\"&G1600)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1600)=1, G1600, \"\")","v":1599},{"$f":"IFERROR(SMALL(Index_2,A1600),\"\")","v":1599},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:J1600)),\"\")","v":"CAL_1599"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:K1600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:L1600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:M1600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:P1600)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1600,COLUMNS($J$2:Q1600)),\"\")","v":"The University's annual monitoring and programme approval/review, and Enhancement- Led Internal Subject Review (ELISR) are considered central to the University's internal quality assurance arrangements. The QAE department coordinates ELISR activity with the process culminating in an outcome report highlighting strengths and achievements, and including recommendations to enhance the student experience. Programme approval and review are undertaken in conjunction with departmental ELISR and, where practical, joint ELISR meetings held across multiple departments within Schools. The Schools respond to all recommendations arising from ELISR and programme approval/review through departmental action plans; as confirmed in the annual report to SFC. The subject area responds accordingly where outcome reports and responses are considered by LESC on behalf of the Education Committee and Senate. Momentum is retained by defined follow-up activity, reinforcing the thorough approach taken by QAE. Quality assurance mechanisms for collaborative partnerships are generally embedded into ELISR methodology. The QESR team confirmed ELISR reports provided a robust process with good evidence-based reflection and outcomes."}]
[{"$f":"IF('> FILTER <'!B1602<>\"\",ROW(OFFSET(A1601,-1,0)),\"\")","v":1600},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1602)),A1601,\"\")","v":1600},{"$f":"IFERROR(SMALL(Helper2_1,A1601),\"\")","v":1600},null,1600,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1602)),$A1601,\"\")","v":1600},{"$f":"IFERROR(SMALL(Helper2_2,A1601),\"\")","v":1600},{"$f":"COUNTIF(Helper3_1,\"=\"&G1601)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1601)=1, G1601, \"\")","v":1600},{"$f":"IFERROR(SMALL(Index_2,A1601),\"\")","v":1600},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:J1601)),\"\")","v":"CAL_1600"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:K1601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:L1601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:M1601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:P1601)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1601,COLUMNS($J$2:Q1601)),\"\")","v":"Annual monitoring processes are clearly outlined in QAE guidance, with an emphasis on the student voice in processes to make deliberate improvements. However, the annual monitoring practices still remain under review following the ELIR 4 recommendation, with a consultation taking place early 2023-24 to shape the revised approach, which is anticipated to be more data and evidence-based driven. The QESR team considers that the timing of annual monitoring in terms of analysis should be considered as part of the review. The team found that the April 2023 LESC considers Annual Reports for academic session 2021-22 and suggests that this interval is too long and earlier consideration of the reports would be beneficial."}]
[{"$f":"IF('> FILTER <'!B1603<>\"\",ROW(OFFSET(A1602,-1,0)),\"\")","v":1601},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1603)),A1602,\"\")","v":1601},{"$f":"IFERROR(SMALL(Helper2_1,A1602),\"\")","v":1601},null,1601,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1603)),$A1602,\"\")","v":1601},{"$f":"IFERROR(SMALL(Helper2_2,A1602),\"\")","v":1601},{"$f":"COUNTIF(Helper3_1,\"=\"&G1602)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1602)=1, G1602, \"\")","v":1601},{"$f":"IFERROR(SMALL(Index_2,A1602),\"\")","v":1601},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:J1602)),\"\")","v":"CAL_1601"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:K1602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:L1602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:M1602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:P1602)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1602,COLUMNS($J$2:Q1602)),\"\")","v":"The QESR team welcomed the Overview of ELISR, Programme Approval and Review activity 2022-23 which evidenced robust quality assurance processes outlining key themes and issues for LESC, drawing out commendations and areas for improvement. Continued reflection embedded within annual monitoring and ELISR as well as approval/review procedures takes account of feedback received. Monitoring of London campus provision is seamlessly embedded into existing quality processes. For example, ELISR identified recommendations around students' sense of belonging in London and the wider community, which has prompted actions. QAE undertakes a cross-institutional analysis of the external examiner reports to identify good practice, and any issues which may impact academic standards for the attention of the LESC."}]
[{"$f":"IF('> FILTER <'!B1604<>\"\",ROW(OFFSET(A1603,-1,0)),\"\")","v":1602},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1604)),A1603,\"\")","v":1602},{"$f":"IFERROR(SMALL(Helper2_1,A1603),\"\")","v":1602},null,1602,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1604)),$A1603,\"\")","v":1602},{"$f":"IFERROR(SMALL(Helper2_2,A1603),\"\")","v":1602},{"$f":"COUNTIF(Helper3_1,\"=\"&G1603)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1603)=1, G1603, \"\")","v":1602},{"$f":"IFERROR(SMALL(Index_2,A1603),\"\")","v":1602},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:J1603)),\"\")","v":"CAL_1602"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:K1603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:L1603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:M1603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:P1603)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1603,COLUMNS($J$2:Q1603)),\"\")","v":"The overall approach to the management of assessment requirements and associated policies is overseen by the Assessment Regulations Sub-Committee which monitors related policies and guidance. The QESR team was satisfied that the required functions are carried out diligently with continual reflection."}]
[{"$f":"IF('> FILTER <'!B1605<>\"\",ROW(OFFSET(A1604,-1,0)),\"\")","v":1603},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1605)),A1604,\"\")","v":1603},{"$f":"IFERROR(SMALL(Helper2_1,A1604),\"\")","v":1603},null,1603,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1605)),$A1604,\"\")","v":1603},{"$f":"IFERROR(SMALL(Helper2_2,A1604),\"\")","v":1603},{"$f":"COUNTIF(Helper3_1,\"=\"&G1604)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1604)=1, G1604, \"\")","v":1603},{"$f":"IFERROR(SMALL(Index_2,A1604),\"\")","v":1603},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:J1604)),\"\")","v":"CAL_1603"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:K1604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:L1604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:M1604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:P1604)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1604,COLUMNS($J$2:Q1604)),\"\")","v":"The University is commended for the continuous work in progress in response to the exponential growth of AI technology within the education sector and the publication of AI guidelines to facilitate assurance of academic standards and reduce misuse; the PAICC working group being instrumental. The institutional work leading to this commendation embraces student partnership at its best with excellent collaborative working (see also paragraphs 12 and 26)"}]
[{"$f":"IF('> FILTER <'!B1606<>\"\",ROW(OFFSET(A1605,-1,0)),\"\")","v":1604},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1606)),A1605,\"\")","v":1604},{"$f":"IFERROR(SMALL(Helper2_1,A1605),\"\")","v":1604},null,1604,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1606)),$A1605,\"\")","v":1604},{"$f":"IFERROR(SMALL(Helper2_2,A1605),\"\")","v":1604},{"$f":"COUNTIF(Helper3_1,\"=\"&G1605)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1605)=1, G1605, \"\")","v":1604},{"$f":"IFERROR(SMALL(Index_2,A1605),\"\")","v":1604},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:J1605)),\"\")","v":"CAL_1604"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:K1605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:L1605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:M1605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:P1605)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1605,COLUMNS($J$2:Q1605)),\"\")","v":"The University adopts a two-pronged approach to Professional Services Review (PSR): (i) integrated approach through ELISR; and (ii) individual reviews often with a broader 10 thematic review. One notable example is the 2022-23 review of Disability Support. Deliverables include development of an action plan to deliver a refreshed university model of disability support to include a revised triage system with accelerated use of reasonable adjustment forms."}]
[{"$f":"IF('> FILTER <'!B1607<>\"\",ROW(OFFSET(A1606,-1,0)),\"\")","v":1605},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1607)),A1606,\"\")","v":1605},{"$f":"IFERROR(SMALL(Helper2_1,A1606),\"\")","v":1605},null,1605,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1607)),$A1606,\"\")","v":1605},{"$f":"IFERROR(SMALL(Helper2_2,A1606),\"\")","v":1605},{"$f":"COUNTIF(Helper3_1,\"=\"&G1606)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1606)=1, G1606, \"\")","v":1605},{"$f":"IFERROR(SMALL(Index_2,A1606),\"\")","v":1605},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:J1606)),\"\")","v":"CAL_1605"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:K1606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:L1606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:M1606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:P1606)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1606,COLUMNS($J$2:Q1606)),\"\")","v":"The University's approach to oversight of its collaborative activities is outlined in the comprehensive TNE and Academic Partnerships section of the Academic Quality Policy and Practice document. A Register of Collaborative Provision is retained with clear information on the wide-ranging types of partnerships. Collaborative provision is subject to the same quality processes as on-campus provision, embedded into ELISR methodology. GCU's partnerships currently include 32 collaborative partnership arrangements, 10 transnational partnerships, and many articulation agreements."}]
[{"$f":"IF('> FILTER <'!B1608<>\"\",ROW(OFFSET(A1607,-1,0)),\"\")","v":1606},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1608)),A1607,\"\")","v":1606},{"$f":"IFERROR(SMALL(Helper2_1,A1607),\"\")","v":1606},null,1606,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1608)),$A1607,\"\")","v":1606},{"$f":"IFERROR(SMALL(Helper2_2,A1607),\"\")","v":1606},{"$f":"COUNTIF(Helper3_1,\"=\"&G1607)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1607)=1, G1607, \"\")","v":1606},{"$f":"IFERROR(SMALL(Index_2,A1607),\"\")","v":1606},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:J1607)),\"\")","v":"CAL_1606"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:K1607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:L1607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:M1607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:P1607)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1607,COLUMNS($J$2:Q1607)),\"\")","v":"In addition to these collaborative activities, there exists a Glasgow Caledonian New York College (GCNYC) site which operates as an independent college and a separate legal entity, with the New York State Education Department conferring degree-granting authority. The QESR team understood that GCU held no responsibility for academic standards of GCNYC awards while acknowledging that the GCU Academic Registrar also held the role of Registrar for GCNYC. The QESR team noted the University had recently agreed to end its financial and service obligations and exit from GCNYC, and the running out of the formal arrangement would conclude shortly."}]
[{"$f":"IF('> FILTER <'!B1609<>\"\",ROW(OFFSET(A1608,-1,0)),\"\")","v":1607},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1609)),A1608,\"\")","v":1607},{"$f":"IFERROR(SMALL(Helper2_1,A1608),\"\")","v":1607},null,1607,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1609)),$A1608,\"\")","v":1607},{"$f":"IFERROR(SMALL(Helper2_2,A1608),\"\")","v":1607},{"$f":"COUNTIF(Helper3_1,\"=\"&G1608)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1608)=1, G1608, \"\")","v":1607},{"$f":"IFERROR(SMALL(Index_2,A1608),\"\")","v":1607},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:J1608)),\"\")","v":"CAL_1607"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:K1608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:L1608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:M1608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:P1608)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1608,COLUMNS($J$2:Q1608)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. Evidence that the team considered included a comprehensive mapping of quality processes against the UK Quality Code, institution-led reports, key papers and minutes from institutional committees, annual reporting to SFC, and meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1610<>\"\",ROW(OFFSET(A1609,-1,0)),\"\")","v":1608},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1610)),A1609,\"\")","v":1608},{"$f":"IFERROR(SMALL(Helper2_1,A1609),\"\")","v":1608},null,1608,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1610)),$A1609,\"\")","v":1608},{"$f":"IFERROR(SMALL(Helper2_2,A1609),\"\")","v":1608},{"$f":"COUNTIF(Helper3_1,\"=\"&G1609)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1609)=1, G1609, \"\")","v":1608},{"$f":"IFERROR(SMALL(Index_2,A1609),\"\")","v":1608},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:J1609)),\"\")","v":"CAL_1608"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:K1609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:L1609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:M1609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:P1609)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1609,COLUMNS($J$2:Q1609)),\"\")","v":"The University has recently updated its mapping of quality processes to the UK Quality Code to take account of the Code's Advice and Guidance. This was provided to the QESR team as a single document which provided a thorough mapping of the Expectations of the Quality Code against all of the University's core quality processes by way of the guiding principles within the 12 themes of the Advice and Guidance. This provided comprehensive assurance that all expectations had been considered and were responded to through the University's processes. Through this, GCU has also identified opportunities for enhancement and proposes that, going forwards, progress against these will be reviewed annually through the formal governance mechanisms. Based on this work and the University's intended use of the mapping as a live document, the QESR team considers that the approach is robust and the University is well-prepared for the impact of discussions upon the future structure and content of the Quality Code and well-placed to carry out a similar approach to any further developments in the Code and to respond appropriately."}]
[{"$f":"IF('> FILTER <'!B1611<>\"\",ROW(OFFSET(A1610,-1,0)),\"\")","v":1609},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1611)),A1610,\"\")","v":1609},{"$f":"IFERROR(SMALL(Helper2_1,A1610),\"\")","v":1609},null,1609,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1611)),$A1610,\"\")","v":1609},{"$f":"IFERROR(SMALL(Helper2_2,A1610),\"\")","v":1609},{"$f":"COUNTIF(Helper3_1,\"=\"&G1610)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1610)=1, G1610, \"\")","v":1609},{"$f":"IFERROR(SMALL(Index_2,A1610),\"\")","v":1609},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:J1610)),\"\")","v":"CAL_1609"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:K1610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:L1610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:M1610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:P1610)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1610,COLUMNS($J$2:Q1610)),\"\")","v":"Many courses carry accreditation from Professional, Statutory and Regulatory Bodies (PSRBs). Processes of approval and review of such accreditation remain within the context of individual courses and their home schools, and are reflected in internal review reports at school-level. Engagement with PSRBs is also reflected in annual monitoring processes."}]
[{"$f":"IF('> FILTER <'!B1612<>\"\",ROW(OFFSET(A1611,-1,0)),\"\")","v":1610},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1612)),A1611,\"\")","v":1610},{"$f":"IFERROR(SMALL(Helper2_1,A1611),\"\")","v":1610},null,1610,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1612)),$A1611,\"\")","v":1610},{"$f":"IFERROR(SMALL(Helper2_2,A1611),\"\")","v":1610},{"$f":"COUNTIF(Helper3_1,\"=\"&G1611)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1611)=1, G1611, \"\")","v":1610},{"$f":"IFERROR(SMALL(Index_2,A1611),\"\")","v":1610},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:J1611)),\"\")","v":"CAL_1610"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:K1611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:L1611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:M1611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:P1611)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1611,COLUMNS($J$2:Q1611)),\"\")","v":"The University also demonstrates clear engagement with external examiners and overall outcomes of the external examiner process are reported upon annually. QAE undertakes a cross-institutional analysis of the external examiner reports to identify areas of good practice, key issues that may impact on academic standards and identify common themes that require institutional-level enhancement, producing a report for institutional-level attention. This report and the identified themes are then considered by the Learning 11 Enhancement Sub-Committee (LESC) in April, once reports for all cycles of study have been received. The QESR team also saw evidence through the Annual Monitoring reports that external examiner comments were used locally at programme, department and school-levels in the annual reflection processes."}]
[{"$f":"IF('> FILTER <'!B1613<>\"\",ROW(OFFSET(A1612,-1,0)),\"\")","v":1611},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1613)),A1612,\"\")","v":1611},{"$f":"IFERROR(SMALL(Helper2_1,A1612),\"\")","v":1611},null,1611,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1613)),$A1612,\"\")","v":1611},{"$f":"IFERROR(SMALL(Helper2_2,A1612),\"\")","v":1611},{"$f":"COUNTIF(Helper3_1,\"=\"&G1612)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1612)=1, G1612, \"\")","v":1611},{"$f":"IFERROR(SMALL(Index_2,A1612),\"\")","v":1611},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:J1612)),\"\")","v":"CAL_1611"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:K1612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:L1612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:M1612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:P1612)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1612,COLUMNS($J$2:Q1612)),\"\")","v":"The QESR team confirmed that there is appropriate external engagement in course approval and review processes. The concept paper early in the programme approval process requires evidence of consideration of external benchmarks, including Subject Benchmark Statements and PSRB requirements (where appropriate). Reports from ELISR showed a diligent approach to the use of external experts, with panels including academic and industry representatives. There is also wider stakeholder engagement through the Student Partnership Agreement."}]
[{"$f":"IF('> FILTER <'!B1614<>\"\",ROW(OFFSET(A1613,-1,0)),\"\")","v":1612},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1614)),A1613,\"\")","v":1612},{"$f":"IFERROR(SMALL(Helper2_1,A1613),\"\")","v":1612},null,1612,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1614)),$A1613,\"\")","v":1612},{"$f":"IFERROR(SMALL(Helper2_2,A1613),\"\")","v":1612},{"$f":"COUNTIF(Helper3_1,\"=\"&G1613)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1613)=1, G1613, \"\")","v":1612},{"$f":"IFERROR(SMALL(Index_2,A1613),\"\")","v":1612},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:J1613)),\"\")","v":"CAL_1612"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:K1613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:L1613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:M1613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:P1613)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1613,COLUMNS($J$2:Q1613)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered GCU's reports to SFC, the University's use of data on retention and progression, degree outcomes and complaints and appeals, feedback from students (including the National Student Survey) and external examiners, and feedback on the use of data from GCU staff members."}]
[{"$f":"IF('> FILTER <'!B1615<>\"\",ROW(OFFSET(A1614,-1,0)),\"\")","v":1613},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1615)),A1614,\"\")","v":1613},{"$f":"IFERROR(SMALL(Helper2_1,A1614),\"\")","v":1613},null,1613,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1615)),$A1614,\"\")","v":1613},{"$f":"IFERROR(SMALL(Helper2_2,A1614),\"\")","v":1613},{"$f":"COUNTIF(Helper3_1,\"=\"&G1614)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1614)=1, G1614, \"\")","v":1613},{"$f":"IFERROR(SMALL(Index_2,A1614),\"\")","v":1613},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:J1614)),\"\")","v":"CAL_1613"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:K1614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:L1614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:M1614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:P1614)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1614,COLUMNS($J$2:Q1614)),\"\")","v":"A range of data contributes to the annual monitoring process - from module level through to institutional level. These data include: internal mechanisms (such as Module Evaluation Surveys); external student surveys (including National Student Survey, Postgraduate Research Experience Survey and International Student Barometer); undergraduate and postgraduate taught performance reports showing completion and continuation; degree classification trends; graduate outcomes; SFC data on widening access; and student casework outcomes (complaints, appeals and disciplinary cases). University staff are supported in understanding and using data effectively through a Data Analytics Shared Hub (DASH). The QESR team saw examples of how programme, department and school-level annual monitoring built on each other. The team also observed consistency in approach across campuses and partner providers."}]
[{"$f":"IF('> FILTER <'!B1616<>\"\",ROW(OFFSET(A1615,-1,0)),\"\")","v":1614},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1616)),A1615,\"\")","v":1614},{"$f":"IFERROR(SMALL(Helper2_1,A1615),\"\")","v":1614},null,1614,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1616)),$A1615,\"\")","v":1614},{"$f":"IFERROR(SMALL(Helper2_2,A1615),\"\")","v":1614},{"$f":"COUNTIF(Helper3_1,\"=\"&G1615)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1615)=1, G1615, \"\")","v":1614},{"$f":"IFERROR(SMALL(Index_2,A1615),\"\")","v":1614},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:J1615)),\"\")","v":"CAL_1614"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:K1615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:L1615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:M1615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:P1615)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1615,COLUMNS($J$2:Q1615)),\"\")","v":"At institutional level, the University's main committees consider overviews of a range of data and evidence. Oversight of quality is devolved by Senate to the Education Committee (formerly the Academic Policy and Practice Committee) and its Learning Enhancement Sub\u0002committee. The Education Committee and LESC between them consider annual reports on Honours Degree Classification Trends, Graduate Outcomes, an overview of external examiner reports, annual monitoring, the consolidated report for institution-led reviews, student performance data, the NSS and the annual review of academic appeals, with some of these reports taken by both committees (for example, postgraduate taught completion and continuation). Annual analysis papers for complaints and disciplinary cases are considered by the Senate. From the documentation and meetings, the QESR team was satisfied that GCU drew extensively on internal and external data and evidence across a range of levels, and used that information to inform action and enhancement activity."}]
[{"$f":"IF('> FILTER <'!B1617<>\"\",ROW(OFFSET(A1616,-1,0)),\"\")","v":1615},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1617)),A1616,\"\")","v":1615},{"$f":"IFERROR(SMALL(Helper2_1,A1616),\"\")","v":1615},null,1615,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1617)),$A1616,\"\")","v":1615},{"$f":"IFERROR(SMALL(Helper2_2,A1616),\"\")","v":1615},{"$f":"COUNTIF(Helper3_1,\"=\"&G1616)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1616)=1, G1616, \"\")","v":1615},{"$f":"IFERROR(SMALL(Index_2,A1616),\"\")","v":1615},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:J1616)),\"\")","v":"CAL_1615"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:K1616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:L1616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:M1616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:P1616)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1616,COLUMNS($J$2:Q1616)),\"\")","v":"The QESR team noted the University's consideration of student feedback through a range of modes, including the National Student Survey (NSS) and internal module evaluation. There was evidence that GCU identifies and explores areas eliciting red flags, informing evidence-based short-term and long-term actions. Closing the feedback loop is a recurrent issue but the QESR team saw evidence that the University is aware of this and actively working to address this issue."}]
[{"$f":"IF('> FILTER <'!B1618<>\"\",ROW(OFFSET(A1617,-1,0)),\"\")","v":1616},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1618)),A1617,\"\")","v":1616},{"$f":"IFERROR(SMALL(Helper2_1,A1617),\"\")","v":1616},null,1616,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1618)),$A1617,\"\")","v":1616},{"$f":"IFERROR(SMALL(Helper2_2,A1617),\"\")","v":1616},{"$f":"COUNTIF(Helper3_1,\"=\"&G1617)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1617)=1, G1617, \"\")","v":1616},{"$f":"IFERROR(SMALL(Index_2,A1617),\"\")","v":1616},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:J1617)),\"\")","v":"CAL_1616"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:K1617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:L1617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:M1617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:P1617)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1617,COLUMNS($J$2:Q1617)),\"\")","v":"Although the Complaints Annual Report for 2021-22 indicates an increase in the number of complaints, this is from a low base and, in the context of the total number of students, staff and stakeholders, remains relatively small, particularly in terms of complaints that progress from stage one (frontline resolution) to stage 2 (complaint investigation). The annual report includes 'lessons learned', 'future work' and 'recommendations' for consideration by Senate. The QESR team received evidence of the University's process identifying an issue and working proactively to address it. This included recognition that the number of students with a disability is increasing and the introduction of a triage system to advise schools more efficiently regarding any necessary adjustments. Overall, the QESR team was reassured that the University has an effective complaint resolution system and is conscientious in analysing and learning from complaints and taking appropriate action."}]
[{"$f":"IF('> FILTER <'!B1619<>\"\",ROW(OFFSET(A1618,-1,0)),\"\")","v":1617},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1619)),A1618,\"\")","v":1617},{"$f":"IFERROR(SMALL(Helper2_1,A1618),\"\")","v":1617},null,1617,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1619)),$A1618,\"\")","v":1617},{"$f":"IFERROR(SMALL(Helper2_2,A1618),\"\")","v":1617},{"$f":"COUNTIF(Helper3_1,\"=\"&G1618)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1618)=1, G1618, \"\")","v":1617},{"$f":"IFERROR(SMALL(Index_2,A1618),\"\")","v":1617},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:J1618)),\"\")","v":"CAL_1617"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:K1618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:L1618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:M1618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:P1618)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1618,COLUMNS($J$2:Q1618)),\"\")","v":"The University has a Code of Student Conduct and the Senate Disciplinary Committee has responsibility for considering and investigating any serious formal allegations made against a student under the terms of that Code. The Senate Disciplinary Committee submits an annual report to Senate. As discussed above in paragraph 25, the largest proportion of the disciplinary cases relate to academic misconduct and GCU is working in partnership with its student body on a range of preventative mechanisms to educate students on academic integrity. In addition to the thoughtful approach towards student discipline set out in the Code and report, the QESR team noted that GCU proposed to review the Code of Student Conduct to enhance it further, taking account of the need for fairness, clarity and external interest."}]
[{"$f":"IF('> FILTER <'!B1620<>\"\",ROW(OFFSET(A1619,-1,0)),\"\")","v":1618},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1620)),A1619,\"\")","v":1618},{"$f":"IFERROR(SMALL(Helper2_1,A1619),\"\")","v":1618},null,1618,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1620)),$A1619,\"\")","v":1618},{"$f":"IFERROR(SMALL(Helper2_2,A1619),\"\")","v":1618},{"$f":"COUNTIF(Helper3_1,\"=\"&G1619)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1619)=1, G1619, \"\")","v":1618},{"$f":"IFERROR(SMALL(Index_2,A1619),\"\")","v":1618},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:J1619)),\"\")","v":"GSA_1618"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:K1619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:L1619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:M1619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:P1619)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1619,COLUMNS($J$2:Q1619)),\"\")","v":"Strategic approach to the enhancement of learning and teaching: The rigorous and coordinated approach to enhancing learning and teaching by developing, embedding and monitoring the impact and implementation of a range of key institutional strategies. This includes the close alignment of strategies at the institutional and local level, with clearly-defined actions that are closely monitored that enable effective delivery and create impact at the local level (paragraph 3)."}]
[{"$f":"IF('> FILTER <'!B1621<>\"\",ROW(OFFSET(A1620,-1,0)),\"\")","v":1619},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1621)),A1620,\"\")","v":1619},{"$f":"IFERROR(SMALL(Helper2_1,A1620),\"\")","v":1619},null,1619,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1621)),$A1620,\"\")","v":1619},{"$f":"IFERROR(SMALL(Helper2_2,A1620),\"\")","v":1619},{"$f":"COUNTIF(Helper3_1,\"=\"&G1620)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1620)=1, G1620, \"\")","v":1619},{"$f":"IFERROR(SMALL(Index_2,A1620),\"\")","v":1619},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:J1620)),\"\")","v":"GSA_1619"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:K1620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:L1620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:M1620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:P1620)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1620,COLUMNS($J$2:Q1620)),\"\")","v":"Introduction and evolution of the Student Consultant role: Working in partnership with staff and students, the student consultants have led on a number of initiatives aligned with strategic priorities, including changes to assessment and feedback, the curriculum review and the new Education Strategy, resulting in positive impact and strengthening the student voice in key institutional projects (paragraph 11)."}]
[{"$f":"IF('> FILTER <'!B1622<>\"\",ROW(OFFSET(A1621,-1,0)),\"\")","v":1620},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1622)),A1621,\"\")","v":1620},{"$f":"IFERROR(SMALL(Helper2_1,A1621),\"\")","v":1620},null,1620,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1622)),$A1621,\"\")","v":1620},{"$f":"IFERROR(SMALL(Helper2_2,A1621),\"\")","v":1620},{"$f":"COUNTIF(Helper3_1,\"=\"&G1621)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1621)=1, G1621, \"\")","v":1620},{"$f":"IFERROR(SMALL(Index_2,A1621),\"\")","v":1620},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:J1621)),\"\")","v":"GSA_1620"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:K1621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:L1621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:M1621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:P1621)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1621,COLUMNS($J$2:Q1621)),\"\")","v":"Proactive and continuing development of quality processes: The continued proactive development of core quality processes (including an increasing focus on data) and the oversight of key quality reports at an institutional level, which provides assurance and an effective means of sharing practice to enhance the student experience (paragraph 36)."}]
[{"$f":"IF('> FILTER <'!B1623<>\"\",ROW(OFFSET(A1622,-1,0)),\"\")","v":1621},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1623)),A1622,\"\")","v":1621},{"$f":"IFERROR(SMALL(Helper2_1,A1622),\"\")","v":1621},null,1621,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1623)),$A1622,\"\")","v":1621},{"$f":"IFERROR(SMALL(Helper2_2,A1622),\"\")","v":1621},{"$f":"COUNTIF(Helper3_1,\"=\"&G1622)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1622)=1, G1622, \"\")","v":1621},{"$f":"IFERROR(SMALL(Index_2,A1622),\"\")","v":1621},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:J1622)),\"\")","v":"GSA_1621"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:K1622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:L1622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:M1622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:P1622)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1622,COLUMNS($J$2:Q1622)),\"\")","v":"Consistency and effectiveness of Student Staff Consultative Committees: Building on the work undertaken through the development of the Student Engagement and Representation Policy, GSA should keep under review the operation of the Student Staff Consultative Committees in consultation with students to ensure a consistent and effective approach (paragraph 12)."}]
[{"$f":"IF('> FILTER <'!B1624<>\"\",ROW(OFFSET(A1623,-1,0)),\"\")","v":1622},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1624)),A1623,\"\")","v":1622},{"$f":"IFERROR(SMALL(Helper2_1,A1623),\"\")","v":1622},null,1622,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1624)),$A1623,\"\")","v":1622},{"$f":"IFERROR(SMALL(Helper2_2,A1623),\"\")","v":1622},{"$f":"COUNTIF(Helper3_1,\"=\"&G1623)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1623)=1, G1623, \"\")","v":1622},{"$f":"IFERROR(SMALL(Index_2,A1623),\"\")","v":1622},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:J1623)),\"\")","v":"GSA_1622"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:K1623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:L1623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:M1623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:P1623)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1623,COLUMNS($J$2:Q1623)),\"\")","v":"The QESR team is confident that GSA has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Education Strategy and annual Action Plan, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. In addition, the team met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1625<>\"\",ROW(OFFSET(A1624,-1,0)),\"\")","v":1623},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1625)),A1624,\"\")","v":1623},{"$f":"IFERROR(SMALL(Helper2_1,A1624),\"\")","v":1623},null,1623,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1625)),$A1624,\"\")","v":1623},{"$f":"IFERROR(SMALL(Helper2_2,A1624),\"\")","v":1623},{"$f":"COUNTIF(Helper3_1,\"=\"&G1624)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1624)=1, G1624, \"\")","v":1623},{"$f":"IFERROR(SMALL(Index_2,A1624),\"\")","v":1623},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:J1624)),\"\")","v":"GSA_1623"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:K1624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:L1624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:M1624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:P1624)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1624,COLUMNS($J$2:Q1624)),\"\")","v":"The institution's approach to enhancing learning and teaching, including the metrics to be used to track progress, are defined in the Education Strategy 2023-27. This was approved by Academic Council in May 2023. The Education Strategy evolved from an Education Enhancement Plan that had been created partly in response to the Enhancement\u0002led Institutional Review (ELIR 4) and ran for two years. The Education Strategy consolidates and embeds work started under this Plan and sets priorities for the future. It is closely aligned to the GSA Strategic Plan 2022-27 and presents a collective approach for both academic schools and professional support services. Academic and professional services staff expressed confidence in their understanding of the Education Strategy, explaining how it supports their day-to-day activities, capturing the routine work of GSA in readily accessible format"}]
[{"$f":"IF('> FILTER <'!B1626<>\"\",ROW(OFFSET(A1625,-1,0)),\"\")","v":1624},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1626)),A1625,\"\")","v":1624},{"$f":"IFERROR(SMALL(Helper2_1,A1625),\"\")","v":1624},null,1624,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1626)),$A1625,\"\")","v":1624},{"$f":"IFERROR(SMALL(Helper2_2,A1625),\"\")","v":1624},{"$f":"COUNTIF(Helper3_1,\"=\"&G1625)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1625)=1, G1625, \"\")","v":1624},{"$f":"IFERROR(SMALL(Index_2,A1625),\"\")","v":1624},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:J1625)),\"\")","v":"GSA_1624"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:K1625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:L1625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:M1625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:P1625)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1625,COLUMNS($J$2:Q1625)),\"\")","v":"The Education Strategy has five strategic objectives with associated success measures. The objectives are as follows: deliver an extraordinary student experience; transform models of creative education; support students to achieve their potential and make positive contributions; work in ambitious and creative partnerships with students; and strengthen and enhance practice. Implementation of the Education Strategy is directed by an associated annual Action Plan, which provides further detail and clearly-defined activities related to the strategic objectives. It describes 12 interlinked projects, each of which crosses over with schools and support services to ensure alignment of local activity with strategic ambitions. The QESR team saw a Year 1 Action Plan document that sets out how each workstream is intended to progress across the five years of the Strategic Plan and details the work that is to be carried out in the first year. Progress with the Action Plan is reported every two months to the Education Enhancement Planning Group (EEPG); an example Education Strategy tracking document demonstrates a rigorous approach to monitoring and coordination of the work, and shows significant progress with two of the Education Strategy projects - Assessment and Feedback, and Common Academic Framework. The Educational Enhancement Planning Group (EEPG) reports to the Education Committee and Academic Council through the Deputy Director (Academic). Annual reports are received by the committee in the autumn. There were updates to Academic Council on the Education and Digital Strategies March 2023 and a request for the Education Strategy to foreground creativity to reflect that it is a Strategy for an Art School. Overall, the QESR team found a rigorous and coordinated approach to enhancing learning and teaching by developing, embedding and monitoring the impact and implementation of a range of key institutional strategies. This includes the close alignment of strategies at the institutional and local level, with clearly-defined actions which are closely monitored, that enable effective delivery and create impact at the local level. Taken together, the QESR team considers this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1627<>\"\",ROW(OFFSET(A1626,-1,0)),\"\")","v":1625},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1627)),A1626,\"\")","v":1625},{"$f":"IFERROR(SMALL(Helper2_1,A1626),\"\")","v":1625},null,1625,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1627)),$A1626,\"\")","v":1625},{"$f":"IFERROR(SMALL(Helper2_2,A1626),\"\")","v":1625},{"$f":"COUNTIF(Helper3_1,\"=\"&G1626)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1626)=1, G1626, \"\")","v":1625},{"$f":"IFERROR(SMALL(Index_2,A1626),\"\")","v":1625},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:J1626)),\"\")","v":"GSA_1625"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:K1626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:L1626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:M1626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:P1626)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1626,COLUMNS($J$2:Q1626)),\"\")","v":"The responsibilities of the EEPG ensures that work to deliver the Educational Strategy aligns with other strategic developments, such as the Digital Strategy, the Student Communications Strategy, the People Strategy, the Estates Strategy, and the Research Strategy. Oversight by EEPG ensures that the Educational Strategy and other strategic development are implemented together, and that work does not overlap or get duplicated 4 and that nothing is omitted. Minutes of the Academic Council reveal a strong intention to link strategies to each other. Minutes of Academic Council record that the members consider that the Education Strategy aligned well with the Research Strategy and GSA Strategic Plan. Together, the QESR team considered these provide evidence of effective oversight of the Educational Strategy and its underpinning projects."}]
[{"$f":"IF('> FILTER <'!B1628<>\"\",ROW(OFFSET(A1627,-1,0)),\"\")","v":1626},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1628)),A1627,\"\")","v":1626},{"$f":"IFERROR(SMALL(Helper2_1,A1627),\"\")","v":1626},null,1626,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1628)),$A1627,\"\")","v":1626},{"$f":"IFERROR(SMALL(Helper2_2,A1627),\"\")","v":1626},{"$f":"COUNTIF(Helper3_1,\"=\"&G1627)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1627)=1, G1627, \"\")","v":1626},{"$f":"IFERROR(SMALL(Index_2,A1627),\"\")","v":1626},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:J1627)),\"\")","v":"GSA_1626"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:K1627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:L1627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:M1627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:P1627)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1627,COLUMNS($J$2:Q1627)),\"\")","v":"Implementation of the Educational Strategy in each of the individual schools is planned and monitored through Quality Enhancement Action Plans and School Annual Summary reports. The QESR team learnt that planned developments to Programme Monitoring and Annual Reporting and Quality Enhancement Action Planning will include explicit reference to the Education Strategy to ensure alignment between activities and strategic objectives."}]
[{"$f":"IF('> FILTER <'!B1629<>\"\",ROW(OFFSET(A1628,-1,0)),\"\")","v":1627},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1629)),A1628,\"\")","v":1627},{"$f":"IFERROR(SMALL(Helper2_1,A1628),\"\")","v":1627},null,1627,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1629)),$A1628,\"\")","v":1627},{"$f":"IFERROR(SMALL(Helper2_2,A1628),\"\")","v":1627},{"$f":"COUNTIF(Helper3_1,\"=\"&G1628)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1628)=1, G1628, \"\")","v":1627},{"$f":"IFERROR(SMALL(Index_2,A1628),\"\")","v":1627},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:J1628)),\"\")","v":"GSA_1627"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:K1628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:L1628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:M1628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:P1628)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1628,COLUMNS($J$2:Q1628)),\"\")","v":"An annual report on progress will be submitted to the Education Committee and Academic Council in the autumn of each academic session. As the Education Strategy approaches the end of year one, plans are in place to review progress and to define the priorities for year two. While no decisions had been made at the time of the QESR visit, staff reported there would be continuing commitment to different forms of education, staff and student success, and the student experience, together with initiatives to build and strengthen staff through communities of practice. Going into year two, some of the year one projects will be deemed completed, some will be integrated into normal business, while a few will continue into year two and possibly beyond."}]
[{"$f":"IF('> FILTER <'!B1630<>\"\",ROW(OFFSET(A1629,-1,0)),\"\")","v":1628},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1630)),A1629,\"\")","v":1628},{"$f":"IFERROR(SMALL(Helper2_1,A1629),\"\")","v":1628},null,1628,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1630)),$A1629,\"\")","v":1628},{"$f":"IFERROR(SMALL(Helper2_2,A1629),\"\")","v":1628},{"$f":"COUNTIF(Helper3_1,\"=\"&G1629)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1629)=1, G1629, \"\")","v":1628},{"$f":"IFERROR(SMALL(Index_2,A1629),\"\")","v":1628},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:J1629)),\"\")","v":"GSA_1628"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:K1629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:L1629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:M1629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:P1629)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1629,COLUMNS($J$2:Q1629)),\"\")","v":"Based on the evidence and meetings with staff and students, the QESR team considers GSA has a systematic approach to enhancement, underpinned by established quality processes."}]
[{"$f":"IF('> FILTER <'!B1631<>\"\",ROW(OFFSET(A1630,-1,0)),\"\")","v":1629},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1631)),A1630,\"\")","v":1629},{"$f":"IFERROR(SMALL(Helper2_1,A1630),\"\")","v":1629},null,1629,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1631)),$A1630,\"\")","v":1629},{"$f":"IFERROR(SMALL(Helper2_2,A1630),\"\")","v":1629},{"$f":"COUNTIF(Helper3_1,\"=\"&G1630)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1630)=1, G1630, \"\")","v":1629},{"$f":"IFERROR(SMALL(Index_2,A1630),\"\")","v":1629},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:J1630)),\"\")","v":"GSA_1629"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:K1630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:L1630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:M1630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:P1630)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1630,COLUMNS($J$2:Q1630)),\"\")","v":"The QESR team is confident that GSA has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; The Education Strategy; Student Partnership Project Fund; Student Engagement and Representation Policy; Periodic Institution-Led Review Policy; minutes from key institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1632<>\"\",ROW(OFFSET(A1631,-1,0)),\"\")","v":1630},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1632)),A1631,\"\")","v":1630},{"$f":"IFERROR(SMALL(Helper2_1,A1631),\"\")","v":1630},null,1630,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1632)),$A1631,\"\")","v":1630},{"$f":"IFERROR(SMALL(Helper2_2,A1631),\"\")","v":1630},{"$f":"COUNTIF(Helper3_1,\"=\"&G1631)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1631)=1, G1631, \"\")","v":1630},{"$f":"IFERROR(SMALL(Index_2,A1631),\"\")","v":1630},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:J1631)),\"\")","v":"GSA_1630"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:K1631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:L1631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:M1631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:P1631)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1631,COLUMNS($J$2:Q1631)),\"\")","v":"The Student Partnership Agreement (SPA), co-created between GSA and the Glasgow School of Art Students' Association, covers the period from 2022-23 to 2024-25. The Agreement includes three priority themes intended to enhance the student experience: Sustainability and Climate Literacy; The Equitable Art School; and Post-Pandemic Studio Practice. Each of these themes is designed to drive changes to practice across GSA - for example, changes to the curriculum, a better understanding of the student experience, and ensuring students have the necessary skills to operate effectively in a digital environment. The SPA also includes metrics that will be used to determine its impact. Targets include increasing appropriate and diverse student representation, enhancing induction and training for representatives, and improving participation rates for internal surveys and ensuring the student voice is heard and responded to. Progress on the SPA is monitored by the Student Partnership Group (SPG) which comprises students and staff and is co-chaired by the Deputy Director (Academic) and Student President."}]
[{"$f":"IF('> FILTER <'!B1633<>\"\",ROW(OFFSET(A1632,-1,0)),\"\")","v":1631},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1633)),A1632,\"\")","v":1631},{"$f":"IFERROR(SMALL(Helper2_1,A1632),\"\")","v":1631},null,1631,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1633)),$A1632,\"\")","v":1631},{"$f":"IFERROR(SMALL(Helper2_2,A1632),\"\")","v":1631},{"$f":"COUNTIF(Helper3_1,\"=\"&G1632)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1632)=1, G1632, \"\")","v":1631},{"$f":"IFERROR(SMALL(Index_2,A1632),\"\")","v":1631},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:J1632)),\"\")","v":"GSA_1631"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:K1632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:L1632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:M1632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:P1632)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1632,COLUMNS($J$2:Q1632)),\"\")","v":"The Student Partnership Project Fund offers funding for projects where students and staff come together to enhance learning, teaching and the student experience. The QESR team heard from students about some of these projects, including one that has improved the environment in the social areas and another where an event was held to explore redefining Glasgow as 'UK's first feminist city'. While formal evaluation by GSA of the Student Partnership Project Fund and its impact will not take place until the end of the current SPA, the QESR team learnt that early indications are that the initiative has had some success 5 supporting partnership working."}]
[{"$f":"IF('> FILTER <'!B1634<>\"\",ROW(OFFSET(A1633,-1,0)),\"\")","v":1632},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1634)),A1633,\"\")","v":1632},{"$f":"IFERROR(SMALL(Helper2_1,A1633),\"\")","v":1632},null,1632,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1634)),$A1633,\"\")","v":1632},{"$f":"IFERROR(SMALL(Helper2_2,A1633),\"\")","v":1632},{"$f":"COUNTIF(Helper3_1,\"=\"&G1633)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1633)=1, G1633, \"\")","v":1632},{"$f":"IFERROR(SMALL(Index_2,A1633),\"\")","v":1632},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:J1633)),\"\")","v":"GSA_1632"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:K1633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:L1633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:M1633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:P1633)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1633,COLUMNS($J$2:Q1633)),\"\")","v":"GSA has been using student consultants employed by the Learning and Teaching Team to co-lead on strategic enhancement projects at institutional level and within each of the four academic schools. The QESR team heard that the student consultants have led on a variety of projects and supported policy development on assessment and feedback, as well as curriculum review and student engagement as part of the Common Academic Framework and curriculum review and, more recently, projects linked to the Education Strategy. The team heard from students that they consider the consultant role to be positive and impactful. They welcomed the autonomy to deliver on student-led projects and the support from a staff member acting in a mentor role for what can be a challenging role. Academic and professional services and senior staff also acknowledged the significant contribution made by the consultants. Working in partnership with staff and students, the student consultants have led on a number of initiatives aligned with strategic priorities - including changes to assessment and feedback, the curriculum review and the new Education Strategy - resulting in positive impact and strengthening the student voice in key institutional projects, and the team considered this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1635<>\"\",ROW(OFFSET(A1634,-1,0)),\"\")","v":1633},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1635)),A1634,\"\")","v":1633},{"$f":"IFERROR(SMALL(Helper2_1,A1634),\"\")","v":1633},null,1633,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1635)),$A1634,\"\")","v":1633},{"$f":"IFERROR(SMALL(Helper2_2,A1634),\"\")","v":1633},{"$f":"COUNTIF(Helper3_1,\"=\"&G1634)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1634)=1, G1634, \"\")","v":1633},{"$f":"IFERROR(SMALL(Index_2,A1634),\"\")","v":1633},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:J1634)),\"\")","v":"GSA_1633"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:K1634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:L1634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:M1634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:P1634)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1634,COLUMNS($J$2:Q1634)),\"\")","v":"GSA has recently approved a Student Engagement and Representation Policy which is being implemented from September 2024. The policy sets out GSA's approach to student engagement and partnership. In meeting with the students, the QESR team heard some differences in the experience of student representatives related to the effectiveness of Student Staff Consultative Committees (SSCC). In one example, students reported feeling well-supported through the SSCC and another example detailed how feedback was acted upon. However, the team also heard that this positive experience was not shared among all student representatives, with some students feeling unsupported and expressing a view that other methods of providing feedback and getting the student voice heard were more effective. The QESR team recommends GSA builds on the work undertaken through the development of the Student Engagement and Representation Policy and should keep under review the operation of the SSCC in consultation with students to ensure a consistent and effective approach to consistency and effectiveness."}]
[{"$f":"IF('> FILTER <'!B1636<>\"\",ROW(OFFSET(A1635,-1,0)),\"\")","v":1634},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1636)),A1635,\"\")","v":1634},{"$f":"IFERROR(SMALL(Helper2_1,A1635),\"\")","v":1634},null,1634,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1636)),$A1635,\"\")","v":1634},{"$f":"IFERROR(SMALL(Helper2_2,A1635),\"\")","v":1634},{"$f":"COUNTIF(Helper3_1,\"=\"&G1635)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1635)=1, G1635, \"\")","v":1634},{"$f":"IFERROR(SMALL(Index_2,A1635),\"\")","v":1634},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:J1635)),\"\")","v":"GSA_1634"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:K1635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:L1635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:M1635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:P1635)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1635,COLUMNS($J$2:Q1635)),\"\")","v":"The student voice is also well-represented in GSA's periodic review and revalidation process. The QESR team saw an example in one programme where engagement with students resulted in changes to the studio space, leading to a more conducive learning environment. The team also read in a Periodic Review Report about staff commenting on working with students to co-create a range of projects and initiatives - for example, co-curating research events. Students also reported awareness of external examiner reports, and some students noted that they had been able to meet with the examiner for their programme."}]
[{"$f":"IF('> FILTER <'!B1637<>\"\",ROW(OFFSET(A1636,-1,0)),\"\")","v":1635},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1637)),A1636,\"\")","v":1635},{"$f":"IFERROR(SMALL(Helper2_1,A1636),\"\")","v":1635},null,1635,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1637)),$A1636,\"\")","v":1635},{"$f":"IFERROR(SMALL(Helper2_2,A1636),\"\")","v":1635},{"$f":"COUNTIF(Helper3_1,\"=\"&G1636)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1636)=1, G1636, \"\")","v":1635},{"$f":"IFERROR(SMALL(Index_2,A1636),\"\")","v":1635},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:J1636)),\"\")","v":"GSA_1635"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:K1636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:L1636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:M1636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:P1636)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1636,COLUMNS($J$2:Q1636)),\"\")","v":"The QESR team learned that students based in Forres (the Highlands and Islands campus) felt disconnected from the Glasgow campus. However, the QESR team was satisfied from discussions with senior staff that efforts are ongoing to help the Forres-based students develop their own sense of community, with investment in property, events, services being advertised, visits from support staff and academics."}]
[{"$f":"IF('> FILTER <'!B1638<>\"\",ROW(OFFSET(A1637,-1,0)),\"\")","v":1636},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1638)),A1637,\"\")","v":1636},{"$f":"IFERROR(SMALL(Helper2_1,A1637),\"\")","v":1636},null,1636,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1638)),$A1637,\"\")","v":1636},{"$f":"IFERROR(SMALL(Helper2_2,A1637),\"\")","v":1636},{"$f":"COUNTIF(Helper3_1,\"=\"&G1637)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1637)=1, G1637, \"\")","v":1636},{"$f":"IFERROR(SMALL(Index_2,A1637),\"\")","v":1636},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:J1637)),\"\")","v":"GSA_1636"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:K1637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:L1637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:M1637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:P1637)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1637,COLUMNS($J$2:Q1637)),\"\")","v":"The QESR team is confident that GSA has put effective arrangements in place to monitor and review its actions taken in response to the recommendations from the following three reports: ELIR 4; concerns reports; and, more recently, the Re-review report from 2022. The QESR team considered a range of evidence, including strategy documents, committee papers, ELIR Follow-Up Reports and action plans, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1639<>\"\",ROW(OFFSET(A1638,-1,0)),\"\")","v":1637},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1639)),A1638,\"\")","v":1637},{"$f":"IFERROR(SMALL(Helper2_1,A1638),\"\")","v":1637},null,1637,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1639)),$A1638,\"\")","v":1637},{"$f":"IFERROR(SMALL(Helper2_2,A1638),\"\")","v":1637},{"$f":"COUNTIF(Helper3_1,\"=\"&G1638)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1638)=1, G1638, \"\")","v":1637},{"$f":"IFERROR(SMALL(Index_2,A1638),\"\")","v":1637},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:J1638)),\"\")","v":"GSA_1637"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:K1638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:L1638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:M1638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:P1638)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1638,COLUMNS($J$2:Q1638)),\"\")","v":"In response to the three reports, GSA undertook a significant and structured plan of work to respond to the recommendations. GSA was re-reviewed by QAA Scotland in June 2022 with a positive judgement. The 2022 report described progress with each of the recommendations ELIR 4 and SCS investigations, and introduced four new recommendations. The new recommendations covered: development of a data strategy; development of a communications strategy; managing student expectations; and support for student Lead Representative. Following the re-review in June 2022, reports were submitted to the Education Committee in November 2022, plus the follow-up report in June 2023. In addition, there were quarterly progress meetings with QAA which ended in May 2024."}]
[{"$f":"IF('> FILTER <'!B1640<>\"\",ROW(OFFSET(A1639,-1,0)),\"\")","v":1638},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1640)),A1639,\"\")","v":1638},{"$f":"IFERROR(SMALL(Helper2_1,A1639),\"\")","v":1638},null,1638,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1640)),$A1639,\"\")","v":1638},{"$f":"IFERROR(SMALL(Helper2_2,A1639),\"\")","v":1638},{"$f":"COUNTIF(Helper3_1,\"=\"&G1639)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1639)=1, G1639, \"\")","v":1638},{"$f":"IFERROR(SMALL(Index_2,A1639),\"\")","v":1638},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:J1639)),\"\")","v":"GSA_1638"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:K1639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:L1639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:M1639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:P1639)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1639,COLUMNS($J$2:Q1639)),\"\")","v":"Most of the recommendations from the ELIR 4 and SCS investigations were acknowledged as being fully addressed in the Re-review Outcome Report 2022, while some other recommendations were fully addressed by June 2023, including the four recommendations from the 2022 re-review. The June 2023 Follow-up Report identified three remaining recommendations for which work was underway, which are considered in this QESR report. The three recommendations concerned assessment and feedback; assessment design; and assessment policy."}]
[{"$f":"IF('> FILTER <'!B1641<>\"\",ROW(OFFSET(A1640,-1,0)),\"\")","v":1639},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1641)),A1640,\"\")","v":1639},{"$f":"IFERROR(SMALL(Helper2_1,A1640),\"\")","v":1639},null,1639,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1641)),$A1640,\"\")","v":1639},{"$f":"IFERROR(SMALL(Helper2_2,A1640),\"\")","v":1639},{"$f":"COUNTIF(Helper3_1,\"=\"&G1640)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1640)=1, G1640, \"\")","v":1639},{"$f":"IFERROR(SMALL(Index_2,A1640),\"\")","v":1639},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:J1640)),\"\")","v":"GSA_1639"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:K1640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:L1640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:M1640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:P1640)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1640,COLUMNS($J$2:Q1640)),\"\")","v":"Work to address the three areas has been consolidated within the GSA Education Strategy 2023-27 to ensure appropriate oversight, monitoring and delivery moving forward. The Educational Enhancement Planning Group (formerly ELIR Recovery Group) has oversight of this work, with an annual progress report to the Education Committee and Academic Council. An Assessment and Feedback project was established in 2021-22 to enhance assessment and feedback practice across the institution, provide development opportunities for staff, and to ensure that the assessment policy, regulations and guidance were clear, consistent and easy to understand. The project included three stages - stage 1 was immediate action in summer 2021 to address the ELIR 4 concerns relating to academic standards and assessment practice. Stage 2 was a wider review and redevelopment of the Code of Assessment to provide clear, consistent and accessible regulations for assessment and feedback, which was approved in June 2022. The final phase - stage 3 - was the introduction of staff and student resources to support implementation of the new Code in September 2023."}]
[{"$f":"IF('> FILTER <'!B1642<>\"\",ROW(OFFSET(A1641,-1,0)),\"\")","v":1640},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1642)),A1641,\"\")","v":1640},{"$f":"IFERROR(SMALL(Helper2_1,A1641),\"\")","v":1640},null,1640,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1642)),$A1641,\"\")","v":1640},{"$f":"IFERROR(SMALL(Helper2_2,A1641),\"\")","v":1640},{"$f":"COUNTIF(Helper3_1,\"=\"&G1641)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1641)=1, G1641, \"\")","v":1640},{"$f":"IFERROR(SMALL(Index_2,A1641),\"\")","v":1640},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:J1641)),\"\")","v":"GSA_1640"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:K1641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:L1641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:M1641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:P1641)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1641,COLUMNS($J$2:Q1641)),\"\")","v":"An Education Strategy tracking document shows significant progress with the Assessment and Feedback project. A review by the Head of Learning and Teaching in summer 2023 identified substantial enhancements to the guidance and support for staff and confirmed that programme teams had introduced greater consistency in assessment design, information to students, and the sharing and understanding of assessment criteria within the assessment process. Following this review, four new workstreams were introduced: a Year 1 review of the Code of Assessment; an examination of students' experience of assessment and feedback supported by a student consultant; a review of assessment briefs and criteria aimed at developing institutional templates to enhance consistency; and development of a standard induction for staff to assessment and feedback, supported by an online resource site."}]
[{"$f":"IF('> FILTER <'!B1643<>\"\",ROW(OFFSET(A1642,-1,0)),\"\")","v":1641},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1643)),A1642,\"\")","v":1641},{"$f":"IFERROR(SMALL(Helper2_1,A1642),\"\")","v":1641},null,1641,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1643)),$A1642,\"\")","v":1641},{"$f":"IFERROR(SMALL(Helper2_2,A1642),\"\")","v":1641},{"$f":"COUNTIF(Helper3_1,\"=\"&G1642)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1642)=1, G1642, \"\")","v":1641},{"$f":"IFERROR(SMALL(Index_2,A1642),\"\")","v":1641},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:J1642)),\"\")","v":"GSA_1641"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:K1642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:L1642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:M1642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:P1642)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1642,COLUMNS($J$2:Q1642)),\"\")","v":"Work has started on each of these four workstreams, with progress to be monitored by the Learning and Teaching and Group and Educational Enhancement Planning Group. Evaluation activities with staff in relation to the Code of Assessment have concluded with an initial findings paper produced for the Learning and Teaching Group. The report presents the findings of a year one evaluation of the revised Code of Assessment, including a survey sent out to Heads of School, Programme Leaders, Heads of Department and Heads of Professional Support Services. Most respondents welcomed the amendments to the Code of Assessment, finding them clear, supportive and helpful in reviewing assessment across programmes and courses, and more closely aligned to practice. The report makes several recommendations that include the need to clarify the guidance available to students, 7 including clearer signposting to existing information. This was confirmed by students that met the QESR team, who reported some lack of clarity and inconsistency in language across courses. Students also described some inconsistencies in assessment rubrics, criteria and support from staff. In meetings with staff, the QESR team was satisfied that that these issues had been recognised by the institution and are being addressed through the Code of Assessment workstream."}]
[{"$f":"IF('> FILTER <'!B1644<>\"\",ROW(OFFSET(A1643,-1,0)),\"\")","v":1642},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1644)),A1643,\"\")","v":1642},{"$f":"IFERROR(SMALL(Helper2_1,A1643),\"\")","v":1642},null,1642,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1644)),$A1643,\"\")","v":1642},{"$f":"IFERROR(SMALL(Helper2_2,A1643),\"\")","v":1642},{"$f":"COUNTIF(Helper3_1,\"=\"&G1643)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1643)=1, G1643, \"\")","v":1642},{"$f":"IFERROR(SMALL(Index_2,A1643),\"\")","v":1642},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:J1643)),\"\")","v":"GSA_1642"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:K1643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:L1643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:M1643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:P1643)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1643,COLUMNS($J$2:Q1643)),\"\")","v":"Work also continues with the Common Academic Framework Implementation Project, with the next phase due to complete by September 2024. There is evidence of school engagement with the Common Academic Framework through Board of Studies minutes and reports to the Education Committee. The first batch of 17 programmes that submitted Major Programme Amendments to meet expectations within the Common Academic Framework were approved by Academic Council in May 2024 and will launch in September 2024. The remaining Major Programme Amendments will be submitted for validation in 2025 to complete the response to recommendation on Assessment Design."}]
[{"$f":"IF('> FILTER <'!B1645<>\"\",ROW(OFFSET(A1644,-1,0)),\"\")","v":1643},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1645)),A1644,\"\")","v":1643},{"$f":"IFERROR(SMALL(Helper2_1,A1644),\"\")","v":1643},null,1643,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1645)),$A1644,\"\")","v":1643},{"$f":"IFERROR(SMALL(Helper2_2,A1644),\"\")","v":1643},{"$f":"COUNTIF(Helper3_1,\"=\"&G1644)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1644)=1, G1644, \"\")","v":1643},{"$f":"IFERROR(SMALL(Index_2,A1644),\"\")","v":1643},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:J1644)),\"\")","v":"GSA_1643"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:K1644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:L1644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:M1644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:P1644)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1644,COLUMNS($J$2:Q1644)),\"\")","v":"Following the re-review report 2022 and the follow-up report 2023, the QESR team is confident that GSA has completed the recommendations from previous reviews, except for three ongoing actions. Based on the evidence the team considers that the remaining three recommendations, all on aspects of assessment processes, are being addressed through the Assessment and Feedback Project and the new Common Academic Framework in an effective and timely manner."}]
[{"$f":"IF('> FILTER <'!B1646<>\"\",ROW(OFFSET(A1645,-1,0)),\"\")","v":1644},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1646)),A1645,\"\")","v":1644},{"$f":"IFERROR(SMALL(Helper2_1,A1645),\"\")","v":1644},null,1644,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1646)),$A1645,\"\")","v":1644},{"$f":"IFERROR(SMALL(Helper2_2,A1645),\"\")","v":1644},{"$f":"COUNTIF(Helper3_1,\"=\"&G1645)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1645)=1, G1645, \"\")","v":1644},{"$f":"IFERROR(SMALL(Index_2,A1645),\"\")","v":1644},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:J1645)),\"\")","v":"GSA_1644"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:K1645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:L1645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:M1645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:P1645)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1645,COLUMNS($J$2:Q1645)),\"\")","v":"The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered a paper that set out GSA's strategy and current enhancement priorities in relation to the Tertiary Enhancement Topic; Digital Strategy 2022-2027; Institutional Analysis of Programme Monitoring and Annual Reporting; PMAR, ILR and external examiner reports; minutes from key institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1647<>\"\",ROW(OFFSET(A1646,-1,0)),\"\")","v":1645},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1647)),A1646,\"\")","v":1645},{"$f":"IFERROR(SMALL(Helper2_1,A1646),\"\")","v":1645},null,1645,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1647)),$A1646,\"\")","v":1645},{"$f":"IFERROR(SMALL(Helper2_2,A1646),\"\")","v":1645},{"$f":"COUNTIF(Helper3_1,\"=\"&G1646)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1646)=1, G1646, \"\")","v":1645},{"$f":"IFERROR(SMALL(Index_2,A1646),\"\")","v":1645},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:J1646)),\"\")","v":"GSA_1645"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:K1646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:L1646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:M1646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:P1646)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1646,COLUMNS($J$2:Q1646)),\"\")","v":"GSA has set out its approach and current enhancement priorities in relation to the Tertiary Enhancement Topic, which include: digital learning and teaching; strategic approach to enhancement; student partnership; and the management of academic quality and standards. In its Digital Strategy, GSA sets out four educational ambitions: a connected campus; efficient business processes; digital literacy; and a digitally enriched curriculum. The Vision within the Strategy is to provide a digital experience, encouraging creativity and innovation. To implement its strategy, GSA uses a range of technology-enhanced learning and teaching approaches which support its predominantly studio-based learning and research. Most programmes include some form of blended learning - for example, extending learning through online resources and activities, flipped classroom/learning, and, in some programmes, a mixture of on-campus and online teaching, learning and assessment activities."}]
[{"$f":"IF('> FILTER <'!B1648<>\"\",ROW(OFFSET(A1647,-1,0)),\"\")","v":1646},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1648)),A1647,\"\")","v":1646},{"$f":"IFERROR(SMALL(Helper2_1,A1647),\"\")","v":1646},null,1646,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1648)),$A1647,\"\")","v":1646},{"$f":"IFERROR(SMALL(Helper2_2,A1647),\"\")","v":1646},{"$f":"COUNTIF(Helper3_1,\"=\"&G1647)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1647)=1, G1647, \"\")","v":1646},{"$f":"IFERROR(SMALL(Index_2,A1647),\"\")","v":1646},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:J1647)),\"\")","v":"GSA_1646"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:K1647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:L1647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:M1647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:P1647)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1647,COLUMNS($J$2:Q1647)),\"\")","v":"The QESR team learnt from speaking with staff, that a number of online electives and digital workshops are provided as an option for students, and this was one of the examples provided to illustrate how students at the Forres campus have an equivalent experience to those based in Glasgow. The QESR team also heard that students generally prefer campus-based learning but do recognise the advantages of online space. The QESR team was also confident from discussions with students that they knew how to navigate GSA's web-based virtual learning environment - the example provided relating to how to find information about external examiner reports."}]
[{"$f":"IF('> FILTER <'!B1649<>\"\",ROW(OFFSET(A1648,-1,0)),\"\")","v":1647},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1649)),A1648,\"\")","v":1647},{"$f":"IFERROR(SMALL(Helper2_1,A1648),\"\")","v":1647},null,1647,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1649)),$A1648,\"\")","v":1647},{"$f":"IFERROR(SMALL(Helper2_2,A1648),\"\")","v":1647},{"$f":"COUNTIF(Helper3_1,\"=\"&G1648)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1648)=1, G1648, \"\")","v":1647},{"$f":"IFERROR(SMALL(Index_2,A1648),\"\")","v":1647},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:J1648)),\"\")","v":"GSA_1647"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:K1648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:L1648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:M1648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:P1648)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1648,COLUMNS($J$2:Q1648)),\"\")","v":"As part of the digital learning and teaching and strategic approach to enhancement, recording equipment has been installed in key learning spaces, including the Reid Auditorium. In other efforts to support students and enhance their learning experience, equipment has been upgraded in key teaching spaces; the integration of data exchange between the Library management system and the virtual learning environment has been completed; and long-term loans of laptops are offered to students through the digital inclusion scheme"}]
[{"$f":"IF('> FILTER <'!B1650<>\"\",ROW(OFFSET(A1649,-1,0)),\"\")","v":1648},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1650)),A1649,\"\")","v":1648},{"$f":"IFERROR(SMALL(Helper2_1,A1649),\"\")","v":1648},null,1648,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1650)),$A1649,\"\")","v":1648},{"$f":"IFERROR(SMALL(Helper2_2,A1649),\"\")","v":1648},{"$f":"COUNTIF(Helper3_1,\"=\"&G1649)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1649)=1, G1649, \"\")","v":1648},{"$f":"IFERROR(SMALL(Index_2,A1649),\"\")","v":1648},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:J1649)),\"\")","v":"GSA_1648"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:K1649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:L1649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:M1649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:P1649)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1649,COLUMNS($J$2:Q1649)),\"\")","v":"The QESR team heard from senior staff that, at induction, students receive training and support on the use of virtual learning environment and standard office-use software, how to navigate the intranet, and other GSA systems. Should students require any further training, this is available from the Library and the Technical Support Department, or students are signposted to online resources. In addition, students can receive training in the use of programmes that are commonly used in the creative industries. In meeting with the Academic and Professional Services staff, the QESR team learned that Digital Skills development is delivered at an institutional and local level."}]
[{"$f":"IF('> FILTER <'!B1651<>\"\",ROW(OFFSET(A1650,-1,0)),\"\")","v":1649},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1651)),A1650,\"\")","v":1649},{"$f":"IFERROR(SMALL(Helper2_1,A1650),\"\")","v":1649},null,1649,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1651)),$A1650,\"\")","v":1649},{"$f":"IFERROR(SMALL(Helper2_2,A1650),\"\")","v":1649},{"$f":"COUNTIF(Helper3_1,\"=\"&G1650)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1650)=1, G1650, \"\")","v":1649},{"$f":"IFERROR(SMALL(Index_2,A1650),\"\")","v":1649},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:J1650)),\"\")","v":"GSA_1649"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:K1650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:L1650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:M1650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:P1650)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1650,COLUMNS($J$2:Q1650)),\"\")","v":"The QESR team found that external examiners noted the efforts made by GSA to improve the use of digital tools to support students' critical reflection, development of digital skills - including experience with digital curation, and the display of digital work. There were multiple examples of students using different digital tools. Based on the evidence available, the QESR team was satisfied that GSA has an effective approach to inclusive digital/blended learning."}]
[{"$f":"IF('> FILTER <'!B1652<>\"\",ROW(OFFSET(A1651,-1,0)),\"\")","v":1650},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1652)),A1651,\"\")","v":1650},{"$f":"IFERROR(SMALL(Helper2_1,A1651),\"\")","v":1650},null,1650,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1652)),$A1651,\"\")","v":1650},{"$f":"IFERROR(SMALL(Helper2_2,A1651),\"\")","v":1650},{"$f":"COUNTIF(Helper3_1,\"=\"&G1651)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1651)=1, G1651, \"\")","v":1650},{"$f":"IFERROR(SMALL(Index_2,A1651),\"\")","v":1650},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:J1651)),\"\")","v":"GSA_1650"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:K1651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:L1651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:M1651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:P1651)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1651,COLUMNS($J$2:Q1651)),\"\")","v":"The QESR team is confident that GSA has effective arrangements for the monitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered policy documents for Periodic Review and Revalidation, Professional Services Review, and Annual Monitoring, as well as a sample of quality process reports and minutes from key institutional committees. In meetings, the team heard from staff and students about the effectiveness and continuing evolution of these arrangements."}]
[{"$f":"IF('> FILTER <'!B1653<>\"\",ROW(OFFSET(A1652,-1,0)),\"\")","v":1651},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1653)),A1652,\"\")","v":1651},{"$f":"IFERROR(SMALL(Helper2_1,A1652),\"\")","v":1651},null,1651,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1653)),$A1652,\"\")","v":1651},{"$f":"IFERROR(SMALL(Helper2_2,A1652),\"\")","v":1651},{"$f":"COUNTIF(Helper3_1,\"=\"&G1652)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1652)=1, G1652, \"\")","v":1651},{"$f":"IFERROR(SMALL(Index_2,A1652),\"\")","v":1651},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:J1652)),\"\")","v":"GSA_1651"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:K1652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:L1652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:M1652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:P1652)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1652,COLUMNS($J$2:Q1652)),\"\")","v":"The QESR team found that GSA's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code), the Scottish Credit and Qualifications Framework (SCQF) and align with the guidance issued by the Scottish Funding Council (SFC). A detailed Quality Code mapping provides evidence of this. Procedures apply across the institution, with some extra requirements for partnership arrangements with the University of Glasgow. For example, programmes delivered jointly with the University of Glasgow are approved by the University of Glasgow's Academic Standards Committee."}]
[{"$f":"IF('> FILTER <'!B1654<>\"\",ROW(OFFSET(A1653,-1,0)),\"\")","v":1652},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1654)),A1653,\"\")","v":1652},{"$f":"IFERROR(SMALL(Helper2_1,A1653),\"\")","v":1652},null,1652,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1654)),$A1653,\"\")","v":1652},{"$f":"IFERROR(SMALL(Helper2_2,A1653),\"\")","v":1652},{"$f":"COUNTIF(Helper3_1,\"=\"&G1653)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1653)=1, G1653, \"\")","v":1652},{"$f":"IFERROR(SMALL(Index_2,A1653),\"\")","v":1652},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:J1653)),\"\")","v":"GSA_1652"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:K1653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:L1653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:M1653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:P1653)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1653,COLUMNS($J$2:Q1653)),\"\")","v":"GSA undertakes five-yearly periodic reviews of taught provision at the level of its four schools. Each review panel includes academic, student, external and professional services representation. Panel recommendations are considered and approved by Academic Council. The expectation is that within one month of the Academic Council meeting, the School will provide an action plan explaining how any conditions and recommendations have been met or will be met. An initial response to review outcomes is normally submitted within one month of the event. This response and subsequent action plan updates are considered by the Education Committee and Academic Council. A final progress report is normally submitted within one year of the report of the review event having been produced. The team was able 9 to view examples of this and related committee minutes, which confirmed a robust approach to the process."}]
[{"$f":"IF('> FILTER <'!B1655<>\"\",ROW(OFFSET(A1654,-1,0)),\"\")","v":1653},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1655)),A1654,\"\")","v":1653},{"$f":"IFERROR(SMALL(Helper2_1,A1654),\"\")","v":1653},null,1653,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1655)),$A1654,\"\")","v":1653},{"$f":"IFERROR(SMALL(Helper2_2,A1654),\"\")","v":1653},{"$f":"COUNTIF(Helper3_1,\"=\"&G1654)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1654)=1, G1654, \"\")","v":1653},{"$f":"IFERROR(SMALL(Index_2,A1654),\"\")","v":1653},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:J1654)),\"\")","v":"GSA_1653"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:K1654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:L1654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:M1654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:P1654)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1654,COLUMNS($J$2:Q1654)),\"\")","v":"Postgraduate research (PGR) provision is reviewed under a separate process, also on a five-year cycle. The most recent PGR review had recently concluded at the time of the review visit. The QESR team heard from students that there had been good opportunity for input to this process from the student body, resulting in positive actions including strengthening of the doctoral community in partnership with the GSA Students' Association."}]
[{"$f":"IF('> FILTER <'!B1656<>\"\",ROW(OFFSET(A1655,-1,0)),\"\")","v":1654},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1656)),A1655,\"\")","v":1654},{"$f":"IFERROR(SMALL(Helper2_1,A1655),\"\")","v":1654},null,1654,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1656)),$A1655,\"\")","v":1654},{"$f":"IFERROR(SMALL(Helper2_2,A1655),\"\")","v":1654},{"$f":"COUNTIF(Helper3_1,\"=\"&G1655)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1655)=1, G1655, \"\")","v":1654},{"$f":"IFERROR(SMALL(Index_2,A1655),\"\")","v":1654},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:J1655)),\"\")","v":"GSA_1654"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:K1655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:L1655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:M1655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:P1655)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1655,COLUMNS($J$2:Q1655)),\"\")","v":"GSA introduced a professional services review process in May 2021, closely mirroring the academic programme review process. There is an agreed schedule of reviews, conducted either as discrete service area reviews or thematic reviews. The QESR team was able to view follow-up action plans from the professional service review 2021-22 of the Enterprise Studio. The QESR team heard from staff that, at the most recent service review of Technical Support Department, the process had resulted in positive change, including the set-up of a regular student group to gather feedback. The first thematic review (Student Communications) is scheduled for 2024-25. GSA is considering how best to structure and manage this review, the outcomes from which will form part of the wider evidence base for enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B1657<>\"\",ROW(OFFSET(A1656,-1,0)),\"\")","v":1655},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1657)),A1656,\"\")","v":1655},{"$f":"IFERROR(SMALL(Helper2_1,A1656),\"\")","v":1655},null,1655,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1657)),$A1656,\"\")","v":1655},{"$f":"IFERROR(SMALL(Helper2_2,A1656),\"\")","v":1655},{"$f":"COUNTIF(Helper3_1,\"=\"&G1656)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1656)=1, G1656, \"\")","v":1655},{"$f":"IFERROR(SMALL(Index_2,A1656),\"\")","v":1655},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:J1656)),\"\")","v":"GSA_1655"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:K1656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:L1656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:M1656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:P1656)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1656,COLUMNS($J$2:Q1656)),\"\")","v":"Programme Monitoring and Annual Reporting (PMAR) is reported in semester one, with School Boards of Studies having oversight of PMARs and associated Quality Enhancement Action Plans (QEAPs). Following a specially convened annual meeting of the Board of Studies, each School produces a Self-Evaluation Report, School Annual Summary and QEAP. These are considered at an annual meeting of the Education Committee, where annual reports of professional services are also reviewed. The Annual Report on Research Degrees is considered by the Education Committee and Academic Council."}]
[{"$f":"IF('> FILTER <'!B1658<>\"\",ROW(OFFSET(A1657,-1,0)),\"\")","v":1656},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1658)),A1657,\"\")","v":1656},{"$f":"IFERROR(SMALL(Helper2_1,A1657),\"\")","v":1656},null,1656,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1658)),$A1657,\"\")","v":1656},{"$f":"IFERROR(SMALL(Helper2_2,A1657),\"\")","v":1656},{"$f":"COUNTIF(Helper3_1,\"=\"&G1657)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1657)=1, G1657, \"\")","v":1656},{"$f":"IFERROR(SMALL(Index_2,A1657),\"\")","v":1656},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:J1657)),\"\")","v":"GSA_1656"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:K1657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:L1657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:M1657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:P1657)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1657,COLUMNS($J$2:Q1657)),\"\")","v":"The QESR team reviewed a range of programme and school reports and associated QEAPs, including one example of a collaborative PMAR and QEAP. The team considered the reports to be comprehensive, evidence-based and action-oriented. The team heard that staff found the PMAR process to be a helpful and structured mechanism for reflecting on data and effecting positive change. Actions within the QEAP are revisited throughout the year, including at meetings of the Student Staff Consultative Committee (SSCC). Staff also reported that they welcome the 'critical friend' review section within the PMAR as a useful opportunity to share practice."}]
[{"$f":"IF('> FILTER <'!B1659<>\"\",ROW(OFFSET(A1658,-1,0)),\"\")","v":1657},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1659)),A1658,\"\")","v":1657},{"$f":"IFERROR(SMALL(Helper2_1,A1658),\"\")","v":1657},null,1657,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1659)),$A1658,\"\")","v":1657},{"$f":"IFERROR(SMALL(Helper2_2,A1658),\"\")","v":1657},{"$f":"COUNTIF(Helper3_1,\"=\"&G1658)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1658)=1, G1658, \"\")","v":1657},{"$f":"IFERROR(SMALL(Index_2,A1658),\"\")","v":1657},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:J1658)),\"\")","v":"GSA_1657"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:K1658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:L1658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:M1658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:P1658)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1658,COLUMNS($J$2:Q1658)),\"\")","v":"A delay was noted with the provision of HESA data in the sector due to the introduction of the HESA Data Futures for the 2022-23 reporting cycle. To ensure oversight of the data once available, an institutional analysis was undertaken as an additional measure with programme teams required to undertake analysis and reported to senior academic committees. The QESR team learnt that this approach worked well, and GSA will retain the additional institutional reporting, moving forward to strengthen oversight and make more visible the outcomes from data analysis within the PMAR process. Other examples include the enhancement of the external examiner summaries and development of complaints reporting. These examples of the continued development of GSA's quality processes, collectively contribute to the evidence base for enhancements to the student experience. The QESR team considers that the continued proactive development of core quality processes (including an increasing focus on data) and the oversight of key quality reports at an institutional level, which provides assurance and an effective means of sharing practice to enhance the student experience, is a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1660<>\"\",ROW(OFFSET(A1659,-1,0)),\"\")","v":1658},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1660)),A1659,\"\")","v":1658},{"$f":"IFERROR(SMALL(Helper2_1,A1659),\"\")","v":1658},null,1658,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1660)),$A1659,\"\")","v":1658},{"$f":"IFERROR(SMALL(Helper2_2,A1659),\"\")","v":1658},{"$f":"COUNTIF(Helper3_1,\"=\"&G1659)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1659)=1, G1659, \"\")","v":1658},{"$f":"IFERROR(SMALL(Index_2,A1659),\"\")","v":1658},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:J1659)),\"\")","v":"GSA_1658"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:K1659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:L1659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:M1659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:P1659)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1659,COLUMNS($J$2:Q1659)),\"\")","v":"Analysis of the outcomes from periodic review - cross-referencing with other review and monitoring activity - is undertaken and reported through the annual submission to the SFC and the annual report to the University of Glasgow's Senate. The minutes of the 10 relevant Education Committee meetings summarise the key themes, areas of good practice and recommendations emerging from PMAR. At the review visit, the team heard that Heads of School sit on senior committees, meaning they have oversight of the outcomes from PMAR and other quality processes and are well placed to share practice within their Schools."}]
[{"$f":"IF('> FILTER <'!B1661<>\"\",ROW(OFFSET(A1660,-1,0)),\"\")","v":1659},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1661)),A1660,\"\")","v":1659},{"$f":"IFERROR(SMALL(Helper2_1,A1660),\"\")","v":1659},null,1659,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1661)),$A1660,\"\")","v":1659},{"$f":"IFERROR(SMALL(Helper2_2,A1660),\"\")","v":1659},{"$f":"COUNTIF(Helper3_1,\"=\"&G1660)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1660)=1, G1660, \"\")","v":1659},{"$f":"IFERROR(SMALL(Index_2,A1660),\"\")","v":1659},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:J1660)),\"\")","v":"GSA_1659"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:K1660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:L1660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:M1660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:P1660)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1660,COLUMNS($J$2:Q1660)),\"\")","v":"The QESR team heard that the Periodic Review and Revalidation process will be subject to review in 2024-25 to allow for reflection on learning from the most recent round of school reviews. GSA does not currently have a published schedule for the wider review of policies, but this is in development. The QESR team considers that the planned approach, through which an annual update will be provided to the Education Committee, will further enhance oversight of the evolution of quality processes."}]
[{"$f":"IF('> FILTER <'!B1662<>\"\",ROW(OFFSET(A1661,-1,0)),\"\")","v":1660},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1662)),A1661,\"\")","v":1660},{"$f":"IFERROR(SMALL(Helper2_1,A1661),\"\")","v":1660},null,1660,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1662)),$A1661,\"\")","v":1660},{"$f":"IFERROR(SMALL(Helper2_2,A1661),\"\")","v":1660},{"$f":"COUNTIF(Helper3_1,\"=\"&G1661)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1661)=1, G1661, \"\")","v":1660},{"$f":"IFERROR(SMALL(Index_2,A1661),\"\")","v":1660},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:J1661)),\"\")","v":"GSA_1660"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:K1661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:L1661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:M1661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:P1661)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1661,COLUMNS($J$2:Q1661)),\"\")","v":"Arrangements for assessment and feedback are consistent with sector expectations and continue to evolve as an outcome from the previous ELIR visits. The QESR team's assessment of the effectiveness of these arrangements is covered earlier in this report, under the section on 'Action taken since ELIR 4' (see paragraphs 19-20). External examining arrangements are also covered separately in the section on the 'Use of external reference points in quality processes' (see paragraph 43)."}]
[{"$f":"IF('> FILTER <'!B1663<>\"\",ROW(OFFSET(A1662,-1,0)),\"\")","v":1661},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1663)),A1662,\"\")","v":1661},{"$f":"IFERROR(SMALL(Helper2_1,A1662),\"\")","v":1661},null,1661,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1663)),$A1662,\"\")","v":1661},{"$f":"IFERROR(SMALL(Helper2_2,A1662),\"\")","v":1661},{"$f":"COUNTIF(Helper3_1,\"=\"&G1662)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1662)=1, G1662, \"\")","v":1661},{"$f":"IFERROR(SMALL(Index_2,A1662),\"\")","v":1661},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:J1662)),\"\")","v":"GSA_1661"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:K1662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:L1662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:M1662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:P1662)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1662,COLUMNS($J$2:Q1662)),\"\")","v":"The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered a mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1664<>\"\",ROW(OFFSET(A1663,-1,0)),\"\")","v":1662},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1664)),A1663,\"\")","v":1662},{"$f":"IFERROR(SMALL(Helper2_1,A1663),\"\")","v":1662},null,1662,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1664)),$A1663,\"\")","v":1662},{"$f":"IFERROR(SMALL(Helper2_2,A1663),\"\")","v":1662},{"$f":"COUNTIF(Helper3_1,\"=\"&G1663)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1663)=1, G1663, \"\")","v":1662},{"$f":"IFERROR(SMALL(Index_2,A1663),\"\")","v":1662},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:J1663)),\"\")","v":"GSA_1662"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:K1663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:L1663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:M1663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:P1663)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1663,COLUMNS($J$2:Q1663)),\"\")","v":"GSA developed a detailed mapping of policies and procedures to the advice and guidance of the Quality Code, including the Core and Common practices as part of the preparations for ELIR 4 in 2019-20. The mapping document also includes appropriate references to the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements. In keeping with institutional policy, the mapping underwent 'light-touch' reviews in 2022-23 and 2023-24, in preparation for Institutional Liaison Meeting (ILM) and QESR respectively. However, GSA has recognised that this approach is proving to be unsustainable and that, in its current form, the mapping document is unwieldy and difficult for staff to use. The QESR team heard from senior staff that GSA plans to adopt a new approach following the launch of the revised Quality Code in June 2024. The aim will be to make the Mapping Document better suited for demonstrating how sector expectations are met, while also providing staff with clear guidance on how to make best use of external reference points. It is anticipated that the revised approach will produce a dynamic document that provides both assurance and guidance. Scoping activity for this exercise has already been undertaken based on the draft revisions to the Quality Code in 2023-24."}]
[{"$f":"IF('> FILTER <'!B1665<>\"\",ROW(OFFSET(A1664,-1,0)),\"\")","v":1663},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1665)),A1664,\"\")","v":1663},{"$f":"IFERROR(SMALL(Helper2_1,A1664),\"\")","v":1663},null,1663,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1665)),$A1664,\"\")","v":1663},{"$f":"IFERROR(SMALL(Helper2_2,A1664),\"\")","v":1663},{"$f":"COUNTIF(Helper3_1,\"=\"&G1664)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1664)=1, G1664, \"\")","v":1663},{"$f":"IFERROR(SMALL(Index_2,A1664),\"\")","v":1663},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:J1664)),\"\")","v":"GSA_1663"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:K1664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:L1664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:M1664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:P1664)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1664,COLUMNS($J$2:Q1664)),\"\")","v":"GSA's Periodic Review and Revalidation Policy includes a requirement that Periodic Review includes full consideration of Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SQCF), and the Quality Code, including an evaluation of the alignment of the relevant external reference points against the programme. In meeting with the QESR team, academic staff provided examples of how they engage with external reference points and take part in sector networks to inform their work."}]
[{"$f":"IF('> FILTER <'!B1666<>\"\",ROW(OFFSET(A1665,-1,0)),\"\")","v":1664},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1666)),A1665,\"\")","v":1664},{"$f":"IFERROR(SMALL(Helper2_1,A1665),\"\")","v":1664},null,1664,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1666)),$A1665,\"\")","v":1664},{"$f":"IFERROR(SMALL(Helper2_2,A1665),\"\")","v":1664},{"$f":"COUNTIF(Helper3_1,\"=\"&G1665)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1665)=1, G1665, \"\")","v":1664},{"$f":"IFERROR(SMALL(Index_2,A1665),\"\")","v":1664},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:J1665)),\"\")","v":"GSA_1664"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:K1665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:L1665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:M1665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:P1665)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1665,COLUMNS($J$2:Q1665)),\"\")","v":"External examiners are required to report on the alignment with credit frameworks and Subject Benchmark Statements, and Periodic Review and Revalidation requires consideration of Subject Benchmark Statements, the SCQF, Quality Code and Quality Enhancement Framework (QEF). Schools are required to respond to external examiners by addressing the main issues requiring action raised in their reports. The responses are 11 shared with the external examiner, students and the individual School's Board of Studies. The Programme Monitoring and Annual Reporting process (PMAR), results in Annual Programme Reports where schools are required to reflect on the main themes and issues raised and describe how they were addressed. The Annual Programme Reports are shared with the individual School's Board of Studies and with the Education Committee. The QESR team saw evidence of the Annual Programme Reports informing the School Annual Summary Reports and Quality Enhancement Action Plans which are discussed at the PMAR meeting of Education Committee"}]
[{"$f":"IF('> FILTER <'!B1667<>\"\",ROW(OFFSET(A1666,-1,0)),\"\")","v":1665},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1667)),A1666,\"\")","v":1665},{"$f":"IFERROR(SMALL(Helper2_1,A1666),\"\")","v":1665},null,1665,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1667)),$A1666,\"\")","v":1665},{"$f":"IFERROR(SMALL(Helper2_2,A1666),\"\")","v":1665},{"$f":"COUNTIF(Helper3_1,\"=\"&G1666)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1666)=1, G1666, \"\")","v":1665},{"$f":"IFERROR(SMALL(Index_2,A1666),\"\")","v":1665},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:J1666)),\"\")","v":"GSA_1665"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:K1666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:L1666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:M1666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:P1666)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1666,COLUMNS($J$2:Q1666)),\"\")","v":"In addition, with the aim of further enhancing the usefulness of data, data visualisation software has been introduced and staff are being trained to use it to analyse programme data, including the reports from external examiners and providing comparison with the previous year's analysis. This information will then be included in each School's Self-Evaluation Report and inform the QEAPs developed for the PMAR process. Staff reported that both the positive themes and areas for development emerging through external examiner reports can be tracked in QEAPs and strategy action plans, thereby providing assurance that the systems are working effectively. Based on the evidence available, the QESR team was confident that effective arrangements are in place to monitor and act on external examiner reports."}]
[{"$f":"IF('> FILTER <'!B1668<>\"\",ROW(OFFSET(A1667,-1,0)),\"\")","v":1666},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1668)),A1667,\"\")","v":1666},{"$f":"IFERROR(SMALL(Helper2_1,A1667),\"\")","v":1666},null,1666,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1668)),$A1667,\"\")","v":1666},{"$f":"IFERROR(SMALL(Helper2_2,A1667),\"\")","v":1666},{"$f":"COUNTIF(Helper3_1,\"=\"&G1667)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1667)=1, G1667, \"\")","v":1666},{"$f":"IFERROR(SMALL(Index_2,A1667),\"\")","v":1666},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:J1667)),\"\")","v":"GSA_1666"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:K1667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:L1667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:M1667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:P1667)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1667,COLUMNS($J$2:Q1667)),\"\")","v":"The QESR team is confident that GSA has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered a range of documentation, including GSA's Annual Report to the Scottish Funding Council; HEI Data - Student Equality Monitoring 2022-23; a report on Complaints, Appeals and Conduct; analysis of student feedback; the GSA Data Strategy 2022 to 2027; minutes from key institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1669<>\"\",ROW(OFFSET(A1668,-1,0)),\"\")","v":1667},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1669)),A1668,\"\")","v":1667},{"$f":"IFERROR(SMALL(Helper2_1,A1668),\"\")","v":1667},null,1667,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1669)),$A1668,\"\")","v":1667},{"$f":"IFERROR(SMALL(Helper2_2,A1668),\"\")","v":1667},{"$f":"COUNTIF(Helper3_1,\"=\"&G1668)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1668)=1, G1668, \"\")","v":1667},{"$f":"IFERROR(SMALL(Index_2,A1668),\"\")","v":1667},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:J1668)),\"\")","v":"GSA_1667"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:K1668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:L1668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:M1668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:P1668)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1668,COLUMNS($J$2:Q1668)),\"\")","v":"GSA's Data Strategy (2022-27) sets out how GSA will use and manage data across all its activities and is a sub-strategy to the Digital Strategy. This is GSA's first institutional data strategy and is intended to support the implementation of the strategic plan by using data to inform decision-making. The Data Strategy sets out the intended impact, such as the use of data when reporting to the key quality committees on areas of risk and the delivery of enhancement initiatives. However, the Data Strategy does not include an action plan or an explanation of how progress will be monitored, other than reference to the main Digital Strategy which includes a plan for developments from 2022 to 2027"}]
[{"$f":"IF('> FILTER <'!B1670<>\"\",ROW(OFFSET(A1669,-1,0)),\"\")","v":1668},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1670)),A1669,\"\")","v":1668},{"$f":"IFERROR(SMALL(Helper2_1,A1669),\"\")","v":1668},null,1668,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1670)),$A1669,\"\")","v":1668},{"$f":"IFERROR(SMALL(Helper2_2,A1669),\"\")","v":1668},{"$f":"COUNTIF(Helper3_1,\"=\"&G1669)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1669)=1, G1669, \"\")","v":1668},{"$f":"IFERROR(SMALL(Index_2,A1669),\"\")","v":1668},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:J1669)),\"\")","v":"GSA_1668"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:K1669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:L1669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:M1669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:P1669)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1669,COLUMNS($J$2:Q1669)),\"\")","v":"From senior staff, the QESR team heard examples of how data is used to enable enhancement at school level, and that they are looking forward to using data dashboards that are under development. The team learnt that developing approaches to data had led to more focus on quantitative data especially when setting targets - for example, Key Performance Indicators - but without losing the overview of qualitative data. This includes the use of retention, progression and attainment data to identify risks and inform changes to policies and practice that have the potential to improve student outcomes. The team heard how programme teams use data to identify and support students from non-traditional backgrounds and inform practice for future cohorts. There was also evidence of data sets being used to identify areas of concern and guide future action as part of student equality monitoring."}]
[{"$f":"IF('> FILTER <'!B1671<>\"\",ROW(OFFSET(A1670,-1,0)),\"\")","v":1669},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1671)),A1670,\"\")","v":1669},{"$f":"IFERROR(SMALL(Helper2_1,A1670),\"\")","v":1669},null,1669,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1671)),$A1670,\"\")","v":1669},{"$f":"IFERROR(SMALL(Helper2_2,A1670),\"\")","v":1669},{"$f":"COUNTIF(Helper3_1,\"=\"&G1670)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1670)=1, G1670, \"\")","v":1669},{"$f":"IFERROR(SMALL(Index_2,A1670),\"\")","v":1669},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:J1670)),\"\")","v":"GSA_1669"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:K1670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:L1670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:M1670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:P1670)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1670,COLUMNS($J$2:Q1670)),\"\")","v":"National Student Survey (NSS) results are considered annually by the Education Committee and Academic Council, and action plans drawn up for individual programmes. GSA has a strategic approach to engaging with NSS led by the Deputy Director (Academic), 12 whereby programmes identified as at risk are required to produce an action plan and meet with the Deputy Director (Academic) and Head of Learning and Teaching to agree the approach. These programmes and their associated NSS action plans are then monitored through the Learning and Teaching Group alongside the standard annual programme monitoring process. GSA has approved a suite of Student Experience Performance Indicators (SEPI), introducing a RAG rating system to monitor programmes."}]
[{"$f":"IF('> FILTER <'!B1672<>\"\",ROW(OFFSET(A1671,-1,0)),\"\")","v":1670},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1672)),A1671,\"\")","v":1670},{"$f":"IFERROR(SMALL(Helper2_1,A1671),\"\")","v":1670},null,1670,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1672)),$A1671,\"\")","v":1670},{"$f":"IFERROR(SMALL(Helper2_2,A1671),\"\")","v":1670},{"$f":"COUNTIF(Helper3_1,\"=\"&G1671)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1671)=1, G1671, \"\")","v":1670},{"$f":"IFERROR(SMALL(Index_2,A1671),\"\")","v":1670},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:J1671)),\"\")","v":"GSA_1670"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:K1671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:L1671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:M1671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:P1671)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1671,COLUMNS($J$2:Q1671)),\"\")","v":"In addition to the NSS, GSA conducts a Student Experience Survey which mirrors the NSS questions. The introduction of the Student Survey Season has seen an increase in response rates for internal surveys from students. The QESR team also heard of professional service conducting their own surveys. For example, the QESR team heard about the library conducting its own survey about their services with the aim to provide feedback quickly by publishing 'You Said, We Did' style resources. Results on the PGR survey are considered through the annual research degrees report which goes to Academic Council in March each year. The QESR team saw evidence of the consideration of feedback from PGR students on supervision, programme management, and support and facilities."}]
[{"$f":"IF('> FILTER <'!B1673<>\"\",ROW(OFFSET(A1672,-1,0)),\"\")","v":1671},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1673)),A1672,\"\")","v":1671},{"$f":"IFERROR(SMALL(Helper2_1,A1672),\"\")","v":1671},null,1671,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1673)),$A1672,\"\")","v":1671},{"$f":"IFERROR(SMALL(Helper2_2,A1672),\"\")","v":1671},{"$f":"COUNTIF(Helper3_1,\"=\"&G1672)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1672)=1, G1672, \"\")","v":1671},{"$f":"IFERROR(SMALL(Index_2,A1672),\"\")","v":1671},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:J1672)),\"\")","v":"GSA_1671"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:K1672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:L1672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:M1672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:P1672)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1672,COLUMNS($J$2:Q1672)),\"\")","v":"The QESR team considered the reports and detailed analysis of papers related to Appeals, Complaints and Conduct. GSA has introduced new complaint themes with reporting aligned to the categories in the NSS and other common complaint themes so that reporting can be more effective, and trends can be identified. Data on student appeals, complaints and conduct is collected and is considered by the Education Committee and Academic Council. Based on the evidence available, the QESR team was confident that improved approaches to data analysis are contributing to the effectiveness of the complaints and appeals processes. In conjunction with this, the team heard about steps being taken to improve response times to individual cases through improved training, central support and extra guidance for staff."}]
[{"$f":"IF('> FILTER <'!B1674<>\"\",ROW(OFFSET(A1673,-1,0)),\"\")","v":1672},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1674)),A1673,\"\")","v":1672},{"$f":"IFERROR(SMALL(Helper2_1,A1673),\"\")","v":1672},null,1672,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1674)),$A1673,\"\")","v":1672},{"$f":"IFERROR(SMALL(Helper2_2,A1673),\"\")","v":1672},{"$f":"COUNTIF(Helper3_1,\"=\"&G1673)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1673)=1, G1673, \"\")","v":1672},{"$f":"IFERROR(SMALL(Index_2,A1673),\"\")","v":1672},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:J1673)),\"\")","v":"HWU_1672"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:K1673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:L1673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:M1673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:P1673)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1673,COLUMNS($J$2:Q1673)),\"\")","v":"Global Strategy: The QESR team found the University's global vision and the related strategic and operational activity to be a feature of good practice. The University maintains the quality of its provision on a global scale to support 'One Heriot-Watt' as a single, global institution in which all campuses have equal standing. The global strategy drives the nature and ambition of the international activity and the wide range of opportunities for multi-location, multi-mode study. There is a strong commitment from senior staff to implement the strategy and the Globally Connected Learning experience for students. Staff are supported in tailoring the strategy to meet the needs of individual schools, and university policies and procedures ensure that the quality and standards of its programmes are the same across all modes and locations of study and there is a single, overarching operational plan, embracing all learning and teaching and teaching-related projects (paragraph 2 and 3)."}]
[{"$f":"IF('> FILTER <'!B1675<>\"\",ROW(OFFSET(A1674,-1,0)),\"\")","v":1673},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1675)),A1674,\"\")","v":1673},{"$f":"IFERROR(SMALL(Helper2_1,A1674),\"\")","v":1673},null,1673,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1675)),$A1674,\"\")","v":1673},{"$f":"IFERROR(SMALL(Helper2_2,A1674),\"\")","v":1673},{"$f":"COUNTIF(Helper3_1,\"=\"&G1674)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1674)=1, G1674, \"\")","v":1673},{"$f":"IFERROR(SMALL(Index_2,A1674),\"\")","v":1673},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:J1674)),\"\")","v":"HWU_1673"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:K1674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:L1674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:M1674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:P1674)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1674,COLUMNS($J$2:Q1674)),\"\")","v":"Institution-led Review: The QESR team found that the University has successfully developed academic review as a unified global process. The team commends the University on its development of a robust, enhancement-focused approach featuring clear recommendations for improvement and areas of positive practice, which not only gives the University effective oversight of global quality and standards but has also helped to develop multi-campus teaching and management teams, thus supporting the 'One Heriot-Watt' ethos. Academic review reports, including the reports of the Enhancement Workshops, demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement and areas of positive practice. The team identified this as a feature of good practice (paragraph 34)."}]
[{"$f":"IF('> FILTER <'!B1676<>\"\",ROW(OFFSET(A1675,-1,0)),\"\")","v":1674},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1676)),A1675,\"\")","v":1674},{"$f":"IFERROR(SMALL(Helper2_1,A1675),\"\")","v":1674},null,1674,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1676)),$A1675,\"\")","v":1674},{"$f":"IFERROR(SMALL(Helper2_2,A1675),\"\")","v":1674},{"$f":"COUNTIF(Helper3_1,\"=\"&G1675)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1675)=1, G1675, \"\")","v":1674},{"$f":"IFERROR(SMALL(Index_2,A1675),\"\")","v":1674},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:J1675)),\"\")","v":"HWU_1674"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:K1675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:L1675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:M1675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:P1675)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1675,COLUMNS($J$2:Q1675)),\"\")","v":"Availability of external examiner reports: Students the QESR team met were unaware of external examiner reports and how to access them. The team recommends that the University should review its processes to ensure that external examiner reports are easily and routinely made available to students, including those who do not hold representative roles (paragraph 39)."}]
[{"$f":"IF('> FILTER <'!B1677<>\"\",ROW(OFFSET(A1676,-1,0)),\"\")","v":1675},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1677)),A1676,\"\")","v":1675},{"$f":"IFERROR(SMALL(Helper2_1,A1676),\"\")","v":1675},null,1675,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1677)),$A1676,\"\")","v":1675},{"$f":"IFERROR(SMALL(Helper2_2,A1676),\"\")","v":1675},{"$f":"COUNTIF(Helper3_1,\"=\"&G1676)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1676)=1, G1676, \"\")","v":1675},{"$f":"IFERROR(SMALL(Index_2,A1676),\"\")","v":1675},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:J1676)),\"\")","v":"HWU_1675"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:K1676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:L1676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:M1676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:P1676)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1676,COLUMNS($J$2:Q1676)),\"\")","v":"Risk management of collaborative provision: The team noted that the reports of both academic audits conducted in 2023 had required schools to document risks related to collaborative provision in a risk register. One academic audit report had also commented that the University's expectations in relation to risk management for partnership activity were not clearly articulated, though the QESR team received from the University extensive documentation detailing its requirements in relation to risk 3 management and ownership for collaborative provision. The team recommends that the University ensures that its requirements in relation to risk management and ownership for collaborative provision are understood by all school staff concerned with the management of collaborative provision (paragraph 43)."}]
[{"$f":"IF('> FILTER <'!B1678<>\"\",ROW(OFFSET(A1677,-1,0)),\"\")","v":1676},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1678)),A1677,\"\")","v":1676},{"$f":"IFERROR(SMALL(Helper2_1,A1677),\"\")","v":1676},null,1676,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1678)),$A1677,\"\")","v":1676},{"$f":"IFERROR(SMALL(Helper2_2,A1677),\"\")","v":1676},{"$f":"COUNTIF(Helper3_1,\"=\"&G1677)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1677)=1, G1677, \"\")","v":1676},{"$f":"IFERROR(SMALL(Index_2,A1677),\"\")","v":1676},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:J1677)),\"\")","v":"HWU_1676"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:K1677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:L1677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:M1677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:P1677)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1677,COLUMNS($J$2:Q1677)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Strategy and operational plan, the Outcome Agreement report to SFC, and minutes of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. In addition, the team met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1679<>\"\",ROW(OFFSET(A1678,-1,0)),\"\")","v":1677},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1679)),A1678,\"\")","v":1677},{"$f":"IFERROR(SMALL(Helper2_1,A1678),\"\")","v":1677},null,1677,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1679)),$A1678,\"\")","v":1677},{"$f":"IFERROR(SMALL(Helper2_2,A1678),\"\")","v":1677},{"$f":"COUNTIF(Helper3_1,\"=\"&G1678)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1678)=1, G1678, \"\")","v":1677},{"$f":"IFERROR(SMALL(Index_2,A1678),\"\")","v":1677},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:J1678)),\"\")","v":"HWU_1677"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:K1678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:L1678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:M1678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:P1678)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1678,COLUMNS($J$2:Q1678)),\"\")","v":"The University maintains the quality of its provision on a global scale based on the fundamental principle of 'identical academic standards: diversity of learning experiences' to support 'One Heriot-Watt' as a single, global institution. The University's global vision is embedded in the Learning and Teaching Strategy, and students receive the 'One Heriot-Watt' global degree. All campuses have equal standing as integral parts of Heriot-Watt. The distinctive features of the University are the scale of its international activity and the wide range of opportunities for multi-location, multi-mode study."}]
[{"$f":"IF('> FILTER <'!B1680<>\"\",ROW(OFFSET(A1679,-1,0)),\"\")","v":1678},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1680)),A1679,\"\")","v":1678},{"$f":"IFERROR(SMALL(Helper2_1,A1679),\"\")","v":1678},null,1678,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1680)),$A1679,\"\")","v":1678},{"$f":"IFERROR(SMALL(Helper2_2,A1679),\"\")","v":1678},{"$f":"COUNTIF(Helper3_1,\"=\"&G1679)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1679)=1, G1679, \"\")","v":1678},{"$f":"IFERROR(SMALL(Index_2,A1679),\"\")","v":1678},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:J1679)),\"\")","v":"HWU_1678"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:K1679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:L1679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:M1679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:P1679)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1679,COLUMNS($J$2:Q1679)),\"\")","v":"The QESR team found evidence of a strong commitment from senior staff to implement the 'One Heriot-Watt' strategy and the Globally Connected Learning experience for students. Staff engagement is fostered through cross-committee membership and staff at all levels are supported in tailoring the strategy to meet the needs of individual schools. There is ongoing, effective oversight with well-considered reprioritisation when required as exemplified by action taken to reschedule the Assessment and Feedback project to concentrate, as a matter of urgency, on responding to the National Student Survey results. The QESR team found the University's global vision and the related strategic and operational activity to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1681<>\"\",ROW(OFFSET(A1680,-1,0)),\"\")","v":1679},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1681)),A1680,\"\")","v":1679},{"$f":"IFERROR(SMALL(Helper2_1,A1680),\"\")","v":1679},null,1679,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1681)),$A1680,\"\")","v":1679},{"$f":"IFERROR(SMALL(Helper2_2,A1680),\"\")","v":1679},{"$f":"COUNTIF(Helper3_1,\"=\"&G1680)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1680)=1, G1680, \"\")","v":1679},{"$f":"IFERROR(SMALL(Index_2,A1680),\"\")","v":1679},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:J1680)),\"\")","v":"HWU_1679"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:K1680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:L1680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:M1680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:P1680)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1680,COLUMNS($J$2:Q1680)),\"\")","v":"The QESR team established that all university policies and procedures are designed to ensure that the quality and standards of its programmes are the same across all modes and locations of study. However, the University acknowledges that, as schools have diversified, there have been inconsistencies in some areas, including diverse progression requirements. A new Deputy Principal (Education and Student Life) was appointed in October 2022, and it was agreed that there should be a single, overarching operational plan, embracing all learning and teaching, and teaching-related projects, with oversight by the University Committee for Learning and Teaching (UCLT). The plan has been through appropriate governance structures and has been subject to UCLT scrutiny."}]
[{"$f":"IF('> FILTER <'!B1682<>\"\",ROW(OFFSET(A1681,-1,0)),\"\")","v":1680},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1682)),A1681,\"\")","v":1680},{"$f":"IFERROR(SMALL(Helper2_1,A1681),\"\")","v":1680},null,1680,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1682)),$A1681,\"\")","v":1680},{"$f":"IFERROR(SMALL(Helper2_2,A1681),\"\")","v":1680},{"$f":"COUNTIF(Helper3_1,\"=\"&G1681)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1681)=1, G1681, \"\")","v":1680},{"$f":"IFERROR(SMALL(Index_2,A1681),\"\")","v":1680},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:J1681)),\"\")","v":"HWU_1680"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:K1681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:L1681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:M1681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:P1681)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1681,COLUMNS($J$2:Q1681)),\"\")","v":"The QESR team found that the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Learning and Teaching Strategy which is student-focused, supported by an Operational Plan and linked to the institutional strategy 2019-25. The Operational Plan provides a high-level tracking overview of actions and more detailed operational plans for each activity. There is synergy between the Learning and Teaching Strategy and the Global Access and Inclusion Strategy which incorporates widening participation. The University places great store in its championing of student engagement and partnership to enhance the quality of Learning and Teaching, and examples of success are cited in the Annual Outcome Agreement."}]
[{"$f":"IF('> FILTER <'!B1683<>\"\",ROW(OFFSET(A1682,-1,0)),\"\")","v":1681},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1683)),A1682,\"\")","v":1681},{"$f":"IFERROR(SMALL(Helper2_1,A1682),\"\")","v":1681},null,1681,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1683)),$A1682,\"\")","v":1681},{"$f":"IFERROR(SMALL(Helper2_2,A1682),\"\")","v":1681},{"$f":"COUNTIF(Helper3_1,\"=\"&G1682)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1682)=1, G1682, \"\")","v":1681},{"$f":"IFERROR(SMALL(Index_2,A1682),\"\")","v":1681},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:J1682)),\"\")","v":"HWU_1681"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:K1682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:L1682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:M1682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:P1682)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1682,COLUMNS($J$2:Q1682)),\"\")","v":"The University's Learning and Teaching Strategy has curriculum, teaching and assessment as its three strategic priorities. To support delivery, the University has developed its institution-wide Global Changemaker Curriculum Framework, Globally Connected Learning model and Transforming Assessment initiative. Schools are in the process of developing or refreshing their taught provision and linking with the newly reworked HWU Graduate Attributes. The QESR team found evidence of effective 5 engagement with the Transforming Assessment initiative and the Global Curriculum toolkit, launched in spring 2023 and with the widespread revision of Learning Outcomes in the context of Global Changemaker Curriculum framework. In response to COVID-19, the University introduced Responsive Blended Learning (RBL), now superseded by the 'Globally Connected Learning' model which provides the opportunity to study the same programme and access the same support in different campus locations and for students to study globally, learning and collaborating as a global cohort. Globally Connected Learning is supported by the Learning and Teaching Academy, which has teams in Scotland, Dubai and Malaysia."}]
[{"$f":"IF('> FILTER <'!B1684<>\"\",ROW(OFFSET(A1683,-1,0)),\"\")","v":1682},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1684)),A1683,\"\")","v":1682},{"$f":"IFERROR(SMALL(Helper2_1,A1683),\"\")","v":1682},null,1682,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1684)),$A1683,\"\")","v":1682},{"$f":"IFERROR(SMALL(Helper2_2,A1683),\"\")","v":1682},{"$f":"COUNTIF(Helper3_1,\"=\"&G1683)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1683)=1, G1683, \"\")","v":1682},{"$f":"IFERROR(SMALL(Index_2,A1683),\"\")","v":1682},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:J1683)),\"\")","v":"HWU_1682"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:K1683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:L1683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:M1683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:P1683)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1683,COLUMNS($J$2:Q1683)),\"\")","v":"Each school and relevant professional service has a Learning and Teaching Enhancement Plan and Operational Plan that aligns with the institutional Learning and Teaching Strategy, supported by Directors of Learning and Teaching to ensure that actions are undertaken and completed across the schools. The University takes a partnership approach between students and school, and professional services staff to ensure effective delivery. This is monitored and evaluated annually through key performance indicators."}]
[{"$f":"IF('> FILTER <'!B1685<>\"\",ROW(OFFSET(A1684,-1,0)),\"\")","v":1683},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1685)),A1684,\"\")","v":1683},{"$f":"IFERROR(SMALL(Helper2_1,A1684),\"\")","v":1683},null,1683,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1685)),$A1684,\"\")","v":1683},{"$f":"IFERROR(SMALL(Helper2_2,A1684),\"\")","v":1683},{"$f":"COUNTIF(Helper3_1,\"=\"&G1684)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1684)=1, G1684, \"\")","v":1683},{"$f":"IFERROR(SMALL(Index_2,A1684),\"\")","v":1683},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:J1684)),\"\")","v":"HWU_1683"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:K1684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:L1684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:M1684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:P1684)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1684,COLUMNS($J$2:Q1684)),\"\")","v":"The QESR team established that the sector Enhancement Themes have impacted positively on the University's strategy, policy and practice development in learning and teaching and the wider student experience. The University is adopting a multi-layered approach designed to amplify the impact of enhancement activities by reinforcing the connection between local and institutional change. This work is being supported by three areas of activity: institutionally commissioned work; the development of special clusters to support collaboration; and connection and mini enhancement projects."}]
[{"$f":"IF('> FILTER <'!B1686<>\"\",ROW(OFFSET(A1685,-1,0)),\"\")","v":1684},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1686)),A1685,\"\")","v":1684},{"$f":"IFERROR(SMALL(Helper2_1,A1685),\"\")","v":1684},null,1684,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1686)),$A1685,\"\")","v":1684},{"$f":"IFERROR(SMALL(Helper2_2,A1685),\"\")","v":1684},{"$f":"COUNTIF(Helper3_1,\"=\"&G1685)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1685)=1, G1685, \"\")","v":1684},{"$f":"IFERROR(SMALL(Index_2,A1685),\"\")","v":1684},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:J1685)),\"\")","v":"HWU_1684"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:K1685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:L1685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:M1685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:P1685)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1685,COLUMNS($J$2:Q1685)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered documents including the University's Student Partnership Agreement (SPA) and its Development Plan, the SFC Annual Report and Outcome Agreement, as well as meeting with staff and students."}]
[{"$f":"IF('> FILTER <'!B1687<>\"\",ROW(OFFSET(A1686,-1,0)),\"\")","v":1685},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1687)),A1686,\"\")","v":1685},{"$f":"IFERROR(SMALL(Helper2_1,A1686),\"\")","v":1685},null,1685,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1687)),$A1686,\"\")","v":1685},{"$f":"IFERROR(SMALL(Helper2_2,A1686),\"\")","v":1685},{"$f":"COUNTIF(Helper3_1,\"=\"&G1686)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1686)=1, G1686, \"\")","v":1685},{"$f":"IFERROR(SMALL(Index_2,A1686),\"\")","v":1685},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:J1686)),\"\")","v":"HWU_1685"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:K1686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:L1686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:M1686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:P1686)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1686,COLUMNS($J$2:Q1686)),\"\")","v":"Heriot-Watt prides itself on being a global institution and the QESR team noted the standardising of approaches to student representation at all levels across all campuses to allow for parity of experience and more effective communication. However, the QESR team heard mixed views from students based at international campuses on feeling part of a global institution. Students reported the positive experience of being taught with students from other campuses but noted that this has reduced post-Covid, with the move back to more face-to-face teaching resulting in a more local than global experience. Students also reported issues resulting from different time zones as well as deadlines for global activities which fail to take account of events such as Ramadan and Chinese New Year."}]
[{"$f":"IF('> FILTER <'!B1688<>\"\",ROW(OFFSET(A1687,-1,0)),\"\")","v":1686},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1688)),A1687,\"\")","v":1686},{"$f":"IFERROR(SMALL(Helper2_1,A1687),\"\")","v":1686},null,1686,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1688)),$A1687,\"\")","v":1686},{"$f":"IFERROR(SMALL(Helper2_2,A1687),\"\")","v":1686},{"$f":"COUNTIF(Helper3_1,\"=\"&G1687)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1687)=1, G1687, \"\")","v":1686},{"$f":"IFERROR(SMALL(Index_2,A1687),\"\")","v":1686},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:J1687)),\"\")","v":"HWU_1686"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:K1687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:L1687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:M1687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:P1687)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1687,COLUMNS($J$2:Q1687)),\"\")","v":"The SPA is a jointly signed document with each campus represented by a staff and student member which affirms the notion of a global institution committed to improving the student experience across sites. The agreement is supported by the more detailed SPA Development Plan which details objectives and outcomes, both globally and at local levels, with the shared aim of building a strong and supportive university community. Staff and students that the QESR team met, noted the need for improvements to student representation across the institution to address the lack of representation for approved learning partners (organisations delivering HWU programmes through partnership agreements), independent distance learner students, and postgraduate students. The QESR team encourages the University and student representative bodies to work together to ensure that progress is made to improve student representation."}]
[{"$f":"IF('> FILTER <'!B1689<>\"\",ROW(OFFSET(A1688,-1,0)),\"\")","v":1687},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1689)),A1688,\"\")","v":1687},{"$f":"IFERROR(SMALL(Helper2_1,A1688),\"\")","v":1687},null,1687,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1689)),$A1688,\"\")","v":1687},{"$f":"IFERROR(SMALL(Helper2_2,A1688),\"\")","v":1687},{"$f":"COUNTIF(Helper3_1,\"=\"&G1688)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1688)=1, G1688, \"\")","v":1687},{"$f":"IFERROR(SMALL(Index_2,A1688),\"\")","v":1687},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:J1688)),\"\")","v":"HWU_1687"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:K1688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:L1688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:M1688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:P1688)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1688,COLUMNS($J$2:Q1688)),\"\")","v":"The QESR team noted the variable experience of training for student representatives, as well as challenges around postgraduate representation. There has been further evidence of the challenges of student representation through the Registry and Academic Support (RAS) Professional Services Review which notes a separate review by an external, independent consultant of the University's processes for Student Voice with a focus on 'closing the feedback loop'. Actions from this review, such as the aim to join up the Student Representative Bodies, approaches to feedback and the aim to work more in partnership both together and with the University, have already been incorporated into the University's SPA and SPA Development Plan."}]
[{"$f":"IF('> FILTER <'!B1690<>\"\",ROW(OFFSET(A1689,-1,0)),\"\")","v":1688},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1690)),A1689,\"\")","v":1688},{"$f":"IFERROR(SMALL(Helper2_1,A1689),\"\")","v":1688},null,1688,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1690)),$A1689,\"\")","v":1688},{"$f":"IFERROR(SMALL(Helper2_2,A1689),\"\")","v":1688},{"$f":"COUNTIF(Helper3_1,\"=\"&G1689)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1689)=1, G1689, \"\")","v":1688},{"$f":"IFERROR(SMALL(Index_2,A1689),\"\")","v":1688},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:J1689)),\"\")","v":"HWU_1688"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:K1689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:L1689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:M1689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:P1689)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1689,COLUMNS($J$2:Q1689)),\"\")","v":"The University also evidences how the SPA is being used to drive in-year enhancement through its links with the Learning and Teaching Strategy and the Student Experience and Satisfaction Group. The four key objectives of the SPA (Academic, Community, Wellbeing and Sports) were drawn on to identify areas for institutional focus and action for the academic year that link directly with the Learning and Teaching Strategy, including Assessment and Feedback, Community, Student Voice, and Organisation and Management. While the SPA is influencing institutional work, there is varying awareness of this among the student body"}]
[{"$f":"IF('> FILTER <'!B1691<>\"\",ROW(OFFSET(A1690,-1,0)),\"\")","v":1689},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1691)),A1690,\"\")","v":1689},{"$f":"IFERROR(SMALL(Helper2_1,A1690),\"\")","v":1689},null,1689,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1691)),$A1690,\"\")","v":1689},{"$f":"IFERROR(SMALL(Helper2_2,A1690),\"\")","v":1689},{"$f":"COUNTIF(Helper3_1,\"=\"&G1690)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1690)=1, G1690, \"\")","v":1689},{"$f":"IFERROR(SMALL(Index_2,A1690),\"\")","v":1689},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:J1690)),\"\")","v":"HWU_1689"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:K1690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:L1690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:M1690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:P1690)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1690,COLUMNS($J$2:Q1690)),\"\")","v":"The Student Feedback Summary Report notes that the UCLT has approved a revised survey schedule for the academic year 2023-24 with clear timelines and intended audiences defined to minimise survey fatigue. A university-wide, mid-semester Course Check-In - managed by the Strategic Planning, Performance & Projects and Academic Quality teams - was introduced in 2023-24 and has already run for a full academic year; schools no longer run their own mid-semester surveys. Attempts have been made to increase survey engagement through the introduction of QR codes on all digital display screens, increased incentive programmes and prize draws, and promotion through flyers, social media and a staff-facing Student Surveys page."}]
[{"$f":"IF('> FILTER <'!B1692<>\"\",ROW(OFFSET(A1691,-1,0)),\"\")","v":1690},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1692)),A1691,\"\")","v":1690},{"$f":"IFERROR(SMALL(Helper2_1,A1691),\"\")","v":1690},null,1690,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1692)),$A1691,\"\")","v":1690},{"$f":"IFERROR(SMALL(Helper2_2,A1691),\"\")","v":1690},{"$f":"COUNTIF(Helper3_1,\"=\"&G1691)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1691)=1, G1691, \"\")","v":1690},{"$f":"IFERROR(SMALL(Index_2,A1691),\"\")","v":1690},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:J1691)),\"\")","v":"HWU_1690"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:K1691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:L1691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:M1691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:P1691)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1691,COLUMNS($J$2:Q1691)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to Enhancement-led Institutional Review (ELIR 4). The team considered the ELIR 4 Action Plan, Follow-up Report and minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1693<>\"\",ROW(OFFSET(A1692,-1,0)),\"\")","v":1691},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1693)),A1692,\"\")","v":1691},{"$f":"IFERROR(SMALL(Helper2_1,A1692),\"\")","v":1691},null,1691,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1693)),$A1692,\"\")","v":1691},{"$f":"IFERROR(SMALL(Helper2_2,A1692),\"\")","v":1691},{"$f":"COUNTIF(Helper3_1,\"=\"&G1692)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1692)=1, G1692, \"\")","v":1691},{"$f":"IFERROR(SMALL(Index_2,A1692),\"\")","v":1691},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:J1692)),\"\")","v":"HWU_1691"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:K1692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:L1692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:M1692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:P1692)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1692,COLUMNS($J$2:Q1692)),\"\")","v":"ELIR 4 made four recommendations. The QESR team saw from the comprehensive action plan that while progress has been made across the four areas, further work remained. An Action Plan was first drafted in May 2021 and approved by UCLT in March 2021, and this has been updated annually each January, most recently in 2024. Two new senior appointments - Vice-Principal and Provost and Director of Strategic Planning and Performance - made before ELIR 4 was resumed, following postponement of the Review Visit due to the COVID-19 pandemic, have supported the work to address ELIR recommendations."}]
[{"$f":"IF('> FILTER <'!B1694<>\"\",ROW(OFFSET(A1693,-1,0)),\"\")","v":1692},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1694)),A1693,\"\")","v":1692},{"$f":"IFERROR(SMALL(Helper2_1,A1693),\"\")","v":1692},null,1692,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1694)),$A1693,\"\")","v":1692},{"$f":"IFERROR(SMALL(Helper2_2,A1693),\"\")","v":1692},{"$f":"COUNTIF(Helper3_1,\"=\"&G1693)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1693)=1, G1693, \"\")","v":1692},{"$f":"IFERROR(SMALL(Index_2,A1693),\"\")","v":1692},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:J1693)),\"\")","v":"HWU_1692"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:K1693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:L1693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:M1693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:P1693)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1693,COLUMNS($J$2:Q1693)),\"\")","v":"In addressing the ELIR recommendation regarding systematic access to, and use of, data, the University acknowledges the difficulty in providing an immediate resolution but has developed three areas for action. First, a data strategy was developed in March 2022. Second, investment in establishing a systematic data solution has been made. The QESR team learned that the work to resource an integrated, accessible and sustainable approach to data has completed all procurement stages and that a Proof-of-Concept task to integrate student data in various campus locations and from the virtual learning environment (VLE) has been completed."}]
[{"$f":"IF('> FILTER <'!B1695<>\"\",ROW(OFFSET(A1694,-1,0)),\"\")","v":1693},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1695)),A1694,\"\")","v":1693},{"$f":"IFERROR(SMALL(Helper2_1,A1694),\"\")","v":1693},null,1693,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1695)),$A1694,\"\")","v":1693},{"$f":"IFERROR(SMALL(Helper2_2,A1694),\"\")","v":1693},{"$f":"COUNTIF(Helper3_1,\"=\"&G1694)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1694)=1, G1694, \"\")","v":1693},{"$f":"IFERROR(SMALL(Index_2,A1694),\"\")","v":1693},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:J1694)),\"\")","v":"HWU_1693"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:K1694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:L1694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:M1694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:P1694)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1694,COLUMNS($J$2:Q1694)),\"\")","v":"As part of the third area of action, funding has been made available to support additional business intelligence analyst posts within Strategic Planning and Performance, enabling the production of dashboards including strategic performance and student number planning. The QESR team was told that staff will be supported in their increased use of these dashboards. The cross-institutional use of a single VLE (introduced after ELIR 4) and the support for the learning management system (LMS) across the academic community have facilitated the use of LMS-based learning analytics. While demonstrable progress has been made in terms of staffing and resources, the University is encouraged to continue its development of systematic access to, and use of data, including the tracking of students, postgraduate data and the availability of data for annual course and programme monitoring."}]
[{"$f":"IF('> FILTER <'!B1696<>\"\",ROW(OFFSET(A1695,-1,0)),\"\")","v":1694},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1696)),A1695,\"\")","v":1694},{"$f":"IFERROR(SMALL(Helper2_1,A1695),\"\")","v":1694},null,1694,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1696)),$A1695,\"\")","v":1694},{"$f":"IFERROR(SMALL(Helper2_2,A1695),\"\")","v":1694},{"$f":"COUNTIF(Helper3_1,\"=\"&G1695)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1695)=1, G1695, \"\")","v":1694},{"$f":"IFERROR(SMALL(Index_2,A1695),\"\")","v":1694},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:J1695)),\"\")","v":"HWU_1694"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:K1695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:L1695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:M1695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:P1695)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1695,COLUMNS($J$2:Q1695)),\"\")","v":"The QESR team found evidence to show that, although progress has been made in addressing the ELIR recommendation to engage proactively and work in partnership with postgraduate research students to identify their sense of belonging in the university community, the Action Plan acknowledges the challenges and the outstanding work remaining."}]
[{"$f":"IF('> FILTER <'!B1697<>\"\",ROW(OFFSET(A1696,-1,0)),\"\")","v":1695},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1697)),A1696,\"\")","v":1695},{"$f":"IFERROR(SMALL(Helper2_1,A1696),\"\")","v":1695},null,1695,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1697)),$A1696,\"\")","v":1695},{"$f":"IFERROR(SMALL(Helper2_2,A1696),\"\")","v":1695},{"$f":"COUNTIF(Helper3_1,\"=\"&G1696)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1696)=1, G1696, \"\")","v":1695},{"$f":"IFERROR(SMALL(Index_2,A1696),\"\")","v":1695},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:J1696)),\"\")","v":"HWU_1695"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:K1696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:L1696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:M1696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:P1696)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1696,COLUMNS($J$2:Q1696)),\"\")","v":"Emphasis has been placed on the Postgraduate Research Experience Survey (PRES) to mirror the Postgraduate Taught Experience Survey (PTES) and to engender greater student engagement. The Student Union in Scotland, the Student Council in Dubai and the Student Association in Malysia have restructured their arrangements to direct increased support for postgraduate research students (PGRs) and they are represented on all key university committees and, at school-level, PGRs are participating in Research Institute meetings. Each school has a Research Committee and there are PGR societies in each school. The introduction of the institutional Research Futures Academy is welcomed by students and proving to be beneficial. Measures have been put in place to enhance support for PGRs and none can teach without requisite approval and training. The Personal Tutor Scheme has been extended and PGR students meet with their personal tutors at least twice a year."}]
[{"$f":"IF('> FILTER <'!B1698<>\"\",ROW(OFFSET(A1697,-1,0)),\"\")","v":1696},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1698)),A1697,\"\")","v":1696},{"$f":"IFERROR(SMALL(Helper2_1,A1697),\"\")","v":1696},null,1696,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1698)),$A1697,\"\")","v":1696},{"$f":"IFERROR(SMALL(Helper2_2,A1697),\"\")","v":1696},{"$f":"COUNTIF(Helper3_1,\"=\"&G1697)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1697)=1, G1697, \"\")","v":1696},{"$f":"IFERROR(SMALL(Index_2,A1697),\"\")","v":1696},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:J1697)),\"\")","v":"HWU_1696"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:K1697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:L1697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:M1697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:P1697)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1697,COLUMNS($J$2:Q1697)),\"\")","v":"A sense of community is being fostered by a dedicated document management system for PGRs and a new post of Quality Enhancement Officer for PG Experience has been created to liaise with the Chair of the Research Degrees Committee. A new post in Student Wellbeing Services has led to improved signposting for PGR student support services. The Building a Resilient Postgraduate Research Community: Staff and Student Perspectives has been developed as part of the Enhancement Theme. The QESR team recognises the renewed sense of purpose and focus in addressing this work, including the creation of the Graduate School which is to be launched in 2025, and encourages the University to progress work on consistency of postgraduate research experience across campuses."}]
[{"$f":"IF('> FILTER <'!B1699<>\"\",ROW(OFFSET(A1698,-1,0)),\"\")","v":1697},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1699)),A1698,\"\")","v":1697},{"$f":"IFERROR(SMALL(Helper2_1,A1698),\"\")","v":1697},null,1697,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1699)),$A1698,\"\")","v":1697},{"$f":"IFERROR(SMALL(Helper2_2,A1698),\"\")","v":1697},{"$f":"COUNTIF(Helper3_1,\"=\"&G1698)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1698)=1, G1698, \"\")","v":1697},{"$f":"IFERROR(SMALL(Index_2,A1698),\"\")","v":1697},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:J1698)),\"\")","v":"HWU_1697"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:K1698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:L1698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:M1698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:P1698)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1698,COLUMNS($J$2:Q1698)),\"\")","v":"Ensuring that there is equivalence of staff development opportunities across different locations was one of the actions arising from ELIR 4. As of March 2022, all generic staff development is available online across all campuses. Staff development is provided by three departments - People and Organisational Development (POD); the Learning and Teaching Academy (LTA); and the Research Futures Academy - and these departments play a pivotal role in coordinating a global, structured approach to staff development and in encouraging consistency of access. In-house coaching is offered to all staff and the POD offering is targeted to different roles and work groups - for example, Leaders/Managers or Technicians, to provide equity of participation. The Global Hub for Scholarship and Educational Leadership was launched in December 2022 and provides further opportunities for staff development across the campus locations. The QESR team noted that a Learning Management System (LMS) will soon be available to bring development activities and records onto one platform for staff. Actions have been accompanied by investment in three additional posts to enable the LTA to enhance institutional capability. The QESR team found 8 that the online provision of staff development ensured equitability and was well received by staff across all campuses."}]
[{"$f":"IF('> FILTER <'!B1700<>\"\",ROW(OFFSET(A1699,-1,0)),\"\")","v":1698},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1700)),A1699,\"\")","v":1698},{"$f":"IFERROR(SMALL(Helper2_1,A1699),\"\")","v":1698},null,1698,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1700)),$A1699,\"\")","v":1698},{"$f":"IFERROR(SMALL(Helper2_2,A1699),\"\")","v":1698},{"$f":"COUNTIF(Helper3_1,\"=\"&G1699)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1699)=1, G1699, \"\")","v":1698},{"$f":"IFERROR(SMALL(Index_2,A1699),\"\")","v":1698},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:J1699)),\"\")","v":"HWU_1698"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:K1699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:L1699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:M1699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:P1699)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1699,COLUMNS($J$2:Q1699)),\"\")","v":"The team found evidence that the University is addressing the ELIR recommendation to address variable practice across schools in policy implementation. The restructuring of the Registry and the Academic Support Directorate (RAS) - the final phase of the global, institution-wide restructuring of all Professional Services - has provided the organisational framework for ensuring greater consistency of policy implementation across schools. There has also been a significant review and redesign of processes which are now managed by a central team"}]
[{"$f":"IF('> FILTER <'!B1701<>\"\",ROW(OFFSET(A1700,-1,0)),\"\")","v":1699},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1701)),A1700,\"\")","v":1699},{"$f":"IFERROR(SMALL(Helper2_1,A1700),\"\")","v":1699},null,1699,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1701)),$A1700,\"\")","v":1699},{"$f":"IFERROR(SMALL(Helper2_2,A1700),\"\")","v":1699},{"$f":"COUNTIF(Helper3_1,\"=\"&G1700)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1700)=1, G1700, \"\")","v":1699},{"$f":"IFERROR(SMALL(Index_2,A1700),\"\")","v":1699},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:J1700)),\"\")","v":"HWU_1699"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:K1700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:L1700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:M1700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:P1700)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1700,COLUMNS($J$2:Q1700)),\"\")","v":"The Learning and Teaching Group, in place since March 2020, has encouraged consistency over a range of academic practices, including release of assessment results, access to examination papers, turnaround times for feedback on substantive pieces of course work and feedback on take-home examinations. The issue of variability in the weightings used to calculate honours classification remains."}]
[{"$f":"IF('> FILTER <'!B1702<>\"\",ROW(OFFSET(A1701,-1,0)),\"\")","v":1700},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1702)),A1701,\"\")","v":1700},{"$f":"IFERROR(SMALL(Helper2_1,A1701),\"\")","v":1700},null,1700,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1702)),$A1701,\"\")","v":1700},{"$f":"IFERROR(SMALL(Helper2_2,A1701),\"\")","v":1700},{"$f":"COUNTIF(Helper3_1,\"=\"&G1701)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1701)=1, G1701, \"\")","v":1700},{"$f":"IFERROR(SMALL(Index_2,A1701),\"\")","v":1700},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:J1701)),\"\")","v":"HWU_1700"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:K1701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:L1701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:M1701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:P1701)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1701,COLUMNS($J$2:Q1701)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the University's Enhancement Topic Reflection and Summary Plan, their Digital Strategy update, as well as meeting with staff and students"}]
[{"$f":"IF('> FILTER <'!B1703<>\"\",ROW(OFFSET(A1702,-1,0)),\"\")","v":1701},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1703)),A1702,\"\")","v":1701},{"$f":"IFERROR(SMALL(Helper2_1,A1702),\"\")","v":1701},null,1701,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1703)),$A1702,\"\")","v":1701},{"$f":"IFERROR(SMALL(Helper2_2,A1702),\"\")","v":1701},{"$f":"COUNTIF(Helper3_1,\"=\"&G1702)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1702)=1, G1702, \"\")","v":1701},{"$f":"IFERROR(SMALL(Index_2,A1702),\"\")","v":1701},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:J1702)),\"\")","v":"HWU_1701"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:K1702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:L1702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:M1702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:P1702)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1702,COLUMNS($J$2:Q1702)),\"\")","v":"The institution is in a transitionary period in its development of digital/blended learning, shifting from their emergency pandemic response work to a sustainable teaching model founded on pedagogically driven design. This work is guided by the 'Globally Connected Learning' initiative which aims to engage students with their studies and other campuses through digital technologies, and update policies and processes to enable this. Academic Review reports evidence the work done in this area - such as creating engaging materials and exploring new ways of teaching - ensuring that positive elements from the previous 'Responsive Blended Learning' are retained while also moving forward with 'Globally Connected Learning'."}]
[{"$f":"IF('> FILTER <'!B1704<>\"\",ROW(OFFSET(A1703,-1,0)),\"\")","v":1702},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1704)),A1703,\"\")","v":1702},{"$f":"IFERROR(SMALL(Helper2_1,A1703),\"\")","v":1702},null,1702,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1704)),$A1703,\"\")","v":1702},{"$f":"IFERROR(SMALL(Helper2_2,A1703),\"\")","v":1702},{"$f":"COUNTIF(Helper3_1,\"=\"&G1703)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1703)=1, G1703, \"\")","v":1702},{"$f":"IFERROR(SMALL(Index_2,A1703),\"\")","v":1702},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:J1703)),\"\")","v":"HWU_1702"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:K1703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:L1703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:M1703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:P1703)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1703,COLUMNS($J$2:Q1703)),\"\")","v":"The QESR team noted the introduction of a new VLE in 2021-22, accompanied by a suite of training and support for teaching teams and students. The University states that all courses now have a strong digital base on their VLE site, and the institution-wide template supports student access to learning materials and helps ensure a more consistent approach. Students the team met spoke positively about their experiences with the new VLE; however, they considered that a more consistent approach to the materials available and less variation between staff and different courses was needed. It was also noted that digital technology is used well to connect students across campuses, although students still reported a sense of isolation at some campuses."}]
[{"$f":"IF('> FILTER <'!B1705<>\"\",ROW(OFFSET(A1704,-1,0)),\"\")","v":1703},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1705)),A1704,\"\")","v":1703},{"$f":"IFERROR(SMALL(Helper2_1,A1704),\"\")","v":1703},null,1703,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1705)),$A1704,\"\")","v":1703},{"$f":"IFERROR(SMALL(Helper2_2,A1704),\"\")","v":1703},{"$f":"COUNTIF(Helper3_1,\"=\"&G1704)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1704)=1, G1704, \"\")","v":1703},{"$f":"IFERROR(SMALL(Index_2,A1704),\"\")","v":1703},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:J1704)),\"\")","v":"HWU_1703"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:K1704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:L1704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:M1704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:P1704)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1704,COLUMNS($J$2:Q1704)),\"\")","v":"The QESR team noted a list of key actions for the current academic year which are divided into different workstreams linked to the Learning and Teaching Strategy. This links external, sector-wide initiatives - such as the enhancement topic - directly into institutional strategic priorities; however, while the QESR team noted the evidence of work being done, it was not clear what, if any, impact of this there was yet. This was explored with staff who reported that there was more emphasis on setting up more standard approaches across the University to ensure that the 'aspirations' of the Learning and Teaching Strategy were understood across the board. The means by which this was to be achieved included working through annual monitoring and review, school-level Learning and Teaching Committees, Programme Boards of Study, and regular meetings with Directors of Learning and Teaching 9 as well as Programme Directors. Staff concluded that 'aspirations were beginning to cascade down'. The QESR team concluded that while there is not yet enough evidence to determine the nature of the impact of the work related to the digital/blended learning Enhancement Topic, there is a clear commitment to ensure that impact is consistent across the board."}]
[{"$f":"IF('> FILTER <'!B1706<>\"\",ROW(OFFSET(A1705,-1,0)),\"\")","v":1704},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1706)),A1705,\"\")","v":1704},{"$f":"IFERROR(SMALL(Helper2_1,A1705),\"\")","v":1704},null,1704,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1706)),$A1705,\"\")","v":1704},{"$f":"IFERROR(SMALL(Helper2_2,A1705),\"\")","v":1704},{"$f":"COUNTIF(Helper3_1,\"=\"&G1705)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1705)=1, G1705, \"\")","v":1704},{"$f":"IFERROR(SMALL(Index_2,A1705),\"\")","v":1704},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:J1705)),\"\")","v":"HWU_1704"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:K1705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:L1705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:M1705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:P1705)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1705,COLUMNS($J$2:Q1705)),\"\")","v":"The QESR team noted that there is no single institutional approach to developing programmes with an online/on-campus blend and had some concerns about how a consistent experience for both staff and students across programmes would be ensured. The evaluation of the Learning and Teaching Strategic Operational Plan also made it unclear whether this was still an institutional strategic priority which raises questions about consistency of messaging. This was explored with staff who were clear that online learning has been supported for many years and that the University is working to develop this in a modern, post-pandemic context by achieving a balance between face-to-face and online content that benefits all students and creates the best, most consistent experience possible."}]
[{"$f":"IF('> FILTER <'!B1707<>\"\",ROW(OFFSET(A1706,-1,0)),\"\")","v":1705},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1707)),A1706,\"\")","v":1705},{"$f":"IFERROR(SMALL(Helper2_1,A1706),\"\")","v":1705},null,1705,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1707)),$A1706,\"\")","v":1705},{"$f":"IFERROR(SMALL(Helper2_2,A1706),\"\")","v":1705},{"$f":"COUNTIF(Helper3_1,\"=\"&G1706)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1706)=1, G1706, \"\")","v":1705},{"$f":"IFERROR(SMALL(Index_2,A1706),\"\")","v":1705},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:J1706)),\"\")","v":"HWU_1705"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:K1706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:L1706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:M1706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:P1706)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1706,COLUMNS($J$2:Q1706)),\"\")","v":"The QESR team is confident that the University has effective arrangements for monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered key elements of the quality framework including annual monitoring, institution-led review guidance and external examining; institution-led review reports; samples of annual monitoring and review reports; institution-level analyses of annual monitoring, the institution-led review summary report, external examining and student feedback; minutes of institutional committees responsible for quality and standards; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1708<>\"\",ROW(OFFSET(A1707,-1,0)),\"\")","v":1706},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1708)),A1707,\"\")","v":1706},{"$f":"IFERROR(SMALL(Helper2_1,A1707),\"\")","v":1706},null,1706,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1708)),$A1707,\"\")","v":1706},{"$f":"IFERROR(SMALL(Helper2_2,A1707),\"\")","v":1706},{"$f":"COUNTIF(Helper3_1,\"=\"&G1707)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1707)=1, G1707, \"\")","v":1706},{"$f":"IFERROR(SMALL(Index_2,A1707),\"\")","v":1706},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:J1707)),\"\")","v":"HWU_1706"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:K1707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:L1707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:M1707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:P1707)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1707,COLUMNS($J$2:Q1707)),\"\")","v":"Since ELIR 4, the University has continued to review and develop its processes, drawing on the experience of adapting its procedures during the pandemic. Annual institution-level analyses of the outcomes of key quality management processes are considered by the University Committee on Quality and Standards - both to identify priorities for institutional action and to improve the underlying processes."}]
[{"$f":"IF('> FILTER <'!B1709<>\"\",ROW(OFFSET(A1708,-1,0)),\"\")","v":1707},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1709)),A1708,\"\")","v":1707},{"$f":"IFERROR(SMALL(Helper2_1,A1708),\"\")","v":1707},null,1707,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1709)),$A1708,\"\")","v":1707},{"$f":"IFERROR(SMALL(Helper2_2,A1708),\"\")","v":1707},{"$f":"COUNTIF(Helper3_1,\"=\"&G1708)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1708)=1, G1708, \"\")","v":1707},{"$f":"IFERROR(SMALL(Index_2,A1708),\"\")","v":1707},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:J1708)),\"\")","v":"HWU_1707"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:K1708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:L1708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:M1708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:P1708)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1708,COLUMNS($J$2:Q1708)),\"\")","v":"The team found the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and the guidance issued by the Scottish Funding Council (SFC). Procedures are clear and comprehensive, and supported by institutional guidance targeted at a range of audiences. They apply to all forms of credit-bearing provision, across all campuses. Staff who met the team understood the processes and their roles in them."}]
[{"$f":"IF('> FILTER <'!B1710<>\"\",ROW(OFFSET(A1709,-1,0)),\"\")","v":1708},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1710)),A1709,\"\")","v":1708},{"$f":"IFERROR(SMALL(Helper2_1,A1709),\"\")","v":1708},null,1708,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1710)),$A1709,\"\")","v":1708},{"$f":"IFERROR(SMALL(Helper2_2,A1709),\"\")","v":1708},{"$f":"COUNTIF(Helper3_1,\"=\"&G1709)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1709)=1, G1709, \"\")","v":1708},{"$f":"IFERROR(SMALL(Index_2,A1709),\"\")","v":1708},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:J1709)),\"\")","v":"HWU_1708"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:K1709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:L1709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:M1709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:P1709)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1709,COLUMNS($J$2:Q1709)),\"\")","v":"The University's annual monitoring and review (AMR) process is primarily school-focused. Each school produces an annual monitoring report which reviews all academic provision, delivered through all modes and at all locations. The report template is revised regularly to reflect changing needs; post-pandemic, it focuses on key themes rather than providing detailed overviews. There is no single university-wide approach to annual monitoring below school level, and it was unclear to the team what consistent evidence base was used to compile school monitoring reports. The University is alert to this, and during 2023-24 was conducting a review of sub-school level monitoring, with the aim of identifying a more common approach and establishing greater consistency in the evidence base. In the context of the University's evolving data strategy, the team considered a range of appropriate data should be reflected upon at all levels, and staff should be provided with appropriate training to help facilitate this so the University can be assured that there is robust 10 monitoring and reflection at all levels (for example, school, discipline, programme and course)."}]
[{"$f":"IF('> FILTER <'!B1711<>\"\",ROW(OFFSET(A1710,-1,0)),\"\")","v":1709},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1711)),A1710,\"\")","v":1709},{"$f":"IFERROR(SMALL(Helper2_1,A1710),\"\")","v":1709},null,1709,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1711)),$A1710,\"\")","v":1709},{"$f":"IFERROR(SMALL(Helper2_2,A1710),\"\")","v":1709},{"$f":"COUNTIF(Helper3_1,\"=\"&G1710)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1710)=1, G1710, \"\")","v":1709},{"$f":"IFERROR(SMALL(Index_2,A1710),\"\")","v":1709},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:J1710)),\"\")","v":"HWU_1709"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:K1710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:L1710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:M1710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:P1710)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1710,COLUMNS($J$2:Q1710)),\"\")","v":"Academic review is the University's version of Institution-Led Review and reports reviewed by the team, including the reports of the Enhancement Workshops, demonstrated a robust, enhancement-focused process featuring clear recommendations for improvement and areas of positive practice. The team commends the University for its successful development of academic review as a unified global process - a robust, enhancement-focused approach featuring clear recommendations for improvement and areas of positive practice, which not only gives the University effective oversight of global quality and standards but has also helped to develop multi-campus teaching and management teams - thus supporting the 'One Heriot-Watt' ethos. The team identified this approach as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1712<>\"\",ROW(OFFSET(A1711,-1,0)),\"\")","v":1710},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1712)),A1711,\"\")","v":1710},{"$f":"IFERROR(SMALL(Helper2_1,A1711),\"\")","v":1710},null,1710,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1712)),$A1711,\"\")","v":1710},{"$f":"IFERROR(SMALL(Helper2_2,A1711),\"\")","v":1710},{"$f":"COUNTIF(Helper3_1,\"=\"&G1711)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1711)=1, G1711, \"\")","v":1710},{"$f":"IFERROR(SMALL(Index_2,A1711),\"\")","v":1710},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:J1711)),\"\")","v":"HWU_1710"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:K1711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:L1711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:M1711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:P1711)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1711,COLUMNS($J$2:Q1711)),\"\")","v":"Review of the experience of postgraduate research students is integrated into the University's generic review and monitoring processes. The Chair of the Research Degrees Committee is responsible for leading action on institutional priorities in relation to issues affecting postgraduate research students and programmes identified through these processes."}]
[{"$f":"IF('> FILTER <'!B1713<>\"\",ROW(OFFSET(A1712,-1,0)),\"\")","v":1711},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1713)),A1712,\"\")","v":1711},{"$f":"IFERROR(SMALL(Helper2_1,A1712),\"\")","v":1711},null,1711,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1713)),$A1712,\"\")","v":1711},{"$f":"IFERROR(SMALL(Helper2_2,A1712),\"\")","v":1711},{"$f":"COUNTIF(Helper3_1,\"=\"&G1712)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1712)=1, G1712, \"\")","v":1711},{"$f":"IFERROR(SMALL(Index_2,A1712),\"\")","v":1711},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:J1712)),\"\")","v":"HWU_1711"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:K1712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:L1712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:M1712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:P1712)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1712,COLUMNS($J$2:Q1712)),\"\")","v":"Student assessment and feedback are supported by comprehensive regulations, policies, procedures and guidelines; the team saw evidence that these are kept under appropriate review by the University Committee on Quality and Standards and the University Committee on Learning and Teaching. Institutional learning from the pandemic has led to substantive changes in assessment policies and procedures. A 'Transforming Assessment' initiative, focused on embedding assessment for learning in all programmes and courses and ensuring appropriate use of technology in assessment, forms a key component of the University's Learning and Teaching Strategy."}]
[{"$f":"IF('> FILTER <'!B1714<>\"\",ROW(OFFSET(A1713,-1,0)),\"\")","v":1712},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1714)),A1713,\"\")","v":1712},{"$f":"IFERROR(SMALL(Helper2_1,A1713),\"\")","v":1712},null,1712,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1714)),$A1713,\"\")","v":1712},{"$f":"IFERROR(SMALL(Helper2_2,A1713),\"\")","v":1712},{"$f":"COUNTIF(Helper3_1,\"=\"&G1713)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1713)=1, G1713, \"\")","v":1712},{"$f":"IFERROR(SMALL(Index_2,A1713),\"\")","v":1712},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:J1713)),\"\")","v":"HWU_1712"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:K1713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:L1713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:M1713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:P1713)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1713,COLUMNS($J$2:Q1713)),\"\")","v":"The ELIR 4 report noted that the University was aware of variations in the implementation of policy and practice across schools and encouraged it to seek increased consistency where appropriate. Remaining inconsistencies identified in progression criteria and methods for calculating degree classification are currently under review. The team encourages the University to progress this work to ensure that student achievement is rewarded equitably, irrespective of the subject of study"}]
[{"$f":"IF('> FILTER <'!B1715<>\"\",ROW(OFFSET(A1714,-1,0)),\"\")","v":1713},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1715)),A1714,\"\")","v":1713},{"$f":"IFERROR(SMALL(Helper2_1,A1714),\"\")","v":1713},null,1713,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1715)),$A1714,\"\")","v":1713},{"$f":"IFERROR(SMALL(Helper2_2,A1714),\"\")","v":1713},{"$f":"COUNTIF(Helper3_1,\"=\"&G1714)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1714)=1, G1714, \"\")","v":1713},{"$f":"IFERROR(SMALL(Index_2,A1714),\"\")","v":1713},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:J1714)),\"\")","v":"HWU_1713"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:K1714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:L1714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:M1714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:P1714)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1714,COLUMNS($J$2:Q1714)),\"\")","v":"External examiners are involved in awarding boards, although not in course assessments and progression. They are required to comment on the academic standards of awards, including consistency with Subject Benchmark Statements and comparability with other institutions. They are positive about the University's approach to assessment and provision of high-quality feedback but have commented on their workloads, communication about their responsibilities and access to assessment materials. The University is diligent in ensuring that all issues raised by external examiners are addressed appropriately. However, in 2021-22, only 104 out of 118 expected external examiner reports were received and the reasons for non-submission included that the requisite information required to enable submission was not supplied by the University. The University asserts that there are mechanisms in place to address this."}]
[{"$f":"IF('> FILTER <'!B1716<>\"\",ROW(OFFSET(A1715,-1,0)),\"\")","v":1714},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1716)),A1715,\"\")","v":1714},{"$f":"IFERROR(SMALL(Helper2_1,A1715),\"\")","v":1714},null,1714,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1716)),$A1715,\"\")","v":1714},{"$f":"IFERROR(SMALL(Helper2_2,A1715),\"\")","v":1714},{"$f":"COUNTIF(Helper3_1,\"=\"&G1715)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1715)=1, G1715, \"\")","v":1714},{"$f":"IFERROR(SMALL(Index_2,A1715),\"\")","v":1714},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:J1715)),\"\")","v":"HWU_1714"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:K1715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:L1715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:M1715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:P1715)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1715,COLUMNS($J$2:Q1715)),\"\")","v":"The ELIR 4 report noted that students were almost universally unfamiliar with the external examiner system or how to access external examiner reports. Students the QESR team met were unaware of external examiner reports and how to access them. The team recommends that that the University should review its processes to ensure that external examiner reports are easily and routinely made available to students, including those who do not hold representative roles."}]
[{"$f":"IF('> FILTER <'!B1717<>\"\",ROW(OFFSET(A1716,-1,0)),\"\")","v":1715},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1717)),A1716,\"\")","v":1715},{"$f":"IFERROR(SMALL(Helper2_1,A1716),\"\")","v":1715},null,1715,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1717)),$A1716,\"\")","v":1715},{"$f":"IFERROR(SMALL(Helper2_2,A1716),\"\")","v":1715},{"$f":"COUNTIF(Helper3_1,\"=\"&G1716)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1716)=1, G1716, \"\")","v":1715},{"$f":"IFERROR(SMALL(Index_2,A1716),\"\")","v":1715},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:J1716)),\"\")","v":"HWU_1715"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:K1716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:L1716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:M1716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:P1716)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1716,COLUMNS($J$2:Q1716)),\"\")","v":"The University's process of Professional Services Review meets the expectations of the SFC guidance on quality. A revised format was introduced in 2022-23 following a successful pilot. The report of the pilot review indicates that the new arrangements are comprehensive, robust and strongly enhancement focused. Reviews focus either on a specific professional service, or on a theme that covers more than one service; the University assured the team that all services and themes that contribute to the student experience will be reviewed over the course of a six-year cycle"}]
[{"$f":"IF('> FILTER <'!B1718<>\"\",ROW(OFFSET(A1717,-1,0)),\"\")","v":1716},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1718)),A1717,\"\")","v":1716},{"$f":"IFERROR(SMALL(Helper2_1,A1717),\"\")","v":1716},null,1716,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1718)),$A1717,\"\")","v":1716},{"$f":"IFERROR(SMALL(Helper2_2,A1717),\"\")","v":1716},{"$f":"COUNTIF(Helper3_1,\"=\"&G1717)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1717)=1, G1717, \"\")","v":1716},{"$f":"IFERROR(SMALL(Index_2,A1717),\"\")","v":1716},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:J1717)),\"\")","v":"HWU_1716"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:K1717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:L1717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:M1717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:P1717)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1717,COLUMNS($J$2:Q1717)),\"\")","v":"Collaborative programmes are subject to a separate process of partnership annual monitoring and review (PAMR). PAMR has been revised since the last ELIR to improve engagement, elicit more meaningful information about quality and standards, and clarify responsibilities. All 'high-risk' collaborative activities are normally subject to an additional three-yearly process of academic audit, which aims to ensure such activities are properly managed and their quality and standards assured."}]
[{"$f":"IF('> FILTER <'!B1719<>\"\",ROW(OFFSET(A1718,-1,0)),\"\")","v":1717},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1719)),A1718,\"\")","v":1717},{"$f":"IFERROR(SMALL(Helper2_1,A1718),\"\")","v":1717},null,1717,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1719)),$A1718,\"\")","v":1717},{"$f":"IFERROR(SMALL(Helper2_2,A1718),\"\")","v":1717},{"$f":"COUNTIF(Helper3_1,\"=\"&G1718)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1718)=1, G1718, \"\")","v":1717},{"$f":"IFERROR(SMALL(Index_2,A1718),\"\")","v":1717},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:J1718)),\"\")","v":"HWU_1717"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:K1718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:L1718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:M1718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:P1718)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1718,COLUMNS($J$2:Q1718)),\"\")","v":"Based on the evidence available to the team, the PAMR and academic audit processes are clear, well-documented and effective. However, the University has been unable to ensure that timely monitoring or visit reports are received for some collaborative provision and the team encourages the University to review the effectiveness of its mechanisms for ensuring the timely submission of reports."}]
[{"$f":"IF('> FILTER <'!B1720<>\"\",ROW(OFFSET(A1719,-1,0)),\"\")","v":1718},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1720)),A1719,\"\")","v":1718},{"$f":"IFERROR(SMALL(Helper2_1,A1719),\"\")","v":1718},null,1718,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1720)),$A1719,\"\")","v":1718},{"$f":"IFERROR(SMALL(Helper2_2,A1719),\"\")","v":1718},{"$f":"COUNTIF(Helper3_1,\"=\"&G1719)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1719)=1, G1719, \"\")","v":1718},{"$f":"IFERROR(SMALL(Index_2,A1719),\"\")","v":1718},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:J1719)),\"\")","v":"HWU_1718"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:K1719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:L1719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:M1719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:P1719)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1719,COLUMNS($J$2:Q1719)),\"\")","v":"The team noted that the reports of both academic audits conducted in 2023 had required schools to document risks related to collaborative provision in a risk register. One academic audit report had also commented that the University's expectations in relation to risk management for partnership activity were not clearly articulated, though the QESR team received from the University extensive documentation detailing its requirements in relation to risk management and ownership for collaborative provision. The team recommends that the University ensures that its requirements in relation to risk management and ownership for collaborative provision are understood by all school staff concerned with the management of collaborative provision"}]
[{"$f":"IF('> FILTER <'!B1721<>\"\",ROW(OFFSET(A1720,-1,0)),\"\")","v":1719},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1721)),A1720,\"\")","v":1719},{"$f":"IFERROR(SMALL(Helper2_1,A1720),\"\")","v":1719},null,1719,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1721)),$A1720,\"\")","v":1719},{"$f":"IFERROR(SMALL(Helper2_2,A1720),\"\")","v":1719},{"$f":"COUNTIF(Helper3_1,\"=\"&G1720)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1720)=1, G1720, \"\")","v":1719},{"$f":"IFERROR(SMALL(Index_2,A1720),\"\")","v":1719},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:J1720)),\"\")","v":"HWU_1719"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:K1720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:L1720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:M1720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:P1720)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1720,COLUMNS($J$2:Q1720)),\"\")","v":"At the time of ELIR 4, the University signalled its intention to transition to fewer, more significant collaborative partnerships. The team heard that the University is continuing to work towards this goal, and that a number of partnerships had been terminated."}]
[{"$f":"IF('> FILTER <'!B1722<>\"\",ROW(OFFSET(A1721,-1,0)),\"\")","v":1720},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1722)),A1721,\"\")","v":1720},{"$f":"IFERROR(SMALL(Helper2_1,A1721),\"\")","v":1720},null,1720,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1722)),$A1721,\"\")","v":1720},{"$f":"IFERROR(SMALL(Helper2_2,A1721),\"\")","v":1720},{"$f":"COUNTIF(Helper3_1,\"=\"&G1721)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1721)=1, G1721, \"\")","v":1720},{"$f":"IFERROR(SMALL(Index_2,A1721),\"\")","v":1720},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:J1721)),\"\")","v":"HWU_1720"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:K1721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:L1721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:M1721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:P1721)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1721,COLUMNS($J$2:Q1721)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1723<>\"\",ROW(OFFSET(A1722,-1,0)),\"\")","v":1721},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1723)),A1722,\"\")","v":1721},{"$f":"IFERROR(SMALL(Helper2_1,A1722),\"\")","v":1721},null,1721,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1723)),$A1722,\"\")","v":1721},{"$f":"IFERROR(SMALL(Helper2_2,A1722),\"\")","v":1721},{"$f":"COUNTIF(Helper3_1,\"=\"&G1722)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1722)=1, G1722, \"\")","v":1721},{"$f":"IFERROR(SMALL(Index_2,A1722),\"\")","v":1721},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:J1722)),\"\")","v":"HWU_1721"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:K1722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:L1722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:M1722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:P1722)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1722,COLUMNS($J$2:Q1722)),\"\")","v":"The QESR team found that the University has an effective approach to the use of external reference points in the management of its quality processes and in the setting and maintaining of academic standards through its implementation of its regulations, policies and procedures. The University's quality framework is aligned to the Quality Code and is reviewed regularly. The University notes, however, that the length and detail of the mapping documents hinder practical use and that it will adopt a more practical view when deciding how to map the revised version of the Quality Code. Although a range of external expertise contributes to the design and development of new programmes, the University's mapping is unclear about the involvement of external expertise in new programme approval."}]
[{"$f":"IF('> FILTER <'!B1724<>\"\",ROW(OFFSET(A1723,-1,0)),\"\")","v":1722},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1724)),A1723,\"\")","v":1722},{"$f":"IFERROR(SMALL(Helper2_1,A1723),\"\")","v":1722},null,1722,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1724)),$A1723,\"\")","v":1722},{"$f":"IFERROR(SMALL(Helper2_2,A1723),\"\")","v":1722},{"$f":"COUNTIF(Helper3_1,\"=\"&G1723)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1723)=1, G1723, \"\")","v":1722},{"$f":"IFERROR(SMALL(Index_2,A1723),\"\")","v":1722},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:J1723)),\"\")","v":"HWU_1722"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:K1723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:L1723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:M1723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:P1723)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1723,COLUMNS($J$2:Q1723)),\"\")","v":"The University integrates the Quality Enhancement Framework (QEF), the Scottish Credit and Qualifications Framework (SCQF) and Subject Benchmark Statements in its procedures and reports from its Global Academic Reviews. Periodic review includes external 12 membership and the Academic Review Guidance provides advice on nominating local and global external panel members in Dubai and the Malaysian Quality Agency."}]
[{"$f":"IF('> FILTER <'!B1725<>\"\",ROW(OFFSET(A1724,-1,0)),\"\")","v":1723},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1725)),A1724,\"\")","v":1723},{"$f":"IFERROR(SMALL(Helper2_1,A1724),\"\")","v":1723},null,1723,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1725)),$A1724,\"\")","v":1723},{"$f":"IFERROR(SMALL(Helper2_2,A1724),\"\")","v":1723},{"$f":"COUNTIF(Helper3_1,\"=\"&G1724)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1724)=1, G1724, \"\")","v":1723},{"$f":"IFERROR(SMALL(Index_2,A1724),\"\")","v":1723},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:J1724)),\"\")","v":"HWU_1723"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:K1724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:L1724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:M1724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:P1724)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1724,COLUMNS($J$2:Q1724)),\"\")","v":"The University makes appropriate use of external expertise in significant amendments to existing modules and programmes through consultation with external examiners and in programme reapproval and programme review, and in the Professional Services review where externality was cited as a principle."}]
[{"$f":"IF('> FILTER <'!B1726<>\"\",ROW(OFFSET(A1725,-1,0)),\"\")","v":1724},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1726)),A1725,\"\")","v":1724},{"$f":"IFERROR(SMALL(Helper2_1,A1725),\"\")","v":1724},null,1724,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1726)),$A1725,\"\")","v":1724},{"$f":"IFERROR(SMALL(Helper2_2,A1725),\"\")","v":1724},{"$f":"COUNTIF(Helper3_1,\"=\"&G1725)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1725)=1, G1725, \"\")","v":1724},{"$f":"IFERROR(SMALL(Index_2,A1725),\"\")","v":1724},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:J1725)),\"\")","v":"HWU_1724"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:K1725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:L1725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:M1725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:P1725)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1725,COLUMNS($J$2:Q1725)),\"\")","v":"The use and role of external examiners is well documented, and the External Examiner Handbook has recently been updated. The annual overview of external examiner reports is comprehensive although, as noted in paragraph 38, in 2021-22 only 104 out of 118 expected reports were received. Response letters to external examiners are reviewed by a Dean of the University and Academic Quality. Draft responses are then scrutinised by a Dean of the University who determines whether the issues raised by the external examiner have been addressed or whether further action is required."}]
[{"$f":"IF('> FILTER <'!B1727<>\"\",ROW(OFFSET(A1726,-1,0)),\"\")","v":1725},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1727)),A1726,\"\")","v":1725},{"$f":"IFERROR(SMALL(Helper2_1,A1726),\"\")","v":1725},null,1725,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1727)),$A1726,\"\")","v":1725},{"$f":"IFERROR(SMALL(Helper2_2,A1726),\"\")","v":1725},{"$f":"COUNTIF(Helper3_1,\"=\"&G1726)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1726)=1, G1726, \"\")","v":1725},{"$f":"IFERROR(SMALL(Index_2,A1726),\"\")","v":1725},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:J1726)),\"\")","v":"HWU_1725"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:K1726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:L1726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:M1726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:P1726)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1726,COLUMNS($J$2:Q1726)),\"\")","v":"Four schools in the University deliver 38 programmes requiring professional, statutory and regulatory body (PSRB) accreditation, all of which were successfully reviewed in 2021-22. In July 2023, the University Committee for Quality and Standards approved a new policy and procedures for the oversight of PSRB activity, which has provided, for the first time, a clear approach for integrating and reporting on institutional and school processes."}]
[{"$f":"IF('> FILTER <'!B1728<>\"\",ROW(OFFSET(A1727,-1,0)),\"\")","v":1726},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1728)),A1727,\"\")","v":1726},{"$f":"IFERROR(SMALL(Helper2_1,A1727),\"\")","v":1726},null,1726,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1728)),$A1727,\"\")","v":1726},{"$f":"IFERROR(SMALL(Helper2_2,A1727),\"\")","v":1726},{"$f":"COUNTIF(Helper3_1,\"=\"&G1727)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1727)=1, G1727, \"\")","v":1726},{"$f":"IFERROR(SMALL(Index_2,A1727),\"\")","v":1726},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:J1727)),\"\")","v":"HWU_1726"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:K1727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:L1727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:M1727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:P1727)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1727,COLUMNS($J$2:Q1727)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered the University's analysis of retention, progression and degree-outcome data, student complaints, appeals and disciplinary data, as well as meeting with staff."}]
[{"$f":"IF('> FILTER <'!B1729<>\"\",ROW(OFFSET(A1728,-1,0)),\"\")","v":1727},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1729)),A1728,\"\")","v":1727},{"$f":"IFERROR(SMALL(Helper2_1,A1728),\"\")","v":1727},null,1727,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1729)),$A1728,\"\")","v":1727},{"$f":"IFERROR(SMALL(Helper2_2,A1728),\"\")","v":1727},{"$f":"COUNTIF(Helper3_1,\"=\"&G1728)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1728)=1, G1728, \"\")","v":1727},{"$f":"IFERROR(SMALL(Index_2,A1728),\"\")","v":1727},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:J1728)),\"\")","v":"HWU_1727"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:K1728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:L1728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:M1728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:P1728)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1728,COLUMNS($J$2:Q1728)),\"\")","v":"The QESR team found that the University uses a suite of dashboards and data has consolidated and enhanced data provision through a central Dashboard Hub which ensures global access to appropriate data for all academic teaching staff, including engagement data, academic performance and course feedback. However, the QESR team considered that the institution has not yet fully addressed the ELIR 4 recommendation on the systematic access to and use of data as noted in paragraph 17. Enhancements have been made including the use of learning analytics in the VLE and new data dashboards, as well as investing in Student Success and Business Intelligence roles to help identify and support at-risk students, but the University does not yet have an integrated, single 'tracking system' with which to engage and support these students. Staff the team met noted that there is a prioritisation on learning and teaching-related data to represent the whole student journey and to enable school-level dashboards to support this."}]
[{"$f":"IF('> FILTER <'!B1730<>\"\",ROW(OFFSET(A1729,-1,0)),\"\")","v":1728},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1730)),A1729,\"\")","v":1728},{"$f":"IFERROR(SMALL(Helper2_1,A1729),\"\")","v":1728},null,1728,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1730)),$A1729,\"\")","v":1728},{"$f":"IFERROR(SMALL(Helper2_2,A1729),\"\")","v":1728},{"$f":"COUNTIF(Helper3_1,\"=\"&G1729)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1729)=1, G1729, \"\")","v":1728},{"$f":"IFERROR(SMALL(Index_2,A1729),\"\")","v":1728},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:J1729)),\"\")","v":"HWU_1728"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:K1729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:L1729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:M1729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:P1729)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1729,COLUMNS($J$2:Q1729)),\"\")","v":"Currently, retention data is considered annually by the University Committee for Learning and Teaching, with schools having access for programme and course review activities. The institutional retention figure has been increasing but saw a drop after the pandemic; however, both pre and post-pandemic figures are still below the University's key performance indicator target. The QESR team noted that retention data focuses on undergraduate students and is available for all years of study but that there are plans to expand this to postgraduate taught (PGT) students in the near future. Postgraduate research (PGR) students follow a very different pattern, with fewer data-driven outcomes for their study duration. This will be picked up by the Graduate School in due course."}]
[{"$f":"IF('> FILTER <'!B1731<>\"\",ROW(OFFSET(A1730,-1,0)),\"\")","v":1729},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1731)),A1730,\"\")","v":1729},{"$f":"IFERROR(SMALL(Helper2_1,A1730),\"\")","v":1729},null,{"$f":"ROW(OFFSET(E1730,-1,0))","v":1729},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1731)),$A1730,\"\")","v":1729},{"$f":"IFERROR(SMALL(Helper2_2,A1730),\"\")","v":1729},{"$f":"COUNTIF(Helper3_1,\"=\"&G1730)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1730)=1, G1730, \"\")","v":1729},{"$f":"IFERROR(SMALL(Index_2,A1730),\"\")","v":1729},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:J1730)),\"\")","v":"HWU_1729"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:K1730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:L1730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:M1730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:P1730)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1730,COLUMNS($J$2:Q1730)),\"\")","v":"The QESR team noted the increase in the number of complaints received by the University but considered the approach to managing complaints to be well-organised and monitored, with the institution learning from previous complaints. Similarly, while there is evidence of an increase in academic misconduct cases (2021-22 session: 2,545 cases), and the rate is still higher than pre-pandemic levels (2019-20 session: 215 cases), the team saw data that indicated the University's strategies to address this had achieved significant success (2022-23 session: 952 cases). The QESR team noted the high levels of academic misconduct cases from the School of Social Sciences, including the Edinburgh Business School, which are of concern although the University is taking action to reduce them."}]
[{"$f":"IF('> FILTER <'!B1732<>\"\",ROW(OFFSET(A1731,-1,0)),\"\")","v":1730},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1732)),A1731,\"\")","v":1730},{"$f":"IFERROR(SMALL(Helper2_1,A1731),\"\")","v":1730},null,1730,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1732)),$A1731,\"\")","v":1730},{"$f":"IFERROR(SMALL(Helper2_2,A1731),\"\")","v":1730},{"$f":"COUNTIF(Helper3_1,\"=\"&G1731)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1731)=1, G1731, \"\")","v":1730},{"$f":"IFERROR(SMALL(Index_2,A1731),\"\")","v":1730},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:J1731)),\"\")","v":"HWU_1730"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:K1731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:L1731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:M1731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:P1731)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1731,COLUMNS($J$2:Q1731)),\"\")","v":"The documentation also noted the importance of data to inform processes such as academic reviews, with schools raising difficulties with the lack of central provision of data to make this possible. The QESR team considers that the University has an awareness of issues arising in the data, and schools recognise the importance of accessing relevant data to rectify this, but that there has been a lack of connection between university and school-level, as well as Professional Services, to make this happen. The University has now taken action to provide data dashboards to help support academic staff in all aspects of their role. In addition, the Academic Quality team and Learning and Teaching Academy have been engaged to ensure that staff are directed towards the data provision to support key processes including academic reviews."}]
[{"$f":"IF('> FILTER <'!B1733<>\"\",ROW(OFFSET(A1732,-1,0)),\"\")","v":1731},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1733)),A1732,\"\")","v":1731},{"$f":"IFERROR(SMALL(Helper2_1,A1732),\"\")","v":1731},null,1731,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1733)),$A1732,\"\")","v":1731},{"$f":"IFERROR(SMALL(Helper2_2,A1732),\"\")","v":1731},{"$f":"COUNTIF(Helper3_1,\"=\"&G1732)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1732)=1, G1732, \"\")","v":1731},{"$f":"IFERROR(SMALL(Index_2,A1732),\"\")","v":1731},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:J1732)),\"\")","v":"RGU_1731"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:K1732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:L1732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:M1732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:P1732)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1732,COLUMNS($J$2:Q1732)),\"\")","v":"Student partnership and collaborative working: The University is committed to a culture of partnership which empowers and engages students collaboratively in designing solutions and enhancements to facilitate student voice opportunities across the Student Union and the University to enhance the student experience. Evidence includes work on the Staff Student Charter, on the collaboratively written Student Experience Sub-Strategy, and the engagement of students in a wide range of project groups and committees (paragraph 17)."}]
[{"$f":"IF('> FILTER <'!B1734<>\"\",ROW(OFFSET(A1733,-1,0)),\"\")","v":1732},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1734)),A1733,\"\")","v":1732},{"$f":"IFERROR(SMALL(Helper2_1,A1733),\"\")","v":1732},null,1732,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1734)),$A1733,\"\")","v":1732},{"$f":"IFERROR(SMALL(Helper2_2,A1733),\"\")","v":1732},{"$f":"COUNTIF(Helper3_1,\"=\"&G1733)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1733)=1, G1733, \"\")","v":1732},{"$f":"IFERROR(SMALL(Index_2,A1733),\"\")","v":1732},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:J1733)),\"\")","v":"RGU_1732"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:K1733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:L1733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:M1733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:P1733)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1733,COLUMNS($J$2:Q1733)),\"\")","v":"Development of the use of data: The University has demonstrated a commitment to making improvements in the use of data for the benefit of staff and students by working proactively on both policy and practical projects. Evidence includes the work on the RGU Assessment and Feedback Standard and the introduction of the attendance and engagement app which enables early interventions to help support students (paragraph 48)."}]
[{"$f":"IF('> FILTER <'!B1735<>\"\",ROW(OFFSET(A1734,-1,0)),\"\")","v":1733},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1735)),A1734,\"\")","v":1733},{"$f":"IFERROR(SMALL(Helper2_1,A1734),\"\")","v":1733},null,1733,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1735)),$A1734,\"\")","v":1733},{"$f":"IFERROR(SMALL(Helper2_2,A1734),\"\")","v":1733},{"$f":"COUNTIF(Helper3_1,\"=\"&G1734)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1734)=1, G1734, \"\")","v":1733},{"$f":"IFERROR(SMALL(Index_2,A1734),\"\")","v":1733},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:J1734)),\"\")","v":"RGU_1733"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:K1734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:L1734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:M1734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:P1734)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1734,COLUMNS($J$2:Q1734)),\"\")","v":"Personal tutor system: The University's progress to improve the personal tutor system has been slow and in meetings with the QESR team students reported widely varying understanding and experience of the system. Staff acknowledged delays due to the recent review and the perceived need to nuance the way different Schools addressed the use of personal tutors. The University should ensure consistency in the provision of personal tutor support to students across the institution for the start of the next academic year. The University should also be able to demonstrate how the changes made have been designed to enhance consistency (paragraph 21)."}]
[{"$f":"IF('> FILTER <'!B1736<>\"\",ROW(OFFSET(A1735,-1,0)),\"\")","v":1734},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1736)),A1735,\"\")","v":1734},{"$f":"IFERROR(SMALL(Helper2_1,A1735),\"\")","v":1734},null,1734,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1736)),$A1735,\"\")","v":1734},{"$f":"IFERROR(SMALL(Helper2_2,A1735),\"\")","v":1734},{"$f":"COUNTIF(Helper3_1,\"=\"&G1735)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1735)=1, G1735, \"\")","v":1734},{"$f":"IFERROR(SMALL(Index_2,A1735),\"\")","v":1734},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:J1735)),\"\")","v":"RGU_1734"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:K1735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:L1735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:M1735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:P1735)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1735,COLUMNS($J$2:Q1735)),\"\")","v":"The QESR team is confident that Robert Gordon University (RGU) has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the university strategies, institutional standards for teaching, learning and assessment, and appraisal and review action plans. The team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1737<>\"\",ROW(OFFSET(A1736,-1,0)),\"\")","v":1735},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1737)),A1736,\"\")","v":1735},{"$f":"IFERROR(SMALL(Helper2_1,A1736),\"\")","v":1735},null,1735,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1737)),$A1736,\"\")","v":1735},{"$f":"IFERROR(SMALL(Helper2_2,A1736),\"\")","v":1735},{"$f":"COUNTIF(Helper3_1,\"=\"&G1736)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1736)=1, G1736, \"\")","v":1735},{"$f":"IFERROR(SMALL(Index_2,A1736),\"\")","v":1735},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:J1736)),\"\")","v":"RGU_1735"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:K1736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:L1736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:M1736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:P1736)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1736,COLUMNS($J$2:Q1736)),\"\")","v":"The University, through its strategy, aspires to be an innovative, inclusive, professionally focused university that has a positive impact on those it serves. The RGU Strategy 2022 defines the University's purpose, mission and culture, and sets out strategic aims for: teaching, learning and the student experience; research and knowledge exchange; and economic, social and cultural development. In terms of teaching, learning and the student experience, the strategic aim is: 'To provide students with an excellent experience that will enable them to raise their aspirations and thrive in their professional careers as global citizens'. This is further defined in explicit intentions to create a vibrant and inclusive environment; design a broad, relevant and engaging curriculum; provide excellent academic and personal support; and widen access and grow enrolments. The Strategy defines 15 key performance indicators, the main teaching and learning related ones being: student success rates, student satisfaction rates, student employability rates and student access rates."}]
[{"$f":"IF('> FILTER <'!B1738<>\"\",ROW(OFFSET(A1737,-1,0)),\"\")","v":1736},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1738)),A1737,\"\")","v":1736},{"$f":"IFERROR(SMALL(Helper2_1,A1737),\"\")","v":1736},null,1736,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1738)),$A1737,\"\")","v":1736},{"$f":"IFERROR(SMALL(Helper2_2,A1737),\"\")","v":1736},{"$f":"COUNTIF(Helper3_1,\"=\"&G1737)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1737)=1, G1737, \"\")","v":1736},{"$f":"IFERROR(SMALL(Index_2,A1737),\"\")","v":1736},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:J1737)),\"\")","v":"RGU_1736"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:K1737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:L1737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:M1737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:P1737)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1737,COLUMNS($J$2:Q1737)),\"\")","v":"The QESR team found that the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including a Student Experience Sub-Strategy developed by a steering group of students and staff, and supported by extensive consultation inside the University and with external stakeholders. This sub-strategy will set the direction and key priorities for the Strategic Aim for teaching, learning and the student experience, and maps the strategic aims to the three pillars of student development: academic, social and personal. The Student Experience Sub-Strategy has detailed enabling objectives and a monitoring and evaluation scheme with targets and timelines. The sub-strategy and its associated investment plan have been approved by the Board of Governors and launched in February 2024. It will be evaluated in the 2025-26 academic session."}]
[{"$f":"IF('> FILTER <'!B1739<>\"\",ROW(OFFSET(A1738,-1,0)),\"\")","v":1737},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1739)),A1738,\"\")","v":1737},{"$f":"IFERROR(SMALL(Helper2_1,A1738),\"\")","v":1737},null,1737,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1739)),$A1738,\"\")","v":1737},{"$f":"IFERROR(SMALL(Helper2_2,A1738),\"\")","v":1737},{"$f":"COUNTIF(Helper3_1,\"=\"&G1738)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1738)=1, G1738, \"\")","v":1737},{"$f":"IFERROR(SMALL(Index_2,A1738),\"\")","v":1737},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:J1738)),\"\")","v":"RGU_1737"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:K1738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:L1738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:M1738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:P1738)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1738,COLUMNS($J$2:Q1738)),\"\")","v":"Other initiatives include a group of projects collectively forming the Future of Teaching, Learning and Assessment. The projects are intended to deliver outcomes in improved student and staff satisfaction, student recruitment, retention and progression, and employability. The projects delivered their objectives for 2022-23 which focused on post-pandemic delivery and the mode of blended learning, the review of all modules and reduction of assessment components, and development of digital, numeracy and literacy skills training packages. A new Attendance and Engagement Policy has been published along with the roll-out of a monitoring app to identify students who may need support."}]
[{"$f":"IF('> FILTER <'!B1740<>\"\",ROW(OFFSET(A1739,-1,0)),\"\")","v":1738},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1740)),A1739,\"\")","v":1738},{"$f":"IFERROR(SMALL(Helper2_1,A1739),\"\")","v":1738},null,1738,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1740)),$A1739,\"\")","v":1738},{"$f":"IFERROR(SMALL(Helper2_2,A1739),\"\")","v":1738},{"$f":"COUNTIF(Helper3_1,\"=\"&G1739)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1739)=1, G1739, \"\")","v":1738},{"$f":"IFERROR(SMALL(Index_2,A1739),\"\")","v":1738},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:J1739)),\"\")","v":"RGU_1738"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:K1739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:L1739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:M1739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:P1739)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1739,COLUMNS($J$2:Q1739)),\"\")","v":"In 2022-23, the former Learning Infrastructure Sub-Committee and Teaching, Learning and Assessment Sub-Committee, which had some similarities in remit, were merged to form a new Student Experience Sub-Committee with a refreshed remit and enhanced student representation that reports to the Quality Assurance and Enhancement Committee (QAEC)."}]
[{"$f":"IF('> FILTER <'!B1741<>\"\",ROW(OFFSET(A1740,-1,0)),\"\")","v":1739},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1741)),A1740,\"\")","v":1739},{"$f":"IFERROR(SMALL(Helper2_1,A1740),\"\")","v":1739},null,1739,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1741)),$A1740,\"\")","v":1739},{"$f":"IFERROR(SMALL(Helper2_2,A1740),\"\")","v":1739},{"$f":"COUNTIF(Helper3_1,\"=\"&G1740)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1740)=1, G1740, \"\")","v":1739},{"$f":"IFERROR(SMALL(Index_2,A1740),\"\")","v":1739},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:J1740)),\"\")","v":"RGU_1739"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:K1740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:L1740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:M1740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:P1740)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1740,COLUMNS($J$2:Q1740)),\"\")","v":"Following wide consultation, a set of new Standards have been defined to guide and enhance the teaching, learning and assessment activity of the University. They link explicitly to 7 the University's strategic aim - 'to provide students with an excellent experience that will enable them to raise their aspirations and thrive in their professional careers as global citizens'. The Standards were introduced in the 2022-23 academic year. They comprise: RGU Assessment and Feedback Standard; RGU Blended Learning Standard; RGU Academic Calendar Guidance; RGU Digital Learning Standard."}]
[{"$f":"IF('> FILTER <'!B1742<>\"\",ROW(OFFSET(A1741,-1,0)),\"\")","v":1740},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1742)),A1741,\"\")","v":1740},{"$f":"IFERROR(SMALL(Helper2_1,A1741),\"\")","v":1740},null,1740,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1742)),$A1741,\"\")","v":1740},{"$f":"IFERROR(SMALL(Helper2_2,A1741),\"\")","v":1740},{"$f":"COUNTIF(Helper3_1,\"=\"&G1741)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1741)=1, G1741, \"\")","v":1740},{"$f":"IFERROR(SMALL(Index_2,A1741),\"\")","v":1740},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:J1741)),\"\")","v":"RGU_1740"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:K1741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:L1741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:M1741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:P1741)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1741,COLUMNS($J$2:Q1741)),\"\")","v":"Schools are expected to align their activities with the University Strategy although the Business School is required to have its own Strategic Plan for external accreditation. All the Schools produce annual Planning Statements that align to University strategy and provide detail on the objectives and key performance indicators, contextualised to the current situation of the school."}]
[{"$f":"IF('> FILTER <'!B1743<>\"\",ROW(OFFSET(A1742,-1,0)),\"\")","v":1741},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1743)),A1742,\"\")","v":1741},{"$f":"IFERROR(SMALL(Helper2_1,A1742),\"\")","v":1741},null,1741,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1743)),$A1742,\"\")","v":1741},{"$f":"IFERROR(SMALL(Helper2_2,A1742),\"\")","v":1741},{"$f":"COUNTIF(Helper3_1,\"=\"&G1742)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1742)=1, G1742, \"\")","v":1741},{"$f":"IFERROR(SMALL(Index_2,A1742),\"\")","v":1741},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:J1742)),\"\")","v":"RGU_1741"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:K1742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:L1742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:M1742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:P1742)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1742,COLUMNS($J$2:Q1742)),\"\")","v":"Noting a need to link the Annual Appraisal Processes of taught provision with the Student-Facing Support Services Appraisal to enable appropriate enhancements to the student experience, the QAEC oversaw the collation of an Enhancement of Teaching, Learning and Assessment Action Plan. This plan gathered actions from Action and Enhancement Plans across the institution and the Annual Appraisal Process, and incorporated material from a variety of relevant projects including the Future of Teaching, Learning and Assessment projects; the Teaching Excellence Fellow projects; the Student School Officers' projects; and projects coordinated by the Department for the Enhancement of Learning, Teaching and Assessment (DELTA). This Enhancement of Teaching, Learning and Assessment Action Plan enables QAEC to take a holistic view of good practice and innovation across the University, alongside the School Academic Board Appraisal Reports. It is maintained as a live working document to keep track of progress with all enhancement activity."}]
[{"$f":"IF('> FILTER <'!B1744<>\"\",ROW(OFFSET(A1743,-1,0)),\"\")","v":1742},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1744)),A1743,\"\")","v":1742},{"$f":"IFERROR(SMALL(Helper2_1,A1743),\"\")","v":1742},null,1742,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1744)),$A1743,\"\")","v":1742},{"$f":"IFERROR(SMALL(Helper2_2,A1743),\"\")","v":1742},{"$f":"COUNTIF(Helper3_1,\"=\"&G1743)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1743)=1, G1743, \"\")","v":1742},{"$f":"IFERROR(SMALL(Index_2,A1743),\"\")","v":1742},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:J1743)),\"\")","v":"RGU_1742"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:K1743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:L1743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:M1743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:P1743)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1743,COLUMNS($J$2:Q1743)),\"\")","v":"The QESR team considers the University has a systemic approach to enhancement underpinned by established quality processes. The review team considers that the Student Experience Sub-Strategy that is due to be launched soon after the QESR visit will further strengthen the institutional approach to enhancement."}]
[{"$f":"IF('> FILTER <'!B1745<>\"\",ROW(OFFSET(A1744,-1,0)),\"\")","v":1743},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1745)),A1744,\"\")","v":1743},{"$f":"IFERROR(SMALL(Helper2_1,A1744),\"\")","v":1743},null,1743,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1745)),$A1744,\"\")","v":1743},{"$f":"IFERROR(SMALL(Helper2_2,A1744),\"\")","v":1743},{"$f":"COUNTIF(Helper3_1,\"=\"&G1744)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1744)=1, G1744, \"\")","v":1743},{"$f":"IFERROR(SMALL(Index_2,A1744),\"\")","v":1743},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:J1744)),\"\")","v":"RGU_1743"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:K1744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:L1744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:M1744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:P1744)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1744,COLUMNS($J$2:Q1744)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; SFC Annual Outcome Agreement Self-Evaluation Report; SFC Annual Report on Quality; the Enhancement Topic Report; the Student Experience Sub\u0002Strategy; the Annual Appraisal Report; minutes from key institutional committees and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1746<>\"\",ROW(OFFSET(A1745,-1,0)),\"\")","v":1744},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1746)),A1745,\"\")","v":1744},{"$f":"IFERROR(SMALL(Helper2_1,A1745),\"\")","v":1744},null,1744,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1746)),$A1745,\"\")","v":1744},{"$f":"IFERROR(SMALL(Helper2_2,A1745),\"\")","v":1744},{"$f":"COUNTIF(Helper3_1,\"=\"&G1745)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1745)=1, G1745, \"\")","v":1744},{"$f":"IFERROR(SMALL(Index_2,A1745),\"\")","v":1744},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:J1745)),\"\")","v":"RGU_1744"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:K1745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:L1745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:M1745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:P1745)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1745,COLUMNS($J$2:Q1745)),\"\")","v":"The QESR team found the University to have an ongoing commitment to student partnership and a systematic approach to student engagement, underpinned by established policies and procedures. The Student Partnership Agreement (SPA) outlines the overarching framework for student engagement and sets out the aims and approaches to partnership with 8 clear priorities and key areas of focus as agreed in collaboration with the student body for the next two academic years. Implementation of the SPA is coordinated by staff and students in collaboration, and partnership is embedded in existing university committee structures to ensure effective oversight, support and dissemination of information between both the University and the Students' Union - RGU:Union (the Union). The SPA will be updated by August 2025 and subsequently every two years with input from the Union, students and staff. In a meeting with the QESR team, student representatives highlighted the strength of institutional partnership arrangements and confirmed that RGU staff are very receptive to student input on new initiatives such as the Student Experience Sub-Strategy which was developed by students and staff in partnership."}]
[{"$f":"IF('> FILTER <'!B1747<>\"\",ROW(OFFSET(A1746,-1,0)),\"\")","v":1745},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1747)),A1746,\"\")","v":1745},{"$f":"IFERROR(SMALL(Helper2_1,A1746),\"\")","v":1745},null,1745,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1747)),$A1746,\"\")","v":1745},{"$f":"IFERROR(SMALL(Helper2_2,A1746),\"\")","v":1745},{"$f":"COUNTIF(Helper3_1,\"=\"&G1746)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1746)=1, G1746, \"\")","v":1745},{"$f":"IFERROR(SMALL(Index_2,A1746),\"\")","v":1745},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:J1746)),\"\")","v":"RGU_1745"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:K1746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:L1746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:M1746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:P1746)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1746,COLUMNS($J$2:Q1746)),\"\")","v":"The University's institution-wide approach to listening to the student voice and acting in a timely manner on what it learns, ensures that feedback from students gathered through a wide variety of mechanisms including forums, class discussions and feedback sessions is used to shape decisions and enhance the student learning experience. Academic staff demonstrate an openness to listening and responding to the student voice and students praised the quick response in actioning feedback from student/staff discussions and forums."}]
[{"$f":"IF('> FILTER <'!B1748<>\"\",ROW(OFFSET(A1747,-1,0)),\"\")","v":1746},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1748)),A1747,\"\")","v":1746},{"$f":"IFERROR(SMALL(Helper2_1,A1747),\"\")","v":1746},null,1746,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1748)),$A1747,\"\")","v":1746},{"$f":"IFERROR(SMALL(Helper2_2,A1747),\"\")","v":1746},{"$f":"COUNTIF(Helper3_1,\"=\"&G1747)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1747)=1, G1747, \"\")","v":1746},{"$f":"IFERROR(SMALL(Index_2,A1747),\"\")","v":1746},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:J1747)),\"\")","v":"RGU_1746"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:K1747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:L1747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:M1747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:P1747)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1747,COLUMNS($J$2:Q1747)),\"\")","v":"At school level, there are clear partnership roles and student representation is through elected representatives, appointed lead representatives for each academic school, equality champions and other student representatives with all attending a variety of forums, working groups, Head of Service meetings and committees. The QESR team identified as positive the commitment to promoting partnership working represented by the Union's Partnership Awards which recognise students who have actively sought to work in collaboration with their peers and university staff. The awards recognise outstanding commitment and achievements related to the student learning experience through collaboration with the University"}]
[{"$f":"IF('> FILTER <'!B1749<>\"\",ROW(OFFSET(A1748,-1,0)),\"\")","v":1747},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1749)),A1748,\"\")","v":1747},{"$f":"IFERROR(SMALL(Helper2_1,A1748),\"\")","v":1747},null,1747,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1749)),$A1748,\"\")","v":1747},{"$f":"IFERROR(SMALL(Helper2_2,A1748),\"\")","v":1747},{"$f":"COUNTIF(Helper3_1,\"=\"&G1748)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1748)=1, G1748, \"\")","v":1747},{"$f":"IFERROR(SMALL(Index_2,A1748),\"\")","v":1747},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:J1748)),\"\")","v":"RGU_1747"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:K1748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:L1748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:M1748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:P1748)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1748,COLUMNS($J$2:Q1748)),\"\")","v":"The QESR team considered the commitment to connecting staff and student representatives within the 'Rep Connect' forum to be particularly positive in bringing student representatives, Student School Officers (SSOs) and key staff together for discussions on opportunities/challenges and best practice. Student engagement is embedded within Institution-led Subject Review (ILSR) and the Annual Appraisal Process, and an overview of data dashboards is provided to the SSOs ahead of School Academic Board meetings which consider the Annual Appraisal report."}]
[{"$f":"IF('> FILTER <'!B1750<>\"\",ROW(OFFSET(A1749,-1,0)),\"\")","v":1748},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1750)),A1749,\"\")","v":1748},{"$f":"IFERROR(SMALL(Helper2_1,A1749),\"\")","v":1748},null,1748,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1750)),$A1749,\"\")","v":1748},{"$f":"IFERROR(SMALL(Helper2_2,A1749),\"\")","v":1748},{"$f":"COUNTIF(Helper3_1,\"=\"&G1749)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1749)=1, G1749, \"\")","v":1748},{"$f":"IFERROR(SMALL(Index_2,A1749),\"\")","v":1748},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:J1749)),\"\")","v":"RGU_1748"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:K1749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:L1749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:M1749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:P1749)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1749,COLUMNS($J$2:Q1749)),\"\")","v":"Staff and students have been supported to engage in enhancement theme activities. The Robert Gordon University Enhancement Team Leadership Group (RGU: ETLG) has been constituted and comprises cross-institutional representation from academic schools, professional services and the Union. Project teams include staff and students, and two student internships have been created to support staff and student engagement. There is evidence of effective partnership working with the commitment to provide enhancement of the student experience within each school through various projects. For example, the Staff Student Charter within Gray's School of Art, which was updated and co-designed alongside the SSOs and is due to be integrated into the work of the student representatives. The team identified the Staff Student Charter as a positive development and encourages the University to implement its action noted in the Quality Assurance and Enhancement Committee minutes to share this work across RGU."}]
[{"$f":"IF('> FILTER <'!B1751<>\"\",ROW(OFFSET(A1750,-1,0)),\"\")","v":1749},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1751)),A1750,\"\")","v":1749},{"$f":"IFERROR(SMALL(Helper2_1,A1750),\"\")","v":1749},null,1749,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1751)),$A1750,\"\")","v":1749},{"$f":"IFERROR(SMALL(Helper2_2,A1750),\"\")","v":1749},{"$f":"COUNTIF(Helper3_1,\"=\"&G1750)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1750)=1, G1750, \"\")","v":1749},{"$f":"IFERROR(SMALL(Index_2,A1750),\"\")","v":1749},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:J1750)),\"\")","v":"RGU_1749"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:K1750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:L1750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:M1750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:P1750)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1750,COLUMNS($J$2:Q1750)),\"\")","v":"The QESR team found that that the University is committed to a culture of partnership which empowers and engages students collaboratively in designing solutions and enhancement to facilitate student voice opportunities across the Union and the University to enhance the student experience. Evidence includes work on the Staff Student Charter, on the collaboratively written Student Experience Sub-Strategy, and the engagement of students in a wide range of project groups and committees. The team identified this approach as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1752<>\"\",ROW(OFFSET(A1751,-1,0)),\"\")","v":1750},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1752)),A1751,\"\")","v":1750},{"$f":"IFERROR(SMALL(Helper2_1,A1751),\"\")","v":1750},null,1750,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1752)),$A1751,\"\")","v":1750},{"$f":"IFERROR(SMALL(Helper2_2,A1751),\"\")","v":1750},{"$f":"COUNTIF(Helper3_1,\"=\"&G1751)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1751)=1, G1751, \"\")","v":1750},{"$f":"IFERROR(SMALL(Index_2,A1751),\"\")","v":1750},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:J1751)),\"\")","v":"RGU_1750"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:K1751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:L1751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:M1751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:P1751)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1751,COLUMNS($J$2:Q1751)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The team considered a range of evidence including strategy documents, committee papers, an ELIR Follow-Up Report and action plans, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1753<>\"\",ROW(OFFSET(A1752,-1,0)),\"\")","v":1751},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1753)),A1752,\"\")","v":1751},{"$f":"IFERROR(SMALL(Helper2_1,A1752),\"\")","v":1751},null,1751,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1753)),$A1752,\"\")","v":1751},{"$f":"IFERROR(SMALL(Helper2_2,A1752),\"\")","v":1751},{"$f":"COUNTIF(Helper3_1,\"=\"&G1752)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1752)=1, G1752, \"\")","v":1751},{"$f":"IFERROR(SMALL(Index_2,A1752),\"\")","v":1751},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:J1752)),\"\")","v":"RGU_1751"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:K1752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:L1752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:M1752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:P1752)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1752,COLUMNS($J$2:Q1752)),\"\")","v":"ELIR 4 identified four areas for development and the QESR team found that the University has made substantial progress in most areas with further work to do in one area. The implementation of policy and practice in the personal tutor system was identified for further development to ensure parity of student experience across the institution and to ensure that all taught students have access to and receive comparable student support. The University has responded to this recommendation with extensive work on the consistency of the student experience. This has focused on the Future of Teaching, Learning and Assessment projects, including the development and consistent implementation of the new standards for assessment and feedback, blended learning, academic calendar guidance and digital learning. The Assessment Brief and Feedback Grading templates ensure consistency in assignment briefs, assessment loads and the provision of feedback and a grade calculation tool within the virtual learning environment is being tested in some Schools. In meetings with the QESR team, both students and staff confirmed the consistency of implementation across the Schools. The introduction of Associate Dean for Academic Development and Student Experience (AD ADSE) roles in the Schools has also helped with the dissemination of policy changes to standardise the implementation. The presence of student representatives on all standing committees and sub-committees that report to Academic Council, has further assisted the dissemination and has engaged students in the setting of policies and practices."}]
[{"$f":"IF('> FILTER <'!B1754<>\"\",ROW(OFFSET(A1753,-1,0)),\"\")","v":1752},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1754)),A1753,\"\")","v":1752},{"$f":"IFERROR(SMALL(Helper2_1,A1753),\"\")","v":1752},null,1752,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1754)),$A1753,\"\")","v":1752},{"$f":"IFERROR(SMALL(Helper2_2,A1753),\"\")","v":1752},{"$f":"COUNTIF(Helper3_1,\"=\"&G1753)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1753)=1, G1753, \"\")","v":1752},{"$f":"IFERROR(SMALL(Index_2,A1753),\"\")","v":1752},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:J1753)),\"\")","v":"RGU_1752"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:K1753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:L1753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:M1753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:P1753)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1753,COLUMNS($J$2:Q1753)),\"\")","v":"In the specific case of the personal tutor system, a short-life working group has been established, which is reporting to the Student Experience Sub-Committee (SESC) and QAEC. Recommendations, yet to be approved, have been developed for implementation in 2024-25 which will bring in compulsory training for the role of personal tutor, require the establishment of a lead personal tutor in each School, and provide clear guidance on escalation procedures. However, the most recent minutes of the Working Group state that 'any new system would not be a one size fits all but would be tailored for different School needs with clear institutional requirements established', implying there is still work to be done in defining exactly what the new system will look like, and exactly what are the institutional requirements."}]
[{"$f":"IF('> FILTER <'!B1755<>\"\",ROW(OFFSET(A1754,-1,0)),\"\")","v":1753},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1755)),A1754,\"\")","v":1753},{"$f":"IFERROR(SMALL(Helper2_1,A1754),\"\")","v":1753},null,1753,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1755)),$A1754,\"\")","v":1753},{"$f":"IFERROR(SMALL(Helper2_2,A1754),\"\")","v":1753},{"$f":"COUNTIF(Helper3_1,\"=\"&G1754)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1754)=1, G1754, \"\")","v":1753},{"$f":"IFERROR(SMALL(Index_2,A1754),\"\")","v":1753},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:J1754)),\"\")","v":"RGU_1753"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:K1754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:L1754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:M1754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:P1754)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1754,COLUMNS($J$2:Q1754)),\"\")","v":"The University's progress to improve the personal tutor system has been slow and, in meetings with the QESR team, staff acknowledged delays due to the recent review and the perceived need to nuance the way different Schools addressed the use of personal tutors. In a meeting with the QESR team, students from different schools reported some confusion and widely varying experiences of the personal tutor system and some students reported that they had not met with their personal tutor at all. The QESR team recommends that the University ensures consistency in the provision of personal tutor support to students across the institution for the start of the next academic year. The University should also be clear about how they will evidence this improvement in consistency"}]
[{"$f":"IF('> FILTER <'!B1756<>\"\",ROW(OFFSET(A1755,-1,0)),\"\")","v":1754},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1756)),A1755,\"\")","v":1754},{"$f":"IFERROR(SMALL(Helper2_1,A1755),\"\")","v":1754},null,1754,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1756)),$A1755,\"\")","v":1754},{"$f":"IFERROR(SMALL(Helper2_2,A1755),\"\")","v":1754},{"$f":"COUNTIF(Helper3_1,\"=\"&G1755)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1755)=1, G1755, \"\")","v":1754},{"$f":"IFERROR(SMALL(Index_2,A1755),\"\")","v":1754},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:J1755)),\"\")","v":"RGU_1754"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:K1755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:L1755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:M1755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:P1755)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1755,COLUMNS($J$2:Q1755)),\"\")","v":"The ELIR 4 team identified a need for further development to embed equality, diversity, and inclusion (EDI) strategy, actions and practices and monitor their impact. This has been addressed through a number of actions, overseen by the Equality and Diversity Sub-Committee (EDSC) which considers EDI as part of annual appraisal and receives reports on actions such as the inclusive curriculum tool. Since ELIR 4, an Equality, Diversity and Inclusion Adviser has been appointed, the Staff Equality Champion role has been refreshed and Student Equality Champions have been introduced. Student-led networks, parent and disability networks and inclusion networks are now running, though some positions are still vacant. The Dignity at RGU Policy has been revised and revision of the Equality and Diversity Policy is underway. Equality, diversity and inclusion data are monitored by the School Academic Boards and the EDSC, and reported to the Quality Assurance and Enhancement Committee, as part of the Annual Appraisal Process. Students spoke enthusiastically about the University's positive action to promote inclusivity, inclusion and diversity across the campus. They confirmed that Student Equality Champions have been established to represent minority or under-represented groups."}]
[{"$f":"IF('> FILTER <'!B1757<>\"\",ROW(OFFSET(A1756,-1,0)),\"\")","v":1755},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1757)),A1756,\"\")","v":1755},{"$f":"IFERROR(SMALL(Helper2_1,A1756),\"\")","v":1755},null,1755,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1757)),$A1756,\"\")","v":1755},{"$f":"IFERROR(SMALL(Helper2_2,A1756),\"\")","v":1755},{"$f":"COUNTIF(Helper3_1,\"=\"&G1756)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1756)=1, G1756, \"\")","v":1755},{"$f":"IFERROR(SMALL(Index_2,A1756),\"\")","v":1755},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:J1756)),\"\")","v":"RGU_1755"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:K1756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:L1756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:M1756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:P1756)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1756,COLUMNS($J$2:Q1756)),\"\")","v":"The ELIR 4 Report noted variable practice in operation of the criterion-referenced grading scheme across the institution. The University was asked to resolve its approach to the grading system to ensure consistency and understanding for students by the start of the academic year 2022. Actions have included the review and updating of documentation and briefing sessions on the grading scheme. The Future of Teaching, Learning and Assessment project has introduced further standardisation of approach to teaching, learning and assessment including the launch of the RGU Assessment and Feedback Standard, which has been communicated to all staff and is available online. Students confirmed a consistent approach across the Schools to assignment briefs, marking criteria and feedback."}]
[{"$f":"IF('> FILTER <'!B1758<>\"\",ROW(OFFSET(A1757,-1,0)),\"\")","v":1756},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1758)),A1757,\"\")","v":1756},{"$f":"IFERROR(SMALL(Helper2_1,A1757),\"\")","v":1756},null,1756,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1758)),$A1757,\"\")","v":1756},{"$f":"IFERROR(SMALL(Helper2_2,A1757),\"\")","v":1756},{"$f":"COUNTIF(Helper3_1,\"=\"&G1757)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1757)=1, G1757, \"\")","v":1756},{"$f":"IFERROR(SMALL(Index_2,A1757),\"\")","v":1756},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:J1757)),\"\")","v":"RGU_1756"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:K1757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:L1757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:M1757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:P1757)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1757,COLUMNS($J$2:Q1757)),\"\")","v":"The ELIR 4 Report recommended that the University develops effective training for postgraduate students who teach and ensures that all postgraduate students receive formal training before commencing teaching and assessment. The University has established a formal process coordinated by the Graduate School and supported by DELTA and the School Operations Managers. The Introduction to Teaching and Demonstrating training requires participants to attend the training, submit the requirements within four weeks of attendance, complete one peer observation of teaching, complete a log of five hours of relevant and recent teaching or support activities, including shadowing activity, and complete one reflection. Implementation of the new mandatory training was confirmed by staff and postgraduate students."}]
[{"$f":"IF('> FILTER <'!B1759<>\"\",ROW(OFFSET(A1758,-1,0)),\"\")","v":1757},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1759)),A1758,\"\")","v":1757},{"$f":"IFERROR(SMALL(Helper2_1,A1758),\"\")","v":1757},null,1757,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1759)),$A1758,\"\")","v":1757},{"$f":"IFERROR(SMALL(Helper2_2,A1758),\"\")","v":1757},{"$f":"COUNTIF(Helper3_1,\"=\"&G1758)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1758)=1, G1758, \"\")","v":1757},{"$f":"IFERROR(SMALL(Index_2,A1758),\"\")","v":1757},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:J1758)),\"\")","v":"RGU_1757"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:K1758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:L1758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:M1758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:P1758)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1758,COLUMNS($J$2:Q1758)),\"\")","v":"In summary, following changes made to quality processes in response to ELIR 4, the QESR team is confident that the University has brought in measures to improve the dissemination of policy and practice, including new standards that ensure consistency in key aspects of learning and teaching. Substantial progress has been made in embedding equality, diversity and inclusion across the University and its academic programmes, in training and support for postgraduate students that teach, and in implementing the criterion- referenced grading scheme."}]
[{"$f":"IF('> FILTER <'!B1760<>\"\",ROW(OFFSET(A1759,-1,0)),\"\")","v":1758},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1760)),A1759,\"\")","v":1758},{"$f":"IFERROR(SMALL(Helper2_1,A1759),\"\")","v":1758},null,1758,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1760)),$A1759,\"\")","v":1758},{"$f":"IFERROR(SMALL(Helper2_2,A1759),\"\")","v":1758},{"$f":"COUNTIF(Helper3_1,\"=\"&G1759)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1759)=1, G1759, \"\")","v":1758},{"$f":"IFERROR(SMALL(Index_2,A1759),\"\")","v":1758},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:J1759)),\"\")","v":"RGU_1758"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:K1759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:L1759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:M1759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:P1759)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1759,COLUMNS($J$2:Q1759)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The QESR team considered the institution's Enhancement Topic Report and minutes from key institutional committees and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1761<>\"\",ROW(OFFSET(A1760,-1,0)),\"\")","v":1759},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1761)),A1760,\"\")","v":1759},{"$f":"IFERROR(SMALL(Helper2_1,A1760),\"\")","v":1759},null,1759,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1761)),$A1760,\"\")","v":1759},{"$f":"IFERROR(SMALL(Helper2_2,A1760),\"\")","v":1759},{"$f":"COUNTIF(Helper3_1,\"=\"&G1760)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1760)=1, G1760, \"\")","v":1759},{"$f":"IFERROR(SMALL(Index_2,A1760),\"\")","v":1759},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:J1760)),\"\")","v":"RGU_1759"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:K1760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:L1760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:M1760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:P1760)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1760,COLUMNS($J$2:Q1760)),\"\")","v":"In response to the new SFC tertiary enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering' - the University has developed its work on online and blended learning done in response to the COVID-19 pandemic. There has been significant impact of RGU's engagement with the sector-wide enhancement topic with the development, in partnership with student representatives, of a multi-year initiative to develop institutional approaches to online learning with the University's Digital Learning Programme project. This encompasses Digital Learning Practice (a supported rollout of the updated RGU Online Learning to support academic staff meet minimum expectations), Digital Learning Environment (proposals for internal funding to support development), Digital Assessment (more sustainable mechanisms of supporting alternative assessments), and Learning Analytics (for a better understanding of students' digital learning experience and the interventions that can be made to further enhance quality). Students highlighted a positive experience of online learning, specifically during COVID-19, and staff highlighted the introduction of an online and digital learning network to ensure coverage of all parts of the student experience."}]
[{"$f":"IF('> FILTER <'!B1762<>\"\",ROW(OFFSET(A1761,-1,0)),\"\")","v":1760},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1762)),A1761,\"\")","v":1760},{"$f":"IFERROR(SMALL(Helper2_1,A1761),\"\")","v":1760},null,1760,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1762)),$A1761,\"\")","v":1760},{"$f":"IFERROR(SMALL(Helper2_2,A1761),\"\")","v":1760},{"$f":"COUNTIF(Helper3_1,\"=\"&G1761)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1761)=1, G1761, \"\")","v":1760},{"$f":"IFERROR(SMALL(Index_2,A1761),\"\")","v":1760},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:J1761)),\"\")","v":"RGU_1760"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:K1761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:L1761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:M1761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:P1761)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1761,COLUMNS($J$2:Q1761)),\"\")","v":"In addition, the University has actively gathered feedback, via in-depth consultation with students and staff, to understand the impact of different modes of learning including fully online, blended and hybrid. The impact of changes introduced by the Future of Teaching, Learning and Assessment (FTLA) project are having a significant impact on the overall student satisfaction levels at the University as well as satisfaction with assessment and feedback. Satisfaction scores within the SVCF Questionnaire saw a percentage rise of nearly 10% with the same rise for assessment and feedback. The FTLA project - Curriculum Content RGU Standards - was launched in April 2022 and developed in partnership with staff and students. This series of RGU Standards are designed to guide and enhance the teaching, learning and assessment activities with further enhancements planned for 2023-24, including work in the staff development programme and promotion of retention, progression and student success. Changes were implemented to achieve the Standards by the end of June 2023 with a final evaluation undertaken to understand the impact in terms of progress towards the intended outcomes of the FTLA project. Staff and students within the team meeting also highlighted the work on consistency of the student experience with focus on the FTLA project. The project tracked extensive consultation with staff - resulting in the introduction of Associate Deans for research, academic, development and student experience - which the team found to be very positive and learned that the implementation of these new roles had an impact in enhancing the dissemination of the FTLA project."}]
[{"$f":"IF('> FILTER <'!B1763<>\"\",ROW(OFFSET(A1762,-1,0)),\"\")","v":1761},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1763)),A1762,\"\")","v":1761},{"$f":"IFERROR(SMALL(Helper2_1,A1762),\"\")","v":1761},null,1761,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1763)),$A1762,\"\")","v":1761},{"$f":"IFERROR(SMALL(Helper2_2,A1762),\"\")","v":1761},{"$f":"COUNTIF(Helper3_1,\"=\"&G1762)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1762)=1, G1762, \"\")","v":1761},{"$f":"IFERROR(SMALL(Index_2,A1762),\"\")","v":1761},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:J1762)),\"\")","v":"RGU_1761"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:K1762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:L1762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:M1762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:P1762)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1762,COLUMNS($J$2:Q1762)),\"\")","v":"The University's engagement with the enhancement topic has impacted on strategy, policy and practice at various levels, and the commitment to the FTLA strand - which is evolving to become the key focus of enhancement activity finalising at the end of Enhancement Theme Year 3 - was noted as positive by the QESR team. Following implementation of the FTLA project, the University expects to be in a position to influence external practice and share insights in the future. The immediate changes expected include consistency of the RGU student experience which draws on the best of existing practice from across each of the academic schools"}]
[{"$f":"IF('> FILTER <'!B1764<>\"\",ROW(OFFSET(A1763,-1,0)),\"\")","v":1762},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1764)),A1763,\"\")","v":1762},{"$f":"IFERROR(SMALL(Helper2_1,A1763),\"\")","v":1762},null,1762,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1764)),$A1763,\"\")","v":1762},{"$f":"IFERROR(SMALL(Helper2_2,A1763),\"\")","v":1762},{"$f":"COUNTIF(Helper3_1,\"=\"&G1763)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1763)=1, G1763, \"\")","v":1762},{"$f":"IFERROR(SMALL(Index_2,A1763),\"\")","v":1762},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:J1763)),\"\")","v":"RGU_1762"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:K1763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:L1763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:M1763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:P1763)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1763,COLUMNS($J$2:Q1763)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality, and to setting, maintaining, reviewing and assessing academic standards. The team considered the University's Academic Quality Handbook; Institution-led Review reports and responses; Annual Appraisal Process reports and resulting action plans; papers and minutes from institutional committees; and met with staff and students. There was a high level of consistency between the sources of evidence, demonstrating that processes were well understood, applied consistently, and had clear outcomes which were actioned and monitored."}]
[{"$f":"IF('> FILTER <'!B1765<>\"\",ROW(OFFSET(A1764,-1,0)),\"\")","v":1763},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1765)),A1764,\"\")","v":1763},{"$f":"IFERROR(SMALL(Helper2_1,A1764),\"\")","v":1763},null,1763,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1765)),$A1764,\"\")","v":1763},{"$f":"IFERROR(SMALL(Helper2_2,A1764),\"\")","v":1763},{"$f":"COUNTIF(Helper3_1,\"=\"&G1764)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1764)=1, G1764, \"\")","v":1763},{"$f":"IFERROR(SMALL(Index_2,A1764),\"\")","v":1763},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:J1764)),\"\")","v":"RGU_1763"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:K1764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:L1764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:M1764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:P1764)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1764,COLUMNS($J$2:Q1764)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Comprehensive procedures for quality assurance, applicable to all forms of provision across the institution, are detailed within the Academic Quality Handbook (AQH). The AQH is managed and maintained by the Governance and Academic Quality team and is regularly reviewed. Institutional procedures for Module, Course and Programme Developments are aligned to sector expectations in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and the relevant qualifications frameworks"}]
[{"$f":"IF('> FILTER <'!B1766<>\"\",ROW(OFFSET(A1765,-1,0)),\"\")","v":1764},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1766)),A1765,\"\")","v":1764},{"$f":"IFERROR(SMALL(Helper2_1,A1765),\"\")","v":1764},null,1764,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1766)),$A1765,\"\")","v":1764},{"$f":"IFERROR(SMALL(Helper2_2,A1765),\"\")","v":1764},{"$f":"COUNTIF(Helper3_1,\"=\"&G1765)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1765)=1, G1765, \"\")","v":1764},{"$f":"IFERROR(SMALL(Index_2,A1765),\"\")","v":1764},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:J1765)),\"\")","v":"RGU_1764"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:K1765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:L1765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:M1765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:P1765)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1765,COLUMNS($J$2:Q1765)),\"\")","v":"The Quality Assurance and Enhancement Committee (QAEC) considers policy matters and practice relating to teaching, learning and assessment and the enhancement of the student experience, and develops and appraises the University's quality assurance processes for maintaining academic standards. The Research Degrees Committee oversees the development of and compliance with the University's regulations and policies for research degrees. It also monitors research student performance indicators and experience and includes consideration of the Annual Appraisal Process for research provision. From the documentation available to the QESR team, it was evident that QAEC and Research Degrees Committee (RDC) have appropriate oversight of quality assurance processes and operate within their remits."}]
[{"$f":"IF('> FILTER <'!B1767<>\"\",ROW(OFFSET(A1766,-1,0)),\"\")","v":1765},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1767)),A1766,\"\")","v":1765},{"$f":"IFERROR(SMALL(Helper2_1,A1766),\"\")","v":1765},null,1765,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1767)),$A1766,\"\")","v":1765},{"$f":"IFERROR(SMALL(Helper2_2,A1766),\"\")","v":1765},{"$f":"COUNTIF(Helper3_1,\"=\"&G1766)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1766)=1, G1766, \"\")","v":1765},{"$f":"IFERROR(SMALL(Index_2,A1766),\"\")","v":1765},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:J1766)),\"\")","v":"RGU_1765"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:K1766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:L1766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:M1766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:P1766)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1766,COLUMNS($J$2:Q1766)),\"\")","v":"Assessment and feedback practices have been an area of focus for the University following the 2021 ELIR. QAEC considers and recommends revisions to the Academic Regulations to Academic Council, as proposed by the Academic Regulations Sub-Committee. Both taught and research external examiners commented positively on assessment practices, and student satisfaction with assessment and feedback - as evidenced by National Student Survey 2022 results - has increased which the University attribute to the significant enhancement work undertaken."}]
[{"$f":"IF('> FILTER <'!B1768<>\"\",ROW(OFFSET(A1767,-1,0)),\"\")","v":1766},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1768)),A1767,\"\")","v":1766},{"$f":"IFERROR(SMALL(Helper2_1,A1767),\"\")","v":1766},null,1766,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1768)),$A1767,\"\")","v":1766},{"$f":"IFERROR(SMALL(Helper2_2,A1767),\"\")","v":1766},{"$f":"COUNTIF(Helper3_1,\"=\"&G1767)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1767)=1, G1767, \"\")","v":1766},{"$f":"IFERROR(SMALL(Index_2,A1767),\"\")","v":1766},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:J1767)),\"\")","v":"RGU_1766"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:K1767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:L1767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:M1767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:P1767)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1767,COLUMNS($J$2:Q1767)),\"\")","v":"The University's quality assurance procedures include the Annual Appraisal Process for academic provision and student-facing professional services, Institution-led Subject Review (ILSR) and Course Reapproval. The Annual Appraisal Process for taught provision requires course leaders to reflect on comprehensive quantitative and qualitative data, largely provided through the University's data dashboard system - RGU: Insight, resulting in the identification of key themes, good practice and areas of enhancement which are shared and tracked by School 13 Academic Boards and QAEC. An overview report is used by QAEC to develop the Enhancement of Teaching, Learning and Assessment Action Plan which details and tracks the actions identified in response to university-wide enhancement activities highlighted through the Annual Appraisal Process. The QESR team considered the Annual Appraisal process to be an effective way for the University to use evidence-based self-reflection from across Schools to develop the Enhancement of Teaching, Learning and Assessment Action Plans. The Annual Appraisal Process for postgraduate research provision is similar to that for taught provision, with the outcomes being reported to the Research Degrees Committee."}]
[{"$f":"IF('> FILTER <'!B1769<>\"\",ROW(OFFSET(A1768,-1,0)),\"\")","v":1767},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1769)),A1768,\"\")","v":1767},{"$f":"IFERROR(SMALL(Helper2_1,A1768),\"\")","v":1767},null,1767,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1769)),$A1768,\"\")","v":1767},{"$f":"IFERROR(SMALL(Helper2_2,A1768),\"\")","v":1767},{"$f":"COUNTIF(Helper3_1,\"=\"&G1768)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1768)=1, G1768, \"\")","v":1767},{"$f":"IFERROR(SMALL(Index_2,A1768),\"\")","v":1767},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:J1768)),\"\")","v":"RGU_1767"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:K1768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:L1768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:M1768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:P1768)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1768,COLUMNS($J$2:Q1768)),\"\")","v":"The Annual Appraisal Process for student-facing professional services involves all relevant Heads of Service and results in a Student-Facing Professional Services Appraisal Report, detailing areas for development and key actions arising from data informed self-review. The outcomes are considered and tracked by the Student Experience Sub-Committee and QAEC. The QESR team heard from staff that the process has been enhanced over the past two years to become more structured and valuable."}]
[{"$f":"IF('> FILTER <'!B1770<>\"\",ROW(OFFSET(A1769,-1,0)),\"\")","v":1768},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1770)),A1769,\"\")","v":1768},{"$f":"IFERROR(SMALL(Helper2_1,A1769),\"\")","v":1768},null,1768,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1770)),$A1769,\"\")","v":1768},{"$f":"IFERROR(SMALL(Helper2_2,A1769),\"\")","v":1768},{"$f":"COUNTIF(Helper3_1,\"=\"&G1769)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1769)=1, G1769, \"\")","v":1768},{"$f":"IFERROR(SMALL(Index_2,A1769),\"\")","v":1768},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:J1769)),\"\")","v":"RGU_1768"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:K1769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:L1769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:M1769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:P1769)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1769,COLUMNS($J$2:Q1769)),\"\")","v":"The QESR team considers the University's Institution-led Subject Review (ILSR), which acts as the Institution-led Review process for taught provision, to be an effective process for identifying good practice and areas for enhancement, as demonstrated through reports and responses from Schools. School Deans are responsible for leading preparation for reviews, and they are supported by the Governance and Academic Quality team and DELTA. Review panels have internal and external members and include one or more students. Student views are captured in an evaluation stage which involves stakeholder engagement and reviews consider professional and statutory regulatory body (PSRB) requirements as appropriate. There are detailed follow-up stages to ensure actions are undertaken and ILSR outcomes are a data source considered through the Annual Appraisal Process. The Research Degrees Internal Review (RDIR) acts as the University's process for Institution-led Review for postgraduate research provision. Through RDIR, the University formally reviews and plans future enhancement of its research degree provision, as overseen by the Graduate School. The process has many similarities with ILSR, evidence-based self-reflection, a panel with internal, external and student members, a review event, a review report and required follow-up on actions."}]
[{"$f":"IF('> FILTER <'!B1771<>\"\",ROW(OFFSET(A1770,-1,0)),\"\")","v":1769},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1771)),A1770,\"\")","v":1769},{"$f":"IFERROR(SMALL(Helper2_1,A1770),\"\")","v":1769},null,1769,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1771)),$A1770,\"\")","v":1769},{"$f":"IFERROR(SMALL(Helper2_2,A1770),\"\")","v":1769},{"$f":"COUNTIF(Helper3_1,\"=\"&G1770)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1770)=1, G1770, \"\")","v":1769},{"$f":"IFERROR(SMALL(Index_2,A1770),\"\")","v":1769},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:J1770)),\"\")","v":"RGU_1769"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:K1770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:L1770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:M1770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:P1770)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1770,COLUMNS($J$2:Q1770)),\"\")","v":"The University's approach to the management of collaborative arrangements is outlined in the Academic Quality Handbook. Collaborative arrangements, including student exchanges, are considered through the standard ILSR process, and the University reserves the right to conduct a discreet review at a partner institution at any time. Course reapproval activity incorporates collaborative courses, corporate provision and credit-rated short courses. Collaborative provision is also included in the Annual Appraisal Process and Link Coordinators produce Annual Reports each year which are a data source for course leaders carrying out appraisal. The University currently has two existing transnational education (TNE) partnerships which have grown in terms of enrolments. Potential new TNE partnerships are an area of focus for 2023-24."}]
[{"$f":"IF('> FILTER <'!B1772<>\"\",ROW(OFFSET(A1771,-1,0)),\"\")","v":1770},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1772)),A1771,\"\")","v":1770},{"$f":"IFERROR(SMALL(Helper2_1,A1771),\"\")","v":1770},null,1770,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1772)),$A1771,\"\")","v":1770},{"$f":"IFERROR(SMALL(Helper2_2,A1771),\"\")","v":1770},{"$f":"COUNTIF(Helper3_1,\"=\"&G1771)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1771)=1, G1771, \"\")","v":1770},{"$f":"IFERROR(SMALL(Index_2,A1771),\"\")","v":1770},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:J1771)),\"\")","v":"RGU_1770"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:K1771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:L1771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:M1771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:P1771)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1771,COLUMNS($J$2:Q1771)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students. 14 39 The QESR team found that the University makes effective use of external reference points in the management of academic standards through its implementation of its regulations, policies and procedures. The University's strategy, policies and frameworks are aligned to the Advice and Guidance Themes of the Quality Code. A document mapping the University's quality processes against the Quality Code was updated in the 2023-24 academic session to accommodate changes resulting from the Future of Teaching, Learning and Assessment (FTLA) project and the University Strategy (2022). A more extended review of the mappings is planned to take place following publication of the revised Quality Code in 2024."}]
[{"$f":"IF('> FILTER <'!B1773<>\"\",ROW(OFFSET(A1772,-1,0)),\"\")","v":1771},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1773)),A1772,\"\")","v":1771},{"$f":"IFERROR(SMALL(Helper2_1,A1772),\"\")","v":1771},null,1771,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1773)),$A1772,\"\")","v":1771},{"$f":"IFERROR(SMALL(Helper2_2,A1772),\"\")","v":1771},{"$f":"COUNTIF(Helper3_1,\"=\"&G1772)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1772)=1, G1772, \"\")","v":1771},{"$f":"IFERROR(SMALL(Index_2,A1772),\"\")","v":1771},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:J1772)),\"\")","v":"RGU_1771"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:K1772)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:L1772)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:M1772)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:P1772)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1772,COLUMNS($J$2:Q1772)),\"\")","v":"Both internal guidance and external reference points are used in course design, development and approval. Internal guidance and external reference points are documented in the Academic Quality Handbook Section 1; the Quality Code is referenced in Section 2; and the Quality Code mapping references all internal and external reference points for course approval."}]
[{"$f":"IF('> FILTER <'!B1774<>\"\",ROW(OFFSET(A1773,-1,0)),\"\")","v":1772},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1774)),A1773,\"\")","v":1772},{"$f":"IFERROR(SMALL(Helper2_1,A1773),\"\")","v":1772},null,1772,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1774)),$A1773,\"\")","v":1772},{"$f":"IFERROR(SMALL(Helper2_2,A1773),\"\")","v":1772},{"$f":"COUNTIF(Helper3_1,\"=\"&G1773)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1773)=1, G1773, \"\")","v":1772},{"$f":"IFERROR(SMALL(Index_2,A1773),\"\")","v":1772},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:J1773)),\"\")","v":"RGU_1772"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:K1773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:L1773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:M1773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:P1773)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1773,COLUMNS($J$2:Q1773)),\"\")","v":"The Academic Quality Handbook clearly states that all of the University's course provision is designed using the Scottish Credit and Qualifications Framework. Further detail is provided in Chapter A1: Courses - of the Academic Regulations. Similar attention is taken of relevant Subject Benchmark Statements in the Quality Handbook and the Quality Code mapping. The QESR team considered example course specifications and found evidence of the use of the appropriate QAA Subject Benchmark Statement in the course design process."}]
[{"$f":"IF('> FILTER <'!B1775<>\"\",ROW(OFFSET(A1774,-1,0)),\"\")","v":1773},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1775)),A1774,\"\")","v":1773},{"$f":"IFERROR(SMALL(Helper2_1,A1774),\"\")","v":1773},null,1773,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1775)),$A1774,\"\")","v":1773},{"$f":"IFERROR(SMALL(Helper2_2,A1774),\"\")","v":1773},{"$f":"COUNTIF(Helper3_1,\"=\"&G1774)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1774)=1, G1774, \"\")","v":1773},{"$f":"IFERROR(SMALL(Index_2,A1774),\"\")","v":1773},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:J1774)),\"\")","v":"RGU_1773"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:K1774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:L1774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:M1774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:P1774)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1774,COLUMNS($J$2:Q1774)),\"\")","v":"The Academic Quality Handbook states that a significant proportion of the University's courses are subject to PSRB accreditation or reaccreditation by the relevant bodies. The organisation and management of accreditation visits and document-only submissions are included within the University's quality assurance procedures to ensure appropriate oversight and monitoring."}]
[{"$f":"IF('> FILTER <'!B1776<>\"\",ROW(OFFSET(A1775,-1,0)),\"\")","v":1774},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1776)),A1775,\"\")","v":1774},{"$f":"IFERROR(SMALL(Helper2_1,A1775),\"\")","v":1774},null,1774,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1776)),$A1775,\"\")","v":1774},{"$f":"IFERROR(SMALL(Helper2_2,A1775),\"\")","v":1774},{"$f":"COUNTIF(Helper3_1,\"=\"&G1775)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1775)=1, G1775, \"\")","v":1774},{"$f":"IFERROR(SMALL(Index_2,A1775),\"\")","v":1774},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:J1775)),\"\")","v":"RGU_1774"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:K1775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:L1775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:M1775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:P1775)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1775,COLUMNS($J$2:Q1775)),\"\")","v":"The coversheet for the Quality Code mapping document states: 'The Quality Code continues to be a source of reference for developments'. An example of this was provided by staff who described the use of the Quality Code in the establishment and monitoring of academic partnerships. Governance and Academic Quality Office staff reported that the advisory section of the Quality Code was particularly useful, and it is currently being used to guide the revision of Section 5 of the Quality Handbook."}]
[{"$f":"IF('> FILTER <'!B1777<>\"\",ROW(OFFSET(A1776,-1,0)),\"\")","v":1775},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1777)),A1776,\"\")","v":1775},{"$f":"IFERROR(SMALL(Helper2_1,A1776),\"\")","v":1775},null,1775,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1777)),$A1776,\"\")","v":1775},{"$f":"IFERROR(SMALL(Helper2_2,A1776),\"\")","v":1775},{"$f":"COUNTIF(Helper3_1,\"=\"&G1776)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1776)=1, G1776, \"\")","v":1775},{"$f":"IFERROR(SMALL(Index_2,A1776),\"\")","v":1775},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:J1776)),\"\")","v":"RGU_1775"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:K1776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:L1776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:M1776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:P1776)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1776,COLUMNS($J$2:Q1776)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered the Institution-led Review report to SFC; institutional analysis of data on retention and progression; Annual Appraisal Process Report; degree outcomes; complaints and appeals; student disciplinary cases; institutional analysis of annual monitoring; student feedback; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1778<>\"\",ROW(OFFSET(A1777,-1,0)),\"\")","v":1776},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1778)),A1777,\"\")","v":1776},{"$f":"IFERROR(SMALL(Helper2_1,A1777),\"\")","v":1776},null,1776,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1778)),$A1777,\"\")","v":1776},{"$f":"IFERROR(SMALL(Helper2_2,A1777),\"\")","v":1776},{"$f":"COUNTIF(Helper3_1,\"=\"&G1777)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1777)=1, G1777, \"\")","v":1776},{"$f":"IFERROR(SMALL(Index_2,A1777),\"\")","v":1776},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:J1777)),\"\")","v":"RGU_1776"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:K1777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:L1777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:M1777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:P1777)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1777,COLUMNS($J$2:Q1777)),\"\")","v":"The QESR team considers that the University effectively manages and analyses the data it gathers and uses it to support its reflective and evaluative approaches across all areas of provision. It has achieved this by pulling together a range of outcomes of quality processes to form the QAEC Enhancement of Teaching, Learning and Assessment Action Plan. The QAEC Enhancement of Teaching, Learning and Assessment Action Plan was developed, capturing the enhancement activities prioritised from all the Action and Enhancement Plans across the 15 University, the future of Teaching, Learning and Assessment projects and the Student School Officers' projects. This working document is monitored by QAEC throughout the year to ensure continuous improvement. RGU: Insights - the University's data dashboard system - is used for Annual Appraisal, for the overview of Achievement Gaps, Good Honours, and School Planning Statements. All reflect on KPIs, and the School Action and Enhancement Plans are monitored by the School Academic Boards. The University has reviewed student feedback mechanisms and has implemented changes for academic year 2023-24."}]
[{"$f":"IF('> FILTER <'!B1779<>\"\",ROW(OFFSET(A1778,-1,0)),\"\")","v":1777},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1779)),A1778,\"\")","v":1777},{"$f":"IFERROR(SMALL(Helper2_1,A1778),\"\")","v":1777},null,1777,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1779)),$A1778,\"\")","v":1777},{"$f":"IFERROR(SMALL(Helper2_2,A1778),\"\")","v":1777},{"$f":"COUNTIF(Helper3_1,\"=\"&G1778)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1778)=1, G1778, \"\")","v":1777},{"$f":"IFERROR(SMALL(Index_2,A1778),\"\")","v":1777},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:J1778)),\"\")","v":"RGU_1777"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:K1778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:L1778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:M1778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:P1778)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1778,COLUMNS($J$2:Q1778)),\"\")","v":"Annual appraisal of teaching and the broader student experience is key to the University's quality assurance processes. Delivery of all courses, programmes and output standards are monitored. Examples of monitoring include feedback from students and performance indicator data. This feedback and data are analysed using the RGU: Insight Appraisal Dashboards and key priorities within the University Business Plan, and the analysis is presented to the Quality Assurance and Enhancement Committee as a focus for activities and used for reflection through the Annual Appraisal Process."}]
[{"$f":"IF('> FILTER <'!B1780<>\"\",ROW(OFFSET(A1779,-1,0)),\"\")","v":1778},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1780)),A1779,\"\")","v":1778},{"$f":"IFERROR(SMALL(Helper2_1,A1779),\"\")","v":1778},null,1778,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1780)),$A1779,\"\")","v":1778},{"$f":"IFERROR(SMALL(Helper2_2,A1779),\"\")","v":1778},{"$f":"COUNTIF(Helper3_1,\"=\"&G1779)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1779)=1, G1779, \"\")","v":1778},{"$f":"IFERROR(SMALL(Index_2,A1779),\"\")","v":1778},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:J1779)),\"\")","v":"RGU_1778"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:K1779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:L1779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:M1779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:P1779)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1779,COLUMNS($J$2:Q1779)),\"\")","v":"The QESR team found the University's effective work on the use of data to be very positive and the University is further developing tools within academic and professional service departments to enhance this work for the benefit of staff and all students. Examples include work on the development of the Assessment Policy and the RGU Assessment and Feedback Standard - which has been updated in response to feedback and is incorporated as an appendix to the Policy. An external evaluation of the FTLA project and feedback from students and staff informed further collaboratively designed enhancements, including the Attendance and Engagement Policy. Students and staff highlighted positive ways the University is using data and the attendance and engagement app to put in place early interventions and offer extra layers of support where needed. Staff further highlighted a significant improvement in attendance with the new attendance app and the development of a new enquiry management system which will utilise the quantitative data to signpost services to where they will have the biggest impact."}]
[{"$f":"IF('> FILTER <'!B1781<>\"\",ROW(OFFSET(A1780,-1,0)),\"\")","v":1779},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1781)),A1780,\"\")","v":1779},{"$f":"IFERROR(SMALL(Helper2_1,A1780),\"\")","v":1779},null,1779,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1781)),$A1780,\"\")","v":1779},{"$f":"IFERROR(SMALL(Helper2_2,A1780),\"\")","v":1779},{"$f":"COUNTIF(Helper3_1,\"=\"&G1780)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1780)=1, G1780, \"\")","v":1779},{"$f":"IFERROR(SMALL(Index_2,A1780),\"\")","v":1779},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:J1780)),\"\")","v":"RGU_1779"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:K1780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:L1780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:M1780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:P1780)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1780,COLUMNS($J$2:Q1780)),\"\")","v":"The QESR team found that the University has demonstrated a commitment to making improvements in the use of data for the benefit of staff and students by working proactively on both policy and practical projects. Evidence includes the work on the RGU Assessment and Feedback Standard and the introduction of the attendance and engagement app which enables early interventions to help support students. The QESR team found this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1782<>\"\",ROW(OFFSET(A1781,-1,0)),\"\")","v":1780},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1782)),A1781,\"\")","v":1780},{"$f":"IFERROR(SMALL(Helper2_1,A1781),\"\")","v":1780},null,1780,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1782)),$A1781,\"\")","v":1780},{"$f":"IFERROR(SMALL(Helper2_2,A1781),\"\")","v":1780},{"$f":"COUNTIF(Helper3_1,\"=\"&G1781)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1781)=1, G1781, \"\")","v":1780},{"$f":"IFERROR(SMALL(Index_2,A1781),\"\")","v":1780},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:J1781)),\"\")","v":"SRC_1780"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:K1781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:L1781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:M1781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:P1781)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1781,COLUMNS($J$2:Q1781)),\"\")","v":"Annual monitoring process and the role of annual dialogue meetings in quality enhancement: The QESR team considered the annual monitoring process undertaken at programme and departmental level to be highly effective, robust, well-documented and consistently implemented across SRUC. The impact of the recently expanded annual dialogue meetings on quality enhancement and the student experience were evident through the identification of good practice, actions arising and areas for development (paragraph 32)."}]
[{"$f":"IF('> FILTER <'!B1783<>\"\",ROW(OFFSET(A1782,-1,0)),\"\")","v":1781},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1783)),A1782,\"\")","v":1781},{"$f":"IFERROR(SMALL(Helper2_1,A1782),\"\")","v":1781},null,1781,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1783)),$A1782,\"\")","v":1781},{"$f":"IFERROR(SMALL(Helper2_2,A1782),\"\")","v":1781},{"$f":"COUNTIF(Helper3_1,\"=\"&G1782)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1782)=1, G1782, \"\")","v":1781},{"$f":"IFERROR(SMALL(Index_2,A1782),\"\")","v":1781},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:J1782)),\"\")","v":"SRC_1781"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:K1782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:L1782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:M1782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:P1782)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1782,COLUMNS($J$2:Q1782)),\"\")","v":"Consistent implementation of the framework supporting professional development for teachers: SRUC should consistently implement the framework supporting professional development for all those engaged in teaching and that support is in place and training is completed prior to teaching for postgraduate research (PGR) students who teach on a voluntary or employed basis (paragraph 17)."}]
[{"$f":"IF('> FILTER <'!B1784<>\"\",ROW(OFFSET(A1783,-1,0)),\"\")","v":1782},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1784)),A1783,\"\")","v":1782},{"$f":"IFERROR(SMALL(Helper2_1,A1783),\"\")","v":1782},null,1782,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1784)),$A1783,\"\")","v":1782},{"$f":"IFERROR(SMALL(Helper2_2,A1783),\"\")","v":1782},{"$f":"COUNTIF(Helper3_1,\"=\"&G1783)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1783)=1, G1783, \"\")","v":1782},{"$f":"IFERROR(SMALL(Index_2,A1783),\"\")","v":1782},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:J1783)),\"\")","v":"SRC_1782"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:K1783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:L1783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:M1783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:P1783)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1783,COLUMNS($J$2:Q1783)),\"\")","v":"Student support for blended learning and PGR students: SRUC should address issues concerning access to, and communication about, the support and opportunities available to distance-learning and PGR students to help ensure parity and consistency of the student experience (paragraph 26)."}]
[{"$f":"IF('> FILTER <'!B1785<>\"\",ROW(OFFSET(A1784,-1,0)),\"\")","v":1783},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1785)),A1784,\"\")","v":1783},{"$f":"IFERROR(SMALL(Helper2_1,A1784),\"\")","v":1783},null,1783,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1785)),$A1784,\"\")","v":1783},{"$f":"IFERROR(SMALL(Helper2_2,A1784),\"\")","v":1783},{"$f":"COUNTIF(Helper3_1,\"=\"&G1784)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1784)=1, G1784, \"\")","v":1783},{"$f":"IFERROR(SMALL(Index_2,A1784),\"\")","v":1783},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:J1784)),\"\")","v":"SRC_1783"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:K1784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:L1784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:M1784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:P1784)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1784,COLUMNS($J$2:Q1784)),\"\")","v":"The QESR team is confident that SRUC has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Enhancement Strategy, the Curriculum Review Overview, action plans and reports, Outcome Agreement report to SFC, and minutes from meetings of key institutional committees. In addition, the team met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1786<>\"\",ROW(OFFSET(A1785,-1,0)),\"\")","v":1784},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1786)),A1785,\"\")","v":1784},{"$f":"IFERROR(SMALL(Helper2_1,A1785),\"\")","v":1784},null,1784,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1786)),$A1785,\"\")","v":1784},{"$f":"IFERROR(SMALL(Helper2_2,A1785),\"\")","v":1784},{"$f":"COUNTIF(Helper3_1,\"=\"&G1785)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1785)=1, G1785, \"\")","v":1784},{"$f":"IFERROR(SMALL(Index_2,A1785),\"\")","v":1784},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:J1785)),\"\")","v":"SRC_1784"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:K1785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:L1785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:M1785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:P1785)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1785,COLUMNS($J$2:Q1785)),\"\")","v":"SRUC has had a Learning and Teaching Enhancement Strategy in place since 2020. The strategy has two main pillars: Learning for Change and Learning for All. The Learning and Teaching Enhancement Strategy was formed following a four-stage development process that included analysis of existing documentation, workshops involving students and staff, and consultation with internal and external key stakeholders followed by approval by Academic Board. The current Learning and Teaching Enhancement Strategy sits alongside the existing institutional strategy and the QESR team heard that plans are in place to ensure the new teaching and learning strategy is embedded within the new institutional strategy. The Learning and Teaching Enhancement Strategy is delivered through seven workstreams, awareness raising and dissemination, policy and process, new course development, academic development, learning spaces, curriculum review and strategy review. The overall strategy lapsed in 2023; plans for the development of the new strategy are in place for 2024 and initial discussions have begun. The QESR team heard how the new strategy for learning and teaching enhancement will aim to establish greater integration between education and research - for example, by developing stronger links between the institutional expertise in agriculture and veterinary science and the curriculum."}]
[{"$f":"IF('> FILTER <'!B1787<>\"\",ROW(OFFSET(A1786,-1,0)),\"\")","v":1785},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1787)),A1786,\"\")","v":1785},{"$f":"IFERROR(SMALL(Helper2_1,A1786),\"\")","v":1785},null,1785,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1787)),$A1786,\"\")","v":1785},{"$f":"IFERROR(SMALL(Helper2_2,A1786),\"\")","v":1785},{"$f":"COUNTIF(Helper3_1,\"=\"&G1786)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1786)=1, G1786, \"\")","v":1785},{"$f":"IFERROR(SMALL(Index_2,A1786),\"\")","v":1785},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:J1786)),\"\")","v":"SRC_1785"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:K1786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:L1786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:M1786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:P1786)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1786,COLUMNS($J$2:Q1786)),\"\")","v":"The Head of Learning and Teaching is responsible for the strategic leadership of enhancement in teaching and learning, and reports to the Provost and the Deputy Principal. The Vice-Principal Skills and Lifelong Learning has a more externally driven skills-based portfolio alongside the Vice-Principal for Enterprise and Knowledge Exchange, while the Provost and Deputy Principal has oversight of the Taught Degree Awarding Powers (TDAP) process and academic endeavour. These three leaders work closely together and, through regular dialogue and debate, oversee the integration of the Learning and Teaching Enhancement Strategy with that of research, enterprise and innovation. Through this continuous dialogue, the QESR team heard that the leadership team ensures the coherence of enhancement and the teaching and learning strategy in the institution."}]
[{"$f":"IF('> FILTER <'!B1788<>\"\",ROW(OFFSET(A1787,-1,0)),\"\")","v":1786},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1788)),A1787,\"\")","v":1786},{"$f":"IFERROR(SMALL(Helper2_1,A1787),\"\")","v":1786},null,1786,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1788)),$A1787,\"\")","v":1786},{"$f":"IFERROR(SMALL(Helper2_2,A1787),\"\")","v":1786},{"$f":"COUNTIF(Helper3_1,\"=\"&G1787)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1787)=1, G1787, \"\")","v":1786},{"$f":"IFERROR(SMALL(Index_2,A1787),\"\")","v":1786},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:J1787)),\"\")","v":"SRC_1786"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:K1787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:L1787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:M1787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:P1787)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1787,COLUMNS($J$2:Q1787)),\"\")","v":"One valuable outcome of the Learning and Teaching Enhancement Strategy is the curriculum review process that embeds Sustainability, Enterprise, Equality and Diversity, enabled by Active and Blended (SEEDABLE) learning in the curriculum development and review process. The SEEDABLE review process is supported by guidance documentation including an introductory video, a review process guide, expectations note, a guide to the framework and guidance documentation for those engaged in the review process. The process is managed by a steering group including academic staff from three faculties, professional service staff, a member of staff from SRUCSA (SRUC's Students' Association) and external consultancy. The QESR team found evidence that SEEDABLE is now embedded within the curriculum design process, has informed curriculum review in programmes across SRUC higher education provision, and has gained recognition in other institutions. The team heard from staff that the SEEDABLE curriculum review process has been beneficial by stimulating change in the curriculum and enhancement to programmes, such as the inclusion of authentic assessment and the development of learning materials which are more accessible to students. It was also noted that there were extra benefits 4 derived by staff from the professional development provided as part of the process and the embedding of self-reflection in pedagogical practice."}]
[{"$f":"IF('> FILTER <'!B1789<>\"\",ROW(OFFSET(A1788,-1,0)),\"\")","v":1787},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1789)),A1788,\"\")","v":1787},{"$f":"IFERROR(SMALL(Helper2_1,A1788),\"\")","v":1787},null,1787,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1789)),$A1788,\"\")","v":1787},{"$f":"IFERROR(SMALL(Helper2_2,A1788),\"\")","v":1787},{"$f":"COUNTIF(Helper3_1,\"=\"&G1788)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1788)=1, G1788, \"\")","v":1787},{"$f":"IFERROR(SMALL(Index_2,A1788),\"\")","v":1787},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:J1788)),\"\")","v":"SRC_1787"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:K1788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:L1788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:M1788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:P1788)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1788,COLUMNS($J$2:Q1788)),\"\")","v":"However, students who met the QESR team told the team they were not aware of the SEEDABLE curriculum review process and were therefore not able to confirm the benefits to the curriculum. In addition, the QESR team learnt that, while the SEEDABLE review processes have been helpful in highlighting actions needed - for example, the need to take a proactive approach to improving the accessibility of learning materials in the Agriculture programme - some of the actions are still ongoing or not yet started. Where the SEEDABLE review process has highlighted the need for action, SRUC is encouraged to progress these recommendations and ensure they are completed."}]
[{"$f":"IF('> FILTER <'!B1790<>\"\",ROW(OFFSET(A1789,-1,0)),\"\")","v":1788},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1790)),A1789,\"\")","v":1788},{"$f":"IFERROR(SMALL(Helper2_1,A1789),\"\")","v":1788},null,1788,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1790)),$A1789,\"\")","v":1788},{"$f":"IFERROR(SMALL(Helper2_2,A1789),\"\")","v":1788},{"$f":"COUNTIF(Helper3_1,\"=\"&G1789)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1789)=1, G1789, \"\")","v":1788},{"$f":"IFERROR(SMALL(Index_2,A1789),\"\")","v":1788},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:J1789)),\"\")","v":"SRC_1788"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:K1789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:L1789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:M1789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:P1789)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1789,COLUMNS($J$2:Q1789)),\"\")","v":"Another initiative driven by the Learning and Teaching Enhancement Strategy is the plan to deliver academic development with a pedagogic focus for teaching staff through the Centre for the Enhancement of Learning and Teaching (CELT), including ensuring that academic staff have the competence, confidence, capacity and capability to implement the strategy. An outcome of this development is that academic staff are now provided with the opportunity to gain teaching qualifications and professional recognition for their teaching activities and to engage in a Teaching and Learning conference or campus-based staff development roadshows. The new promotions process also now recognises contributions to teaching and learning. The QESR team heard from academic staff that their contributions to teaching and learning are supported by CELT and that, more generally, there is an institutional culture of celebration of excellence and sharing good practice across professional and academic staff. Student involvement in the recognition of teaching excellence through an awards process was also reported in one campus but not across the institution."}]
[{"$f":"IF('> FILTER <'!B1791<>\"\",ROW(OFFSET(A1790,-1,0)),\"\")","v":1789},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1791)),A1790,\"\")","v":1789},{"$f":"IFERROR(SMALL(Helper2_1,A1790),\"\")","v":1789},null,1789,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1791)),$A1790,\"\")","v":1789},{"$f":"IFERROR(SMALL(Helper2_2,A1790),\"\")","v":1789},{"$f":"COUNTIF(Helper3_1,\"=\"&G1790)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1790)=1, G1790, \"\")","v":1789},{"$f":"IFERROR(SMALL(Index_2,A1790),\"\")","v":1789},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:J1790)),\"\")","v":"SRC_1789"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:K1790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:L1790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:M1790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:P1790)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1790,COLUMNS($J$2:Q1790)),\"\")","v":"The QESR team is confident that SRUC has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement; Annual Report to SFC; Pilot SEAP Report; SEAP Quality Enhancement Plan; ELIR 2019 Final Update; End of Enhancement Theme Report 2020-23; Learning and Teaching Enhancement Strategy 2020-2025; Periodic Institution-Led Review Policy; minutes from key institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1792<>\"\",ROW(OFFSET(A1791,-1,0)),\"\")","v":1790},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1792)),A1791,\"\")","v":1790},{"$f":"IFERROR(SMALL(Helper2_1,A1791),\"\")","v":1790},null,1790,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1792)),$A1791,\"\")","v":1790},{"$f":"IFERROR(SMALL(Helper2_2,A1791),\"\")","v":1790},{"$f":"COUNTIF(Helper3_1,\"=\"&G1791)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1791)=1, G1791, \"\")","v":1790},{"$f":"IFERROR(SMALL(Index_2,A1791),\"\")","v":1790},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:J1791)),\"\")","v":"SRC_1790"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:K1791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:L1791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:M1791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:P1791)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1791,COLUMNS($J$2:Q1791)),\"\")","v":"The QESR team found that SRUC and SRUCSA are currently reviewing and restructuring the Student Partnership Agreement (SPA). This aims to embed partnership working at SRUC by setting out a series of key projects to be delivered on a three-year timescale. Through a series of workshops developed with the support of sparqs (Student Partnerships in Quality Scotland), SRUC and SRUCSA are reviewing the structure of the SPA, how key projects within the SPA are monitored and tracked, and the SPA's broader alignment to strategic and operational objectives. A previous successful project associated with the SPA included a Student Evaluation project on centralised student feedback survey mechanisms. This project included the development of a resource base for class representatives covering training, reference materials and the minutes of Student Liaison Committees. However, the QESR team heard the renewal of the SPA was making relatively slow progress and, as such, encourages SRUC to prioritise student partnership projects and report on actions and progress through appropriate forums, such as the Student Partnership Group."}]
[{"$f":"IF('> FILTER <'!B1793<>\"\",ROW(OFFSET(A1792,-1,0)),\"\")","v":1791},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1793)),A1792,\"\")","v":1791},{"$f":"IFERROR(SMALL(Helper2_1,A1792),\"\")","v":1791},null,1791,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1793)),$A1792,\"\")","v":1791},{"$f":"IFERROR(SMALL(Helper2_2,A1792),\"\")","v":1791},{"$f":"COUNTIF(Helper3_1,\"=\"&G1792)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1792)=1, G1792, \"\")","v":1791},{"$f":"IFERROR(SMALL(Index_2,A1792),\"\")","v":1791},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:J1792)),\"\")","v":"SRC_1791"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:K1792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:L1792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:M1792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:P1792)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1792,COLUMNS($J$2:Q1792)),\"\")","v":"The QESR team found that the development of institutional policy and strategy was based on strong student partnership and representation. For example, SRUC's Mental Health Strategy and Widening Access and Participation Strategy was derived from Speak 5 Week - a SRUCSA-led initiative - following support and guidance from UUK Stepchange. The QESR team heard that both strategies have established a range of operational actions which prioritise retention and improve student support for those at risk of withdrawing from their programme due to challenging circumstances. This included the development of a training programme to enhance mental health resource provisions and a 'Preparing to Study' at SRUC module to help ease transition and support the development of essential skills."}]
[{"$f":"IF('> FILTER <'!B1794<>\"\",ROW(OFFSET(A1793,-1,0)),\"\")","v":1792},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1794)),A1793,\"\")","v":1792},{"$f":"IFERROR(SMALL(Helper2_1,A1793),\"\")","v":1792},null,1792,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1794)),$A1793,\"\")","v":1792},{"$f":"IFERROR(SMALL(Helper2_2,A1793),\"\")","v":1792},{"$f":"COUNTIF(Helper3_1,\"=\"&G1793)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1793)=1, G1793, \"\")","v":1792},{"$f":"IFERROR(SMALL(Index_2,A1793),\"\")","v":1792},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:J1793)),\"\")","v":"SRC_1792"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:K1793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:L1793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:M1793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:P1793)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1793,COLUMNS($J$2:Q1793)),\"\")","v":"Through sub-projects designed to address the student voice and help close the feedback loop, 'MyVoice,' a 24/7 feedback system has been developed. This aims to help students give feedback to SRUC on strengths and aspects of the student experience that they value as well as make suggestions and share ideas for enhancements. The system directs individual submissions to the appropriate service. The QESR team heard positive views of MyVoice, with examples outlining how the system was clear and easy to use and which were met with timely response rates. SRUC has an advisory group which can be used, when required, to address any issues coming from 'MyVoice' feedback where further advice is required."}]
[{"$f":"IF('> FILTER <'!B1795<>\"\",ROW(OFFSET(A1794,-1,0)),\"\")","v":1793},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1795)),A1794,\"\")","v":1793},{"$f":"IFERROR(SMALL(Helper2_1,A1794),\"\")","v":1793},null,{"$f":"ROW(OFFSET(E1794,-1,0))","v":1793},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1795)),$A1794,\"\")","v":1793},{"$f":"IFERROR(SMALL(Helper2_2,A1794),\"\")","v":1793},{"$f":"COUNTIF(Helper3_1,\"=\"&G1794)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1794)=1, G1794, \"\")","v":1793},{"$f":"IFERROR(SMALL(Index_2,A1794),\"\")","v":1793},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:J1794)),\"\")","v":"SRC_1793"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:K1794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:L1794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:M1794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:P1794)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1794,COLUMNS($J$2:Q1794)),\"\")","v":"The QESR team identified good engagement with students across the series of Institution-Led Reviews (ILRs), particularly involvement with teams developing the self-evaluation and document-writing groups. In discussion with students, it was clear that students involved in ILR found the process to be valuable, providing pragmatic solutions and recommendations to put student feedback at the centre of improving programme structure and teaching provisions."}]
[{"$f":"IF('> FILTER <'!B1796<>\"\",ROW(OFFSET(A1795,-1,0)),\"\")","v":1794},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1796)),A1795,\"\")","v":1794},{"$f":"IFERROR(SMALL(Helper2_1,A1795),\"\")","v":1794},null,1794,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1796)),$A1795,\"\")","v":1794},{"$f":"IFERROR(SMALL(Helper2_2,A1795),\"\")","v":1794},{"$f":"COUNTIF(Helper3_1,\"=\"&G1795)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1795)=1, G1795, \"\")","v":1794},{"$f":"IFERROR(SMALL(Index_2,A1795),\"\")","v":1794},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:J1795)),\"\")","v":"SRC_1794"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:K1795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:L1795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:M1795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:P1795)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1795,COLUMNS($J$2:Q1795)),\"\")","v":"The QESR team is confident SRUC has effective arrangements to monitor and review actions taken in response to its Enhancement-led Review (ELIR 4). The team considered the ELIR 4 Follow-up report, and minutes from key institutional committees and met with staff and students. The institution has followed up on the key recommendations from the ELIR 4 report and these can be tracked through to the final update given to Academic Board in 2023. The report to the May 2023 Academic Board acknowledges that, while there has been progress on all the recommendations made in ELIR 4, there are areas that require further attention. The QESR team considers that four recommendations have been completed and three require further work."}]
[{"$f":"IF('> FILTER <'!B1797<>\"\",ROW(OFFSET(A1796,-1,0)),\"\")","v":1795},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1797)),A1796,\"\")","v":1795},{"$f":"IFERROR(SMALL(Helper2_1,A1796),\"\")","v":1795},null,1795,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1797)),$A1796,\"\")","v":1795},{"$f":"IFERROR(SMALL(Helper2_2,A1796),\"\")","v":1795},{"$f":"COUNTIF(Helper3_1,\"=\"&G1796)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1796)=1, G1796, \"\")","v":1795},{"$f":"IFERROR(SMALL(Index_2,A1796),\"\")","v":1795},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:J1796)),\"\")","v":"SRC_1795"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:K1796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:L1796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:M1796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:P1796)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1796,COLUMNS($J$2:Q1796)),\"\")","v":"The first recommendation in ELIR 4 concerned the effective use of the academic committee structures. The new academic committee structures ran for the first time in 2019-20 with the intention of judging effectiveness and appropriateness of remit, and membership a year later. In 2020, the role and remit of three of the sub committees (Programme Approvals and Academic Standards Committee, Student Support and Engagement Committee and the Learning and Teaching Committee) was reviewed in line with the new structures for Registry, the Centre for the Enhancement of Learning and Teaching (CELT), Doctoral College and the faculty offices In addition, there was a review of the effectiveness of the Academic Board in 2022-23. The QESR team agreed that the institution has now addressed this recommendation."}]
[{"$f":"IF('> FILTER <'!B1798<>\"\",ROW(OFFSET(A1797,-1,0)),\"\")","v":1796},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1798)),A1797,\"\")","v":1796},{"$f":"IFERROR(SMALL(Helper2_1,A1797),\"\")","v":1796},null,1796,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1798)),$A1797,\"\")","v":1796},{"$f":"IFERROR(SMALL(Helper2_2,A1797),\"\")","v":1796},{"$f":"COUNTIF(Helper3_1,\"=\"&G1797)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1797)=1, G1797, \"\")","v":1796},{"$f":"IFERROR(SMALL(Index_2,A1797),\"\")","v":1796},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:J1797)),\"\")","v":"SRC_1796"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:K1797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:L1797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:M1797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:P1797)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1797,COLUMNS($J$2:Q1797)),\"\")","v":"The ELIR 4 team recommended that SRUC review the needs and experience of students studying by distance-learning to ensure they are effectively supported. The QESR team found evidence of work across the institution to ensure that students studying by distance learning are effectively supported. For example, as part of the SEEDABLE initiative, minimum expectations have been set for online materials through a minimum standard for courses delivered through the virtual learning environment (VLE) ,and there are plans to conduct a review of compliance in 2023-24. The QESR team found that SRUC has also 6 amended the mitigating circumstances policy to better accommodate distance-learning students and the students met by the team reported positively on sympathetic arrangements to meet the needs of part-time and distance-learning students. There has been significant investment in the digital infrastructure and investment in staff development to assist colleagues to adapt to the different modes of teaching and learning, although there has been some delay in the implementation of improvements to technology in classrooms to help distance-learning students to engage."}]
[{"$f":"IF('> FILTER <'!B1799<>\"\",ROW(OFFSET(A1798,-1,0)),\"\")","v":1797},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1799)),A1798,\"\")","v":1797},{"$f":"IFERROR(SMALL(Helper2_1,A1798),\"\")","v":1797},null,1797,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1799)),$A1798,\"\")","v":1797},{"$f":"IFERROR(SMALL(Helper2_2,A1798),\"\")","v":1797},{"$f":"COUNTIF(Helper3_1,\"=\"&G1798)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1798)=1, G1798, \"\")","v":1797},{"$f":"IFERROR(SMALL(Index_2,A1798),\"\")","v":1797},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:J1798)),\"\")","v":"SRC_1797"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:K1798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:L1798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:M1798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:P1798)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1798,COLUMNS($J$2:Q1798)),\"\")","v":"However, the QESR team heard from the students that there was inconsistency in the experiences of distance-learning students including, in some cases, significant shortfalls in the ability of students to access staff for advice and support. SRUC has identified that negative feedback from students is often owing to the suitability of the mode of delivery for the topic or task in hand. The students who met the team also reported a lack of parity of student experience when accessing the same module by distance learning or in person. The review team concluded that there was further work needed by the institution in partnership with students to understand these inconsistencies and to ensure parity of experience for students accessing modules through different modes of learning (see also paragraph 26)."}]
[{"$f":"IF('> FILTER <'!B1800<>\"\",ROW(OFFSET(A1799,-1,0)),\"\")","v":1798},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1800)),A1799,\"\")","v":1798},{"$f":"IFERROR(SMALL(Helper2_1,A1799),\"\")","v":1798},null,1798,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1800)),$A1799,\"\")","v":1798},{"$f":"IFERROR(SMALL(Helper2_2,A1799),\"\")","v":1798},{"$f":"COUNTIF(Helper3_1,\"=\"&G1799)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1799)=1, G1799, \"\")","v":1798},{"$f":"IFERROR(SMALL(Index_2,A1799),\"\")","v":1798},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:J1799)),\"\")","v":"SRC_1798"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:K1799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:L1799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:M1799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:P1799)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1799,COLUMNS($J$2:Q1799)),\"\")","v":"SRUC was advised in the last ELIR to establish a clear policy which outlines institutional expectations for all staff and students before undertaking teaching and/or assessment responsibilities. The QESR team found a clear framework of expectations has now been established for the professional development that all staff and students should complete before undertaking teaching or assessment responsibilities. In addition, a tracking system to monitor engagement with the training across the institution, including all the campuses, is in place. The QESR team heard that staff are clear about their responsibilities with respect to the acquisition of training and that tracking of accumulated qualifications is thorough."}]
[{"$f":"IF('> FILTER <'!B1801<>\"\",ROW(OFFSET(A1800,-1,0)),\"\")","v":1799},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1801)),A1800,\"\")","v":1799},{"$f":"IFERROR(SMALL(Helper2_1,A1800),\"\")","v":1799},null,1799,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1801)),$A1800,\"\")","v":1799},{"$f":"IFERROR(SMALL(Helper2_2,A1800),\"\")","v":1799},{"$f":"COUNTIF(Helper3_1,\"=\"&G1800)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1800)=1, G1800, \"\")","v":1799},{"$f":"IFERROR(SMALL(Index_2,A1800),\"\")","v":1799},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:J1800)),\"\")","v":"SRC_1799"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:K1800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:L1800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:M1800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:P1800)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1800,COLUMNS($J$2:Q1800)),\"\")","v":"In meeting with students, the QESR team heard that support for teaching and the training available were variable depending on the campus and supervisory support. The team heard how postgraduate research (PGR) students could avoid recording teaching hours, bypassing the need for training, and how PGR students had taught lectures without any dedicated training other than support from their supervisor. The team also heard from senior staff that improvements were needed to improve the consistency of application of the framework across the institution. The QESR team recommends that SRUC should consistently implement the framework supporting professional development for all those engaged in teaching, and that support is in place and training is completed prior to teaching for PGRs who teach on a voluntary or employed basis."}]
[{"$f":"IF('> FILTER <'!B1802<>\"\",ROW(OFFSET(A1801,-1,0)),\"\")","v":1800},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1802)),A1801,\"\")","v":1800},{"$f":"IFERROR(SMALL(Helper2_1,A1801),\"\")","v":1800},null,1800,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1802)),$A1801,\"\")","v":1800},{"$f":"IFERROR(SMALL(Helper2_2,A1801),\"\")","v":1800},{"$f":"COUNTIF(Helper3_1,\"=\"&G1801)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1801)=1, G1801, \"\")","v":1800},{"$f":"IFERROR(SMALL(Index_2,A1801),\"\")","v":1800},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:J1801)),\"\")","v":"SRC_1800"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:K1801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:L1801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:M1801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:P1801)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1801,COLUMNS($J$2:Q1801)),\"\")","v":"In the findings of the last ELIR, SRUC was asked to review the current arrangements for analysing and responding to student views to ensure that there is greater institutional oversight of responses with coordinated action being taken. The QESR team learnt there is a process in place where the outcomes from three student surveys - the National Student Survey (NSS), the Student Satisfaction and Engagement Survey (SSES) and the SRUC-wide survey (SWS) - are visible on dashboards and are considered together by the Academic Board and at the Annual Quality Dialogues. In the minutes of the Academic Board, there is recognition that work is still needed to ensure that students feel that their voice is heard and that responses to actions are fed back. Two new posts have been created which have the Student Voice within their remit: Academic Enhancement Lead (Student Journey) and Academic Enhancement Officer (Student Journey). These posts have oversight of how SRUC responds to student views on an institutional level. This team undertook a mapping of student voice activities during 2020-21. The mapping exercise demonstrated that there are inconsistencies in the student liaison group structure and a 7 need to improve the class representative system. The review team heard that students had variable experiences of how the student voice is heard and actioned. The QESR team was reassured to see that the need for SRUC to continue to develop approaches and mechanisms by which the student voice is heard - by working with students to strengthen the student partnership - is recognised in the pilot SEAP document."}]
[{"$f":"IF('> FILTER <'!B1803<>\"\",ROW(OFFSET(A1802,-1,0)),\"\")","v":1801},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1803)),A1802,\"\")","v":1801},{"$f":"IFERROR(SMALL(Helper2_1,A1802),\"\")","v":1801},null,1801,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1803)),$A1802,\"\")","v":1801},{"$f":"IFERROR(SMALL(Helper2_2,A1802),\"\")","v":1801},{"$f":"COUNTIF(Helper3_1,\"=\"&G1802)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1802)=1, G1802, \"\")","v":1801},{"$f":"IFERROR(SMALL(Index_2,A1802),\"\")","v":1801},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:J1802)),\"\")","v":"SRC_1801"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:K1802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:L1802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:M1802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:P1802)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1802,COLUMNS($J$2:Q1802)),\"\")","v":"The ELIR 4 teams recommended that SRUC conclude the work that was underway at that time on ensuring there was greater consistency in the timeliness of assessment feedback provided to students, in accordance with SRUC policy. In the ELIR update to Academic Board of May 2023, several developments, including a Feedback App, are described to improve the quality and timeliness of feedback to students on assessed work. The QESR team heard that the student experience of the timeliness and quality of feedback was very mixed between different campuses. In addition, the team heard that the implementation of the Feedback App had not been a success due to the poor quality of data informing the outputs from the app and that the app was not now in regular use. However, the NSS results indicate that the response to questions on Assessment and Feedback has steadily improved over the last three years. The QESR team considers that SRUC has improved with respect to timeliness and quality of feedback but that there is more work to do to ensure consistency and parity of experience in different areas of the campus."}]
[{"$f":"IF('> FILTER <'!B1804<>\"\",ROW(OFFSET(A1803,-1,0)),\"\")","v":1802},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1804)),A1803,\"\")","v":1802},{"$f":"IFERROR(SMALL(Helper2_1,A1803),\"\")","v":1802},null,1802,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1804)),$A1803,\"\")","v":1802},{"$f":"IFERROR(SMALL(Helper2_2,A1803),\"\")","v":1802},{"$f":"COUNTIF(Helper3_1,\"=\"&G1803)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1803)=1, G1803, \"\")","v":1802},{"$f":"IFERROR(SMALL(Index_2,A1803),\"\")","v":1802},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:J1803)),\"\")","v":"SRC_1802"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:K1803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:L1803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:M1803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:P1803)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1803,COLUMNS($J$2:Q1803)),\"\")","v":"The ELIR 4 review also highlighted the need to improve access to management data across all aspects of the institution to support enhancements to the student experience. Changes that have been implemented while addressing this recommendation include enhancements to business management data, financial data and operational data, to include automation of student fee information and multiple applicant data. There have also been improvements to the data warehouse to provide better student demographics, progression and outcomes data, and committees and academic staff now have access to this data to help inform developments to the student experience. Recognising that improvements to data to enhance the student experience will need to remain ongoing, the review team took the view that this recommendation had been met."}]
[{"$f":"IF('> FILTER <'!B1805<>\"\",ROW(OFFSET(A1804,-1,0)),\"\")","v":1803},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1805)),A1804,\"\")","v":1803},{"$f":"IFERROR(SMALL(Helper2_1,A1804),\"\")","v":1803},null,1803,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1805)),$A1804,\"\")","v":1803},{"$f":"IFERROR(SMALL(Helper2_2,A1804),\"\")","v":1803},{"$f":"COUNTIF(Helper3_1,\"=\"&G1804)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1804)=1, G1804, \"\")","v":1803},{"$f":"IFERROR(SMALL(Index_2,A1804),\"\")","v":1803},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:J1804)),\"\")","v":"SRC_1803"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:K1804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:L1804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:M1804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:P1804)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1804,COLUMNS($J$2:Q1804)),\"\")","v":"The final recommendation from ELIR 4 was to enhance the mechanisms through which professional careers advice is provided to all students. The QESR team welcomed the steps taken to ensure that students studying at all campuses have access to careers advisers through the provision of VLE resources and an appointment booking system. The review team heard reports from some students of positive engagements with the Careers Service and use of the VLE resources. However, the review team also heard that there is still work to do to ensure that distance-learning and PGR students are supported in their career development (see also paragraph 26)."}]
[{"$f":"IF('> FILTER <'!B1806<>\"\",ROW(OFFSET(A1805,-1,0)),\"\")","v":1804},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1806)),A1805,\"\")","v":1804},{"$f":"IFERROR(SMALL(Helper2_1,A1805),\"\")","v":1804},null,1804,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1806)),$A1805,\"\")","v":1804},{"$f":"IFERROR(SMALL(Helper2_2,A1805),\"\")","v":1804},{"$f":"COUNTIF(Helper3_1,\"=\"&G1805)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1805)=1, G1805, \"\")","v":1804},{"$f":"IFERROR(SMALL(Index_2,A1805),\"\")","v":1804},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:J1805)),\"\")","v":"SRC_1804"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:K1805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:L1805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:M1805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:P1805)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1805,COLUMNS($J$2:Q1805)),\"\")","v":"The QESR team is confident that SRUC has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered the Tertiary Enhancement Topic and Enhancement Activity Plan 2023-24; Curriculum Review Action Plans; Annual Quality Dialogue Outcomes; minutes from key institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1807<>\"\",ROW(OFFSET(A1806,-1,0)),\"\")","v":1805},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1807)),A1806,\"\")","v":1805},{"$f":"IFERROR(SMALL(Helper2_1,A1806),\"\")","v":1805},null,1805,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1807)),$A1806,\"\")","v":1805},{"$f":"IFERROR(SMALL(Helper2_2,A1806),\"\")","v":1805},{"$f":"COUNTIF(Helper3_1,\"=\"&G1806)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1806)=1, G1806, \"\")","v":1805},{"$f":"IFERROR(SMALL(Index_2,A1806),\"\")","v":1805},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:J1806)),\"\")","v":"SRC_1805"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:K1806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:L1806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:M1806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:P1806)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1806,COLUMNS($J$2:Q1806)),\"\")","v":"SRUC's statement on digital and blended learning sets out the approach to digital and blended learning, teaching and assessment. This includes teaching locations that cover a wide variety of differing locations and a mix of technologies, as well as a range of learning strategies. As part of its Curriculum Review, SRUC has identified a strategic approach to digital/blended learning which it intends to use to inform a range of work and projects. For 8 example, the QESR team learnt in meetings with staff that the Personal Development Planning Tool is informed by the SEEDABLE competencies (see paragraph 4) to provide an online, virtual opportunity for students to identify, improve and develop upon key skills and experience captured in the student experience. The team encourages SRUC to develop this resource further in collaboration with the student body to help reach and engage a broader range of student groups and learners on different modes of study to overcome any obstacles that may be a barrier to accessibility and use."}]
[{"$f":"IF('> FILTER <'!B1808<>\"\",ROW(OFFSET(A1807,-1,0)),\"\")","v":1806},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1808)),A1807,\"\")","v":1806},{"$f":"IFERROR(SMALL(Helper2_1,A1807),\"\")","v":1806},null,1806,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1808)),$A1807,\"\")","v":1806},{"$f":"IFERROR(SMALL(Helper2_2,A1807),\"\")","v":1806},{"$f":"COUNTIF(Helper3_1,\"=\"&G1807)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1807)=1, G1807, \"\")","v":1806},{"$f":"IFERROR(SMALL(Index_2,A1807),\"\")","v":1806},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:J1807)),\"\")","v":"SRC_1806"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:K1807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:L1807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:M1807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:P1807)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1807,COLUMNS($J$2:Q1807)),\"\")","v":"SRUC has recognised the importance of providing guidance and support to students on generative artificial intelligence (GenAI) in learning, teaching and assessments. This has led to the development of a range of resources that support students in exploring the potential of GenAI while also ensuring they understand the ethical implications, including challenges related to academic integrity. From discussions with students, the QESR team was confident that students knew where to access the resources and were aware of the risks related to academic misconduct if artificial intelligence tools were used inappropriately."}]
[{"$f":"IF('> FILTER <'!B1809<>\"\",ROW(OFFSET(A1808,-1,0)),\"\")","v":1807},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1809)),A1808,\"\")","v":1807},{"$f":"IFERROR(SMALL(Helper2_1,A1808),\"\")","v":1807},null,1807,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1809)),$A1808,\"\")","v":1807},{"$f":"IFERROR(SMALL(Helper2_2,A1808),\"\")","v":1807},{"$f":"COUNTIF(Helper3_1,\"=\"&G1808)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1808)=1, G1808, \"\")","v":1807},{"$f":"IFERROR(SMALL(Index_2,A1808),\"\")","v":1807},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:J1808)),\"\")","v":"SRC_1807"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:K1808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:L1808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:M1808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:P1808)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1808,COLUMNS($J$2:Q1808)),\"\")","v":"The QESR team learnt that SRUC provides an opportunity for students to gain access to an IT skills assessment during the enrolment process, which is designed to address digital inaccessibility and provide an equitable approach to supporting students' digital needs required to enable student success. However, when the QESR team met with students, awareness and, therefore, uptake of the IT skills assessment were clearly mixed, particularly among distance-learning students. Students also commented that the needs analysis that complemented the assessment tool was too basic and of limited value."}]
[{"$f":"IF('> FILTER <'!B1810<>\"\",ROW(OFFSET(A1809,-1,0)),\"\")","v":1808},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1810)),A1809,\"\")","v":1808},{"$f":"IFERROR(SMALL(Helper2_1,A1809),\"\")","v":1808},null,1808,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1810)),$A1809,\"\")","v":1808},{"$f":"IFERROR(SMALL(Helper2_2,A1809),\"\")","v":1808},{"$f":"COUNTIF(Helper3_1,\"=\"&G1809)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1809)=1, G1809, \"\")","v":1808},{"$f":"IFERROR(SMALL(Index_2,A1809),\"\")","v":1808},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:J1809)),\"\")","v":"SRC_1808"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:K1809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:L1809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:M1809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:P1809)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1809,COLUMNS($J$2:Q1809)),\"\")","v":"When meeting with students, the QESR team heard a range of experiences that indicated issues relating to the parity and consistency of the support to distance-learning students. These included student perceptions about the lack of practical experiences available for distance-learning students, the lack of access to an IT skills assessment, the need to extend communication from professional service teams in the form of career and professional development opportunities, and the opportunity to input into feedback forums. These issues also extended in parts to postgraduate research students - for example, in relation to engagement with career support and professional opportunities. The QESR team recommends that SRUC should address issues concerning access to, and communication about, the support and opportunities available to distance-learning and PGR students to help ensure parity and consistency of the student experience."}]
[{"$f":"IF('> FILTER <'!B1811<>\"\",ROW(OFFSET(A1810,-1,0)),\"\")","v":1809},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1811)),A1810,\"\")","v":1809},{"$f":"IFERROR(SMALL(Helper2_1,A1810),\"\")","v":1809},null,1809,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1811)),$A1810,\"\")","v":1809},{"$f":"IFERROR(SMALL(Helper2_2,A1810),\"\")","v":1809},{"$f":"COUNTIF(Helper3_1,\"=\"&G1810)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1810)=1, G1810, \"\")","v":1809},{"$f":"IFERROR(SMALL(Index_2,A1810),\"\")","v":1809},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:J1810)),\"\")","v":"SRC_1809"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:K1810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:L1810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:M1810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:P1810)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1810,COLUMNS($J$2:Q1810)),\"\")","v":"The QESR team is confident that SRUC has effective arrangements for managing quality and setting, maintaining, reviewing and assessing academic standards. The QESR team considered SRUC's Annual Report to the Scottish Funding Council 2022-23; Institution-Led Review Action Plan Progress reports; the Outcomes of Annual Quality Dialogue meetings; student feedback; minutes from institutional committees; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1812<>\"\",ROW(OFFSET(A1811,-1,0)),\"\")","v":1810},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1812)),A1811,\"\")","v":1810},{"$f":"IFERROR(SMALL(Helper2_1,A1811),\"\")","v":1810},null,1810,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1812)),$A1811,\"\")","v":1810},{"$f":"IFERROR(SMALL(Helper2_2,A1811),\"\")","v":1810},{"$f":"COUNTIF(Helper3_1,\"=\"&G1811)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1811)=1, G1811, \"\")","v":1810},{"$f":"IFERROR(SMALL(Index_2,A1811),\"\")","v":1810},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:J1811)),\"\")","v":"SRC_1810"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:K1811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:L1811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:M1811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:P1811)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1811,COLUMNS($J$2:Q1811)),\"\")","v":"The QESR team found that SRUC's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Policies relating to curriculum development and approval are aligned to the Quality Code, take account of relevant Subject Benchmark Statements, and the Scottish Credit and Qualifications Framework (SCQF)."}]
[{"$f":"IF('> FILTER <'!B1813<>\"\",ROW(OFFSET(A1812,-1,0)),\"\")","v":1811},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1813)),A1812,\"\")","v":1811},{"$f":"IFERROR(SMALL(Helper2_1,A1812),\"\")","v":1811},null,1811,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1813)),$A1812,\"\")","v":1811},{"$f":"IFERROR(SMALL(Helper2_2,A1812),\"\")","v":1811},{"$f":"COUNTIF(Helper3_1,\"=\"&G1812)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1812)=1, G1812, \"\")","v":1811},{"$f":"IFERROR(SMALL(Index_2,A1812),\"\")","v":1811},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:J1812)),\"\")","v":"SRC_1811"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:K1812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:L1812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:M1812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:P1812)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1812,COLUMNS($J$2:Q1812)),\"\")","v":"In 2022-23, the Final Awards Board, a sub-committee of Academic Board, was introduced to provide further assurance of the standards of the final awards by considering the end-of-year outcomes of all taught HE provision. The Final Awards Board is chaired by the Deputy Principal and Provost, and the QESR team reviewed minutes of the Board where external examiners confirmed that SRUC takes a consistent approach to quality assurance of awards."}]
[{"$f":"IF('> FILTER <'!B1814<>\"\",ROW(OFFSET(A1813,-1,0)),\"\")","v":1812},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1814)),A1813,\"\")","v":1812},{"$f":"IFERROR(SMALL(Helper2_1,A1813),\"\")","v":1812},null,1812,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1814)),$A1813,\"\")","v":1812},{"$f":"IFERROR(SMALL(Helper2_2,A1813),\"\")","v":1812},{"$f":"COUNTIF(Helper3_1,\"=\"&G1813)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1813)=1, G1813, \"\")","v":1812},{"$f":"IFERROR(SMALL(Index_2,A1813),\"\")","v":1812},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:J1813)),\"\")","v":"SRC_1812"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:K1813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:L1813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:M1813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:P1813)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1813,COLUMNS($J$2:Q1813)),\"\")","v":"The Academic Board is the governing and executive body responsible for overseeing the quality and standards of all taught awards and credit-bearing provision through monitoring and maintaining academic regulations and a coherent framework of internal quality assurance and enhancement procedures. From the minutes available, it was evident that the Board has appropriate oversight, and operates in accordance with its remit. This includes consideration of reports on Institution-Led Review (ILR), school-level reports on accreditation and approvals, annual monitoring and external examiner activity. The Learning and Teaching Committee is a key sub-committee of the Academic Board and has two sub-committees - the Student Support and Engagement Committee and Programme Approvals & Academic Standards Committee. Staff confirmed that they engaged in assuring the quality and standards of the awards through these committees. Academic Board also oversees research degrees and receives reports from the Doctoral College Committee, which is a sub-committee of the Research Committee. The QESR team reviewed committee minutes and considered that processes are robust and allow identification of any issues with plans for effective enhancement."}]
[{"$f":"IF('> FILTER <'!B1815<>\"\",ROW(OFFSET(A1814,-1,0)),\"\")","v":1813},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1815)),A1814,\"\")","v":1813},{"$f":"IFERROR(SMALL(Helper2_1,A1814),\"\")","v":1813},null,1813,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1815)),$A1814,\"\")","v":1813},{"$f":"IFERROR(SMALL(Helper2_2,A1814),\"\")","v":1813},{"$f":"COUNTIF(Helper3_1,\"=\"&G1814)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1814)=1, G1814, \"\")","v":1813},{"$f":"IFERROR(SMALL(Index_2,A1814),\"\")","v":1813},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:J1814)),\"\")","v":"SRC_1813"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:K1814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:L1814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:M1814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:P1814)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1814,COLUMNS($J$2:Q1814)),\"\")","v":"The ILR process operates reviews for all modes of learning as well student support services provision on a six-year schedule. Academic subjects with a similar focus are grouped together and students are included on the ILR panels, both in the preparations of the self-evaluations and in the review event. Membership of the ILR panel includes external oversight by an academic member of staff from the validating university and two external subject experts. Evidence of effective student representation and involvement in the process was provided in the Institution-Led Review Reports considered by the QESR team and the student meeting."}]
[{"$f":"IF('> FILTER <'!B1816<>\"\",ROW(OFFSET(A1815,-1,0)),\"\")","v":1814},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1816)),A1815,\"\")","v":1814},{"$f":"IFERROR(SMALL(Helper2_1,A1815),\"\")","v":1814},null,1814,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1816)),$A1815,\"\")","v":1814},{"$f":"IFERROR(SMALL(Helper2_2,A1815),\"\")","v":1814},{"$f":"COUNTIF(Helper3_1,\"=\"&G1815)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1815)=1, G1815, \"\")","v":1814},{"$f":"IFERROR(SMALL(Index_2,A1815),\"\")","v":1814},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:J1815)),\"\")","v":"SRC_1814"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:K1815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:L1815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:M1815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:P1815)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1815,COLUMNS($J$2:Q1815)),\"\")","v":"The reports and associated action plans addressing any recommendations coming from internal review are monitored by the Programme Approvals and Academic Standards Committee, and a progress report is submitted by the Board of Studies team. One of the key aspects of the annual monitoring processes is the Annual Dialogue meetings held with each department's management team. In 2022-23, the Annual Quality Dialogue process was revised by extending the meetings to three hours to accommodate extended discussion about the Board of Studies portfolio and the membership of the panel was expanded to include all Heads of Department along with a second member of the executive team. These meetings support a two-way dialogue about key priorities from each departmental annual report and identify examples of good practice. The QESR team considered the annual monitoring process undertaken at programme and departmental level to be highly effective, robust, well-documented and consistently implemented across SRUC. The impact of the recently expanded annual dialogue meetings on quality enhancement and the student experience were evident through the identification of good practice, actions arising and areas for development, and is considered as a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1817<>\"\",ROW(OFFSET(A1816,-1,0)),\"\")","v":1815},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1817)),A1816,\"\")","v":1815},{"$f":"IFERROR(SMALL(Helper2_1,A1816),\"\")","v":1815},null,1815,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1817)),$A1816,\"\")","v":1815},{"$f":"IFERROR(SMALL(Helper2_2,A1816),\"\")","v":1815},{"$f":"COUNTIF(Helper3_1,\"=\"&G1816)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1816)=1, G1816, \"\")","v":1815},{"$f":"IFERROR(SMALL(Index_2,A1816),\"\")","v":1815},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:J1816)),\"\")","v":"SRC_1815"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:K1816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:L1816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:M1816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:P1816)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1816,COLUMNS($J$2:Q1816)),\"\")","v":"Based on the evidence available, the QESR team is confident that SRUC is managing its arrangements for assessment and feedback effectively. External examiners are required to submit an annual report which reflects upon the academic standards and quality of the learning experience. SRUC maintains an oversight of the external examiners' feedback through its Learning and Teaching Committee, allowing it to monitor good practice and identify any cross-institutional issues that require attention. SRUC ensures central oversight 10 of external examiner reports through scrutiny by the Programme Approvals and Academic Standards Committee in the form of an External Examiners Synthesis Report which summarises the areas for development and provides responses to the external examiners' comments. All external examiners identified areas of good practice about the SRUC's management of assessment and academic standards, with four themes emerging from the reports: the range and type of assessments, the support provided to students, the quality of the marking and feedback, and the ease of access to evidence through the VLE."}]
[{"$f":"IF('> FILTER <'!B1818<>\"\",ROW(OFFSET(A1817,-1,0)),\"\")","v":1816},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1818)),A1817,\"\")","v":1816},{"$f":"IFERROR(SMALL(Helper2_1,A1817),\"\")","v":1816},null,1816,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1818)),$A1817,\"\")","v":1816},{"$f":"IFERROR(SMALL(Helper2_2,A1817),\"\")","v":1816},{"$f":"COUNTIF(Helper3_1,\"=\"&G1817)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1817)=1, G1817, \"\")","v":1816},{"$f":"IFERROR(SMALL(Index_2,A1817),\"\")","v":1816},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:J1817)),\"\")","v":"SRC_1816"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:K1817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:L1817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:M1817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:P1817)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1817,COLUMNS($J$2:Q1817)),\"\")","v":"The QESR team is confident that SRUC has effective mechanisms in place to monitor and review its approach to the use of external reference points in quality processes. The team reviewed evidence, including the mapping of the quality processes against the Quality Code, minutes from key institutional committees and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1819<>\"\",ROW(OFFSET(A1818,-1,0)),\"\")","v":1817},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1819)),A1818,\"\")","v":1817},{"$f":"IFERROR(SMALL(Helper2_1,A1818),\"\")","v":1817},null,1817,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1819)),$A1818,\"\")","v":1817},{"$f":"IFERROR(SMALL(Helper2_2,A1818),\"\")","v":1817},{"$f":"COUNTIF(Helper3_1,\"=\"&G1818)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1818)=1, G1818, \"\")","v":1817},{"$f":"IFERROR(SMALL(Index_2,A1818),\"\")","v":1817},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:J1818)),\"\")","v":"SRC_1817"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:K1818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:L1818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:M1818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:P1818)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1818,COLUMNS($J$2:Q1818)),\"\")","v":"SRUC has mapped its quality processes to the Quality Code. The QESR team considered the mapping to be a detailed and thorough engagement with the Quality Code where the institution has identified areas representing ongoing challenges and areas for development, and with clear articulation of actions from previous mapping exercises to demonstrate where improvements have been made in the quality processes."}]
[{"$f":"IF('> FILTER <'!B1820<>\"\",ROW(OFFSET(A1819,-1,0)),\"\")","v":1818},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1820)),A1819,\"\")","v":1818},{"$f":"IFERROR(SMALL(Helper2_1,A1819),\"\")","v":1818},null,1818,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1820)),$A1819,\"\")","v":1818},{"$f":"IFERROR(SMALL(Helper2_2,A1819),\"\")","v":1818},{"$f":"COUNTIF(Helper3_1,\"=\"&G1819)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1819)=1, G1819, \"\")","v":1818},{"$f":"IFERROR(SMALL(Index_2,A1819),\"\")","v":1818},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:J1819)),\"\")","v":"SRC_1818"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:K1819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:L1819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:M1819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:P1819)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1819,COLUMNS($J$2:Q1819)),\"\")","v":"Through the mapping process, strategic goals have been identified to improve student recruitment, retention, achievement and progression with respect to widening access and the need to ensure student mental health and wellbeing going forward. In addition, the mapping to the Quality Code has assisted in identifying opportunities to strengthen practice as SRUC now offers its own research degrees, validated by the University of Edinburgh. These arising actions demonstrate an effective process of self-evaluation and provides reassurance that SRUC can identify areas for further development following engagement with the Quality Code evaluation process."}]
[{"$f":"IF('> FILTER <'!B1821<>\"\",ROW(OFFSET(A1820,-1,0)),\"\")","v":1819},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1821)),A1820,\"\")","v":1819},{"$f":"IFERROR(SMALL(Helper2_1,A1820),\"\")","v":1819},null,1819,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1821)),$A1820,\"\")","v":1819},{"$f":"IFERROR(SMALL(Helper2_2,A1820),\"\")","v":1819},{"$f":"COUNTIF(Helper3_1,\"=\"&G1820)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1820)=1, G1820, \"\")","v":1819},{"$f":"IFERROR(SMALL(Index_2,A1820),\"\")","v":1819},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:J1820)),\"\")","v":"SRC_1819"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:K1820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:L1820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:M1820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:P1820)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1820,COLUMNS($J$2:Q1820)),\"\")","v":"Where relevant, SRUC engages in the accreditation of its programmes with the appropriate body - for example, the BSc (Hons) Veterinary Nursing was recently reaccredited with the Royal College of Veterinary Surgeons in April 2023. With the agreement of the University of Glasgow, this process also included revalidation of the programme and SRUC is reminded of the importance of clearly evidencing that programmes meet the SCQF and relevant QAA Subject Benchmark Statements in validations and revalidations where appropriate."}]
[{"$f":"IF('> FILTER <'!B1822<>\"\",ROW(OFFSET(A1821,-1,0)),\"\")","v":1820},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1822)),A1821,\"\")","v":1820},{"$f":"IFERROR(SMALL(Helper2_1,A1821),\"\")","v":1820},null,1820,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1822)),$A1821,\"\")","v":1820},{"$f":"IFERROR(SMALL(Helper2_2,A1821),\"\")","v":1820},{"$f":"COUNTIF(Helper3_1,\"=\"&G1821)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1821)=1, G1821, \"\")","v":1820},{"$f":"IFERROR(SMALL(Index_2,A1821),\"\")","v":1820},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:J1821)),\"\")","v":"SRC_1820"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:K1821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:L1821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:M1821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:P1821)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1821,COLUMNS($J$2:Q1821)),\"\")","v":"SRUC has a thorough process for review, approval and (re)validation of programmes which is overseen by the Programme Approvals and Academic Standards Committee, (PAASC, which receives reports of Institution-Led Reviews, programme suspensions and proposals. Institution-led reviews have a requirement for two external academics, or one academic and one industry specialist, on the review team. The PAASC also has oversight of outcomes of Boards of Study where the external examiner reports are considered, and an action plan is developed for that area of study. The PAASC committee also receives a synthesis of the reports from the external examiners and through this report identifies institutional areas for improvement. Finally, the PAASC reports to the Academic Board on which members of validating institutions sit. The QESR team was satisfied that the improved governance structure, in conjunction with a comprehensive approach to policy and process, provides SRUC with an effective mechanism of oversight of the use of external reference points in the quality process."}]
[{"$f":"IF('> FILTER <'!B1823<>\"\",ROW(OFFSET(A1822,-1,0)),\"\")","v":1821},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1823)),A1822,\"\")","v":1821},{"$f":"IFERROR(SMALL(Helper2_1,A1822),\"\")","v":1821},null,1821,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1823)),$A1822,\"\")","v":1821},{"$f":"IFERROR(SMALL(Helper2_2,A1822),\"\")","v":1821},{"$f":"COUNTIF(Helper3_1,\"=\"&G1822)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1822)=1, G1822, \"\")","v":1821},{"$f":"IFERROR(SMALL(Index_2,A1822),\"\")","v":1821},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:J1822)),\"\")","v":"SRC_1821"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:K1822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:L1822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:M1822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:P1822)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1822,COLUMNS($J$2:Q1822)),\"\")","v":"The QESR team is confident that SRUC has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team consulted a range of documentation, including the Annual Outcome Agreement Self-Evaluative Report; Curriculum Review Action Plans; Retention and Progression Data; Complaints and Appeals Data; ILR Action Plans; SRUC-Wide Report on NSS, SSES, SWS; and minutes from key institutional committees. The QESR team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1824<>\"\",ROW(OFFSET(A1823,-1,0)),\"\")","v":1822},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1824)),A1823,\"\")","v":1822},{"$f":"IFERROR(SMALL(Helper2_1,A1823),\"\")","v":1822},null,1822,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1824)),$A1823,\"\")","v":1822},{"$f":"IFERROR(SMALL(Helper2_2,A1823),\"\")","v":1822},{"$f":"COUNTIF(Helper3_1,\"=\"&G1823)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1823)=1, G1823, \"\")","v":1822},{"$f":"IFERROR(SMALL(Index_2,A1823),\"\")","v":1822},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:J1823)),\"\")","v":"SRC_1822"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:K1823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:L1823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:M1823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:P1823)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1823,COLUMNS($J$2:Q1823)),\"\")","v":"The QESR team noted that SRUC has undertaken significant work to develop and introduce data dashboards. These are designed to increase the availability of live data that can support the development of service-level key performance indicators and help staff to become more data-led in local decision-making and enhancement activity. The Digital Strategy Group has been developed to discuss the integration of data workstreams following the changes made post-ELIR 4 (see paragraph 20). This includes discussions with academic staff about accessing data packages for independent and ad-hoc needs, rather than solely for institutional annual programme reporting purposes or only within the ILR process."}]
[{"$f":"IF('> FILTER <'!B1825<>\"\",ROW(OFFSET(A1824,-1,0)),\"\")","v":1823},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1825)),A1824,\"\")","v":1823},{"$f":"IFERROR(SMALL(Helper2_1,A1824),\"\")","v":1823},null,1823,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1825)),$A1824,\"\")","v":1823},{"$f":"IFERROR(SMALL(Helper2_2,A1824),\"\")","v":1823},{"$f":"COUNTIF(Helper3_1,\"=\"&G1824)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1824)=1, G1824, \"\")","v":1823},{"$f":"IFERROR(SMALL(Index_2,A1824),\"\")","v":1823},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:J1824)),\"\")","v":"SRC_1823"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:K1824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:L1824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:M1824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:P1824)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1824,COLUMNS($J$2:Q1824)),\"\")","v":"From evidence presented, the QESR team noted that SRUC has worked closely in partnership with SRUCSA on a Student Evaluation project intended to improve the quality and quantity of feedback provided through centralised survey mechanisms. The emphasis of this project was a review of how feedback in the Student Satisfaction and Experience Survey (SSES), National Student Survey (NSS) and the SRUC-Wide Survey (SWS) is discussed and embedded in recommendations which are then followed up by Academic Quality and Development. In meetings, the QESR team heard that more work is required in capturing PGR student data and working with awarding institutions to harmonise records and nuances of PGR inputs. SRUC also intends to implement the national Postgraduate Research Experience Survey (PRES) to capture more in-depth analysis and responses from the PGR student experience."}]
[{"$f":"IF('> FILTER <'!B1826<>\"\",ROW(OFFSET(A1825,-1,0)),\"\")","v":1824},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1826)),A1825,\"\")","v":1824},{"$f":"IFERROR(SMALL(Helper2_1,A1825),\"\")","v":1824},null,1824,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1826)),$A1825,\"\")","v":1824},{"$f":"IFERROR(SMALL(Helper2_2,A1825),\"\")","v":1824},{"$f":"COUNTIF(Helper3_1,\"=\"&G1825)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1825)=1, G1825, \"\")","v":1824},{"$f":"IFERROR(SMALL(Index_2,A1825),\"\")","v":1824},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:J1825)),\"\")","v":"SRC_1824"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:K1825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:L1825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:M1825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:P1825)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1825,COLUMNS($J$2:Q1825)),\"\")","v":"At institutional level, SRUC's academic governance structure gives committees such as the Student Support and Engagement Committee (SSEC), Learning and Teaching Committee (LTC) and Academic Board constitutional responsibility for reviewing student evaluations and centralised survey forums. This responsibility includes oversight of the metrics and themes associated with student complaints and disciplinary cases. In discussion with academic staff, it was clear to the QESR team that there is effective use of complaints, academic misconduct and appeals data sets, enabling the identification of themes, behaviours and relationships experienced across policy and practice."}]
[{"$f":"IF('> FILTER <'!B1827<>\"\",ROW(OFFSET(A1826,-1,0)),\"\")","v":1825},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1827)),A1826,\"\")","v":1825},{"$f":"IFERROR(SMALL(Helper2_1,A1826),\"\")","v":1825},null,1825,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1827)),$A1826,\"\")","v":1825},{"$f":"IFERROR(SMALL(Helper2_2,A1826),\"\")","v":1825},{"$f":"COUNTIF(Helper3_1,\"=\"&G1826)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1826)=1, G1826, \"\")","v":1825},{"$f":"IFERROR(SMALL(Index_2,A1826),\"\")","v":1825},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:J1826)),\"\")","v":"EDI_1825"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:K1826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:L1826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:M1826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:P1826)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1826,COLUMNS($J$2:Q1826)),\"\")","v":"School networks in support of learning and teaching development: The work of the Institute for Academic Development in establishing a network of secondees and associates embedded within the schools to support developments in learning and teaching (paragraph 7)."}]
[{"$f":"IF('> FILTER <'!B1828<>\"\",ROW(OFFSET(A1827,-1,0)),\"\")","v":1826},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1828)),A1827,\"\")","v":1826},{"$f":"IFERROR(SMALL(Helper2_1,A1827),\"\")","v":1826},null,1826,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1828)),$A1827,\"\")","v":1826},{"$f":"IFERROR(SMALL(Helper2_2,A1827),\"\")","v":1826},{"$f":"COUNTIF(Helper3_1,\"=\"&G1827)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1827)=1, G1827, \"\")","v":1826},{"$f":"IFERROR(SMALL(Index_2,A1827),\"\")","v":1826},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:J1827)),\"\")","v":"EDI_1826"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:K1827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:L1827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:M1827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:P1827)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1827,COLUMNS($J$2:Q1827)),\"\")","v":"Pace of change: The University should make progress on and accelerate its actions in response to the recommendations from the previous ELIR, ensuring effective and consistent implementation by all schools, and monitor the outcomes, in order to evidence significant progress within the next academic year (paragraph 20)."}]
[{"$f":"IF('> FILTER <'!B1829<>\"\",ROW(OFFSET(A1828,-1,0)),\"\")","v":1827},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1829)),A1828,\"\")","v":1827},{"$f":"IFERROR(SMALL(Helper2_1,A1828),\"\")","v":1827},null,1827,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1829)),$A1828,\"\")","v":1827},{"$f":"IFERROR(SMALL(Helper2_2,A1828),\"\")","v":1827},{"$f":"COUNTIF(Helper3_1,\"=\"&G1828)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1828)=1, G1828, \"\")","v":1827},{"$f":"IFERROR(SMALL(Index_2,A1828),\"\")","v":1827},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:J1828)),\"\")","v":"EDI_1827"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:K1828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:L1828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:M1828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:P1828)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1828,COLUMNS($J$2:Q1828)),\"\")","v":"Learning and Teaching Strategy: The University should expedite the final drafting, approval and implementation of the Learning and Teaching Strategy to help staff and students understand how major strategic projects work together and provide clarity on the strategic approach to enhancing learning and teaching (paragraph 19)."}]
[{"$f":"IF('> FILTER <'!B1830<>\"\",ROW(OFFSET(A1829,-1,0)),\"\")","v":1828},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1830)),A1829,\"\")","v":1828},{"$f":"IFERROR(SMALL(Helper2_1,A1829),\"\")","v":1828},null,1828,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1830)),$A1829,\"\")","v":1828},{"$f":"IFERROR(SMALL(Helper2_2,A1829),\"\")","v":1828},{"$f":"COUNTIF(Helper3_1,\"=\"&G1829)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1829)=1, G1829, \"\")","v":1828},{"$f":"IFERROR(SMALL(Index_2,A1829),\"\")","v":1828},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:J1829)),\"\")","v":"EDI_1828"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:K1829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:L1829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:M1829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:P1829)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1829,COLUMNS($J$2:Q1829)),\"\")","v":"Assessment and feedback: The University should take immediate action, within the current academic year, to ensure that the new Assessment and Feedback Principles and Priorities (developed in response to ELIR 4) are fully implemented in all schools, that feedback turnaround times and quality are monitored effectively, and that prompt action is taken to address any shortcomings (paragraphs 23-25)."}]
[{"$f":"IF('> FILTER <'!B1831<>\"\",ROW(OFFSET(A1830,-1,0)),\"\")","v":1829},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1831)),A1830,\"\")","v":1829},{"$f":"IFERROR(SMALL(Helper2_1,A1830),\"\")","v":1829},null,1829,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1831)),$A1830,\"\")","v":1829},{"$f":"IFERROR(SMALL(Helper2_2,A1830),\"\")","v":1829},{"$f":"COUNTIF(Helper3_1,\"=\"&G1830)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1830)=1, G1830, \"\")","v":1829},{"$f":"IFERROR(SMALL(Index_2,A1830),\"\")","v":1829},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:J1830)),\"\")","v":"EDI_1829"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:K1830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:L1830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:M1830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:P1830)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1830,COLUMNS($J$2:Q1830)),\"\")","v":"Training for postgraduate research (PGR) students who teach: The University should take prompt action, within the current academic year, to consistently implement its updated policy and to ensure that training for PGRs who teach is required at the university and school-level, and that this action is monitored on an ongoing basis to ensure that all PGRs are fully supported in undertaking their teaching duties (paragraph 21)."}]
[{"$f":"IF('> FILTER <'!B1832<>\"\",ROW(OFFSET(A1831,-1,0)),\"\")","v":1830},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1832)),A1831,\"\")","v":1830},{"$f":"IFERROR(SMALL(Helper2_1,A1831),\"\")","v":1830},null,1830,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1832)),$A1831,\"\")","v":1830},{"$f":"IFERROR(SMALL(Helper2_2,A1831),\"\")","v":1830},{"$f":"COUNTIF(Helper3_1,\"=\"&G1831)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1831)=1, G1831, \"\")","v":1830},{"$f":"IFERROR(SMALL(Index_2,A1831),\"\")","v":1830},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:J1831)),\"\")","v":"EDI_1830"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:K1831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:L1831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:M1831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:P1831)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1831,COLUMNS($J$2:Q1831)),\"\")","v":"Promotion of academic staff based on teaching: The University should clearly and accurately record data on promotion routes based on teaching excellence so it can effectively evidence the implementation of its goal to achieve parity between teaching and research, and take action to ensure this aim is met (paragraph 26)."}]
[{"$f":"IF('> FILTER <'!B1833<>\"\",ROW(OFFSET(A1832,-1,0)),\"\")","v":1831},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1833)),A1832,\"\")","v":1831},{"$f":"IFERROR(SMALL(Helper2_1,A1832),\"\")","v":1831},null,1831,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1833)),$A1832,\"\")","v":1831},{"$f":"IFERROR(SMALL(Helper2_2,A1832),\"\")","v":1831},{"$f":"COUNTIF(Helper3_1,\"=\"&G1832)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1832)=1, G1832, \"\")","v":1831},{"$f":"IFERROR(SMALL(Index_2,A1832),\"\")","v":1831},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:J1832)),\"\")","v":"EDI_1831"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:K1832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:L1832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:M1832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:P1832)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1832,COLUMNS($J$2:Q1832)),\"\")","v":"Attainment gap monitoring: The University should pay particular attention to sharing good practice and supporting staff in understanding the causes of attainment gaps and taking effective action (paragraph 27)."}]
[{"$f":"IF('> FILTER <'!B1834<>\"\",ROW(OFFSET(A1833,-1,0)),\"\")","v":1832},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1834)),A1833,\"\")","v":1832},{"$f":"IFERROR(SMALL(Helper2_1,A1833),\"\")","v":1832},null,1832,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1834)),$A1833,\"\")","v":1832},{"$f":"IFERROR(SMALL(Helper2_2,A1833),\"\")","v":1832},{"$f":"COUNTIF(Helper3_1,\"=\"&G1833)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1833)=1, G1833, \"\")","v":1832},{"$f":"IFERROR(SMALL(Index_2,A1833),\"\")","v":1832},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:J1833)),\"\")","v":"EDI_1832"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:K1833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:L1833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:M1833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:P1833)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1833,COLUMNS($J$2:Q1833)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents, including: the University's Strategy 2030; the report to the Scottish Funding Council; the Outcome Agreement; the proposals and associated action plans in relation to development of the Learning and Teaching Strategy; the mapping of learning and teaching to the UK Quality Code for Higher Education (the Quality Code); and the minutes of the Senate Quality Assurance Committee and the Senate Education Committee (SEC). The team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1835<>\"\",ROW(OFFSET(A1834,-1,0)),\"\")","v":1833},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1835)),A1834,\"\")","v":1833},{"$f":"IFERROR(SMALL(Helper2_1,A1834),\"\")","v":1833},null,1833,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1835)),$A1834,\"\")","v":1833},{"$f":"IFERROR(SMALL(Helper2_2,A1834),\"\")","v":1833},{"$f":"COUNTIF(Helper3_1,\"=\"&G1834)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1834)=1, G1834, \"\")","v":1833},{"$f":"IFERROR(SMALL(Index_2,A1834),\"\")","v":1833},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:J1834)),\"\")","v":"EDI_1833"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:K1834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:L1834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:M1834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:P1834)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1834,COLUMNS($J$2:Q1834)),\"\")","v":"The University's Strategy 2030 sets out four areas of focus for the University. In the area of learning and teaching, the overarching objectives are that teaching will match the excellence of the research and that there will be sustained improvements in student satisfaction and wellbeing.The University has set out its current strategic approach to enhancement which is linked to four main projects: the Curriculum Transformation Programme (CTP); the new Student Support Model; Assessment and Feedback Principles and Priorities; and the Continuous Service Improvement Programme. At present, the University recognises that, while each project has a set of action plans, there is not a high\u0002level action plan providing coordinating oversight of all the projects: it is planned that this should form part of the Learning and Teaching Strategy when this is formulated. Oversight of the projects is currently maintained by reporting lines to Court, the University Executive, and the Senate. The University has also recently approved the establishment of a University Initiative Portfolio Board which will provide oversight of strategic projects and the development of new initiatives along with managing prioritisation."}]
[{"$f":"IF('> FILTER <'!B1836<>\"\",ROW(OFFSET(A1835,-1,0)),\"\")","v":1834},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1836)),A1835,\"\")","v":1834},{"$f":"IFERROR(SMALL(Helper2_1,A1835),\"\")","v":1834},null,1834,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1836)),$A1835,\"\")","v":1834},{"$f":"IFERROR(SMALL(Helper2_2,A1835),\"\")","v":1834},{"$f":"COUNTIF(Helper3_1,\"=\"&G1835)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1835)=1, G1835, \"\")","v":1834},{"$f":"IFERROR(SMALL(Index_2,A1835),\"\")","v":1834},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:J1835)),\"\")","v":"EDI_1834"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:K1835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:L1835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:M1835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:P1835)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1835,COLUMNS($J$2:Q1835)),\"\")","v":"The CTP is planned to run until academic year (AY) 2025-26, setting out a 'vision of an outstanding educational experience for students'. As such, it is seen as underpinning the current strategic direction in learning and teaching with progress being reported on to SEC as a standing agenda item, as well as update reports to the University Executive. Key features of the CTP include the development of Challenge Courses and Experiential Learning as well as improving teaching efficiency and more effective use of the physical and digital estate. The QESR team was informed by senior staff that the University has engaged with academic champions in the schools to help identify the core elements of CTP and to strengthen communications. However, in meetings with the team, some staff and students observed that they were unclear about the direction and timescale for the project."}]
[{"$f":"IF('> FILTER <'!B1837<>\"\",ROW(OFFSET(A1836,-1,0)),\"\")","v":1835},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1837)),A1836,\"\")","v":1835},{"$f":"IFERROR(SMALL(Helper2_1,A1836),\"\")","v":1835},null,1835,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1837)),$A1836,\"\")","v":1835},{"$f":"IFERROR(SMALL(Helper2_2,A1836),\"\")","v":1835},{"$f":"COUNTIF(Helper3_1,\"=\"&G1836)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1836)=1, G1836, \"\")","v":1835},{"$f":"IFERROR(SMALL(Index_2,A1836),\"\")","v":1835},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:J1836)),\"\")","v":"EDI_1835"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:K1836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:L1836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:M1836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:P1836)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1836,COLUMNS($J$2:Q1836)),\"\")","v":"Progress with the new Student Support Model is reported by the University in its self-evaluation for QESR as being excellent, with initial implementation taking place in AY 2022-23 and full roll-out in AY 2023-24. The overview report indicated that the new model was well received by staff and students with the provision of more effective and consistent levels of student support. This perspective was also confirmed by staff who met with the team, although some students observed that there was confusion over the channels of communication and role responsibilities of key staff, resulting in lack of clarity for some students."}]
[{"$f":"IF('> FILTER <'!B1838<>\"\",ROW(OFFSET(A1837,-1,0)),\"\")","v":1836},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1838)),A1837,\"\")","v":1836},{"$f":"IFERROR(SMALL(Helper2_1,A1837),\"\")","v":1836},null,1836,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1838)),$A1837,\"\")","v":1836},{"$f":"IFERROR(SMALL(Helper2_2,A1837),\"\")","v":1836},{"$f":"COUNTIF(Helper3_1,\"=\"&G1837)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1837)=1, G1837, \"\")","v":1836},{"$f":"IFERROR(SMALL(Index_2,A1837),\"\")","v":1836},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:J1837)),\"\")","v":"EDI_1836"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:K1837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:L1837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:M1837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:P1837)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1837,COLUMNS($J$2:Q1837)),\"\")","v":"The Continuous Service Improvement Programme (CSIP) is monitored by the Student Lifecycle Management Group, with reporting to the University Executive. The CSIP incorporates several projects intended to improve the student journey. Task and finish groups have been established 'with a view to implementing initial small changes for AY 2023-24'. These include large-scale projects such as timetabling, which are seen as a priority and are ongoing, as well as improved planning for course enrolments; review of the schemes for fees, bursaries and scholarships; improved induction and enhanced creation of 5 a sense of belonging; improvements in the capture and use of student feedback and an enhanced communications strategy. Outcomes of the CSIP have included guidance on the recognition, reward and remuneration for students who support the work of the University."}]
[{"$f":"IF('> FILTER <'!B1839<>\"\",ROW(OFFSET(A1838,-1,0)),\"\")","v":1837},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1839)),A1838,\"\")","v":1837},{"$f":"IFERROR(SMALL(Helper2_1,A1838),\"\")","v":1837},null,1837,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1839)),$A1838,\"\")","v":1837},{"$f":"IFERROR(SMALL(Helper2_2,A1838),\"\")","v":1837},{"$f":"COUNTIF(Helper3_1,\"=\"&G1838)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1838)=1, G1838, \"\")","v":1837},{"$f":"IFERROR(SMALL(Index_2,A1838),\"\")","v":1837},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:J1838)),\"\")","v":"EDI_1837"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:K1838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:L1838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:M1838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:P1838)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1838,COLUMNS($J$2:Q1838)),\"\")","v":"The University's plans to enhance the student learning experience are also articulated in the Digital Strategy which is linked to its engagement with the sector-wide enhancement topic (paragraphs 28-29), and underpinned through the objectives of the Curriculum Transformation Programme and the pre-existing work undertaken by the Edinburgh Futures Institute. This is also supported through the work of the Institute for Academic Development (IAD) which offers a range of focused workshops on developing digital teaching practices and the opportunity to engage in a peer observation of teaching (POT scheme), specifically focused on digital teaching practices. The University has also committed significant resource to prioritise major investments totalling over £2 million to enhance the digital estate."}]
[{"$f":"IF('> FILTER <'!B1840<>\"\",ROW(OFFSET(A1839,-1,0)),\"\")","v":1838},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1840)),A1839,\"\")","v":1838},{"$f":"IFERROR(SMALL(Helper2_1,A1839),\"\")","v":1838},null,1838,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1840)),$A1839,\"\")","v":1838},{"$f":"IFERROR(SMALL(Helper2_2,A1839),\"\")","v":1838},{"$f":"COUNTIF(Helper3_1,\"=\"&G1839)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1839)=1, G1839, \"\")","v":1838},{"$f":"IFERROR(SMALL(Index_2,A1839),\"\")","v":1838},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:J1839)),\"\")","v":"EDI_1838"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:K1839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:L1839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:M1839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:P1839)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1839,COLUMNS($J$2:Q1839)),\"\")","v":"The IAD has developed an ongoing provision of staff development activities in support of learning and teaching. These have included an annual learning and teaching conference, staff engagement with the Postgraduate Certificate in Academic Practice and recognition of fellowships at all four levels of the Professional Standards Framework. The IAD also delivered a wide range of workshops for staff covering different topics to support enhancement of academic practice. The IAD also hosts a number of staff on secondment each year, enabling them to focus time on specific enhancement projects. Former secondees remain engaged with the IAD as associates who form a network linking the IAD with their academic schools as well as being active contributors to the University's Teaching Matters blog. The embedding of the current and former secondees within the schools has helped disseminate good practice and drive developments in learning and teaching. The QESR team consider that the work of the Institute for Academic Development in establishing a network of secondees and associates embedded within the schools to support pedagogic developments, is a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1841<>\"\",ROW(OFFSET(A1840,-1,0)),\"\")","v":1839},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1841)),A1840,\"\")","v":1839},{"$f":"IFERROR(SMALL(Helper2_1,A1840),\"\")","v":1839},null,1839,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1841)),$A1840,\"\")","v":1839},{"$f":"IFERROR(SMALL(Helper2_2,A1840),\"\")","v":1839},{"$f":"COUNTIF(Helper3_1,\"=\"&G1840)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1840)=1, G1840, \"\")","v":1839},{"$f":"IFERROR(SMALL(Index_2,A1840),\"\")","v":1839},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:J1840)),\"\")","v":"EDI_1839"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:K1840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:L1840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:M1840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:P1840)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1840,COLUMNS($J$2:Q1840)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the Student Partnership Agreement (SPA); Outcome Agreement to the Scottish Funding Council (SFC) 2022-23; Annual report to the SFC on Institution-led Review and Enhancement Activity 2022-23; UK Quality Code Mapping; Internal Periodic Review (IPR) Handbook and Guidance; relevant institutional committee minutes considering student survey feedback; and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1842<>\"\",ROW(OFFSET(A1841,-1,0)),\"\")","v":1840},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1842)),A1841,\"\")","v":1840},{"$f":"IFERROR(SMALL(Helper2_1,A1841),\"\")","v":1840},null,1840,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1842)),$A1841,\"\")","v":1840},{"$f":"IFERROR(SMALL(Helper2_2,A1841),\"\")","v":1840},{"$f":"COUNTIF(Helper3_1,\"=\"&G1841)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1841)=1, G1841, \"\")","v":1840},{"$f":"IFERROR(SMALL(Index_2,A1841),\"\")","v":1840},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:J1841)),\"\")","v":"EDI_1840"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:K1841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:L1841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:M1841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:P1841)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1841,COLUMNS($J$2:Q1841)),\"\")","v":"The overarching framework for student engagement is set out in the University's revised Student Voice Policy (SVP), which outlines the role and responsibilities of students, staff and university-level committees to ensure that partnership arrangements meet sector expectations. This is supported by extensive mapping to the Quality Code which provides an overview of student engagement activities at course, programme and institutional-levels. At school and college-level, students are given the opportunity to provide feedback through locally managed course evaluation, programme representatives, student-staff liaison committees and engagement with IPR in review meetings and as panel members; which is then used by staff to support reflection during annual monitoring self-evaluation activities. Opportunities for students to provide institution-level feedback are provided through Edinburgh University Students' Association (EUSA) student officers, university-wide student surveys (NSS, PTES, PRES, pulse surveys) and student panels and focus groups; with feedback then being used to inform institutional planning and development of strategic initiatives."}]
[{"$f":"IF('> FILTER <'!B1843<>\"\",ROW(OFFSET(A1842,-1,0)),\"\")","v":1841},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1843)),A1842,\"\")","v":1841},{"$f":"IFERROR(SMALL(Helper2_1,A1842),\"\")","v":1841},null,1841,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1843)),$A1842,\"\")","v":1841},{"$f":"IFERROR(SMALL(Helper2_2,A1842),\"\")","v":1841},{"$f":"COUNTIF(Helper3_1,\"=\"&G1842)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1842)=1, G1842, \"\")","v":1841},{"$f":"IFERROR(SMALL(Index_2,A1842),\"\")","v":1841},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:J1842)),\"\")","v":"EDI_1841"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:K1842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:L1842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:M1842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:P1842)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1842,COLUMNS($J$2:Q1842)),\"\")","v":"The University's commitment to working in partnership with students is outlined 6 through its Student Partnership Agreement (SPA) - which is updated annually - and identifies shared priority areas between the University and the EUSA, reflecting key challenges affecting the student experience. As each of the SPA themes is intended to recognise existing areas of partnership, work in relation to the SPA is progressed through university-level project or task groups, as well as through new initiatives. In particular, the Curriculum Transformation Programme (CTP) and Continuous Service Improvement Programme (CSIP), both of which are feeding into the development of the new Learning and Teaching Strategy, were highlighted as examples of where ongoing work addresses SPA themes."}]
[{"$f":"IF('> FILTER <'!B1844<>\"\",ROW(OFFSET(A1843,-1,0)),\"\")","v":1842},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1844)),A1843,\"\")","v":1842},{"$f":"IFERROR(SMALL(Helper2_1,A1843),\"\")","v":1842},null,1842,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1844)),$A1843,\"\")","v":1842},{"$f":"IFERROR(SMALL(Helper2_2,A1843),\"\")","v":1842},{"$f":"COUNTIF(Helper3_1,\"=\"&G1843)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1843)=1, G1843, \"\")","v":1842},{"$f":"IFERROR(SMALL(Index_2,A1843),\"\")","v":1842},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:J1843)),\"\")","v":"EDI_1842"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:K1843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:L1843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:M1843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:P1843)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1843,COLUMNS($J$2:Q1843)),\"\")","v":"The University is taking action to address 2023 NSS scores around Student Voice that indicate that 82.27% of students are satisfied with the opportunities available to provide feedback on their course but only 46.16% agree that they know how their feedback is acted upon. This is also reflected in IPR report recommendations from AY 2022-23 which highlight the need to close the feedback loop with students. As part of the SVP, schools have transitioned from using centrally-managed Course Enhancement Questionnaires (CEQ) to locally-managed course evaluation. This change is intended to facilitate closer student-staff interaction at a local level, with school staff responsible for monitoring and evaluating their approach to student voice activities. Progress reports on university-level actions arising from thematic analysis of Annual Quality Reports state that a toolkit has been developed to help support school staff and that monitoring of school-level approaches would continue to ensure effectiveness of the various approaches adopted and enable the sharing of best practice. Students highlighted examples of where course leaders have already taken steps to strengthen communication channels, including use of personalised emails updating cohorts on any actions taken in response to feedback provided."}]
[{"$f":"IF('> FILTER <'!B1845<>\"\",ROW(OFFSET(A1844,-1,0)),\"\")","v":1843},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1845)),A1844,\"\")","v":1843},{"$f":"IFERROR(SMALL(Helper2_1,A1844),\"\")","v":1843},null,1843,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1845)),$A1844,\"\")","v":1843},{"$f":"IFERROR(SMALL(Helper2_2,A1844),\"\")","v":1843},{"$f":"COUNTIF(Helper3_1,\"=\"&G1844)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1844)=1, G1844, \"\")","v":1843},{"$f":"IFERROR(SMALL(Index_2,A1844),\"\")","v":1843},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:J1844)),\"\")","v":"EDI_1843"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:K1844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:L1844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:M1844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:P1844)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1844,COLUMNS($J$2:Q1844)),\"\")","v":"Student representatives that met with the QESR team recognised the closing of the feedback loop as an issue, explaining that they often encounter the same feedback at both school and institutional-levels, and that when feedback is provided, they 'hope' it is acted upon. Student representatives explained that receiving blanket 'nothing can be done' responses from staff was particularly frustrating and demoralising. Staff confirmed that they had experience of receiving feedback that could not be resolved at school-level; however, they highlighted that some Colleges had established Student-Staff Liaison Committees to ensure that feedback can progress through appropriate channels. The QESR team heard that the University is exploring training for staff on how to respond to student feedback when it cannot be actioned; recognising that when action is taken in response to student feedback, either at course-level or when it informs the development of a strand of a strategic initiative, the timescales may prohibit student awareness of the impact of their contribution. Senior staff reported an increasing trend towards use of 'mid-course feedback collection' by schools as it allows action to be taken within the semester and increases opportunities to close the feedback loop with students."}]
[{"$f":"IF('> FILTER <'!B1846<>\"\",ROW(OFFSET(A1845,-1,0)),\"\")","v":1844},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1846)),A1845,\"\")","v":1844},{"$f":"IFERROR(SMALL(Helper2_1,A1845),\"\")","v":1844},null,1844,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1846)),$A1845,\"\")","v":1844},{"$f":"IFERROR(SMALL(Helper2_2,A1845),\"\")","v":1844},{"$f":"COUNTIF(Helper3_1,\"=\"&G1845)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1845)=1, G1845, \"\")","v":1844},{"$f":"IFERROR(SMALL(Index_2,A1845),\"\")","v":1844},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:J1845)),\"\")","v":"EDI_1844"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:K1845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:L1845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:M1845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:P1845)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1845,COLUMNS($J$2:Q1845)),\"\")","v":"Despite the reported NSS student satisfaction with feedback opportunities, reporting to the SFC identifies that schools and deaneries have experienced 'persistently low levels of student engagement with centrally and locally managed feedback initiatives', which has frustrated staff due to the impact on the utility of any feedback acquired. Staff explained while they have run focus groups to understand why students have not engaged with feedback opportunities, focused on building constructive relationships with student representatives and have trialled different feedback gathering initiatives which recognise and reflect 'what matters to students', engaging students continues to be extremely difficult. Examples of where staff have taken action to improve partnership working arrangements with student representatives is recorded in the SFC report, which provides specific examples of where collaboration has resulted in the design of course evaluation methods, creation of additional in-house surveys, and development of supporting guidance for student representatives."}]
[{"$f":"IF('> FILTER <'!B1847<>\"\",ROW(OFFSET(A1846,-1,0)),\"\")","v":1845},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1847)),A1846,\"\")","v":1845},{"$f":"IFERROR(SMALL(Helper2_1,A1846),\"\")","v":1845},null,1845,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1847)),$A1846,\"\")","v":1845},{"$f":"IFERROR(SMALL(Helper2_2,A1846),\"\")","v":1845},{"$f":"COUNTIF(Helper3_1,\"=\"&G1846)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1846)=1, G1846, \"\")","v":1845},{"$f":"IFERROR(SMALL(Index_2,A1846),\"\")","v":1845},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:J1846)),\"\")","v":"EDI_1845"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:K1846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:L1846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:M1846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:P1846)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1846,COLUMNS($J$2:Q1846)),\"\")","v":"Senior staff recognised both closing the feedback loop and low levels of student engagement as ongoing challenges for the University, and confirmed they are working closely with EUSA, student representatives and the wider student body using student panels, pulse surveys and focus groups to enhance institutional understanding of both issues. The QESR heard that while the Student Lifecycle Management Group continues to identify and disseminate best practice from monitoring of school-level approaches, it was felt that the increased flexibility of the new model had undermined clarity on expectations underpinning student engagement and has meant that continuous improvement to student engagement activities is not currently 'self-fulfilling'. The University should continue to reflect on the strengths and weaknesses of the new arrangements to assure itself that the SVP vision of student-staff owned, strategically-led student engagement is fully realised."}]
[{"$f":"IF('> FILTER <'!B1848<>\"\",ROW(OFFSET(A1847,-1,0)),\"\")","v":1846},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1848)),A1847,\"\")","v":1846},{"$f":"IFERROR(SMALL(Helper2_1,A1847),\"\")","v":1846},null,1846,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1848)),$A1847,\"\")","v":1846},{"$f":"IFERROR(SMALL(Helper2_2,A1847),\"\")","v":1846},{"$f":"COUNTIF(Helper3_1,\"=\"&G1847)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1847)=1, G1847, \"\")","v":1846},{"$f":"IFERROR(SMALL(Index_2,A1847),\"\")","v":1846},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:J1847)),\"\")","v":"EDI_1846"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:K1847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:L1847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:M1847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:P1847)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1847,COLUMNS($J$2:Q1847)),\"\")","v":"In 2021, the University of Edinburgh received 10 recommendations from Enhancement-led Institutional Review (ELIR 4). The QESR team concludes that the University has made sufficient progress on four of those recommendations but further action is required on the remaining recommendations from ELIR 4. In coming to this conclusion, the team considered the ELIR 4 action plan progress update, the ELIR follow-up report, the annual reports to the Scottish Funding Council, the minutes of the Senate Quality Assurance Committee (SQAC), the Senate Academic Policy and Regulations Committee and the ELIR Oversight Group. The team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1849<>\"\",ROW(OFFSET(A1848,-1,0)),\"\")","v":1847},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1849)),A1848,\"\")","v":1847},{"$f":"IFERROR(SMALL(Helper2_1,A1848),\"\")","v":1847},null,1847,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1849)),$A1848,\"\")","v":1847},{"$f":"IFERROR(SMALL(Helper2_2,A1848),\"\")","v":1847},{"$f":"COUNTIF(Helper3_1,\"=\"&G1848)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1848)=1, G1848, \"\")","v":1847},{"$f":"IFERROR(SMALL(Index_2,A1848),\"\")","v":1847},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:J1848)),\"\")","v":"EDI_1847"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:K1848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:L1848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:M1848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:P1848)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1848,COLUMNS($J$2:Q1848)),\"\")","v":"ELIR 4 (2021) identified 10 areas for development. The University was asked to make significant progress, within the following academic year on two of those recommendations (assessment and feedback, and the personal tutor scheme). The University has initiated actions in all areas but there is still further work to be done to progress a number of these where the impact of the action being undertaken is not yet complete, fully impacting positively on the student learning experience or being implemented consistently across schools. In aiming to address the recommendations, the University has established several working groups with reporting lines through to the ELIR Oversight Group which, in turn reports to the University Executive."}]
[{"$f":"IF('> FILTER <'!B1850<>\"\",ROW(OFFSET(A1849,-1,0)),\"\")","v":1848},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1850)),A1849,\"\")","v":1848},{"$f":"IFERROR(SMALL(Helper2_1,A1849),\"\")","v":1848},null,1848,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1850)),$A1849,\"\")","v":1848},{"$f":"IFERROR(SMALL(Helper2_2,A1849),\"\")","v":1848},{"$f":"COUNTIF(Helper3_1,\"=\"&G1849)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1849)=1, G1849, \"\")","v":1848},{"$f":"IFERROR(SMALL(Index_2,A1849),\"\")","v":1848},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:J1849)),\"\")","v":"EDI_1848"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:K1849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:L1849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:M1849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:P1849)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1849,COLUMNS($J$2:Q1849)),\"\")","v":"The ELIR 4 team recommended that the University increased oversight and planning for growth of student numbers and the QESR team concludes that sufficient progress has been made. In AY 2022-23, the University agreed a set of objectives - for on-campus undergraduate, taught postgraduate, and postgraduate research students, as well as for part-time online master's students - which are linked to the ambitions of the University's Strategy 2030 and underpinned by the Strategic Performance Framework; the initial focus being on the undergraduate and postgraduate taught student populations. The University Executive agreed the Strategic Recruitment Enrolment Plan which incorporates a set of key performance indicators including specific consideration of widening participation and international student recruitment. The planning also includes provision of additional resources to support teaching in previously over-recruited areas."}]
[{"$f":"IF('> FILTER <'!B1851<>\"\",ROW(OFFSET(A1850,-1,0)),\"\")","v":1849},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1851)),A1850,\"\")","v":1849},{"$f":"IFERROR(SMALL(Helper2_1,A1850),\"\")","v":1849},null,1849,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1851)),$A1850,\"\")","v":1849},{"$f":"IFERROR(SMALL(Helper2_2,A1850),\"\")","v":1849},{"$f":"COUNTIF(Helper3_1,\"=\"&G1850)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1850)=1, G1850, \"\")","v":1849},{"$f":"IFERROR(SMALL(Index_2,A1850),\"\")","v":1849},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:J1850)),\"\")","v":"EDI_1849"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:K1850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:L1850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:M1850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:P1850)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1850,COLUMNS($J$2:Q1850)),\"\")","v":"The ELIR 4 team recommended that the University provided institutional oversight and ensured clarity for staff on the strategic approach to the enhancement of learning and teaching, in particular during the transitional period between the previous Learning and Teaching Strategy, which ended in 2019, and the development of a new one. In response, the University has built on key strategic projects, including: the Curriculum Transformation Programme; the Continuous Service Improvement Programme (CSIP) assessment; and feedback, training and support for PGR tutors and academic staff development; some of these being addressed as specific responsive actions set out below. Work is focused on developing approaches to institutional consistency and establishment of methods for monitoring across schools."}]
[{"$f":"IF('> FILTER <'!B1852<>\"\",ROW(OFFSET(A1851,-1,0)),\"\")","v":1850},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1852)),A1851,\"\")","v":1850},{"$f":"IFERROR(SMALL(Helper2_1,A1851),\"\")","v":1850},null,1850,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1852)),$A1851,\"\")","v":1850},{"$f":"IFERROR(SMALL(Helper2_2,A1851),\"\")","v":1850},{"$f":"COUNTIF(Helper3_1,\"=\"&G1851)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1851)=1, G1851, \"\")","v":1850},{"$f":"IFERROR(SMALL(Index_2,A1851),\"\")","v":1850},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:J1851)),\"\")","v":"EDI_1850"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:K1851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:L1851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:M1851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:P1851)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1851,COLUMNS($J$2:Q1851)),\"\")","v":"It was reported that a task group of the Senate Education Committee (SEC) would take forward the work of developing a new Learning and Teaching Strategy in the first half of AY 2022-23. Subsequently SEC, in September 2023, 'discussed a proposal for the development of a Learning and Teaching Strategy', agreeing that 'an initial draft will be developed for further discussion. In a meeting with staff, the QESR team was told that, in the absence of an institutional strategy, schools had developed their own approaches. At the meeting with senior staff, the team was informed that a draft strategy had recently been formulated and undergone an initial review by SEC. The team was provided with a copy of the draft following the QESR visit. Given the delays in developing the Learning and Teaching Strategy and the associated direction for schools, the QESR team recommends that the University expedites the final drafting, approval and implementation of the Learning and Teaching Strategy to help staff and students understand how major strategic projects work together and provide clarity on the strategic approach to enhancing learning and teaching."}]
[{"$f":"IF('> FILTER <'!B1853<>\"\",ROW(OFFSET(A1852,-1,0)),\"\")","v":1851},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1853)),A1852,\"\")","v":1851},{"$f":"IFERROR(SMALL(Helper2_1,A1852),\"\")","v":1851},null,1851,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1853)),$A1852,\"\")","v":1851},{"$f":"IFERROR(SMALL(Helper2_2,A1852),\"\")","v":1851},{"$f":"COUNTIF(Helper3_1,\"=\"&G1852)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1852)=1, G1852, \"\")","v":1851},{"$f":"IFERROR(SMALL(Index_2,A1852),\"\")","v":1851},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:J1852)),\"\")","v":"EDI_1851"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:K1852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:L1852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:M1852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:P1852)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1852,COLUMNS($J$2:Q1852)),\"\")","v":"More effective management of the pace of change was recommended by the ELIR 4 team. This was taken on board as a series of recommendations by the Senior Leadership Team in September 2022, intended to take the form of the series of identified strategic change projects which are linked to Strategy 2030, and which provide clarity regarding the intended outcomes. There is recognition that the University still needs to develop effective ways of managing strategic projects and the QESR team was informed that a University Initiatives Portfolio Board has been established to maintain oversight of these projects and manage prioritisation along with an oversight group, chaired by the Provost, with the Heads of Colleges to ensure effective line management of project implementation. The QESR team recommends that the University makes progress on and accelerates its actions in response to the recommendations from the previous ELIR - ensuring effective and consistent implementation by all schools - and monitors the outcomes, in order to evidence significant progress within the next academic year."}]
[{"$f":"IF('> FILTER <'!B1854<>\"\",ROW(OFFSET(A1853,-1,0)),\"\")","v":1852},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1854)),A1853,\"\")","v":1852},{"$f":"IFERROR(SMALL(Helper2_1,A1853),\"\")","v":1852},null,1852,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1854)),$A1853,\"\")","v":1852},{"$f":"IFERROR(SMALL(Helper2_2,A1853),\"\")","v":1852},{"$f":"COUNTIF(Helper3_1,\"=\"&G1853)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1853)=1, G1853, \"\")","v":1852},{"$f":"IFERROR(SMALL(Index_2,A1853),\"\")","v":1852},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:J1853)),\"\")","v":"EDI_1852"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:K1853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:L1853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:M1853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:P1853)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1853,COLUMNS($J$2:Q1853)),\"\")","v":"The ELIR 4 team recommended that the University should ensure effective implementation of its policy for the training and support for postgraduate students who teach. At its meeting in March 2023, the ELIR Oversight Group recognised that there was still progress needed to implement the policy for Tutors and Demonstrators, including postgraduate (PGR) students who teach. This issue is being addressed by a Training Working Group, overseen by the Institute for Academic Development, which has resulted in guidance being developed for the implementation of the policy to ensure consistency across schools. The QESR team was informed that the supplementary guidance to support the policy had been approved by Senate Education Committee the week preceding the QESR visit. PGR students who met the QESR team reported that they had engaged with university\u0002level training, though there was some confusion as to whether that training was mandatory. They also observed that programme-specific training was provided within schools, although this appeared variable and dependent on school provision. Likewise, there was variation in the perceived quality of school-level support provided for PGRs. Staff who met the QESR team reported that a PGR network was planned to further support PGRs who teach, but that there was still variability regarding policy implementation and governance within the schools. The team noted that the proposals for PGR training were appropriate but that more work needed to be done to embed them within the schools. The University should prioritise and complete the recommendation on training for PGR students who teach from ELIR 4, expediting progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should take prompt action, within the current academic year, to consistently implement its updated policy and to ensure that training for PGRs who teach is required at university and school-level, and that this action is monitored on an ongoing basis to ensure that all PGRs are fully supported in undertaking their teaching duties."}]
[{"$f":"IF('> FILTER <'!B1855<>\"\",ROW(OFFSET(A1854,-1,0)),\"\")","v":1853},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1855)),A1854,\"\")","v":1853},{"$f":"IFERROR(SMALL(Helper2_1,A1854),\"\")","v":1853},null,1853,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1855)),$A1854,\"\")","v":1853},{"$f":"IFERROR(SMALL(Helper2_2,A1854),\"\")","v":1853},{"$f":"COUNTIF(Helper3_1,\"=\"&G1854)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1854)=1, G1854, \"\")","v":1853},{"$f":"IFERROR(SMALL(Index_2,A1854),\"\")","v":1853},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:J1854)),\"\")","v":"EDI_1853"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:K1854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:L1854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:M1854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:P1854)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1854,COLUMNS($J$2:Q1854)),\"\")","v":"At the time of the 2021 ELIR, the timeline for the implementation of the new Student Support Model was planned for academic year AY 2023-24. The ELIR team noted that the University had been developing its approach to personal tutoring over an extended time period and recommended that there should be significant progress in implementing its plans, and asked the University to reflect on whether the timescale for implementation (AY 2023-24) was sufficiently ambitious. In response, the University established a new Student Wellbeing Service in September 2022 with an accelerated rollout of the new Student Support Model. Phase 1 was introduced for all new students in AY 2022-23 with Phase 2 being implemented for all students in AY 2023-24. Initial indications are that the system has been well received by staff and students, with greater consistency of support provision. The University reports progress as being 'excellent' and that adoption of the new Student Adviser, Wellbeing Adviser and Academic Cohort Lead roles has already begun to fulfil the strategic initiative aim of ensuring all students have access to appropriate academic guidance and wellbeing support during their studies. This was endorsed by staff who explained that the distinct support roles had provided a more accessible and consistent student support offering. Students that met with the QESR team generally reported optimistically on their experience of the new support arrangements; however, they expressed concern over lack of student awareness regarding which staff held roles in their school, flagging that online students as a group were particularly affected, and that there was the need for clarity on role responsibilities and communication channels between staff when referring students on to other support services. The QESR team recognises that the University is currently developing an evaluation model to provide ongoing quality assurance for the new Student Support Model arrangements; however, the team considers in the interim period that there would be benefit in strengthening communication with students regarding role responsibilities of staff and opportunities for students to provide feedback on the new model."}]
[{"$f":"IF('> FILTER <'!B1856<>\"\",ROW(OFFSET(A1855,-1,0)),\"\")","v":1854},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1856)),A1855,\"\")","v":1854},{"$f":"IFERROR(SMALL(Helper2_1,A1855),\"\")","v":1854},null,1854,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1856)),$A1855,\"\")","v":1854},{"$f":"IFERROR(SMALL(Helper2_2,A1855),\"\")","v":1854},{"$f":"COUNTIF(Helper3_1,\"=\"&G1855)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1855)=1, G1855, \"\")","v":1854},{"$f":"IFERROR(SMALL(Index_2,A1855),\"\")","v":1854},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:J1855)),\"\")","v":"EDI_1854"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:K1855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:L1855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:M1855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:P1855)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1855,COLUMNS($J$2:Q1855)),\"\")","v":"Assessment and feedback was identified as an area for development in both the 2015 and 2021 ELIR reports. The University was therefore asked to make demonstrable progress within the academic year following the 2021 ELIR. As a result, the University's Assessment and Feedback Task Group was established to develop a set of Principles and Priorities. These were approved in May 2022 by the Senate Education Committee alongside the establishment of the Assessment and Feedback Strategy Group and the Assessment and Feedback Guidance, Procedures, Data, Systems and Evaluation Group"}]
[{"$f":"IF('> FILTER <'!B1857<>\"\",ROW(OFFSET(A1856,-1,0)),\"\")","v":1855},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1857)),A1856,\"\")","v":1855},{"$f":"IFERROR(SMALL(Helper2_1,A1856),\"\")","v":1855},null,1855,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1857)),$A1856,\"\")","v":1855},{"$f":"IFERROR(SMALL(Helper2_2,A1856),\"\")","v":1855},{"$f":"COUNTIF(Helper3_1,\"=\"&G1856)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1856)=1, G1856, \"\")","v":1855},{"$f":"IFERROR(SMALL(Index_2,A1856),\"\")","v":1855},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:J1856)),\"\")","v":"EDI_1855"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:K1856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:L1856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:M1856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:P1856)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1856,COLUMNS($J$2:Q1856)),\"\")","v":"Schools have been required to report on their engagement with the Principles and Priorities as part of their annual monitoring procedure with evaluation via quality reports overseen by the Assessment and Feedback Strategy Group. The reports considered by the School Annual Quality Reports Sub-Group indicate variable progress in implementation of the Principles and Priorities. The ELIR 4 Action Plan - Progress Update 2023 states that the progress and impact of these Principles and Priorities have been impacted by the industrial action and the marking and assessment boycott - which is reflected in the National Student Survey (NSS) scores for assessment and feedback - with the largest impact being on feedback turnaround times. The University acknowledges in its annual report to the Scottish Funding Council that there are inconsistencies in meeting feedback return dates, and this was further confirmed during the QESR review meetings. In this context, the QESR team noted that the University was 11.9 percentage points below benchmark for assessment and feedback in the 2023 NSS and that both the quality and timing of feedback were identified as specific issues in the free-text comments. Students also commented on the variable quality of the feedback received. Senior staff recognise that this must be a priority for the University and informed the team that meetings have taken place with College Heads to ensure they monitor turnaround times and report upwards regarding any instances of these not being met. They also informed the team that assessment and feedback will be a focus for programme redesign as part of the Curriculum Transformation Programme."}]
[{"$f":"IF('> FILTER <'!B1858<>\"\",ROW(OFFSET(A1857,-1,0)),\"\")","v":1856},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1858)),A1857,\"\")","v":1856},{"$f":"IFERROR(SMALL(Helper2_1,A1857),\"\")","v":1856},null,1856,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1858)),$A1857,\"\")","v":1856},{"$f":"IFERROR(SMALL(Helper2_2,A1857),\"\")","v":1856},{"$f":"COUNTIF(Helper3_1,\"=\"&G1857)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1857)=1, G1857, \"\")","v":1856},{"$f":"IFERROR(SMALL(Index_2,A1857),\"\")","v":1856},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:J1857)),\"\")","v":"EDI_1856"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:K1857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:L1857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:M1857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:P1857)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1857,COLUMNS($J$2:Q1857)),\"\")","v":"The ELIR 4 recommendation on assessment and feedback also asked the University 10 to progress with proposals for a common marking scheme. The team heard that work is progressing with the identification of a preferred approach and that high-level principles have been established but that local tailoring of assessment schemes and marking criteria at school-level was proving challenging in some areas. The University should prioritise and complete the recommendation on assessment and feedback from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should take immediate action, within the current academic year, to ensure that the new Assessment and Feedback Principles and Priorities (developed in response to ELIR 4) are fully implemented in all schools, that feedback turnaround times and quality are monitored effectively, and that prompt action is taken to address any shortcomings."}]
[{"$f":"IF('> FILTER <'!B1859<>\"\",ROW(OFFSET(A1858,-1,0)),\"\")","v":1857},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1859)),A1858,\"\")","v":1857},{"$f":"IFERROR(SMALL(Helper2_1,A1858),\"\")","v":1857},null,{"$f":"ROW(OFFSET(E1858,-1,0))","v":1857},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1859)),$A1858,\"\")","v":1857},{"$f":"IFERROR(SMALL(Helper2_2,A1858),\"\")","v":1857},{"$f":"COUNTIF(Helper3_1,\"=\"&G1858)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1858)=1, G1858, \"\")","v":1857},{"$f":"IFERROR(SMALL(Index_2,A1858),\"\")","v":1857},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:J1858)),\"\")","v":"EDI_1857"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:K1858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:L1858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:M1858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:P1858)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1858,COLUMNS($J$2:Q1858)),\"\")","v":"The ELIR 4 team asked the University to progress with work to improve the recognition of teaching excellence across all aspects of the University. To aid recognition and support for academic staff development, and the promotion of academic staff based on teaching, the University is developing approaches to enhance support for professional development in teaching which is underpinned by a range of programmes delivered by the Institute for Academic Development. The University has also developed its HR policies to put greater emphasis on 'Contribution to Teaching' and Equality, Diversity and Inclusion considerations for implementation in AY 2024-25 with the aim of ensuring parity of teaching alongside research with associated promotion pathways. The team was informed that staff recognised that there had been improvements in the recognition of teaching but that there was still more to be done, particularly at school-level. The University provided the team with data on promotions but was unable to disaggregate them in terms of the different promotion routes. As such, it was not possible to determine the scale of improvement in recognition for leadership in teaching. The University should prioritise and complete the recommendation on promotion of academic staff based on teaching from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should clearly and accurately record data on promotion routes based on teaching excellence so it can effectively evidence the implementation of its goal to achieve parity between teaching and research, and take action to ensure this aim is met."}]
[{"$f":"IF('> FILTER <'!B1860<>\"\",ROW(OFFSET(A1859,-1,0)),\"\")","v":1858},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1860)),A1859,\"\")","v":1858},{"$f":"IFERROR(SMALL(Helper2_1,A1859),\"\")","v":1858},null,1858,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1860)),$A1859,\"\")","v":1858},{"$f":"IFERROR(SMALL(Helper2_2,A1859),\"\")","v":1858},{"$f":"COUNTIF(Helper3_1,\"=\"&G1859)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1859)=1, G1859, \"\")","v":1858},{"$f":"IFERROR(SMALL(Index_2,A1859),\"\")","v":1858},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:J1859)),\"\")","v":"EDI_1858"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:K1859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:L1859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:M1859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:P1859)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1859,COLUMNS($J$2:Q1859)),\"\")","v":"The University had a recommendation from ELIR 4 to consider how to address attainment gaps in student performance through the oversight, coordination and monitoring at an institutional level of school-level actions. Work has been undertaken through SQAC and the use of Thematic Reviews to identify awarding gaps. It is noted that schools have engaged but 'have struggled to understand the underlying causes or what good practice should be encouraged'. The University's Equality, Diversity and Inclusion Committee (EDIC) has been engaged with trying to determine the underlying causes for sharing with schools. The associated baselines are planned to be incorporated into the annual monitoring cycle. The QESR team was informed that work is ongoing to support transition and progression, and that this is linked into the Curriculum Transformation Programme. The University should prioritise and complete the recommendation on attainment gap oversight, coordination and monitoring from ELIR 4, expediating progress to ensure that the work being undertaken is effective. In addition, the QESR team recommends that the University should pay particular attention to sharing good practice and supporting staff in understanding the causes of attainment gaps and taking effective action."}]
[{"$f":"IF('> FILTER <'!B1861<>\"\",ROW(OFFSET(A1860,-1,0)),\"\")","v":1859},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1861)),A1860,\"\")","v":1859},{"$f":"IFERROR(SMALL(Helper2_1,A1860),\"\")","v":1859},null,1859,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1861)),$A1860,\"\")","v":1859},{"$f":"IFERROR(SMALL(Helper2_2,A1860),\"\")","v":1859},{"$f":"COUNTIF(Helper3_1,\"=\"&G1860)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1860)=1, G1860, \"\")","v":1859},{"$f":"IFERROR(SMALL(Index_2,A1860),\"\")","v":1859},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:J1860)),\"\")","v":"EDI_1859"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:K1860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:L1860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:M1860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:P1860)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1860,COLUMNS($J$2:Q1860)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered Enhancement Topic related Project updates, Digital Strategy updates, uptake of relevant staff development opportunities, the SFC Report, Annual Outcome Agreement, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1862<>\"\",ROW(OFFSET(A1861,-1,0)),\"\")","v":1860},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1862)),A1861,\"\")","v":1860},{"$f":"IFERROR(SMALL(Helper2_1,A1861),\"\")","v":1860},null,1860,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1862)),$A1861,\"\")","v":1860},{"$f":"IFERROR(SMALL(Helper2_2,A1861),\"\")","v":1860},{"$f":"COUNTIF(Helper3_1,\"=\"&G1861)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1861)=1, G1861, \"\")","v":1860},{"$f":"IFERROR(SMALL(Index_2,A1861),\"\")","v":1860},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:J1861)),\"\")","v":"EDI_1860"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:K1861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:L1861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:M1861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:P1861)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1861,COLUMNS($J$2:Q1861)),\"\")","v":"The University's engagement with the sector-wide enhancement theme - 'The future of learning and teaching: Defining and delivering an effective and inclusive digital/blended offering' - is embedded in its Digital Strategy and through key strategic projects including the development of the new Learning and Teaching Strategy and digital education strand of the Curriculum Transformation Programme. It is underpinned by prior research and projects led by the Edinburgh Futures Institute (EFI) which, in 2022, launched a major suite of postgraduate taught hybrid programmes delivered through what the University calls 'fusion' teaching, which allows students to combine on-campus with online study, and teaches on-campus and online students together as a single cohort. Post-pandemic, the University has continued to invest in its digital infrastructure, reporting that 5,000 modules have been migrated to the new virtual learning environment (VLE) and it has invested in equipping 400 classrooms with audio visual equipment to support hybrid delivery. Realisation of the Digital Strategy has been enhanced through the formation of the new Digital Estate Prioritisation Group short-life working group (DEP) which will oversee the development and effective management and prioritisation of major digital estate investments."}]
[{"$f":"IF('> FILTER <'!B1863<>\"\",ROW(OFFSET(A1862,-1,0)),\"\")","v":1861},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1863)),A1862,\"\")","v":1861},{"$f":"IFERROR(SMALL(Helper2_1,A1862),\"\")","v":1861},null,1861,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1863)),$A1862,\"\")","v":1861},{"$f":"IFERROR(SMALL(Helper2_2,A1862),\"\")","v":1861},{"$f":"COUNTIF(Helper3_1,\"=\"&G1862)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1862)=1, G1862, \"\")","v":1861},{"$f":"IFERROR(SMALL(Index_2,A1862),\"\")","v":1861},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:J1862)),\"\")","v":"EDI_1861"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:K1862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:L1862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:M1862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:P1862)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1862,COLUMNS($J$2:Q1862)),\"\")","v":"Senior staff confirmed that student-facing professional services are required to reflect on how well they meet the needs of 'online and digital learners' and that thematic analysis of the Postgraduate Taught Experience Survey (PTES) has been used to support institutional understanding of differences in student satisfaction between student groups. Students that met with the QESR team expressed the view that sense of community can be negatively impacted by primary mode of study, and the University is aware that satisfaction for fully online students is lower on the theme of community than for other postgraduate taught students. Students reported an appetite for greater engagement with their academic peers through course or subject-level social events, and for staff support when trying to self-initiate opportunities to network with peers. Staff recognised the challenge of integrating different student cohorts and providing opportunities to collaborate when students are studying across different time zones."}]
[{"$f":"IF('> FILTER <'!B1864<>\"\",ROW(OFFSET(A1863,-1,0)),\"\")","v":1862},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1864)),A1863,\"\")","v":1862},{"$f":"IFERROR(SMALL(Helper2_1,A1863),\"\")","v":1862},null,1862,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1864)),$A1863,\"\")","v":1862},{"$f":"IFERROR(SMALL(Helper2_2,A1863),\"\")","v":1862},{"$f":"COUNTIF(Helper3_1,\"=\"&G1863)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1863)=1, G1863, \"\")","v":1862},{"$f":"IFERROR(SMALL(Index_2,A1863),\"\")","v":1862},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:J1863)),\"\")","v":"EDI_1862"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:K1863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:L1863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:M1863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:P1863)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1863,COLUMNS($J$2:Q1863)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered the institution-led review reports, the University's approach to annual monitoring, papers and minutes from institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1865<>\"\",ROW(OFFSET(A1864,-1,0)),\"\")","v":1863},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1865)),A1864,\"\")","v":1863},{"$f":"IFERROR(SMALL(Helper2_1,A1864),\"\")","v":1863},null,1863,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1865)),$A1864,\"\")","v":1863},{"$f":"IFERROR(SMALL(Helper2_2,A1864),\"\")","v":1863},{"$f":"COUNTIF(Helper3_1,\"=\"&G1864)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1864)=1, G1864, \"\")","v":1863},{"$f":"IFERROR(SMALL(Index_2,A1864),\"\")","v":1863},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:J1864)),\"\")","v":"EDI_1863"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:K1864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:L1864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:M1864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:P1864)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1864,COLUMNS($J$2:Q1864)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the Expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance on quality issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course development are aligned to sector expectations set out in the Quality Code, taking account of relevant Subject 12 Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks."}]
[{"$f":"IF('> FILTER <'!B1866<>\"\",ROW(OFFSET(A1865,-1,0)),\"\")","v":1864},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1866)),A1865,\"\")","v":1864},{"$f":"IFERROR(SMALL(Helper2_1,A1865),\"\")","v":1864},null,1864,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1866)),$A1865,\"\")","v":1864},{"$f":"IFERROR(SMALL(Helper2_2,A1865),\"\")","v":1864},{"$f":"COUNTIF(Helper3_1,\"=\"&G1865)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1865)=1, G1865, \"\")","v":1864},{"$f":"IFERROR(SMALL(Index_2,A1865),\"\")","v":1864},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:J1865)),\"\")","v":"EDI_1864"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:K1865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:L1865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:M1865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:P1865)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1865,COLUMNS($J$2:Q1865)),\"\")","v":"The University has in place an overarching framework for the annual monitoring of programmes which is undertaken for all credit-bearing provision and non-credit bearing massive open online courses (MOOCs). Internal Periodic Review (IPR) allows for an in-depth investigation of the quality of academic provision over a six-year cycle. The reports are published on the website, followed by a 14-week response and a year-on response. Student Support Service Annual Review and periodic, cross-service Thematic Review are also in place for Student Services and reports are considered by the Senate Quality Assurance Committee (SQAC). Clear and concise supporting documentation for staff and students include the IPR Handbook, IPR Guidance for Staff, ILR Guidance for Students and Thematic Review Guidance. Areas of good practice identified in the IPR reports are published annually on the university website, along with areas for further development with the University identifying where the proposed responsibility for action lies. The IPR Schedule, up to and including AY 2028-29, is published on the university website covering undergraduate, postgraduate and research provision."}]
[{"$f":"IF('> FILTER <'!B1867<>\"\",ROW(OFFSET(A1866,-1,0)),\"\")","v":1865},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1867)),A1866,\"\")","v":1865},{"$f":"IFERROR(SMALL(Helper2_1,A1866),\"\")","v":1865},null,1865,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1867)),$A1866,\"\")","v":1865},{"$f":"IFERROR(SMALL(Helper2_2,A1866),\"\")","v":1865},{"$f":"COUNTIF(Helper3_1,\"=\"&G1866)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1866)=1, G1866, \"\")","v":1865},{"$f":"IFERROR(SMALL(Index_2,A1866),\"\")","v":1865},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:J1866)),\"\")","v":"EDI_1865"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:K1866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:L1866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:M1866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:P1866)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1866,COLUMNS($J$2:Q1866)),\"\")","v":"At individual school-level, programme or programme cluster reports are provided to the School Director of Quality to inform the preparation of school annual quality reports. College quality committees (or equivalent) consider the annual reports, identifying themes and areas of good practice, and areas for further development. The annual monitoring templates are designed so that updates on key institutional issues are required to be included in the report - specifically, reflections on the Student Voice Policy, the Assessment and Feedback Principles and Priorities, and the industrial action. The University considers digital and blended learning as part of its broader approach to quality review - for example, via annual monitoring and IPR, some of these focusing specifically on online digital programmes."}]
[{"$f":"IF('> FILTER <'!B1868<>\"\",ROW(OFFSET(A1867,-1,0)),\"\")","v":1866},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1868)),A1867,\"\")","v":1866},{"$f":"IFERROR(SMALL(Helper2_1,A1867),\"\")","v":1866},null,1866,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1868)),$A1867,\"\")","v":1866},{"$f":"IFERROR(SMALL(Helper2_2,A1867),\"\")","v":1866},{"$f":"COUNTIF(Helper3_1,\"=\"&G1867)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1867)=1, G1867, \"\")","v":1866},{"$f":"IFERROR(SMALL(Index_2,A1867),\"\")","v":1866},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:J1867)),\"\")","v":"EDI_1866"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:K1867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:L1867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:M1867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:P1867)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1867,COLUMNS($J$2:Q1867)),\"\")","v":"Assessment and feedback have been identified as areas for development in the ELIR 2015 and ELIR 2021 reports and, in 2021, the University was asked to make demonstrable progress within the next academic year (detailed in paragraphs 23-25)."}]
[{"$f":"IF('> FILTER <'!B1869<>\"\",ROW(OFFSET(A1868,-1,0)),\"\")","v":1867},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1869)),A1868,\"\")","v":1867},{"$f":"IFERROR(SMALL(Helper2_1,A1868),\"\")","v":1867},null,1867,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1869)),$A1868,\"\")","v":1867},{"$f":"IFERROR(SMALL(Helper2_2,A1868),\"\")","v":1867},{"$f":"COUNTIF(Helper3_1,\"=\"&G1868)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1868)=1, G1868, \"\")","v":1867},{"$f":"IFERROR(SMALL(Index_2,A1868),\"\")","v":1867},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:J1868)),\"\")","v":"EDI_1867"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:K1868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:L1868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:M1868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:P1868)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1868,COLUMNS($J$2:Q1868)),\"\")","v":"The responsibility for programme approval and programme modification is devolved to the University's schools and colleges and these are considered by Boards of Studies, which include student representation, that meet at least once a year. The Boards of Studies are required to confirm that all new programmes align with institutional strategy, are academically rigorous, align with the Scottish Credit and Qualifications Framework (SCQF) and take account of Subject Benchmark Statements and Professional, Statutory and Regulatory Body (PSRB) requirements."}]
[{"$f":"IF('> FILTER <'!B1870<>\"\",ROW(OFFSET(A1869,-1,0)),\"\")","v":1868},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1870)),A1869,\"\")","v":1868},{"$f":"IFERROR(SMALL(Helper2_1,A1869),\"\")","v":1868},null,1868,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1870)),$A1869,\"\")","v":1868},{"$f":"IFERROR(SMALL(Helper2_2,A1869),\"\")","v":1868},{"$f":"COUNTIF(Helper3_1,\"=\"&G1869)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1869)=1, G1869, \"\")","v":1868},{"$f":"IFERROR(SMALL(Index_2,A1869),\"\")","v":1868},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:J1869)),\"\")","v":"EDI_1868"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:K1869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:L1869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:M1869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:P1869)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1869,COLUMNS($J$2:Q1869)),\"\")","v":"The University has clearly mapped the arrangements for partnerships to the Quality Code and has an Academic Collaboration Advisory Group as the key contact for staff advice and guidance. A range of policies and a set of guidance documents set out the approval processes for the various collaborative agreements and provide a suite of templates to support schools in developing partnerships. The policies make clear the requirement for all academic collaborations to go through academic due diligence before collaborative proposals can be approved. Memorandum of Agreement templates include statements on the requirements for quality assurance, and the School Annual Quality Report template guidance on scope states that the report covers all taught, research and credit-bearing provision including collaborative provision and non-credit-bearing MOOCs. MOOCs are delivered in collaboration with a number of learning platforms and all courses associated with this are subject to the Programme and Course Approval and Management Policy. The University's remit for Internal Periodic Reviews states that the scope of these reviews includes provision delivered in collaboration with others."}]
[{"$f":"IF('> FILTER <'!B1871<>\"\",ROW(OFFSET(A1870,-1,0)),\"\")","v":1869},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1871)),A1870,\"\")","v":1869},{"$f":"IFERROR(SMALL(Helper2_1,A1870),\"\")","v":1869},null,1869,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1871)),$A1870,\"\")","v":1869},{"$f":"IFERROR(SMALL(Helper2_2,A1870),\"\")","v":1869},{"$f":"COUNTIF(Helper3_1,\"=\"&G1870)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1870)=1, G1870, \"\")","v":1869},{"$f":"IFERROR(SMALL(Index_2,A1870),\"\")","v":1869},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:J1870)),\"\")","v":"EDI_1869"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:K1870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:L1870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:M1870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:P1870)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1870,COLUMNS($J$2:Q1870)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. In coming to this conclusion, the team considered the mapping of the quality processes against the Quality Code, minutes from the Senate Quality Assurance Committee (SQAC) and the Senate Academic Policy and Regulations Committee (APRC), analysis of external examiner reports, and the annual report to the Scottish Funding Council."}]
[{"$f":"IF('> FILTER <'!B1872<>\"\",ROW(OFFSET(A1871,-1,0)),\"\")","v":1870},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1872)),A1871,\"\")","v":1870},{"$f":"IFERROR(SMALL(Helper2_1,A1871),\"\")","v":1870},null,1870,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1872)),$A1871,\"\")","v":1870},{"$f":"IFERROR(SMALL(Helper2_2,A1871),\"\")","v":1870},{"$f":"COUNTIF(Helper3_1,\"=\"&G1871)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1871)=1, G1871, \"\")","v":1870},{"$f":"IFERROR(SMALL(Index_2,A1871),\"\")","v":1870},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:J1871)),\"\")","v":"EDI_1870"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:K1871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:L1871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:M1871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:P1871)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1871,COLUMNS($J$2:Q1871)),\"\")","v":"The University has recently updated its mapping to the Quality Code and the mapping documentation for each element of the Code is linked through to the associated policies which are published on the University's website. The University makes use of external reference points and expertise in the development of new programmes and in respect of major revisions. Approval of new programmes requires that the programme is aligned with the relevant Subject Benchmark Statement and the Scottish Credit and Qualifications Framework (SCQF). There is also a requirement for the involvement of external expertise as well as consideration by PSRBs and employers, where relevant."}]
[{"$f":"IF('> FILTER <'!B1873<>\"\",ROW(OFFSET(A1872,-1,0)),\"\")","v":1871},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1873)),A1872,\"\")","v":1871},{"$f":"IFERROR(SMALL(Helper2_1,A1872),\"\")","v":1871},null,1871,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1873)),$A1872,\"\")","v":1871},{"$f":"IFERROR(SMALL(Helper2_2,A1872),\"\")","v":1871},{"$f":"COUNTIF(Helper3_1,\"=\"&G1872)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1872)=1, G1872, \"\")","v":1871},{"$f":"IFERROR(SMALL(Index_2,A1872),\"\")","v":1871},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:J1872)),\"\")","v":"EDI_1871"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:K1872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:L1872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:M1872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:P1872)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1872,COLUMNS($J$2:Q1872)),\"\")","v":"Internal Periodic Review (IPR) is the main process for assuring the ongoing maintenance of academic standards and the quality of the student learning experience. As such, there is a requirement that there is alignment with the external reference points as identified in the University Remit. In support of this function, IPR panels are required to include two external panel members. Exemplar reports of recent IPRs viewed by the QESR team confirmed the engagement of external members with relevant expertise and the rigour of the review process. Progress on university-level actions arising from the Annual Quality Reports and the IPRs is monitored by SQAC."}]
[{"$f":"IF('> FILTER <'!B1874<>\"\",ROW(OFFSET(A1873,-1,0)),\"\")","v":1872},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1874)),A1873,\"\")","v":1872},{"$f":"IFERROR(SMALL(Helper2_1,A1873),\"\")","v":1872},null,1872,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1874)),$A1873,\"\")","v":1872},{"$f":"IFERROR(SMALL(Helper2_2,A1873),\"\")","v":1872},{"$f":"COUNTIF(Helper3_1,\"=\"&G1873)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1873)=1, G1873, \"\")","v":1872},{"$f":"IFERROR(SMALL(Index_2,A1873),\"\")","v":1872},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:J1873)),\"\")","v":"EDI_1872"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:K1873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:L1873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:M1873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:P1873)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1873,COLUMNS($J$2:Q1873)),\"\")","v":"In their annual reports, external examiners are required to comment on the academic standards of the awards made by the University as well as the academic content. There is a requirement for the course/programme leads to respond to the feedback from the external examiners and the University also draws together thematic analyses of the external examiner reports for the dissemination of good practice which is considered by SQAC."}]
[{"$f":"IF('> FILTER <'!B1875<>\"\",ROW(OFFSET(A1874,-1,0)),\"\")","v":1873},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1875)),A1874,\"\")","v":1873},{"$f":"IFERROR(SMALL(Helper2_1,A1874),\"\")","v":1873},null,1873,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1875)),$A1874,\"\")","v":1873},{"$f":"IFERROR(SMALL(Helper2_2,A1874),\"\")","v":1873},{"$f":"COUNTIF(Helper3_1,\"=\"&G1874)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1874)=1, G1874, \"\")","v":1873},{"$f":"IFERROR(SMALL(Index_2,A1874),\"\")","v":1873},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:J1874)),\"\")","v":"EDI_1873"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:K1874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:L1874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:M1874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:P1874)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1874,COLUMNS($J$2:Q1874)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The team considered the SFC Report, institutional analysis of data on retention and progression, degree outcomes, complaints and appeals, use of data in annual monitoring processes, feedback from external examiners, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1876<>\"\",ROW(OFFSET(A1875,-1,0)),\"\")","v":1874},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1876)),A1875,\"\")","v":1874},{"$f":"IFERROR(SMALL(Helper2_1,A1875),\"\")","v":1874},null,1874,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1876)),$A1875,\"\")","v":1874},{"$f":"IFERROR(SMALL(Helper2_2,A1875),\"\")","v":1874},{"$f":"COUNTIF(Helper3_1,\"=\"&G1875)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1875)=1, G1875, \"\")","v":1874},{"$f":"IFERROR(SMALL(Index_2,A1875),\"\")","v":1874},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:J1875)),\"\")","v":"EDI_1874"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:K1875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:L1875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:M1875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:P1875)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1875,COLUMNS($J$2:Q1875)),\"\")","v":"Institutional committees overseeing management of quality and standards - primarily Senate and its standing committees, the Education Committee (SEC) and Quality Assurance Committee (SQAC) - receive detailed reporting containing comprehensive analysis, where appropriate including sector-wide benchmarking, to inform reflection and development of strategy and policy relating to learning, teaching and the curriculum; and to monitor the quality of the student experience. SEC uses detailed analysis of National Student Survey (NSS) responses to identify issues affecting the student journey and inform any subsequent school, college or institutional-level actions in response. SQAC considers comprehensive analysis of degree outcome data, containing consideration of student attainment gaps; thematic analysis reports of complaints, appeals and student discipline cases; outcomes of institution-led review; and external examiner and annual monitoring activities - to monitor the quality and standards of student experience and reflect upon the effectiveness of quality assurance processes."}]
[{"$f":"IF('> FILTER <'!B1877<>\"\",ROW(OFFSET(A1876,-1,0)),\"\")","v":1875},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1877)),A1876,\"\")","v":1875},{"$f":"IFERROR(SMALL(Helper2_1,A1876),\"\")","v":1875},null,1875,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1877)),$A1876,\"\")","v":1875},{"$f":"IFERROR(SMALL(Helper2_2,A1876),\"\")","v":1875},{"$f":"COUNTIF(Helper3_1,\"=\"&G1876)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1876)=1, G1876, \"\")","v":1875},{"$f":"IFERROR(SMALL(Index_2,A1876),\"\")","v":1875},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:J1876)),\"\")","v":"EDI_1875"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:K1876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:L1876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:M1876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:P1876)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1876,COLUMNS($J$2:Q1876)),\"\")","v":"The QESR team heard that the University had progressed pre-pandemic plans to enhance its ability to engage with data through the creation of a Data Task Group (DTG). The new group will align with ongoing projects led by the University's Academic Policy and Regulations Committee, Equality, Diversity and Inclusion Committee, Governance and Strategic Planning department, and Digital Estate Prioritisation group. Each of these groups had previously been reflecting independently on how existing data could be better used to understand the student body; what data is currently captured and at what point in the student journey; what additional data requirements might be needed; and their capacity to record, manage and share data meaningfully across the institution. The Student Analytics, Insights and Modelling (SAIM) team is currently strengthening data management processes by enhancing existing dashboard provision where entry requirement, widening participation and equality, diversity and inclusion data requests will be pulled together and made accessible for staff across the institution. The QESR team considered that this bringing together of activity, through the Data Task Group, would allow the University to make progress towards enhancing school-level understanding of student attainment gaps, given the increased range of data accessible during annual monitoring activities, and institutional-level understanding through the increased ability to identify and explore trends across subjects, disciplines and student groups (see also paragraph 27)."}]
[{"$f":"IF('> FILTER <'!B1878<>\"\",ROW(OFFSET(A1877,-1,0)),\"\")","v":1876},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1878)),A1877,\"\")","v":1876},{"$f":"IFERROR(SMALL(Helper2_1,A1877),\"\")","v":1876},null,1876,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1878)),$A1877,\"\")","v":1876},{"$f":"IFERROR(SMALL(Helper2_2,A1877),\"\")","v":1876},{"$f":"COUNTIF(Helper3_1,\"=\"&G1877)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1877)=1, G1877, \"\")","v":1876},{"$f":"IFERROR(SMALL(Index_2,A1877),\"\")","v":1876},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:J1877)),\"\")","v":"EDI_1876"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:K1877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:L1877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:M1877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:P1877)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1877,COLUMNS($J$2:Q1877)),\"\")","v":"The Annual Report on Complaints Handling for AY 2021-22, considered by SQAC, reports over 1,000 complaint contacts received during AY 2021-23, with nine of these being reported as being progressed to Stage 2 investigation. The University cites a variety of reasons for the proportionately low level considered at Stage 2, including effective frontline management of complaints at Stage 1, complaints being resolved by way of an explanation, complaints being dealt with under another procedure, and complaints not being considered - for example, for being time-barred. The report to SQAC recommends that resource is made available for a data management system to manage complaints."}]
[{"$f":"IF('> FILTER <'!B1879<>\"\",ROW(OFFSET(A1878,-1,0)),\"\")","v":1877},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1879)),A1878,\"\")","v":1877},{"$f":"IFERROR(SMALL(Helper2_1,A1878),\"\")","v":1877},null,1877,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1879)),$A1878,\"\")","v":1877},{"$f":"IFERROR(SMALL(Helper2_2,A1878),\"\")","v":1877},{"$f":"COUNTIF(Helper3_1,\"=\"&G1878)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1878)=1, G1878, \"\")","v":1877},{"$f":"IFERROR(SMALL(Index_2,A1878),\"\")","v":1877},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:J1878)),\"\")","v":"EDI_1877"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:K1878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:L1878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:M1878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:P1878)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1878,COLUMNS($J$2:Q1878)),\"\")","v":"The QESR team considered reports provided to SQAC which used data from recent and historic complaints cases to identify common themes, factors driving the increase in case load and resource implications of the continuing trend. Consideration of this report by SQAC prompted the University to initiate an internal audit into the complaints handling process, recognising the need to have a better mechanism for recording complaints and managing cases, as 'limitations on data collection' had hampered the effectiveness of institutional analysis. Senior staff confirmed that an action plan has recently been approved and will be monitored through the Audit and Risk Committee. Academic Services confirmed that they have already recruited staff and are currently putting in place interim improvements. Staff that met with the QESR team confirmed that staff resource had been increased to manage the rise in complaints, and that consideration was being given to better reporting systems, and that there were no particular thematic areas of concern. Students confirmed that they are aware that there is a formal process in place for dealing with complaints."}]
[{"$f":"IF('> FILTER <'!B1880<>\"\",ROW(OFFSET(A1879,-1,0)),\"\")","v":1878},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1880)),A1879,\"\")","v":1878},{"$f":"IFERROR(SMALL(Helper2_1,A1879),\"\")","v":1878},null,1878,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1880)),$A1879,\"\")","v":1878},{"$f":"IFERROR(SMALL(Helper2_2,A1879),\"\")","v":1878},{"$f":"COUNTIF(Helper3_1,\"=\"&G1879)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1879)=1, G1879, \"\")","v":1878},{"$f":"IFERROR(SMALL(Index_2,A1879),\"\")","v":1878},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:J1879)),\"\")","v":"EDI_1878"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:K1879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:L1879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:M1879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:P1879)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1879,COLUMNS($J$2:Q1879)),\"\")","v":"The annual report on academic appeals for AY 2021-22, considered by SQAC, reports a year-on-year increase in academic appeals with an 8% increase on AY 2020-21, bringing the total number of appeals for AY 2021-22 to 386. The report also notes continued challenges with 'appeal turnaround times', a 'significant' case backlog and confusion among students around what constitutes a valid appeal. In response to the rise in appeals, Academic Services have recruited additional 'bank' staff that can be deployed during peak times to maintain appropriate staffing levels, with the aim of ensuring that all appeals are resolved in as timely a way as possible. Recognising that the number of upheld appeals has remained static, the University plans to complete 'pre-emptive' work with schools to strengthen staff communication with potential appellants, particularly around student understanding of a valid basis for appeals under the Student Appeal Regulations, and to empower staff to act to address student concerns under research and assessment 15 regulations which may provide an alternative to students submitting an appeal"}]
[{"$f":"IF('> FILTER <'!B1881<>\"\",ROW(OFFSET(A1880,-1,0)),\"\")","v":1879},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1881)),A1880,\"\")","v":1879},{"$f":"IFERROR(SMALL(Helper2_1,A1880),\"\")","v":1879},null,1879,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1881)),$A1880,\"\")","v":1879},{"$f":"IFERROR(SMALL(Helper2_2,A1880),\"\")","v":1879},{"$f":"COUNTIF(Helper3_1,\"=\"&G1880)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1880)=1, G1880, \"\")","v":1879},{"$f":"IFERROR(SMALL(Index_2,A1880),\"\")","v":1879},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:J1880)),\"\")","v":"EDI_1879"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:K1880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:L1880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:M1880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:P1880)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1880,COLUMNS($J$2:Q1880)),\"\")","v":"The University confirmed its plans to reflect upon the success of actions taken to resolve ongoing challenges with Complaints and Appeals processes, including completing sector benchmarking on complaints at the end of AY 2023-24 to establish whether trends diverge from sector expectations; learning from individual cases and reflecting on how expectations are being managed in terms of appeals. The QESR team acknowledges that the University is undertaking work to improve complaints management and would encourage the next external review team to follow up on progress made on this and in the internal monitoring of appeals trends."}]
[{"$f":"IF('> FILTER <'!B1882<>\"\",ROW(OFFSET(A1881,-1,0)),\"\")","v":1880},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1882)),A1881,\"\")","v":1880},{"$f":"IFERROR(SMALL(Helper2_1,A1881),\"\")","v":1880},null,1880,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1882)),$A1881,\"\")","v":1880},{"$f":"IFERROR(SMALL(Helper2_2,A1881),\"\")","v":1880},{"$f":"COUNTIF(Helper3_1,\"=\"&G1881)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1881)=1, G1881, \"\")","v":1880},{"$f":"IFERROR(SMALL(Index_2,A1881),\"\")","v":1880},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:J1881)),\"\")","v":"STA_1880"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:K1881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:L1881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:M1881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:P1881)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1881,COLUMNS($J$2:Q1881)),\"\")","v":"The implementation of strategy to support learning and teaching: The University demonstrates an effective approach to strategic planning and delivery of learning and teaching. There is evidence of effective engagement and ownership, across staff, of the University Strategy 2022-27 and its associated action plans to support learning and teaching. The University has effective monitoring and evaluation to ensure implementation of strategic goals (paragraph 5)."}]
[{"$f":"IF('> FILTER <'!B1883<>\"\",ROW(OFFSET(A1882,-1,0)),\"\")","v":1881},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1883)),A1882,\"\")","v":1881},{"$f":"IFERROR(SMALL(Helper2_1,A1882),\"\")","v":1881},null,1881,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1883)),$A1882,\"\")","v":1881},{"$f":"IFERROR(SMALL(Helper2_2,A1882),\"\")","v":1881},{"$f":"COUNTIF(Helper3_1,\"=\"&G1882)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1882)=1, G1882, \"\")","v":1881},{"$f":"IFERROR(SMALL(Index_2,A1882),\"\")","v":1881},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:J1882)),\"\")","v":"STA_1881"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:K1882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:L1882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:M1882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:P1882)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1882,COLUMNS($J$2:Q1882)),\"\")","v":"Student partnership: The University has improved student representation and partnership since 2022. The positive impact of the Reimagining Representation project is clear in the increased diversity and expertise of students participating in university committees and working groups, and is a development well-received by both staff and students (paragraph 11)."}]
[{"$f":"IF('> FILTER <'!B1884<>\"\",ROW(OFFSET(A1883,-1,0)),\"\")","v":1882},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1884)),A1883,\"\")","v":1882},{"$f":"IFERROR(SMALL(Helper2_1,A1883),\"\")","v":1882},null,1882,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1884)),$A1883,\"\")","v":1882},{"$f":"IFERROR(SMALL(Helper2_2,A1883),\"\")","v":1882},{"$f":"COUNTIF(Helper3_1,\"=\"&G1883)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1883)=1, G1883, \"\")","v":1882},{"$f":"IFERROR(SMALL(Index_2,A1883),\"\")","v":1882},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:J1883)),\"\")","v":"STA_1882"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:K1883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:L1883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:M1883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:P1883)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1883,COLUMNS($J$2:Q1883)),\"\")","v":"The strategic approach to grow digital education: The University Strategy 2022-27 demonstrates a commitment to student-centred, high-quality, research-led digital education that promotes global online learning and emphasises diversity. The Strategy is enabling the University to challenge its traditional approach to teaching and to embrace innovation in technology and pedagogy. Substantial investments have been directed towards supporting leadership and collaboration in digital education across various schools and professional services teams, which enables staff to address challenges and explore opportunities related to artificial intelligence (AI) (paragraph 22)."}]
[{"$f":"IF('> FILTER <'!B1885<>\"\",ROW(OFFSET(A1884,-1,0)),\"\")","v":1883},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1885)),A1884,\"\")","v":1883},{"$f":"IFERROR(SMALL(Helper2_1,A1884),\"\")","v":1883},null,1883,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1885)),$A1884,\"\")","v":1883},{"$f":"IFERROR(SMALL(Helper2_2,A1884),\"\")","v":1883},{"$f":"COUNTIF(Helper3_1,\"=\"&G1884)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1884)=1, G1884, \"\")","v":1883},{"$f":"IFERROR(SMALL(Index_2,A1884),\"\")","v":1883},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:J1884)),\"\")","v":"STA_1883"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:K1884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:L1884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:M1884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:P1884)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1884,COLUMNS($J$2:Q1884)),\"\")","v":"Module evaluation questionnaires: In its current review of the module evaluation questionnaires (MEQs) process, the University should consider its approach to support a more consistent and diverse level of engagement with students. The University should implement strategies that actively enhance student engagement and completion rates with MEQs, ensuring the collection of data that will facilitate the timely implementation of targeted improvements to further enhance the overall learning experience for students (paragraph 41)."}]
[{"$f":"IF('> FILTER <'!B1886<>\"\",ROW(OFFSET(A1885,-1,0)),\"\")","v":1884},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1886)),A1885,\"\")","v":1884},{"$f":"IFERROR(SMALL(Helper2_1,A1885),\"\")","v":1884},null,1884,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1886)),$A1885,\"\")","v":1884},{"$f":"IFERROR(SMALL(Helper2_2,A1885),\"\")","v":1884},{"$f":"COUNTIF(Helper3_1,\"=\"&G1885)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1885)=1, G1885, \"\")","v":1884},{"$f":"IFERROR(SMALL(Index_2,A1885),\"\")","v":1884},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:J1885)),\"\")","v":"STA_1884"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:K1885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:L1885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:M1885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:P1885)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1885,COLUMNS($J$2:Q1885)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including: the University Strategy 2022-27; the Education and Student Experience Strategy (ESES); the ESES action plan for 2023-24; the evaluation of 2022-23 ESES action plan; and the Scottish Funding Council (SFC) Outcome Agreement. The team also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1887<>\"\",ROW(OFFSET(A1886,-1,0)),\"\")","v":1885},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1887)),A1886,\"\")","v":1885},{"$f":"IFERROR(SMALL(Helper2_1,A1886),\"\")","v":1885},null,1885,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1887)),$A1886,\"\")","v":1885},{"$f":"IFERROR(SMALL(Helper2_2,A1886),\"\")","v":1885},{"$f":"COUNTIF(Helper3_1,\"=\"&G1886)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1886)=1, G1886, \"\")","v":1885},{"$f":"IFERROR(SMALL(Index_2,A1886),\"\")","v":1885},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:J1886)),\"\")","v":"STA_1885"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:K1886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:L1886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:M1886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:P1886)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1886,COLUMNS($J$2:Q1886)),\"\")","v":"The University Strategy 2022-27 focuses on expanding global influence, fostering diversity, cultivating an entrepreneurial culture, promoting research excellence, and emphasising social responsibility through its five core themes: world-leading, diverse, digital, sustainable and entrepreneurial. Each theme incorporates several key delivery objectives which include, for example: fostering students' integral involvement in the educational and student experience; expanding the University community digitally; providing flexible and accessible academic programmes to facilitate broader access and encourage lifelong learning; and integrating digital opportunities and skills development into the University's curriculum and cultural practices. The Strategy also has a focus on supporting students throughout their journey to graduation by fostering a broad portfolio of attributes and experiences, beyond academic proficiency, to prepare them for the future through a high-quality student experience."}]
[{"$f":"IF('> FILTER <'!B1888<>\"\",ROW(OFFSET(A1887,-1,0)),\"\")","v":1886},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1888)),A1887,\"\")","v":1886},{"$f":"IFERROR(SMALL(Helper2_1,A1887),\"\")","v":1886},null,1886,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1888)),$A1887,\"\")","v":1886},{"$f":"IFERROR(SMALL(Helper2_2,A1887),\"\")","v":1886},{"$f":"COUNTIF(Helper3_1,\"=\"&G1887)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1887)=1, G1887, \"\")","v":1886},{"$f":"IFERROR(SMALL(Index_2,A1887),\"\")","v":1886},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:J1887)),\"\")","v":"STA_1886"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:K1887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:L1887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:M1887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:P1887)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1887,COLUMNS($J$2:Q1887)),\"\")","v":"The University published its updated Education and Student Experience Strategy (ESES) in June 2023, which aims to 'support and endorse our teaching to focus on the student experience, and the successful outcomes of our students by promoting a quality culture throughout the institution, encouraging dialogue between staff and students to ensure that we have a shared goal in the quality assurance, improvement and enhancement of our practices'. The QESR team heard from senior staff that the ESES is informed by key elements of the University Strategy and that it is supported by an action plan that undergoes continuous monitoring through its Business Transformation Board (BTB). Responsibility for the implementation of the ESES is led by two strategic management groups: the Education Strategic Management Group (ESMG) and the Student Experience Strategic Management Group (SESMG). These groups are responsible for managing, through their respective governance structures, action plans arising from the ESES. The QESR team heard in meetings with staff that these groups play a pivotal role in fostering dialogue between staff and students through their collective commitment to quality assurance, improvement and enhancement. To ensure the integration and adoption of the Strategy, the University has conducted workshops and shared action plans with staff and students to keep them informed of progress."}]
[{"$f":"IF('> FILTER <'!B1889<>\"\",ROW(OFFSET(A1888,-1,0)),\"\")","v":1887},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1889)),A1888,\"\")","v":1887},{"$f":"IFERROR(SMALL(Helper2_1,A1888),\"\")","v":1887},null,1887,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1889)),$A1888,\"\")","v":1887},{"$f":"IFERROR(SMALL(Helper2_2,A1888),\"\")","v":1887},{"$f":"COUNTIF(Helper3_1,\"=\"&G1888)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1888)=1, G1888, \"\")","v":1887},{"$f":"IFERROR(SMALL(Index_2,A1888),\"\")","v":1887},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:J1888)),\"\")","v":"STA_1887"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:K1888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:L1888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:M1888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:P1888)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1888,COLUMNS($J$2:Q1888)),\"\")","v":"The QESR team found evidence of the effective strategic planning and implementation of learning and teaching strategies, with extensive engagement and ownership among staff with the associated action plans. In meetings with the QESR team, staff members exhibited a clear understanding of how these strategies shape institutional priorities, and effective monitoring and evaluation is supporting the successful realisation of goals. The QESR team considers that the management and operation of the committees and working groups play an effective role in supporting the effective engagement and ownership, across staff, of the University Strategy, in relation to learning and teaching, and the ESES. The QESR team considers that there is clear alignment between strategic planning and the priorities of schools and professional services, supporting the effective implementation of institutional strategies."}]
[{"$f":"IF('> FILTER <'!B1890<>\"\",ROW(OFFSET(A1889,-1,0)),\"\")","v":1888},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1890)),A1889,\"\")","v":1888},{"$f":"IFERROR(SMALL(Helper2_1,A1889),\"\")","v":1888},null,1888,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1890)),$A1889,\"\")","v":1888},{"$f":"IFERROR(SMALL(Helper2_2,A1889),\"\")","v":1888},{"$f":"COUNTIF(Helper3_1,\"=\"&G1889)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1889)=1, G1889, \"\")","v":1888},{"$f":"IFERROR(SMALL(Index_2,A1889),\"\")","v":1888},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:J1889)),\"\")","v":"STA_1888"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:K1889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:L1889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:M1889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:P1889)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1889,COLUMNS($J$2:Q1889)),\"\")","v":"The QESR team considered as a feature of good practice, the University's effective approach to strategic planning and delivery of learning and teaching. There is evidence of effective engagement and ownership, across staff, of the University Strategy 2022-27 and its associated action plans to support learning and teaching. The University has effective monitoring and evaluation to ensure implementation of strategic goals."}]
[{"$f":"IF('> FILTER <'!B1891<>\"\",ROW(OFFSET(A1890,-1,0)),\"\")","v":1889},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1891)),A1890,\"\")","v":1889},{"$f":"IFERROR(SMALL(Helper2_1,A1890),\"\")","v":1889},null,1889,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1891)),$A1890,\"\")","v":1889},{"$f":"IFERROR(SMALL(Helper2_2,A1890),\"\")","v":1889},{"$f":"COUNTIF(Helper3_1,\"=\"&G1890)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1890)=1, G1890, \"\")","v":1889},{"$f":"IFERROR(SMALL(Index_2,A1890),\"\")","v":1889},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:J1890)),\"\")","v":"STA_1889"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:K1890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:L1890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:M1890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:P1890)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1890,COLUMNS($J$2:Q1890)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered key documents including: the Student Partnership Agreement; Student Partnership and Engagement update paper; annual report to the Scottish Funding Council and Outcome Agreement; Education and Student Experience Strategy; minutes from key institutional committees; and also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1892<>\"\",ROW(OFFSET(A1891,-1,0)),\"\")","v":1890},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1892)),A1891,\"\")","v":1890},{"$f":"IFERROR(SMALL(Helper2_1,A1891),\"\")","v":1890},null,1890,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1892)),$A1891,\"\")","v":1890},{"$f":"IFERROR(SMALL(Helper2_2,A1891),\"\")","v":1890},{"$f":"COUNTIF(Helper3_1,\"=\"&G1891)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1891)=1, G1891, \"\")","v":1890},{"$f":"IFERROR(SMALL(Index_2,A1891),\"\")","v":1890},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:J1891)),\"\")","v":"STA_1890"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:K1891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:L1891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:M1891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:P1891)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1891,COLUMNS($J$2:Q1891)),\"\")","v":"The University has established structures for student partnership across all levels of the institution. Student representatives hold full membership on all university-level committees and their sub-committees. The Students' Association Committee, chaired by the Students' Association Director of Education, include the Vice-Principal Education (Proctor), Assistant-Vice Principal (Dean of Learning and Teaching) and Provost, and Director of Student Experience; this structure is replicated for postgraduate students. At school-level, students are represented through Student Staff Consultative Committees, led by School Presidents and attended by academic staff and class representatives."}]
[{"$f":"IF('> FILTER <'!B1893<>\"\",ROW(OFFSET(A1892,-1,0)),\"\")","v":1891},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1893)),A1892,\"\")","v":1891},{"$f":"IFERROR(SMALL(Helper2_1,A1892),\"\")","v":1891},null,1891,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1893)),$A1892,\"\")","v":1891},{"$f":"IFERROR(SMALL(Helper2_2,A1892),\"\")","v":1891},{"$f":"COUNTIF(Helper3_1,\"=\"&G1892)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1892)=1, G1892, \"\")","v":1891},{"$f":"IFERROR(SMALL(Index_2,A1892),\"\")","v":1891},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:J1892)),\"\")","v":"STA_1891"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:K1892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:L1892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:M1892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:P1892)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1892,COLUMNS($J$2:Q1892)),\"\")","v":"The QESR team noted that, in 2022-23, there was no Student Partnership Agreement (SPA) in place while a new framework was being developed. During this period, the University used the remapping by the Students' Association of the Student Engagement section of the UK Quality Code for Higher Education to make enhancements to areas including the University-led Reviews of Learning and Teaching and Collaborative Reviews. A new SPA for 2023-24, with the agreement spanning a four-year period, is currently awaiting formal approval. It includes annual priorities that are more closely aligned with the University Strategy, the Students' Association Strategy Plan and Sabbatical Officers' manifestos. The revised four-year planning structure of the SPA provides flexibility to support the implementation of longer projects. In meetings with the QESR team, students and staff confirmed they were aware of the new structure and were positive about the approach."}]
[{"$f":"IF('> FILTER <'!B1894<>\"\",ROW(OFFSET(A1893,-1,0)),\"\")","v":1892},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1894)),A1893,\"\")","v":1892},{"$f":"IFERROR(SMALL(Helper2_1,A1893),\"\")","v":1892},null,1892,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1894)),$A1893,\"\")","v":1892},{"$f":"IFERROR(SMALL(Helper2_2,A1893),\"\")","v":1892},{"$f":"COUNTIF(Helper3_1,\"=\"&G1893)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1893)=1, G1893, \"\")","v":1892},{"$f":"IFERROR(SMALL(Index_2,A1893),\"\")","v":1892},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:J1893)),\"\")","v":"STA_1892"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:K1893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:L1893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:M1893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:P1893)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1893,COLUMNS($J$2:Q1893)),\"\")","v":"The University has, in collaboration with the student body, established groups and sub\u0002committees at different levels that support ongoing and evolving student engagement and partnership arrangements. The QESR team consider that initiatives - such as the development of the SPA, the Reimagining Representation project (RRP) and the Student Experience Strategic Management Group (SESMG) - demonstrate an effective approach to engaging students, aligning with sector expectations."}]
[{"$f":"IF('> FILTER <'!B1895<>\"\",ROW(OFFSET(A1894,-1,0)),\"\")","v":1893},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1895)),A1894,\"\")","v":1893},{"$f":"IFERROR(SMALL(Helper2_1,A1894),\"\")","v":1893},null,1893,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1895)),$A1894,\"\")","v":1893},{"$f":"IFERROR(SMALL(Helper2_2,A1894),\"\")","v":1893},{"$f":"COUNTIF(Helper3_1,\"=\"&G1894)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1894)=1, G1894, \"\")","v":1893},{"$f":"IFERROR(SMALL(Index_2,A1894),\"\")","v":1893},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:J1894)),\"\")","v":"STA_1893"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:K1894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:L1894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:M1894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:P1894)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1894,COLUMNS($J$2:Q1894)),\"\")","v":"The QESR team learned of the institutional Reimagining Representation (RRP) project (RRP), conducted with support from sparqs (student partnerships in quality Scotland). The project has focused on reviewing current approaches to student engagement, performance and partnership. As a result, working groups have been established to address areas of relevant interest identified through internal and external annual reports and student engagement. Current topics include the cost-of-living crisis, student mental health, reimagining representation, the Student Partnership Agreement (SPA) and the structure of the Student Experience Strategic Management Group. The RRP was specifically designed to enhance student partnerships and engagement and has received positive feedback from staff and students who met with the QESR team. Key outcomes of the project include, for example, a revised process for appointing student representatives to university committees, 5 increased support for students to help them contribute to the design and drafting of committee papers, and inductions for student committee members from committee chairs."}]
[{"$f":"IF('> FILTER <'!B1896<>\"\",ROW(OFFSET(A1895,-1,0)),\"\")","v":1894},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1896)),A1895,\"\")","v":1894},{"$f":"IFERROR(SMALL(Helper2_1,A1895),\"\")","v":1894},null,1894,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1896)),$A1895,\"\")","v":1894},{"$f":"IFERROR(SMALL(Helper2_2,A1895),\"\")","v":1894},{"$f":"COUNTIF(Helper3_1,\"=\"&G1895)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1895)=1, G1895, \"\")","v":1894},{"$f":"IFERROR(SMALL(Index_2,A1895),\"\")","v":1894},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:J1895)),\"\")","v":"STA_1894"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:K1895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:L1895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:M1895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:P1895)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1895,COLUMNS($J$2:Q1895)),\"\")","v":"The QESR team considers that these developments demonstrate an effective approach to student engagement and partnership, and identified this as a feature of good practice. The University has improved student representation and partnership since 2022. The positive impact of the Reimagining Representation project is clear in the increased diversity and expertise of students participating in university committees and working groups and is a development well-received by both staff and students."}]
[{"$f":"IF('> FILTER <'!B1897<>\"\",ROW(OFFSET(A1896,-1,0)),\"\")","v":1895},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1897)),A1896,\"\")","v":1895},{"$f":"IFERROR(SMALL(Helper2_1,A1896),\"\")","v":1895},null,1895,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1897)),$A1896,\"\")","v":1895},{"$f":"IFERROR(SMALL(Helper2_2,A1896),\"\")","v":1895},{"$f":"COUNTIF(Helper3_1,\"=\"&G1896)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1896)=1, G1896, \"\")","v":1895},{"$f":"IFERROR(SMALL(Index_2,A1896),\"\")","v":1895},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:J1896)),\"\")","v":"STA_1895"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:K1896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:L1896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:M1896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:P1896)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1896,COLUMNS($J$2:Q1896)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to the Enhancement-led Institutional Review (ELIR 4). The QESR team considered the ELIR 4 follow-up report, the Doctoral 'Students Who Teach' Policy, Student Handbook, Annual Academic Monitoring Handbook, annual report to the Scottish Funding Council and the annual Outcome Agreement self-evaluation report, minutes and papers from key committees and groups, and also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1898<>\"\",ROW(OFFSET(A1897,-1,0)),\"\")","v":1896},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1898)),A1897,\"\")","v":1896},{"$f":"IFERROR(SMALL(Helper2_1,A1897),\"\")","v":1896},null,1896,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1898)),$A1897,\"\")","v":1896},{"$f":"IFERROR(SMALL(Helper2_2,A1897),\"\")","v":1896},{"$f":"COUNTIF(Helper3_1,\"=\"&G1897)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1897)=1, G1897, \"\")","v":1896},{"$f":"IFERROR(SMALL(Index_2,A1897),\"\")","v":1896},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:J1897)),\"\")","v":"STA_1896"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:K1897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:L1897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:M1897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:P1897)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1897,COLUMNS($J$2:Q1897)),\"\")","v":"Four recommendations were made during ELIR 4 relating to oversight of postgraduate research students (PGRs) who teach; engagement with staff development; student access to external examiner reports; and external examiner engagement with degree classifications. The QESR team considered that the University had put in place a comprehensive action plan and progress was systematically overseen through meetings of the Academic Monitoring Group (AMG), Academic Monitoring Group (Collaborations and Partnerships) and Academic Assurance Group (AAG). During the review visit, the QESR team confirmed that the University had made progress against all of the recommendations."}]
[{"$f":"IF('> FILTER <'!B1899<>\"\",ROW(OFFSET(A1898,-1,0)),\"\")","v":1897},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1899)),A1898,\"\")","v":1897},{"$f":"IFERROR(SMALL(Helper2_1,A1898),\"\")","v":1897},null,1897,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1899)),$A1898,\"\")","v":1897},{"$f":"IFERROR(SMALL(Helper2_2,A1898),\"\")","v":1897},{"$f":"COUNTIF(Helper3_1,\"=\"&G1898)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1898)=1, G1898, \"\")","v":1897},{"$f":"IFERROR(SMALL(Index_2,A1898),\"\")","v":1897},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:J1898)),\"\")","v":"STA_1897"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:K1898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:L1898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:M1898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:P1898)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1898,COLUMNS($J$2:Q1898)),\"\")","v":"The University's ELIR 4 update noted several measures that had been implemented to address the first recommendation concerning oversight of postgraduate research students (PGRs) who teach. These included a refresh of the Director of Teaching (DoT) induction process in 2022-23, and the inclusion of support for PGRs involved in teaching as a standing agenda item at University-led Reviews of Learning and Teaching, with outcomes monitored through the AMG. In addition, in April 2023, DoTs were asked to prepare a comprehensive summary of arrangements within their schools, including feedback from PGR students who teach. As a consequence of these actions, enhancements to the policy for Doctoral students who teach were agreed by the Education Strategic Management Group (ESMG). From academic year 2023-24, the following improvements have been introduced for teaching assistants: a DoT start-of-year briefing; a designated school point of contact; an annually updated list of participants; and an end-of-year meeting. When exploring these developments in meetings, the team heard that some variability of practice persisted at school-level. Therefore, while the QESR team could see that some progress to address the recommendation had been made, they would encourage the University to continue to ensure greater consistency of experience for postgraduate research students who teach."}]
[{"$f":"IF('> FILTER <'!B1900<>\"\",ROW(OFFSET(A1899,-1,0)),\"\")","v":1898},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1900)),A1899,\"\")","v":1898},{"$f":"IFERROR(SMALL(Helper2_1,A1899),\"\")","v":1898},null,1898,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1900)),$A1899,\"\")","v":1898},{"$f":"IFERROR(SMALL(Helper2_2,A1899),\"\")","v":1898},{"$f":"COUNTIF(Helper3_1,\"=\"&G1899)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1899)=1, G1899, \"\")","v":1898},{"$f":"IFERROR(SMALL(Index_2,A1899),\"\")","v":1898},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:J1899)),\"\")","v":"STA_1898"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:K1899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:L1899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:M1899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:P1899)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1899,COLUMNS($J$2:Q1899)),\"\")","v":"The QESR team considered that good progress had been made regarding the ongoing development and implementation of systems to monitor uptake in mandatory areas of training, especially PGR supervisor training. This included the introduction of a new dashboard which tracks information on staff engagement in these activities. The dashboard is also enabling Organisational and Staff Development Services (OSDS) to provide biannual reports on staff completion to Heads of School and Directors of professional service units to support the monitoring of staff engagement. The University categorises designated PGR supervisor training as essential training. During the academic year 2021-22, OSDS 6 conducted an audit of all PGR supervisors to identify those who had not completed the new supervisor or refresher training, leading to the organisation of additional and enhanced training for those who had not completed. The University's virtual learning environment (VLE) is used to support PGR supervisor training, including a completion tracker, and AMG receive an annual report for monitoring completion rates across schools. Staff confirmed to the QESR team that reports on the completion of PGR supervisor training were distributed to Heads of Schools. The QESR team concludes that the University has made good progress with this recommendation."}]
[{"$f":"IF('> FILTER <'!B1901<>\"\",ROW(OFFSET(A1900,-1,0)),\"\")","v":1899},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1901)),A1900,\"\")","v":1899},{"$f":"IFERROR(SMALL(Helper2_1,A1900),\"\")","v":1899},null,1899,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1901)),$A1900,\"\")","v":1899},{"$f":"IFERROR(SMALL(Helper2_2,A1900),\"\")","v":1899},{"$f":"COUNTIF(Helper3_1,\"=\"&G1900)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1900)=1, G1900, \"\")","v":1899},{"$f":"IFERROR(SMALL(Index_2,A1900),\"\")","v":1899},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:J1900)),\"\")","v":"STA_1899"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:K1900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:L1900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:M1900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:P1900)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1900,COLUMNS($J$2:Q1900)),\"\")","v":"To ensure that all students can easily access external examiner reports for their respective programme of study, reports are now made available through the VLE. The University has also established an annual reminder to schools and publication of reports is monitored centrally, with reminders issued where necessary. The central Student Handbook now also includes a link to a webpage containing information on the role of an external examiner and a link to external examiner reports. In meetings with students, the QESR team noted there remained a lack of awareness about where they could access external examiner reports, despite the University's efforts to address the issue. The QESR team concludes that the University has established mechanisms to ensure the availability of external examiner reports to students and encourages the University to continue its promotion of the reports to students."}]
[{"$f":"IF('> FILTER <'!B1902<>\"\",ROW(OFFSET(A1901,-1,0)),\"\")","v":1900},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1902)),A1901,\"\")","v":1900},{"$f":"IFERROR(SMALL(Helper2_1,A1901),\"\")","v":1900},null,1900,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1902)),$A1901,\"\")","v":1900},{"$f":"IFERROR(SMALL(Helper2_2,A1901),\"\")","v":1900},{"$f":"COUNTIF(Helper3_1,\"=\"&G1901)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1901)=1, G1901, \"\")","v":1900},{"$f":"IFERROR(SMALL(Index_2,A1901),\"\")","v":1900},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:J1901)),\"\")","v":"STA_1900"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:K1901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:L1901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:M1901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:P1901)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1901,COLUMNS($J$2:Q1901)),\"\")","v":"The final recommendation from ELIR 4 was that the University should share a final analysis of degree classifications with external examiners and seek their reflections on distribution patterns. Since 2021, the University has provided external examiners with classification data spanning a four-year period, to support the identification of trends. At the same time a new question was added to the annual report to prompt external examiners to provide comments on the classification data provided. Although the annual institutional analysis of undergraduate and postgraduate taught external examiner reports for 2021-22 noted that relatively few made any specific comment on this area, some external examiners had taken the opportunity to provide helpful reflections. The QESR team concluded that the University has addressed the recommendation and implemented systems to provide external examiners with annual degree classification data, enabling them to provide comments on the data."}]
[{"$f":"IF('> FILTER <'!B1903<>\"\",ROW(OFFSET(A1902,-1,0)),\"\")","v":1901},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1903)),A1902,\"\")","v":1901},{"$f":"IFERROR(SMALL(Helper2_1,A1902),\"\")","v":1901},null,1901,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1903)),$A1902,\"\")","v":1901},{"$f":"IFERROR(SMALL(Helper2_2,A1902),\"\")","v":1901},{"$f":"COUNTIF(Helper3_1,\"=\"&G1902)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1902)=1, G1902, \"\")","v":1901},{"$f":"IFERROR(SMALL(Index_2,A1902),\"\")","v":1901},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:J1902)),\"\")","v":"STA_1901"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:K1902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:L1902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:M1902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:P1902)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1902,COLUMNS($J$2:Q1902)),\"\")","v":" The QESR team also noted that the University had taken a comprehensive range of actions across a number of other areas in response to the areas for enhancement that were noted in the ELIR 4 Technical Report and were able to confirm that the University is consistently enhancing and further embedding the seven commendations from ELIR 4."}]
[{"$f":"IF('> FILTER <'!B1904<>\"\",ROW(OFFSET(A1903,-1,0)),\"\")","v":1902},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1904)),A1903,\"\")","v":1902},{"$f":"IFERROR(SMALL(Helper2_1,A1903),\"\")","v":1902},null,1902,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1904)),$A1903,\"\")","v":1902},{"$f":"IFERROR(SMALL(Helper2_2,A1903),\"\")","v":1902},{"$f":"COUNTIF(Helper3_1,\"=\"&G1903)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1903)=1, G1903, \"\")","v":1902},{"$f":"IFERROR(SMALL(Index_2,A1903),\"\")","v":1902},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:J1903)),\"\")","v":"STA_1902"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:K1903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:L1903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:M1903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:P1903)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1903,COLUMNS($J$2:Q1903)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital/blended offering. The team considered a range of the University's initiatives including engagement with the Tertiary Enhancement Topic, the development of 'designed for online' digital programmes and the provision of digital support infrastructure. The team also examined the implementation of online discussion boards within modules and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1905<>\"\",ROW(OFFSET(A1904,-1,0)),\"\")","v":1903},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1905)),A1904,\"\")","v":1903},{"$f":"IFERROR(SMALL(Helper2_1,A1904),\"\")","v":1903},null,1903,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1905)),$A1904,\"\")","v":1903},{"$f":"IFERROR(SMALL(Helper2_2,A1904),\"\")","v":1903},{"$f":"COUNTIF(Helper3_1,\"=\"&G1904)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1904)=1, G1904, \"\")","v":1903},{"$f":"IFERROR(SMALL(Index_2,A1904),\"\")","v":1903},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:J1904)),\"\")","v":"STA_1903"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:K1904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:L1904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:M1904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:P1904)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1904,COLUMNS($J$2:Q1904)),\"\")","v":"The QESR team found that the University was undertaking a range of activities related to the sector-wide enhancement topic. This includes research into how students utilise lecture recordings to enhance their studies, engagement in online discussion groups, participation in a digital research study to address the impact of digital distractions on student wellbeing and productivity, and work on resilient learning spaces."}]
[{"$f":"IF('> FILTER <'!B1906<>\"\",ROW(OFFSET(A1905,-1,0)),\"\")","v":1904},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1906)),A1905,\"\")","v":1904},{"$f":"IFERROR(SMALL(Helper2_1,A1905),\"\")","v":1904},null,1904,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1906)),$A1905,\"\")","v":1904},{"$f":"IFERROR(SMALL(Helper2_2,A1905),\"\")","v":1904},{"$f":"COUNTIF(Helper3_1,\"=\"&G1905)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1905)=1, G1905, \"\")","v":1904},{"$f":"IFERROR(SMALL(Index_2,A1905),\"\")","v":1904},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:J1905)),\"\")","v":"STA_1904"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:K1905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:L1905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:M1905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:P1905)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1905,COLUMNS($J$2:Q1905)),\"\")","v":"The University Strategy 2022-27 reflects a commitment to providing a student-centred, high-quality, research-led digital education that promotes global learning and emphasises diversity. The existing portfolio at the University has been expanded to include new digital programmes, which encompass asynchronous online discussions to encourage peer learning, as well as pre-recorded learning content, drop-in sessions and residential components. Enhancements to support these developments have included the establishment of a new digital media team and associated learning infrastructure to support specialised academics to develop and deliver tailored online content. Cross-institutional development is supported by the inclusion of Digital Education in the Postgraduate Certificate of Academic Practice. Students are supported through the assessing of digital competencies and computing needs, programme guides to assist with software, and induction sessions. In addition, virtual learning environment-based learning analytics are being piloted to provide students with tailored dialogue about their progress against learning plans. The QESR team considered that the adoption of these practices positively illustrates efficacy in decision-making and policy development in this area."}]
[{"$f":"IF('> FILTER <'!B1907<>\"\",ROW(OFFSET(A1906,-1,0)),\"\")","v":1905},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1907)),A1906,\"\")","v":1905},{"$f":"IFERROR(SMALL(Helper2_1,A1906),\"\")","v":1905},null,1905,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1907)),$A1906,\"\")","v":1905},{"$f":"IFERROR(SMALL(Helper2_2,A1906),\"\")","v":1905},{"$f":"COUNTIF(Helper3_1,\"=\"&G1906)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1906)=1, G1906, \"\")","v":1905},{"$f":"IFERROR(SMALL(Index_2,A1906),\"\")","v":1905},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:J1906)),\"\")","v":"STA_1905"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:K1906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:L1906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:M1906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:P1906)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1906,COLUMNS($J$2:Q1906)),\"\")","v":"The QESR team identified as good practice the commitment in the University Strategy 2022-27 to student-centred, high-quality, research-led digital education that promotes global online learning and emphasises diversity. The Strategy is enabling the University to challenge its traditional approach to teaching and to embrace innovation in technology and pedagogy. Substantial investments have been directed towards supporting leadership and collaboration in digital education across various schools and professional services teams which enables staff to address challenges and explore opportunities related to artificial intelligence (AI)."}]
[{"$f":"IF('> FILTER <'!B1908<>\"\",ROW(OFFSET(A1907,-1,0)),\"\")","v":1906},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1908)),A1907,\"\")","v":1906},{"$f":"IFERROR(SMALL(Helper2_1,A1907),\"\")","v":1906},null,1906,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1908)),$A1907,\"\")","v":1906},{"$f":"IFERROR(SMALL(Helper2_2,A1907),\"\")","v":1906},{"$f":"COUNTIF(Helper3_1,\"=\"&G1907)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1907)=1, G1907, \"\")","v":1906},{"$f":"IFERROR(SMALL(Index_2,A1907),\"\")","v":1906},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:J1907)),\"\")","v":"STA_1906"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:K1907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:L1907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:M1907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:P1907)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1907,COLUMNS($J$2:Q1907)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The team considered relevant university handbooks and policies that set out quality processes; University-led Reviews of Learning and Teaching (URLT) reports; annual academic monitoring reports; papers and minutes from institutional committees, and also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1909<>\"\",ROW(OFFSET(A1908,-1,0)),\"\")","v":1907},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1909)),A1908,\"\")","v":1907},{"$f":"IFERROR(SMALL(Helper2_1,A1908),\"\")","v":1907},null,1907,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1909)),$A1908,\"\")","v":1907},{"$f":"IFERROR(SMALL(Helper2_2,A1908),\"\")","v":1907},{"$f":"COUNTIF(Helper3_1,\"=\"&G1908)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1908)=1, G1908, \"\")","v":1907},{"$f":"IFERROR(SMALL(Index_2,A1908),\"\")","v":1907},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:J1908)),\"\")","v":"STA_1907"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:K1908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:L1908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:M1908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:P1908)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1908,COLUMNS($J$2:Q1908)),\"\")","v":"The University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Institutional policies relating to programme and course development and approval are aligned to sector expectations expressed in the Quality Code, take account of relevant Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF) and relevant qualification frameworks. It was evident that policies and procedures are monitored by the Learning and Teaching Committee (LTC) or Postgraduate Research Committee (PGRC) with robust and effective approaches to policy management and review."}]
[{"$f":"IF('> FILTER <'!B1910<>\"\",ROW(OFFSET(A1909,-1,0)),\"\")","v":1908},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1910)),A1909,\"\")","v":1908},{"$f":"IFERROR(SMALL(Helper2_1,A1909),\"\")","v":1908},null,1908,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1910)),$A1909,\"\")","v":1908},{"$f":"IFERROR(SMALL(Helper2_2,A1909),\"\")","v":1908},{"$f":"COUNTIF(Helper3_1,\"=\"&G1909)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1909)=1, G1909, \"\")","v":1908},{"$f":"IFERROR(SMALL(Index_2,A1909),\"\")","v":1908},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:J1909)),\"\")","v":"STA_1908"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:K1909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:L1909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:M1909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:P1909)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1909,COLUMNS($J$2:Q1909)),\"\")","v":"The University's governance structure incorporates specialised committees tasked with monitoring outcomes and trends resulting from internal quality processes, and they initiate enhancement initiatives as needed. The Academic Monitoring Group (AMG) conducts annual reviews of reports on retention and progression, degree outcomes, attainment, complaints, appeals and academic misconduct. The Academic Assurance Group (AAG) evaluates risks that could impact the delivery or quality of learning and teaching, scrutinising actions implemented to mitigate those risks. The AMG is responsible to the AAG for the 8 quality of educational provision and student experience delivered by the University. The AMG (Collaborations and Partnerships) specifically oversees the management of external collaborative provision and partnerships, ensuring the maintenance of academic standards and enhancing the overall student learning experience. It was evident that reports are considered at the Committee with actions being captured and followed up effectively. Additionally, the online Community for Evidence-Led Practice in Education (CELPiE) hosts various events where staff can share experiences, exchange ideas and showcase good practice. The interconnection between these groups is essential to the University's functioning and is operating effectively, as affirmed by the staff during meetings with the QESR team."}]
[{"$f":"IF('> FILTER <'!B1911<>\"\",ROW(OFFSET(A1910,-1,0)),\"\")","v":1909},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1911)),A1910,\"\")","v":1909},{"$f":"IFERROR(SMALL(Helper2_1,A1910),\"\")","v":1909},null,1909,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1911)),$A1910,\"\")","v":1909},{"$f":"IFERROR(SMALL(Helper2_2,A1910),\"\")","v":1909},{"$f":"COUNTIF(Helper3_1,\"=\"&G1910)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1910)=1, G1910, \"\")","v":1909},{"$f":"IFERROR(SMALL(Index_2,A1910),\"\")","v":1909},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:J1910)),\"\")","v":"STA_1909"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:K1910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:L1910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:M1910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:P1910)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1910,COLUMNS($J$2:Q1910)),\"\")","v":"The University has recently made a number of enhancements to quality processes. It has developed an Annual Academic Monitoring Handbook to guide schools/departments, outlining the purpose of and process for academic monitoring. Similarly, the policy on collaborative provision of undergraduate and postgraduate programmes has been updated, incorporating a new approval process for collaborative provision. In addition, the University has undertaken a review and revision of the senate regulations, amended the parental leave policy for postgraduate research students and refreshed the GRADskills programme."}]
[{"$f":"IF('> FILTER <'!B1912<>\"\",ROW(OFFSET(A1911,-1,0)),\"\")","v":1910},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1912)),A1911,\"\")","v":1910},{"$f":"IFERROR(SMALL(Helper2_1,A1911),\"\")","v":1910},null,1910,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1912)),$A1911,\"\")","v":1910},{"$f":"IFERROR(SMALL(Helper2_2,A1911),\"\")","v":1910},{"$f":"COUNTIF(Helper3_1,\"=\"&G1911)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1911)=1, G1911, \"\")","v":1910},{"$f":"IFERROR(SMALL(Index_2,A1911),\"\")","v":1910},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:J1911)),\"\")","v":"STA_1910"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:K1911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:L1911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:M1911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:P1911)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1911,COLUMNS($J$2:Q1911)),\"\")","v":"The Annual Academic Monitoring (AAM) process comprises completion of a report pro forma by August, attendance at a meeting in October with a subset of AMG on a three-year cycle, and attendance at a dissemination event in November. Staff commented on the value of the dissemination events in sharing practice between schools and for facilitating thematic discussions on areas of strategic interest - for example, the use of artificial intelligence (AI)."}]
[{"$f":"IF('> FILTER <'!B1913<>\"\",ROW(OFFSET(A1912,-1,0)),\"\")","v":1911},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1913)),A1912,\"\")","v":1911},{"$f":"IFERROR(SMALL(Helper2_1,A1912),\"\")","v":1911},null,1911,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1913)),$A1912,\"\")","v":1911},{"$f":"IFERROR(SMALL(Helper2_2,A1912),\"\")","v":1911},{"$f":"COUNTIF(Helper3_1,\"=\"&G1912)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1912)=1, G1912, \"\")","v":1911},{"$f":"IFERROR(SMALL(Index_2,A1912),\"\")","v":1911},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:J1912)),\"\")","v":"STA_1911"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:K1912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:L1912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:M1912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:P1912)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1912,COLUMNS($J$2:Q1912)),\"\")","v":"All academic schools and student-facing professional services units participate in the URLT on a six-year cycle, which staff confirmed aligned well with the cyclical AAM dialogues. The institution also operates a five-stage review process for collaborative provision. This includes an agreement renewal review, which is held 15-18 months prior to the expiration of a partnership agreement. The University's current review schedule is for the period 2020-26. Schools respond to review recommendations with an action plan and a year-on update, and these are considered by AMG. The handbook for the URLT process is clear and comprehensive, and the URLT reports confirm that the management of quality and academic standards is embedded. In recognition of its strategic importance for the University's growth and development, a new review process for new postgraduate taught (PGT) programmes will be implemented from 2023-24. The process runs alongside URLTs carried out at school-level and is intended to provide additional granular scrutiny of new PGT programmes to support the development of Digital St Andrews."}]
[{"$f":"IF('> FILTER <'!B1914<>\"\",ROW(OFFSET(A1913,-1,0)),\"\")","v":1912},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1914)),A1913,\"\")","v":1912},{"$f":"IFERROR(SMALL(Helper2_1,A1913),\"\")","v":1912},null,1912,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1914)),$A1913,\"\")","v":1912},{"$f":"IFERROR(SMALL(Helper2_2,A1913),\"\")","v":1912},{"$f":"COUNTIF(Helper3_1,\"=\"&G1913)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1913)=1, G1913, \"\")","v":1912},{"$f":"IFERROR(SMALL(Index_2,A1913),\"\")","v":1912},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:J1913)),\"\")","v":"STA_1912"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:K1913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:L1913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:M1913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:P1913)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1913,COLUMNS($J$2:Q1913)),\"\")","v":"The QESR team found that URLTs provided evidence of commitment from academic and professional services staff, increased levels of student satisfaction, responsive approaches to student input, carefully crafted curricula, and consideration of inclusivity. However, the QESR team noted several issues highlighted in the annual report which warrant further attention by the University, including heightened pressure due to increased staff workloads as a result of increased student enrolment and student expectations; concerns regarding the availability of teaching technology; and a decline in sense of community among student cohorts within schools. To address some of these areas, the team learned that university initiatives are in progress to improve institution-wide student communications through enhanced segmentation, targeting and the use of digital platforms. Furthermore, efforts are being made to strengthen staff communities to provider additional support."}]
[{"$f":"IF('> FILTER <'!B1915<>\"\",ROW(OFFSET(A1914,-1,0)),\"\")","v":1913},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1915)),A1914,\"\")","v":1913},{"$f":"IFERROR(SMALL(Helper2_1,A1914),\"\")","v":1913},null,1913,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1915)),$A1914,\"\")","v":1913},{"$f":"IFERROR(SMALL(Helper2_2,A1914),\"\")","v":1913},{"$f":"COUNTIF(Helper3_1,\"=\"&G1914)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1914)=1, G1914, \"\")","v":1913},{"$f":"IFERROR(SMALL(Index_2,A1914),\"\")","v":1913},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:J1914)),\"\")","v":"STA_1913"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:K1914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:L1914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:M1914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:P1914)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1914,COLUMNS($J$2:Q1914)),\"\")","v":"A review of the University's approach to professional service unit review, and the units included in the review cycle, is underway, making use of resources produced in connection with the related QAA Focus On project - Professional Services Partnerships. The QESR team found that professional service departments are key stakeholders alongside the academic schools and students in strategic initiatives to enhance the student experience."}]
[{"$f":"IF('> FILTER <'!B1916<>\"\",ROW(OFFSET(A1915,-1,0)),\"\")","v":1914},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1916)),A1915,\"\")","v":1914},{"$f":"IFERROR(SMALL(Helper2_1,A1915),\"\")","v":1914},null,1914,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1916)),$A1915,\"\")","v":1914},{"$f":"IFERROR(SMALL(Helper2_2,A1915),\"\")","v":1914},{"$f":"COUNTIF(Helper3_1,\"=\"&G1915)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1915)=1, G1915, \"\")","v":1914},{"$f":"IFERROR(SMALL(Index_2,A1915),\"\")","v":1914},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:J1915)),\"\")","v":"STA_1914"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:K1915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:L1915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:M1915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:P1915)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1915,COLUMNS($J$2:Q1915)),\"\")","v":"The QESR team is confident that the University is managing its arrangements for assessment and feedback effectively. In meetings with the team, students confirmed that an increasing diversity of assessment approaches are being adopted, particularly at honours and postgraduate levels where more authentic assessment tasks are evident, such as the production of policy reports. There is high awareness of academic integrity issues among students, around issues such as plagiarism, with recognition that academic misconduct is taken very seriously. Students are aware of emerging generative AI tools but reported that the University is cautious around their adoption. The panel learned that this is an area of exploration for the University, and that there are pilots underway where use of AI has been incorporated into curriculum design. The QESR team would encourage the University to continue to further develop guidance on the use of generative AI tools in assessment."}]
[{"$f":"IF('> FILTER <'!B1917<>\"\",ROW(OFFSET(A1916,-1,0)),\"\")","v":1915},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1917)),A1916,\"\")","v":1915},{"$f":"IFERROR(SMALL(Helper2_1,A1916),\"\")","v":1915},null,1915,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1917)),$A1916,\"\")","v":1915},{"$f":"IFERROR(SMALL(Helper2_2,A1916),\"\")","v":1915},{"$f":"COUNTIF(Helper3_1,\"=\"&G1916)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1916)=1, G1916, \"\")","v":1915},{"$f":"IFERROR(SMALL(Index_2,A1916),\"\")","v":1915},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:J1916)),\"\")","v":"STA_1915"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:K1916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:L1916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:M1916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:P1916)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1916,COLUMNS($J$2:Q1916)),\"\")","v":"The University makes effective use of its external examiners, exemplified by the comprehensive external examiner overview report. The QESR team found that all schools maintained standards fairly and appropriately, in relation to assessments undertaken during the COVID-19 pandemic. One area of academic standards that several examiners identified as an area for consideration was the high proportion of first-class and upper second-class degrees being awarded. External examiners were careful to indicate that this is a wider issue for the sector, but several felt that outcomes were increasing to a level with which they were uncomfortable, and the University should continue its work to closely monitor this."}]
[{"$f":"IF('> FILTER <'!B1918<>\"\",ROW(OFFSET(A1917,-1,0)),\"\")","v":1916},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1918)),A1917,\"\")","v":1916},{"$f":"IFERROR(SMALL(Helper2_1,A1917),\"\")","v":1916},null,1916,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1918)),$A1917,\"\")","v":1916},{"$f":"IFERROR(SMALL(Helper2_2,A1917),\"\")","v":1916},{"$f":"COUNTIF(Helper3_1,\"=\"&G1917)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1917)=1, G1917, \"\")","v":1916},{"$f":"IFERROR(SMALL(Index_2,A1917),\"\")","v":1916},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:J1917)),\"\")","v":"STA_1916"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:K1917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:L1917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:M1917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:P1917)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1917,COLUMNS($J$2:Q1917)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered a range of evidence including the University's mapping to the UK Quality Code for Higher Education (the Quality Code), overview of external examiner reports, annual report to the Scottish Funding Council, and also met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1919<>\"\",ROW(OFFSET(A1918,-1,0)),\"\")","v":1917},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1919)),A1918,\"\")","v":1917},{"$f":"IFERROR(SMALL(Helper2_1,A1918),\"\")","v":1917},null,1917,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1919)),$A1918,\"\")","v":1917},{"$f":"IFERROR(SMALL(Helper2_2,A1918),\"\")","v":1917},{"$f":"COUNTIF(Helper3_1,\"=\"&G1918)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1918)=1, G1918, \"\")","v":1917},{"$f":"IFERROR(SMALL(Index_2,A1918),\"\")","v":1917},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:J1918)),\"\")","v":"STA_1917"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:K1918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:L1918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:M1918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:P1918)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1918,COLUMNS($J$2:Q1918)),\"\")","v":"The QESR team found that the University makes effective use of the Quality Code in the development of policies and procedures for quality assurance and enhancement, as demonstrated through a revised mapping to the Quality Code in 2022-23. Actions arising from the revised mapping include the ongoing University review of the use of contextual data to support postgraduate taught student admissions and initiatives to raise awareness of widening access, through staff training and collaboration with Faculty Equality, Diversity and Inclusion Leads. The team additionally found evidence of comprehensive and clearly articulated progress on actions stemming from the previous mapping of the Quality Code."}]
[{"$f":"IF('> FILTER <'!B1920<>\"\",ROW(OFFSET(A1919,-1,0)),\"\")","v":1918},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1920)),A1919,\"\")","v":1918},{"$f":"IFERROR(SMALL(Helper2_1,A1919),\"\")","v":1918},null,1918,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1920)),$A1919,\"\")","v":1918},{"$f":"IFERROR(SMALL(Helper2_2,A1919),\"\")","v":1918},{"$f":"COUNTIF(Helper3_1,\"=\"&G1919)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1919)=1, G1919, \"\")","v":1918},{"$f":"IFERROR(SMALL(Index_2,A1919),\"\")","v":1918},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:J1919)),\"\")","v":"STA_1918"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:K1919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:L1919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:M1919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:P1919)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1919,COLUMNS($J$2:Q1919)),\"\")","v":"The QESR team found evidence of external reference points informing quality processes and programme development - for example, schools design programmes in accordance with Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). The use of these reference points is scrutinised through URLTs. The annual report submitted to the Scottish Funding Council includes a detailed analysis of activities, key findings, institutional actions and their subsequent impact aligned with external reference points."}]
[{"$f":"IF('> FILTER <'!B1921<>\"\",ROW(OFFSET(A1920,-1,0)),\"\")","v":1919},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1921)),A1920,\"\")","v":1919},{"$f":"IFERROR(SMALL(Helper2_1,A1920),\"\")","v":1919},null,1919,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1921)),$A1920,\"\")","v":1919},{"$f":"IFERROR(SMALL(Helper2_2,A1920),\"\")","v":1919},{"$f":"COUNTIF(Helper3_1,\"=\"&G1920)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1920)=1, G1920, \"\")","v":1919},{"$f":"IFERROR(SMALL(Index_2,A1920),\"\")","v":1919},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:J1920)),\"\")","v":"STA_1919"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:K1920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:L1920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:M1920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:P1920)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1920,COLUMNS($J$2:Q1920)),\"\")","v":"The QESR team found that the University's approach to aligning with external reference points was evidenced through its reviews of policy and practice following the 10 revised mapping to the Quality Code. Recent developments include a review of the Recognition of Prior Learning Policy to consider online postgraduate programmes and experiential learning and the updating of the Good Academic Practice Policy to address challenges posed by AI in assessment. As a result of the latter, the annual appeals report now includes a section on lessons learned in response to issues raised during the appeals process. Actions relating to the Enabling Student Achievement Advice and Guidance include the introduction of an online training course for staff covering disability awareness and inclusive practices in supporting disabled students, and the development of transition toolkits for incoming students to support orientation and induction."}]
[{"$f":"IF('> FILTER <'!B1922<>\"\",ROW(OFFSET(A1921,-1,0)),\"\")","v":1920},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1922)),A1921,\"\")","v":1920},{"$f":"IFERROR(SMALL(Helper2_1,A1921),\"\")","v":1920},null,1920,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1922)),$A1921,\"\")","v":1920},{"$f":"IFERROR(SMALL(Helper2_2,A1921),\"\")","v":1920},{"$f":"COUNTIF(Helper3_1,\"=\"&G1921)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1921)=1, G1921, \"\")","v":1920},{"$f":"IFERROR(SMALL(Index_2,A1921),\"\")","v":1920},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:J1921)),\"\")","v":"STA_1920"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:K1921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:L1921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:M1921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:P1921)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1921,COLUMNS($J$2:Q1921)),\"\")","v":"The QESR team noted that the alignment with sector standards was confirmed by external expertise. External examiner reports confirm the provision of high-quality learning and teaching in accordance with sector standards and highlighted the dedication and engagement of staff, innovative teaching and assessment methods, and the effectiveness of quality assurance processes. External accreditation was also confirmed by schools offering degree programmes accredited by professional, statutory and regulatory bodies."}]
[{"$f":"IF('> FILTER <'!B1923<>\"\",ROW(OFFSET(A1922,-1,0)),\"\")","v":1921},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1923)),A1922,\"\")","v":1921},{"$f":"IFERROR(SMALL(Helper2_1,A1922),\"\")","v":1921},null,{"$f":"ROW(OFFSET(E1922,-1,0))","v":1921},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1923)),$A1922,\"\")","v":1921},{"$f":"IFERROR(SMALL(Helper2_2,A1922),\"\")","v":1921},{"$f":"COUNTIF(Helper3_1,\"=\"&G1922)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1922)=1, G1922, \"\")","v":1921},{"$f":"IFERROR(SMALL(Index_2,A1922),\"\")","v":1921},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:J1922)),\"\")","v":"STA_1921"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:K1922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:L1922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:M1922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:P1922)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1922,COLUMNS($J$2:Q1922)),\"\")","v":"The QESR team considers that the use of external reference points in quality processes at the University is effective. The University has systematically aligned its quality processes with the Quality Code, demonstrating comprehensive progress and clear articulation of actions from previous mapping exercises. Moreover, it has effectively explored external reference points during University-led Reviews of Learning and Teaching."}]
[{"$f":"IF('> FILTER <'!B1924<>\"\",ROW(OFFSET(A1923,-1,0)),\"\")","v":1922},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1924)),A1923,\"\")","v":1922},{"$f":"IFERROR(SMALL(Helper2_1,A1923),\"\")","v":1922},null,1922,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1924)),$A1923,\"\")","v":1922},{"$f":"IFERROR(SMALL(Helper2_2,A1923),\"\")","v":1922},{"$f":"COUNTIF(Helper3_1,\"=\"&G1923)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1923)=1, G1923, \"\")","v":1922},{"$f":"IFERROR(SMALL(Index_2,A1923),\"\")","v":1922},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:J1923)),\"\")","v":"STA_1922"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:K1923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:L1923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:M1923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:P1923)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1923,COLUMNS($J$2:Q1923)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. The QESR team considered a range of documents including URLTs, annual academic monitoring reports and external examiner reports. The team also considered evidence of the use of data to inform decision-making across committee meetings and in support of internal reviews and training. The team met with staff and students who confirmed the extensive data collection undertaken by the University and the comprehensive, integrated approach to monitoring and using data related to student retention, progression, degree outcomes and attainment."}]
[{"$f":"IF('> FILTER <'!B1925<>\"\",ROW(OFFSET(A1924,-1,0)),\"\")","v":1923},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1925)),A1924,\"\")","v":1923},{"$f":"IFERROR(SMALL(Helper2_1,A1924),\"\")","v":1923},null,1923,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1925)),$A1924,\"\")","v":1923},{"$f":"IFERROR(SMALL(Helper2_2,A1924),\"\")","v":1923},{"$f":"COUNTIF(Helper3_1,\"=\"&G1924)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1924)=1, G1924, \"\")","v":1923},{"$f":"IFERROR(SMALL(Index_2,A1924),\"\")","v":1923},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:J1924)),\"\")","v":"STA_1923"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:K1924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:L1924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:M1924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:P1924)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1924,COLUMNS($J$2:Q1924)),\"\")","v":"The QESR team found that the management of data across the University supported reflective and evaluative approaches. The University has an effective approach to the use of data and evidence to inform working groups and uses student surveys, including the National Student Survey (NSS), promptly responding to student and staff needs. This responsiveness contributes to the University's self-evaluation and decision-making capabilities. At school-level, data from both internal and external sources enables schools to regularly review the best approaches to meet the needs of their stakeholders."}]
[{"$f":"IF('> FILTER <'!B1926<>\"\",ROW(OFFSET(A1925,-1,0)),\"\")","v":1924},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1926)),A1925,\"\")","v":1924},{"$f":"IFERROR(SMALL(Helper2_1,A1925),\"\")","v":1924},null,1924,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1926)),$A1925,\"\")","v":1924},{"$f":"IFERROR(SMALL(Helper2_2,A1925),\"\")","v":1924},{"$f":"COUNTIF(Helper3_1,\"=\"&G1925)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1925)=1, G1925, \"\")","v":1924},{"$f":"IFERROR(SMALL(Index_2,A1925),\"\")","v":1924},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:J1925)),\"\")","v":"STA_1924"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:K1925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:L1925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:M1925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:P1925)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1925,COLUMNS($J$2:Q1925)),\"\")","v":"At the time of the review, the QESR team learned that the University was in the process of reviewing the University's Module Evaluation Questionnaires (MEQs) process. The team found evidence of challenge around student engagement with, and completion of, MEQs impacting on the institution's ability to use module-level data to drive enhancement. The University has recognised these challenges and is taking action on them through a review of the MEQs process. The QESR team recommends that in its current review of the MEQs process, the University should consider its approach to support a more consistent and diverse level of engagement with students. The University should implement strategies that actively enhance student engagement and completion rates with MEQs, ensuring the 11 collection of data that will facilitate the timely implementation of targeted improvements to further enhance the overall learning experience for students."}]
[{"$f":"IF('> FILTER <'!B1927<>\"\",ROW(OFFSET(A1926,-1,0)),\"\")","v":1925},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1927)),A1926,\"\")","v":1925},{"$f":"IFERROR(SMALL(Helper2_1,A1926),\"\")","v":1925},null,1925,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1927)),$A1926,\"\")","v":1925},{"$f":"IFERROR(SMALL(Helper2_2,A1926),\"\")","v":1925},{"$f":"COUNTIF(Helper3_1,\"=\"&G1926)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1926)=1, G1926, \"\")","v":1925},{"$f":"IFERROR(SMALL(Index_2,A1926),\"\")","v":1925},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:J1926)),\"\")","v":"STI_1925"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:K1926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:L1926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:M1926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:P1926)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1926,COLUMNS($J$2:Q1926)),\"\")","v":"Supporting belonging: The University, in partnership with the Students' Union, has developed a 'Be Connected' scheme which provides a range of learning, wellbeing and arts and culture events, activities and resources available through the university app, which supports community and belonging on and off campus for students and staff (paragraph 10)."}]
[{"$f":"IF('> FILTER <'!B1928<>\"\",ROW(OFFSET(A1927,-1,0)),\"\")","v":1926},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1928)),A1927,\"\")","v":1926},{"$f":"IFERROR(SMALL(Helper2_1,A1927),\"\")","v":1926},null,1926,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1928)),$A1927,\"\")","v":1926},{"$f":"IFERROR(SMALL(Helper2_2,A1927),\"\")","v":1926},{"$f":"COUNTIF(Helper3_1,\"=\"&G1927)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1927)=1, G1927, \"\")","v":1926},{"$f":"IFERROR(SMALL(Index_2,A1927),\"\")","v":1926},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:J1927)),\"\")","v":"STI_1926"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:K1927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:L1927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:M1927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:P1927)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1927,COLUMNS($J$2:Q1927)),\"\")","v":"Development of the use of data: There is ongoing collaborative activity to ensure that data supports curriculum management and reporting, and to enhance the utility of, and access to, data and information (paragraph 23)."}]
[{"$f":"IF('> FILTER <'!B1929<>\"\",ROW(OFFSET(A1928,-1,0)),\"\")","v":1927},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1929)),A1928,\"\")","v":1927},{"$f":"IFERROR(SMALL(Helper2_1,A1928),\"\")","v":1927},null,1927,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1929)),$A1928,\"\")","v":1927},{"$f":"IFERROR(SMALL(Helper2_2,A1928),\"\")","v":1927},{"$f":"COUNTIF(Helper3_1,\"=\"&G1928)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1928)=1, G1928, \"\")","v":1927},{"$f":"IFERROR(SMALL(Index_2,A1928),\"\")","v":1927},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:J1928)),\"\")","v":"STI_1927"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:K1928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:L1928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:M1928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:P1928)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1928,COLUMNS($J$2:Q1928)),\"\")","v":"Research student environment: The University has taken positive steps to enhance the postgraduate student environment, developing arrangements and activities to support Research Supervisor Training and staff development - for which uptake has been good, from a range of staff across different career stages, and for which feedback has been positive (paragraph 26)."}]
[{"$f":"IF('> FILTER <'!B1930<>\"\",ROW(OFFSET(A1929,-1,0)),\"\")","v":1928},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1930)),A1929,\"\")","v":1928},{"$f":"IFERROR(SMALL(Helper2_1,A1929),\"\")","v":1928},null,1928,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1930)),$A1929,\"\")","v":1928},{"$f":"IFERROR(SMALL(Helper2_2,A1929),\"\")","v":1928},{"$f":"COUNTIF(Helper3_1,\"=\"&G1929)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1929)=1, G1929, \"\")","v":1928},{"$f":"IFERROR(SMALL(Index_2,A1929),\"\")","v":1928},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:J1929)),\"\")","v":"STI_1928"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:K1929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:L1929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:M1929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:P1929)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1929,COLUMNS($J$2:Q1929)),\"\")","v":"Hybrid learning: The University should ensure consistency in the approach to hybrid learning in accordance with university policies and articulated approaches and reduce reliance on individual staff approaches, particularly in respect of lecture recording and access via 'Listen Again' (paragraph 32)."}]
[{"$f":"IF('> FILTER <'!B1931<>\"\",ROW(OFFSET(A1930,-1,0)),\"\")","v":1929},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1931)),A1930,\"\")","v":1929},{"$f":"IFERROR(SMALL(Helper2_1,A1930),\"\")","v":1929},null,1929,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1931)),$A1930,\"\")","v":1929},{"$f":"IFERROR(SMALL(Helper2_2,A1930),\"\")","v":1929},{"$f":"COUNTIF(Helper3_1,\"=\"&G1930)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1930)=1, G1930, \"\")","v":1929},{"$f":"IFERROR(SMALL(Index_2,A1930),\"\")","v":1929},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:J1930)),\"\")","v":"STI_1929"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:K1930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:L1930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:M1930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:P1930)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1930,COLUMNS($J$2:Q1930)),\"\")","v":"Feedback to students: The University should develop an approach to ensure the consistent dissemination of information from Staff Student Feedback Committees (SSFCs) to enable effective closing of the student feedback loop. This should ensure programme teams meet the expectations set out in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs (paragraph 17)"}]
[{"$f":"IF('> FILTER <'!B1932<>\"\",ROW(OFFSET(A1931,-1,0)),\"\")","v":1930},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1932)),A1931,\"\")","v":1930},{"$f":"IFERROR(SMALL(Helper2_1,A1931),\"\")","v":1930},null,1930,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1932)),$A1931,\"\")","v":1930},{"$f":"IFERROR(SMALL(Helper2_2,A1931),\"\")","v":1930},{"$f":"COUNTIF(Helper3_1,\"=\"&G1931)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1931)=1, G1931, \"\")","v":1930},{"$f":"IFERROR(SMALL(Index_2,A1931),\"\")","v":1930},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:J1931)),\"\")","v":"STI_1930"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:K1931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:L1931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:M1931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:P1931)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1931,COLUMNS($J$2:Q1931)),\"\")","v":"Collaborative provision reporting: The University should improve the management of collaborative provision to ensure that reporting at senior institutional level is formalised and strengthened so that the University can more effectively consider issues and necessary actions at institutional level. Action on this recommendation should build on the established quality assurance and enhancement processes, and the effectiveness of arrangements with the Partnership Management Team and the Partnership Management Committee (paragraph 38)."}]
[{"$f":"IF('> FILTER <'!B1933<>\"\",ROW(OFFSET(A1932,-1,0)),\"\")","v":1931},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1933)),A1932,\"\")","v":1931},{"$f":"IFERROR(SMALL(Helper2_1,A1932),\"\")","v":1931},null,1931,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1933)),$A1932,\"\")","v":1931},{"$f":"IFERROR(SMALL(Helper2_2,A1932),\"\")","v":1931},{"$f":"COUNTIF(Helper3_1,\"=\"&G1932)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1932)=1, G1932, \"\")","v":1931},{"$f":"IFERROR(SMALL(Index_2,A1932),\"\")","v":1931},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:J1932)),\"\")","v":"STI_1931"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:K1932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:L1932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:M1932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:P1932)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1932,COLUMNS($J$2:Q1932)),\"\")","v":"External examiners: The University should take a proactive approach to ensure that all students have automatic access to the external examiner reports for their programmes of study, building on the progress in this area since ELIR 4 (paragraph 27)."}]
[{"$f":"IF('> FILTER <'!B1934<>\"\",ROW(OFFSET(A1933,-1,0)),\"\")","v":1932},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1934)),A1933,\"\")","v":1932},{"$f":"IFERROR(SMALL(Helper2_1,A1933),\"\")","v":1932},null,1932,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1934)),$A1933,\"\")","v":1932},{"$f":"IFERROR(SMALL(Helper2_2,A1933),\"\")","v":1932},{"$f":"COUNTIF(Helper3_1,\"=\"&G1933)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1933)=1, G1933, \"\")","v":1932},{"$f":"IFERROR(SMALL(Index_2,A1933),\"\")","v":1932},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:J1933)),\"\")","v":"STI_1932"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:K1933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:L1933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:M1933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:P1933)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1933,COLUMNS($J$2:Q1933)),\"\")","v":"The QESR team is confident that the University of Stirling has effective arrangements in place to monitor, review and enhance its strategic approach to enhancement. The team considered a range of documents including the Learning and Teaching Quality and Enhancement Strategy (LTQES), ELIR 4 follow-up documentation, SFC annual quality report, SFC outcome agreement report, and minutes from meetings of key institutional committees with responsibilities for quality and academic standards, learning and teaching, and the wider student experience. The University's embedded approach to the enhancement of the student experience was also evident through the QESR team's meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1935<>\"\",ROW(OFFSET(A1934,-1,0)),\"\")","v":1933},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1935)),A1934,\"\")","v":1933},{"$f":"IFERROR(SMALL(Helper2_1,A1934),\"\")","v":1933},null,1933,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1935)),$A1934,\"\")","v":1933},{"$f":"IFERROR(SMALL(Helper2_2,A1934),\"\")","v":1933},{"$f":"COUNTIF(Helper3_1,\"=\"&G1934)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1934)=1, G1934, \"\")","v":1933},{"$f":"IFERROR(SMALL(Index_2,A1934),\"\")","v":1933},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:J1934)),\"\")","v":"STI_1933"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:K1934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:L1934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:M1934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:P1934)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1934,COLUMNS($J$2:Q1934)),\"\")","v":"The University's vision as articulated in its Strategic Plan and LTQES is to deliver learning and teaching of the highest quality and an outstanding learning experience. The University Strategy and Policy Group led preparations for the university strategy towards 2030 and senior staff reinforced the view that a distinctive student experience, combined with high-quality learning and teaching infrastructure remains a core strategic priority. This overarching strategy will be supplemented by a series of enabling strategies - including for Learning and Teaching, Digital Provision and Research - supported by continued investment in the campus, infrastructure, and systems to support and enhance the staff and student experience."}]
[{"$f":"IF('> FILTER <'!B1936<>\"\",ROW(OFFSET(A1935,-1,0)),\"\")","v":1934},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1936)),A1935,\"\")","v":1934},{"$f":"IFERROR(SMALL(Helper2_1,A1935),\"\")","v":1934},null,1934,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1936)),$A1935,\"\")","v":1934},{"$f":"IFERROR(SMALL(Helper2_2,A1935),\"\")","v":1934},{"$f":"COUNTIF(Helper3_1,\"=\"&G1935)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1935)=1, G1935, \"\")","v":1934},{"$f":"IFERROR(SMALL(Index_2,A1935),\"\")","v":1934},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:J1935)),\"\")","v":"STI_1934"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:K1935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:L1935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:M1935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:P1935)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1935,COLUMNS($J$2:Q1935)),\"\")","v":"The QESR team found the University has effective and established systems in place to promote the strategic enhancement of learning and teaching, including the Learning and Teaching Quality and Enhancement Strategy which is currently being refreshed to align with the new Strategic Plan. Consultation with the university community and key stakeholders has been fundamental to ensuring continued alignment of learning and teaching strategy with the institutional strategy."}]
[{"$f":"IF('> FILTER <'!B1937<>\"\",ROW(OFFSET(A1936,-1,0)),\"\")","v":1935},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1937)),A1936,\"\")","v":1935},{"$f":"IFERROR(SMALL(Helper2_1,A1936),\"\")","v":1935},null,1935,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1937)),$A1936,\"\")","v":1935},{"$f":"IFERROR(SMALL(Helper2_2,A1936),\"\")","v":1935},{"$f":"COUNTIF(Helper3_1,\"=\"&G1936)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1936)=1, G1936, \"\")","v":1935},{"$f":"IFERROR(SMALL(Index_2,A1936),\"\")","v":1935},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:J1936)),\"\")","v":"STI_1935"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:K1936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:L1936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:M1936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:P1936)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1936,COLUMNS($J$2:Q1936)),\"\")","v":"The University has policies and procedures, and a schedule for annual and periodic institutional review for the effective monitoring of academic quality and standards. The QESR team considers that these arrangements confirm and evidence the University's commitment to an enhancement-led approach which is reviewed and reported internally and externally to SFC and professional, statutory and regulatory bodies (PSRBs)."}]
[{"$f":"IF('> FILTER <'!B1938<>\"\",ROW(OFFSET(A1937,-1,0)),\"\")","v":1936},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1938)),A1937,\"\")","v":1936},{"$f":"IFERROR(SMALL(Helper2_1,A1937),\"\")","v":1936},null,1936,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1938)),$A1937,\"\")","v":1936},{"$f":"IFERROR(SMALL(Helper2_2,A1937),\"\")","v":1936},{"$f":"COUNTIF(Helper3_1,\"=\"&G1937)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1937)=1, G1937, \"\")","v":1936},{"$f":"IFERROR(SMALL(Index_2,A1937),\"\")","v":1936},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:J1937)),\"\")","v":"STI_1936"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:K1937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:L1937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:M1937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:P1937)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1937,COLUMNS($J$2:Q1937)),\"\")","v":"The QESR team noted the positive views expressed by staff and students regarding the institution's commitment to continuous improvement of the student experience. This is reflected through both the recent substantial investment in the university campus and the establishment of the Teaching and Learning Enhancement team."}]
[{"$f":"IF('> FILTER <'!B1939<>\"\",ROW(OFFSET(A1938,-1,0)),\"\")","v":1937},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1939)),A1938,\"\")","v":1937},{"$f":"IFERROR(SMALL(Helper2_1,A1938),\"\")","v":1937},null,1937,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1939)),$A1938,\"\")","v":1937},{"$f":"IFERROR(SMALL(Helper2_2,A1938),\"\")","v":1937},{"$f":"COUNTIF(Helper3_1,\"=\"&G1938)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1938)=1, G1938, \"\")","v":1937},{"$f":"IFERROR(SMALL(Index_2,A1938),\"\")","v":1937},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:J1938)),\"\")","v":"STI_1937"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:K1938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:L1938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:M1938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:P1938)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1938,COLUMNS($J$2:Q1938)),\"\")","v":"Oversight of academic quality, education and the student experience is the responsibility of the Education and Student Experience Committee (ESEC) which reports to the Academic Council. ESEC has a number of sub-committees including the Learning and Teaching Quality Committee to ensure appropriate depth of focus. These committees receive reports and updates from the five faculties and the professional services teams. The team noted that this reporting could be further strengthened to ensure that trends and themes are identified, considered, and translated into formally recorded and monitored university-level action points. This would support more effective completion of action on issues of institution-wide significance."}]
[{"$f":"IF('> FILTER <'!B1940<>\"\",ROW(OFFSET(A1939,-1,0)),\"\")","v":1938},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1940)),A1939,\"\")","v":1938},{"$f":"IFERROR(SMALL(Helper2_1,A1939),\"\")","v":1938},null,1938,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1940)),$A1939,\"\")","v":1938},{"$f":"IFERROR(SMALL(Helper2_2,A1939),\"\")","v":1938},{"$f":"COUNTIF(Helper3_1,\"=\"&G1939)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1939)=1, G1939, \"\")","v":1938},{"$f":"IFERROR(SMALL(Index_2,A1939),\"\")","v":1938},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:J1939)),\"\")","v":"STI_1938"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:K1939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:L1939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:M1939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:P1939)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1939,COLUMNS($J$2:Q1939)),\"\")","v":"Implementation of the University's education strategy has been accompanied by significant investment in the learning and teaching infrastructure and environment. Campus Central, in which digital technology supports external speakers and hybrid engagement, is 4 considered to be an outstanding learning and study space by students and staff. Campus Central's success is also driving enhancements across the wider campus, informing the design, and supporting technological infrastructure for the extensive refurbishment of learning and teaching spaces with innovative technology and approaches implemented by the Teaching and Learning Enhancement team."}]
[{"$f":"IF('> FILTER <'!B1941<>\"\",ROW(OFFSET(A1940,-1,0)),\"\")","v":1939},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1941)),A1940,\"\")","v":1939},{"$f":"IFERROR(SMALL(Helper2_1,A1940),\"\")","v":1939},null,1939,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1941)),$A1940,\"\")","v":1939},{"$f":"IFERROR(SMALL(Helper2_2,A1940),\"\")","v":1939},{"$f":"COUNTIF(Helper3_1,\"=\"&G1940)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1940)=1, G1940, \"\")","v":1939},{"$f":"IFERROR(SMALL(Index_2,A1940),\"\")","v":1939},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:J1940)),\"\")","v":"STI_1939"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:K1940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:L1940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:M1940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:P1940)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1940,COLUMNS($J$2:Q1940)),\"\")","v":"The QESR team heard in meetings with staff that investment in the Teaching and Learning Enhancement team is reflective of the University's wider ambition to integrate and extend support for staff in relation to a range of strategic ambitions. These include enhanced digital provision and infrastructure, academic development, the reaccreditation of Advance HE programmes and an overall commitment to staff support."}]
[{"$f":"IF('> FILTER <'!B1942<>\"\",ROW(OFFSET(A1941,-1,0)),\"\")","v":1940},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1942)),A1941,\"\")","v":1940},{"$f":"IFERROR(SMALL(Helper2_1,A1941),\"\")","v":1940},null,1940,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1942)),$A1941,\"\")","v":1940},{"$f":"IFERROR(SMALL(Helper2_2,A1941),\"\")","v":1940},{"$f":"COUNTIF(Helper3_1,\"=\"&G1941)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1941)=1, G1941, \"\")","v":1940},{"$f":"IFERROR(SMALL(Index_2,A1941),\"\")","v":1940},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:J1941)),\"\")","v":"STI_1940"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:K1941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:L1941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:M1941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:P1941)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1941,COLUMNS($J$2:Q1941)),\"\")","v":"At the time of the current QESR, the University was engaged in several curriculum and portfolio review activities. Central to these is the implementation of the 'Curriculum Lifecycle Management System'. This project reinforces the University's ambitions to streamline the curriculum and the related approvals and review process, linking the institution's embedded approach and ongoing commitment to integrating an enhancement-led approach to quality and academic standards. Staff commented that although the project was at an early stage of implementation, feedback to date indicated the positive impact the work would have on increasing the efficiency of academic support systems and on reducing the administrative burden. The University plans to further embed its commitment to inclusivity and equality in its approach to portfolio and curriculum review and to incorporate an institutional commitment to authentic assessment, skills development, and work-based learning."}]
[{"$f":"IF('> FILTER <'!B1943<>\"\",ROW(OFFSET(A1942,-1,0)),\"\")","v":1941},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1943)),A1942,\"\")","v":1941},{"$f":"IFERROR(SMALL(Helper2_1,A1942),\"\")","v":1941},null,1941,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1943)),$A1942,\"\")","v":1941},{"$f":"IFERROR(SMALL(Helper2_2,A1942),\"\")","v":1941},{"$f":"COUNTIF(Helper3_1,\"=\"&G1942)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1942)=1, G1942, \"\")","v":1941},{"$f":"IFERROR(SMALL(Index_2,A1942),\"\")","v":1941},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:J1942)),\"\")","v":"STI_1941"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:K1942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:L1942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:M1942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:P1942)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1942,COLUMNS($J$2:Q1942)),\"\")","v":"Student partnership is an embedded characteristic of institutional activity. Students are full and active participants in education committees and working groups at university, faculty and divisional levels. The University, in partnership with the Students' Union, has developed a 'Be Connected' scheme which provides a range of learning, wellbeing, and arts and culture events, activities and resources available through the university app which supports community and belonging on and off campus for students and staff. The QESR team considers this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1944<>\"\",ROW(OFFSET(A1943,-1,0)),\"\")","v":1942},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1944)),A1943,\"\")","v":1942},{"$f":"IFERROR(SMALL(Helper2_1,A1943),\"\")","v":1942},null,1942,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1944)),$A1943,\"\")","v":1942},{"$f":"IFERROR(SMALL(Helper2_2,A1943),\"\")","v":1942},{"$f":"COUNTIF(Helper3_1,\"=\"&G1943)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1943)=1, G1943, \"\")","v":1942},{"$f":"IFERROR(SMALL(Index_2,A1943),\"\")","v":1942},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:J1943)),\"\")","v":"STI_1942"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:K1943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:L1943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:M1943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:P1943)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1943,COLUMNS($J$2:Q1943)),\"\")","v":"Sector Enhancement Themes have impacted positively on strategy, policy and practice development in learning and teaching, and the wider student experience. This includes embedding updates and reporting on the Enhancement Themes into strategic learning and teaching priorities, student partnership working and annual monitoring."}]
[{"$f":"IF('> FILTER <'!B1945<>\"\",ROW(OFFSET(A1944,-1,0)),\"\")","v":1943},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1945)),A1944,\"\")","v":1943},{"$f":"IFERROR(SMALL(Helper2_1,A1944),\"\")","v":1943},null,1943,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1945)),$A1944,\"\")","v":1943},{"$f":"IFERROR(SMALL(Helper2_2,A1944),\"\")","v":1943},{"$f":"COUNTIF(Helper3_1,\"=\"&G1944)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1944)=1, G1944, \"\")","v":1943},{"$f":"IFERROR(SMALL(Index_2,A1944),\"\")","v":1943},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:J1944)),\"\")","v":"STI_1943"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:K1944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:L1944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:M1944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:P1944)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1944,COLUMNS($J$2:Q1944)),\"\")","v":"The QESR team is confident that the institution has effective arrangements in place to monitor, review and enhance its approach to student partnership and engagement. The team considered the Student Partnership Agreement (SPA), Committee Student Representation and Quality Code Mapping, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1946<>\"\",ROW(OFFSET(A1945,-1,0)),\"\")","v":1944},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1946)),A1945,\"\")","v":1944},{"$f":"IFERROR(SMALL(Helper2_1,A1945),\"\")","v":1944},null,1944,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1946)),$A1945,\"\")","v":1944},{"$f":"IFERROR(SMALL(Helper2_2,A1945),\"\")","v":1944},{"$f":"COUNTIF(Helper3_1,\"=\"&G1945)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1945)=1, G1945, \"\")","v":1944},{"$f":"IFERROR(SMALL(Index_2,A1945),\"\")","v":1944},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:J1945)),\"\")","v":"STI_1944"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:K1945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:L1945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:M1945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:P1945)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1945,COLUMNS($J$2:Q1945)),\"\")","v":"The QESR team found the University has in place policies and procedures to support the engagement and representation of students. Student partnership is outlined in the University's 'Student Participation and Feedback' policy and the SPA which was produced collaboratively between the Students’ Union (SU) and University and is reviewed for each SU Officer term."}]
[{"$f":"IF('> FILTER <'!B1947<>\"\",ROW(OFFSET(A1946,-1,0)),\"\")","v":1945},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1947)),A1946,\"\")","v":1945},{"$f":"IFERROR(SMALL(Helper2_1,A1946),\"\")","v":1945},null,1945,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1947)),$A1946,\"\")","v":1945},{"$f":"IFERROR(SMALL(Helper2_2,A1946),\"\")","v":1945},{"$f":"COUNTIF(Helper3_1,\"=\"&G1946)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1946)=1, G1946, \"\")","v":1945},{"$f":"IFERROR(SMALL(Index_2,A1946),\"\")","v":1945},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:J1946)),\"\")","v":"STI_1945"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:K1946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:L1946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:M1946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:P1946)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1946,COLUMNS($J$2:Q1946)),\"\")","v":"Student representation consists of Academic Representatives (module/programme/year-group), Undergraduate and Postgraduate (research/taught) Faculty Officers, and the SU. Ownership of the representation system is shared; the SU recruits and trains while faculties manage Student Staff Feedback Committees (SSFCs). Information from Academic Representatives filters upwards through Faculty Officers to the 5 SU. Students use the representation system to gather opinions, seek clarity and liaise with staff. Staff noted that they had experienced disengagement with the system after the pandemic and the student representation process is currently under review. Students spoke very highly of the support teaching staff provide, and this was also noted in Quinquennial review reports. The Vice-President Education and Faculty Associate Deans are working collaboratively to improve recruitment and training; training was previously held online, but now includes the option to attend in-person."}]
[{"$f":"IF('> FILTER <'!B1948<>\"\",ROW(OFFSET(A1947,-1,0)),\"\")","v":1946},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1948)),A1947,\"\")","v":1946},{"$f":"IFERROR(SMALL(Helper2_1,A1947),\"\")","v":1946},null,1946,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1948)),$A1947,\"\")","v":1946},{"$f":"IFERROR(SMALL(Helper2_2,A1947),\"\")","v":1946},{"$f":"COUNTIF(Helper3_1,\"=\"&G1947)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1947)=1, G1947, \"\")","v":1946},{"$f":"IFERROR(SMALL(Index_2,A1947),\"\")","v":1946},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:J1947)),\"\")","v":"STI_1946"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:K1947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:L1947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:M1947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:P1947)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1947,COLUMNS($J$2:Q1947)),\"\")","v":"Students can provide feedback via several mechanisms, including SSFCs, held at least twice per semester, and governance committees such as University Court, Academic Council, and Education and Student Experience Committee (ESEC), where students hold full membership. One student described the first SSFC meeting of each semester as an opportunity to raise issues, and for progress on these to be discussed in the second. The approach to these meetings varies, with some being staff-led and others by Faculty Officers."}]
[{"$f":"IF('> FILTER <'!B1949<>\"\",ROW(OFFSET(A1948,-1,0)),\"\")","v":1947},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1949)),A1948,\"\")","v":1947},{"$f":"IFERROR(SMALL(Helper2_1,A1948),\"\")","v":1947},null,1947,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1949)),$A1948,\"\")","v":1947},{"$f":"IFERROR(SMALL(Helper2_2,A1948),\"\")","v":1947},{"$f":"COUNTIF(Helper3_1,\"=\"&G1948)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1948)=1, G1948, \"\")","v":1947},{"$f":"IFERROR(SMALL(Index_2,A1948),\"\")","v":1947},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:J1948)),\"\")","v":"STI_1947"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:K1948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:L1948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:M1948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:P1948)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1948,COLUMNS($J$2:Q1948)),\"\")","v":"SSFCs are currently undergoing redevelopment by the Dean for Learning, Teaching and Student Experience. The new terms of reference aim to enhance how the University hears and responds to student feedback and seek to promote SSFCs as a 'joint activity' with the SU. The Staff Guide to Student Staff Feedback Committees focuses on encouraging engagement and emphasises closing the feedback loop. The University and SU collaborated on the production of a student guide, mirroring the terms of reference, which uses accessible language and tone of voice without jargon to provide information on SSFCs and how to fully utilise them. Notably, students are guided with prompt questions taken from sparqs' (Student Partnerships in Quality Scotland) Student Learning Experience Model. The QESR team noted this positive approach to supporting students in the representation process."}]
[{"$f":"IF('> FILTER <'!B1950<>\"\",ROW(OFFSET(A1949,-1,0)),\"\")","v":1948},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1950)),A1949,\"\")","v":1948},{"$f":"IFERROR(SMALL(Helper2_1,A1949),\"\")","v":1948},null,1948,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1950)),$A1949,\"\")","v":1948},{"$f":"IFERROR(SMALL(Helper2_2,A1949),\"\")","v":1948},{"$f":"COUNTIF(Helper3_1,\"=\"&G1949)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1949)=1, G1949, \"\")","v":1948},{"$f":"IFERROR(SMALL(Index_2,A1949),\"\")","v":1948},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:J1949)),\"\")","v":"STI_1948"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:K1949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:L1949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:M1949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:P1949)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1949,COLUMNS($J$2:Q1949)),\"\")","v":"The QESR team found that there was inconsistent practice in disseminating information post-SSFC with some students receiving minutes, and others not receiving them at all, and staff were unclear about where responsibility lies for closing the loop following SSFC meetings. This was also identified as an issue during the University's 2022-23 Quinquennial Reviews. Closing the feedback loop is referred to in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs. The QESR team recommends that the University should develop an approach to ensure the consistent dissemination of information from Staff Student Feedback Committees (SSFCs) to enable effective closing of the student feedback loop. This should ensure programme teams meet the expectations set out in the Policy on Student Module Evaluation Surveys and the Staff Guide to SSFCs."}]
[{"$f":"IF('> FILTER <'!B1951<>\"\",ROW(OFFSET(A1950,-1,0)),\"\")","v":1949},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1951)),A1950,\"\")","v":1949},{"$f":"IFERROR(SMALL(Helper2_1,A1950),\"\")","v":1949},null,1949,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1951)),$A1950,\"\")","v":1949},{"$f":"IFERROR(SMALL(Helper2_2,A1950),\"\")","v":1949},{"$f":"COUNTIF(Helper3_1,\"=\"&G1950)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1950)=1, G1950, \"\")","v":1949},{"$f":"IFERROR(SMALL(Index_2,A1950),\"\")","v":1949},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:J1950)),\"\")","v":"STI_1949"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:K1950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:L1950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:M1950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:P1950)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1950,COLUMNS($J$2:Q1950)),\"\")","v":"There is an institutional commitment to student participation in review activity, and students (usually Faculty Officers) are members on Quinquennial Learning and Teaching Reviews. The Vice-President Education and Faculty Officers support students in populating an evaluative 'Student Submission', considered by review teams during Quinquennial Review and staff highlighted the importance of student participation during the review and their appreciation of it. Students can also provide feedback via Early Module Check-ins (EMC) and Module Evaluation Questionnaires (MEQ), as well as internal and external surveys."}]
[{"$f":"IF('> FILTER <'!B1952<>\"\",ROW(OFFSET(A1951,-1,0)),\"\")","v":1950},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1952)),A1951,\"\")","v":1950},{"$f":"IFERROR(SMALL(Helper2_1,A1951),\"\")","v":1950},null,1950,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1952)),$A1951,\"\")","v":1950},{"$f":"IFERROR(SMALL(Helper2_2,A1951),\"\")","v":1950},{"$f":"COUNTIF(Helper3_1,\"=\"&G1951)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1951)=1, G1951, \"\")","v":1950},{"$f":"IFERROR(SMALL(Index_2,A1951),\"\")","v":1950},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:J1951)),\"\")","v":"STI_1950"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:K1951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:L1951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:M1951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:P1951)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1951,COLUMNS($J$2:Q1951)),\"\")","v":"The University and SU have an embedded, collaborative relationship which is evident through the joint initiatives set out in the SPA, ongoing work on SSFCs and student representation system. This strength in relationship was also tangible in the meetings."}]
[{"$f":"IF('> FILTER <'!B1953<>\"\",ROW(OFFSET(A1952,-1,0)),\"\")","v":1951},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1953)),A1952,\"\")","v":1951},{"$f":"IFERROR(SMALL(Helper2_1,A1952),\"\")","v":1951},null,1951,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1953)),$A1952,\"\")","v":1951},{"$f":"IFERROR(SMALL(Helper2_2,A1952),\"\")","v":1951},{"$f":"COUNTIF(Helper3_1,\"=\"&G1952)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1952)=1, G1952, \"\")","v":1951},{"$f":"IFERROR(SMALL(Index_2,A1952),\"\")","v":1951},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:J1952)),\"\")","v":"STI_1951"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:K1952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:L1952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:M1952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:P1952)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1952,COLUMNS($J$2:Q1952)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its actions taken in response to ELIR 4. The team considered the documentation including the Update to Follow-up Report to Enhancement-Led Institutional 6 Review (ELIR) 4 and minutes from key institutional committees and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1954<>\"\",ROW(OFFSET(A1953,-1,0)),\"\")","v":1952},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1954)),A1953,\"\")","v":1952},{"$f":"IFERROR(SMALL(Helper2_1,A1953),\"\")","v":1952},null,1952,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1954)),$A1953,\"\")","v":1952},{"$f":"IFERROR(SMALL(Helper2_2,A1953),\"\")","v":1952},{"$f":"COUNTIF(Helper3_1,\"=\"&G1953)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1953)=1, G1953, \"\")","v":1952},{"$f":"IFERROR(SMALL(Index_2,A1953),\"\")","v":1952},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:J1953)),\"\")","v":"STI_1952"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:K1953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:L1953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:M1953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:P1953)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1953,COLUMNS($J$2:Q1953)),\"\")","v":"ELIR 4 recommended five areas for development and the QESR team is confident that the University has made progress in four of the areas with continued enhancement evident through a combination of improvement of systems and an institutional commitment to enhancing the student and staff experience. For the other area, ongoing action is required to address the student-facing aspects associated with external examiner roles and access to reports"}]
[{"$f":"IF('> FILTER <'!B1955<>\"\",ROW(OFFSET(A1954,-1,0)),\"\")","v":1953},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1955)),A1954,\"\")","v":1953},{"$f":"IFERROR(SMALL(Helper2_1,A1954),\"\")","v":1953},null,1953,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1955)),$A1954,\"\")","v":1953},{"$f":"IFERROR(SMALL(Helper2_2,A1954),\"\")","v":1953},{"$f":"COUNTIF(Helper3_1,\"=\"&G1954)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1954)=1, G1954, \"\")","v":1953},{"$f":"IFERROR(SMALL(Index_2,A1954),\"\")","v":1953},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:J1954)),\"\")","v":"STI_1953"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:K1954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:L1954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:M1954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:P1954)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1954,COLUMNS($J$2:Q1954)),\"\")","v":"The QESR team saw evidence of systematic follow-up on ELIR 4 through the ELIR Monitoring Group convened by the Deputy Principal (Education and Students) which has student and staff representation. The University's follow-up to ELIR is evidenced through institutional governance and reporting reflected in the information submitted for QESR and from the QESR team's meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1956<>\"\",ROW(OFFSET(A1955,-1,0)),\"\")","v":1954},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1956)),A1955,\"\")","v":1954},{"$f":"IFERROR(SMALL(Helper2_1,A1955),\"\")","v":1954},null,1954,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1956)),$A1955,\"\")","v":1954},{"$f":"IFERROR(SMALL(Helper2_2,A1955),\"\")","v":1954},{"$f":"COUNTIF(Helper3_1,\"=\"&G1955)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1955)=1, G1955, \"\")","v":1954},{"$f":"IFERROR(SMALL(Index_2,A1955),\"\")","v":1954},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:J1955)),\"\")","v":"STI_1954"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:K1955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:L1955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:M1955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:P1955)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1955,COLUMNS($J$2:Q1955)),\"\")","v":"Building on the University's commitment to evolving its data-informed approach to supporting and enhancing the experience of students and staff, the ELIR 4 team recommended the completion of the review of the University's approach to data management to explore and maximise the benefits from the integration of key information systems. Documentation reviewed by the QESR team reinforced the positive progress being made through a range of systems integration and enhancement projects and engagement with the university community. Core to this is a commitment to 'improve data accessibility … ensuring the right people have access to the right information when they need it' (see also paragraphs 50-54). The ongoing impact is reflected through a range of activities, policies and projects, including information to support internal review, thematic and summary analysis and reporting of feedback, annual reports and review findings. There is ongoing collaborative activity to ensure that data supports curriculum management and reporting, and to enhance the utility of, and access to, data and information. The QESR team considers this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1957<>\"\",ROW(OFFSET(A1956,-1,0)),\"\")","v":1955},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1957)),A1956,\"\")","v":1955},{"$f":"IFERROR(SMALL(Helper2_1,A1956),\"\")","v":1955},null,1955,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1957)),$A1956,\"\")","v":1955},{"$f":"IFERROR(SMALL(Helper2_2,A1956),\"\")","v":1955},{"$f":"COUNTIF(Helper3_1,\"=\"&G1956)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1956)=1, G1956, \"\")","v":1955},{"$f":"IFERROR(SMALL(Index_2,A1956),\"\")","v":1955},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:J1956)),\"\")","v":"STI_1955"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:K1956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:L1956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:M1956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:P1956)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1956,COLUMNS($J$2:Q1956)),\"\")","v":"ELIR 4 recommended the introduction of a process for reviewing student-facing professional services that complements the current process of annual review, drawing on good practice from the approach to the institution-led review of academic provision. The University has made some progress with this recommendation. Guidance has been approved for the review of student-facing professional services. Internal reorganisation has delayed the implementation of the revised guidance but discussions with staff confirmed that a review utilising this approach, focused on employability and skills, will take place in spring 2024."}]
[{"$f":"IF('> FILTER <'!B1958<>\"\",ROW(OFFSET(A1957,-1,0)),\"\")","v":1956},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1958)),A1957,\"\")","v":1956},{"$f":"IFERROR(SMALL(Helper2_1,A1957),\"\")","v":1956},null,1956,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1958)),$A1957,\"\")","v":1956},{"$f":"IFERROR(SMALL(Helper2_2,A1957),\"\")","v":1956},{"$f":"COUNTIF(Helper3_1,\"=\"&G1957)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1957)=1, G1957, \"\")","v":1956},{"$f":"IFERROR(SMALL(Index_2,A1957),\"\")","v":1956},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:J1957)),\"\")","v":"STI_1956"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:K1957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:L1957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:M1957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:P1957)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1957,COLUMNS($J$2:Q1957)),\"\")","v":"Oversight of the postgraduate research student (PGR) experience was highlighted by the ELIR 4 review team as an area where governance and reporting by the Institute for Advanced Studies (IAS) required clarification. This would help to provide the University with effective oversight of the postgraduate research student experience including student progression and awards, student feedback and student engagement with training and research skills provision. The QESR team noted positive action with consistent and systematic oversight and reporting from the IAS to Academic Council at institutional level with further engagement through the University Research Committee and the Education and Student Experience Committee. Both of these committees have staff and student representation to support and facilitate reporting to and from faculties."}]
[{"$f":"IF('> FILTER <'!B1959<>\"\",ROW(OFFSET(A1958,-1,0)),\"\")","v":1957},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1959)),A1958,\"\")","v":1957},{"$f":"IFERROR(SMALL(Helper2_1,A1958),\"\")","v":1957},null,1957,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1959)),$A1958,\"\")","v":1957},{"$f":"IFERROR(SMALL(Helper2_2,A1958),\"\")","v":1957},{"$f":"COUNTIF(Helper3_1,\"=\"&G1958)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1958)=1, G1958, \"\")","v":1957},{"$f":"IFERROR(SMALL(Index_2,A1958),\"\")","v":1957},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:J1958)),\"\")","v":"STI_1957"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:K1958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:L1958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:M1958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:P1958)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1958,COLUMNS($J$2:Q1958)),\"\")","v":"The Institute for Advanced Studies continues to coordinate support for the University's research community, including PGR supervisors. Since ELIR, there have been updates to the code of practice for research degrees for staff and PGR students. This commitment to developing and supporting supervisors and supervisory teams is a clear strategic priority and 7 reflected in reporting to SFC and through internal reviews and reporting at divisional, faculty and institutional levels. Arrangements and activities outlined in the ELIR follow-up report have been successfully implemented and the University has taken positive steps to enhance the postgraduate student environment by developing arrangements and activities to support Research Supervisor Training and staff development - for which uptake has been good from a range of staff across different career stages, and for which feedback has been positive. The QESR team considers this to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1960<>\"\",ROW(OFFSET(A1959,-1,0)),\"\")","v":1958},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1960)),A1959,\"\")","v":1958},{"$f":"IFERROR(SMALL(Helper2_1,A1959),\"\")","v":1958},null,1958,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1960)),$A1959,\"\")","v":1958},{"$f":"IFERROR(SMALL(Helper2_2,A1959),\"\")","v":1958},{"$f":"COUNTIF(Helper3_1,\"=\"&G1959)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1959)=1, G1959, \"\")","v":1958},{"$f":"IFERROR(SMALL(Index_2,A1959),\"\")","v":1958},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:J1959)),\"\")","v":"STI_1958"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:K1959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:L1959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:M1959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:P1959)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1959,COLUMNS($J$2:Q1959)),\"\")","v":"The previous ELIR recommended that students have clarity regarding the work of external examiners and to have access to the external examiner reports. The QESR team received information which highlighted updates to the process and support for external examiners. However, the team was concerned that students did not receive access to external examiner reports unless specific requests were made. The team also noted that students had limited awareness of the role of external examiner processes associated with quality and academic standards and recommends that the University takes a proactive approach to ensure that all students have automatic access to the external examiner reports for their programmes of study, building on the progress in this area since ELIR 4."}]
[{"$f":"IF('> FILTER <'!B1961<>\"\",ROW(OFFSET(A1960,-1,0)),\"\")","v":1959},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1961)),A1960,\"\")","v":1959},{"$f":"IFERROR(SMALL(Helper2_1,A1960),\"\")","v":1959},null,1959,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1961)),$A1960,\"\")","v":1959},{"$f":"IFERROR(SMALL(Helper2_2,A1960),\"\")","v":1959},{"$f":"COUNTIF(Helper3_1,\"=\"&G1960)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1960)=1, G1960, \"\")","v":1959},{"$f":"IFERROR(SMALL(Index_2,A1960),\"\")","v":1959},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:J1960)),\"\")","v":"STI_1959"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:K1960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:L1960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:M1960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:P1960)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1960,COLUMNS($J$2:Q1960)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital and blended learning offering. The team considered the Tertiary Enhancement Topic reflective summary, Learning and Teaching Quality and Enhancement Strategy (LTQES) 2018-2023 and LTQES Evaluation, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1962<>\"\",ROW(OFFSET(A1961,-1,0)),\"\")","v":1960},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1962)),A1961,\"\")","v":1960},{"$f":"IFERROR(SMALL(Helper2_1,A1961),\"\")","v":1960},null,1960,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1962)),$A1961,\"\")","v":1960},{"$f":"IFERROR(SMALL(Helper2_2,A1961),\"\")","v":1960},{"$f":"COUNTIF(Helper3_1,\"=\"&G1961)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1961)=1, G1961, \"\")","v":1960},{"$f":"IFERROR(SMALL(Index_2,A1961),\"\")","v":1960},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:J1961)),\"\")","v":"STI_1960"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:K1961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:L1961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:M1961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:P1961)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1961,COLUMNS($J$2:Q1961)),\"\")","v":"The University recognised the importance of future digital learning in the LTQES, and this was accelerated in response to COVID-19. The University has continued to build upon these developments through updating the provision of equipment available to students, introducing an app which aids accessibility of university software, improving staff training and through strategic projects relating to digital learning"}]
[{"$f":"IF('> FILTER <'!B1963<>\"\",ROW(OFFSET(A1962,-1,0)),\"\")","v":1961},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1963)),A1962,\"\")","v":1961},{"$f":"IFERROR(SMALL(Helper2_1,A1962),\"\")","v":1961},null,1961,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1963)),$A1962,\"\")","v":1961},{"$f":"IFERROR(SMALL(Helper2_2,A1962),\"\")","v":1961},{"$f":"COUNTIF(Helper3_1,\"=\"&G1962)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1962)=1, G1962, \"\")","v":1961},{"$f":"IFERROR(SMALL(Index_2,A1962),\"\")","v":1961},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:J1962)),\"\")","v":"STI_1961"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:K1962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:L1962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:M1962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:P1962)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1962,COLUMNS($J$2:Q1962)),\"\")","v":"The University introduced changes to support student learning during COVID-19 and has maintained and adapted these to cater for current circumstances - for example, access to SSFCs online to allow a broader range of students to be involved. Students informed the QESR team that most meetings have continued to take place in a hybrid format or online. The Students as Partners in Learning Group where students 'road-tested' online content prior to going live was introduced during the pandemic. An update on this activity was provided during the review meetings and the QESR team heard that, although this specific group is no longer active, the University is planning to foster this approach in other activities. The University introduced short-term, medium-term, and full academic year laptop loan services during COVID-19 and is maintaining the scheme in response to student demand and feedback. The University also upgraded on-campus PCs and introduced a software which allows students/staff to access university software from personal devices."}]
[{"$f":"IF('> FILTER <'!B1964<>\"\",ROW(OFFSET(A1963,-1,0)),\"\")","v":1962},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1964)),A1963,\"\")","v":1962},{"$f":"IFERROR(SMALL(Helper2_1,A1963),\"\")","v":1962},null,1962,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1964)),$A1963,\"\")","v":1962},{"$f":"IFERROR(SMALL(Helper2_2,A1963),\"\")","v":1962},{"$f":"COUNTIF(Helper3_1,\"=\"&G1963)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1963)=1, G1963, \"\")","v":1962},{"$f":"IFERROR(SMALL(Index_2,A1963),\"\")","v":1962},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:J1963)),\"\")","v":"STI_1962"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:K1963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:L1963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:M1963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:P1963)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1963,COLUMNS($J$2:Q1963)),\"\")","v":"The University Wifi Wizard Helpers, is a peer-support service, introduced during induction. The QESR team learned from students that this service is accessible to them via the library, available all year round, and that students who run the service are renumerated."}]
[{"$f":"IF('> FILTER <'!B1965<>\"\",ROW(OFFSET(A1964,-1,0)),\"\")","v":1963},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1965)),A1964,\"\")","v":1963},{"$f":"IFERROR(SMALL(Helper2_1,A1964),\"\")","v":1963},null,1963,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1965)),$A1964,\"\")","v":1963},{"$f":"IFERROR(SMALL(Helper2_2,A1964),\"\")","v":1963},{"$f":"COUNTIF(Helper3_1,\"=\"&G1964)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1964)=1, G1964, \"\")","v":1963},{"$f":"IFERROR(SMALL(Index_2,A1964),\"\")","v":1963},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:J1964)),\"\")","v":"STI_1963"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:K1964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:L1964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:M1964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:P1964)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1964,COLUMNS($J$2:Q1964)),\"\")","v":"The QESR team heard from students that the approach to hybrid learning is variable across faculties and can be dependent upon staff running individual modules. The team were advised that blended learning is the standard approach; however, the degree of 'hybridity' varies. Digital content - such as pre-learning materials, podcasts and discussion forums - were spoken of positively. It is university policy for lectures to be recorded via Listen Again. However, students noted that it does not happen in all cases and a recommendation 8 related to this was made during the recent ILR. The QESR team recommends that the University ensures consistency in the approach to hybrid learning in accordance with university policies and articulated approaches and reduces reliance on individual staff approaches, particularly in respect of lecture recording and access via Listen Again."}]
[{"$f":"IF('> FILTER <'!B1966<>\"\",ROW(OFFSET(A1965,-1,0)),\"\")","v":1964},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1966)),A1965,\"\")","v":1964},{"$f":"IFERROR(SMALL(Helper2_1,A1965),\"\")","v":1964},null,1964,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1966)),$A1965,\"\")","v":1964},{"$f":"IFERROR(SMALL(Helper2_2,A1965),\"\")","v":1964},{"$f":"COUNTIF(Helper3_1,\"=\"&G1965)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1965)=1, G1965, \"\")","v":1964},{"$f":"IFERROR(SMALL(Index_2,A1965),\"\")","v":1964},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:J1965)),\"\")","v":"STI_1964"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:K1965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:L1965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:M1965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:P1965)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1965,COLUMNS($J$2:Q1965)),\"\")","v":"The University is developing a Digital Capabilities Framework for staff for 2023-24 which focuses on Online Teaching, Teaching in a Digital Environment (on campus), and Digital Assessment. Staff will receive digital badges. Staff noted the new Teaching and Learning Enhancement team as a good source of digital support but that training for Teaching Assistant postgraduate students could be improved. Good practice is showcased at the University Learning, Teaching and Quality Committee (ULTQC) and a new approach to a Learning and Teaching Festival occurred this year."}]
[{"$f":"IF('> FILTER <'!B1967<>\"\",ROW(OFFSET(A1966,-1,0)),\"\")","v":1965},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1967)),A1966,\"\")","v":1965},{"$f":"IFERROR(SMALL(Helper2_1,A1966),\"\")","v":1965},null,1965,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1967)),$A1966,\"\")","v":1965},{"$f":"IFERROR(SMALL(Helper2_2,A1966),\"\")","v":1965},{"$f":"COUNTIF(Helper3_1,\"=\"&G1966)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1966)=1, G1966, \"\")","v":1965},{"$f":"IFERROR(SMALL(Index_2,A1966),\"\")","v":1965},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:J1966)),\"\")","v":"STI_1965"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:K1966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:L1966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:M1966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:P1966)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1966,COLUMNS($J$2:Q1966)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to managing quality, and for setting, maintaining, reviewing, and assessing academic standards. The team considered a sample of quality process reports, relevant policy and guidance documents for Module Review, Annual Programme Monitoring and Quinquennial Learning and Teaching review, and minutes from institutional committees, and met with staff and students. There was a level of consistency across the sources of evidence considered by the team, which was seen as demonstrating that processes are well understood."}]
[{"$f":"IF('> FILTER <'!B1968<>\"\",ROW(OFFSET(A1967,-1,0)),\"\")","v":1966},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1968)),A1967,\"\")","v":1966},{"$f":"IFERROR(SMALL(Helper2_1,A1967),\"\")","v":1966},null,1966,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1968)),$A1967,\"\")","v":1966},{"$f":"IFERROR(SMALL(Helper2_2,A1967),\"\")","v":1966},{"$f":"COUNTIF(Helper3_1,\"=\"&G1967)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1967)=1, G1967, \"\")","v":1966},{"$f":"IFERROR(SMALL(Index_2,A1967),\"\")","v":1966},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:J1967)),\"\")","v":"STI_1966"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:K1967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:L1967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:M1967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:P1967)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1967,COLUMNS($J$2:Q1967)),\"\")","v":"The QESR team found that the University's arrangements for managing quality and setting standards meet the expectations of the UK Quality Code for Higher Education (Quality Code) and align with the guidance issued by the Scottish Funding Council (SFC). Comprehensive procedures are in place with flexibility to accommodate all provision. Institutional policies relating to programme development and approval are aligned to sector expectations expressed in the Quality Code and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework. The Education and Student Experience Committee (ESEC), through devolved powers from Academic Council, has responsibility for overseeing and regulating the University's curriculum and approval of curriculum, in turn devolving consideration and approval of module and programme approvals to its Curriculum Management sub-committee (CMSC)."}]
[{"$f":"IF('> FILTER <'!B1969<>\"\",ROW(OFFSET(A1968,-1,0)),\"\")","v":1967},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1969)),A1968,\"\")","v":1967},{"$f":"IFERROR(SMALL(Helper2_1,A1968),\"\")","v":1967},null,1967,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1969)),$A1968,\"\")","v":1967},{"$f":"IFERROR(SMALL(Helper2_2,A1968),\"\")","v":1967},{"$f":"COUNTIF(Helper3_1,\"=\"&G1968)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1968)=1, G1968, \"\")","v":1967},{"$f":"IFERROR(SMALL(Index_2,A1968),\"\")","v":1967},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:J1968)),\"\")","v":"STI_1967"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:K1968)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:L1968)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:M1968)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:P1968)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1968,COLUMNS($J$2:Q1968)),\"\")","v":"Within the University's overall approach to Institution-led Review, it conducts Module Review, Annual Programme Monitoring, and Quinquennial Learning and Teaching review - the latter of which is focused on subject level and includes on the panel an external member and a student representative. Detailed reports identify commendations and recommendations, and these are then considered at subject, faculty, and university level (specifically University Learning and Teaching Committee), and good practice is shared through a number of routes, including symposia, a Learning Festival, the staff bulletin and social media."}]
[{"$f":"IF('> FILTER <'!B1970<>\"\",ROW(OFFSET(A1969,-1,0)),\"\")","v":1968},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1970)),A1969,\"\")","v":1968},{"$f":"IFERROR(SMALL(Helper2_1,A1969),\"\")","v":1968},null,1968,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1970)),$A1969,\"\")","v":1968},{"$f":"IFERROR(SMALL(Helper2_2,A1969),\"\")","v":1968},{"$f":"COUNTIF(Helper3_1,\"=\"&G1969)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1969)=1, G1969, \"\")","v":1968},{"$f":"IFERROR(SMALL(Index_2,A1969),\"\")","v":1968},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:J1969)),\"\")","v":"STI_1968"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:K1969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:L1969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:M1969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:P1969)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1969,COLUMNS($J$2:Q1969)),\"\")","v":"The QESR team reviewed an Annual Programme Monitoring report for an online master's degree, which showed responsiveness to student feedback and active ongoing enhancement activity. The Learning and Teaching review report for the subject area in question similarly evidenced a keen awareness of the support and resources needed by cohorts of students studying remotely."}]
[{"$f":"IF('> FILTER <'!B1971<>\"\",ROW(OFFSET(A1970,-1,0)),\"\")","v":1969},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1971)),A1970,\"\")","v":1969},{"$f":"IFERROR(SMALL(Helper2_1,A1970),\"\")","v":1969},null,1969,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1971)),$A1970,\"\")","v":1969},{"$f":"IFERROR(SMALL(Helper2_2,A1970),\"\")","v":1969},{"$f":"COUNTIF(Helper3_1,\"=\"&G1970)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1970)=1, G1970, \"\")","v":1969},{"$f":"IFERROR(SMALL(Index_2,A1970),\"\")","v":1969},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:J1970)),\"\")","v":"STI_1969"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:K1970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:L1970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:M1970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:P1970)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1970,COLUMNS($J$2:Q1970)),\"\")","v":"Approval and review of collaborative provision follows the standard approach for on campus programmes and outputs and outcomes from partnerships/collaborations are monitored through the University's quality assurance and enhancement arrangements. The QESR team was able to view examples of collaborative provision Partner Annual Summary reports which were thorough and consistent in their approach. These reports are considered by the Partnership Management team and the Partnership Management Committee. Matters are identified in the summary reports as 'for the attention of the university' but the team was unable to ascertain the formal route by which this would happen. The QESR team recommends that the management of collaborative provision is improved to ensure that reporting at senior institutional level is formalised and strengthened so that the University can more effectively consider issues and necessary actions at institutional level. Action on this recommendation should build on the established quality assurance and enhancement processes, and the effectiveness of arrangements with the Partnership Management team and the Partnership Management Committee."}]
[{"$f":"IF('> FILTER <'!B1972<>\"\",ROW(OFFSET(A1971,-1,0)),\"\")","v":1970},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1972)),A1971,\"\")","v":1970},{"$f":"IFERROR(SMALL(Helper2_1,A1971),\"\")","v":1970},null,1970,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1972)),$A1971,\"\")","v":1970},{"$f":"IFERROR(SMALL(Helper2_2,A1971),\"\")","v":1970},{"$f":"COUNTIF(Helper3_1,\"=\"&G1971)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1971)=1, G1971, \"\")","v":1970},{"$f":"IFERROR(SMALL(Index_2,A1971),\"\")","v":1970},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:J1971)),\"\")","v":"STI_1970"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:K1971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:L1971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:M1971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:P1971)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1971,COLUMNS($J$2:Q1971)),\"\")","v":"There is a separate review process to evaluate the effectiveness of professional services and their contribution to the student experience. These Student-Facing Services Reviews are planned to be undertaken on a periodic basis, on a four to five-year rolling programme, with each review addressing either an area of professional service practice or a particular theme. Priorities for review will be identified through the integrated planning process. Due to work being undertaken to revise the professional services structure, however, these reviews were not implemented as planned in 2022-23 and have been deferred until 2024."}]
[{"$f":"IF('> FILTER <'!B1973<>\"\",ROW(OFFSET(A1972,-1,0)),\"\")","v":1971},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1973)),A1972,\"\")","v":1971},{"$f":"IFERROR(SMALL(Helper2_1,A1972),\"\")","v":1971},null,1971,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1973)),$A1972,\"\")","v":1971},{"$f":"IFERROR(SMALL(Helper2_2,A1972),\"\")","v":1971},{"$f":"COUNTIF(Helper3_1,\"=\"&G1972)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1972)=1, G1972, \"\")","v":1971},{"$f":"IFERROR(SMALL(Index_2,A1972),\"\")","v":1971},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:J1972)),\"\")","v":"STI_1971"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:K1972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:L1972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:M1972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:P1972)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1972,COLUMNS($J$2:Q1972)),\"\")","v":"The University has effective arrangements in place for the management of assessment. The institutional analysis of external examiner reports provides a comprehensive overview of external examiner activity and action; this includes thematic analysis at institutional level, including key recommendations and identification of areas of strength."}]
[{"$f":"IF('> FILTER <'!B1974<>\"\",ROW(OFFSET(A1973,-1,0)),\"\")","v":1972},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1974)),A1973,\"\")","v":1972},{"$f":"IFERROR(SMALL(Helper2_1,A1973),\"\")","v":1972},null,1972,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1974)),$A1973,\"\")","v":1972},{"$f":"IFERROR(SMALL(Helper2_2,A1973),\"\")","v":1972},{"$f":"COUNTIF(Helper3_1,\"=\"&G1973)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1973)=1, G1973, \"\")","v":1972},{"$f":"IFERROR(SMALL(Index_2,A1973),\"\")","v":1972},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:J1973)),\"\")","v":"STI_1972"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:K1973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:L1973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:M1973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:P1973)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1973,COLUMNS($J$2:Q1973)),\"\")","v":"Work to review the institutional approach to external examining in the light of the QAA External Examining Principles is ongoing, with some elements - such as improved processes for Right to Work checks - already in place and others - for example, reviews of the report pro forma and the External Examiner Handbook - in train."}]
[{"$f":"IF('> FILTER <'!B1975<>\"\",ROW(OFFSET(A1974,-1,0)),\"\")","v":1973},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1975)),A1974,\"\")","v":1973},{"$f":"IFERROR(SMALL(Helper2_1,A1974),\"\")","v":1973},null,1973,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1975)),$A1974,\"\")","v":1973},{"$f":"IFERROR(SMALL(Helper2_2,A1974),\"\")","v":1973},{"$f":"COUNTIF(Helper3_1,\"=\"&G1974)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1974)=1, G1974, \"\")","v":1973},{"$f":"IFERROR(SMALL(Index_2,A1974),\"\")","v":1973},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:J1974)),\"\")","v":"STI_1973"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:K1974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:L1974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:M1974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:P1974)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1974,COLUMNS($J$2:Q1974)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team considered the mapping of the quality processes against the Quality Code, minutes from key institutional committees, and met with staff and students."}]
[{"$f":"IF('> FILTER <'!B1976<>\"\",ROW(OFFSET(A1975,-1,0)),\"\")","v":1974},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1976)),A1975,\"\")","v":1974},{"$f":"IFERROR(SMALL(Helper2_1,A1975),\"\")","v":1974},null,1974,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1976)),$A1975,\"\")","v":1974},{"$f":"IFERROR(SMALL(Helper2_2,A1975),\"\")","v":1974},{"$f":"COUNTIF(Helper3_1,\"=\"&G1975)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1975)=1, G1975, \"\")","v":1974},{"$f":"IFERROR(SMALL(Index_2,A1975),\"\")","v":1974},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:J1975)),\"\")","v":"STI_1974"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:K1975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:L1975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:M1975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:P1975)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1975,COLUMNS($J$2:Q1975)),\"\")","v":"The QESR team found that the University makes effective use of external reference points in the management of academic standards through review and implementation of its regulations, policies and procedures. The University's policies and frameworks are aligned to the Quality Code and appropriate PSRB standards and expectations."}]
[{"$f":"IF('> FILTER <'!B1977<>\"\",ROW(OFFSET(A1976,-1,0)),\"\")","v":1975},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1977)),A1976,\"\")","v":1975},{"$f":"IFERROR(SMALL(Helper2_1,A1976),\"\")","v":1975},null,1975,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1977)),$A1976,\"\")","v":1975},{"$f":"IFERROR(SMALL(Helper2_2,A1976),\"\")","v":1975},{"$f":"COUNTIF(Helper3_1,\"=\"&G1976)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1976)=1, G1976, \"\")","v":1975},{"$f":"IFERROR(SMALL(Index_2,A1976),\"\")","v":1975},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:J1976)),\"\")","v":"STI_1975"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:K1976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:L1976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:M1976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:P1976)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1976,COLUMNS($J$2:Q1976)),\"\")","v":"The team saw evidence of the annual monitoring process being reviewed in relation to the advice and guidance sections of the Quality Code, and the mapping to the Quality Code is kept under review and used to support enhancement. The University's Quality team staff are responsible for UK Quality Code mapping and the QESR team noted the comprehensive, thorough and effective mapping that had been reviewed and approved by the Education and Student Experience Committee for academic year 2022-23. Staff at faculty and divisional levels ensure alignment with PSRB requirements and standards, and 10 externality is embedded in formal reviews, partnership working, governance and developmental activities at programme level."}]
[{"$f":"IF('> FILTER <'!B1978<>\"\",ROW(OFFSET(A1977,-1,0)),\"\")","v":1976},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1978)),A1977,\"\")","v":1976},{"$f":"IFERROR(SMALL(Helper2_1,A1977),\"\")","v":1976},null,1976,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1978)),$A1977,\"\")","v":1976},{"$f":"IFERROR(SMALL(Helper2_2,A1977),\"\")","v":1976},{"$f":"COUNTIF(Helper3_1,\"=\"&G1977)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1977)=1, G1977, \"\")","v":1976},{"$f":"IFERROR(SMALL(Index_2,A1977),\"\")","v":1976},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:J1977)),\"\")","v":"STI_1976"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:K1977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:L1977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:M1977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:P1977)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1977,COLUMNS($J$2:Q1977)),\"\")","v":"The University's Policy and Procedure on Quality Monitoring and Evaluation and the Guidance on Quinquennial Learning and Teaching Reviews also reinforce and highlight integration of the Quality Code and expectations in relation to internal process and procedures at faculty and divisional levels. The QESR team noted the institutional commitment to alignment with the Quality Code, the SFC's guidance and expectations, and relevant PSRB requirements."}]
[{"$f":"IF('> FILTER <'!B1979<>\"\",ROW(OFFSET(A1978,-1,0)),\"\")","v":1977},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1979)),A1978,\"\")","v":1977},{"$f":"IFERROR(SMALL(Helper2_1,A1978),\"\")","v":1977},null,1977,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1979)),$A1978,\"\")","v":1977},{"$f":"IFERROR(SMALL(Helper2_2,A1978),\"\")","v":1977},{"$f":"COUNTIF(Helper3_1,\"=\"&G1978)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1978)=1, G1978, \"\")","v":1977},{"$f":"IFERROR(SMALL(Index_2,A1978),\"\")","v":1977},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:J1978)),\"\")","v":"STI_1977"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:K1978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:L1978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:M1978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:P1978)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1978,COLUMNS($J$2:Q1978)),\"\")","v":"Institutional policies for programme and module approval are aligned to sector expectations. A defined policy and procedure on programme and module approval ensures that a clear and consistent approach is adopted and that Subject Benchmark Statements, the Scottish Credit and Qualifications Framework (SCQF), PSRB requirements and external input are incorporated. The QESR team reviewed a range of evidence of the integration of key reference points in SFC reporting, annual monitoring processes, programme approval and in the reports from internal reviews - for example, through external representation on internal and thematic reviews, and engagement with external examiners and professional bodies in programme review and approvals."}]
[{"$f":"IF('> FILTER <'!B1980<>\"\",ROW(OFFSET(A1979,-1,0)),\"\")","v":1978},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1980)),A1979,\"\")","v":1978},{"$f":"IFERROR(SMALL(Helper2_1,A1979),\"\")","v":1978},null,1978,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1980)),$A1979,\"\")","v":1978},{"$f":"IFERROR(SMALL(Helper2_2,A1979),\"\")","v":1978},{"$f":"COUNTIF(Helper3_1,\"=\"&G1979)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1979)=1, G1979, \"\")","v":1978},{"$f":"IFERROR(SMALL(Index_2,A1979),\"\")","v":1978},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:J1979)),\"\")","v":"STI_1978"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:K1979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:L1979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:M1979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:P1979)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1979,COLUMNS($J$2:Q1979)),\"\")","v":"The University Learning, Teaching and Quality Committee receives and reviews an annual summary of external examiner reports and feedback following review of reports at programme, divisional and faculty level. This review, in combination with thematic summaries for internal reviews and student feedback, provides ULTQC and, thereafter, the Education and Student Experience Committee and Academic Council, with the necessary oversight and assurance associated with external expectations and standards alongside sustained inputs and feedback from programmes, staff and students."}]
[{"$f":"IF('> FILTER <'!B1981<>\"\",ROW(OFFSET(A1980,-1,0)),\"\")","v":1979},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1981)),A1980,\"\")","v":1979},{"$f":"IFERROR(SMALL(Helper2_1,A1980),\"\")","v":1979},null,1979,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1981)),$A1980,\"\")","v":1979},{"$f":"IFERROR(SMALL(Helper2_2,A1980),\"\")","v":1979},{"$f":"COUNTIF(Helper3_1,\"=\"&G1980)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1980)=1, G1980, \"\")","v":1979},{"$f":"IFERROR(SMALL(Index_2,A1980),\"\")","v":1979},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:J1980)),\"\")","v":"STI_1979"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:K1980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:L1980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:M1980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:P1980)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1980,COLUMNS($J$2:Q1980)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making external reference points in quality processes. The team considered the update to ELIR 4 Follow-Up Report, the Annual Report on Institution-Led Review 22-23, reports pertaining to attainment, appeals, awards, complaints, discipline and Quinquennial Review reports."}]
[{"$f":"IF('> FILTER <'!B1982<>\"\",ROW(OFFSET(A1981,-1,0)),\"\")","v":1980},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1982)),A1981,\"\")","v":1980},{"$f":"IFERROR(SMALL(Helper2_1,A1981),\"\")","v":1980},null,1980,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1982)),$A1981,\"\")","v":1980},{"$f":"IFERROR(SMALL(Helper2_2,A1981),\"\")","v":1980},{"$f":"COUNTIF(Helper3_1,\"=\"&G1981)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1981)=1, G1981, \"\")","v":1980},{"$f":"IFERROR(SMALL(Index_2,A1981),\"\")","v":1980},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:J1981)),\"\")","v":"STI_1980"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:K1981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:L1981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:M1981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:P1981)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1981,COLUMNS($J$2:Q1981)),\"\")","v":"ELIR 4 featured a recommendation on the management and sharing of data. The University has made steps towards improving this - for example, through the recruitment of a Data Architect in spring 2022 and by undertaking a data usage gap analysis. The University is currently undertaking a scoping exercise which will create a Data Entity Relationship map to better understand the flow of data and its sources, and ultimately result in a new Data Governance Model."}]
[{"$f":"IF('> FILTER <'!B1983<>\"\",ROW(OFFSET(A1982,-1,0)),\"\")","v":1981},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1983)),A1982,\"\")","v":1981},{"$f":"IFERROR(SMALL(Helper2_1,A1982),\"\")","v":1981},null,1981,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1983)),$A1982,\"\")","v":1981},{"$f":"IFERROR(SMALL(Helper2_2,A1982),\"\")","v":1981},{"$f":"COUNTIF(Helper3_1,\"=\"&G1982)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1982)=1, G1982, \"\")","v":1981},{"$f":"IFERROR(SMALL(Index_2,A1982),\"\")","v":1981},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:J1982)),\"\")","v":"STI_1981"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:K1982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:L1982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:M1982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:P1982)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1982,COLUMNS($J$2:Q1982)),\"\")","v":"A range of data is considered in the University's key quality processes - primarily, Institution-led Subject Review, annual monitoring and programme approval. ULTQC receives attainment reports and appeals reports. The Student Experience Committee receives complaints reports. Module Review Reports, Module Evaluation, feedback received from SSFCs and data from surveys - including National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES) and Postgraduate Research Experience Survey (PRES) - are considered during Annual Programme Monitoring (APM) where staff are required to 'review and reflect'. Summary APM reports are submitted to Registry and considered by ESEC for institution-wide consideration. The APM process is currently under review with 11 aims to 'support optimal data access and nurture critical reflection and build alignment with Quinquennial Learning and Teaching Reviews'."}]
[{"$f":"IF('> FILTER <'!B1984<>\"\",ROW(OFFSET(A1983,-1,0)),\"\")","v":1982},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1984)),A1983,\"\")","v":1982},{"$f":"IFERROR(SMALL(Helper2_1,A1983),\"\")","v":1982},null,1982,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1984)),$A1983,\"\")","v":1982},{"$f":"IFERROR(SMALL(Helper2_2,A1983),\"\")","v":1982},{"$f":"COUNTIF(Helper3_1,\"=\"&G1983)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1983)=1, G1983, \"\")","v":1982},{"$f":"IFERROR(SMALL(Index_2,A1983),\"\")","v":1982},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:J1983)),\"\")","v":"STI_1982"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:K1983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:L1983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:M1983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:P1983)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1983,COLUMNS($J$2:Q1983)),\"\")","v":"The University uses interactive data visualisation software to provide staff with data dashboards which can be used for planning and monitoring. Faculties are provided with data (including student satisfaction, demographics and staffing) to support and inform planning activities. This feeds into Faculty Planning Meetings which occur five times per year. The University is also introducing Faculty Planning Committees which will support faculties in planning development and investment. Data dashboards relating to student attainment, awards, progression and retention are in progress. At a local level, this data and emerging dashboards will increasingly support staff in identifying the needs of students, identifying those at risk and allows for timely support."}]
[{"$f":"IF('> FILTER <'!B1985<>\"\",ROW(OFFSET(A1984,-1,0)),\"\")","v":1983},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1985)),A1984,\"\")","v":1983},{"$f":"IFERROR(SMALL(Helper2_1,A1984),\"\")","v":1983},null,1983,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1985)),$A1984,\"\")","v":1983},{"$f":"IFERROR(SMALL(Helper2_2,A1984),\"\")","v":1983},{"$f":"COUNTIF(Helper3_1,\"=\"&G1984)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1984)=1, G1984, \"\")","v":1983},{"$f":"IFERROR(SMALL(Index_2,A1984),\"\")","v":1983},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:J1984)),\"\")","v":"STI_1983"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:K1984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:L1984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:M1984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:P1984)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1984,COLUMNS($J$2:Q1984)),\"\")","v":"Learning and Teaching Reviews are also supported by data dashboards and the software allows for a consistent data set to be provided for review teams ensuring 'accuracy and robustness'. Staff noted that the improvements to data allowed for a smoother and more data-focused review and are looking forward to accessing the tools."}]
[{"$f":"IF('> FILTER <'!B1986<>\"\",ROW(OFFSET(A1985,-1,0)),\"\")","v":1984},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1986)),A1985,\"\")","v":1984},{"$f":"IFERROR(SMALL(Helper2_1,A1985),\"\")","v":1984},null,1984,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1986)),$A1985,\"\")","v":1984},{"$f":"IFERROR(SMALL(Helper2_2,A1985),\"\")","v":1984},{"$f":"COUNTIF(Helper3_1,\"=\"&G1985)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1985)=1, G1985, \"\")","v":1984},{"$f":"IFERROR(SMALL(Index_2,A1985),\"\")","v":1984},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:J1985)),\"\")","v":"STI_1984"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:K1985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:L1985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:M1985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:P1985)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1985,COLUMNS($J$2:Q1985)),\"\")","v":"Data from the Stirling Experience Survey and national surveys - including NSS, PRES and PTES - is considered at faculty/division level and progress is monitored through the use of action trackers. Staff can use data dashboards to analyse these surveys at varying levels (subject through to sector) and across years. Data analysis is conducted at faculty, subject and course level, and faculties prepare action plans based on the results. University-wide actions are considered at ESEC. There is a specific group dedicated to student surveys, re\u0002established in spring 2023, which reports to ESEC and aims to 'minimise student survey fatigue and to maximise the impact and use of data generated by those surveys which do take place as evidence for enhancement'. Data from Early Module Check-ins (EMC) and Module Evaluation Questionnaires (MEQs) are considered during quality assurance processes such as Module Evaluation and Annual Programme Monitoring."}]
[{"$f":"IF('> FILTER <'!B1987<>\"\",ROW(OFFSET(A1986,-1,0)),\"\")","v":1985},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1987)),A1986,\"\")","v":1985},{"$f":"IFERROR(SMALL(Helper2_1,A1986),\"\")","v":1985},null,{"$f":"ROW(OFFSET(E1986,-1,0))","v":1985},{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1987)),$A1986,\"\")","v":1985},{"$f":"IFERROR(SMALL(Helper2_2,A1986),\"\")","v":1985},{"$f":"COUNTIF(Helper3_1,\"=\"&G1986)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1986)=1, G1986, \"\")","v":1985},{"$f":"IFERROR(SMALL(Index_2,A1986),\"\")","v":1985},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:J1986)),\"\")","v":"STI_1985"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:K1986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:L1986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:M1986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:P1986)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1986,COLUMNS($J$2:Q1986)),\"\")","v":"There are plans in progress to introduce a dedicated Student Conduct and Casework team to manage complaints, appeals, discipline and fitness to study in 2023-24. The team intends to facilitate progress in case management timelines and use data to inform development and enhancement in relation to student information, guidance and support"}]
[{"$f":"IF('> FILTER <'!B1988<>\"\",ROW(OFFSET(A1987,-1,0)),\"\")","v":1986},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1988)),A1987,\"\")","v":1986},{"$f":"IFERROR(SMALL(Helper2_1,A1987),\"\")","v":1986},null,1986,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1988)),$A1987,\"\")","v":1986},{"$f":"IFERROR(SMALL(Helper2_2,A1987),\"\")","v":1986},{"$f":"COUNTIF(Helper3_1,\"=\"&G1987)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1987)=1, G1987, \"\")","v":1986},{"$f":"IFERROR(SMALL(Index_2,A1987),\"\")","v":1986},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:J1987)),\"\")","v":"UHI_1986"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:K1987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:L1987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:M1987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:P1987)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1987,COLUMNS($J$2:Q1987)),\"\")","v":"Student support: Equity of support and access across the federal structure of the University is ensured through a comprehensive and effective student support service. This is characterised by a proactive approach informed by a comprehensive understanding of the needs of, and challenges faced by, the student community and underpinned with effective communication structures that enable deployment of resources with the aim of providing an informed and consistent experience for students (paragraph 5)."}]
[{"$f":"IF('> FILTER <'!B1989<>\"\",ROW(OFFSET(A1988,-1,0)),\"\")","v":1987},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1989)),A1988,\"\")","v":1987},{"$f":"IFERROR(SMALL(Helper2_1,A1988),\"\")","v":1987},null,1987,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1989)),$A1988,\"\")","v":1987},{"$f":"IFERROR(SMALL(Helper2_2,A1988),\"\")","v":1987},{"$f":"COUNTIF(Helper3_1,\"=\"&G1988)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1988)=1, G1988, \"\")","v":1987},{"$f":"IFERROR(SMALL(Index_2,A1988),\"\")","v":1987},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:J1988)),\"\")","v":"UHI_1987"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:K1988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:L1988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:M1988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:P1988)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1988,COLUMNS($J$2:Q1988)),\"\")","v":"Professional development and opportunities for postgraduate research students with regard to teaching: While recognising that some work has taken place in this area since the Enhancement-led Institutional Review (ELIR 4), a number of issues remains to be addressed, including the need for postgraduate research students (PGRs) to have completed training before they teach, very limited opportunities provided for PGRs who want to teach, an inconsistent understanding across the University of training requirements and a lack of clarity around responsibility for addressing these issues. The University is asked to give greater urgency to its work in this area (paragraph 20)."}]
[{"$f":"IF('> FILTER <'!B1990<>\"\",ROW(OFFSET(A1989,-1,0)),\"\")","v":1988},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1990)),A1989,\"\")","v":1988},{"$f":"IFERROR(SMALL(Helper2_1,A1989),\"\")","v":1988},null,1988,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1990)),$A1989,\"\")","v":1988},{"$f":"IFERROR(SMALL(Helper2_2,A1989),\"\")","v":1988},{"$f":"COUNTIF(Helper3_1,\"=\"&G1989)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1989)=1, G1989, \"\")","v":1988},{"$f":"IFERROR(SMALL(Index_2,A1989),\"\")","v":1988},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:J1989)),\"\")","v":"UHI_1988"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:K1989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:L1989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:M1989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:P1989)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1989,COLUMNS($J$2:Q1989)),\"\")","v":"The QESR team is confident the University has in place effective arrangements to monitor, review and enhance its strategic approach to enhancement. The team reviewed a range of evidence including the Annual Report to SFC, ELIR 4 follow-up documents, Learning and Teaching Enhancement Strategy (LTES), UHI Strategic Plan 2030 and minutes of key institutional committees. They also met with staff and students of the University."}]
[{"$f":"IF('> FILTER <'!B1991<>\"\",ROW(OFFSET(A1990,-1,0)),\"\")","v":1989},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1991)),A1990,\"\")","v":1989},{"$f":"IFERROR(SMALL(Helper2_1,A1990),\"\")","v":1989},null,1989,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1991)),$A1990,\"\")","v":1989},{"$f":"IFERROR(SMALL(Helper2_2,A1990),\"\")","v":1989},{"$f":"COUNTIF(Helper3_1,\"=\"&G1990)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1990)=1, G1990, \"\")","v":1989},{"$f":"IFERROR(SMALL(Index_2,A1990),\"\")","v":1989},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:J1990)),\"\")","v":"UHI_1989"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:K1990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:L1990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:M1990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:P1990)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1990,COLUMNS($J$2:Q1990)),\"\")","v":"The University deploys a distributed leadership model with strategic and operational accountability clearly identified in the new structure. The QESR team observed that the University had been through a challenging period with a significant number of changes and new strategic initiatives. These include the appointment of a new Vice-Chancellor, changes in executive team members and leadership responsibilities, restructure of the University, new posts, and new LTES and associated action plans. The University is seeking to create a 'One University' approach to strategic development in which the UHI partnership will 'think, plan, act as one to deliver the mission and vision'."}]
[{"$f":"IF('> FILTER <'!B1992<>\"\",ROW(OFFSET(A1991,-1,0)),\"\")","v":1990},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1992)),A1991,\"\")","v":1990},{"$f":"IFERROR(SMALL(Helper2_1,A1991),\"\")","v":1990},null,1990,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1992)),$A1991,\"\")","v":1990},{"$f":"IFERROR(SMALL(Helper2_2,A1991),\"\")","v":1990},{"$f":"COUNTIF(Helper3_1,\"=\"&G1991)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1991)=1, G1991, \"\")","v":1990},{"$f":"IFERROR(SMALL(Index_2,A1991),\"\")","v":1990},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:J1991)),\"\")","v":"UHI_1990"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:K1991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:L1991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:M1991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:P1991)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1991,COLUMNS($J$2:Q1991)),\"\")","v":"The University's new Strategic Plan 2030 (launched 2023) and the new LTES were developed through partnership and consultation, exemplifying UHI's strategic commitment to co-creation and partnership working. This approach is also being deployed as the University develops and implements its new Retention Strategy. To enable the delivery of the University's strategic plan and the effective implementation of the supporting strategies, including the Retention Strategy, the University approved a restructuring plan to create two faculties with six cognate subject groups. The new structures aim to bring learning and teaching, further education (FE), higher education (HE), and research and knowledge exchange together to facilitate sharing of good practice, and to build a collective sense of academic community. Although still at an early stage, staff commented positively on the restructure as this was already enhancing collaboration and partnership working."}]
[{"$f":"IF('> FILTER <'!B1993<>\"\",ROW(OFFSET(A1992,-1,0)),\"\")","v":1991},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1993)),A1992,\"\")","v":1991},{"$f":"IFERROR(SMALL(Helper2_1,A1992),\"\")","v":1991},null,1991,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1993)),$A1992,\"\")","v":1991},{"$f":"IFERROR(SMALL(Helper2_2,A1992),\"\")","v":1991},{"$f":"COUNTIF(Helper3_1,\"=\"&G1992)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1992)=1, G1992, \"\")","v":1991},{"$f":"IFERROR(SMALL(Index_2,A1992),\"\")","v":1991},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:J1992)),\"\")","v":"UHI_1991"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:K1992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:L1992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:M1992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:P1992)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1992,COLUMNS($J$2:Q1992)),\"\")","v":"Faculty Deans have overall strategic responsibility for education, research, implementing university strategies and building strong partnerships. Associate Deans' responsibilities include developing practitioner academic communities across the region, operationalising faculty academic plans, and implementation and evaluation of quality assurance and enhancement across FE and HE provision. Roles and responsibilities of the 10 Academic Partners that comprise the federal university and the two faculties have also been outlined. At this point in the implementation of the new Strategy, the QESR team heard how the focus was on developing the new teams and ensuring systems and processes were clearly articulated, such as the new Faculty Boards. All Academic Partners have agreed to implement the new LTES - an important development in delivering the strategic aim that the partnership operates as a single tertiary institution. Overall strategic responsibility sits with university executive and senior Academic Partners."}]
[{"$f":"IF('> FILTER <'!B1994<>\"\",ROW(OFFSET(A1993,-1,0)),\"\")","v":1992},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1994)),A1993,\"\")","v":1992},{"$f":"IFERROR(SMALL(Helper2_1,A1993),\"\")","v":1992},null,1992,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1994)),$A1993,\"\")","v":1992},{"$f":"IFERROR(SMALL(Helper2_2,A1993),\"\")","v":1992},{"$f":"COUNTIF(Helper3_1,\"=\"&G1993)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1993)=1, G1993, \"\")","v":1992},{"$f":"IFERROR(SMALL(Index_2,A1993),\"\")","v":1992},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:J1993)),\"\")","v":"UHI_1992"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:K1993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:L1993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:M1993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:P1993)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1993,COLUMNS($J$2:Q1993)),\"\")","v":"Teaching, learning and student support remains a key strategic priority. A notable strength that is already established is the co-ordinated approach towards student support across the Academic Partners. Exemplifying the 'One University' ethos, the QESR team learnt through documentary evidence and meetings with staff and students how a comprehensive and effective student support service ensures equity of support and access across the federal structure of UHI. The QESR team was provided with evidence of a proactive approach, informed by a comprehensive understanding of the needs of, and challenges faced by, the diverse student community. For example, staff from across UHI were pulled together into a Hardship Group where the various initiatives - such as affordable meals - were collated, noting what was available on each site. The group coordinated this work to ensure all sites were able to make some provision, suitable for their students and appropriate to the site. Training is provided and teams continually review and enhance the service. The successful approach is enabled by strong and embedded communication channels which ensure student need across all partners is recognised and resources deployed effectively. An example of this would be the bi-monthly meeting online of all student support managers, complemented by discussion and activity between meetings, where practice is shared, explored and reviewed, and best practice agreed; and then local practice varied to reflect that. In meetings, the QESR team heard evidence that the student experience of the disability service is particularly noteworthy with appropriate support delivered in a sensitive manner to students who would likely have ceased their studies without this intervention. The QESR team considered UHI's arrangements for and operation of student support to be a feature of good practice."}]
[{"$f":"IF('> FILTER <'!B1995<>\"\",ROW(OFFSET(A1994,-1,0)),\"\")","v":1993},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1995)),A1994,\"\")","v":1993},{"$f":"IFERROR(SMALL(Helper2_1,A1994),\"\")","v":1993},null,1993,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1995)),$A1994,\"\")","v":1993},{"$f":"IFERROR(SMALL(Helper2_2,A1994),\"\")","v":1993},{"$f":"COUNTIF(Helper3_1,\"=\"&G1994)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1994)=1, G1994, \"\")","v":1993},{"$f":"IFERROR(SMALL(Index_2,A1994),\"\")","v":1993},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:J1994)),\"\")","v":"UHI_1993"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:K1994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:L1994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:M1994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:P1994)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1994,COLUMNS($J$2:Q1994)),\"\")","v":"The QESR team confirmed the University has effective and established quality assurance and enhancement systems and processes in place. Formal committee structures effectively enable monitoring of student outcomes and the impact of initiatives. Policies and procedures are disseminated through faculties, Academic Partners and cognate subject groups. The Quality Assurance and Enhancement Committee (QAEC) has strategic oversight and reports to Academic Council. Cross-university working groups are deployed to develop enhancement activities and/or develop strategic initiatives. The University aims to further refine quality processes to align with new structures and feedback from staff going forward. The QESR team noted that the UHI 2024 strategic enhancement programme is progressing but there is limited evaluation as yet (see also paragraph 29)."}]
[{"$f":"IF('> FILTER <'!B1996<>\"\",ROW(OFFSET(A1995,-1,0)),\"\")","v":1994},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1996)),A1995,\"\")","v":1994},{"$f":"IFERROR(SMALL(Helper2_1,A1995),\"\")","v":1994},null,1994,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1996)),$A1995,\"\")","v":1994},{"$f":"IFERROR(SMALL(Helper2_2,A1995),\"\")","v":1994},{"$f":"COUNTIF(Helper3_1,\"=\"&G1995)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1995)=1, G1995, \"\")","v":1994},{"$f":"IFERROR(SMALL(Index_2,A1995),\"\")","v":1994},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:J1995)),\"\")","v":"UHI_1994"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:K1995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:L1995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:M1995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:P1995)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1995,COLUMNS($J$2:Q1995)),\"\")","v":"The LTES is intended to be a fluid strategy that adapts in response to future need and external change. Its implementation is supported by investment in people and technology. The University's commitment to sustainability is articulated through an aim to have sustainability embedded in all programmes by 2027-28. A new set of learning and teaching values provides the basis for enhancement and innovation, defining the dimensions of learning that all students should experience during their studies. Four enabling pillars help staff embed the strategy in their disciplines and programmes. The University is currently in year of a five-year implementation plan. Plans are evaluated and actions agreed each year. The QESR team found clear linkages between strategy and implementation plans, with evaluation approaches and expected impact clearly documented. The QESR team also heard examples of how the LTES was already enhancing the student experience - for example, by providing a framework that enabled academic staff to be confident that their course was delivering on aspirations. A student-facing version is also being used successfully as a tool to support student reflection and understanding"}]
[{"$f":"IF('> FILTER <'!B1997<>\"\",ROW(OFFSET(A1996,-1,0)),\"\")","v":1995},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1997)),A1996,\"\")","v":1995},{"$f":"IFERROR(SMALL(Helper2_1,A1996),\"\")","v":1995},null,1995,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1997)),$A1996,\"\")","v":1995},{"$f":"IFERROR(SMALL(Helper2_2,A1996),\"\")","v":1995},{"$f":"COUNTIF(Helper3_1,\"=\"&G1996)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1996)=1, G1996, \"\")","v":1995},{"$f":"IFERROR(SMALL(Index_2,A1996),\"\")","v":1995},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:J1996)),\"\")","v":"UHI_1995"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:K1996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:L1996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:M1996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:P1996)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1996,COLUMNS($J$2:Q1996)),\"\")","v":"A new Learning and Teaching department has been developed, led by the Dean of Learning and Teaching, with two distinct but related teams covering the functional areas: Academic Practice Development and Academic Standards and Enhancement. Further restructuring has created a new Learning Technologies team who are working with Academic Practice Development to support staff in developing knowledge and skills in digital education practice. The QESR team heard that the investment in staff academic development was part of the wider Strategic Plan that aimed to recognise and support staff across the tertiary education system and was welcomed by staff."}]
[{"$f":"IF('> FILTER <'!B1998<>\"\",ROW(OFFSET(A1997,-1,0)),\"\")","v":1996},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1998)),A1997,\"\")","v":1996},{"$f":"IFERROR(SMALL(Helper2_1,A1997),\"\")","v":1996},null,1996,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1998)),$A1997,\"\")","v":1996},{"$f":"IFERROR(SMALL(Helper2_2,A1997),\"\")","v":1996},{"$f":"COUNTIF(Helper3_1,\"=\"&G1997)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1997)=1, G1997, \"\")","v":1996},{"$f":"IFERROR(SMALL(Index_2,A1997),\"\")","v":1996},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:J1997)),\"\")","v":"UHI_1996"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:K1997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:L1997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:M1997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:P1997)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1997,COLUMNS($J$2:Q1997)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor, review and enhance its approach to student partnership. The team considered the University's Student Partnership Agreement (SPA), committee minutes, and held meetings with staff and students."}]
[{"$f":"IF('> FILTER <'!B1999<>\"\",ROW(OFFSET(A1998,-1,0)),\"\")","v":1997},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I1999)),A1998,\"\")","v":1997},{"$f":"IFERROR(SMALL(Helper2_1,A1998),\"\")","v":1997},null,1997,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I1999)),$A1998,\"\")","v":1997},{"$f":"IFERROR(SMALL(Helper2_2,A1998),\"\")","v":1997},{"$f":"COUNTIF(Helper3_1,\"=\"&G1998)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1998)=1, G1998, \"\")","v":1997},{"$f":"IFERROR(SMALL(Index_2,A1998),\"\")","v":1997},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:J1998)),\"\")","v":"UHI_1997"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:K1998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:L1998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:M1998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:P1998)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1998,COLUMNS($J$2:Q1998)),\"\")","v":"The SPA identifies key themes for enhancement and partnership work, created in collaboration with the Highlands and Islands Students' Association (HISA). The SPA is reviewed each year and updated with Enhancement Themes, which are informed by and feed into Subject Area Reviews. A recent example of a Theme is the development of learning communities, which was an area of improvement identified through student surveys. Key performance indicators for measuring performance and a summary of previous work from the last academic year, also make up part of the SPA. The SPA involves students beyond those in traditional student representation roles and is written to be accessible to students less familiar with the operational procedures of a university. Students who met with the QESR team all had an awareness of the SPA and its themes. The current SPA focuses on improved academic growth, engagement and quality, active campaigning and community engagement, and celebrating success."}]
[{"$f":"IF('> FILTER <'!B2000<>\"\",ROW(OFFSET(A1999,-1,0)),\"\")","v":1998},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2000)),A1999,\"\")","v":1998},{"$f":"IFERROR(SMALL(Helper2_1,A1999),\"\")","v":1998},null,1998,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2000)),$A1999,\"\")","v":1998},{"$f":"IFERROR(SMALL(Helper2_2,A1999),\"\")","v":1998},{"$f":"COUNTIF(Helper3_1,\"=\"&G1999)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G1999)=1, G1999, \"\")","v":1998},{"$f":"IFERROR(SMALL(Index_2,A1999),\"\")","v":1998},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:J1999)),\"\")","v":"UHI_1998"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:K1999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:L1999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:M1999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:P1999)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J1999,COLUMNS($J$2:Q1999)),\"\")","v":"The Student Engagement Vision and Strategy defines student engagement for the institution. UHI's work in this area is led through the Student Engagement Group (SEG) and the Student Voice Representative (SVR) Group. Student representation is present at all levels of governance, up to and including University Court, through student membership of key committees. The institution works in partnership with HISA to train and support Student Voice Representatives (SVRs). SVRs contribute at course level to identify key issues and work in conjunction with staff to enhance the student experience. For example, an adjustment to the pace of learning throughout a module to better support the student learning experience was brought about by SVRs working with their peers and the course team. Students who met with the QESR team, expressed the view that their feedback is valued and that they are considered true partners in enhancing the student experience."}]
[{"$f":"IF('> FILTER <'!B2001<>\"\",ROW(OFFSET(A2000,-1,0)),\"\")","v":1999},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2001)),A2000,\"\")","v":1999},{"$f":"IFERROR(SMALL(Helper2_1,A2000),\"\")","v":1999},null,1999,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2001)),$A2000,\"\")","v":1999},{"$f":"IFERROR(SMALL(Helper2_2,A2000),\"\")","v":1999},{"$f":"COUNTIF(Helper3_1,\"=\"&G2000)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2000)=1, G2000, \"\")","v":1999},{"$f":"IFERROR(SMALL(Index_2,A2000),\"\")","v":1999},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:J2000)),\"\")","v":"UHI_1999"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:K2000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:L2000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:M2000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:P2000)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2000,COLUMNS($J$2:Q2000)),\"\")","v":"The Quality Forum - an enhancement-focused group with representation from across Academic Partners and which reports in to QAEC - aims to implement a central register of Student Voice Representative (SVR) post-holders by UHI in the academic year 2023-24, enabling more support to be offered to help address poor engagement and retention of representatives. This work is being conducted in collaboration with HISA. Alongside this, HISA and UHI now have a data-sharing agreement in place to enable HISA to communicate more effectively with the student body, supporting SVRs in better representation of students and to help develop student societies/interest groups, further enhancing the student experience. The QESR team also heard how HISA, working with the University, had, and continues to have, open meetings with staff and students to ensure all are aware of the developments related to the current change programme and that they have a voice."}]
[{"$f":"IF('> FILTER <'!B2002<>\"\",ROW(OFFSET(A2001,-1,0)),\"\")","v":2000},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2002)),A2001,\"\")","v":2000},{"$f":"IFERROR(SMALL(Helper2_1,A2001),\"\")","v":2000},null,2000,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2002)),$A2001,\"\")","v":2000},{"$f":"IFERROR(SMALL(Helper2_2,A2001),\"\")","v":2000},{"$f":"COUNTIF(Helper3_1,\"=\"&G2001)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2001)=1, G2001, \"\")","v":2000},{"$f":"IFERROR(SMALL(Index_2,A2001),\"\")","v":2000},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:J2001)),\"\")","v":"UHI_2000"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:K2001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:L2001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:M2001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:P2001)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2001,COLUMNS($J$2:Q2001)),\"\")","v":"The Subject Area Review process includes a student panel member as a full and equal member on every review. Focus groups are convened to enable the student voice to inform self-evaluation documents for the review, and review panels also meet with groups of students during the review process, engaging students and their feedback directly in quality assurance and enhancement methods. For example, the Engineering, Computing and the Built Environment Subject Area Review commended strong student support services - an area identified by students as part of the review process. Students who met with the QESR team also identified student support services as being valuable and effective, particularly disability support, and that this is consistent across the institution. Additionally, review processes recommended the need to build learning communities for both online/part-time students, which was also discussed by students who met with the QESR team. While there is some evidence that UHI is responding on this issue when it is raised by students, the QESR team considered that there may be opportunities for a more proactive approach to identifying and building online communities."}]
[{"$f":"IF('> FILTER <'!B2003<>\"\",ROW(OFFSET(A2002,-1,0)),\"\")","v":2001},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2003)),A2002,\"\")","v":2001},{"$f":"IFERROR(SMALL(Helper2_1,A2002),\"\")","v":2001},null,2001,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2003)),$A2002,\"\")","v":2001},{"$f":"IFERROR(SMALL(Helper2_2,A2002),\"\")","v":2001},{"$f":"COUNTIF(Helper3_1,\"=\"&G2002)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2002)=1, G2002, \"\")","v":2001},{"$f":"IFERROR(SMALL(Index_2,A2002),\"\")","v":2001},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:J2002)),\"\")","v":"UHI_2001"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:K2002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:L2002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:M2002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:P2002)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2002,COLUMNS($J$2:Q2002)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review actions taken in response to ELIR 4. A comprehensive and detailed ELIR Action Plan has been created and identifies a number workstreams aimed at responding to ELIR recommendations. The team considered a range of evidence, including the ELIR 4 Action Plan; SFC Annual Report and Outcome Agreement; Learning and Teaching Enhancement Strategy 2022-26 (LTES); Academic Council minutes and Quality Assurance and Enhancement Committee (QAEC) minutes; and met with staff and students. "}]
[{"$f":"IF('> FILTER <'!B2004<>\"\",ROW(OFFSET(A2003,-1,0)),\"\")","v":2002},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2004)),A2003,\"\")","v":2002},{"$f":"IFERROR(SMALL(Helper2_1,A2003),\"\")","v":2002},null,2002,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2004)),$A2003,\"\")","v":2002},{"$f":"IFERROR(SMALL(Helper2_2,A2003),\"\")","v":2002},{"$f":"COUNTIF(Helper3_1,\"=\"&G2003)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2003)=1, G2003, \"\")","v":2002},{"$f":"IFERROR(SMALL(Index_2,A2003),\"\")","v":2002},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:J2003)),\"\")","v":"UHI_2002"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:K2003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:L2003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:M2003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:P2003)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2003,COLUMNS($J$2:Q2003)),\"\")","v":"ELIR 4, which took place in November 2021, made seven recommendations, all of which have been or are in the process of being progressed as part of a significant university-wide strategic change programme. Staff and students endorsed the partnership approach to developing and implementing change at UHI. The QESR team noted that many actions were being initiated at the time of the QESR or were planned for implementation in 2024-25. Progress with ELIR actions is monitored through QAEC. Executive team members provide leadership and strategic oversight, reporting to Executive and University Court."}]
[{"$f":"IF('> FILTER <'!B2005<>\"\",ROW(OFFSET(A2004,-1,0)),\"\")","v":2003},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2005)),A2004,\"\")","v":2003},{"$f":"IFERROR(SMALL(Helper2_1,A2004),\"\")","v":2003},null,2003,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2005)),$A2004,\"\")","v":2003},{"$f":"IFERROR(SMALL(Helper2_2,A2004),\"\")","v":2003},{"$f":"COUNTIF(Helper3_1,\"=\"&G2004)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2004)=1, G2004, \"\")","v":2003},{"$f":"IFERROR(SMALL(Index_2,A2004),\"\")","v":2003},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:J2004)),\"\")","v":"UHI_2003"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:K2004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:L2004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:M2004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:P2004)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2004,COLUMNS($J$2:Q2004)),\"\")","v":"The ELIR 4 team asked UHI to improve oversight of collaborative activity. The University's Collaborative Provision project has enabled the University to review all aspects of collaborative provision processes and documentation. This has resulted in the formation of a new External Partnerships Management Group established to review initial proposals prior to consideration by the External Partners Steering Committee (EPSC). A new risk appetite framework has also been developed to enhance the consistency and risk management of new and continuing partnerships, with the review schedule clear at the outset. Refreshed guidance for staff is planned to be available from the end of academic session 2023-24."}]
[{"$f":"IF('> FILTER <'!B2006<>\"\",ROW(OFFSET(A2005,-1,0)),\"\")","v":2004},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2006)),A2005,\"\")","v":2004},{"$f":"IFERROR(SMALL(Helper2_1,A2005),\"\")","v":2004},null,2004,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2006)),$A2005,\"\")","v":2004},{"$f":"IFERROR(SMALL(Helper2_2,A2005),\"\")","v":2004},{"$f":"COUNTIF(Helper3_1,\"=\"&G2005)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2005)=1, G2005, \"\")","v":2004},{"$f":"IFERROR(SMALL(Index_2,A2005),\"\")","v":2004},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:J2005)),\"\")","v":"UHI_2004"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:K2005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:L2005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:M2005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:P2005)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2005,COLUMNS($J$2:Q2005)),\"\")","v":"In response to another of the ELIR 4 team's recommendations and the retention student metrics falling below the University's benchmark, a new institution-wide strategic approach to managing student retention is being implemented. A Retention Strategy and Action Plan 2024-30 has been created and was formally approved in February 2024 with an initial action plan to run from April 2024 to June 2025. The University is initially focusing on undergraduate and HNC/D levels but lessons learned and recommendations will be disseminated and embedded across all areas of UHI. The student voice and sharing of good practice are central to this work. Monitoring is being undertaken by the newly-formed Retention Engagement Group reporting to QAEC. The QESR team heard evidence of good practice in student support, which will be instrumental in the University delivering its Retention Strategy vision (see paragraph 5)."}]
[{"$f":"IF('> FILTER <'!B2007<>\"\",ROW(OFFSET(A2006,-1,0)),\"\")","v":2005},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2007)),A2006,\"\")","v":2005},{"$f":"IFERROR(SMALL(Helper2_1,A2006),\"\")","v":2005},null,2005,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2007)),$A2006,\"\")","v":2005},{"$f":"IFERROR(SMALL(Helper2_2,A2006),\"\")","v":2005},{"$f":"COUNTIF(Helper3_1,\"=\"&G2006)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2006)=1, G2006, \"\")","v":2005},{"$f":"IFERROR(SMALL(Index_2,A2006),\"\")","v":2005},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:J2006)),\"\")","v":"UHI_2005"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:K2006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:L2006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:M2006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:P2006)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2006,COLUMNS($J$2:Q2006)),\"\")","v":"In support of the University's aspirations at the time of ELIR 4, a recommendation was made that UHI should develop and articulate an institution-wide staff development approach to ensure parity of esteem between teaching and research. Enhancing learning and teaching practice and staff professional recognition form a key pillar of the University's current learning and teaching strategic plan. The University is working to establish an equitable cross-partner baseline for staff development. External benchmarks are used to support staff development and staff recognition in learning and teaching. The creation of the Academic Practice Development Plan, due for completion May 2024, will not only support UHI in meeting the ELIR 4 recommendations but will be an integral part of the implementation of the LTES and enhancing staff skills in use of virtual learning environments and digitally-enabled learning and teaching."}]
[{"$f":"IF('> FILTER <'!B2008<>\"\",ROW(OFFSET(A2007,-1,0)),\"\")","v":2006},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2008)),A2007,\"\")","v":2006},{"$f":"IFERROR(SMALL(Helper2_1,A2007),\"\")","v":2006},null,2006,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2008)),$A2007,\"\")","v":2006},{"$f":"IFERROR(SMALL(Helper2_2,A2007),\"\")","v":2006},{"$f":"COUNTIF(Helper3_1,\"=\"&G2007)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2007)=1, G2007, \"\")","v":2006},{"$f":"IFERROR(SMALL(Index_2,A2007),\"\")","v":2006},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:J2007)),\"\")","v":"UHI_2006"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:K2007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:L2007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:M2007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:P2007)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2007,COLUMNS($J$2:Q2007)),\"\")","v":"The University acknowledges that progress with another of the ELIR 4 recommendations - consolidating and analysing the outcomes of the range of all Student Surveys to support cross-network enhancements - has been constrained by university 7 resources and the lack of capacity to integrate survey outcomes at this time. However, the individual groups responsible for each survey now meet twice annually and UHI is working to bring management and operationalisation of the different surveys closer together (National Student Survey (NSS); Postgraduate Taught Experience Survey (PTES); Postgraduate Research Experience Survey (PRES); Early Student Experience Survey (ESES); Student Satisfaction and Engagement Survey (SSES)). The QESR team heard how staff are using student feedback and survey data to inform curriculum design and enhance the student experience - for example, the interview process for direct entrants and the creation of online residencies. The QESR team encourages the University to maintain focus on the strategic aim of bringing all FE/HE survey data and analysis together to inform strategic developments (see paragraph 47)."}]
[{"$f":"IF('> FILTER <'!B2009<>\"\",ROW(OFFSET(A2008,-1,0)),\"\")","v":2007},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2009)),A2008,\"\")","v":2007},{"$f":"IFERROR(SMALL(Helper2_1,A2008),\"\")","v":2007},null,2007,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2009)),$A2008,\"\")","v":2007},{"$f":"IFERROR(SMALL(Helper2_2,A2008),\"\")","v":2007},{"$f":"COUNTIF(Helper3_1,\"=\"&G2008)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2008)=1, G2008, \"\")","v":2007},{"$f":"IFERROR(SMALL(Index_2,A2008),\"\")","v":2007},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:J2008)),\"\")","v":"UHI_2007"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:K2008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:L2008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:M2008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:P2008)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2008,COLUMNS($J$2:Q2008)),\"\")","v":"The ELIR 4 team identified a need for training for postgraduate research (PGR) students who teach. The QESR team noted that availability of training has been enhanced through the recent appointment of a Head of Postgraduate Researcher Development and the delivery of an introductory workshop by the Dean of Learning and Teaching. A pilot to support PGR students beyond the introductory level is being considered for academic session 2024-25. The QESR team noted that, while initial training is available, PGR students can proceed to teach without having completed the training programme and there was a lack of clarity in the understanding of staff and students as to what training was required prior to teaching. Opportunities for students to teach was a challenge noted by staff and students with a lack of understanding as to why this was the case. While recognising that some work has taken place in this area since ELIR 4, a number of issues remains to be addressed, and the QESR team recommends that the University gives greater urgency to its work in this area."}]
[{"$f":"IF('> FILTER <'!B2010<>\"\",ROW(OFFSET(A2009,-1,0)),\"\")","v":2008},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2010)),A2009,\"\")","v":2008},{"$f":"IFERROR(SMALL(Helper2_1,A2009),\"\")","v":2008},null,2008,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2010)),$A2009,\"\")","v":2008},{"$f":"IFERROR(SMALL(Helper2_2,A2009),\"\")","v":2008},{"$f":"COUNTIF(Helper3_1,\"=\"&G2009)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2009)=1, G2009, \"\")","v":2008},{"$f":"IFERROR(SMALL(Index_2,A2009),\"\")","v":2008},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:J2009)),\"\")","v":"UHI_2008"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:K2009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:L2009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:M2009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:P2009)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2009,COLUMNS($J$2:Q2009)),\"\")","v":"In considering the evidence submitted, and through meeting staff and students, the QESR team is confident that the recommendations made by the ELIR team are being taken forward as part of the strategic developments of the University. Comprehensive action plans have been developed that aim to effect lasting enhancements across the University where sharing of good practice is further embedded in institutional culture and practice. The QESR team noted that, at the time of the QESR, a number of ELIR 4-related strategic initiatives were in the very early stages of implementation and, although impact measures have been included, a full evaluation of impact would take time. "}]
[{"$f":"IF('> FILTER <'!B2011<>\"\",ROW(OFFSET(A2010,-1,0)),\"\")","v":2009},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2011)),A2010,\"\")","v":2009},{"$f":"IFERROR(SMALL(Helper2_1,A2010),\"\")","v":2009},null,2009,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2011)),$A2010,\"\")","v":2009},{"$f":"IFERROR(SMALL(Helper2_2,A2010),\"\")","v":2009},{"$f":"COUNTIF(Helper3_1,\"=\"&G2010)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2010)=1, G2010, \"\")","v":2009},{"$f":"IFERROR(SMALL(Index_2,A2010),\"\")","v":2009},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:J2010)),\"\")","v":"UHI_2009"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:K2010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:L2010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:M2010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:P2010)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2010,COLUMNS($J$2:Q2010)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to defining and delivering an effective and inclusive digital and blended offering. The QESR team considered UHI's Learning and Teaching Enhancement Strategy and action plan 2022-26; the University Strategy 2030; UHI's self-reflections on the SFC Tertiary Enhancement Topic and related programme of work; and met with students and staff."}]
[{"$f":"IF('> FILTER <'!B2012<>\"\",ROW(OFFSET(A2011,-1,0)),\"\")","v":2010},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2012)),A2011,\"\")","v":2010},{"$f":"IFERROR(SMALL(Helper2_1,A2011),\"\")","v":2010},null,2010,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2012)),$A2011,\"\")","v":2010},{"$f":"IFERROR(SMALL(Helper2_2,A2011),\"\")","v":2010},{"$f":"COUNTIF(Helper3_1,\"=\"&G2011)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2011)=1, G2011, \"\")","v":2010},{"$f":"IFERROR(SMALL(Index_2,A2011),\"\")","v":2010},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:J2011)),\"\")","v":"UHI_2010"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:K2011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:L2011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:M2011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:P2011)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2011,COLUMNS($J$2:Q2011)),\"\")","v":"The QESR team saw evidence of the University's strategic engagement with SFC's tertiary sector-wide enhancement topic - 'The future of learning and teaching: defining and delivering an effective and inclusive digital/blended offering'. Given the unique positioning of the University, both geographically and through its federated model of Academic Partners, digitally-enabled learning and teaching has been central to the University's academic delivery since its inception. As a consequence, UHI does not have a separate digital/blended learning strategy but has, instead, embedded the strategic development of digital learning and teaching provision within the institutional approach to learning and teaching values as part of the LTES. Specific pedagogical guidance, and staff and student support for effective engagement in digitally-enabled learning and teaching, is made available."}]
[{"$f":"IF('> FILTER <'!B2013<>\"\",ROW(OFFSET(A2012,-1,0)),\"\")","v":2011},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2013)),A2012,\"\")","v":2011},{"$f":"IFERROR(SMALL(Helper2_1,A2012),\"\")","v":2011},null,2011,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2013)),$A2012,\"\")","v":2011},{"$f":"IFERROR(SMALL(Helper2_2,A2012),\"\")","v":2011},{"$f":"COUNTIF(Helper3_1,\"=\"&G2012)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2012)=1, G2012, \"\")","v":2011},{"$f":"IFERROR(SMALL(Index_2,A2012),\"\")","v":2011},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:J2012)),\"\")","v":"UHI_2011"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:K2012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:L2012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:M2012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:P2012)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2012,COLUMNS($J$2:Q2012)),\"\")","v":"UHI's commitment to the strategic development of digital learning and teaching provision is evident within policy and processes - for example, in programme approval and annual quality monitoring. A consistent approach across all Academic Partners has been a key focus for the University, and partner and student involvement continues to be central to the implementation of the University Strategy 2030 and LTES. This is further supported by institutional benchmarks which provide guidance regarding the effective use of the virtual learning environment (VLE) and share examples of good practice. Threshold benchmarks establish the minimum requirements for modules and units. These provide staff with a range of types of activity and features (for example, discussion boards and video-conferencing spaces) which benefit the student learning experience."}]
[{"$f":"IF('> FILTER <'!B2014<>\"\",ROW(OFFSET(A2013,-1,0)),\"\")","v":2012},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2014)),A2013,\"\")","v":2012},{"$f":"IFERROR(SMALL(Helper2_1,A2013),\"\")","v":2012},null,2012,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2014)),$A2013,\"\")","v":2012},{"$f":"IFERROR(SMALL(Helper2_2,A2013),\"\")","v":2012},{"$f":"COUNTIF(Helper3_1,\"=\"&G2013)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2013)=1, G2013, \"\")","v":2012},{"$f":"IFERROR(SMALL(Index_2,A2013),\"\")","v":2012},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:J2013)),\"\")","v":"UHI_2012"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:K2013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:L2013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:M2013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:P2013)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2013,COLUMNS($J$2:Q2013)),\"\")","v":"Student orientation on blended and online study is standard across the institution and within programmes of study. Students who met with the QESR team confirmed that they considered this was effective and they knew where to find additional support if required. UHI provides an essential student skills suite of resources which includes digital skills and technology. Equivalent resources are provided to staff who teach. To support the further development of digitally-enabled learning and teaching, the University has produced extensive guidance and, through the new Learning and Teaching Directorate, has increased staff development and professional recognition of learning and teaching. Pre-existing policy requires staff to articulate how they support students through the use of digital technologies, identifying good practice and highlighting how the values of the LTES are used and realised."}]
[{"$f":"IF('> FILTER <'!B2015<>\"\",ROW(OFFSET(A2014,-1,0)),\"\")","v":2013},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2015)),A2014,\"\")","v":2013},{"$f":"IFERROR(SMALL(Helper2_1,A2014),\"\")","v":2013},null,2013,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2015)),$A2014,\"\")","v":2013},{"$f":"IFERROR(SMALL(Helper2_2,A2014),\"\")","v":2013},{"$f":"COUNTIF(Helper3_1,\"=\"&G2014)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2014)=1, G2014, \"\")","v":2013},{"$f":"IFERROR(SMALL(Index_2,A2014),\"\")","v":2013},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:J2014)),\"\")","v":"UHI_2013"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:K2014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:L2014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:M2014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:P2014)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2014,COLUMNS($J$2:Q2014)),\"\")","v":"Student partnership is evident in the development of digital learning. Student feedback is sought via surveys at module, programme and institutional levels on digital learning. Students who met with the QESR team confirmed that staff are receptive to their feedback and have engaged with Student Voice Representatives - for example, developing policies on the use of generative artificial intelligence in learning and teaching. For some courses, following the COVID-19 pandemic, UHI has retained online and hybrid approaches to learning and teaching owing to the improvements these enabled in the student experience and in response to requests from students."}]
[{"$f":"IF('> FILTER <'!B2016<>\"\",ROW(OFFSET(A2015,-1,0)),\"\")","v":2014},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2016)),A2015,\"\")","v":2014},{"$f":"IFERROR(SMALL(Helper2_1,A2015),\"\")","v":2014},null,2014,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2016)),$A2015,\"\")","v":2014},{"$f":"IFERROR(SMALL(Helper2_2,A2015),\"\")","v":2014},{"$f":"COUNTIF(Helper3_1,\"=\"&G2015)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2015)=1, G2015, \"\")","v":2014},{"$f":"IFERROR(SMALL(Index_2,A2015),\"\")","v":2014},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:J2015)),\"\")","v":"UHI_2014"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:K2015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:L2015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:M2015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:P2015)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2015,COLUMNS($J$2:Q2015)),\"\")","v":"UHI makes use of external reference points in relation to digital learning: the General Teaching Council Scotland's 'Standards for Teaching in Scotland's Colleges' and Advance HE's Professional Standards Framework. The University partners with external organisations such as Jisc and other higher education institutions and colleges to ensure an evidence-based approach is taken to developing academic practices and to inform guidance for staff in enhancing the digitally-enabled/blended student experience. The University is also implementing a Framework for the Development of Open Educational Practices which seeks to encourage the use, reuse and creation of open educational resources. Through this framework, the University aims to extend initial pilot work, develop low-cost and no-cost 'open textbooks', and make increased use of open textbooks available in the sector - thereby supporting students who face challenges purchasing educational resources."}]
[{"$f":"IF('> FILTER <'!B2017<>\"\",ROW(OFFSET(A2016,-1,0)),\"\")","v":2015},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2017)),A2016,\"\")","v":2015},{"$f":"IFERROR(SMALL(Helper2_1,A2016),\"\")","v":2015},null,2015,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2017)),$A2016,\"\")","v":2015},{"$f":"IFERROR(SMALL(Helper2_2,A2016),\"\")","v":2015},{"$f":"COUNTIF(Helper3_1,\"=\"&G2016)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2016)=1, G2016, \"\")","v":2015},{"$f":"IFERROR(SMALL(Index_2,A2016),\"\")","v":2015},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:J2016)),\"\")","v":"UHI_2015"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:K2016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:L2016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:M2016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:P2016)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2016,COLUMNS($J$2:Q2016)),\"\")","v":"UHI is currently developing learning analytics capability within its VLE and has made progress towards this. A new widget on the VLE is available to staff which enables them to monitor student engagement. Previously, data analysis has been retrospective, and the University is looking to move towards real-time processing to better-inform decision-making - for example, on areas of student retention. UHI has been working in collaboration with the Highlands and Islands Students' Association to revitalise staff engagement with the VLE and is about to enter the initial phase of work which will revise VLE benchmarks and roll out Jisc digital capability tools."}]
[{"$f":"IF('> FILTER <'!B2018<>\"\",ROW(OFFSET(A2017,-1,0)),\"\")","v":2016},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2018)),A2017,\"\")","v":2016},{"$f":"IFERROR(SMALL(Helper2_1,A2017),\"\")","v":2016},null,2016,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2018)),$A2017,\"\")","v":2016},{"$f":"IFERROR(SMALL(Helper2_2,A2017),\"\")","v":2016},{"$f":"COUNTIF(Helper3_1,\"=\"&G2017)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2017)=1, G2017, \"\")","v":2016},{"$f":"IFERROR(SMALL(Index_2,A2017),\"\")","v":2016},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:J2017)),\"\")","v":"UHI_2016"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:K2017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:L2017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:M2017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:P2017)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2017,COLUMNS($J$2:Q2017)),\"\")","v":"Strategic development of digital learning and teaching continues to be a focus for the University across both FE and HE provision. The Learning and Teaching Academy and IT and Digital Infrastructure (ITDI) have a joint programme of work - 'Strategic enhancement of 9 tertiary digital education practice' - that is intended to enhance digital learning and teaching provision further. Phase one, which focuses on how UHI might better understand their current position, was in progress at the time of the review visit."}]
[{"$f":"IF('> FILTER <'!B2019<>\"\",ROW(OFFSET(A2018,-1,0)),\"\")","v":2017},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2019)),A2018,\"\")","v":2017},{"$f":"IFERROR(SMALL(Helper2_1,A2018),\"\")","v":2017},null,2017,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2019)),$A2018,\"\")","v":2017},{"$f":"IFERROR(SMALL(Helper2_2,A2018),\"\")","v":2017},{"$f":"COUNTIF(Helper3_1,\"=\"&G2018)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2018)=1, G2018, \"\")","v":2017},{"$f":"IFERROR(SMALL(Index_2,A2018),\"\")","v":2017},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:J2018)),\"\")","v":"UHI_2017"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:K2018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:L2018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:M2018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:P2018)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2018,COLUMNS($J$2:Q2018)),\"\")","v":"The QESR team is confident that the University has effective arrangements for the monitoring and review of its approach to managing quality and to setting, maintaining, reviewing and assessing academic standards. The QESR team considered UHI's approach to institution-led review through a sample of Subject Area Review reports, together with outputs from the Annual Quality Monitoring process, including Annual Programme Monitoring Dialogues. Minutes of the Quality Assurance and Enhancement Committee (QAEC) and Academic Council were considered, and the team met with staff and students"}]
[{"$f":"IF('> FILTER <'!B2020<>\"\",ROW(OFFSET(A2019,-1,0)),\"\")","v":2018},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2020)),A2019,\"\")","v":2018},{"$f":"IFERROR(SMALL(Helper2_1,A2019),\"\")","v":2018},null,2018,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2020)),$A2019,\"\")","v":2018},{"$f":"IFERROR(SMALL(Helper2_2,A2019),\"\")","v":2018},{"$f":"COUNTIF(Helper3_1,\"=\"&G2019)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2019)=1, G2019, \"\")","v":2018},{"$f":"IFERROR(SMALL(Index_2,A2019),\"\")","v":2018},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:J2019)),\"\")","v":"UHI_2018"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:K2019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:L2019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:M2019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:P2019)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2019,COLUMNS($J$2:Q2019)),\"\")","v":"The QESR team confirmed that the arrangements for managing quality and setting academic standards met the Expectations of the UK Quality Code for Higher Education (the Quality Code) and align with the Scottish Funding Council guidance. Institutional policies and procedures in place for programme approval are aligned to sector expectations and take account of relevant Subject Benchmark Statements and the Scottish Credit and Qualifications Framework (SCQF). QAEC maintains an effective detailed overview of the quality processes and Academic Council considers all suggested evolutions to policies and procedures. The implementation of the new Learning and Teaching Enhancement Strategy (LTES) has had a particular impact on programme approval and reapproval, with teams now required to consider how they are applying the LTES values during the exercise - a development valued by staff."}]
[{"$f":"IF('> FILTER <'!B2021<>\"\",ROW(OFFSET(A2020,-1,0)),\"\")","v":2019},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2021)),A2020,\"\")","v":2019},{"$f":"IFERROR(SMALL(Helper2_1,A2020),\"\")","v":2019},null,2019,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2021)),$A2020,\"\")","v":2019},{"$f":"IFERROR(SMALL(Helper2_2,A2020),\"\")","v":2019},{"$f":"COUNTIF(Helper3_1,\"=\"&G2020)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2020)=1, G2020, \"\")","v":2019},{"$f":"IFERROR(SMALL(Index_2,A2020),\"\")","v":2019},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:J2020)),\"\")","v":"UHI_2019"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:K2020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:L2020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:M2020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:P2020)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2020,COLUMNS($J$2:Q2020)),\"\")","v":"UHI has a comprehensive and long-standing approach to Subject Area Review aligned to the academic structure, which has moved from eight subject networks to six cognate subject groups. Events run over two days and include student and external members on panels, exploring a range of matters across all programmes. Progress against action taken in response to commendations and recommendations are considered at QAEC. The QESR team found the recent addition of a forward-looking element to reviews to be valued by staff. Two reviews have run since these changes were introduced and staff commented on the benefits they had gained from more focused documentation and the opportunity to get feedback from colleagues and external members on proposals for the future development of the subject, rather than a more retrospective look."}]
[{"$f":"IF('> FILTER <'!B2022<>\"\",ROW(OFFSET(A2021,-1,0)),\"\")","v":2020},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2022)),A2021,\"\")","v":2020},{"$f":"IFERROR(SMALL(Helper2_1,A2021),\"\")","v":2020},null,2020,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2022)),$A2021,\"\")","v":2020},{"$f":"IFERROR(SMALL(Helper2_2,A2021),\"\")","v":2020},{"$f":"COUNTIF(Helper3_1,\"=\"&G2021)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2021)=1, G2021, \"\")","v":2020},{"$f":"IFERROR(SMALL(Index_2,A2021),\"\")","v":2020},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:J2021)),\"\")","v":"UHI_2020"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:K2021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:L2021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:M2021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:P2021)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2021,COLUMNS($J$2:Q2021)),\"\")","v":"Programmes are reviewed annually under the Annual Quality Monitoring process and the team reviewed a sample of self-evaluation documents - confirming that the process supports effective self-reflection - in which strengths and opportunities for improvement are clearly identified. Under a risk-based approach, some programmes also go through Annual Quality Monitoring Dialogues and outputs from these show a critical and supportive process in operation. The Graduate School has its own annual report which draws on student feedback and external comment and data sources. This provides a clear action plan with an enhancement focus. The Graduate School takes part in the Annual Quality Monitoring Dialogues on a biennial basis."}]
[{"$f":"IF('> FILTER <'!B2023<>\"\",ROW(OFFSET(A2022,-1,0)),\"\")","v":2021},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2023)),A2022,\"\")","v":2021},{"$f":"IFERROR(SMALL(Helper2_1,A2022),\"\")","v":2021},null,2021,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2023)),$A2022,\"\")","v":2021},{"$f":"IFERROR(SMALL(Helper2_2,A2022),\"\")","v":2021},{"$f":"COUNTIF(Helper3_1,\"=\"&G2022)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2022)=1, G2022, \"\")","v":2021},{"$f":"IFERROR(SMALL(Index_2,A2022),\"\")","v":2021},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:J2022)),\"\")","v":"UHI_2021"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:K2022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:L2022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:M2022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:P2022)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2022,COLUMNS($J$2:Q2022)),\"\")","v":"Professional and Student Services are also included within institution-led review and a review of the student experience of Personal Academic Tutors (PAT) was due to start in the week of the QESR visit and conclude in 2025. The team explored this area with students who reported varied experiences of PATs, with a particular issue seeming to be where the tutor was not a member of staff of the subject area being studied, but from the Academic Partner at which the student was registered, resulting in inadequate understanding of students' issues. The issues around inconsistency are recognised by the University with differences in how each Academic Partner implements the role of PAT. The University sees the review as important which is, as a result, being chaired by the Deputy Principal Academic and Research. Although this demonstrates the University is using its processes to explore an area of concern, as the review is not due to complete until May 2025, the University is advised to consider whether an accelerated timescale for conclusions might be possible and valuable."}]
[{"$f":"IF('> FILTER <'!B2024<>\"\",ROW(OFFSET(A2023,-1,0)),\"\")","v":2022},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2024)),A2023,\"\")","v":2022},{"$f":"IFERROR(SMALL(Helper2_1,A2023),\"\")","v":2022},null,2022,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2024)),$A2023,\"\")","v":2022},{"$f":"IFERROR(SMALL(Helper2_2,A2023),\"\")","v":2022},{"$f":"COUNTIF(Helper3_1,\"=\"&G2023)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2023)=1, G2023, \"\")","v":2022},{"$f":"IFERROR(SMALL(Index_2,A2023),\"\")","v":2022},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:J2023)),\"\")","v":"UHI_2022"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:K2023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:L2023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:M2023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:P2023)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2023,COLUMNS($J$2:Q2023)),\"\")","v":"The University uses its external examiners effectively with reports considered at programme and cognate subject-group level. An overview of the themes from external examiner reports is produced for QAEC with a clear action plan agreed on key areas. For example, an issue raised about the consistency of second marking has been referred to a re-established Academic Regulations Sub-Committee to consider any changes for 2024-25. Specific points from external examiners are also included in Annual Quality Monitoring Dialogues, informing evaluation and action."}]
[{"$f":"IF('> FILTER <'!B2025<>\"\",ROW(OFFSET(A2024,-1,0)),\"\")","v":2023},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2025)),A2024,\"\")","v":2023},{"$f":"IFERROR(SMALL(Helper2_1,A2024),\"\")","v":2023},null,2023,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2025)),$A2024,\"\")","v":2023},{"$f":"IFERROR(SMALL(Helper2_2,A2024),\"\")","v":2023},{"$f":"COUNTIF(Helper3_1,\"=\"&G2024)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2024)=1, G2024, \"\")","v":2023},{"$f":"IFERROR(SMALL(Index_2,A2024),\"\")","v":2023},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:J2024)),\"\")","v":"UHI_2023"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:K2024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:L2024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:M2024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:P2024)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2024,COLUMNS($J$2:Q2024)),\"\")","v":"Collaborative provision is subject to the same annual monitoring processes as UHI provision and included in Subject Area Reviews. The arrangements for the University to maintain an overview of all collaborative provision have been strengthened in response to the ELIR 4 recommendation, with a central collation of all reports, greater use of standard templates, and a new External Partnerships Management Group established (see paragraph 16)."}]
[{"$f":"IF('> FILTER <'!B2026<>\"\",ROW(OFFSET(A2025,-1,0)),\"\")","v":2024},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2026)),A2025,\"\")","v":2024},{"$f":"IFERROR(SMALL(Helper2_1,A2025),\"\")","v":2024},null,2024,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2026)),$A2025,\"\")","v":2024},{"$f":"IFERROR(SMALL(Helper2_2,A2025),\"\")","v":2024},{"$f":"COUNTIF(Helper3_1,\"=\"&G2025)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2025)=1, G2025, \"\")","v":2024},{"$f":"IFERROR(SMALL(Index_2,A2025),\"\")","v":2024},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:J2025)),\"\")","v":"UHI_2024"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:K2025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:L2025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:M2025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:P2025)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2025,COLUMNS($J$2:Q2025)),\"\")","v":"The University maintains an overview of the operation of its quality processes through its key committee, the Quality Assurance and Enhancement Committee (QAEC), which meets five times a year. QAEC draws on its monitoring of the operation of Subject Area Review, annual quality monitoring, and external examiner reports, as well as student feedback, to agree a set of enhancement priorities on an annual basis. Membership of QAEC does not include representation from all 10 Academic Partners but does cover a wider range of staff, and a number of groups and committees with wider membership report to QAEC. These include the Quality Forum, of which the quality assurance leads from all Academic Partners are members (see also paragraph 12)."}]
[{"$f":"IF('> FILTER <'!B2027<>\"\",ROW(OFFSET(A2026,-1,0)),\"\")","v":2025},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2027)),A2026,\"\")","v":2025},{"$f":"IFERROR(SMALL(Helper2_1,A2026),\"\")","v":2025},null,2025,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2027)),$A2026,\"\")","v":2025},{"$f":"IFERROR(SMALL(Helper2_2,A2026),\"\")","v":2025},{"$f":"COUNTIF(Helper3_1,\"=\"&G2026)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2026)=1, G2026, \"\")","v":2025},{"$f":"IFERROR(SMALL(Index_2,A2026),\"\")","v":2025},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:J2026)),\"\")","v":"UHI_2025"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:K2026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:L2026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:M2026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:P2026)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2026,COLUMNS($J$2:Q2026)),\"\")","v":"The University is currently undertaking a review of the committees that feed into QAEC to consider duplication and coverage, taking into account changes over time and the most recent academic restructuring. QAEC also covers academic regulations, LTES, work on retention and all work on enhancement, plus overall work on external engagement. The QESR team considers the overview taken by QAEC to be effective; however, the wide range of areas covered, and multiple reporting groups and reporting processes make this a very busy committee. The University may wish to consider the value of undertaking a review of QAEC after a suitable period has elapsed, to allow recent restructuring changes to embed, which would include any changes that emerge from the current committee review."}]
[{"$f":"IF('> FILTER <'!B2028<>\"\",ROW(OFFSET(A2027,-1,0)),\"\")","v":2026},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2028)),A2027,\"\")","v":2026},{"$f":"IFERROR(SMALL(Helper2_1,A2027),\"\")","v":2026},null,2026,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2028)),$A2027,\"\")","v":2026},{"$f":"IFERROR(SMALL(Helper2_2,A2027),\"\")","v":2026},{"$f":"COUNTIF(Helper3_1,\"=\"&G2027)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2027)=1, G2027, \"\")","v":2026},{"$f":"IFERROR(SMALL(Index_2,A2027),\"\")","v":2026},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:J2027)),\"\")","v":"UHI_2026"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:K2027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:L2027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:M2027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:P2027)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2027,COLUMNS($J$2:Q2027)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of external reference points in quality processes. The team met with staff and students and considered a range of documentation including the mapping of the Quality Code, minutes of key committees, evaluation relating to institution-led review and the institutional summary of external examiner reports."}]
[{"$f":"IF('> FILTER <'!B2029<>\"\",ROW(OFFSET(A2028,-1,0)),\"\")","v":2027},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2029)),A2028,\"\")","v":2027},{"$f":"IFERROR(SMALL(Helper2_1,A2028),\"\")","v":2027},null,2027,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2029)),$A2028,\"\")","v":2027},{"$f":"IFERROR(SMALL(Helper2_2,A2028),\"\")","v":2027},{"$f":"COUNTIF(Helper3_1,\"=\"&G2028)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2028)=1, G2028, \"\")","v":2027},{"$f":"IFERROR(SMALL(Index_2,A2028),\"\")","v":2027},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:J2028)),\"\")","v":"UHI_2027"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:K2028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:L2028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:M2028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:P2028)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2028,COLUMNS($J$2:Q2028)),\"\")","v":"The most recent mapping of university's policies and procedures to the Quality Code was led by the Head of Academic Standards and Enhancement and completed in 2024. 11 QAEC is charged with regularly evaluating the effectiveness of its regulations and enhancement programme, including the use of external reference points. The QESR team saw evidence of external reference points informing the review and development of policies. For example, the UHI admissions policy was being updated during 2023-24 and explicitly aligned with the Quality Code. The QESR team also saw evidence that external benchmarks were used when considering annual programme dialogues, where a Programme Dialogue Panel meets annually to review the data and develop action plans where required, including SMART objectives. These action plans are submitted to Executive Office. External examiner reports, PSRB requirements and benchmarks are included in the evidence base used. The University's programme approval and reapproval processes also makes use of a range of external reference points including the Quality Code, PSRB requirements and industry standards, where applicable."}]
[{"$f":"IF('> FILTER <'!B2030<>\"\",ROW(OFFSET(A2029,-1,0)),\"\")","v":2028},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2030)),A2029,\"\")","v":2028},{"$f":"IFERROR(SMALL(Helper2_1,A2029),\"\")","v":2028},null,2028,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2030)),$A2029,\"\")","v":2028},{"$f":"IFERROR(SMALL(Helper2_2,A2029),\"\")","v":2028},{"$f":"COUNTIF(Helper3_1,\"=\"&G2029)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2029)=1, G2029, \"\")","v":2028},{"$f":"IFERROR(SMALL(Index_2,A2029),\"\")","v":2028},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:J2029)),\"\")","v":"UHI_2028"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:K2029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:L2029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:M2029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:P2029)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2029,COLUMNS($J$2:Q2029)),\"\")","v":"The UHI LTES was informed by external evidence and reference points. It is being embedded by individual Academic Partners, taking further account of external benchmarks such as mapping the LTES to the General Teaching Council for Scotland (GTCS) and local staff annual review. The QESR team heard how the commitment to staff development and recognition in learning and teaching was aligned to the UK Professional Standards Framework (UKPSF) and the GTCS standards as well as the LTES."}]
[{"$f":"IF('> FILTER <'!B2031<>\"\",ROW(OFFSET(A2030,-1,0)),\"\")","v":2029},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2031)),A2030,\"\")","v":2029},{"$f":"IFERROR(SMALL(Helper2_1,A2030),\"\")","v":2029},null,2029,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2031)),$A2030,\"\")","v":2029},{"$f":"IFERROR(SMALL(Helper2_2,A2030),\"\")","v":2029},{"$f":"COUNTIF(Helper3_1,\"=\"&G2030)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2030)=1, G2030, \"\")","v":2029},{"$f":"IFERROR(SMALL(Index_2,A2030),\"\")","v":2029},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:J2030)),\"\")","v":"UHI_2029"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:K2030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:L2030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:M2030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:P2030)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2030,COLUMNS($J$2:Q2030)),\"\")","v":"Institutional policies and processes for programme/module approvals and reapproval are embedded across the institution and ensure alignment with sector expectations, such as SCQF, Subject Benchmark Statements, the Quality Code, and requirements and expectations of the relevant PSRBs. The QESR team saw evidence of the use of reference points in the UHI quality processes and heard how staff and students clearly understood and engaged fully in these quality management processes - for example, in programme and module development and review. The use of external subject experts and/or industry partners on, for example, approval panels and development boards, ensures external expertise is used to inform curricula, to align with industry standards and facilitate effective monitoring against standards."}]
[{"$f":"IF('> FILTER <'!B2032<>\"\",ROW(OFFSET(A2031,-1,0)),\"\")","v":2030},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2032)),A2031,\"\")","v":2030},{"$f":"IFERROR(SMALL(Helper2_1,A2031),\"\")","v":2030},null,2030,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2032)),$A2031,\"\")","v":2030},{"$f":"IFERROR(SMALL(Helper2_2,A2031),\"\")","v":2030},{"$f":"COUNTIF(Helper3_1,\"=\"&G2031)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2031)=1, G2031, \"\")","v":2030},{"$f":"IFERROR(SMALL(Index_2,A2031),\"\")","v":2030},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:J2031)),\"\")","v":"UHI_2030"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:K2031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:L2031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:M2031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:P2031)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2031,COLUMNS($J$2:Q2031)),\"\")","v":"External examiners comment on academic standards, alignment with sector benchmarks and consider UHI provision in the light of other higher education institutions. External examiner reports are reviewed annually - at programme, cognate subject group and faculty levels - before a themed report is considered by QAEC, which also allocates leads to each institutional action identified. This report is one element of a suite of reports and feedback provided throughout the year to QAEC which ensure that UHI is assured it is meeting external benchmarks, standards and/or expectations."}]
[{"$f":"IF('> FILTER <'!B2033<>\"\",ROW(OFFSET(A2032,-1,0)),\"\")","v":2031},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2033)),A2032,\"\")","v":2031},{"$f":"IFERROR(SMALL(Helper2_1,A2032),\"\")","v":2031},null,2031,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2033)),$A2032,\"\")","v":2031},{"$f":"IFERROR(SMALL(Helper2_2,A2032),\"\")","v":2031},{"$f":"COUNTIF(Helper3_1,\"=\"&G2032)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2032)=1, G2032, \"\")","v":2031},{"$f":"IFERROR(SMALL(Index_2,A2032),\"\")","v":2031},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:J2032)),\"\")","v":"UHI_2031"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:K2032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:L2032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:M2032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:P2032)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2032,COLUMNS($J$2:Q2032)),\"\")","v":"The QESR team is confident that the University has effective arrangements in place to monitor and review its approach to the use of data and evidence to inform self-evaluation and decision-making. Evidence the team considered included student survey reports, external examiner reports, minutes of key institutional committees, and reports on appeals and academic misconduct, in addition to meeting with staff and students."}]
[{"$f":"IF('> FILTER <'!B2034<>\"\",ROW(OFFSET(A2033,-1,0)),\"\")","v":2032},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2034)),A2033,\"\")","v":2032},{"$f":"IFERROR(SMALL(Helper2_1,A2033),\"\")","v":2032},null,2032,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2034)),$A2033,\"\")","v":2032},{"$f":"IFERROR(SMALL(Helper2_2,A2033),\"\")","v":2032},{"$f":"COUNTIF(Helper3_1,\"=\"&G2033)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2033)=1, G2033, \"\")","v":2032},{"$f":"IFERROR(SMALL(Index_2,A2033),\"\")","v":2032},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:J2033)),\"\")","v":"UHI_2032"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:K2033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:L2033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:M2033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:P2033)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2033,COLUMNS($J$2:Q2033)),\"\")","v":"A range of internal and external data is used to inform institutional strategic developments. Metrics are identified and used across university action-planning to ensure impact is measured and institutional committees - such as QAEC and Academic Council - review data in relation to major strategic developments and student experience. These include key performance indicators, student survey results, external examiner reports, Subject Area Reviews and Annual Monitoring Dialogues."}]
[{"$f":"IF('> FILTER <'!B2035<>\"\",ROW(OFFSET(A2034,-1,0)),\"\")","v":2033},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2035)),A2034,\"\")","v":2033},{"$f":"IFERROR(SMALL(Helper2_1,A2034),\"\")","v":2033},null,2033,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2035)),$A2034,\"\")","v":2033},{"$f":"IFERROR(SMALL(Helper2_2,A2034),\"\")","v":2033},{"$f":"COUNTIF(Helper3_1,\"=\"&G2034)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2034)=1, G2034, \"\")","v":2033},{"$f":"IFERROR(SMALL(Index_2,A2034),\"\")","v":2033},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:J2034)),\"\")","v":"UHI_2033"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:K2034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:L2034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:M2034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:P2034)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2034,COLUMNS($J$2:Q2034)),\"\")","v":"The University has a fully-embedded data system to which all staff have access. Staff are required to use data to evaluate performance at module, programme, cognate subject group and faculty levels, and to inform any developments - for example, as part of progression boards and as part of annual monitoring. The software deployed provides a number of interactive dashboards and graphical representation of key datasets to facilitate staff interpretation and use of data. The inclusion of previous years' data allows changes and emerging trends to be identified and enables staff to interrogate the data. Training to support staff in doing this is made available, and the effective use of data by staff for evaluative purposes is also enabled through annual review and quality monitoring processes. In meeting with staff, the QESR team learnt how these data had been used to identify issues in the HNC Acting and Performance programme around non-completion, and to inform action to address this."}]
[{"$f":"IF('> FILTER <'!B2036<>\"\",ROW(OFFSET(A2035,-1,0)),\"\")","v":2034},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2036)),A2035,\"\")","v":2034},{"$f":"IFERROR(SMALL(Helper2_1,A2035),\"\")","v":2034},null,2034,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2036)),$A2035,\"\")","v":2034},{"$f":"IFERROR(SMALL(Helper2_2,A2035),\"\")","v":2034},{"$f":"COUNTIF(Helper3_1,\"=\"&G2035)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2035)=1, G2035, \"\")","v":2034},{"$f":"IFERROR(SMALL(Index_2,A2035),\"\")","v":2034},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:J2035)),\"\")","v":"UHI_2034"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:K2035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:L2035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:M2035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:P2035)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2035,COLUMNS($J$2:Q2035)),\"\")","v":"UHI engages in a range of external student surveys (NSS, SSES, PTES, PRES) as well as internally-managed surveys, to gather feedback from students. Student survey data is analysed by the Survey Group and reported to QAEC for consideration at an institutional level. QAEC is responsible for reviewing and approving resulting action plans. Survey data are also disseminated to faculty and programme levels to inform local enhancement activity. For example, within Engineering, NSS results identified issues with community building, prompting staff to engage with sector leaders from other universities, learning from good practice and making improvements to the culture around community spaces. UHI performed well in NSS and PTES in the last academic year, with above-benchmark and sector results for student satisfaction (81% satisfaction in the NSS and 92% in PTES - the highest overall satisfaction in Scotland). The University acknowledges that progress towards consolidating data and identifying key themes from across the range of student surveys has been limited by resources and the QESR team encourages the University to ensure work towards this continues (see paragraph 19)."}]
[{"$f":"IF('> FILTER <'!B2037<>\"\",ROW(OFFSET(A2036,-1,0)),\"\")","v":2035},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2037)),A2036,\"\")","v":2035},{"$f":"IFERROR(SMALL(Helper2_1,A2036),\"\")","v":2035},null,2035,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2037)),$A2036,\"\")","v":2035},{"$f":"IFERROR(SMALL(Helper2_2,A2036),\"\")","v":2035},{"$f":"COUNTIF(Helper3_1,\"=\"&G2036)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2036)=1, G2036, \"\")","v":2035},{"$f":"IFERROR(SMALL(Index_2,A2036),\"\")","v":2035},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:J2036)),\"\")","v":"UHI_2035"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:K2036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:L2036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:M2036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:P2036)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2036,COLUMNS($J$2:Q2036)),\"\")","v":"UHI has an online 'red button' system for gathering informal feedback. By way of an online form, students are encouraged to submit questions, suggestions, issues of concern and positive feedback. Data from the red button system are also considered by QAEC to inform enhancement and decision-making further, including through the identification of any trends. Students who met with the QESR team noted that they receive prompt feedback from the red button system but observed that most issues are usually resolved locally - for example, through the personal academic tutor system."}]
[{"$f":"IF('> FILTER <'!B2038<>\"\",ROW(OFFSET(A2037,-1,0)),\"\")","v":2036},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2038)),A2037,\"\")","v":2036},{"$f":"IFERROR(SMALL(Helper2_1,A2037),\"\")","v":2036},null,2036,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2038)),$A2037,\"\")","v":2036},{"$f":"IFERROR(SMALL(Helper2_2,A2037),\"\")","v":2036},{"$f":"COUNTIF(Helper3_1,\"=\"&G2037)","v":1},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2037)=1, G2037, \"\")","v":2036},{"$f":"IFERROR(SMALL(Index_2,A2037),\"\")","v":2036},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:J2037)),\"\")","v":"UHI_2036"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:K2037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:L2037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:M2037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:P2037)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2037,COLUMNS($J$2:Q2037)),\"\")","v":"Complaints, appeals and academic misconduct cases are initially dealt with informally at each Academic Partner and only formal escalations are recorded at an institutional level. A short-life working group is to be set up to investigate further how data in this area can be gathered more effectively to promote wider enhancement activity. The QESR team encourages such progress to provide opportunities for greater institutional-level analysis of trends in respect of complaints, appeals and academic misconduct, and further opportunities to bring together sources of data to enable enhancement of the student experience, particularly considering UHI's Retention Strategy and Action Plan 2024-30."}]
[{"$f":"IF('> FILTER <'!B2039<>\"\",ROW(OFFSET(A2038,-1,0)),\"\")","v":""},{"$f":"IF(ISNUMBER(SEARCH($R$2,'> FILTER <'!I2039)),A2038,\"\")","v":""},{"$f":"IFERROR(SMALL(Helper2_1,A2038),\"\")","v":""},null,2037,{"$f":"IF(ISNUMBER(SEARCH($R$4,'> FILTER <'!$I2039)),$A2038,\"\")","v":""},{"$f":"IFERROR(SMALL(Helper2_2,A2038),\"\")","v":""},{"$f":"COUNTIF(Helper3_1,\"=\"&G2038)","v":0},{"$f":"IF(COUNTIF(Helper3_1,\"=\"&G2038)=1, G2038, \"\")","v":""},{"$f":"IFERROR(SMALL(Index_2,A2038),\"\")","v":""},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:J2038)),\"\")","v":""},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:K2038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:L2038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:M2038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IF(AND($R$2<>\"\",CountSelectedRows>1),IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:P2038)),\"\"),\"NOT FOUND\")","v":"NOT FOUND"},{"$f":"IFERROR(INDEX(AllData,$J2038,COLUMNS($J$2:Q2038)),\"\")","v":""}]