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dc.contributor.advisorDevlin, Linda
dc.contributor.authorHoulton, Loraine Jennifer
dc.date.accessioned2019-10-09T15:29:14Z
dc.date.available2019-10-09T15:29:14Z
dc.date.issued2019-01
dc.identifier.urihttp://hdl.handle.net/2436/622815
dc.descriptionA thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Education.en
dc.description.abstractThis study is based on a single longitudinal live case study of an International Branch Campus The scope of this study relates to learning lessons from the current literature in relation to International Branch Campuses [IBC]. The review of the current literature allowed me to identify risks based on experiences from my fellow practitioners, which then allowed me to mitigate my own exposure to them. This related initially to the setting up of an IBC and thereafter the delivery at an IBC. The introduction of a Quality Framework, in December 2012, by the Quality Assurance Agency [QAA] is an independent body whose role is safeguard standards and improve the quality of UK higher education wherever it is delivered around the world. The Quality Framework was a unification of standards across the whole of the UK, whereas previously there were separate systems in England, Wales and Scotland and Northern Ireland. The framework introduced two key new concepts, firstly, a ‘risk based approach’, the first phase of risk management is risk identification according the Institute of Risk Management and by reviewing existing literature I was able to identify risks from learning lessons from existing case study examples. The second concept related to quality enhancement rather than just focusing on quality assurance. This encourages a continuous monitoring of processes rather than the previous concept of annual monitoring. This was piloted in the case study example in the form of a lessons learned log which identified risks at the earliest opportunity, which then fed into the Course Journal. A lessons learned log approach allowed students to be engaged in the quality process more and quality became a positive element, looking at what went well, and even better if…mind set rather than ticking a box in relation to compliance. This research is based in a lived in case study example of an IBC which opened in March 2012, prior to, and the subsequent introduction of the Quality Framework, and illustrates the lessons learned through the first year of operation providing an insight to examples of quality enhancement in relation to pedagogical examples of delivery, content and student engagement. In June 2015 a decision was made to close the case study International Branch Campus whilst reviewing literature in relation to closing an International Branch Campus there was a gap in relation to ‘how to’ close rather than providing data on how many had closed [although this appears to be lacking in rigor], and identifying the reasons for closure. This study will illustrate how to close an International Branch Campus using the QAA Quality Framework to ensure that student enhancement opportunities are identified to support student success.en
dc.description.sponsorshipUniversity of Wolverhamptonen
dc.formatapplication/PDFen
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectinternational branch campusen
dc.subjectqualityen
dc.subjectlessons learned logen
dc.subjectcontinuous monitoringen
dc.subjectQAAen
dc.subjectquality enhancementen
dc.subjectquality assuranceen
dc.subjectclosing an international branch campusen
dc.subjectmanaging an international branch campusen
dc.titleReflections from practice using the UK QAA Quality Code as a framework to assist in managing and subsequently closing an international branch campusen
dc.typeThesis or dissertationen
dc.type.qualificationnameDoctorate in Education
dc.type.qualificationlevelDoctoral
refterms.dateFOA2019-10-09T15:29:15Z


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