Academic Quality Service: academic quality experts collaborating with colleagues to ensure the University delivers a high quality experience for all students and that qualifications awarded are recognised as world class.
The Learning and Quality Enhancement Handbook (LQEH) provides the framework which governs learning, teaching and enhancement at Middlesex University. This framework helps ensure the University provides quality, reliable standards and positive outcomes for all students. This enables the University to meet the expectations of the UK Quality Code and those conditions of registration related to academic standards and quality prescribed by the University’s principal regulator the Office for Students. The LQEH serves as a source of information for both staff and students and covers policies and guidance which state the processes and procedures that the University follows when delivering education.
The provisions of the LQEH also applies to students studying on any of our courses at partner institutions.
Academic standards and quality of Middlesex qualifications are governed by our Academic Regulations and assured via our policies and processes contained within our Learning and Quality Enhancement Handbook (LQEH).
Middlesex University is committed to ensuring that students have a high quality learning experience, and that the standards of qualifications are set at appropriate levels. The student experience is supported via enhancement activities.
This section provides an overview to the University’s approach to quality assurance and enhancement, the University structures which support it and their specific roles.
Section 1 - An overview of quality assurance and enhancement activity at Middlesex University
Section 2 - Approval for programme validation & review events
Appendix 2a Academic provision proposal form
Appendix 2d Programme closure form
Appendix 2e Programme suspension form
Appendix 2f Existing collaborative programme at new site proposal form
Appendix 2g Addition of existing collaborative programme at existing collaborative site
Appendix 2i - Curriculum Business Case
Appendix 2j - Curriculum Business Case for collaborative partners
Section 3 - Programme validation, review and modifications
Guidance 3i The purpose of programme validation and programme review
Guidance 3iii Documentation for a validation or review event
Guidance 3iv Validation and Review Guidance for Distance Education
Guidance 3v Roles and responsibilities of Panel Members
Guidance 3vi Student involvement in validation and review events
Guidance 3vii Equality, Diversity and inclusivity in the curriculum
Guidance 3viii External Assessors – Criteria for Appointment and Fee Information
Guidance 3ix Guidance for apprenticeship event panels
Guidance 3xii Programme Leader
Guidance 3xiii Writing a programme specification
Guidance 3xiv - no longer in use
Guidance 3xv - no longer in use
Guidance 3xvi Ethics in the curriculum
Guidance 3xvii Research Ethics
Guidance 3xviii Writing a module narrative
Guidance 3xix Designing a module reading list for in-house, franchised & joint programmes
Guidance 3xx Designing a module reading list for validated programmes
Guidance 3xxi Guidance for the Design of Distance Education
Guidance 3xxii Academic Advising
Guidance 3xxiii - no longer in use
Guidance 3xxv Non-Credit Bearing Courses (NCBCs)
Guidance 3xxvi Making changes to published information
Appendix 3b Overview document template
Appendix 3c Critical Review Document
Appendix 3d (In-house) Validation / Review report template
Appendix 3da (Full) Validation Review report template
Appendix 3e Confirmation of a validation or review
Appendix 3f Programme Specification
Appendix 3g External Assessor Appointment Form
Appendix 3h - no longer in use
Appendix 3i Resource Statement for a programme to be delivered at an overseas campus or partner site
Appendix 3j Apprenticeships standard mapping document
Appendix 3k - no longer in use
Appendix 3l New module form – module narrative form
Appendix 3m Programme handbook – in-house PG
Appendix 3m Programme handbook – in-house UG
Appendix 3n Programme handbook – Franchised
Appendix 3o Programme handbook – Joint
Appendix 3p Programme handbook – Validated
Appendix 3q Programme assessment schedule
Appendix 3r Programme change form
Appendix 3y Programme Team DE module validation sign off form
External Examiners (EEs) are central to Middlesex University’s quality assurance and enhancement procedures. All programmes/modules will have an external examiner allocated to them; this includes in-house, campus, partner provision and applies to all FHEQ Levels. The External Examiner Team based within the Academic Quality Service (AQS) has overall responsibility and oversight of the external examining process.
LQEH Section 4 provides an overview of the external examiner process in the University. This outlines the processes for the nomination, appointment, induction and right to work of EEs for in-house, campus and collaborative partner provision.
Guidance documents 4i, 4iii, 4 iv and 4 v provide guidance and support for those completing the nomination form for new external examiners. 4ii gives guidance on the information that should be sent to the new EE. Guidance 4vi gives guidance on the Assessment Conversation for Equity and Enhancement (ACEE) and Guidance vii provides guidance on the student sample to be reviewed by the EE.
Appendices: Appendix 4a is the template to use for the nomination of a new external examiner. Appendix 4, b, d, e, f are the external examiner annual report templates that should be completed as appropriate. These are for use by both in-house EEs and collaborative partner EEs. Appendix C is a suggested meeting guide form for ACEE meetings with EEs.
Guidance 4i Criteria for approval of External Examiners for programmes
Guidance 4ii Checklist of documentation to go to External Examiner
Guidance 4v Arrangements for the Shadowing and Mentoring of External Examiners
Guidance 4vi Assessment Conversation for Equity and Enhancement (ACEE)
Guidance 4vii Student sample for review by External Examiner
Appendix 4a Nomination form for an External Examiner
Appendix 4b EE Annual Report 2023-2024 Programme Assessment Board
Appendix 4d External Examiner Additional Board report
Appendix 4e Chief External Examiners report
Appendix 4f External Assessor for Apprenticeships Annual Reports Template
Appendix 4g Assessment Submission Form Record of Moderation and Approval 2023-2024
Section 5 - Collaborations with other institutions
Guidance 5i Checklist for development and launch of a collaborative programme
Guidance 5ii Responsibilities of link tutors
Guidance 5iii The language of tuition and/or assessment
Guidance 5iv Collaborative programmes comparison
Guidance 5v under review
Guidance 5vi Operational Calendar for Link Tutors
Guidance 5vii Serious Problems and complaints procedure in collaborative partnerships
Guidance 5viii Programme Planning Leading to Joint or Dual Awards
Guidance 5ix Administrative and operational procedures for collaborative programmes
Guidance 5x Not in use
Guidance 5xi Not in use
Guidance 5xii Institutional approval visit agenda
Appendix 5a Institutional Approval: Preliminary enquiries form
Appendix 5b Institutional Approval commentary form
Appendix 5c Institutional Approval report template
Appendix 5d Institutional Re-approval commentary form
Appendix 5e Site visit report template
Middlesex University programmes may also be accredited or recognised by a range of Professional, Statutory and/or Regulatory Bodies (PSRBs). This section outlines the responsibilities and procedure for accreditation events, reviews, and reporting outcomes to maintain the central register. Oversight of all PSRB accreditations is maintained by the Assurance committee.
Section 6 – Professional, statutory and or regulatory bodies
Educational Monitoring and Enhancement (EME) is the process for monitoring and assuring the quality of your provision and the student experience.
EME is the analysis and reflection of appropriate data and key internal, and external stakeholder input (admissions/ enrolment, student continuation and achievement, cohort demographic characteristics, graduate destinations, student satisfaction, external examiners and student feedback). EME is applicable for all taught provision (at Hendon and overseas campuses) and collaborative partner provision. Collaborative Partners must complete Educational Monitoring and Enhancement Reports (EMERs) on an annual basis
EME activity is owned by each faculty/ department/ school and is reported into the Faculty Quality Committees and the University Teaching and Learning Committee. AQS oversee the management and operation of the process and provide guidance as appropriate.
The main LQEH section 7 provides an overview of the operation of the EME and Collaborative Partner EME process. This outlines the purpose and format of EME and indicates the different stages, the timescales and deadlines for the process.
Guidance documents 7i, 7ii, 7iii and 7iv provide guidance and support for collaborative partners completing the EMER document and EME. This includes detail on how to complete the report, what evidence to consider to create appropriate actions, and an example of a completed EMER.
Template documents: There is a ‘standard’ EMER template which is circulated to each collaborative partner, as well as different templates for partnerships that are closing.
Section 7 Educational Monitoring and Enhancement
Guidance 7i Writing Educational Monitoring and Enhancement Reports – Support for authors
Guidance 7ii Considering Data and Evidence
Guidance 7iii Example Completed Educational Monitoring and Enhancement Report
Guidance 7iv - Evidence Sources for Educational Monitoring and Enhancement
Appendix 7a Collaborative Validated Partner Educational Monitoring and Enhancement Report Template
To ensure the quality of the student learning experience the University may carry out internal audits and reviews on an ad hoc basis, as identified by the Assurance Committee. These internal audits may be carried out in the response by normal review processes identifying the need for additional scrutiny or to specific concerns raised internally or externally.
Concerns about academic quality and standards can also be raised outside of the normal processes for oversight and monitoring.
This section details the processes for internal audits and reviews (including the use and selection of External Assessors), and raising a concern regarding quality and standards.
Appendix 8a - Raising a concern regarding quality and standards
Middlesex University is committed to enhancing the experience of students at the University, Campuses and Partners.
It is important that opportunities are provided for our students to be involved in quality assurance and enhancement processes to continually and a develop partnership approach to enhancement..
Section 9 provides details of the main mechanisms for student engagement in quality assurance and enhancements, covering student surveys and representation, and the requirements and expectations for Hendon, Campuses and Collaborative partners.
Section 9 - Student Engagement in Quality Assurance and Enhancement
Section 9a Student representation
Section 9c Student Engagement for Collaborative Partners
Appendix 9a Student Voice Leader role descriptor
Appendix 9b Programme Voice Group Operational procedures
Appendix 9c Principles of Student Voice in the Student Voice Cycle
Appendix 9d Programme Voice Group TOR and membership 2023-24
Appendix 9e Programme Voice Group Chair role descriptor
Appendix 9f Programme Voice Group Officer role descriptor
Appendix 9g Programme Voice Group Code of conduct
Appendix 9h Student Voice Leader Code of conduct
Appendix 9i Guide for hosting online / virtual meetings
Appendix 9j Student Surveys operational procedures
Section 10 - Approval, monitoring & review of articulation agreements
Guidance 10i Recognition of category 1 institutions – evidence to be provided by the sponsor
Guidance 10iii Monitoring category 1 institutions
Guidance 10iv Link contacts role and responsibilities
Guidance 10v Articulation mapping proforma-programme level
Guidance 10vi Articulation mapping proforma-module level
Appendix 10a Institutional recognition form
Appendix 10b Template for Articulation Agreements - Institution
Appendix 10c Template for articulating progression agreement
Appendix 10d Template for articulation agreement – awarding body
Middlesex University has a responsibility to ensure that our collaborative partners are aware of their obligations when promoting and marketing programmes that are awarded by the University.
This section details the processes and various approvals required by the collaborative partner from the University before marketing and promotion may commence. We expect full compliance with all requirements of the Competition and Markets Authority (CMA), this is also detailed within this section.
In addition to its main campus in Hendon, London Middlesex University has a number of overseas campuses. As a globally institution the University continually considers the opportunities for further overseas campuses and has a robust process for setting them up as detailed in this section.
Provision at overseas campuses must meet all the same requirements for quality assurance and enhancement as they do for our Hendon campuses. Students who study at any of our campuses can expect the same high quality learning experience and gain a UK qualification which is recognised globally.
The main LQEH section 13 provides an overview of the process for setting up a new campuses from the proposal needing to be submitted the University Executive and Board of Governors, through programme approval and student facilities, as well as ongoing quality arrangements.
Guidance documents 13(i) and 13 (ii), provide guidance and support for the management of academic programmes and quality assurance and enhancement arrangements fort overseas campuses.
Section 13 -Opening new Middlesex University overseas campuses
Middlesex University is able to recognise learning a student has taken with another organisation and count that towards one of its awards. This recognition can be of formal credit achieved with another higher education provider (UK or internationally), regulated qualifications such as those overseen by Ofqual and learning through the workplace.
The University uses its academic credit framework to evaluate and quantify such learning in terms of credit points at a particular level.
Section 14 Accreditation of academic credit
Appendix 14a RPL Assessment plan template
Appendix14b Accreditation initial approval information form
Appendix14c Accreditation proposal form
Appendix14d Accreditation proposal assessment form
Appendix 14e Re-accreditation initial approval form
Appendix 14f Re-accreditation proposal form
Appendix 14g Re-accreditation proposal assessment form
Appendix 14h Memorandum of accreditation (MOAC) template
Procedural Guidance for Postgraduate Research Study
Appendix 15a Supervisory record form
Appendix 15b Review Stage 1 form
Appendix 15c Review Stage 2 form
Appendix 15d Writing up form (pre-2022 admission)
Appendix 15e Application for extension to candidature period (pre-2022 admission)
Appendix 15f Application of exam panel
Appendix 15g Candidate declaration form
Appendix 15i Preliminary examination form
The Unistats Record is a comparable set of standardised information about undergraduate programmes. It is designed to aid prospective students in making their Higher Education choices and is published across the Discover Uni and provider websites. Middlesex University is required to submit our UNISTATS data to HESA via their submission system. Section 16 outlines the information required and the process used at Middlesex University for collecting the Unistats data.
Section 16 - Unistats guidance for staff
