Context

The Institutional Teaching and Learning Review is a response to the University's review of its previous practice of undertaking Strategic Departmental Reviews (SDR), which, in turn, was a merger of two historical processes: the Periodic Review of Courses and the Quinquennial Departmental Review. Senate approved the proposal to undertake an Institutional Teaching and Learning Review at its meeting on 6 July 2011.

The Institutional Review is a University-wide initiative which will examine departments and Faculties and assure the standards and quality of the courses being offered, while giving us an opportunity to reflect and seek external advice on how to enhance the quality of our teaching and learning provision and the broader student experience over the next five years.

In the past, departmental reviews were staggered and the logistics largely managed by the individual review secretaries. The new process, as well as the appointment of an Institutional Review co-ordination team, meant that it was possible to do much of the administration for the process centrally, thereby reducing the burden on departments. Reviewing all of the departments at once also ensured that the review process is both fair and consistent. The co-ordination team is also supporting preparations for the Faculty Engagements.

The Institutional Teaching and Learning Review will help up to prepare for future QAA reviews.

Departmental Teaching and Learning Reviews

Overview

Every department was reviewed during the week commencing 14 November 2011. Reviews lasted between one and three days, depending on how recently departments had been reviewed previously by the University and/or by professional, statutory or regulatory bodies (PSRB).

Review Group membership

Each department had its own Review Group, comprising:

• A chair, who was an internal member of academic staff from outside the department
• An internal member, who was an academic member of staff from outside the Faculty under review
• An internal member, who was an academic member of staff from within the Faculty under review, but outside the department
• An external member of academic staff, who had expert knowledge in the subject area of the department
• A student from outside the department

Each review was serviced by a Secretary and Assistant Secretary.

Review Reports and Responses

At its meeting on 6 February 2012, the Steering Committee approved all the departmental review reports and responses, as well as the thematic reports. The Steering Committee also referred the recommendations made within the reports to various University committees, such as the Academic Quality and Standards Committee or Academic Resourcing Committee, for further consideration and action. Following Steering’s earlier decision to publish the reports and responses internally for Warwick staff and students, the reports are now available via the List of Departments.

Faculty Engagements

Overview

The Faculty Engagements were an opportunity for the Faculties to draw on the outcomes of the departmental reviews and share good practice. There were three Faculty Engagements:

• Faculty of Arts: 16 March
• Faculty of Social Sciences: 19 March
• Faculty of Science with the Faculty of Medicine: 22 March

Membership

Each Faculty Engagement followed a ‘roundtable’ format and normally included:

• A chair, who is the Chair of the Faculty
• A number of internal members representing each of the departments within the Faculty
• A representative from each of the other three Faculties
• Two external members of academic staff with teaching and learning expertise in the Faculty’s disciplinary spectrum
• An undergraduate and a postgraduate student from within the Faculty

Each engagement was serviced by a Secretary and Assistant Secretary.