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Enhancing quality in legal education

Researching quality enhancement We have identified quality and standards as priority areas for research funding during 2009-10. This may include research into external examining and the National Student Survey. See the Project Development Fund page for further details or con…

Quality assurance in higher education

For an introduction to the quality assurance system see Universities UK’s Quality and standards in UK universities: a guide to how the system works (covers all parts of the UK). The quality assurance infrastructure The Quality Assurance Agency (QAA) was established in …

Quality enhancement the Scottish way

The approach to quality assurance in Scotland adopted in 2003 differs from elsewhere in the UK in several ways. The key is the prioritisation of enhancement over assurance and diversity over compliance within a proactive, rather than reactive, framework. The Scottish quality e…

The 2002 quality framework in England

The Quality Assurance Agency (QAA), the body responsible for the assessment of the quality of higher education in the UK, introduced a new system of institutional audit in England from 2002-03. This page gives an overview of the process and an assessment of the im…

Design your own QA system: programme specifications and quality assurance

University Presentation at UKCLE seminar on assuring quality in legal education, 11 February 2002 John’s presentation encouraged delegates to take advantage of the processes developed as part of the QAA framework in internal quality assurance processes, focusing …

New agency for quality enhancement in higher education: UKCLE response

TQEC Report. It supports the conception of quality enhancement set out in paragraphs 2.4 and 2.5 and agrees that the establishment of a single agency to amalgamate the functions of the LTSN, ILTHE and HESDA has the potential to provide better value for money and a more coherent …

The link between quality legal education and student pastoral care: the Queen Mary experiment of ‘graduate student advisers’

on what I see as the crucial link between quality, successful legal education, and committed student pastoral care. I will argue that legal education, more than ever, now must take a more holistic approach to the student, not just as a traditional ‘learner’, but as a (typica…

12 steps to success: producing a quality legal research paper

projects. The project aspires to improve the quality of the legal research papers written and to provide students with the confidence in their enhanced work to seek publication of their substantive papers. This paper will report on evaluations of the site from an online student …

Quality assurance and qualifying law degrees

for more information on this topic see our quality mini-site. The UK Centre for Legal Education is the subject centre for law, established in January 2000 as part of the Learning and Teaching Support Network funded through the Teaching Quality Enhancement Fund. UKCLE supports…

What quality assurance issues does the use of mooting as an assessment component pose?

presentation, raises some issues in terms of quality assurance, especially when it is being used in levels 2 and 3 where a sample of work will usually need to be placed before an external examiner. The two principal concerns that are normally raised here are what work can be giv…

Equality and assessment in law

research into issues of achievement and equality, discussing assessment methods and their impact on non-traditional students. Melanie and Simon’s slides are embedded below, and their full paper appeared in the Web Journal of Current Legal Issues 2009(3) in June 2009. I…

Out with the new and in with...?

method), academic review (the new method). The Quality Assurance Agency’s latest consultation paper heralded discussion of what may be referred to as ‘the future method’. The days of the new method, not even due to be introduced until January 2002, are numbered…

UKCLE guide to subject review

law preparing for subject review, a system of quality assurance which has now been replaced. However, the guide remains a useful tool for law schools examining their quality assurance processes. The full guide (available at the bottom of the page) may also be downloaded as…

Graduate standards in law

Project commissioned by the Higher Education Quality Council (now merged into the Quality Assurance Agency for Higher Education) to examine the feasibility of two of its principal recommendations; developing benchmark standards for individual subject areas and changes which…

External examining in law

examiner has held a central position in the quality assurance systems in UK universities, but recent research and discussions have raised questions about the appropriate role of the external examiner in law. In a panel discussion at Learning in Law Annual Conference 2009 entit…

Overview of subject review

an institution’s ability to assure quality and standards, the intensity of scrutiny will be less. This ‘lighter touch’ will, it is argued by the QAA, be achieved through the following changes: it will be possible for institutions to negotiate the ti…

The National Student Survey

set up in 2005 to gather feedback on the quality of undergraduate courses and help potential students compare subjects and universities. The survey asks final year students to provide feedback in the following areas: teaching on their course assessment and feedback aca…

Key features of subject review

by: encouraging departments/schools to evaluate the quality of learning opportunities and standards achieved providing a framework for subject review through the testing of the statements made by the department/school The self-evaluation document is similar to the sel…

Graduate standards in law: background and aims

(Transcript of a section of the Graduate standards in law report, 1997) Law departments have traditionally felt distinctive and have often felt less than comfortable with pressures within their own institution, such as modularisation, which some have perceived as disregardi…

Testing year ahead for law schools and their staff

the stakes may be highest for the superior quality of some staff rather than the solid contributions of all or most. In many schools the sharp money is on entering only those staff who can be confidently expected to get a higher rating. A department that might get 80% of its s…

A more hit than miss report?

focus on the related issues of standards, quality assurance, and widening participation, though the scope of the report as a whole goes beyond those topics. Widening participation The report makes a large number of recommendations as regards access and widening participation…

UKCLE guide to subject review: appendices

standards, dealing with the different aspects of quality of learning opportunities) provision of briefing documentation including key QAA documents advice sessions from current QAA subject reviewers critical analysis of draft self-evaluation (by colleagues external to the …

What is ‘research-led’ teaching in the context of the undergraduate law curriculum?

is a ‘taken for granted’ indicator of quality teaching. However there appears to be limited research on what this means in general and to what extent it impacts upon the teaching of law in particular. This paper takes as its starting point the proposition that research-led …

The subject review visit

gather evidence and to make judgements on the quality of education provided”. Subject specialist reviewers are drawn primarily from within HE and are trained by the QAA before their first review visit. The number of subject reviewers in each team reflects the size, rang…

The self-evaluation document

clear about the rubric (consult your central quality team if in any doubt) share drafts widely: within the department with students with trusted external colleagues with central service providers (for appropriate sections) use a single writer/editor, supported by…

Responding to the Training Framework Review: the UK Centre for Legal Education

be jeopardised if there is little or no quality assurance of the courses or programmes which equip students with the necessary knowledge and skills. The would-be entrants to the profession would have no guarantee, in the absence of Law Society accreditation, that the programme…

Preparing for the visit

accuracy of marking and the consistency and quality of the feedback provided on the sample of work. This is a crucial task. See also Appendix V for details of the issues which reviewers consider when reviewing student work. Other items to include in the document list ann…

Graduate standards in law: the current practice of external examining

3.5 7.5 4 are you able to judge the quality of the programme of study effectively from the evidence available? 1 4 8 2 do you have appropriate opportunity to affect decisions in the examination board meetings you attend? 1 13 1 do you consider the comments yo…

Wales and the Training Framework Review: even more problems?

more private (and possibly unregulated), quality will deteriorate and opportunities for developing skills in shortage subjects will almost invariably decline. Universities and law schools can innovate and provide teaching for emerging legal topics, as they are able to cross-subs…

A quarrel far away? The Training Framework Review and the undergraduate law school

In this article from the Autumn 2005 issue of Directions Chris Ashford (University of Sunderland) reviews the implications of the Law Society of England and Wales’ Training Framework Review for undergraduate law schools. See our Legal Practice Course review page for full…

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