A1.The institution has identified areas for improvement and concern, prioritised these and has a clear action plan to address them.
A2. The institution uses action planning to undertake a continuous Quality Assurance Process.
A3. The institution monitors its SAAP to ensure that progress is being made.
B1. Faculty members and administrative staff are clear about their individual responsibilities for implementing the SAAP.
B2. Quality Assurance Committees manage and monitor progress of the SAAP.
B3. The Institution has a Teaching & Learning Policy and a Teaching Improvement Plan in place to improve the quality of teaching.
B4. The Quality Assurance Committees manage and monitor progress of the Teaching Improvement Plan.
C1. The SAAP demonstrates progress against priorities.
C2. There is evidence that the Teaching Improvement Plan has impacted on practice within the classroom.
D1. There is clear evidence that Quality is fully embedded throughout the Institution.
D2. There is clear evidence that academic and administrative staff work together to improve the quality of Provision throughout the Institution.
D3. A senior member of the University (Chancellor, Vice Chancellor) is responsible for leading on Quality.
D4. Student feedback informs the quality process.
E1. There is a process in place to disseminate best practice in Quality to neighbouring Institutions identifying by the Moshe.
E2. There is clear evidence that staff of the lead Institution and its neighbours work together to improve quality assurance processes.
F1. Faculty members are selected by MoHE and act as Quality Assurance Peer Reviewers.
F2. Information about MoHE Quality Assurance Peer Reviewer training has been shared with appropriate colleagues.
F3. The Institution seeks to increase the number of Faculty members who meet the criteria for MoHE Peer Reviewer training.