Introduction to the CQEM Process
The CQEM process was introduced for Undergraduate Courses in June 2012 and subsequently for Taught Postgraduate Courses in June 2013. The process is central to the course-focussed approach to teaching and learning that the University has adopted.
The CQEM process is a re-aligned approach to course quality review and reporting aims to ensure that course teams are properly formed and defined and that they are afforded the space to properly reflect on issues relating to pedagogic design. The process for each course is led by the Course Director and each course team now meets at least twice in each academic year to discuss the issues raised in the Teaching Learning and Assessment strategy (June/July and January/February) and review the operation of the course using the Course Performance Data Pack and other sources of feedback
The course team is defined as the course director, all principal teaching staff, including where possible HPL staff, a number of representative students, course administrator, technicians, QRS representative, Library representative and other relevant staff. The course team may relate to a suite of course titles within a cognate area of study. Including students in the course team is an important part of the University belief that students must be at the heart of course design.
A range of resources and rocuments to support the new Course Review Process are being added to this site. Please email Andrew Turner if you have any queries about the documents or the information you require is not here.
CQEM Documentation
All Undergraduate and Taught Post-Graduate Courses should now follow the CQEM process.
The CQEM form has now been revised and updated and there are now different forms for Post Graduate and Undergraduate Courses. A new table has been incorporated into the CQEM form to record the date and attendance at the Course Team Meetings.
The new CQEM template for use during summer 2016 can be downloaded from the Office for Teaching and Learning sharepoint site.
For the January 2016 CQEM meetings students should be engaged with the CQEM meetings. This work is being led by Chidimma Okoye in the Group Organisation and Development team.
Coventry University Conference 2016: 23rd and 24th June 2016
The Annual University Teaching and Learning Conference is scheduled for the 23rd and 24th June 2016. Further details can be found on the Academic Development Website
Course Performance Packs
Course Performance Reports have been introduced for each group of full-time undergraduate and postgraduate taught courses offered at Coventry University. The reports are produced and updated by the Planning Office in June/July and January each year.
The reports are designed to help course teams gain an understanding of the performance of their courses within each of the key metrics that are important for the University. They also provide a comparison of each course’s performance with that of other courses within the University, the University’s competitors and the sector as a whole. The reports should be used to inform course teams as they work through the Course Quality Enhancement and Monitoring (CQEM) process.
The reports include data on:
- Demographics
- Applications and Conversions
- Student Satisfaction
- Tariff Points On Entry (undergraduate courses only)
- Qualification Rates
- Achievement
- Graduate Prospects
- Progression Rates (undergraduate courses only)
- Plagiarism
- Complaints
They also include completion rates, pass rates and student satisfaction scores for the modules that are attached to each course.
The Course data reports have been uploaded to the Planning Office SharePoint site and can be accessed via the planning office link: https://share.coventry.ac.uk/sites/planningoffice/aqm/SitePages/AnnualQualityMonitoring.aspx.
The reports are produced by Gavin Sheepy in the Planning Office. If you would like to request access to this page on behalf of a colleague, you are welcome to contact Gavin by emailing g.sheepy@coventry.ac.uk or calling ext 7130. Please also contact Gavin directly if you have questions about your data.
Analysis of CQEM Reports
An analysis of CQEM reports is presented annually to the December meeting of QUILT. Members of the Academic Development team read through all the individual CQEM reports to produce a report that identified the key trends and themes in the different sections. If you have any questions about the report, please contact Andrew Turner in Academic Development.
Download the CQEM December 2013 Report for QUILT
Download the CQEM December 2014 Report for QUILT
Downloads
The Course Enhancement and Monitoring Process
|
Date |
Activity |
|
Summer – June to September |
Course team meets for a day, supported by HR L&D team if requested. The course team is provided with a data pack by the Planning Office and review the operation of the course in line with the QAA codes and the University TLA strategy. The output from this day event is the course report, course action plan and a review of roadblocks that are outside the control of the course team. |
|
September/October |
Boards of Study review course reports, course action plans and produce an overview document of areas of good practice and roadblocks to development |
|
November |
Faculty/School Boards review BoS roadblock documents and propose actions in response to any Faculty/School level blocks. Faculty/School Boards confirm that there has been Faculty/School scrutiny and review of course reports and action plans and that this conforms to Faculty/School pedagogic practice as well as highlighting areas of good practice. |
|
November/December |
Quality in Learning and Teaching (QuiLT) committee (Formerly QAC and TALC) receive all course reports and action plans along with Faculty/School Board reviews and responses to roadblocks. QuiLT reviews all course data and then takes a sample of course reports for detailed scrutiny. The sample will include all courses that are highlighted by the course data to have areas for concern and a selection of moderate and high performing courses, thus embedding a management of risk approach into the process. In the case where any major concern is raised, QuiLT launches a full quality audit by QRS into the course. |
|
End of Semester 1 – January/February |
Course teams meet for a half day review of the action plan and to identify and agree any changes to courses and modules that require Board of Study approval in advance of the lockdown deadline for the forthcoming academic year. |
|
February/March |
BoS review course action plans and highlight any significant change or slippage against the original plan to Faculty/School Board. |
|
March |
Faculty/School Board reviews BoS reports on progress against the course action plans and feeds any changes or slippage to QuiLT. |
|
March/April |
QuiLT reviews all changes and locks down the possibility of change to courses and modules for the forthcoming academic year. |
Support and Professional Development Opportunities
The Academic Development team support the CQEM process and are happy to provide support or help facilitate course team meetings. Heads and Course Directors may request development sessions at any time throughout the year to support the course team in any aspect of Teaching Learning and Assessment. Sessions can be short 45 minute sessions or longer half day development workshops. We can tailor the session to the needs of the course team and bring in external experts if required. Examples of the sessions offered are:
Assessment and Feedback
This workshop will introduce course teams to effective methods for enhancing the assessment and feedback experience at a course level.
Internationalisation
Supporting International students: This is a two hour workshop to support course teams in developing their support for International Students. During the workshop we explore cultural differences, attitudes to learning, plagiarism, dealing with authority and interacting with academics.
Technology-Enhanced Learning: raising awareness of tools at Coventry University
This workshop will allow staff to explore what learning technologies are available via a learning approach focus.
Using Learning Design Tools in Course Approaches to Technology Enhanced Learning.
The use of Technology Enhanced Learning requires a holistic approach to course design focussing on student activities. This workshop will introduce teams the idea of learning design and provide an opportunity to try our different design tools.
There is a whole range of Academic Professional Development workshops available to individual staff aligned to the strategic areas of the teaching and learning strategy. Full details of these are available on the Organisation Development Booking Portal: https://professionaldevelopment.coventry.ac.uk/