Quality Assurance and the Use of Subject Level Reference Points in the UK

2008 ◽  
Vol 14 (3) ◽  
pp. 265-276 ◽  
Author(s):  
Laura Bellingham
2018 ◽  
Vol 8 (1) ◽  
pp. 1-11
Author(s):  
Caroline Cheng

The 2011 Census shows 34,000 Chinese people living in Scotland, making Chinese the second largest minority group residing in Scotland. Among them, the asylum and refugee population continue to be largely invisible in the service delivery in Glasgow, which has been the only dispersal area in Scotland since 1999. Remarkably little research has been carried out on the UK Chinese migrant community in the literature, and this study proposed to fill the gap of finding out the wellbeing of this population. The researcher investigated the factors contributing to the wellbeing of twenty-five Chinese migrants, who are either asylum seekers or refugees in Glasgow as the first stage of a wellbeing study, adopting the concepts from the Wellbeing in Developing Countries framework (White, 2008). The Indicators of Integration (Strang & Ager 2008) and the Social Capital Theory (Putnam 1995) were used as reference points to explore the understanding of well-being and social connections. Semi-structured interviews were conducted to find out the core constructs of wellbeing from the Chinese peoples perspectives and thematic analysis was used in data analysis. The top five themes that emerged were childrens education, employment and financial independence, health care, freedom of speech and association, and support from own ethnic group.


1999 ◽  
Vol 35 ◽  
pp. S100
Author(s):  
A. Deighton ◽  
E.A. Winfield ◽  
K. Venables ◽  
E.G.A. Aird ◽  
P.J. Hoskin

Author(s):  
Giuliano Augusti ◽  
Sebastião Feyo de Azevedo

“General” and “field-specific” Quality Assurance procedures, although sharing many “technical” instruments (self evaluation reports, peer reviews, benchmarks vs. reference points, etc.), have different directions. The motivations behind “field-specific” initiatives are critically presented in this paper. They are strictly correlated with Qualification Frameworks that, while preserving the autonomy of higher education institutions in defining their teaching offers, define common and transparent employability objectives for the benefit of students, graduates and all other stakeholders. However, “while learning outcomes have been generically defined for the degree structure”, it is now necessary “to further develop descriptors for subject specific knowledge, skills and competences. ... leaving still plenty of freedom for programme diversity.” (Bologna Process, 2009a). Qualification Frameworks and field-specific Quality Assurance lead naturally to “pre-professional accreditation” that can be given an international value by “European Quality Labels”.


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