Ways in which policy is implemented, monitored and revised

School activities are based on the Academic and Financial Strategy Framework (AFSF) and implementation plan defined as part of the Schools 3 year strategic review cycle. The AFSF details strategy and defines organisational performance objectives and targets, associated with three main areas of the University’s strategy: Excellence in Education, World Changing Research and Global Reach. Various data, including external benchmarking is provided by the University and School to inform strategy.

As detailed previously, committees and their associated functional teams are the responsible units for implementing, monitoring and revising the components and activities of the quality policy for School activities, overseen by the School Management Team. All School staff have a thorough induction process that covers critical aspects of quality assurance and standards, including signposting and training for the University and School Standards, and ‘walking through’ School Procedures by relevant Divisional, Sub-Deans and

functional team heads. These activities are supplemented by information charts and flow diagrams that document the Standards and Procedures and which are located on the School’s Workspace intranet site. Clear communication of our strategy for quality and updating of our progress is achieved via standing reports to the monthly Staff Meeting from various Functional and Divisional Heads and the Sub-Deans for Teaching Learning and Assessment, Research, Postgraduates, Admissions, and Extra Mural Studies.

University and external bodies are involved in holistic quality control of teaching and research. The University conducts a School Teaching and Learning Review involving a range of internal and external inputs at least once every five years for each School. This systematically checks on Schools’ level of understanding and compliance with the Quality Manual and is a process which includes strong student participation. Furthermore the University Executive Board initiates a number of quality related cross-University reviews on an ongoing basis to address specific issues – as part of these reviews the School is required to provide commentary on quality-related activities (e.g. a 2014 review of the overall student experience).

External quality reviews are also undertaken by the RCVS, EAEVE, Quality Assurance Agency and Research Assessment Exercise.

At School level, annual performance monitoring against the AFSF is undertaken by the University and results in formal review against university-wide performance measures associated with National Student Survey (NSS) overall satisfaction, undergraduate entry tariff score, actual vs. budget contribution, research income per staff pay and staff / student ratios. This review also evaluates the execution of the implementation plan developed to realise the Schools strategy.

Policy monitoring at School level is an ongoing activity that results in a continuous appraisal of the effectiveness of the quality policy, through ongoing evaluation of its component quality related procedures and processes. Data provision for ongoing and specific policy monitoring interventions (e.g. when a review of a certain procedure is specifically identified as being required) is provided by functional support teams or other individuals responsible for the activities as appropriate, and may include datasets provided by the University or from University systems such as the Management Information hub (which centralises various data including student numbers, applications, awards, and research funding).

Revision of the quality management policy at University level is a responsibility of University Committees – the School is able to feedback through Faculty Committees to relevant Committees and directly to responsible Professional Services Units through their ongoing feedback and review consultations (e.g. the Academic Services Division, who have

a responsibility for teaching and learning governance, frequently consult all Schools for feedback on proposed changes in the Quality Manual).

Revision of the School quality policy and component standards, procedures and goals is undertaken by Committees and the School Management Team, based on ongoing monitoring. Periodically, Management Team or the Dean may also instigate a change or review of an aspect or procedure if it is believed that there is room for improvement (e.g. 2014 review of research laboratory support).

Exemplary School quality management systems associated with education include procedures associated with recruitment and admissions, curriculum and teaching development, module management and review mechanisms, assessment (from blue printing, results analysis and feedback), and student support. These systems all normally employ Deming's management system model of plan-do-check-act (PDCA). In relation to research we believe there are particularly good systems associated with grant and ethical review, and research mentoring.

The veterinary profession and wider public are involved in the quality management system of the School on a number of levels:

• Members of the veterinary profession and public are members of the Admissions Committee

• Veterinary professionals undertake admissions assessments for undergraduate students

• Appropriately qualified and briefed veterinary professionals and other individuals deliver elements of teaching in the undergraduate programme

• Members of the veterinary profession and academics act as External Examiners on both the 5 and 6 year programme

• Members of the veterinary profession (and farming and other animal-related industries) supervise students on EMS placements and provide feedback about the School’s processes and individual students

Staff of the School are members of various regional, national and international professional bodies and associations and thus are able to develop working relationships with a variety of veterinary professionals ensuring that external views are adequately represented within the School. Two members of staff are members of the Council of Royal College of Veterinary Surgeons with other staff having a presence on other RCVS Committees (e.g. Primary Qualifications, EMS). The School founded the Council of UK veterinary Schools, which was established to share best practice and address common issues. In addition lay members are involved in the management of campus and University (e.g. as members of the Campus Ethics Committee, University Senate etc).