1. Context
Girne American University Canterbury is an overseas campus of GAU Cyprus, and runs a limited number of programmes for students from the main Cyprus campus to take as part of their semester or year abroad under Study Abroad Programme. GAUC is not a degree-awarding institution, and threshold academic standards for the courses taught in Canterbury are set by GAU Cyprus, in conformity with the requirements of the Turkish Higher Education Council (Yükseköğretim Kurulu/YÖK) and YODAK (The Higher Education Planning, evaluation, Accreditation and Coordination Council in TRNC). The qualifications awarded by GAU Cyprus are recognised by UK NARIC.

GAUC`s degree programmes under the Study Abroad Programme scheme are accredited by BAC in the UK.

As an educational establishment operating within the British Higher Education sector, in addition to maintaining the threshold standards set by external agencies GAUC is committed to meeting the expectations of quality established by external quality drivers such as the QAA, by providing a quality learning experience for its students, enhancing student engagement and participation, and ensuring fair access to learning opportunities. The GAUC quality strategy is based on internal mechanisms and systems designed to optimise and enhance the effectiveness of learning opportunities. On the one hand, these systems are intended to fulfil a quality assurance role, in terms of safeguarding standards on behalf of students and public; at the same time, the operation of these systems and the intelligence gathered thereby is intended to contribute to a process of quality enhancement embedded in a culture of monitoring, reflection, and continuous learning and improvement at the institutional level.

2. Quality Assurance Framework key components
The key components of GAUC quality assurance framework are encapsulated in the following policy and procedure documents:

  • Teaching and Learning Strategy
  • Assessment Strategy
  • External Examiner Policies and Procedures
  • Student Engagement Policy
  • Disability Strategy
  • Diversity and Equal Opportunities Policy
  • Complaints Policy and Procedures for Students
  • Student Induction Procedure
  • Staff Development Policy
  • Performance Management Policy and Procedures

Implementation of each of these strategies and procedures generates its own processes, documentation, intelligence, and opportunities for reflection and review.  These are mapped out in the accompanying tables, and discussed under their thematic headings.

3. Quality Enhancement Aims
GAUC's quality enhancement strategy aims to embed continuous improvement tools into all its quality processes and, more generally, into its learning and teaching strategies and professional services, by:

  • Making better and more systematic use of the management information it gathers from external examiners, advisers, student feedback and internal review processes
  • Identifying and benchmarking best practice, through engagement with external sources of information and professional advice such as SEDA, the Higher Education Academy, the UK Professional Standards Framework, and the QAA
  • Developing baseline and enhanced performance indicators to monitor and measure quality improvement
  • Fostering a reflective quality culture amongst students and staff in the pursuit of excellence

4. Quality Systems by Thematic Area

4.1 Teaching, Learning and Assessment
Currently three programmes, Business, Architecture and English Foundation are moderated. The Examination Board convenes once a year, to review assessment-related processes. The Annual Teaching, Learning & Assessment Review is undertaken once a year, normally at the end of the academic year, after the Examination Board meeting. The key aims, indicators and responsibilities for both are set out in the table overleaf.

Core roles
Course lecturers have a critical role in monitoring the effectiveness of teaching, learning and assessment activities at an every day and informal level and, at the formal level, in compiling the course monitoring report for consideration at the Examination Board

The Internal Moderators (one for English and one for Business and Management) are responsible for ensuring that the assessment process is fair and reliable, and that assessment criteria have been applied consistently. The Internal Moderator reviews all course outlines and all assessed work , and reports back to the lecturer using a standard format, which includes recommendation for remedial action where appropriate. The Internal Moderator reads the end-of-course Review Report for each Course, and produces a short report summarising key trends and issues, and recommended action, for the Annual Review of Teaching, Learning & Assessment.

The External Examiner is responsible for reporting on the consistency of Canterbury's academic standards with the programmes and threshold academic requirements set by GAU Cyprus, the rigour and equity of assessment processes, the equity of treatment for students, and compliance with GAUC 's assessment regulations. The External Examiner is also able to evaluate GAUC practice in comparison with other institutions, offering a valuable opportunity for external benchmarking, After each Examination Board, the Examiner provides a report on each part of the assessment process (using a standard format), which evaluates effectiveness, and recommends remedial action where appropriate.

4.1.1 Exam Board
Examination Board convenes annually to review the information and reports compiled by the Course Lecturer, Internal Moderator, and External Examiner. The Board monitors and compares student achievement against the threshold academic standards, using the GAU system to analyse trends in mark and grades distribution over time, including comparisons with previous cohorts of students. The Board formally endorses the transcripts showing each individual student's marks, before they are despatched to GAU Cyprus, and considers anomalies and trends thrown up by the Course Marks Record Form and Programme Tracking Form.







Monitor and compare student achievement against threshold academic standards


Evaluate trends in marks and grade distributions


Identify issues for student development, achievement & engagement

Course Marks Record Forms (showing grades/marks for all assessed work, with standard deviation, completion and retention rates)

Programme Tracking Form (showing marks/grade, mean and standard variation over time and across all courses)

Internal Moderator reports

External Examiner reports

GAUC Chief Executive Provost
Chief Examiner
External Examiner
Internal Moderators
Heads Of Department
Examinations Administrator

Minutes of Examination Board

Formally adopted records of student achievement (transcripts and course records) for despatch to GAU Cyprus

Recommendations and Action Points for Annual Review of Teaching, Learning & Assessment

Formally adopted External Examiner Reports

Minutes recorder


Administrative Support officer






Administrative Support officer

Endorse student transcripts for despatch to GAU Cyprus

Individual student transcripts







Identify key and recurring issues affecting quality of learning experience and student development & achievement

Identify areas of good practice in teaching and assessment practice, and student engagement

Evaluate GAUC performance against externally benchmarked best practice

Consider rooming, resource and other issues raised by staff and students

Course monitoring reports
Teaching evaluations (feedback from peer review)
Student evaluations
Student attendance records
Course mark records & completion rates
Second marker/internal moderator comments
External Examiner reports
Action Points from Annual Examination Board meeting

All Course Lecturers
Chief Executive
Programme Internal Moderators
Department Heads
Administrative Support Officer
Student Representative
Minutes Recorder



Action Plans

Minutes recorder/Administrative Support Officer


Recommendations from the Examination Boards are fed through for consideration at the Annual Teaching, Learning & Assessment Review

4.1.2 Annual Review of Teaching, Learning & Assessment
The following issues will be considered at Annual Review:

  • Key or recurrent issues from individual Course Monitoring reports
  • Aggregated results from student feedback forms completed during the year
  • Matters raised in the External Examiners' Reports and associated assessment grades analysis
  • Completion rates
  • Any other issues which staff wish to raise.

Action planning will include identification of

  • Good practice, innovations, and achievements which should be built on and more widely adopted
  • Issues beyond staff control which have affected their work and which require resolution
  • Short term actions (what action to be taken by whom and when)
  • Resource availability issues
  • Current or future developments, at GAU or in the external environment, which may affect future teaching and learning in the longer term, and which may require longer term actions to be taken.

4.1.3 Quality Enhancement – Periodic Review of Teaching, Learning & Assessment
The periodic review of the Teaching, Learning and Assessment Strategy is designed to ensure:

  • The continued appropriateness of the learning and teaching strategy and assessment strategy
  • Student engagement and success
  • The effectiveness of quality assurance and enhancement processes

Review preparation will take into account:

  • Current student consultation
  • Minutes of Examination Boards and Annual Review of Teaching and Learning, and subsequent actions
  • Course records and monitoring reports (including External Examiner comment, student feedback and an analysis of student achievement data, including student recruitment and attainment)
  • Feedback from graduates and former students (gathered via GAU Cyprus)

Periodic Review will take place at least every four years.

4.2 Student Development and Engagement

The QAA Quality Codes emphasise the importance of making students active partners in their own educational process, in order to enable them to develop as reflective, independent learners, with the capacity for making choices, and for analytical, critical and creative thinking. Developing these capacities in all our students requires us to take steps to promote student engagement at every level – not only through teaching, learning and assessment activities, but also through involvement in wider quality assurance and quality enhancement systems; and to have in place active and robust procedures to ensure that all our students have an equal chance to benefit from the opportunities available, regardless of background, gender, or disability. GAUC has an active Diversity & Equal Opportunities Procedure and Disability Strategy in place to address these issues.

GAUC faces particular challenges in creating a culture of active engagement and development amongst its students. Students are here for a relatively short time, in the space of which, as international students, they are required to adapt rather quickly to life and studies in a new country. Lack of long-term continuity in the student body poses particular issues for building the willingness, confidence and capacity, amongst each successive cohort, to take on the role of student representatives, and to participate in quality systems. The Student Induction Procedure has a particularly important role to play in easing the transition process for students arriving at GAUC, and in enabling and promoting student engagement (see section 4.3 of this document).

4.2.1 Student Development: Quality Assurance Mechanisms
The main plank of GAUC's approach to student development is the effective monitoring of individual student progress, linked with early effective intervention as required. The key components to this strategy comprise:

  • Rigorous monitoring of course attendance and absence (see Student Absence Policy and Procedures)
  • Monitoring academic progress through timely schedule of formative assessment (see Assessment Strategy)
  • Provision of special arrangements for students with learning difficulties and/or other disabilities (see Disability Strategy)

Core roles
Lecturers ensure that attendance records are completed for each session and passed each week to the Attendance Officer. They review student progress via their formative assessment strategy, and provide timely and constructive feedback on all draft and formal assessed work, keeping students informed of their progress and the steps they need to take to improve their performance. Lecturers identify at an early stage any students who are struggling to keep up with their work at the individual course level, work with them on an individual basis to identify problems, and refer them to appropriate staff for further support (e.g. in study skills, English etc)

Personal Advisors (PA) monitor the student's progress across all his/her courses, and help the student to take any appropriate action in conjunction with Course Lecturers, and any other appropriate staff member. The PA provides general support and encouragement in relation to the student's learning plans and general academic progress, and assists in the identification and resolution of any personal or emotional issues which are affecting the student's learning, including referral as appropriate to the University's Student Support Officers team.

The Internal Moderator ensures that the assessment process is fair and reliable, and that assessment criteria have been applied consistently. The implications of any diversity, equal opportunities or disability issues for academic outcomes will be summarised by the Internal Moderator for reflection and review at the Examination Board and Annual Review of Teaching and Learning.

4.2.2 Student Engagement: Quality Assurance Mechanisms
Considerable importance is attached to ensuring that student views are made known to all staff about all aspects of their studies, and timely corrective action taken by staff where appropriate. With the current small student numbers, there are plenty of opportunities for students to raise informally, with any staff member, any matter which is giving them concern. In addition, formal systems, essential for ensuring representation of all student views, include the following: Course Feedback
All Lecturers are expected to receive ongoing informal feedback from students about all aspects of Course learning and Assessment, and to respond as appropriate. Formal end-of-course evaluation takes the following format.

  • At one of the sessions in the last teaching week, each Lecturer provides each student with a standard Evaluation Questionnaire, withdraws while these are completed, and then allocates a student to collect them all up, and take them to Reception, where they will be collected by the Administrative Support Officer for aggregation. They are then given to the Lecturer to use for his/her end-of-course evaluation, and for the Annual Review of Teaching and Learning. 
  • At the same or another session in the last teaching week, the Lecturer asks the students to complete individually a simple form outlining three aspects of the Course each student has enjoyed, and three aspects where changes might be useful. These views are then collected up and used as in I above.

 OR  (depending on the Lecturer's preference)

With the Lecturer absent, the students discuss their evaluations, and nominate a student to summarise the key points on a white board or flipchart. The Lecturer returns to receive and discuss these representations, and then uses them for his/her end-of-course evaluation. This process ensures that points particularly important to the students are discussed, and then considered for action by the Lecturer during the end-of-course Review, and the Annual Review of Teaching, Learning & Assessment. General Student Representation and Participation
The Student Officer ensures that a student representative is elected each semester from each of the (current) three Programme Areas: English, Business and Management and Architectural Design. These representatives:

  • Attend the Annual Review of Teaching, Learning & Assessment and Annual Institutional Review Meetings, to express the student view
  • Attend at least one staff meeting per semester to put forward their views on any aspect of the academic and social programme in GAUC.
  • Attend the quarterly meetings of the Health & Safety Committee
  • Hold Student Council meetings each Semester, to be attended by all students, with help from the Student Officer to advertise and attend the meetings, prepare an agenda, and record decisions. Here, students will be encouraged to identify and organise informal extra-curricula activities of all kinds, and raise any matters of concern (apart from individual course-related issues). At the end of each Semester, an evaluation meeting will be held to evaluate the whole student experience for that Semester (apart from academic course-related issues), and thus provide feedback for all staff.
  • May ask at any time for a meeting with any staff members to discuss any matters of concern (apart from individual course-related issues).

GAUC ensures that students are informed about, and have access to, fair and transparent Complaints and Appeals Procedures, in conformity with QAA quality standards.

4.2.3 Enhancing Quality with regard to Student Engagement and Development
Indicators of student engagement and development are considered at Examination Board and Annual Review of Teaching, Learning & Assessment, in the form of

  • Student feedback
  • Student attendance records
  • Student mark sheets & completion rates
  • Internal moderator report
  • Report of external examiner

Further indicators are to be found in:

  • Minutes of Student Council and Action Points arising therefrom
  • Records of Student Experience Evaluation Meeting (held each Semester)
  • Student evaluations of Induction Experience (see below).

Reflection on student engagement and development quality issues will form part of the annual Institutional Review (see section 4.5, below) and Teaching, Learning & Assessment Review. Periodic Institutional Review (held at least every four years) and Periodic Review of Teaching, Learning & Assessment will consider the continued appropriateness of relevant policies and procedures (Student Engagement Policy, Disability Strategy, Diversity and Equal Opportunities Policy, Complaints Policy and Procedures for Students, Student Induction Procedure) and revise as necessary.

Academic and support staff play a critical role in enabling student development and engagement, and specialist skills and knowledge of evolving best practice in this area need to be continuously updated. Planning for the professional development of GAUC staff will, within resource constraints, take account of the need for academic and support staff to develop the skills required to support student development and engagement.

GAUC's quality enhancement strategy will seek to benchmark student engagement and development strategies across teaching/learning and quality platforms to external guidelines on best practice (e.g. NUS guidelines on rewards and accreditation for student representatives , introduction of Personal Development Planning for students , UK Professional Standards Framework on teaching and learning support ).

4.3 Recruitment, Admission and Induction

The UK Quality Code expectation for recruitment, admission and induction is that policies and procedures should be fair, transparent, reliable, valid, and inclusive, and should be underpinned by appropriate organisational structures and processes. GAUC currently recruits from GAU Cyprus students, who have been recruited according to GAU selection criteria, and who opt to study in Canterbury for a semester or year abroad. Recruitment of students for study at GAUC is based on establishing the capacity of students to benefit from the opportunities offered by the Canterbury campus.

The GAUC Admissions Officer and team are responsible for ensuring the overall effectiveness of the admissions, enrolment and induction process at the Canterbury campus.

4.3.1 Information Provision
Full and up-to-date information about all Programmes and Courses available at the Canterbury campus (including entry requirements, assessment, opportunities for further progression, and visa requirements) is available on the GAUC website, and in addition is provided on request either electronically or through paper copies by Admissions Staff. These staff members also discuss initial enquiries, received electronically, by telephone, or in writing, with prospective applicants. All Programme and Course information explains how to contact the appropriate Canterbury Campus staff members to discuss (electronically or by telephone) any queries about any aspect of GAUC operations, and to arrange visits to meet relevant staff.
Responsibility for maintaining comprehensive and up-to-date information on the GAUC website, intranet, Student Handbook and Staff Handbook lies with Chief Executive.

4.3.2 Student suitability for Courses
Applicant suitability for each desired Course is assessed before acceptance through:

  • Scrutinising transcripts of GAU records for existing GAU students which demonstrate that the applicant meets the required level of Grade averages, and English levels, along with the required personal statement. All other students must submit evidence of English competence to the required level, records of required qualifications, and a personal statement.
  • The results of personal interviews held with Officers in the International Office at the Cyprus campus for GAU students, and for some non-GAU students, through educational recruitment agencies; the use of the latter is expanding.

4.3.3 Arrival and Induction Arrangements
The Induction Process plays a critical role in easing the transition to studying at GAUC, introducing students to the demands and opportunities of the University, and helping students establish themselves as part of the student community. The Student Induction Procedure has been developed to ensure a smooth process that contributes to the quality of the student experience, enables each student to have an equal opportunity to succeed, and engages them from the start in taking responsibility for developing their academic, personal and professional potential, in partnership with the staff at GAUC.

Once accepted, each student is provided before arrival with electronic copies of a handbook providing general information and advice about studying in the UK, and specific information about GAUC expectations and requirements. Paper copies of these are provided on arrival.

On arrival, as part of the formal Induction Process, the Admission Officer is responsible for ensuring that the documentation is checked and discussed with each student to ensure that s/he is enrolled on the appropriate courses. If Admissions staff or students identify problems about the suitability of the study programme set for each student, discussion between the GAUC Officer and Student and reallocation as appropriate would be expected to resolve the problem. If disagreement persists, then the Chief Executive's decision is sought.

 The English and Study Skills Department staff carries out an initial assessment to:

  • determine the level and type of English courses required by each student, and 
  • help the student identify an individual independent  learning plan based on  his/her previous learning experience (using a learning styles and preferences inventory) and aspirations for the future.

These individual learning profiles are shared with Course Lecturers and Personal Advisors to aid the provision of differentiated learning (see Teaching and Learning Strategy). Each Course Lecturer is responsible for identifying the previous learning and assessed work experiences of each student relevant to the particular Course as part of the Course Introductory session. These are then used to design appropriate learning plans in discussion with the Course Lecturers and the Personal Advisor (all students are allocated a Personal Advisor on arrival). 

4.3.4 Course Enrolment
Once a student has enrolled on a course, if a student or staff member wishes to query the student's suitability for a particular course, the matter will be discussed initially between

  • the student and the Course Lecturer, a suggested outcome identified, and then discussed with
  • the Admissions Officer, who takes, and records, appropriate action.  If either a staff member or student is unsatisfied with, or uncertain about, this resolution of the problem, the issue will be taken for further consideration to the
  • Chief Executive. If the student finds this resolution unacceptable, the formal Appeals  Procedure will be invoked. 

4.3.5 Recruitment, Admission and Induction: Quality Assurance Mechanisms
The appropriateness of GAUC selection and recruitment procedures is reflected in the indicators for teaching, learning and assessment, and student development and engagement, outlined above, and reviewed at Examination Boards, and Annual and Periodic Teaching, Learning & Assessment and Institutional Reviews.

Formal evaluation of the enrolment and induction process is carried out as follows:

  • By the Admissions Officer and his/her team four weeks after the beginning of each Semester, and at a suitable interval after the beginning of any shorter study programme
  • As part of the formal Review of the Induction Programme, an evaluation event at which student feedback is sought.

The following will be tabled for consideration at the Annual Institutional Review:

  • The Admission Officer's Report on the process of recruitment, admission and induction for the current year
  • The CEO's review of the information provided on the University's website, intranet and student handbook, ensuring that it is accurate, comprehensive, and current, and meets the QAA expectation of providing students, potential students and the general public with information that is accessible, trustworthy, and fit for purpose.

Action Points arising from the above will form part of an Action Plan for implementation in the relevant academic, administrative and support departments.

4.3.6 Enhancing the Quality of Recruitment, Admission and Induction Processes
Recruitment, Admission and Induction Processes require effective coordination and communication across a range of functions within GAUC and between GAU Cyprus and the Canterbury campus. Reflection on the process year on year, and on the Action Points emerging from the Annual Institutional Review, will focus on the efficiency and timeliness of communication, and identify bottlenecks, taking account of student evaluations of the process. The Periodic Institutional Review will establish indicators and performance targets for the strategic enhancement of quality in the processes, and will revise the Student Induction Procedure and GAUC information and communication strategies as necessary.

As more use is made of international recruitment agencies, it will be necessary to develop robust due diligence and risk assessment processes, and to benchmark GAUC quality processes against external guidelines, such as the QAA's guidance on international students.

4.4 Staff Development and Performance Management
Staff members are the most important resource of the University. Considerable emphasis is placed on ensuring that all staff members are equipped with the appropriate skills, knowledge and competencies to enable them to carry out their current work activities to the highest possible standards, and to progress in their chosen career paths both at this University and elsewhere.

4.4.1 Quality Assurance Mechanisms
A number of procedures are in place to support GAUC staff in ensuring quality standards in the performance of their work, and identifying staff development and training needs:

  • Annual Performance Appraisal (formal) (see Performance Management Policy and Procedure)
  • Peer Review (teaching observation, mentoring)
  • Formal and informal student feedback
  • Internal Moderation and External Examiner Reports
  • On-going self-assessment – staff members are expected to identify gaps in their knowledge, competencies and experience in both scholarly and pedagogic areas

4.4.2 Quality Enhancement Strategy
Within the constraints of resource availability, GAUC will monitor and support staff development in the following ways:

  • Making time available for scholarly activity
  • Making opportunities available for external and professional training and accreditation (e.g. via SEDA and the Higher Education Academy)
  • Encouraging and making resources available for conference attendance
  • Encouraging staff to fulfil the role of External Examiner at other HEIs and gain other markers of external esteem

Indicators and targets for the strategic enhancement of staff development and performance management quality will be established and reviewed at the Periodic Institutional Review, and the Staff Development Policy revised as necessary.

4.5 Institutional Learning from Quality Processes
Institutional learning, defined by the QAA as 'the ways in which an institution makes systematic use of management information', is a critical factor in the maintenance of quality standards, and a pre-requisite for quality enhancement. Management information may be derived from a variety of sources, including reports from external examiners and external advisers, from current and former students, and from internal processes and reviews. Learning the lessons of good (and less successful) practice requires rigorous monitoring and documentation processes, efficient and effective communication and dissemination, time and space for honest critical reflection, and a robust implementation strategy, in which roles, responsibilities and time frames are clearly defined.

Whilst annual review processes monitor the operational effectiveness of procedures and systems, periodic institutional review (at least every four years) provides the opportunity for critical strategic reflection and evaluation of progress over time.

Strategic objectives and the resources available to meet them are set by GAU Cyprus.

4.5.1 Annual Institutional Review
The key aims, indicators and responsibilities for the Annual Institutional Review is set out in the table overleaf. The Annual Reviews provide the opportunity to:

  • Monitor the operational efficiency and effectiveness of GAUC systems
  • Respond to operational issues by creating Action Plans
  • Review the implementation of Action Plans year on year and assess their effectiveness
  • Establish baseline data for assessing progress at Periodic Review

4.5.2 Periodic Institutional Reviews
The Periodic Reviews, held at least every four years, provide the opportunity to:

  • Evaluate progress, based on the indicators established and the intelligence gathered in the course of the Annual Reviews
  • Revise procedures and policy documents in the light of changes in the external environment and evolving guidelines and benchmarked best practice.  
  • Make strategic recommendations to GAU Cyprus.






Teaching, Learning & Assessment

Teaching & Learning Strategy
Assessment Strategy
External Examiner Policies & Procedures
Grading Policy & Procedure
Assessed Work Plagiarism

Minutes and Action Plans from Annual Review of Teaching, Learning & Assessment


Student Development & Engagement

Teaching & Learning Strategy
Assessment Strategy
Student Engagement Policy
Student Absence Policy & Procedure
Disability Strategy
Diversity & Equal Opportunity Strategy
Complaints Policy & Procedure for Students
Student Induction Procedure

Absence records (Student Absence Report Forms)
Participation grades
Record of any complaints filed
Student course evaluations
Comments from Student Council/student representatives
External Examiner Reports
Internal Moderator Reports


Recruitment, Admission & Induction

Student Induction Procedure
Student Engagement Policy
Disability Strategy
Diversity & Equal Opportunity Strategy
Student Handbook

Admission Officer evaluation of enrolment & induction process
Student feedback on Induction
Comments from Student Council/student representatives

Admissions Officer

Human Resources

Staff Development Policy
Performance Management Policy & Procedure
Disability Strategy
Diversity & Equal Opportunity Strategy
Disciplinary & Grievance Procedures

Annual Performance Appraisal forms
Completed peer review forms
Student feedback
Internal Moderation and External Examiner Reports
Statistics on disciplinary, grievance and complaints procedures

CEO & Personnel Officer

Health & Safety

Health & Safety Policy & Procedures
Disability Strategy
Diversity & Equal Opportunity Strategy

Accident & Incident log book
Fire drill log book
Student Counsellor Report
Student support officer report
Minutes of quarterly Health & Safety Cttee Meetings

Health & Safety Officer

Information & Communication

Document Management Procedure & Dissemination Strategy
Student Induction Policy
Student Engagement Policy
GAUC website & Intranet
Student Handbook

Admission Officer evaluation of enrolment & induction process
Student feedback on Induction
Comments from Student Council/student reps
Website, intranet and student handbook evaluation


All matters concerning Programme Monitoring, Review, and Revalidation take place in Cyprus and do not come under GAUC quality systems

In GAUC nomenclature, 'Course' refers to a self-contained unit of study within a wider Programme of study.

Once student numbers increase, the Internal Moderator will review a sample of the assessed work

UK Quality Code for Higher Education Chapter B3: Learning and Teaching QAA 2012

UK Quality Code for Higher Education Chapter B9: Academic Appeals and Student Complaints QAA 2013

UK Quality Code for Higher Education Chapter B4: Enabling student development and achievement QAA 2013




UK Quality Code for Higher Education Chapter B2: Recruitment, selection and admission to higher education QAA 2013

UK Quality Code for Higher Education Chapter B4: Enabling student development and achievement QAA 2013

UK Quality Code for Higher Education Part C: Information about higher education provision QAA 2012

International students studying in the UK – Guidance for UK higher education providers. QAA January 2012

QAA Handbook for Institutional audit: England and Northern Ireland 2009