The work of the Quality Assurance team encompasses all of the key institutional and local-level quality and standards activities.

As part of its activities, the Quality Assurance team supports academic staff in all faculties to enhance the quality of learning and teaching. The Quality Leads and Quality Officers work in partnership with academic and professional services staff across the university to develop, approve, and enhance modules and programmes as well as maintaining academic standards across the university's awards.

  • Quality Assurance Documents - find links to documents that describe the role and function of university committees and key staff in procedures for managing and enhancing academic quality.
  • Modules - find out how to propose a new module; review and make changes to an existing module, or discontinue a module.
  • Programmes - find out how to propose and develop a new programme of study; how to secure approval to run it, and how to review and make changes to an existing programme, or to discontinue.
  • Partnerships - The university has close ties with a wide range of UK and international partners. Find out how to set up a new partnership and how existing partnerships are reviewed.
  • External Examining and Standards - Whether you wish to appoint an External Examiner, or you are an External Examiner overseeing our programmes, or you just want to discover how the system works, you can find all of the information you need on this page. Staff can also find out how Subject Assessment Panels, and Progression and Awards Boards aim to assure degree award standards.

The UK Standing Committee for Quality Assessment expects Higher Education providers in England and Wales to publish a degree outcomes statement. The University of Greenwich's Degree Outcomes Statement is agreed with the Principals of the University's partner colleges, considered by Academic Council, and approved by the Governing Body. It is anticipated that the statement will be updated annually.

The statement sets out the institutional degree classification profile over the past five years. It considers how assessment and marking practices and governance structures assure the standard of degrees; how the degree algorithm has changed; how learning and teaching enhancements can account for improved attainment; risks and challenges that have been identified and how these have been managed.