Dr David Bozward

Tag: mentoring

  • Improving Quality Systems in University–Subcontractual Provider Relationships

    Improving Quality Systems in University–Subcontractual Provider Relationships

    Effective quality management in higher education is increasingly complex when universities work with subcontractual or partner providers. Ensuring consistency, compliance, and continuous improvement across multiple delivery sites requires robust systems that balance accountability with enhancement. Traditional quality control and assurance processes must evolve into dynamic frameworks that embed shared responsibility, data-driven oversight, and collaborative development. This review outlines practical strategies to strengthen institutional quality systems, drawing on UK QAA standards, the PDCA improvement model, and Total Quality Management principles. It highlights how universities can maintain academic integrity, enhance student outcomes, and build sustainable partnerships through structured subcontractual oversight.

    1. Strengthen Governance and Oversight Structures

    1.1. Establish a Unified Partnership Quality Framework

    Develop a Partnership Quality Framework that clearly defines:

    • Roles and responsibilities of both the university and subcontractual provider.
    • Reporting lines to central academic quality and registry functions.
    • Minimum academic, operational, and compliance standards aligned with the UK Quality Code.

    This framework should integrate QA (process assurance) and QE (continuous improvement) mechanisms to ensure all partners meet equivalent standards to on-campus delivery.

    1.2. Introduce a Partnership Oversight Board

    Create a Subcontractual Oversight Board reporting to the Academic Board or Senate, responsible for:

    • Reviewing academic performance metrics across providers.
    • Approving new partnerships and dynamically monitoring risks.
    • Overseeing annual self-evaluations, site visits, and re-approval cycles.

    The board should include representation from academic quality, registry, finance, compliance, and student experience, ensuring a holistic governance approach.

    2. Embed the PDCA (Plan–Do–Check–Act) Cycle in Partnership Management

    2.1. Plan

    • Co-develop Programme Delivery Plans with each provider, specifying staffing, learning resources, assessment timelines, and student support.
    • Ensure alignment with Subject Benchmark Statements and the Framework for Higher Education Qualifications (FHEQ).

    2.2. Do

    • Deliver teaching and learning using approved teaching staff and validated module specifications, which detail session learning outcomes.
    • Require staff induction into the university’s academic policies, assessment regulations, and pedagogic philosophy.

    2.3. Check

    • Conduct joint moderation of assessments and external examiner reviews.
    • Implement mid-academic year quality reviews using student session attendance, module performance, retention, and satisfaction data.
    • Use risk-based audits for providers showing volatility in outcomes.

    2.4. Act

    • Require Corrective Action Plans (CAPs) for underperforming areas.
    • Integrate lessons learned into the Annual Programme Monitoring (APM) process.
    • Share improvement outcomes across the provider network for collective learning.

    3. Enhance Data-Driven Quality Control and Benchmarking

    3.1. Develop a Partnership Data Dashboard

    Create a real-time data dashboard tracking:

    • Student enrolment and retention rates.
    • Session Attendance and Engagement.
    • Assessment completion and grade distribution.
    • Module feedback from Students.
    • External examiner feedback and academic misconduct cases.
    • Continuation and Completion rates.
    • NSS-equivalent satisfaction scores.

    This evidence-based approach supports proactive quality interventions and transparent accountability.

    3.2. Implement Cross-Provider Benchmarking

    Benchmark subcontractual providers against:

    • Internal university programmes.
    • External sector norms (using data such as HESA, TEF outcomes, or Graduate Outcomes Survey).
    • Comparable franchise or validation partners.

    Use this benchmarking to drive competitive quality improvement and share best practice across providers and sites.

    4. Reinforce Quality Assurance through Continuous Professional Development (CPD)

    4.1. Standardise Staff Development

    Mandate joint staff development programmes for university and subcontractual teaching staff:

    • Annual Teaching and Assessment Symposium to share best practices.
    • Digital pedagogy and student engagement workshops.
    • Support for HEA Fellowship or equivalent professional recognition.

    4.2. Peer Review and Mentoring

    Implement peer observation schemes that cross partner boundaries:

    • University academics mentor subcontractual teaching staff.
    • Reciprocal classroom visits and reflection sessions.

    This approach transforms quality assurance from a compliance mechanism into a shared culture of learning, reflection, and continuous improvement, fostering trust, capability, and consistency across the entire partnership network.

    5. Strengthen Quality Enhancement through Student Partnership

    5.1. Student Voice Integration

    Ensure student representation from each subcontractual provider within the university’s:

    • Academic Board or Learning & Teaching Committee.
    • Programme review and revalidation panels.
    • Student experience forums.

    Establish consistent mechanisms for module feedback, focus groups, and student–staff liaison committees across all partners and sites, with standardised templates and analysis which drive the data dashboard.

    5.2. Feedback-to-Action Transparency

    Create a monthly Student Feedback Impact Report for each provider that shows:

    • Key issues raised.
    • Actions taken and responsible parties.
    • Timelines and measurable outcomes.

    This demonstrates responsiveness and supports a culture of continuous enhancement.

    6. Institutionalise Total Quality Management (TQM) Principles

    6.1. Develop a Culture of Shared Responsibility

    Move beyond compliance by embedding TQM principles:

    • Leadership commitment to shared goals.
    • Stakeholder-driven quality (students, employers, staff).
    • Continuous improvement mindset.

    Encourage providers to see quality as everyone’s responsibility, not merely the QA office’s function.

    6.2. Establish Continuous Improvement Reviews

    Introduce biannual Continuous Improvement Reviews (CIRs) where each provider:

    • Presents progress on academic and operational KPIs.
    • Shares innovations in pedagogy and student support.
    • Reflects on improvement actions implemented since the last review.

    This shifts the focus from inspection to collaboration and learning.

    7. Manage Risk and Compliance Proactively

    7.1. Adopt a Risk-Based Quality Oversight Model

    Categorise providers as Low, Medium, or High Risk based on:

    • Past performance.
    • Staff turnover.
    • Student outcomes.
    • Financial stability.

    Tailor monitoring intensity accordingly:

    • Low risk: light-touch annual review.
    • Medium risk: mid-year check plus full annual review.
    • High risk: enhanced scrutiny, extra visits, and conditional continuation.

    7.2. Maintain Clear Contractual Quality Clauses

    Contracts should specify:

    • Quality expectations linked to QAA and OfS standards.
    • Sanctions for non-compliance or misrepresentation.
    • Obligations for real-time data reporting, assessment moderation, and staff approval.

    Contracts should integrate quality indicators and improvement triggers—making QE a contractual expectation, not an optional enhancement.

    8. Foster Transparency and External Credibility

    8.1. External Examiner Network

    Create a shared pool of external examiners across subcontractual sites to ensure consistency in:

    • Marking and assessment standards.
    • Feedback quality and moderation.
    • Award recommendations.

    8.2. Public Reporting and Communication

    Publish a Partnership Quality Annual Report summarising:

    • Provider performance.
    • Enhancements achieved.
    • Future improvement goals.

    This reinforces institutional transparency and strengthens trust with stakeholders and regulators.

    9. Promote Innovation and Digital Oversight

    9.1. Digital Monitoring Systems

    Use secure digital platforms for:

    • Engagement throughout module teaching.
    • Continuously track student learning development.
    • Online moderation and assessment tracking.
    • Automated alerts for underperformance.

    9.2. AI-Driven Quality Insights

    Apply learning analytics and AI tools to identify early warning signals such as:

    • Declining attendance or engagement.
    • Assessment bottlenecks.
    • Variance in feedback turnaround times.

    Such data-driven intelligence enhances preventive quality management rather than reactive response. All digital platforms should be linked through a central data warehouse or dashboard, enabling the quality team to conduct integrated analyses that combine academic results, engagement data, and feedback insights. This holistic approach strengthens both accountability (through Quality Assurance) and innovation (through Quality Enhancement).

    10. Align Subcontractual Oversight with Institutional Enhancement Strategy

    Finally, integrate subcontractual quality oversight into the university’s broader enhancement agenda, ensuring it supports institutional ambitions in:

    • Teaching excellence (TEF alignment).
    • Graduate employability.
    • International reputation.
    • Inclusive student success.

    When partners are embedded within a shared mission of continuous enhancement, the subcontractual relationship becomes not just a compliance requirement but a collaborative driver of educational excellence.

    ✅ Summary: Key Recommendations

    AreaKey ActionModel Applied
    GovernanceCreate unified Partnership Quality Framework & Oversight BoardQA
    Continuous ImprovementApply PDCA cycle and CAPsQC → QE
    Data & AnalyticsBuild live dashboards and benchmarking systemsData-driven QA
    Staff CapabilityJoint CPD, peer mentoringQE
    Student PartnershipStandardised feedback + representationTQM / Transformational
    Risk ManagementRisk-based oversight modelQA / Compliance
    TransparencyAnnual partnership quality reportsQE

    Summary

    This article explores how universities can strengthen quality management when working with subcontractual or partner providers. It argues that traditional quality control and assurance models must evolve into integrated systems combining accountability, collaboration, and continuous enhancement.

    A robust governance structure—anchored by a unified Partnership Quality Framework and Oversight Board—ensures consistent academic standards and transparent reporting. The PDCA (Plan–Do–Check–Act) cycle supports iterative improvement across all providers, while data-driven dashboards enable real-time monitoring of student outcomes, attendance, and satisfaction.

    Staff capability is reinforced through joint CPD, cross-partnership peer review, and mentoring, creating a shared academic culture that values reflection and improvement. Students play a central role through standardised feedback mechanisms and representation on key committees.

    The article promotes Total Quality Management (TQM) principles and risk-based oversight, balancing trust with accountability. Digital systems—including learning analytics, AI-driven dashboards, and experiential tools such as SimVenture—enhance transparency and consistency across teaching and assessment.

    Ultimately, aligning subcontractual oversight with the university’s wider enhancement strategy ensures that all partners contribute to teaching excellence, employability, and inclusive student success. Quality thus becomes a collective, data-informed, and enhancement-led endeavour that unites the entire university network.

    Other blogs in this series:

    OfS Subcontractual Oversight: Helping Universities Strengthen Assurance

    Bridging Subcontracting Oversight and Business Simulation: How Can Universities Meet OfS Expectations?

    Call to Action:

    If you are interested in learning more or discussing the points in this blog, then please either:
    Connect on Linkedin: https://www.linkedin.com/in/bozward/
    Book an Appointment: https://calendar.app.google/hCA49pWHJ2TtteL76

  • Venture Creation – BA (Hons) Entrepreneurship Programme

    Venture Creation – BA (Hons) Entrepreneurship Programme

    In the last year I have had the amazing  opportunity to design a venture creation BA (Hons) Entrepreneurship Programme which is oriented towards students who wish to combine study towards an honours degree with the opportunity to start their own business in a supported environment with guidance from specialist lecturers, practising entrepreneurs and mentors. Over the years I have seen many programmes and wanted to create something for Entrepreneurs, the student and for practitioners.

    This is a practice-oriented degree, which focuses on the development of the students’ entrepreneurial effectiveness. This is achieved by embracing the concept of ‘learning by doing’ which ensures students are acquiring real knowledge and practical expertise to support their business start-up and business growth aspirations. There is a focus on real business experiences including master classes, enterprise events and interactions with local and global entrepreneurs. This philosophy is extended within the assessment primarily for (rather than ‘of’) learning Entrepreneurship (QAA (2012) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, pp9).

    Similarly, although there is an inherent emphasis on learning within the learner’s own start-up venture, the Entrepreneurship skills acquired will be transferable to other business environments and learning opportunities.

    This BA (Hons) Entrepreneurship Programme aligns with the nation and international government agenda (The Impact and Effectiveness of Entrepreneurship Policy, NESTA 2013) and seeks to increase the number of entrepreneurs in the economy.

    A range of teaching pedagogies are adopted to ensure the curriculum enhances the learning of all students both in the startup and in group learning environments. In addition to lectures, seminars, videos, podcasts, presentations and visiting entrepreneurs, students will participate in action learning sets and interactive activities to apply learning from businesses experiences in their startup. These approaches are intended to take into account the principles of inclusivity: the types of learner, their startup business, their prior experience and expectations and how they learn and will be supported to learn effectively.

    Given the focus on developing a continued learning environment in which students develop an entrepreneurial mindset, there is an emphasis within the BA (Hons) Entrepreneurship Programme on tutoring and mentoring to support individual requirements, and also to reflect (at a meta-cognitive level) on their learning process. The programme is supported by more than 10 Entrepreneurs in Residence, regional business support agencies and local businesses.

  • Startup Incubator Best practice

    Startup Incubator Best practice

    What do people need from an incubator when starting a business ?

    Over the last six years I have visited, be a participant of and worked in an startup Incubator. So I have had the opportunity to see it from all sides. The one thing I learnt very early on was it’s not about the physical space. Those with the most colourful, innovative decor or largest wall hanging tended to be the worst. Those that I liked focused on a few important things, so lets consider them in the right order:

    Business Networking

    The opportunity to network and be associated with a network is the most important factor. Entrepreneurs that do well network, it provides co-founders, investors, customers and the most importantly great staff. So having this provided on a plate to you, when starting out, is the golden egg which your business should be incubated in.

    Mentoring

    Most people who run incubators have never started or run a business, so having a mentor is very important in creating perspective, inspiration and raw guidance. The mentor and mentee should be trained to understand the expectations placed on the each other. The selection of the mentor should be based on the stage of the business, business sector and the location of the entrepreneur. Having more than one mentor should also be encouraged.

    Flexible Space

    It’s important that formal meeting space, serendipitous meetings and water cooler moments are all facilitated within the incubator. The majority of business people today expect to meet in a cafe or open space but a closed space is also needed for formal meetings. The hot desking should have great wifi.

    Friendly Support

    Having people who can support you when things don’t go as expected is important. The ability to ask someone who can sign post you to additional support, grants, loans and people is so important when starting out, pivoting and trying to bootstrap your business. When selecting an incubator, do the staff seam helpful and knowledgeable.

    Skills Development Events

    In the process of starting a business most people learn new skills naturally, but don’t know it and need reminded of the distance covered. Some people need organised session whereby they develop skills and knowledge which will be needed in the future, next month/year. The majority of incubators will have a speaker series to support this.

    Funding Support

    Most people don’t need that much, if you are outside London, the costs of living is less. If the office is free then it’s just some living expenses and then some Stuff to move the business forward. However access to finance at various stages is important to scale businesses and the staff should be able to support you in this endeavour.

    Free or Discounted Stuff

    Most businesses need a tool bag of stuff which can help them more forward their business. This may include websites, accounting software, payment solutions, discounted travel, …etc. Its also helpful if the incubator can recommend software solutions for you, saving you the research space and money.

     

    The important factors in starting a business are sometimes softer that you think. Its not always Money, Staff and 1000 sq ft office space. It may just be a cup of tea with someone who has done it before and has a story to tell.

  • Selecting the Correct Startup Mentor

    Selecting the Correct Startup Mentor

    Introduction

    Our experience has highlighted the matching of mentor/mentee pairs as the most important factor in the success or otherwise of effective mentoring. Every person who starts a business should have at least one mentor, these people are there to a devil’s advocate and support in development of the business. They are not business advisers or life coaches and therefore are not making decision for the business owner. The business owner is 100% responsible for their own actions.  We would typically assign at least two mentors based on the following criteria. The two mentors would be from separate criteria to ensure we provided diverse mentoring support.

    Key Criteria

    • Methods of Working
    • Sector Knowledge
    • Area of Expertise
    • Stage of Business
    • Location Network
    • Peer or Near Peer Mentors

    Methods of Working

    Both parties should have expectations and they should set out the process they will follow in dealing with each other. When will they contact each other? What is the communication medium SMS, Email, Telephone or Face to Face, What response time will the other person provide? When is out of hours? What support will they get and what is expected from the mentee? Use the GROW model for mentoring sessions.

    Sector Knowledge

    Many people want someone to mentor them who has already done it. Someone in the same industry has the network contact to help them move forward faster. They may be diversifying into a new sector and need introductions. The approach that mentors take within a business sector will also have to been taken into account. We find this is one of the fastest ways to develop the mentee’s understanding of the benefits of mentoring.

    Area of Expertise

    People starting a business may require help with one field, e.g. sources of finance, marketing, IPR, logistics, operations, sales, office, international sales, production, TAX, bookkeeping, website SEO, etc. This field will require mentoring over period of time when the mentor is no longer required and another mentor can be assigned to deal with their new needs.

    Stage of Business

    Our mentoring solution works on a six stage business growth model which is detailed in Appendix A.  It is particularly important to ensure that the mentors understand the importance and nature of each stage and do not jump into suggesting solutions before they have fully appreciated the context and needs of their mentees.

    In moving the business forward, the better the foundations within the early stages the better the business opportunities in the later stages. Therefore having specialist mentors for these stages provides the best results.

    Location Network

    One of the core resources needed to grow a business is access to a network of like minded people who may be customers, competitors, investors or collaborators and a mentors can be the fastest way of accessing this network. We also find that certain industries have a culture that lends itself to a sustainable network of experts who are willing to ‘put something back’ into the system in the form of mentoring, such a lawyers, accountants and educators.

    Peer or Near Peer Mentors

    Peer-based activity is regarded as the best way to transfer tacit knowledge critical to business success. This is a very powerful and meaningful proposition in a entrepreneurial social context with the opportunity to develop a sustained and long term relationship.