1.1 Analyse the functions of external quality assurance of assessment in learning and development

Course: Level 4 Award in the External Quality Assurance of Assessment Processes and Practices

Unit: Understanding the Principles and Practices of Externally Assuring the Quality of Assessment

Learner’ Name: Christopher Budge

Assessor Name: 

Submission Date: 28/10/2023

Learner’s Declaration:

1. I confirm that the work and evidence presented hereby for assessment is my own unaided work.

2. I have read the Academic Misconduct Policy and fully understand what plagiarism is and how plagiarism can lead to failure and even suspension from the course, without any refund of school fee.

3. I agree to this work being subjected to plagiarism checks, if required.

4. I understand that my work may be used for future academic/quality assurance purposes in accordance with the provisions of the General Data Protection Regulations (GDPR).

Learner Signature:

Assessor’s Declaration:

1. I confirm that the assessment was conducted under conditions designed to assure the authenticity of the candidate’s work, and am satisfied that, to the best of my knowledge, the work produced is solely that of the candidate.

2. I have judged the submission against the assessment and grading criteria for the tasks and award the candidate the grade.

Assessor Signature:

Assessment Decision

Grade awarded (Pass/Refer/Fail):

Date:

Assessor Comments:

IQA’s Comments:

IQA’s Name:

IQA’s Signature:

Date:

Feedback for the learner

Assessor’s Feedback:

Next Steps for Learner:

(AC 1.1)

Quality Assurance in Assessment of Product and Process

A project may get restricted due to several reasons. Quality assurance (QA) is one way to see that the process and products have undergone a review process. The idea is to ensure that the product/service meets the customer’s expectation and their desired quality. For this purpose, organisations need to have a team of individuals who check to ensure that the quality is maintained on a daily basis (Huber, 2019). 

Moderation of assessment-to-assessment criteria and standards

For decades, global quality assurance researchers have been working on ways to enhance evaluation and assessment practices. The contemporary views on learning and assessment indicate learning is enhanced only by means of assessment. The focus should be more towards dealing with unambiguous and small learning chunks. The three conditions that lead to successful evaluation include relevance, met, validity, and reliability (Jarvis, 2014).

Checking organisation and national standards

Organisation Standards

The standards of quality assurance include the policies and procedures followed by an organization. Companies produce services and products according to their customers’ quality standards. For the evaluation of performance, the role of management comes into play (Magwaza and Opara, 2015).

National Standards

Professional or regulatory bodies carry out accreditation or external quality assurance at the national level. Their purpose is to ensure that organisations achieve the minimum performance level (O’Sullivan, 2017).

Vocational Standards

In vocational training and education, quality is the top issue. As a popular topic of discussion, it has gained the interest of a variety of domains ranging from school meetings to government conferences. Everyone throughout the world aims to make learning a meaningful experience without discrimination (Ryan, 2015).

(AC 1.2)

Planning cycle

The planning cycle is a structure of planning that facilitates all the provision of the centres. It is a published and agreed timetable to carry out quality assurance internally. The procedures used in it include arranging meeting dates, sampling, and standardisation. The process includes documented and clear responsibilities and roles for the people involved (Seyfried and Pohlenz, 2018).

Timing of quality assurance at different stages

Quality assurance timing and stages depend upon many aspects. These include test planning, design, execution, conclusion, and closure. It starts from the manufacturing of the product to the completion of the package. The most important part of the process is the manufacturing of the service or product. The purpose of quality assurance is to ensure the quality of the product or services remains uncompromised from start to finish (Hogue et al., 2013).

Quality assurance of process and product

As a systematic process, the goal of quality assurance (QA) is to determine if a service or a product meets particular details. The method of improving and evaluating a service or a product lead is not without establishing the rules. Process and product quality assurance focuses more on following, implementing, and establishing standard processes (Scharager Goldenberg, 2018).

Use of Diverse Evidence

The process of quality assurance is neither fixed nor a static one. However, an evolving and dynamic one, responding to stakeholder’s changing expectations and needs. In terms of higher education and vocational training, the challenges and changing trends need to be addressed. Combining evidence-based practice and policies with quality assurance can help in social inclusion initiatives, schools, adult education, vocational training and education, higher education, and employment settings (Taweap Sanghangthum et al., 2013).

Quality Improvement

As a systematic approach, quality improvement analyses an organisation’s current performance. To ensure quality improvements are carried out on a timely basis, there are many techniques one can follow. As compared to quality assurance, quality improvement is all about the techniques utilised to ensure organisations enhance their quality operations to achieve desired outcomes. Quality assurance, on the other hand, focuses more on procedure or process monitoring (Auschra, 2018).

Continuing Professional Development

To continue with professional development, one has to focus on the characteristics of progression and continuity. Having a managed system in professional development is necessary, otherwise, the schools and the students will be affected. For this purpose, an individual should take advantage of up-to-date knowledge and skills. Hence, it will be easier to resolve issues confidently whenever or wherever they emerge (Nisbet, Dunn and Lincoln, 2015).

(AC 1.3)

Role Allocation

Some of the best practices for assigning responsibilities and roles in quality assurance activities are as follows:

Define Each Role Clearly

External Quality Assurance practitioners define every role clearly. This helps in avoiding gaps or work duplication when something goes missing. Furthermore, they assign people roles according to their abilities, skills, and interests. They also have several roles to manage including testing functions. These include testing for integration, migration, user acceptance, and security. Furthermore, they rotate people periodically into different QA-based roles (Cheung, 2015).

Quality Assurance Manager

Quality Assurance Managers are responsible to develop and implement quality assurance procedures, policies, and processes. They also oversee quality audits and inspections of services, processes, and products. Quality assurance managers also report and track performances based on quality. Also, they manage quality assurance staff that performs various activities related to test validation, auditing, inspections, and testing validation. Their responsibilities also include providing coaching, performance management, and training (Ford and Greer, 2020).

Role of Practitioners

Communicate Assessment Outcomes

The first and foremost step to communicating assessment outcomes is to be open and fully transparent regarding the results. Making effective use of terminology and language that everyone understands. Also, include screenshots, logs, or steps to reproduce any problems that were discovered. The team should discuss how any issues may affect general people when they use the actual product or system (Skolnik, 2010).

Internal Quality Assurance Tasks

Organise Meetings to Develop Standards

The quality assurance manager develops standards and organises meetings. They plan monthly meetings and give the team a chance to review the work. Furthermore, they conduct meetings at the start of new initiatives by getting all stakeholders on the same page. The QA manager also drafts basic frameworks to bring consistency. This includes documentation standards, best practice guidelines, processes, and templates for prioritising and categorizing any software bugs that emerge (Roche, 2013).

External Quality Assurance Tasks

The purpose of external quality assurance is to ensure that the national standards are followed while providing education to the learners. Every learner should be fairly marked, regardless of where he/she comes from. Learners can benefit from having EQA, as they know what teachers want from them in terms of assessment requirements. One of the key reasons for EQA is standardisation. Performances and achievements of learners are assessed according to the qualification specifications.

Report Decisions

Companies hire external organisations to examine their software code, infrastructure, and systems. They can spot things even when the internal team may have missed them. External auditors make sure apps and websites are usable by all types of users. They check reports to ensure that all the necessary standards are exactly followed. External quality assurance staff deeply analyse many aspects. These include permissions, encryption, and logins along with many others (Mwinyipembe and John Aluko Orodho, 2014).

(AC 1.4)

Organisation Policies and Procedures

Quality assurance is very important while establishing the procedures and policies of an organisation. Establishing quality anywhere is not effective without the presence of documented plan. There are many aspects to consider in quality assurance in relation to implementing procedures and policies within organisation. These include schedules, objectives, defining particular tasks, scheduling, and specific responsibilities and roles.

Quality assurance strategy

An effective quality assurance strategy decides the best approach for the team. Quality assurance managers are responsible for ensuring everyone is on the same page. They do it by establishing standard processes. For this purpose, they make use of templates to ensure testing is consistent. The results retrieved are very easy to understand and also save time and catch more issues automatically (Alam, Mishra and Shahjamal, 2014).

Regulatory Bodies

Performance/Assessment Criteria

A performance assessment criterion comes with several aspects and criteria. One of them includes tracking testing coverage with the help of an insight tool. In the criteria of performance assessment criteria, QA managers have to ensure whether the processes are more streamlined over time or not. They have to know how more with fewer resources available to show continuous improvement (Lang, Heigl and Jiménez, 2018).

(AC 5.1)

Information management

Information management in quality assurance involves collecting, storing, organizing and using data to back the process. It is crucial for quality analysts to have robust information systems to identify, track and fix issues for better visibility, lower risk, and greater proficiency. Key elements encompass gathering test results and client feedback, securely stowing and arranging information, examining patterns, briefing stakeholders, and utilizing bug and test tools along with quality systems. This data-driven approach boosts outputs and reduces costs.

Outcomes shared with students

The results of QA should inform students usefully, clearly, and concisely. The details are adjusted according to the needs. However, it may also include jobs, graduation rates, and satisfaction for the students. Feedback covers learning, teaching, and assessment resources. Weak areas may also surface including extra feedback and practicing skills. The results are shared based on a variety of methods ranging from surveys to meetings.

Identifying those with legitimate access and limiting access

Assessment or standardisation meetings

The findings of QA should be communicated to learners usefully and simply. The details regarding student needs vary from one another. There are many aspects included within that fall in the category of standardisation or assessment meetings. These include resources, satisfaction rates, graduation stats, job placements, views on teaching, and assessments. Areas for improvement encompass opportunities to practise skills or get additional feedback. Information is conveyed through a variety of domains i.e., town halls, surveys, and discussions. Practising openness, conveying specifics not generalities, timely sharing, and responding to comments ensures student buy-in for quality initiatives to optimise their education and chances of success.

(AC 6.1)

Regulatory bodies of standards

Organisations regulating QA standards ensure products and services meet quality levels and that customers are protected. National and international bodies include ISO for voluntary global norms, ANSI coordinating US benchmarks across industries, UKAS accrediting British testing/calibration, and NIST supporting diverse sectors within Commerce. They develop, maintain, and enforce QA specifications while recognizing compliant evaluators via accreditation. Regular monitoring and inspections reinforce protection for companies and consumers alike.

Institute for Learning:

An Institute for Learning and Quality Assurance (ILQA) assists educational institutions in boosting instruction quality. It supports this through services such as advising on curriculum and assessment creation, providing staff development training, performing quality reviews, and researching teaching and learning methods. ILQAs play an important role by offering expertise and direction for areas like curriculum building, evaluation design, and professional development while aiding facilities with quality audits to recognize improvement opportunities. In short, an ILQA is an organization that helps schools enhance through the development, training, and assessment of education.

(AC 6.3)

Reflective practice

Reflective practice involves critically examining one`s own experiences, thoughts, and actions to facilitate development and learning. Its practice helps assess program quality, improve learning and teaching, build knowledge/skills, and identify individual needs. Learners can recognize strengths/weaknesses, set goals, track progress, and adjust. Educators enhance methods through reflective practice. Quality professionals develop processes and give feedback to drive continuous upgrade of vocational education training quality.

SWOT analysis

A SWOT analysis identifies strengths, weaknesses, opportunities, and threats in projects, teams, or individuals. This helpful reflective practice tool examines what skills one possesses, lacks, and could build. It considers advantageous prospects and difficulties to face. Self-assessment creates improvement plans - weak areas to strengthen, chances to seize, threats to mitigate. Goals result from SWOT insights, like bolstering deficient expertise or tackling new challenges.

Realistic goals and targets for own development in relation to quality assurance

As a QA analyst, one should have passion to learn about the processes and reasons about how things work. This is because, the demand for quality assurance is to continue improving and ensure high standards are maintained. A QA process includes several phases to thoroughly check for defects and refine the product or service. Testing implements evaluations using techniques like unit, integration and regression examination. Findings are documented in reports detailing defects logged and remediation required. Feedback helps strengthen areas of weakness.

(AC 3.1)

Sampling of product and process

Sampling processes and products are key techniques related to quality control. Product sampling tests items at all stages from raw materials to finished goods ensuring standards compliance. Process sampling gauges performance to spot improvement areas and check the proper output. Both are critical to guaranteeing quality products and services, such as food testing for contaminants, medicine examining dosages, apparel evaluating stitching quality or equipment assembly assessments. Benefits encompass improved quality by catching issues early, lower costs from less rework and claims, and happier customers receiving what they expect. Overall, sampling significantly boosts an organization`s ability to deliver high quality.

Remotely using Technology

For sampling the evidence of assessment there are various methods to be utilised. With the help of digital assessment, one can drive improvement by gaining greater insight. As compared to paper-based assessment, digital assessment can add important protection layers for the results. Institutions can ease pressure on their work by securing data, once the students have taken their exams. One of the useful tools for carrying out virtual assessment is an e-Portfolio. 

Methods of sampling product evidence

Professional discussion

The two-way in-depth and planned exploratory discussion between the learner and trainer/assessor is known as professional discussion. It is an ideal method to assess the knowledge and understanding of a learner. It is both holistic and efficient and assists the learner in finding evidence that is not easy to produce. The approach of professional discussion is also ideal for the confirmation of authenticity. This ensures the learner is able to find and address the gaps in the knowledge. However, Professional discussion does not consist of an answer and question session.

(AC 3.2)

Organisation standards

Meeting Targets

Organisations set goals generally to define their targets, mission, and vision. Their core focus is towards profitability and performance. Employees and managers can improve their work performance by identifying the goals. The targets to be met by the company can be divided into 3 categories. These include individual, strategic, and operational according to the values, vision, and objectives of the organisation. The employees are judged based on their performance, whereas managers are the ones to judge them. 

Awarding organisation standards

Awarding bodies ensure robust quality systems according to the standards set typically by the governing bodies. These involve governance with valid/ fair assessment, clear roles, risk management, and academic principles. Moreover, they also focus on testing processes and monitoring qualifications. Requirements include investigating complaints while staying informed, having audit plans and a quality policy, centre performance and tracking learners. Organisations must include regulatory standards such as the UK’s Ofqual. Benefits include improved qualifications and opportunities for learners, meeting employer and learner employer needs, and public confidence. Overall, the standards significantly safeguard learner interests and quality of qualification.

Performance Criteria

The ability of an employee to complete the assigned task accurately, effectively, and efficiently is known as task performance. Employers from awarding organisations carry out evaluations accurately with quality and timeliness following objective criteria. The aspects to consider in this regard include accuracy, number of tasks completed, quality of work, and timeliness. The performance of an employee may vary from one employer to another. To ensure success indicators are met, one needs to see what is important for the organisation.

Government Regulatory Body Standards

Ofqual

Ofqual is an authority of the British Government authority that accredits and regulates examination boards in the UK. According to it all the boards of examinations throughout the UK, come under the regulation of Ofqual. As a governing body, it is responsible for maintaining confidence and standards in qualifications. Ofqual deals with many vocational qualifications within the UK, besides A-Levels and GCSEs. Furthermore, besides that, it also has England’s National Curriculum Assessments to regulate (Chankseliani, James Relly and Laczik, 2015)

(AC 2.1)

Importance of Planning and Preparing Internal Quality Assurance Activities

There are many crucial aspects related to planning and preparing activities related to quality assurance. Quality assurance managers focus on resolution or bug tracking with weekly status updates. They also continuously monitor and track functionality via code coverage tools. They also focus on monthly benchmarks for efficient performance by validating tools according to potential bottlenecks and current usage levels. They also focus on examining individual development plans (C. Noël et al., 2014).

Identifying what and for whom

Qualification

Quality analysts normally need a bachelor`s in relevant areas like IT, business or computer science. Some employers prefer masters in quality assurance. Strong analysis and problem-solving are key along with care for specifics, good communicating and collaboration, QA knowledge, and gear experience. Certifications prove abilities. Entry QA analysts require degrees and tools understanding, while higher roles demand years of expertise and administration involvement. Advanced education boosts specialized skills. Qualification varies by role and company.

Responsibilities

To become an effective Quality Assurance Officer, one has to observe safety and standards and regulations to follow. They discuss and address specific solutions by identifying the issues. They have to create audit reports and document activities related to quality assurance. For the purpose of improvements, they also make recommendations accordingly. Moreover, they create operating and training manuals and materials. But it is necessary for them that they are aware of the concepts, tools and methods related to it.

(AC 2.3)

Information Collection

Planning appropriate approaches to information collection

The role of quality assurance is necessary in processes related to data collection. High-quality data collection focuses on many aspects. These include providing fewer erroneous and false results having decreased bias levels, not underfitting /overfitting, a smooth training process, and a higher level of performance and accuracy. Some businesses may lack resources or budget for raw and unstructured data processing.

Communications

Agenda

For any project, quality assurance (QA) ensures the delivery of services or products of high quality. It is important aspect is to ensure they meet the standards and expectations of the customers. But QA is more than just bug fixing and testing. It also has to follow consistent and clear communication and documentation of QA practices and processes within a team. The team following an agenda in QA should have significant knowledge regarding how to communicate within the team (Killip, 2013).

Administrative arrangements

Organisation Documentation

Organisations can enjoy effective access control by focusing on their documentation practices. It helps in figuring out every member’s process responsibility and role, as well as governance access. If the quality management system (QMS) is paperless and ineffective, then it will lead to a lack of coordination and confusion. Following effective documentation practices, allows the organisation to be timely and effective regarding their responsibilities.

Resources

Templates for Recording Outcomes

Quality control templates are known for their effective ways. They ensure that services or products or services are according to customers’ expectations. They aid an individual or a company in figuring out deviations, errors, and defects. Some of the aspects of quality control templates include roles and responsibilities, project deliverables, project processes, and quality standards of deliverables.

Use of technology

Retrieval of evidence from initial assessments

Retrieving evidence from initial QA assessments involves examining and compiling data. These begin with early evaluation stages to pinpoint potential areas of improvement and the issues. This proof informs creating corrective actions and bettering overall quality. Common retrieval methods comprise analysing test results, and bug reports. And interviewing stakeholders like users and developers observing product/service use. The evaluation data analysis and processes find patterns. Specific approaches depend on what`s assessed and the QA process used. However, leveraging multiple methods from different sources creates a holistic view of quality. Once gathered, evidence review and analysis identify probable problems and weaknesses. This information then fuels corrective planning and quality upgrades. For instance, early user feedback could spotlight interface enhancements or new features while tester result inspection may uncover common defects and testing optimizations. Evidence retrieval thus plays a key role in proactively addressing quality throughout development.

(AC 6.4)

Range

Discrimination and Impact on Individuals

Discrimination in QA negatively impacts people and product quality. Unequal hiring, pay, promotion and harassment can reduce morale, boost turnover and hinder defect detection, especially for some user groups. This jeopardises quality. Anti-bias policies, diversity training, and inclusive cultures address issues like underrepresentation in leadership, hostile environments and inaccessible resources. Preventing discrimination improves workplace equity, motivation and the ability to thoroughly evaluate products for all. Quality assurance demands fair assessment free from prejudices.

Flexibility in approach to planning of assessment and quality assurance

Providing Additional Resources Where Appropriate

Ensuring equitable opportunity is vital, especially in QA where testers need modern tools and training to validate products effectively. Providing extra resources can boost skills through in-house classes, conferences, self-paced learning reimbursement, the latest SDKs and systems access, plus support like mentors and forums. Specific needs depend on individuals and employers, yet investing aids professionals through development and optimized testing. Examples include early product access, non-production environments for experimenting, and expert insights for healthcare applications that empower comprehensive and high-quality evaluations.

Organisation Policies and Procedures

Shared with students in keeping with external requirements

Sector Skills Council

As an industry-led organisation, the Sector Skills Council (SSC) partners with many stakeholders. These include educators, employers, and unions, for developing programs and standards of training for particular economy segments. SSCs ensure the abilities of the workforce match the needs by maintaining National Occupational Standards for defining success in every job. For this purpose, they oversee the aligned certification to promote apprenticeships (Comunian and England, 2020).

There are several countries throughout the world that benefit from SSCs. The UK has 18 across retail, construction, healthcare and manufacturing. On the other hand, India`s 37 cover IT, agriculture, and automotive, along with many others. SSCs positively impact productivity and proficiency while promoting social mobility. For instance, UK construction SSCs design programs include certifications and apprenticeships. On the other hand, India`s healthcare SSC established nurse standards and trains accordingly. Australia`s IT SSC identifies sector requirements and matches training, engaging the government on solutions. SSCs play vital global roles ensuring skillsets empower economies and populations (Webb and Chaffer, 2016).

Clear procedures and chain for addressing disputes

Peer Support

Peer support allows the QA professionals to assist one another. This occurs either informally like pair testing or formally like code reviews. There are several benefits for it, including improved output and morale by collaborating, better quality by identifying mistakes, and enhanced skills from shared knowledge. Common methods incorporate code reviews where work is scrutinized, pairing up for testing to maximize catches, and experienced QA`s mentoring newbies. Peer assistance strengthens quality and staff while adjusting to team and company needs.

(AC 4.1)

Feedback to maintain and improve quality of assessment

The initial step to improve feedback and assessment skills is to know about the benefits and purpose associated with these practices. Feedback and assessment are not only related to ranking and grading students. But they also enhance their motivation and learning. Feedback and assessment should align with the interests and needs of the students, learning outcomes, and the curriculum. Furthermore, they must also provide expectations, criteria, and the standards to the staff and students clearly.

Formal and informal

Formal

Formal feedback is more structured and planned. It is often used as a big picture, such as a performance review. Take the example of a manager who directs employees to define how they are doing and what goals they should focus on. This feedback type is documented; therefore, everything is absolutely clear (Sparr, Knipfer, and Willems, 2016).

Informal

The focus of informal feedback is more towards arriving at a solution quickly. For example, a lead in an organisation on something an employee could improve or did well. Basically, the best way to inform the employees regarding their performance is by casual chit-chat. They engage with the employee on a personal level and suggest the changes they need to make.

Forms of support

Staff Development Team to Provide Continuing Professional Development

The team of staff development team has an important role to play. They support an employee’s need for continuous learning. To identify these needs, they go through many processes to figure out the need. These include focus groups, surveys or interviews with diverse departments. There are many programs created to address such needs. These include in-person and online seminars, workshops, online courses, and mentorship matching. Some of the available programs include mentorship matching, leadership, technical skills, and soft skills. Their overall goal is to empower professional growth to benefit both the company and employees. This way, organisations can also have updated skilled labour with loyalty and more productivity (Karaszewski and Lis, 2015).

Books:

Auschra, C. (2018). Barriers to the Integration of Care in Inter-Organisational Settings: A Literature Review. International Journal of Integrated Care, [online] 18(1), p.5. doi:https://doi.org/10.5334/ijic.3068. Accessed 26/10/2023.

Cheung, J.C.M. (2015). Professionalism, profession and quality assurance practitioners in external quality assurance agencies in higher education. Quality in Higher Education, 21(2), pp.151–170. doi:https://doi.org/10.1080/13538322.2015.1051795. Accessed 26/10/2023

Ford, M.W. and Greer, B.M. (2020). Institutional uncertainty and supply chain quality management: A conceptual framework. Quality Management Journal, 27(3), pp.134–146. doi:https://doi.org/10.1080/10686967.2020.1767009. Accessed 26/10/2023

Hogue, A., Ozechowski, T.J., Robbins, M.S. and Waldron, H.B. (2013). Making Fidelity an Intramural Game: Localizing Quality Assurance Procedures to Promote Sustainability of Evidence-Based Practices in Usual Care. Clinical Psychology: Science and Practice, 20(1), pp.60–77. doi:https://doi.org/10.1111/cpsp.12023. Accessed 26/10/2023

Huber, L. (2019). Quality assurance and instrumentation. Accreditation and Quality Assurance, 1(1), pp.24–34. doi:https://doi.org/10.1007/s007690050029. Accessed 26/10/2023 

Jarvis, D.S.L. (2014). Regulating higher education: Quality assurance and neo-liberal managerialism in higher education—A critical introduction. Policy and Society, 33(3), pp.155–166. doi:https://doi.org/10.1016/j.polsoc.2014.09.005. Accessed 26/10/2023

Lang, G., Heigl, C. and Jiménez, P. (2018). Quality assurance for workplace health promotion. Validation of the quality criteria for WHP in the Austrian quality management system. Journal of Public Health. doi:https://doi.org/10.1007/s10389- 018-1005-6. Accessed 25/10/2023

Magwaza, L.S. and Opara, U.L. (2015). Analytical methods for determination of sugars and sweetness of horticultural products—A review. Scientia Horticulturae, 184, pp.179–192. doi:https://doi.org/10.1016/j.scienta.2015.01.001. Accessed 25/10/2023

Mwinyipembe, M.M. and John Aluko Orodho (2014). Effectiveness of Quality Assurance and Standards Officers’ School Supervisory Roles in Enhancing Students’ Academic Performance in National Examinations in Nakuru District, Kenya. Journal of Education and Practice, 5(16), pp.69–80.

Alam, G.M., Mishra, P.K. and Shahjamal, M.M. (2014). Quality assurance strategies for affiliated institutions of HE: a case study of the affiliates under National University of Bangladesh. Higher Education, 68(2), pp.285–301. doi:https://doi.org/10.1007/s10734-013-9712-y.

Auschra, C. (2018). Barriers to the Integration of Care in Inter-Organisational Settings: A Literature Review. International Journal of Integrated Care, [online] 18(1), p.5. doi:https://doi.org/10.5334/ijic.3068.

C. Noël, Gutti, V.R., Bosch, W., Sasa Mutic, Ford, E., Terezakis, S.A. and Lakshmi Santanam (2014). Quality Assurance With Plan Veto: Reincarnation of a Record and Verify System and Its Potential Value. International Journal of Radiation Oncology Biology Physics, 88(5), pp.1161–1166. doi:https://doi.org/10.1016/j.ijrobp.2013.12.044.

Chankseliani, M., James Relly, S. and Laczik, A. (2015). Overcoming vocational prejudice: how can skills competitions improve the attractiveness of vocational education and training in the UK? British Educational Research Journal, 42(4), pp.582–599. doi:https://doi.org/10.1002/berj.3218.

Cheung, J.C.M. (2015). Professionalism, profession and quality assurance practitioners in external quality assurance agencies in higher education. Quality in Higher Education, 21(2), pp.151–170. doi:https://doi.org/10.1080/13538322.2015.1051795.

Comunian, R. and England, L. (2020). Creative and cultural work without filters: Covid-19 and exposed precarity in the creative economy. Cultural Trends, 29(2), pp.1–17. doi:https://doi.org/10.1080/09548963.2020.1770577.

Ford, M.W. and Greer, B.M. (2020). Institutional uncertainty and supply chain quality management: A conceptual framework. Quality Management Journal, 27(3), pp.134–146. doi:https://doi.org/10.1080/10686967.2020.1767009.

Hogue, A., Ozechowski, T.J., Robbins, M.S. and Waldron, H.B. (2013). Making Fidelity an Intramural Game: Localizing Quality Assurance Procedures to Promote Sustainability of Evidence-Based Practices in Usual Care. Clinical Psychology: Science and Practice, 20(1), pp.60–77. doi:https://doi.org/10.1111/cpsp.12023.

Huber, L. (2019). Quality assurance and instrumentation. Accreditation and Quality Assurance, 1(1), pp.24–34. doi:https://doi.org/10.1007/s007690050029.

Jarvis, D.S.L. (2014). Regulating higher education: Quality assurance and neo-liberal managerialism in higher education—A critical introduction. Policy and Society, 33(3), pp.155–166. doi:https://doi.org/10.1016/j.polsoc.2014.09.005.

Karaszewski, R. and Lis, A. (2015). Is leadership an antecedent of corporate social responsibility? The study in the context of positive organisational potential. Journal of Corporate Responsibility and Leadership, 1(1), p.53. doi:https://doi.org/10.12775/jcrl.2014.004.

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Lang, G., Heigl, C. and Jiménez, P. (2018). Quality assurance for workplace health promotion. Validation of the quality criteria for WHP in the Austrian quality management system. Journal of Public Health. doi:https://doi.org/10.1007/s10389-018-1005-6.

Magwaza, L.S. and Opara, U.L. (2015). Analytical methods for determination of sugars and sweetness of horticultural products—A review. Scientia Horticulturae, 184, pp.179–192. doi:https://doi.org/10.1016/j.scienta.2015.01.001.

Mwinyipembe, M.M. and John Aluko Orodho (2014). Effectiveness of Quality Assurance and Standards Officers’ School Supervisory Roles in Enhancing Students’ Academic Performance in National Examinations in Nakuru District, Kenya. Journal of Education and Practice, 5(16), pp.69–80.

Newton, P.E. (2021). Demythologising A level Exam Standards. Research Papers in Education, pp.1–32. doi:https://doi.org/10.1080/02671522.2020.1870543.

Nisbet, G., Dunn, S. and Lincoln, M. (2015). Interprofessional team meetings: Opportunities for informal interprofessional learning. Journal of Interprofessional Care, 29(5), pp.426–432. doi:https://doi.org/10.3109/13561820.2015.1016602.

O’Sullivan, D. (2017). Evolution of internal quality assurance at one university – a case study. Quality Assurance in Education, 25(2), pp.189–205. doi:https://doi.org/10.1108/qae-03-2016-0011.

Roche, J. (2013). Adopting DevOps practices in quality assurance. Communications of the ACM, 56(11), pp.38–43. doi:https://doi.org/10.1145/2524713.2524721.

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