Quality Enhancement Project (QEP): The Process

CHE > Media and Publications > Frameworks Criteria > Quality Enhancement Project (QEP): The Process
February, 2014

1. Overview of the process

This document provides detailed information on some of the processes that will be followed in the Quality Enhancement Project (QEP). It is assumed that the reader has already read the Framework for Institutional Quality Enhancement in the Second Period of Quality Assurance (CHE 2013).

The aim of the Quality Enhancement Project (QEP) is to improve student success both at individual Higher Education Institutions (HEIs) and in the higher education sector as a whole. For the purposes of the QEP, student success is defined as:

Enhanced student learning with a view to increasing the number of graduates with attributes that are personally, professionally and socially valuable.

The goals of the QEP are:

  1. Improving the quality of undergraduate educational provision;
  2. Improving the number of quality graduates;
  3. Developing a higher education system that is improving continuously as members of the higher education community collaborate to share good practices and solve shared problems.

Given the urgency of addressing the problem of poor student success, it is important for information and resources for improving student success to be developed at both institutional and national level, and to be shared widely. The QEP will therefore involve both institutionally-based and centrally coordinated activities, with information flowing in and out between institutions and the centre throughout the QEP (Figure 1).

Figure 1: Information flow between institutions, shown in red, and the centre (national level), shown in yellow.

The QEP will have two phases. At the beginning of each phase, several focus areas will be selected that affect student success. All institutions will be asked to engage with the focus areas, both individually and collectively, in order to identify good practices that can be shared, adopted and adapted in different institutional contexts, as well as to develop solutions to problems that hinder student success. Some solutions will require extended or on-going collaborations among all or some institutions; others may require changes to policy.

Knowledge that is created during each phase of the QEP will be synthesised and made available to the whole higher education sector. Towards the end of one phase, focus areas for the next phase will be identified. Figure 2 shows the components of the process that will be followed in each phase of the QEP. The spin-off activities may take place at any point in the process.

Figure 2: Diagram showing the components of the process for each phase of the QEP