In recent years there has been a paradigm shift in education from teaching to learning. A key question is whether the same shift in focus is reflected in the core purpose of quality assurance processes.
External quality assurance has been criticised for focusing on method and not student learning, but if effectively aligned with internal processes can have a transformational impact. Set against this context, the paper discusses three types of possible alignment: linear, nested and contiguous alignment. Using examples from the University of Edinburgh, the paper illustrates how external methods can be aligned in such a way to focus on assurance and enhancement of the student learning experience.
This paper was presented at EQAF and reflects the views of the named authors only.