This paper addresses the question of how the system of quality assurance in UK higher education has responded to the shift from teaching to learning by promoting a culture of enhancement in higher education institutions. It contends that the adoption of approaches encouraging active learning by students has been mirrored by a shift in quality assurance methods, which have moved from compliance to enhancement, by requiring institutions to take deliberate steps to improve their provision.
This has resulted in student engagement becoming a central expectation of reviews. This contention is supported by two illustrative case studies identified by QAA review methods.
This paper was presented at EQAF and reflects the views of the named authors only.