In order to ensure all HE courses are of an equal quality, there are several guidelines, frameworks and benchmarks a provider has to meet. These generally fall into two categories. The first are national standards, such as the QAA benchmarks and FHEQ frameworks for HEIs with TDAP (Taught Degree Awarding Powers) and/or FECs with FDAP (Foundation Degree Awarding Powers). The equivalen body for those providing HNCs or HNDs (regardless of the unit producers) is the QCF (Qualifications and Credit Framework). All providers are expected to adhere rigorously to their appropriate guidelines; they are the foundation of all HE course design and because of my familiarity with them, I am well placed to advise on all aspects of structuring and maintaining HE programmes within these regulations.

While the second category includes a foundation set of criteria as a minimum benchmark, its nature can be far more complex. If an institution wishing to expand into HE does not have FDAP or any other form of accreditation (including that for HNCs and HNDs), they will likely have to work with an external validating body. This will effectively make them an extension of the HEI, usually allowing them to act as a satellite campus and use their identity to market and promote the HE courses being delivered. Unsurprisingly therefore, there is a requirement for the partner to adhere to their HEI's internal quality systems.

Parts of these systems may be devolved to the satellite partner, but the expectiation will be that the FEC or other institution will uphold the standards of the validating body at all times. Specific quality system requirements vary widely from one partnership to another, but because of the considerable experience I have of such relationships, I can advise on the best approach in developing suitable systems for everything from structuring student evaluations to the design and implementation of examination boards.
Much of this training may come from the partner institution or wider external bodies, but an appreciation of how the various quality systems impact on the development, running and maintenance of HE programmes can be a valuable thing to know, particularly early on in the development of HE provision. I can also assist in the development of administrative systems, documentation, codes of practice and regulations on the yearly quality cycle, including the introduction of new courses, minor and major amendments to existing courses, and a host of other considerations.