Abstract

This case study details the decision-making processes and methodological approach to adapting and consequently implementing a recognized systematic framework historically used in the context of health care for use in higher education. This approach was used to collate data through a systematic lens that minimized epistemic bias in the process of self-evaluation in a UK higher education institution (HEI). The method implemented was a means of undertaking an analysis of existing educational provision alongside a gap analysis of provision, benchmarked across national standards. This was then used to inform an action plan for iterative and dynamic change across the Faculty of Health Sciences and Wellbeing that could also integrate the co-construction of knowledge regarding educational provision with students, key stakeholders, and academic staff. The case study also provides an overview of the situational and contextual-specific characteristics of policy that underpin 21st-century higher education provision in relation to both quality assurance and quality enhancement. This evaluatory methodological approach is one which provides mechanisms of embedding cultural and demographic specificity, yet which also affords the opportunity of establishing the extent of the impact of those activities being undertaken by academic staff from across the Faculty of Health Sciences and Wellbeing in a bid to provide an optimal teaching and learning experience for all students.