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1.1 Background

Queen ¶¶ÒõÊÓƵt University (¶¶ÒõÊÓƵ) was established in 1875, and now occupies a distinctive position within the Scottish Higher Education sector. This distinctiveness comes from its key values of enhancement of quality of life and service to the community.   

¶¶ÒõÊÓƵ strives to widen access, both at home and abroad, while at the same time providing a supportive learning environment for all its students. Its graduates are much sought after, and employment rates have been amongst the best in the Scottish and UK sector. 

¶¶ÒõÊÓƵ enjoys an excellent reputation for teaching and research, with key strengths in health care, social sciences, theatre arts, media and communication, food and tourism, and many research staff of international reputation.  

In January 2007, the Privy Council granted full University Title to Queen ¶¶ÒõÊÓƵt University College, making the institution officially ’Queen ¶¶ÒõÊÓƵt University, Edinburgh’.   

1.2 Purpose and values

We see our purpose as helping to create a better society through education, research and innovation, and by providing a supportive and creative learning environment in which students and staff thrive. In seeking to fulfil this purpose, we are clear and realistic about our strengths, focused on strategic goals, persistent in pursuing opportunities and overcoming barriers, and guided by our values. 

We are a university that is modern in our outlook and facilities but with a maturity built on a long history of serving the community, both locally and globally, and enhancing its wellbeing. We work in a transparent and inclusive manner and hold to core values in everything we do. 

We value environmental sustainability: We recognise the severe threats to our environment and will be a sector leader in response. Our modern campus is a great asset in this work. 

We value the individual and encourage collective support: Each member of staff and each student has their own journey to make and their own contribution to give. Queen ¶¶ÒõÊÓƵt University provides the supportive environment to facilitate this. 

We value intellectual curiosity and the journey of discovery: We design our teaching and research to facilitate this. 

We value ambition: We inspire our students and staff to achieve the best that they can. We pursue opportunities, often in partnership and collaboration with others, to transform and influence society for the better and enhance our visibility within the higher education sector and the wider economy.

We value excellence: This is embedded in our research, teaching and learning, knowledge exchange and the services we provide. It will be exemplified in the experience of our students, staff and partners. 
We value social justice: In fact, it underpins our world view. We embrace equality, diversity, inclusion, respect, and supporting our communities. Opportunities and access are open to all and on a fair basis.

1.3 Strategic Plan 2020-25 

Our Strategic Plan for the period 2020-25 demonstrates how we will contribute to society’s recovery and recalibration following COVID-19. It sets out how we will help create a better society through teaching, learning and innovation. It shows how we will nurture our distinctive person-centred approach to learning, and how we will build on our unique academic portfolio. Promoting creativity, agility, resilience and collaboration, the strategy holds true to the ethos of social justice on which this institution was founded. Our commitment to sustainability will inform all the actions we take.

1.4 Campus

In September 2007, the University relocated to a new purpose-built campus at Musselburgh, to the south-east of Edinburgh. This brought all departments together in a single site. Information about how to get to the campus can be found on our website.  

You should note that the building has swipe card-controlled access. If you are visiting, you will need to report to main reception to receive a temporary visitor card. We encourage sustainable travel, using public transport. However, if you come by car, you will need to arrange a parking permit in advance. In both cases, your host Division should assist you in arranging this. Please contact the Academic Administration Team for advice. Musselburgh railway station is right beside the campus, and the train takes just six minutes from Edinburgh Waverley, so rail is a good alternative means of travel.

2.1 Criteria for appointment

You have been appointed to an External Examining position having been nominated for approval by the appropriate Programme Committee and approved by the Senate of Queen ¶¶ÒõÊÓƵt University. In coming to a view, the Senate has taken account of the extent to which you:

• Have appropriate levels of expertise and experience in relation to the programme to be examined.
• Are capable of performing the range of duties required of the role.
• Have the capacity to command authority in the field and the respect of colleagues.
• Have sufficient recent examining experience, preferably having already acted as an External Examiner, or comparable related experience, to indicate competence in assessing students in the specialist area concerned.  

The Senate will also normally have satisfied itself that:

• There are no existing links between you and the programme under examination.
• There are no reciprocal External Examining arrangements between your home department and ¶¶ÒõÊÓƵ.
• You have not been a student, member of staff, governor, or an Examiner of a related Queen ¶¶ÒõÊÓƵt University programme in the recent past (normally five years).
• You do not hold simultaneously more than the equivalent of two substantial External Examining appointments.

It is important that you advise the University Secretary if your circumstances change, and you no longer meet the criteria listed above. In particular, you should notify us of any possible conflicts of interest that arise during your term of office, so we can decide how best to address these, i.e. whether or not they can be resolved. If you are unsure whether a change in circumstances constitutes a conflict of interest, you should contact staff of the Division of Governance and Quality Enhancement for advice using the generic External Examining email address.

2.2 Your period of office

Your offer of appointment will usually confirm that you have been appointed for a period of four years and three months, from September to December of the final year of the programme you are to examine [where the programme follows the standard academic year]. This allows for a three month overlap with your predecessor. Your initial appointment may be extended to a maximum of five years, but you may not be re-appointed until at least five years have elapsed since the end of your last term of office.  

2.3 Resignation

We would ask that, should you need to resign from your position prior to the completion of your contract, you provide a minimum of six months’ notice and that you complete the academic year to maintain continuity of assessment. Exceptions to this are possible, with good reason, but need the approval of the Senate. Letters of resignation should be addressed to the Principal of Queen ¶¶ÒõÊÓƵt University.

2.4 Resolving disagreements

We recognise that, in rare circumstances, either the External Examiner or the Programme Committee may feel that, despite reasonable and timely requests, the other is failing, for no good reason, to comply with the letter or spirit of this Handbook. In these circumstances, the matter of concern may be reported to the Dean of School outside the normal annual reporting arrangements.  The Dean will investigate the matter(s) raised and report back to you and to the Programme Committee as soon as possible.  A report will also go to the Senate should any action be required. 

If you have serious concerns about quality and standards that cannot be resolved through referral to the Dean, a confidential report may be submitted directly to the Principal who will investigate the matter and report back to you. In the event that you are dissatisfied with the response to a confidential report to the Principal, as a last resort, you may ask the Quality Assurance Agency (QAA) to investigate using the Scottish Quality Concerns Scheme. The Scheme should only be used to highlight systemic institutional failure and not for one-off cases of ineffective practice.  

There may also be occasions where you determine that a concern is properly a matter for the applicable professional body rather than for QAA.  

2.5 Payment of your fees and expenses
 
Your fees and expenses claim should be submitted along with your annual report. Details of the current fee structure are available from the Division of Governance and Quality Enhancement. Please note that if you are an Examiner based outside the UK and do not have a UK bank account, alternative arrangements for processing your fees will apply. These will be communicated to you separately.  

Claims in respect of examining fees will not be processed until the University has received a sufficiently detailed External Examining report. The Dean of School has responsibility for determining whether the report provides sufficient detail on the programme for which you are responsible. Whilst there is no prescribed length for the report, we may occasionally seek further information, especially where you have identified areas for development. 

2.6 Termination of your contract

The University reserves the right to terminate the contract of any External Examiner if, in the opinion of the Senate, there has been a breach of confidentiality on the part of the Examiner, or the performance of the Examiner, in the context of this Handbook, is judged to be inadequate. 

In particular, the following may lead to termination: 

• Failure to attend required Boards of Examiners
• Lack of contact with University staff.
• Failure to submit an annual report
• Submission of an incomplete report.  

Decisions to terminate an Examiner’s contract are not taken lightly. In all cases, where termination may be necessary, the Dean will undertake a full investigation before submitting their recommendation to the Senate.

2.7 Publication of External Examiner details

The University does not currently publish External Examiner names, home institutions or other similar details on its website. However, individual programme teams may include such information in programme materials. Students and other stakeholders may also request information on the name, home institution and particular responsibilities of an Examiner from the Division of Governance and Quality Enhancement.

We would want to reassure you that such information will only ever be released in line with our usual practice and legal obligations under data protection legislation. In such cases, students and other stakeholders will be advised that they must not under any circumstances attempt to make contact with individual Examiners or seek to influence decisions through such contact or other means.  

3.1 Your duties

As an External Examiner of the University, you are expected to undertake all the duties and responsibilities required of you to the best of your ability. In particular, you must:

• Respect the confidentiality of Board of Examiners meetings and materials that they assess – in particular, projects and dissertation work, details of which must not be disclosed to a third party without prior permission.
• Attend all Board of Examiners meetings at which your attendance is required, details of which will be communicated to you on confirmation of your appointment.
• Submit, no later than 30 September, and preferably three weeks after the relevant Board of Examiners, which normally takes place around May or June, an annual report that addresses, substantively and appropriately, the issues listed in the pro-forma.  

Specifically, you are required to:

• Be a member of the Board of Examiners and participate fully in the decision-making process.
• Endorse the outcomes of the Board through agreement at the meeting, or separately in writing, if you are unable to attend the Board.
• Ensure that the recommendations of the Board are consistent with the aims and curriculum of the programme, with Queen ¶¶ÒõÊÓƵt University requirements, and with good practice in Higher Education.
• Review the work of all students recommended for failure or for the available category of the award, and to sample student work from each category of award.
• Assess and comment on draft examination papers, other assessment instruments, and guide marking schemes.
• Moderate the work of the internal examiners; the guiding principle being that you should have enough evidence to ensure that the relative placing of students is fair and impartial. 

You may also, at the discretion of the Programme Committee, be asked to:

• Assume responsibility for work-based learning and practice assessment (where this is the case, details will be communicated to you on confirmation of your appointment).
• Meet with student representatives (where this is the case, details will be communicated to you on confirmation of your appointment).
• Advise on the operation of the programme, including the design of the continuous assessment components of the programme. 

Occasionally, at the discretion of the Student Experience Committee, you may be asked to participate in reviews of institutional regulations and practices. Whilst there is no formal obligation for you to participate in this type of review, the University welcomes and encourages the involvement of key stakeholders.   

3.2 Preparing you for your role

We recognise that, to assist you to perform your role effectively, you need to be thoroughly briefed to ensure that you are aware of:

• The expectations of Queen ¶¶ÒõÊÓƵt University regarding your role.
• The regulations governing the programme being examined, including marking practices (e.g. double marking, double marking by sample).
• Arrangements for the sampling of scripts and other assessable work contributing to the final award, including student presentations. 
• The assessment structures, assignments and examination papers in relation to agreed learning objectives/outcomes.
• The grading criteria and marking schemes (where applicable).
• Arrangements for the access to any work contributing to the final award so as to have evidence that the internal marking has been carried out according to the marking schemes and the classifications are of an appropriate standard.
• Principles governing the selection of candidates for viva voce examinations.
• The extent of your authority and role, particularly in relation to the Board of Examiners. 

As part of your initial briefing pack, you will be given instructions on where to find all the forms and paperwork you will need in relation to the External Examining role, report, fees and expenses claims. If you have been appointed as an External Examiner with responsibility for multiple iterations of the same programme, for example where this is delivered both in Edinburgh and overseas, you will also receive details of the expectations for comparing practice and performance.    

This Handbook is an important part of that process, but you may also expect that, on appointment, you will receive the following from the Programme Leader:

• Details of the programme to be examined, its place in the University’s overall portfolio, and its main elements, regulations and awards.
• Material that sets out the educational intent, learning objectives, marking schemes, assessment strategies and descriptors of grade/classification criteria.
• An opportunity to meet with staff, either in person or virtually, before formally taking up the role. Whilst our Boards are now held online, we are pleased to welcome Examiners to our campus for in-person induction and discussions. 

You can also expect to receive the Board of Examiners schedule from the School Office. 

Once you are established in post, you may expect to receive updated briefing material on an annual basis, prior to the final assessment diet each year.  This will, as a minimum, include:

• Board of Examiners schedule.
• Updated report, fees and expenses claim forms (where appropriate).
• Any material updated since the previous assessment diet.
• Notification of any changes to regulations. 

Materials to assist External Examiners in preparing for their role, and relevant forms for External Examiners are published on the Resources for External Examiners page.  

3.3 Induction

The University runs an annual online induction and refresher session for all Examiners (usually in October). All Examiners are invited to attend, and recordings are made available after the session.

The arrangements for individual Examiners’ local induction are agreed through the nomination process and included in the initial briefing pack. The format of tailored induction is dependent on a number of factors, including your prior experience of External Examining and professional background, especially if this is from outside the Higher Education sector. Examiners with no prior experience of the role will be offered additional support and may be mentored by a longer-serving Examiner with responsibility for another programme within the host Division.

3.4 Your rights as an Examiner 

In performing your External Examining role, you have the right to take any steps necessary for the proper discharge your duties. You are entitled to:

• Have access to all assessed work.
• Amend draft examination papers and assessment instruments or to add examination questions in consultation with the appropriate internal examiners.
• Attend module and progression Boards of Examiners.
• Withhold your endorsement of any recommendation by the Board of Examiners (this must be communicated in writing to the Dean of School together with a clear rationale).
• Have submitted by the Board a report to the Senate on any issue where you do not accept the majority view of the Board.
• Make recommendations for adjustment to marks for those modules for which you are responsible, but only following moderation of the entire cohort on a specific module. 

3.5 Your External Examiner’s report 

You are required to report annually to the University on the conduct of assessment just concluded and on issues related to assessment, including:

• The adequacy of information supplied on the programme, including its aims and learning objectives and methods of assessment.
• Whether the aims and programme structure meet the needs of students.
• Whether the stated learning objectives for the programme are appropriate to the subject matter, the level of the programme and the students.
• Whether the examination, together with any other forms of assessment used, adequately covered the learning objectives.
• Whether you are satisfied with the methods of assessment.
• Whether you are satisfied with the details of the assessment process, including, where appropriate, the marking schemes and allocation of marks, the criteria for degree classification and schemes for the award.
• The conduct of placement or other practice-based assessment, where appropriate.
• Whether the teaching and learning methods are appropriate to the programme.
• The administration of the examination and any form of assessment used.
• Such matters as time available for scrutiny of scripts and other student work, the format of the information provided on the marks awarded by internal examiners, and the impartiality with which the process was conducted.
• Whether the marking by internal examiners is broadly appropriate in terms of standards, consistency and internal moderation.
• The standard of students’ work associated with the various degree classifications or pass/fail borderline(s) in comparison with other institutions of which you have knowledge.
• The overall performance of candidates, including pass rates and honours degree classification profiles.
• The procedures followed at the meeting(s) of the Board of Examiners.
• Whether or not you have been consulted in the last year by the department on proposed changes to courses or on the introduction of new courses.
• The programme’s areas of strength, and areas that require to be further developed.
• Strengths and weaknesses of knowledge, understanding and skills demonstrated by students. 

On completion of your tenure, you are also asked to provide a summary of your overall experience of the role, including development of the curriculum, changes to assessment and feedback practice and student performance since you took up post. 

Reports are submitted using an online form, details of which will be communicated to you annually. 

You will note that the form provides you with the opportunity to tick several boxes, as well as the opportunity to provide comments on aspects of the assessment process and student performance. Please complete all sections of the form on which you are invited to comment. It is important to follow the instructions in the online form regarding the tick box questions, especially where you disagree with one of the statements.

Please note that in completing your report, you should not refer directly to individual students by name or matriculation number. You should also not refer directly to individual staff. We would also ask that you provide as full a written report as possible, even although you may have provided a verbal report at the Board of Examiners. As the reports serve an important enhancement function within the University, we particularly encourage Examiners to identify examples of good practice, which might be disseminated to programme teams. 

3.6 What happens to your report? 

Once you have submitted your report, its receipt will be acknowledged by staff of the Division of Governance and Quality Enhancement. Copies will be circulated to the Programme Leader, Head of Division, Dean of School and School Manager. Copies will also be sent to the Principal and Vice-Principal & University Secretary. 

A response to your report will be provided by the Programme Leader, who is also responsible for addressing the issues identified in the report. If the matters you have raised are serious, you may expect that they will be addressed immediately. 

The Programme Committee will also consider your report at an appropriate point in the academic session. Programme Committee scrutiny ensures that Class Representatives have input to discussion and decision about actions taken in response to Examiners’ feedback. 

Each response is reviewed and requires approval from the Dean of School or the Dean’s nominee (typically the Head of Division) before being sent to the External Examiner. Whilst is usual for Examiners’ recommendations to be implemented, there may be occasions where, after due consideration, it is decided to pursue an alternative course of action.  In such cases, a full explanation of the reasons for not implementing the recommendation(s) will be provided.  

Reports and responses to Examiners are normally provided in full to all students on the Programme for which you are responsible through the Virtual Learning Environment. The only exception to this would be where there is content that needs to be redacted, for example because an individual student or staff member is identifiable from the content. 

Your report also contributes to the production of an annual institutional report on External Examiner reports. This is considered by the Student Experience Committee, which has responsibility for ensuring that matters with institutional implications are addressed or remitted to other committees as appropriate.  The annual report includes a summary of examples of good practice in learning, teaching, and assessment identified by Examiners to support the ongoing enhancement of the student experience. The annual report, or sections thereof, is disseminated by staff of the Division of Governance and Quality Enhancement to the following: ¶¶ÒõÊÓƵ staff; ¶¶ÒõÊÓƵ students; External Examiners.   

We recognise that our External Examiners give important feedback on the operation of our academic portfolio, and timely receipt of reports allows us to take early action to address any issues raised. For this reason, it is vital that you meet the deadline for submission of reports and forms, i.e.no later than 30 September, and preferably within three weeks of the relevant meeting of the Board of Examiners. For programmes with a standard calendar this allows the team to consider the report and take action before the start of the new academic year.

Many ¶¶ÒõÊÓƵ programmes follow the Assessment Regulations in their entirety. However, programme specific regulations also apply for some of our programmes. Often, but not exclusively, this is the case where there is a placement component. Sometimes regulations are informed by Professional Statutory and Regulatory Body requirements.  You will receive, under separate cover, information on the regulations governing the assessment for the programme you are examining.

In the interests of version control, the Assessment Regulations are not published in this Handbook. Please refer to dedicated Assessment Regulations page for more information. We also have some Quick Guides that may be of interest. 

The Senate appoints a Board of Examiners for each programme leading to an award of the University or for each level of a programme. The Senate is the ultimate authority in the University for the ratification of academic decisions and may, in extreme circumstances over-rule a Board of Examiners. Normally, it will refer matters of concern back to the Board of Examiners for reconsideration. View our Board of Examiners Regulations for more information. Boards are held online, details of which will be communicated by the Academic Administration team.