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53-773: ISPA is The Voice of the Mattress Industry®. Founded as the National Association of Mattress Manufacturers in 1915, the organization renamed itself two years later as the National Association of Bedding Manufacturers. Its goal was to create state tagging laws (see law label ) and address the health sanitation issues affecting consumers. The association's name was changed to the International Sleep Products Association (ISPA) in 1987 to reflect acceptance of international members. ISPA publishes

106-597: A professional body , professional organization , or professional society ) is a group that usually seeks to further a particular profession , the interests of individuals and organisations engaged in that profession, and the public interest . In the United States, such an association is typically a nonprofit business league for tax purposes. In the UK, they may take a variety of legal forms. The roles of professional associations have been variously defined: "A group of people in

159-767: A United Kingdom-wide role on behalf of the sector maintaining sector-owned reference points including the United Kingdom Quality Code for Higher Education and Subject Benchmark Statements; QAA also maintains the Credit Frameworks used in the various nations of the United Kingdom, and the Framework for Higher Education Qualifications which applies throughout the United Kingdom except in Scotland. QAA provides guidance and other publications, and runs events, relating to

212-542: A celebratory feature chock full of industry history and interesting anecdotes. The BedTimes Supplies Guide is a listing of products and services used in mattress and other sleep products manufacturing. Sleep Savvy magazine is targeted to mattress retailers. Editorial content centers on tools and information to assist in boosting mattress sales. ISPA Insider , a weekly industry e-newsletter for members, covers association news, legislative and regulatory issues, meetings and trade show information, and breaking news impacting

265-483: A company limited by guarantee, and a registered charity in England, Wales and Scotland. Its objects and constitution are set out in its Articles of Association. Its board includes representatives of United Kingdom universities and other higher education institutions, further education colleges, funding councils, and students. QAA's funding comes from a combination of membership subscriptions from universities and colleges in

318-560: A credit tariff to courses and modules. Other guidance documents help universities and colleges to address particular student needs, such as learning about sustainable practices or enterprise and entrepreneurship, or they inform the public and students about the higher education experience, for example the balance between self-directed and structured learning. QAA conducts or sponsors research projects and consultation events relating to quality in United Kingdom higher education and publishes guidance on topical issues. It also publishes analysis of

371-457: A learned occupation who are entrusted with maintaining control or oversight of the legitimate practice of the occupation;" also a body acting "to safeguard the public interest;" organizations which "represent the interest of the professional practitioners," and so "act to maintain their own privileged and powerful position as a controlling body." Professional associations are ill defined although often have commonality in purpose and activities. In

424-492: A new Chief Executive was appointed (Anthony McClaran, formerly of UCAS), and measures were put in place to strengthen QAA's reputation. These included an agenda to increase student participation and public engagement. The Browne Report (October 2010) commissioned by the Labour government, and the subsequent White Paper 'Students at the heart of the system' published by the new Conservative-Liberal Democrat coalition in summer 2011 had

477-524: A phased reduction of the subject focus of QAA reviews. In 2005 a revised Institutional Audit model was developed and adopted with the agreement of the representative bodies and HEFCE . This removed the DATs, thereby freeing time in the audit process to explore a broader range of topics and themes. This model continued in use on a six-year cycle until 2011. In 2008, Professor Geoffrey Alderman , former chairman of University of London's academic council, asserted there

530-399: A pool of external examiners. This laid the foundations for the so-called Academic Infrastructure, which QAA developed between 1997 and 2001 (a set of United Kingdom benchmarks for quality and standards) and the development of a new, United Kingdom-wide process of Academic Review which comprised elements of both Subject Review and Academic Audit - with an emphasis on the latter. The new process

583-443: A profession or group of professions and protect the use of professional titles" and professional bodies that "are independent membership organisations that oversee the activities of a particular profession and represent the interests of [their] members" and which "may offer registration or certification of unregulated occupations on a voluntary basis." Many professional bodies are involved in accrediting degrees, defining and examining

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636-473: A report (2 August 2009) which proposed policy changes to expand QAA remit to ensure the meeting of consistent standards. The report claimed QAA at the time focused mainly on evaluating processes not standards. According to the report: "it is not acceptable, as we found during our inquiry, that Vice-Chancellors cannot give a straightforward answer to the simple question of whether students obtaining first class honours degrees at different universities had attained

689-468: A senior level, or are current or recent students. While there are some differences between the methods used by QAA to achieve this, they have some key features in common. All reviews check that United Kingdom expectations are met; currently this is done by benchmarking the provision against QAA's Quality Code (see below). Other resources used for benchmarks of academic standards include the 'subject benchmark statements' (maintained by QAA in consultation with

742-642: A separate method QAA also continued to review degree courses provided at further education colleges (validated by universities). In spring 2011, under the coalition government, the United Kingdom Border Agency announced a requirement for all private colleges that recruit students to United Kingdom higher education to undergo a standards and quality review by QAA. A successful outcome would be essential in order to obtain 'Tier 4 accreditation' also known as 'highly trusted sponsor' status. QAA accordingly conducted 260 of these 'educational oversight' reviews in

795-510: A single body. QAA was established In April 1997 through the transfer of functions and staff from the former Higher Education Quality Council and the quality assessment divisions of HEFCE and HEFCW . The Dearing Report published in 1997 "gave the QAA the remit of providing assurance about standards and quality", following which it developed a higher education qualifications framework, a code of practice and subject benchmark statements, and established

848-575: A substantial impact on QAA's work. The introduction of tuition fees led to increased focus on how quality in higher education was managed and verified. Between 2011 and 2013, in consultation with the higher education sector, QAA phased in a new Quality Code to replace the Academic Infrastructure, and developed a new method of Institutional Review applicable to degree-awarding bodies in England and Northern Ireland, and (with some variation) in Wales. Under

901-401: Is 'to ensure that students and learners experience the highest possible quality of education.' Its strategy sets out the scope of its work in terms of four focus areas: Standards (QAA is custodian of various sector reference points); Assurance and enhancement; International; Leadership (QAA advises governments and has a high public profile on matters of quality). QAA is an independent body,

954-646: Is fit for purpose. Draft guidance is published on QAA's website (via a tab on the home page), where it is accessible for public consultation before being formally published. The Quality Code (full name: United Kingdom Quality Code for Higher Education) sets out four expectations for standards and quality that must be met by United Kingdom higher education providers that receive any kind of public or student loan funding. These expectations are underpinned by core practices, which are mandatory for all United Kingdom providers, and common practices, which are mandatory in Scotland, Wales and Northern Ireland. The Quality Code replaced

1007-657: The Access to Higher Education Diploma, a qualification that enables individuals without A Levels or the usual equivalent to enter higher education. QAA works closely with other organisations that have an interest in the reputation of United Kingdom higher education, including the Scottish Funding Council , HEFCW , Department for the Economy in Northern Ireland, Universities United Kingdom and GuildHE . QAA's purpose

1060-650: The Manual of Labeling Laws annually along with several other industry data reports. The association's products and services to members and non-members include: ISPA provides regular and member communications through its website, through its publications BedTimes and Sleep Savvy and their websites, and through a range of social media including Facebook, LinkedIn, Twitter and its Blog - Bedpost. BedTimes magazine, published monthly, covers mattress industry news for manufacturers and components suppliers. In August 2017, BedTimes marked 100 years of continuous publication with

1113-481: The Quality Assurance Agency or QAA ) is the United Kingdom higher education sector's independent expert quality body. It has a remit to maintain and enhance the quality of teaching and learning in tertiary education in the United Kingdom and beyond. It conducts quality assessment reviews, develops reference points and guidance for providers, and conducts or commissions research on relevant issues. QAA has

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1166-511: The UK the Science Council defines a professional body as "an organisation with individual members practicing a profession or occupation in which the organisation maintains an oversight of the knowledge, skills, conduct and practice of that profession or occupation". The Quality Assurance Agency distinguishes between statutory bodies and regulators that "have powers mandated by Parliament to regulate

1219-527: The 'Academic Infrastructure' (see below) in 2012 as the main reference point for checking on the quality of United Kingdom higher education, having been developed in close consultation with the United Kingdom higher education sector. In 2015 the Quality Code was extended to include the United Kingdom 'frameworks for higher education qualifications' (specifying levels for the different higher education qualifications and defining these through 'level descriptors') and

1272-509: The BSC’s consumer messaging. The Mattress Recycling Council is a nonprofit organization that ISPA established in 2014 to operate recycling programs in states that have passed mattress recycling laws: California, Connecticut, Rhode Island and Oregon. MRC recycles nearly 2 million mattresses each year. Learn more on the MRC website . Professional association A professional association (also called

1325-650: The Diploma to successful students. QAA licenses and monitors the AVAs and publishes information about its findings. QAA conducts reviews of locations where courses are provided by, or on behalf of, United Kingdom degree-awarding bodies. It is a member of ENQA, and of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE), meeting the quality criteria of both organisations in full. In 2014

1378-460: The United Kingdom and internationally, contracts with United Kingdom higher education regulators, funding bodies and government departments, and commissioned work including international reviews and business development work. It operates a flexible working policy but continues to maintain offices in Gloucester. United Kingdom degree-awarding bodies (mainly universities) set their own standards for

1431-440: The United Kingdom higher education sector, QAA maintains the United Kingdom Quality Code for Higher Education (Quality Code - see below), the subject benchmark statements for bachelor's and master's degrees, and other guidance for helping higher education providers to meet agreed United Kingdom expectations. Where appropriate, QAA also works with professional, regulatory and statutory bodies, and employers, to ensure that its guidance

1484-483: The United Kingdom'. The Quality Code covers: In Scotland the levels are different, being part of the Scottish Credit and Qualifications Framework ). Wales also has an integrated academic credit and qualifications framework, while England has a separate credit framework maintained by QAA. Higher education providers use the Quality Code, in conjunction with their own internal policies and other guidance, to design

1537-467: The United Kingdom, except currently in England, where the regulator, the Office for Students (OfS), has not implemented a cyclical review approach and QAA has chosen to focus on its enhancement activity, including new paid-for services to help the sector meet regulatory requirements and enhance quality. In addition to its role in sustaining the reputation of United Kingdom higher education, QAA also regulates

1590-593: The academic community), relevant qualifications and credit frameworks, institutions' own rules and handbooks, standards set by professional bodies, and the European Standards and Guidelines maintained by the European Association for Quality Assurance in Higher Education (ENQA). Each review results in a published report containing judgements on whether United Kingdom expectations are met. Separate judgements comment on academic standards, academic quality, and

1643-766: The agency was added to the European Quality Assurance Register (EQAR). Having signed memoranda of cooperation with a number of overseas quality assurance bodies, QAA has been endorsed by the Asia Pacific Quality Network (APQN) for promoting international cooperation in quality assurance. In 1996 the Joint Planning Group for Quality Assurance in Higher Education recommended that the then two streams of quality assurance in higher education - Subject Review and Academic Audit (which had been in use since 1991) - should be brought together under

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1696-476: The average mattress replacement cycle from 13-plus years to about 10 years. The BSC sponsored a groundbreaking study conducted by the Oklahoma State University to scientifically evaluate whether a new mattress improves sleep quality and efficiency, while reducing back, spine, shoulder and neck stiffness, thus leading to a more restful night’s sleep. The results were positive. This study is a resource for

1749-400: The bodies representing higher education institutions (Universities United Kingdom and Guild HE) to devise a modified approach known as Institutional Audit. QAA Scotland developed the procedure known as Enhancement-Led Institutional Review (ELIR), while in Wales the method known as Institutional Review was established. Northern Ireland followed England and adopted Institutional Audit. QAA remained

1802-465: The collective findings of its reports to identify emergent trends. QAA investigates allegations of 'systemic failings' by higher education providers, whereas the Office of the Independent Adjudicator deals with individual complaints and grievances. Both systems are designed as a recourse for students who have already asked for an internal investigation into their complaint and have not found

1855-497: The degrees and other qualifications they award ( academic degrees ), but since most courses are partly or entirely publicly funded (including through student loans) there is a requirement that they undergo external review to demonstrate that a national 'threshold' standard is met, and that quality is satisfactory. QAA is the body that undertakes this independent role in the United Kingdom. It does so through processes of peer review. Reviewers have extensive experience of higher education at

1908-490: The existence of robust academic management structures, and policies and approaches that enable national expectations to be fulfilled, combined with evidence that this is happening. Evidence is obtained in a variety of ways, including interviews with relevant individuals and structured discussions with student and staff focus groups. QAA reviews do not generally look at individual courses or programmes of study, neither do they review or evaluate students' work. In cooperation with

1961-423: The first two years of operation, with 29 providers failing their review. Since the abolition of United KingdomBA, QAA has continued this work under the auspices of United Kingdom Visas and Immigration. Following the coalition government's policy changes there was considerable opening up of higher education to more private providers, leading questions to be raised about the efficacy of the quality assurance system. It

2014-461: The maintenance of standards and the enhancement of quality of teaching and learning. In Scotland, Wales and Northern Ireland these enhancement activities are part of the formal quality arrangements; in England they are provided through a separate membership scheme, through which the sector in England also contributes to the funding of the sector-owned reference points. QAA undertakes cyclical quality review of higher education institutions throughout

2067-506: The mattress industry. Founded by ISPA in 1979, the BSC's stated goal has been to increase mattress sales and shorten the mattress replacement cycle by educating consumers about the relationship between sleep, health and quality of life. BSC blogs, spokespersons and social media posts discuss the sleep environment and important contributors to quality sleep. The BSC funds regular research studies of consumers to explore attitudes toward mattresses and

2120-583: The organisation charged with developing and undertaking these activities. It was agreed that in England there would be a transitional period of three years (2002 to 2005) during which all higher education institutions would undergo their first Institutional Audit. Thereafter audits would take place on a six-yearly cycle. In the year prior to their audit, institutions underwent 'developmental engagements' - unpublished subject-based reviews to support internal quality assurance. There were also 'discipline audit trails' (DATs) - selective subject-based enquiries that enabled

2173-505: The outcome of this to be satisfactory. Systemic failings are taken to mean a failure by a university or college in meeting its responsibilities for standards and quality. The concern needs to be supported by evidence. Where QAA deems a full investigation necessary it publishes its findings in a report. QAA advises the Privy Council of the United Kingdom , via government ministers, on the merits of applications for degree awarding powers or

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2226-498: The programmes of study that lead to their higher education awards (including academic degrees ). QAA reviewers use it to check that expectations are met when they conduct a review. QAA provides other guidance to supplement the Quality Code (but which unlike the Quality Code is advisory rather than mandatory). The Quality Code is supported by advice and guidance, divided into twelve Themes. The Higher Education Credit Framework for England (see previous note) enables providers to allocate

2279-444: The public information provided about courses. Reports include recommendations for improvement, citations of good practice, and affirmations of actions taken by the higher education provider to improve since the last review. QAA's review methods are informed by a self-evaluation submitted in advance by each university or college, and by a 'student submission' - a commentary by its students. At time of writing, review places an emphasis on

2332-709: The right to be called a university. No organisation may award degrees or call itself a university in the United Kingdom unless authorised to do so by the government. Applications are considered by a dedicated QAA committee, the United Kingdom Advisory Committee on Degree Awarding Powers , enabling its board to offer advice to ministers. QAA is the regulator for the Access to Higher Education Diploma which enables adults without A-Levels or their equivalent to progress to higher education . Organisations known as Access Validating Agencies (AVAs) are responsible for validating and reviewing Access courses and awarding

2385-469: The same intellectual standards. The body that currently "assures quality", the Quality Assurance Agency for Higher Education (QAA), focuses almost exclusively on processes, not standards. This needs to change. We call for the QAA to be transformed into an independent Quality and Standards Agency with a remit, statutory if necessary, to safeguard, monitor and report on standards." In October 2009

2438-492: The shopping experience. ISPA membership dues support BSC research and other programs. The BSC aims to keep consumers informed about mattresses and sleep, especially when shopping. Better Sleep Month is recognized and celebrated by the Better Sleep Council each May. The BSC has conducted several studies on consumer shopping behavior and the typical mattress replacement cycle. The council takes credit for helping reduce

2491-520: The skills and competencies necessary to practice, and granting professional certifications to indicate that a person is qualified in the subject area. Many professional bodies also act as learned societies for the academic disciplines underlying their professions, such as the American Statistical Association . Quality Assurance Agency The Quality Assurance Agency for Higher Education (usually referred to simply as

2544-457: The subject benchmark statements (specifying what outcomes - knowledge, understanding, skills and attributes - are expected of bachelor's and master's graduates in specific disciplines). The Code was revised in 2018 following the passing of the Higher Education and Research Act . Owned and maintained by QAA, it sets out 'fundamental principles that should apply to higher education quality across

2597-501: Was a decline of academic standards in British higher education that resulted in grade inflation. At a parliamentary inquiry (17 July 2008), the then CEO of QAA, Peter Williams , told a select committee that there was no evidence of consistency in grades given between degree subjects and between institutions. A QAA report published prior to the inquiry said degree classifications were "arbitrary and unreliable". The Select Committee published

2650-667: Was applicable to all institutions subscribing to QAA (recognised and listed bodies ). In 2017, the passing of the Higher Education and Research Act created a new regulatory framework for higher education in England, which included a "Designated Quality Body" (DQB). In February 2018, following Department for Education consultation in which 98% of respondents endorsed QAA, the Office for Students recommended QAA's appointment as DQB in England. In addition to this role, QAA continued to maintain United Kingdom-wide responsibilities, including

2703-511: Was introduced in Scotland, but before it had become fully operational across the United Kingdom a number of English universities complained about the administrative burden that this approach entailed, leading to a rethink by the Westminster government. The Scottish and Welsh higher education authorities took this opportunity to set up their own national arrangements, while in England QAA worked with

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2756-588: Was still not fit for purpose because its reviews were based on a 'threshold level' of standards that 'allowed no assessment of quality above that threshold' (paragraph 124) and that more needed to be done to improve quality (paragraph 125). The report recommended that QAA should involve employers in the development of subject benchmark statements and in the quality assurance of standards (paragraphs 130-132). Accordingly, in parallel with its recently introduced 'educational oversight' review methods, QAA developed Higher Education Review, which accommodated more flexibility and

2809-525: Was thought by many opinion formers and academics that the 'burden' of review needed to be adjusted according to the 'risk' posed by a particular institution. There was an appetite for established universities to be subject to a lighter touch than further education colleges or new private providers. In 2012 the Science and Technology Committee of the House of Lords, after considering the working of QAA, concluded that it

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