Prof Graeme Pedlingham, Deputy Pro Vice Chancellor for Student Experience, talks to us about his time working for the Office for Students. 

Can you tell us a little about your role at the Office for Students? 

Around 2022, the Office for Students (OfS) was setting up a new unit focused on quality investigations, linked to the implementation of new conditions of registration. I became the first Principal Assessor, helping to establish the structures and lead some of the initial investigations. These were focused on the B conditions, academic experience, robustness of assessment, and so on, particularly where there were concerns about the quality of provision in specific subject areas. 

I was involved in developing training and guidance for a wider pool of assessors. I enjoy working on new initiatives and helping shape things from the ground up, especially when they have the potential to positively impact the sector. I’m particularly interested in how we define and assess quality in higher education, and how we account for the diversity of institutions and contexts. 

My priority was ensuring assessment teams operated appropriately, while also being transparent with institutions. Investigations can be anxiety-inducing, so it was important to communicate clearly that this wasn’t about catching individuals out, it was about examining systems and processes, and their impact on students. We focused on authentic staff and student voices, sometimes observing teaching, but mostly through conversations. 

Can you walk us through a typical assessment process? 

It usually started with data, identifying areas of potential risk. We’d request further information from the institution and prepare for site visits, focusing on key questions and stakeholders. The aim was to triangulate evidence: data, staff interviews, student feedback, policies, committee observations. You couldn’t rely on one source, you had to build a full picture. Sometimes the data pointed to issues that weren’t there, and sometimes it revealed real problems. 

It was satisfying to uncover root causes and help institutions make positive changes. But we were careful not to overburden them, requests had to be purposeful. The goal was always improvement, not punishment. 

What were some of the most important insights you gained? 

The diversity of the sector is key. Quality assessors need open minds and a strong focus on student outcomes. Independence is also crucial, bringing subject expertise and practitioner insight to the role. Assessors need to recognise their own expertise and use it to evaluate fairly and constructively. 

Did you always work within your own subject area? 

Not always. Each team had at least one subject expert, but as Principal Assessor, I often chaired the group, similar to a validation panel setup. 

How did your work with the OfS influence your practice at Sussex? 

It sharpened my focus on impact, evidence, and outcomes. I became more questioning and reflective. Writing the reports was a challenge, balancing priorities and articulating issues clearly using data and expert knowledge. It’s like a more intensive version of external examining. It also deepened my appreciation for how scholarship informs practice. Seeing different institutional approaches and their effects on students was incredibly valuable for that. 

What advice would you give to colleagues considering a similar role? 

1. Be open to different structures of working and work collaboratively.  

2. People skills are essential.  

3. You also need an interest in regulatory frameworks and how they translate into practice. Understanding the interaction between high-level regulation and on-the-ground data and experience is key.  

4. Most importantly, keep the student impact front and centre. Quality isn’t abstract, it affects real people and their outcomes.