D3-TQS 8

D3-TQS 8

  1. INTRODUCTION

This TQS is presented on the basis that the pattern of provision and the internal structure of Schools will vary and develop over time, so that over-specification of requirements in a central directive may not be universally appropriate.

Schools and Central Departments will therefore need to interpret and implement this TQS, making such decisions as are appropriate to their specific context.

In so doing, Schools and Central Departments should recognise that the TQS addresses the needs of students (full and part-time) at any stage of a course (including those studying at a distance).

1.1Application of Threshold Quality Standards

These Standards will apply to all undergraduate and postgraduate courses in all modes of delivery.

  1. RESPONSIBILITIES OF SCHOOLS AND DEPARTMENTS

Schools and Central Departments should:

  • Identify named staff with specific responsibilities for leading and contributing to induction programmes.
  • Provide or contribute to an induction programme for all academic courses in all modes of delivery.
  • Provide or contribute to an induction programme for relevant transition points in a course.
  • Provide or contribute to an induction programme that, wherever possible, is embedded in the curriculum and integrated into the course.
  • Provide or contribute to an extended induction programme at entry level to avoid overloading of information, and to ensure that information is appropriate in terms of quantity and relevance, and is engaging for students.
  • Ensure that all student inductions encompass awareness of Equality and Diversity and an understanding of the University’s commitments, and their part in that.
  • Monitor the student profile to ensure that induction programmes are inclusive.
  • Involve the Students’ Union and current students in planning and contributing to induction programmes and activities.
  • Introduce students to the specific learning strategies that will be used on the course.
  • Provide students with pre-entry information in advance of “welcome week”, which includes at least a brief introduction to the course, a key contact and information on their “welcome week” timetable.

Schools should ensure that the induction programme(s) in their School does the following:

a)at the initial stage or level:

  • Enrol or verify enrolment of all students on their chosen course.
  • Signpost students to generic information on University Regulations, Health & Safety, etc.
  • Provide general academic information of chosen course.
  • Provide specific academic information on first year/stage.
  • Include an introduction to Student & Library Services, SU, and ITaCS.
  • Include an introduction to the VLE.
  • Identify specific course requirements.
  • Ensure that students meet appropriate staff.
  • Make students aware of personal support systems available in the School, SLS and the Students’ Union, and information on how to access these.
  • Provide opportunities for socialisation and where appropriate, encourage students to engage in extra-curricular activities.
  • Incorporate visits to offsite venues (where appropriate).

b)at subsequent stages or levels:

  • Provide general academic information for the level/year/stage.
  • Provide specific course information for the year/stage.
  • Provide opportunities for socialisation and, where appropriate, encourage students to engage in extra-curricular activities.
  • Ensure that students meet appropriate staff.
  • Provide a chance for transfer-in students to meet their year/level cohort.
  • Provide specific guidance and support for students who are returning from workplace activities (see also TQS: Student Learning in the Workplace).
  1. PROCEDURE WHERE A SCHOOL IS UNABLE TO ADOPT A TQS

It is recognised that there may be areas of subject provision where, for exceptional reasons, certain aspects of the TQSs cannot be adopted. In such cases please refer to Section D3 of the Quality Handbook: Threshold Quality Standards (Section 1.2).

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Quality Handbook Section D3