C-Annex 7
Student LearningExperience Committee
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Quality Handbook Section C
C-Annex 7
1.INTRODUCTION
2.THE FORMAT OF THE COURSE APPROVAL/PeRIODIC REVIEW EVENT
2.1Using this Guidance
2.2QAA Quality Code
2.3Support
2.4 Course Approval/Periodic Review Event Documentation (CAD/CED)
2.5Course(s) Approval Document (CAD)/Course Evaluation Document (CED)
2.5.1Tips for Developing a Good CAD/CED
2.6Completing the Programme Specification
2.7Completing the Student Course Handbook
2.8What Conclusions will the Panel Reach?
2.8.1Conclusion – Quality and Standards
2.8.2Conclusions – Commendations
2.8.3Conclusions – Transferable Good Practice
2.8.4Conclusions – Conditions and Recommendations
Documentation Templates
Course Approval Document (CAD)
Course Evaluation Document (CED)
Programme Specification Template
Framework for Higher Education Qualifications and Bologna Cycle Notes for Course Teams
FHEQ Levels of Study
Learning Resource Guidelines
Notes for Course Teams on Compensatable Modules, In-module Retake, Exceptional Third Attempt and Variance
Assessment Regulation characteristics to be considered through THE COURSE Approval and Periodic Review Process:
Guidance for Approving Modules
Guidance - delivery of option modules iN AWARDS
Guidance - DESIGNING MAJOR/MINOR AWARDS
Guidance - Designing Higher and Degree Apprenticeships
Guidance - Awards Containing Workplace/Related Learning
Guidance - Courses Delivered by ONLINE Distance Learning (odl)
Guidance - Design of Foundation Degrees
Guidance - Design of Higher National Awards
Guidance - Additional Regulatory Requirements for the Approval of Professional Doctorate Courses – 2017 Regulations
Guidance - Approval of dual and joint awards
Guidance – DESIGN of ACCELERATED DEGREES
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Quality Handbook Section C
C-Annex 7
AAP / Assessment, Award & Progression RegulationsAIW / Advanced Independent Work
AR / Academic Registry
AR(LTE) / Academic Registry (Learning, Teaching & Enhancement)
AR(QS) / Academic Registry (Quality & Standards)
AR(SERA) / Academic Registry (Secretariat, External Review & Audit)
AWMF / Academic Workload Management Framework
BAME / Black, Asian and Minority Ethnic
BPS / British Computer Society
CAD / Course Approval Document
CAMS / Credit Accumulation & Modular Scheme
CED / Course Evaluation Document
CME / Continuous Monitoring and Enhancement
DBS / Disclosure and Barring Service
DLHE / Destination of Leavers of Higher Education
EBE / Enterprise and Business Engagement
EPA / End Point Assessment
ETA / Exceptional Third Attempt
FCD / Finance & Commercial Development
FEHEA / Framework for Qualifications of the European Higher Education Area
FHEQ / Framework for Higher Education Qualifications
FQ-EHEA / Framework for Qualifications of the European Higher Education Area
GL / Guided Learning
HDAs / Higher and Degree Apprenticeships
HECos / Higher Education Classification of Subjects
HEA / Higher Education Authority
HEI / Higher Education Institute
HESA / Higher Education Statistics Agency
HNs / Higher Nationals
IELTS / International English Language Test System
IFA / Institute for Apprenticeship
IMR / In-module Retake
ISB / International Student Barometer
KIS / Key Information Set
KSB / Knowledge, Skills & Behaviour
LEO / Longitudinal Educational Outcomes
LTAS / Learning, Teaching and Assessment Strategy
LTS / Learning and Teaching Strategy
NCTJ / National Council for the Training of Journalists
NMC / National Midwifery Council
NOS / National Occupational Standards
MVF / Module Verification Form
ODL / Online Distance Learning
PASS / Peer Assisted Study Scheme
PDP / Personal Development Planning
PSRB / Professional, Statutory and Regulatory Bodies
QAA / Quality Assurance Agency
RIT / Research Informed Teaching
RLO / Reading Lists Online
RPCL / Recognition of Prior Certificated Learning
RPEL / Recognition of Prior Experiential Learning
RPL / Recognition of Prior Learning
SLEC / Student Learning & Experience Committee
SLS / Student & Library Services
SRM / Student Recruitment and Marketing
SSLESC / School Student Learning & Experience Sub-Committee
TEL / Technology Enhanced Learning
TQS / Threshold Quality Standards
TQT / Total Qualification Time
TU / Teesside University
UAB / University Academic Board
WPL / Workplace Learning
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Quality Handbook Section C
C-Annex 7
1.INTRODUCTION
This Guidance has been designed to be used as an electronic resource and not as a hardcopy resource due to the number of hyperlinks it contains. This guidance will focus on the University Course Approval/Periodic Review(validation) Event. Guidance on the approval process for provision with Collaborative Partners can be found in Section E: Institutional Approval and Review of a Collaborative Partner, and associatedCourses of the Quality Handbook.
The University has specific processes for the validation of both new courses and periodic reviews. In addition to this guidance, in preparation for the validation Event you should also read the following documentation:
- QualityHandbookSection C: Approval and Periodic Review of Teesside University Provision
- Credit Accumulationand Modular Scheme (CAMS)
- Assessment & Feedback Policy
- University Level Descriptors
- 2014 Assessment, Award & Progression Regulations
The University Course Approval and Periodic Review(validation) process consists of:
- The validation Panel will be provided with the documentation that has been produced about the course(s).
- Consideration of the course documentation at a validation Event from which a judgement and validation event report will be produced.
- The validation report includes the Conditions and Recommendation for theCourse Team to address.
- The process results in a judgement on the course(s) in terms of the confidence that can be reasonably placed in the Course Team’s present and future management of the quality, the student learning and experience of the course(s) for which it is responsible and the academic standards of the associated award.
- You will be given a date by which you have to provide a response to the Conditions and Recommendations and submit any revised documentation.
- The Event Chair will ensure that you have addressed the conditions before formal ‘sign-off’specifyingthe course(s) for forwarding to the University deliberative Student Learning & Experience Committee (SLEC).
- The documentation will be submitted to the next meeting of SLEC, usually within 2 to 4 weeks of the validation event report sign-off in the School. The SLEC will consider if the University’s process has been followed appropriately and, if so, formally sign-off the course(s), on behalf of the University. In the case of new course(s) the ‘subject to approval’flag will then be removed in marketing material.
The following two stages of the approval process are devolved and managed by your School and are briefly explained below:
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Quality Handbook Section C
C-Annex 7
2.THE FORMAT OF THE COURSEAPPROVAL/PeRIODIC REVIEW EVENT
The Panel for the Course Approval / Periodic Review Event will include:
- Chair: the Dean (or nominee) of the relevant School.
- Academic staff member from the relevant School and independent of the course(s) under consideration.
- Representative from Academic Registry.
- External Academic expert from a Higher Education Institute (HEI).
- Secretary: normally from the proposing/host School.
This may be supplemented, as appropriate by:
- Department of Academic Enterprise, Head of Skills or nominee (for Higher and Degree Apprenticeships (HAD) approval/review activity)
- Student Panel Member.
- Panel member(s) from Academic Registry (Quality & Standards) (AR (QS)) database and external to the relevant School.
- An independent employer/practitioner.
- A service-user.
- PSRB representatives.
- Academic Librarian.
- A distance learning expert (a requirement for ODLcourses).
The meeting will take the following format:
.
2.1Using thisGuidance
In addition to providing you with information about the process, this Guide highlights key University and Quality Assurance Agency for Higher Education (QAA) requirements, and provides a series of prompt questions to ensure that you address relevant topics when producing appropriate documentation, and preparing for the validation Event.
You should:
Tasks / Supplementary Information1 / Use the Course Approval Document (CAD) or Course Evaluation Document (CED), keep documentation concise and, wherever possible, use and refer to existing documentation as identified later in this Guide. / See page 24 for the CAD template and page 43 for the CED template.
When approving a ‘framework’ suite of course(s) it may be sensible to provide one CAD/CED for all course(s).
If you are unsure or wish to clarify if this applies to your Event you can seek guidance from AR (QS).
2 / Incorporate the key features of the University’s Learning and Teaching Strategy(LTS)with a particular focus on the Goal (3 As, 3 Cs)
‘to educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring’
The embedding of Future Facing Learning / The LTS can be found here.
3. / Incorporate the key features of the University’s strategic agenda for:
- Teesside University 2020
- International
- Research and Innovation
- Enterprise and Business Engagement(EBE), incorporating the Student Futures Strategy
4 / Reflect the QAA’s Quality Code Part A (see further information below in 2.2) / The QAA Quality Code can be found here
5 / Use any relevant QAA Subject Benchmark Statements, Doctoral and Master’s Qualification Characteristic or Foundation Degree Qualification Characteristics Statements / The QAA Subject UG and PG Benchmark Statements can be found here
The Doctoral Degree Characteristics Statement (updated Sept-15) here
The Master’s Degree Characteristics Statement (updated Sept-15) here
The Foundation Degree Characteristics Statement (updated Sept-15)here
Qualifications involving more than one degree awarding body (Dual/Joint Awards)here
6 / Consider the Learning Resources Guidelines / Guidelines can be found here
7 / ICT Resources Requirements at Course Level / Seek advice from your School e-Learning Co-ordinator
2.2QAA Quality Code
Teesside University (TU)has mapped its processes and practices against the QAA Quality Code, ensuring alignment, and reflecting these within the University’s policies and procedures. It is, therefore, explicitly embedded in University practice.
The Quality Code includes the following components:
- Part A: Setting andmaintaining threshold academic standardsincorporating the Framework for Higher Education Qualifications in England, Wales, Northern Ireland (FHEQ), and the Scottish Credit & Qualifications Framework, subject benchmarks, the Doctoral and Master’s Qualification Characteristics or Foundation Degree Qualification Characteristics Statements and the requirements for Programme Specifications.
- Part B: Assuring and enhancing academic quality including 11 chapters covering all aspects of the student and course lifecycle. Chapter B6 incorporates the Guidelines on the Recognition of Prior Learning (RPL) in England, Wales and Northern Ireland.
- Part C: Information about higher education provisionis shorter and is not sub-divided into Chapters. It addresses how providers produce information that it is fit for purpose, accessible and trustworthy.
The requirements of the QAA Quality Code have been incorporated into the following:
- University Level Descriptors, which are based on the FHEQ.
- University CAMS Framework (seeCredit Accumulation & Modular Scheme Framework).
- University Regulations.
- University Assessment & Feedback Policy (see Assessment & Feedback Policy).
- Quality Handbook.
2.3Support
Support is available from:1. / Staff from Academic Registry(Learning, Teaching & Enhancement) (AR (LTE))are available to work closely with Course Teams to address key issues in the specific context of your course and help you with learning and teaching development including, for example, student retention, assessment and employability skills, as well as developing digital literacy and learning resources e.g. blended learning, ODL.
Also with embedding Future Facing Learning
2. / School support and guidance can be found from the School Academic Registry and Quality Team, Section Head/Subject Group Leader, Associate Dean for Teaching and Learning, School Learning and Teaching Co-ordinator(s) and E-Learning Co-ordinator.
3a. / Student and Library Services (SLS) – Disability Services
Staff from disability services are available to provide expert advice on developing inclusive and alternative assessment arrangements for students with disabilities and developing your strategy. Your School will also have a School Disability Co-ordinator that can work closely with the Course Teams to address issues related to making reasonable adjustments for students with disabilities.
3b. / Student and Library Services (SLS) – Careers Services
Careers staff can support Course Teams with researching a range of careers and the knowledge and skills required via the use of EMSI(Labour Market Insight), which can be used by Course Teams to develop/steer module content.
3c. / Student and Library Services – Library Services
The Academic Librarians can help Course Teams to integrate process and personal skills development into curricular content, preparing indicative resource Reading ListsOnline(RLO) and embedding academic skills at various levels of the course.
4. / Staff from AR (QS) can help you with quality issues including negotiating the right kind of event and documentation for your particular course/s and context. There is also detailed information available on the Academic Registry SharePoint site.
5. / Staff from Academic Registry (Secretariat, External Review & Audit) (AR (SERA)) can advise on regulatory matters such as the application of CAMS, In-Module Retake (IMR), Exception Third Attempts (ETA), Variance and HN regulations etc.
6. / Learning Resources Guidelines.
7. / Guidance from ICT on resource requirements at course level.
8. / There are a series of guides to help support staff in the learning and teaching role from AR (LTE) on the following topics:
- Designing, Delivering and Assessing Practical and Laboratory-basedSessions
- Formative Work and Feedback
- Guidelines for Inclusive Learning Resources
- LearningOutcomes
- Quick Guide to Meeting the ‘Threshold Quality Standard (TQS): Use of Electronic Module Sites’
- Retention and the Curriculum
- Work-based Learning
- In at the Deep End
- Credit Level Descriptors
9. / Staff from Finance & Commercial Development (FCD) can provide and help you obtain market intelligence for courses in your subject area, applications and acceptance reports, course data by academic year and by protective characteristic, NSS and ISB reports. Contact for bespoke requests.
10. / For a course(s) recruiting international students, please refer to the QAA document ‘Supporting and Enhancing the Experience of International Students in the UK: A Guide for UK Higher Education ProvidersJune 2015’.
11. / There is also a selection of information on the Advance HE (formally Higher Education Academy (HEA)) website on Internationalisation of the Curriculum via the Knowledge Hub, by searching the theme of Internationalisation and TNE.
12. / The QAA document provides guidance relating to Sustainability.
13. / Guidance for Panel Members for the Approval of New and Existing University Courses providesyou with the ‘Themes for the Discussion’ pages that the Panel are provided with, and will form the structure of the Event. This may help you in your development of the documentation.
14. / Information is available to ensure that your modules comply with HESA guidance for Unistatsdata.
Refer to:
KIS Learning and Assessment Method Calculations
and
KIS Learning and Teaching Methods
Please note:
- All learning hours should be accounted for in the UTREG/MVF, i.e. 200 learning hours for a 20-credit module and 400 hours for a 40-credit module.
- The ‘written’ assessment methods is for exams only.
2.4Course Approval/Periodic Review Event Documentation (CAD/CED)
The validation documentation will consist of the following:
- Briefing Note outlining the purpose of the event.
- Title Approval (PD) formfor all new or amended course titles.
- CADor CED and supporting evidence file, including the statement from Student & Library Services (SLS). Supporting evidence file information being provided electronically (with hard copy made available on the day). Please refer to Section C SAP’s, para. 8 to ensure all relevant information is placed within the Evidence File.
- Programme Specification, including stage outcomes, map of modules to outcomes and assessment chart.
- Student Handbook/ electronic link (and supporting School/Collaborative Partner Handbook, if relevant).
- Collaborative Partner Operation Manual, and addendum where applicable (Franchise. TNE, Validated)
- Module Specifications(UTREG)and associated MVFs.
- Action Pointsand outcomes from the Critical Read process.
- Workplace/Work Related/Placement Learning and/or Mentor Handbook (if appropriate).
- Staff CVs – with all personal details redacted, accompanied with details of knowledge and skills of the teaching team. Only required for a Periodic Review Event if there has been significant changes to the teaching team.
- Any additional mapping exercise e.g. excel spreadsheet, as required by the relevant PSRB. This is mandatory in the case of Higher and Degree Apprenticeships (HDAs) where there is a need to demonstrate mapping to the relevant HDA standards and Assessment Plan, refer to C-SAPs-Annex 24c for example mapping template. This is also mandatory in the case of centre devised Higher National Certificates(s)/Diploma(s)[1]containing closely related award titles and/ or content under the Pearson Licence Agreement.
- RPL Mapping against course/programme/module outcomes.
- Where a progression/articulation arrangement has been identified (e.g. a Level 6 progression route) a course learning outcome mapping exercise should be carried out to document the advanced standing arrangements.
2.5Course(s) Approval Document (CAD)/Course Evaluation Document (CED)
A robust and comprehensive CAD or CED is fundamental to the successful validation of a Course(s). The information and research presented in both the CAD and or CED should draw on external sources and involve consultation and feedback from a range of key stakeholders, including students (alumni, views of current students for all courses via focus groups, survey or on-line mechanisms etc.) with a range of protected characteristics (age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, sex, sexual orientation) and relevant employers and other stakeholders, where possible, for example service users and carers where applicable.
The information and research presented in a CAD/CED, should:
Course(s) Approval Document (CAD)1. / Identify how the course(s) has been developed, include marketing analysis using HESA data to identify feeder subjects, institutions attracting students in your subject area, consultation with key stakeholders, particularly the engagement of existing students on the design/development of curricular, and articulate the distinctive features.
2. / Demonstrate the utilisation of external and internal Teesside University sources e.g. QAA Quality Code, QAA Subject Benchmark and Characteristic Statements, PSRB requirements, Apprenticeship Standards, Teesside University and School Strategies, and how they have informed the course aims and course learning outcomes.
3. / Clearly articulate the course(s) design and curriculum content.
4. / Include details of the course structure, learning, teaching and assessment strategy drawing on inclusive learning and teaching strategies.
5. / Draw on mechanisms for student support, induction, progression and attainment
Course(s) Evaluation Document (CED)
1. / Identify how the course has evolved since its original validation (or last periodic review exercise) and include an overview of changes (modifications) that have been made.
2. / Demonstrate how enhancement has occurred on a continuous basis.
3. / Include details of good practice, innovation and creativity.
4. / Draw upon the Continuous Monitoring & Enhancement (CME) Journal produced since the previous approval or periodic review exercise, to demonstrate the impact of enhancements.
5. / Draw upon other evaluative sources, e.g. PSRB accreditation where available.
6. / Identify, via the action plan, what changes and enhancements are necessary to ensure that the course remains fit-for-purpose, contemporary, and continues to meet the needs of all key stakeholders and address key University priorities.
The CED is supported by a File of Evidence; see below CED Supporting Evidence for details of the contents required.