7Collaborative Provision
7Collaborative Provision
7.1Introduction and context
7.2Forms of collaboration
7.2.1 Introduction
7.2.2 Definitions of forms of collaborations
7.2.3 Nature of accredited colleges
7.3Stages in the approval and continuing quality management of collaborative activity
7.3.1Stage 1: Adoption by a Faculty of proposals at institutions new to the University
7.3.2Stage 2: Agreement of the business case by the International Strategy Group for overseas provision and the partnerships office for UK provision
7.3.3Stage 3: Agreement on a University contract by the Legal Office
7.3.4Stage 4: The implementation of quality assurance processes leading to approval by the Academic Board of the proposed collaboration
7.3.5Stage 5: Communication through the Quality Directorate of arrangements
7.4Management of collaborative provision
7.4.1 Academic standards including assessment and examinations
7.4.2Admissions
7.4.3 Certificates and transcripts
7.4.4 Day to day management of the collaborative partnership
7.4.5 Discipline, complaints and appeals
7.4.6 Enrolment and registration
7.4.7 External examining
7.4.8 The selection and appointment of External Examiners
7.4.9 The role of External Examiners
7.4.10 Preparation for external examining
7.4.11 Reporting arrangements for External Examiners
7.4.12 Financial arrangements
7.4.13 Language of instruction and assessment
7.4.14 Legal arrangements
7.4.15 Information for students and student support
7.4.16 Publicity and marketing
7.4.17 Quality assurance arrangements
7.4.18 Staff development
7.4.19 Student progression
7.4.20Register of collaborative provision
7.5Approval of new courses to be offered by existing collaborative institutions
GUIDANCE PAPERS AND FORMS
Genericguidance papers
1QAACode of Practice for the assurance of academic quality and standards in higher education,Section 2: Collaborative provision and flexible and distributed learning
2Contracts for collaborative courses
3Financial projections for provision
4Link Tutor
5Assessment
6Institutional review
7COL1 – Overseas Collaborative Provision Visit Report
8COL2a – Collaborative Provision– Reporting Template for Proposed Collaborative Partners
COL2b – Collaborative Provision – Risk Assessment Tool
9COL3 – Approval of New Partner
10COL5 – Outline FacultyProposal for New Collaborative Provision
11COL6 – Approval of Staff in Partner Institution
Specific guidance papers
Articulation
CHART: Procedure for the approval of articulation arrangements
12Articulation arrangements with overseas institutions / Credit rating: guidance and procedures
Partnerships
CHART: Procedure for the approval of UK partnerships
13 Criteria for selecting external partnerships in the UK
14 Summary of management of Foundation Degrees
Supported Distance Learning
CHART: Procedure for the site approval of MBA Supported Distance Learning
15 COL4 – Criteria for the approval of MBA by Supported Distance Learning
16 Standards for collaborative MBA programmes
TNE
CHART: Procedure for the approval of TNE provision
17 Operational protocols for the delivery of transnational collaborative courses
Accredited College
18 Accredited college academic liaison
7.1 Introduction and context
Overall considerations for collaborative activity
1The guiding principles for collaborative activity are that:
athe decision to enter into a formal collaborative relationship is the University’s. Bilateral agreements between a department/Faculty and a potential collaborative provider are not permitted. Initially, a judgement is made by senior managers about the nature of the institution with which the collaboration is proposed, and its strategic fit with the University’s direction of development. That is followed by a process involving consideration of the business case, the negotiation of contracts by senior staff and the development of course proposals by subject staff, approval and monitoring/ review;
bcollaborative courses must be set within the context of a developing professional relationship between the University and the institution delivering the courses;
call collaborative activity must operate within a clear framework of academic quality assurance policy and practice. Courses must meet the University’s general academic principles, collaborative arrangements must offer a suitable learning environment for students, and secure arrangements for maintaining the standards of the University’s awards must be in place. There must be active arrangements for academic liaison and for University engagement in key points of academic decision-taking, for example meetings of Boards of Examiners and the approval of changes to courses;
dthe standard of the University’s awards must be maintained, and the fulfilment of the University’s obligations under the QAA’s Academic Infrastructure and Code of Practice must be demonstrated (see guidance paper 1);
e the partnership is financially beneficial to the University, and /or will strategically enhance the educational / research ability of the University;
fall dealings with collaborative partners, from initial enquiry stage, shall be carried out in line with the University’s ‘Code of Conduct for Employees’ in order to safeguard the integrity of the process. It is incumbent on staff not to accept hospitality of a degree greater than that which could be reciprocated at the University's expense, and gifts other than those with limited monetary value should be refused.
gthe partnership will not endanger the reputation of the University;
h the University and the partner have the academic expertise and associated resources to manage all of its partnership responsibilities and associated risks.
2Context of collaborative activity:
aThe University welcomes the addition of overseas collaborative arrangements to its corporate portfolio of activities. They serve to broaden and enrich the intellectual life of the University through first hand experience by staff of higher education, business and social practices in other cultures. They offer opportunities for research and other scholarly activity. They open up higher education to students who may otherwise have been denied the opportunity to learn. Some arrangements involve the exchange or transfer of students, giving both overseas and home-based students a new perspective on the world. Such activities enliven the academic community of the University.
bThe University’s commitment to the success of collaborative initiatives is unequivocal, and the benefits to students and staff, both at Bedfordshire and in the partner establishment, are considerable. But such benefits have to be earned through sustained hard work, and the University has to be certain that students are receiving an appropriately high quality of educational experience, that intended learning outcomes are being achieved, and that the standard of its awards is being upheld.
cWhen considering entering into a collaborative arrangement with UK and overseas partners, the University must satisfy itself that the arrangement has a potential long term benefit and will enrich the experiences of both staff and students. The body responsible for making this judgement is the Academic Board which may delegate authority of approval to the Teaching Quality and Standards Committee. The two committees which inform the Academic Board in its decision making processes are the Teaching Quality and Standards Committee (TQSC) and the TQSC’s Collaborative Partnerships Committee (TQSCC). Initiatives based solely on the prospect of income generation are not acceptable, and awareness of the academic and financial risk(s) involved in the management of the relationship should be paramount.
dFor UK based partnerships, the business case is considered by the VCMG through the work of the Dean of Partnerships; for international partnerships the International Strategy Group is responsible for planning the University’s relationships and confirming the business cases.
eThe University’s Regulations do not permit students registered on courses leading to the University’s awards to be taught and assessed in a language other than English, other than in exceptional circumstances approved on an individual case-by-case basis by the Academic Board.
fIt is expected that staff will make regular visits to collaborative providers for course delivery, staff development and quality assurance purposes. University staff (Link Tutors) keep written records of the outcomes of their discussions with staff from the collaborative providers. For international collaborative partners, a form is provided for this purpose, and summaries of activities and findings are presented to the TQSCC (COL1). For UK partners, a summary of link tutor reports will be presented to the TQSCC.
gFor award bearing courses students are registered for an award of the University of Bedfordshire.The award documents issued to a student on successful completion of a course of study will make reference to the name of the institution at which the student has studied.
h In principle, the collaborating institution is responsible for resolving matters of student discipline through its own procedures and academic disciplinary matters are the responsibility of the University. Student appeals on academic grounds are considered under procedures determined by the University.
iIn consultation with the Faculty responsible for the provision, the collaborating partner is responsible for ensuring that students receive appropriate learning materials support including the course handbook, the CIF and other information (UIF) as specified in the QAA’s Code of Practice. Students should also receive a copy of the Help student handbook.
3In accordance with the QAA Code of Practice, the University maintains an up to date register of collaborative activity.This record is maintained by the Quality Directorate.
7.2 Forms of collaboration
7.2.1Introduction
1The University may collaborate with other institutions (both in the UK and overseas) to offer courses leading to awards of the University.
2Collaborative Provision “denotes educational provision leading to an award, or to specific credit toward an award, of an awarding institution delivered and/or supported and/or assessed through an arrangement with a partner organisation” (guidance paper 1; QAA Code of Practice: Section 2; page 3)
3Discussions about all such proposals must be managed through the International Office or Partnerships Office (as appropriate), the relevant Faculty, the Quality Directorate and the University Solicitor.
7.2.2 Definitions of forms of collaborations
The University’s institutional collaborative provision is currently encompassed by the following broad categories:
- articulation (or recognition) arrangements, where a course, or component of a course, designed, delivered and assessed by another institution, attracts a specific credit rating against provision approved by the University. These arrangements are exclusively with overseas institutions;
- partnerships, where a course is designed and delivered on a partnership basis between the University and another institution, generally a further education college in the region. Each institution offers courses or units that respond to its academic strengths and market position, and courses may be composed of units delivered at more than one institution. Academic leadership and management of these courses resides in the University, and they are subject to the validation, review and monitoring procedures of the University;
- supported distance learning, where a standard curriculum is designed by the University and learning materials are made available through electronic and other means for delivery in approved locations worldwideand examinations are set and marked by University staff;
- transnational education courses, where a course designed and owned by the University is delivered in another institution. Staff of the transnational education partner institution teach to the University’s syllabuses, and examinations are set and marked by University staff;
- validated courses, run in an institution independent of the University, where the design and delivery of the course is the responsibility of the institution concerned. The courses are subject to the processes of the University as validating institution, and lead to the University’s awards.
Each of the above arrangements has implications for the nature of students’ learning experience, and for the way in which the University discharges its academic responsibilities.
Articulation (or recognition) arrangements (see guidance papers12,13)
1 The academic aim of articulation arrangements is to offer overseas students the opportunity to gain experience of two higher education systems, broadening their educational experience and enhancing their career prospects, and reciprocally to transfer knowledge of contemporary developments in higher education back to the emerging economies.
2 The normal patterns of articulated courses at undergraduate level are ‘3+1’ ‘2+2’ or ‘2+1’, with students spending two/three years at their home institution then transferring to the University for a further year or two to complete their Honours degrees.
3 The University recognises, on the basis of consideration at Faculty level, the specific academic credit value of the courses undertaken by the students at their overseas institutions. In establishing articulated courses, the University looks for mutual flexibility, with a willingness by the overseas partner institutions to adopt, at least in part, the University’s own unit syllabuses, thereby facilitating the matching of curricula and offering assurances about the attainment of academic standards.
4 The students who successfully complete their courses, who have attained the appropriate level of English language competence, and who fulfil UK visa requirements, are eligible to progress to the University to complete their studies. Those who are unable to progress are not however eligible to receive a University of Bedfordshire award.
Partnerships (foundation degrees; see guidance papers 14, 15)
5 The overall academic leadership of each foundation degree resides in the University, and each is managed from an undergraduate field by the UoB Academic Director. Foundation degrees are subject to the University’s quality assurance arrangements in the same way as other UoB provision.
6 Key features of Foundation Degrees reside in the involvement of partner colleges and employers in curriculum design and review, the proportion of work based credit and associated arrangements, and opportunities and preparation for progression to Honours level study. Most Foundation Degrees are delivered collaboratively under contract with further education providers in the region, with arrangements for academic and administrative liaison. All Foundation Degrees delivered in further education colleges are managed as courses within specific fields of the University, and are academically led by staff of the University. The responsibility for internal examining resides with University staff, but the process is shared with staff in the further education college concerned to facilitate capacity-building.
7 All Foundation Degrees must comply with the terms of the QAA’s Foundation Degree qualification benchmark.
8 The duties of the role of Link Tutor are included as guidance paper 4.
Supported distance learning (see guidance paper 16, 17)
9Supported distance learning is an emerging category of collaborative provision currently consisting of the MBA by supported learning, a part-time course for experienced managers delivered principally through learning materials available on CD-ROM and through a tailored virtual learning environment, supplemented by face-to-face support from local tutors and by visits from University staff on a flying Faculty basis.
10The curriculum is the University’s (apart from the introduction of local case studies) and responsibility for all grading is taken by the University. The responsibilities of the local providers are essentially confined to identifying suitable tutors (whose appointment must be ratified by the University) to support students, and managing the student experience.
11The standards for the delivery of courses by supported distance learning are approved at validation and implemented by the course team and the overseas partner (guidance paper 17). A flowchart indicating the process on the approval of a new MBA delivery partner is given in the guidance papers.
Transnational Education TNE (see guidance paper 18)
12TNE offers clear quality control benefits to the University but it reduces the scope for local staff to own intellectually the curricula they are delivering. Any TNE arrangement must therefore take particular account of the overall quality of the educational experience received by students, and the scope for making the curriculum responsive to their particular interests. It should also be noted that particular care needs to be given to the alignment of the teaching and assessment practice at the University and the partner institution
13Guidance on the approval, monitoring, review and operational protocols for the operation of TNE are provided in guidance paper 18.
Validated courses (see also nature of accredited colleges below)
14Validated courses, run in an institution independent of the University, where the design and delivery of the course is the responsibility of the institution concerned. The courses are subject to the processes of the University as validating institution, and lead to the University’s awards.
7.2.3 Nature of accredited colleges
1The Academic Board has adopted the status of accredited college for institutions offering validated courses which have made significant progress towards becoming academic communities. All other collaborative providers continue to be known as associated colleges.
2An accredited college enjoys a greater level of discretion over certain academic processes, notably Annual Monitoring and the ability to make minor changes to courses on the basis of procedures set out in its own quality manual, but the University continues to manage validations and Boards of Examiners’ meetings, and to appoint External Examiners. The University also has a representative on the college’s Academic Board.
3The quality assurance system governing accredited colleges has been designed to meet the following considerations:
ait emphasises the institutional academic responsibilities of the accredited college;
bit offers the Academic Board security about the standard and quality of the courses being provided;
cit provides for frequent and reliable communications between the accredited college and the University;
dit is effectively managed both academically and administratively;
eit embraces the principles of collaboration and partnership.
4In practice, the nature of the institutional relationship with each accredited college is likely to differ, because of the previous experience of staff, the profile of the portfolio of courses to be offered, the resources already available, and geographical location.
5The University takes several factors into consideration when appraising the quality assurance arrangements for collaborative provision within accredited colleges. The Teaching Quality and Standards Committee will take an institutional view of the context within which higher education courses are to be provided. It will set up a panel to visit the college to review the facilities available for higher education students and to discuss with college staff and their counterparts in the University involved in managing the proposed collaborative provision a range of matters including:
acommunications, including the lines of academic accountability from the collaborative courses to the University;
barrangements for the academic and administrative management of the courses to be offered, and their effectiveness at fostering curriculum and pedagogical development that matches best UK practice;