OPERATIONAL SPECIFICATION
Partner Delivering Institution:Delete and insert
Date(s) of Revision(s) to this Document:Delete and enter date (n.b. the programme committee membership should be updated annually once student representatives are appointed)
This document is produced for two purposes:
- To inform the programme approval panel of the plans for operationalising the programme.
- To exist as a reference of ongoing guidance for all staff engaged with programme delivery and management.
It is expected that one version of this document is produced each academic year, at an institutional or site level, and used for all approvals during that year. Award specific information should primarily be located in the appendix provided for this purpose. Where there are further award specific additions, amendments or deletions, please list the relevant sections below with a brief outline of what is different.
Contents[1]
OS1The programme committee
1.1Terms of reference
1.2Membership
OS2Core operational activities
2.1The individualised student experience
2.1.1Recruitment and admissions
2.1.2Enrolment and induction
2.1.3Disability, equality and diversity
2.1.4Pastoral
2.1.5Library, study skills and IT support
2.1.6Finance
2.1.7Complaints
2.2The collective student experience – The Student Voice
2.2.1Student representation and enhancement
2.2.2Student perception surveys
2.2.3Closing the feedback loop
2.3Delivering the programme
2.3.1Scheduling and operationalising teaching and learning
2.3.2Scheduling and operationalising assessment and feedback
2.3.3Maintaining and developing programme and module currency
OS3Working with Plymouth University and Academic Partnerships
3.1Alignment with the delivering institution’s HE management
3.2Plymouth University operational requirements
3.2.1Academic liaison with the cognate faculty
3.2.2External Examiner
3.2.3Corporate Information System (CIS) – quantitative data
3.2.4Making changes to the programme
3.2.5Programme Committee Meetings (PCM)
3.2.6Subject Assessment Panels (SAP)
References:
Appendix: Programme specific information.
Programme Title
Start Date
First Award Date
Programme Committee membership:
Progression and/or transitional arrangements:
Indicative assessment schedule:
Delete and insert institution’s titleDelete and insert programme title
Academic Partnerships Operational Specification Version 1.1 (2015-16)
OS1The programme committee
1.1Terms of reference
The Programme Committee (PC) exists as the functional authority for delivery, development and review of this specific programme’s teaching, learning and assessment. To do this it engages with a wide range of information sources, not limited to but including all aspects detailed within Plymouth University’s current Quality and Standards Assurance process for annual monitoring of partnership programmes. As an entity, the PC ultimately aids in the development and approval of the programme’s Action Plan, this Operational Specification document and proposals for making formal changes to the Programme Specification and/or Programme Details document.[2]
Membership consists of the programme leader/manager as the Chair, plus representation for all aspects of the programme’s learning, teaching and assessment as well as representation from the University as the degree awarding body and the delivery partner’s own HE management. The Programme Committee exists as a continuous entity throughout the academic year with the responsibilities of each of its members spanning that period. It should not be confused with the individual occurrences ofthe two formal programme committee meetings (PCM) held each year, as membership of the committee by University representatives and the institutions own HE management may not necessarily extend to presence at PCMs.
1.2Membership
Details of Programme Committee membership for specific named awards should be included within the appendix.
The Academic Liaison Person (ALP) engages with the Programme Committee as defined by the ALP role duties ( ). This does not need to be at the autumn and spring Programme Committee Meetings (PCM).
The Faculty Partnership Manager (FPM) meets with the Programme Leader post the autumn PCM and remains a point of contact for Academic Partnerships throughout the year.
The following provides a reference for all areas of operational importance across the members of the programme committee.
OS2Core operational activities
The core operation of the programme involves the student experience, involving and engaging with the student voice, and managing learning, teaching, assessment and feedback across the programme.
2.1The individualised student experience
Policy, process and procedure exist for supporting the individual HE journey of each student. This is underpinned by the University’s Teaching, Learning and Student Experience Strategy 2013-2020. The following outlines areas that impact on the individual experiences of students and either align with responsibilities or require awareness of the programme committee:
2.1.1Recruitment and admissions
To promote recruitment the Programme Specification document should be considered as the definitive source for information approved in agreement between the delivering partner institution and Plymouth University. The ‘Brief Description of the Programme’ (section PS2) and ‘Distinctive Features’ (section PS7) sections are likely to be of particularly relevance.
When advising potential students during recruitment and admissions the Programme Specification should again be considered as the definitive source of information.
As a guiding reference the University’s externally facing Admissions Policy may be accessed via: .
Operationalising recruitment and admissions, in order that every potential student specific to this programme is appropriately guided and processed, is detailed as follows:
Delete and insert text to concisely guide how recruitment and admissions are dealt with in practice.
2.1.2Enrolment and induction
Enrolment is both an administrative activity, for both the delivering partner institution and Plymouth University, and an activity of significance for students during their early days in HE. The broader induction process is also of high significance for ensuring that students are aligned with programme specific and institutional (delivering institution and PU) teaching and learning and support resources as well as aiding in making their transition into HE as reassuring and comfortable as possible.
Useful guidance for reference:
- Enrolment Process guidance and paperwork
- Student Induction and Study File
The following provides guiding information for members of the programme committee:
Delete and insert text that explains how the activity of enrolment and induction is delivered.
2.1.3Disability, equality and diversity
The programme committee engages with its institution’sdisability, equality and diversity policies and procedures to ensure that each and every student is considered equitably, as follows:
(A useful point of reference for Plymouth University’s policies etc. is the Equality and Diversity community:
Delete and insert text that provides enough information and/or cross reference to the definitive source of information for the delivering institution’s approach to this. The programme committee would also usefully gain from any definition of who, where, when they turn to if they have questions. Additionally, there may be programme specific activities related to this section, which could be added to the appendix if needed.
2.1.4Pastoral
Individual students rely on pastoral care to greater or lesser degrees, therefore clarity of the appropriate delivery and operational management of pastoral care can often be required when least expected. The following guides how pastoral care for this programme is operationalised. The University Personal Tutoring pages include key resources and the personal tutoring policy.
Delete and insert text that gives guidance for members of the programme committee who may be approached related to pastoral care or may have this as a larger part of their remit. As with previous sections, guidance of who, where, when to turn to would be useful here.
2.1.5Library, study skills and IT support
The following details how the programme committee aligns with institutional provision of these aspects to ensure each student’s programme specific requirements are catered for.
The University supports staff and students through the Library User Guide and lib guide pages.
Delete and insert information of who, when, where to turn to for these elements and also the extent of remit of the programme committee in respect to these.
2.1.6Finance
Students often seek guidance and assistance with regards tofinance. The following guides the programme committee’s responsibility for aligning students with the available advice and assistance.
Delete and insert text that guides the programme committee with respect to their remit in this respect and who, where, when and how they turn to or direct students to.
2.1.7Complaints
For Plymouth University students, it is essential that the University complaints procedure is followed. The first stage of the University’s complaints procedure involves interaction between the student(s) and the delivering institution, which should be appropriately recorded but otherwise remains the remit of the delivering institutionpartner.
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2.2The collective student experience – The Student Voice
Engaging with the collective student experience comprises of involving, listening and responding to what is often referred to as ‘the student voice’. A useful reference is Plymouth University’s Student Voice web page: The following subsections outline how thisis operationalised through the responsibilities of the programme committee:
2.2.1Student representation and enhancement
Student representation for each stage of the programme is essential to programme committee membership. Furthermore, programme committee meetings are not considered quorate without that representation present. Enhancement of the student activities must also be identified noting impact and sustainability.
Operationalising the recruitment, briefing and introduction of student representatives to their position on the programme committee is detailed as follows.
Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle.Other useful resources are available within theUPSU partnercollege pages.
Delete and insert information including how, when, where student reps are appointed and how they are briefed on their responsibilities etc.
2.2.2Student perception surveys
The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. There are limitations in terms of which students are required to complete these surveys as well as restrictions on the level of feedback from NSS dependent on the number of students on the course; however, both response rates and the results are important whether they reflect the programme or the institution.
Additionally, there may be local methods for collating survey feedback on individual modules.
The following details how these surveys are operationalised by the programme committee and included with the programme actions plans:
Delete and insert information guiding the programme committee on its remit and also directing to who, where, when in the institution this is centralised.
2.2.3Closing the feedback loop
The concept “you said – we did” in response to listening to the Student Voice is important for Plymouth University (please see: At programme level student representatives are members of the programme committee, both bringing the student voice to the committee and closing that feedback loop by responding to the student body, in essence extending the concept to include “you said – we responded”.
The following details how the programme committee engages to maximise the effectiveness of this feedback loop:
Delete and insert text to explain how this occurs. Examples could be through programme committees; however many partner institutions have a variety of other methods from large student forums to use of web pages etc.
2.3Delivering the programme
The following subsections focus on the elements of the student experience that fall under the parameters of scheduled teaching, learning, assessment and feedback:
2.3.1Scheduling and operationalising teaching and learning
A range of scheduled teaching and learning will be employed within a programme, i.e. lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in studios/workshops, fieldwork, external visits, work-based learning, as detailed within the QAA (2011)explanation of contact hours.
The following details how these are scheduled, timetabled, operationalised and resourced, paying particular attention to scheduled activity that is comparatively more complicated to arrange and deliver, which includes all aspects of WBL, employability and employer engagement:
Delete and insert text that guides the programme committee on its remit and who, when, where to turn to ensure not only timetabling but any other aspects such as organising field trips, visits, work placements, booking facilities/minibuses etc.
2.3.2Scheduling and operationalising assessment and feedback
A range of assessment types will be employed within a programme, i.e. written exams, assignments, reports, dissertations, portfolios, project outputs (other than dissertations), oral assessments and presentations, practical skills assessment, set exercises, as also detailed within the QAA (2011) explanation of contact hours.
The following details how these are scheduled, timetabled, operationalised and resourced, paying particular attention to assessments that are comparatively more complicated to arrange and assess. An indicative assessment schedule should also be inserted in the appendix to help guide this activity. Additionally, attention should be given to detailing how both appropriate moderation of marking and feedback to students are operationalised[3]:
Delete and insert text that guides the programme committee on its remit and also guides them to who, where, when to turn to ensure all aspects related to assessing and feedback occur. This may include aspects such as timetabling assessments to avoid bunching or overly repetitive assessment types, second marking/moderation, examination arrangements etc.
2.3.3Maintaining and developing programme and module currency
Maintaining programme and module currency is achieved through both engaging with stakeholder feedback and undertaking scholarly activity:
Obtaining and engaging with stakeholder feedback:
Delete and insert text that explains the remit of the programme committee and guides them to who, where, when in the institution assists with this. Students as stakeholders are already covered in the text above; however additional stakeholders are those listed within the programme specification, although you may wish to add more here particularly if there is a generic approach to say alumni, employers etc taken at institutional level.
Undertaking scholarly activity to maintain currency in module related subject areas:
Delete and insert text to guide the programme committee on its remit and also to guide them to who, where, when in the institution manages this.
Undertaking scholarly activity to maintain and develop professional currency in teaching and learning:
Delete and insert similar text, but here aligning to T&L professionally rather than their subject area.
OS3Working with Plymouth University and Academic Partnerships
‘The fundamental principle underpinning all arrangements for delivering learning opportunities with others is that the degree-awarding body [Plymouth University] has ultimate responsibility for academic standards and the quality of learning opportunities, regardless of where these opportunities are delivered and who provided them’ (QAA, 2012: B10, p6).
Meeting this responsibility is in the best interest of all involved and is enacted through due diligence policies, processes and procedures defined and followed by both Plymouth University as the degree-awarding body and Click here to enter text. as the delivery institution.
3.1Alignment with the delivering institution’s HE management
The delivering partner institution has the remit for managing staffing and resources to deliver this programme, and therefore for ensuring that due diligence is followed at the programme committee level.The relationshipbetween institutional level and programme level management to ensure a clear line of communication is defined as follows:
Delete and insert text to explain how the institution and the programme committee engage with respect to managing standards and quality.
3.2Plymouth University operational requirements
The following provides programme specific guidance for operationalising the following elements of engagement with Plymouth University:
3.2.1Academic liaison with the cognate faculty
The programme’s Academic Liaison Person (ALP) is the direct link between the subject-cognate programmes, Schools within the University and this programme. The ALP role should be well placed to understand teaching, learning and assessment within the subject area. They will also have a vested interest in the way this programme extends the University’s subject area portfolio and therefore be an effective member of the programme committee.
It is important that the ALP visit and meet with the programme committee at a minimum of once per year. This may/may not coincide with the time frames of the formal spring and autumn programme committee meetings, dependent on the ALP’s availability; however their visit should be greater in purpose than the limitations of the relatively short PCM.
The ALP role descriptor may be found on the Academic Partnerships’ processes and templates pages using the following link:
The following details how this programme committee operationalises this relationship:
Delete and insert text to guide the programme committee in its remit. This should include when and how the ALP will be contacted and some guidance on how the ALP should be hosted during the visit. This is likely to differ across institutions, depending on how different roles engage with the programme, and may differ across programmes within an institution. It is likely that some flexibility will be wished to be retained to account for the different approaches different ALPs may take.
3.2.2External Examiner
Further information on the rights and responsibilities of the EE are included within the University’s regulations and guidance, which may be accessed (under the section titled ‘External Examiners’) using the following link:
The following details how the programme committee will specifically communicate and engage with the programme’s EE:
Delete and insert text to guide the programme committee in its remit with the EE. This is likely to include contact, interim visits, main visit, sampling student work etc.
3.2.3Corporate Information System (CIS) – quantitative data
The University collates quantitative data that reflects both programme and module level recruitment and achievement, which is released during the month of October (link to the data: