PERIODIC REVIEW DOCUMENTATION AND CHECKLIST

Provided by Quality and Academic Development
a) / An agenda for the review event
b) / A list of panel members
c) / Guidance notes for panel members
d) / Travel information, campus maps and expenses forms for the external and student panel members
Documentation to be provided by the Department/School
The following information should be provided to QUAD electronically 4 weeks before the Review date. Statistics are provided by Strategic Planning and Change on the Planning Information Portal and Reporting Services:

Contents page
List of courses, indicating their current status[1]and request for ongoing status
Reflective document (provided by Head of Department or nominee) (see next page)
Previous Periodic Review report and follow-up
A summary of any approved major modifications to the course(s) under review since the last validation or review event (if not included in the reflective document).
Any supporting information from student consultation or external academics who may have been consulted for review purposes
Annual Review of Course reports[2]from the last 3 years
External Examiner Reports and responses from the last 3 years
Programme Specifications (and HEAR summaries where available)
Module Maps – (mapping exercise showing the relationship between the course and the module learning outcomes)
Up-to-date reading lists which clearly define required reading and recommended reading
Assessment information including: Strategy; Criteria; Schedule
If the course operates in a non-standard format such as through online provision or is offered part-time, details should be provided
Equality and diversity information (including evidence of how the needs of disabled students are addressed)
Information regarding the use of GTAs
Current student handbook(s)
Employability information
Any relevant work-based learning, work placement or study abroad guidance/handbooks
The existing subject related resources (eg equipment lists, specialist spaces)
Progression and retention statistics with commentary
Student survey results and department response
Current relevant QAA benchmark statements
Professional, Statutory or Regulatory Body reports and responses, and any other specific requirements
PG Research documentation, including criteria for confirmation of PhD status, information on research training, copy of Training Needs Analysis forms and examples of anonymised forms, copy of supervisory board / progress committee forms and examples of anonymised forms.

The Reflective document

  1. A brief introduction to the department
  2. Overview of the scope and context for the review
  1. Details of the department’s courses and modules[3]including:
  • new courses which have not yet run for one academic year[4]
  • suspended courses and discontinued courses where students are still completing awards started before the courses were withdrawn[5]
  1. Significant changes to course content or organisation since the last Periodic Review
  2. Response to institutional strategic developments, including:
  • PSRB accreditation, Research Council reports
  • Education Strategy and Research Strategy
  • Curriculum Review
  1. A summary of the key themes for consideration at the Periodic Review
  2. Departmental structures
  1. Departmental committees and groups that support academic standards and quality
  2. How structures in the department feed in to wider University committees
  1. Evaluation of the courses covered by the review

An evaluation of the courses under review, reflecting on the quality of the provision and an indication of future development plans (with rationale). Draw upon the range of evidence available including statistical data, student engagement and feedback, External Examiner reports, PSRB requirements and reports, employer engagement and Annual Review of Courses.

Sections should include:

  1. Distinctive features of the courses
  2. Maintenance and enhancement of standards and quality, including:
  • Mechanisms and evidence of systematic monitoring, review and enhancement
  • How good practice is shared
  • Information on how the courses and modules align with relevant internal and external reference points
  1. Rationale and market demand
  2. Course design
  3. Curriculum
  4. Assessment
  5. Learning and Teaching
  6. Work-based learning
  7. Learning resources
  8. Staffing, including information on the use of GTAs (number; roles and workload; support for professional development, arrangements for training, mentoring and monitoring; compliance with the Code of Practice on GTAs)
  9. Student recruitment, progression and support
  10. The research environment (PG Research provision)
  • Supervisory arrangements, experience of supervisors, allocation of supervisors and the number of students per supervisor
  • Arrangements for monitoring progress, Supervisory Boards / Progress Committees, and information on progress guidelines and milestones
  • Facilities available to research students (e.g. office space, equipment, common room)
  • How a research culture is created for PGR students
  • Research methods and skills training
  • Transferable skills training (e.g. communication, IT, employability)
  • Financial support for research students
  1. Any other relevant issues

[1]Status of the course to indicate if the course is active and admitting, suspended or in a teach-out phase following discontinuation for new admissions.

[2] For UGT and PGT this refers to Annual Monitoring Reports before the reports changes to Annual Review of Courses. The equivalent should be provided for PGR.

[3] Please refer to Section B of the template Periodic Review report for the information to be provided

[4] Full feedback and data will not be available for new courses, but information about the rationale for new courses, how they enhance the department’s provision and highlighting areas for review or monitoring specific to these courses are useful to include.

[5] The Panel will want to ensure that the quality of the learning, teaching, assessment and support for students remains high until completion of the course, and that students are informed at all stages of changes made and of any impact of discontinuation of the course.