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Guidelines on the Approval of Disciplines, Programmes and Courses

Guidelines on the Approval of Disciplines, Programmes and Courses

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<str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>on</strong> <strong>the</strong><br />

<strong>Approval</strong> <strong>of</strong> <strong>Disciplines</strong>,<br />

<strong>Programmes</strong> <strong>and</strong> <strong>Courses</strong><br />

(including Programme Proposals for<br />

Restructuring <strong>the</strong> Academic Year)<br />

March 2007<br />

Updated October 2010


<str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>on</strong> <strong>the</strong> <strong>Approval</strong> <strong>of</strong> <strong>Disciplines</strong>, <strong>Programmes</strong> <strong>and</strong> <strong>Courses</strong><br />

(including Programme Proposals for Restructuring <strong>the</strong> Academic Year)<br />

CONTENTS<br />

Preface 3<br />

Part A Background to <strong>the</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> 4<br />

Part B<br />

<strong>Courses</strong><br />

1. <strong>Approval</strong> <strong>of</strong> <strong>Courses</strong> 5-6<br />

2. Withdrawal <strong>of</strong> <strong>Courses</strong> 6<br />

Part C<br />

<strong>Approval</strong> <strong>of</strong> <strong>Programmes</strong><br />

1. Underst<strong>and</strong>ing Risk 7-8<br />

2. St<strong>and</strong>ard Process for <strong>Approval</strong>: Discipline-Level Submissi<strong>on</strong>s 8-9<br />

3. Service Teaching 9<br />

4. Aspects <strong>of</strong> a Programme requiring <strong>Approval</strong> 9-12<br />

5. Documentati<strong>on</strong> for <strong>Approval</strong> <strong>of</strong> <strong>Programmes</strong> 12<br />

6. Withdrawal <strong>of</strong> Programme 13<br />

Part D<br />

Appendices<br />

1. Guidance <strong>on</strong> Curriculum Structure (RAY) 14<br />

2. Format <strong>of</strong> Programme Proposal: Rati<strong>on</strong>ale <strong>and</strong> Templates 15-17<br />

3. Format <strong>of</strong> Discipline Proposal: Rati<strong>on</strong>ale <strong>and</strong> Templates 18-20<br />

4. <strong>Approval</strong>s Procedures: Coversheets <strong>and</strong> Templates 21<br />

Stages <strong>of</strong> Development<br />

Stage 1: Key principles <strong>of</strong> RAY <strong>Approval</strong> Processes approved by Senate, 25 October 2006<br />

Draft1:<br />

Draft 2:<br />

Draft 3:<br />

First full draft discussed informally with Deans <strong>of</strong> <strong>the</strong> University <strong>and</strong> with <strong>the</strong> Academic Registry,<br />

31 October 2006.<br />

First formal draft circulated to Learning <strong>and</strong> Teaching Board, Quality Enhancement <strong>and</strong> St<strong>and</strong>ards<br />

Committee, Undergraduate <strong>and</strong> Postgraduate Studies Committees, 15 December 2006;<br />

c<strong>on</strong>sidered by above committees at meetings in January 2007.<br />

Sec<strong>on</strong>d draft produced to incorporate comments from Learning <strong>and</strong> Teaching Board <strong>and</strong> Senate<br />

Committees, 8 February 2007.<br />

Sec<strong>on</strong>d draft endorsed by Learning <strong>and</strong> Teaching Board, 15 February 2007.<br />

Sec<strong>on</strong>d draft approved by Senate, 7 March 2007.<br />

Third <strong>and</strong> final draft produced, incorporating aspects <strong>of</strong> current approvals procedures to be<br />

retained <strong>and</strong> discipline, programme <strong>and</strong> course templates.<br />

Various versi<strong>on</strong>s <strong>of</strong> Draft 1 <strong>and</strong> Service Teaching Policy in Draft 2 were produced by Pr<strong>of</strong>essor R J M<br />

Craik, Deputy Principal (Learning <strong>and</strong> Teaching)<br />

All enquiries <strong>and</strong> comments <strong>on</strong> <strong>the</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> should be directed to:<br />

General<br />

Dr Maggie King<br />

Assistant Registrar (Learning<br />

Strategies)<br />

Tel: 0131 451 3728<br />

Email: m.king@hw.ac.uk<br />

Undergraduate<br />

Helen Crosby<br />

Clerk to Undergraduate Studies Committee<br />

Tel: 0131 451 3445<br />

Email: h.crosby@hw.ac.uk<br />

Postgraduate<br />

Rachel Bourhill<br />

Clerk to Postgraduate Studies Committee<br />

Tel: 0131 451 3384<br />

Email: r.bourhill@hw.ac.uk<br />

Deans <strong>of</strong> <strong>the</strong> University <strong>and</strong> Academic Registry staff will gladly assist Schools with any aspects<br />

<strong>of</strong> preparing proposals documentati<strong>on</strong> for approval. C<strong>on</strong>tact details as above.<br />

Training <strong>on</strong> <strong>the</strong> modified approvals process will be provided for members <strong>of</strong> <strong>the</strong> Studies<br />

Committees; such sessi<strong>on</strong>s will also be open to any School staff members who wish to attend.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 2


<str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>on</strong> <strong>the</strong> <strong>Approval</strong> <strong>of</strong> <strong>Disciplines</strong>, <strong>Programmes</strong> <strong>and</strong> <strong>Courses</strong><br />

(including Programme Proposals for Restructuring <strong>the</strong> Academic Year)<br />

Preface<br />

Summary<br />

The following <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>on</strong> <strong>the</strong> <strong>Approval</strong> <strong>of</strong> <strong>Disciplines</strong>, <strong>Programmes</strong> <strong>and</strong> <strong>Courses</strong> 1 have been produced to<br />

enhance current procedures, <strong>and</strong> highlight <strong>and</strong> refocus <strong>on</strong> University priorities, <strong>and</strong> are designed for<br />

introducti<strong>on</strong> as part <strong>of</strong> <strong>the</strong> preparati<strong>on</strong>s for Restructuring <strong>the</strong> Academic Year (RAY), whereby <strong>the</strong> instituti<strong>on</strong><br />

will move to a two-block teaching <strong>and</strong> assessment structure from September 2008.<br />

Using <strong>the</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

These <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> cover <strong>the</strong> approvals processes for undergraduate programmes as well as for graduate <strong>and</strong><br />

taught postgraduate programmes. The <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> c<strong>on</strong>sist <strong>of</strong> a series <strong>of</strong> templates <strong>and</strong> supporting<br />

guidelines, <strong>and</strong> are designed to assist in <strong>the</strong> process <strong>of</strong>: preparing <strong>and</strong> submitting RAY-modified<br />

programmes for c<strong>on</strong>siderati<strong>on</strong> by Undergraduate or Postgraduate Studies Committee; completing <strong>the</strong><br />

various discipline, programme <strong>and</strong> course templates; clarifying proposals which require approval <strong>of</strong> <strong>the</strong><br />

Undergraduate or Postgraduate Studies Committee <strong>and</strong> those which have been devolved to Schools for<br />

approval.<br />

For <strong>the</strong> specific purpose <strong>of</strong> submitting RAY modificati<strong>on</strong>s, <strong>the</strong>se <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> should be used in c<strong>on</strong>juncti<strong>on</strong><br />

with two accompanying documents:<br />

1. Undergraduate Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g>; Graduate <strong>and</strong> Postgraduate Taught Curriculum<br />

Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

The Undergraduate Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>and</strong> <strong>the</strong> Graduate <strong>and</strong> Postgraduate Taught<br />

Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> are designed to assist Directors <strong>of</strong> Learning <strong>and</strong> Teaching,<br />

Discipline/Programme Teams <strong>and</strong> individual members <strong>of</strong> academic staff in <strong>the</strong> process <strong>of</strong> re-designing<br />

existing curricula to incorporate <strong>the</strong> key requirements <strong>of</strong> RAY. In additi<strong>on</strong>, <strong>the</strong>y are also intended to<br />

cultivate <strong>the</strong> introducti<strong>on</strong> <strong>of</strong> a diversity <strong>of</strong> teaching, learning <strong>and</strong> assessment approaches, albeit within a<br />

coherent, University-wide academic framework. The <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> also provide a number <strong>of</strong> opti<strong>on</strong>s which<br />

Schools may wish to c<strong>on</strong>sider implementing as part <strong>of</strong> <strong>the</strong> overall programme re-design for RAY.<br />

2. Curriculum Design Toolkits<br />

The above Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> provide a summary <strong>of</strong> <strong>the</strong> core academic principles <strong>of</strong> RAY:<br />

skills development (introducti<strong>on</strong> to scholarship, employability <strong>and</strong> pr<strong>of</strong>essi<strong>on</strong>al career readiness, researchinformed<br />

learning); variety <strong>of</strong> assessment methods; informative feedback; internati<strong>on</strong>alisati<strong>on</strong>; inducti<strong>on</strong><br />

<strong>and</strong> transiti<strong>on</strong>. Advice <strong>on</strong> how to develop <strong>and</strong> integrate <strong>the</strong>se principles into programmes is provided in <strong>the</strong><br />

accompanying Learning, Teaching <strong>and</strong> Assessment Toolkits, which have been produced by <strong>the</strong><br />

Educati<strong>on</strong>al Development Unit.<br />

Development <strong>of</strong> <strong>the</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

The various initial versi<strong>on</strong>s <strong>of</strong> <strong>the</strong>se guidelines were produced by <strong>the</strong> Deputy Principal (Learning <strong>and</strong><br />

Teaching), with input from <strong>the</strong> Deans <strong>of</strong> <strong>the</strong> University <strong>and</strong> <strong>the</strong> Academic Registry, <strong>and</strong> were based <strong>on</strong> a<br />

series <strong>of</strong> key principles <strong>of</strong> <strong>the</strong> revised approvals process, as agreed by <strong>the</strong> Senate <strong>on</strong> 25 October 2006. The<br />

first formal draft was c<strong>on</strong>sidered by <strong>the</strong> Learning <strong>and</strong> Teaching Board, Quality Enhancement <strong>and</strong> St<strong>and</strong>ards<br />

Committee, Undergraduate <strong>and</strong> Postgraduate Studies Committees during January 2007. The sec<strong>on</strong>d<br />

versi<strong>on</strong> was produced early February 2007 to take account <strong>of</strong> comments made during <strong>the</strong> Committee<br />

c<strong>on</strong>sultati<strong>on</strong>, <strong>and</strong> was endorsed by <strong>the</strong> Learning <strong>and</strong> Teaching Board <strong>on</strong> 15 February 2007 <strong>and</strong> was<br />

approved by <strong>the</strong> Senate at its meeting <strong>on</strong> 7 March 2007. The final <strong>and</strong> published versi<strong>on</strong> includes aspects <strong>of</strong><br />

<strong>the</strong> current approvals procedure which have been retained.<br />

Sample completed programme proposals, templates <strong>and</strong> coversheets will be issued in due course, to<br />

provide Programme Teams with examples <strong>of</strong> <strong>the</strong> types <strong>of</strong> informati<strong>on</strong> to be submitted to <strong>the</strong> Studies<br />

Committees.<br />

These <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> are very much a working document, <strong>and</strong> <strong>the</strong>y will be revised in resp<strong>on</strong>se to any<br />

difficulties or issues identified by Schools during <strong>the</strong> process <strong>of</strong> preparing proposals for approval. In<br />

additi<strong>on</strong>, more detailed guidance <strong>on</strong> <strong>the</strong> practicalities <strong>of</strong> <strong>the</strong> approvals process will be provided <strong>on</strong>ce <strong>the</strong><br />

appropriate comp<strong>on</strong>ents <strong>of</strong> <strong>the</strong> new Student Administrati<strong>on</strong> Service (SAS) have been implemented.<br />

1<br />

These guidelines focus primarily <strong>on</strong> approval process for courses; informati<strong>on</strong> <strong>on</strong> discipline <strong>and</strong> course approval is provided where<br />

appropriate.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 3


A. Background to <strong>the</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

1. Re-focusing <strong>the</strong> <strong>Approval</strong>s Process<br />

All programmes 2 must be approved by <strong>the</strong> Undergraduate or Postgraduate Studies Committee <strong>on</strong> behalf<br />

<strong>of</strong> Senate before <strong>the</strong>y can be <strong>of</strong>fered to students. The issues that <strong>the</strong> Committees c<strong>on</strong>sider are formally<br />

written down in guidance notes <strong>and</strong> programme template forms (as provided in appendices to <strong>the</strong>se<br />

guidelines), but not all matters are c<strong>on</strong>sidered to <strong>the</strong> same degree <strong>of</strong> detail <strong>and</strong> current practices have<br />

been shaped both by <strong>the</strong> judgements <strong>of</strong> <strong>the</strong> committee members <strong>and</strong> by <strong>the</strong> customs <strong>of</strong> <strong>the</strong> Faculty<br />

Boards <strong>and</strong> Postgraduate Studies Committee (pre-August 2002), which existed before present Studies<br />

Committees.<br />

Since <strong>the</strong> current Undergraduate <strong>and</strong> Postgraduate Studies Committees were established (August<br />

2002), as part <strong>of</strong> <strong>the</strong> restructuring <strong>of</strong> <strong>the</strong> instituti<strong>on</strong> <strong>and</strong> its committees, <strong>the</strong> University has changed<br />

significantly. The Schools, which were formed as part <strong>of</strong> <strong>the</strong> restructuring, are now integrated <strong>and</strong> wellmanaged<br />

units, <strong>and</strong> have generally robust systems in place for managing <strong>the</strong> approval, m<strong>on</strong>itoring <strong>and</strong><br />

delivery <strong>of</strong> programmes. Therefore many <strong>of</strong> <strong>the</strong> traditi<strong>on</strong>al aspects <strong>of</strong> approval add little value to <strong>the</strong><br />

scrutiny already in place in <strong>the</strong> Schools. On <strong>the</strong> o<strong>the</strong>r h<strong>and</strong>, expansi<strong>on</strong> <strong>of</strong> <strong>the</strong> number <strong>of</strong> programmes<br />

delivered <strong>of</strong>f-campus <strong>and</strong> <strong>the</strong> evolving flexible methods <strong>of</strong> delivery <strong>on</strong>-campus, both <strong>of</strong> which are in line<br />

with <strong>the</strong> instituti<strong>on</strong>’s strategic plan, pose new risks for <strong>the</strong> University, as <strong>the</strong>se are areas where Schools<br />

are in general less experienced <strong>and</strong> so School processes may be less secure.<br />

It is, <strong>the</strong>refore, appropriate to refocus <strong>the</strong> effort <strong>of</strong> Undergraduate <strong>and</strong> Postgraduate Committees in its<br />

programme approval functi<strong>on</strong> to c<strong>on</strong>sider areas where <strong>the</strong> Committees could add greatest value <strong>and</strong><br />

where <strong>the</strong>re is greatest risk to <strong>the</strong> University.<br />

Restructuring <strong>the</strong> Academic Year (RAY) provides an opportunity to re-focus approvals processes,<br />

whereby <strong>the</strong> more routine, secure aspects are devolved to Schools, while <strong>the</strong> Committees c<strong>on</strong>sider<br />

areas where <strong>the</strong>re could be a risk to academic quality <strong>and</strong> st<strong>and</strong>ards. There is an additi<strong>on</strong>al impetus to<br />

ensure that approval processes are as efficient as possible ahead <strong>of</strong> <strong>the</strong> significant University-wide<br />

programme changes which Schools will introduce as part <strong>of</strong> RAY. The streamlining <strong>of</strong> approvals<br />

processes will also be integral to <strong>the</strong> development <strong>of</strong> <strong>the</strong> new Student Administrati<strong>on</strong> Service (SAS),<br />

which will be implemented, al<strong>on</strong>g with RAY, from September 2008.<br />

2. <strong>Approval</strong> in Principle <strong>of</strong> <strong>the</strong> Revised Process<br />

Before preparing <strong>the</strong> detailed guidelines below, <strong>the</strong> underlying principles were discussed at <strong>the</strong> Learning<br />

<strong>and</strong> Teaching Board (LTB), Quality Enhancement <strong>and</strong> St<strong>and</strong>ards Committee (QESC), Undergraduate<br />

Studies Committee (USC) <strong>and</strong> <strong>the</strong> Postgraduate Studies Committee (PSC) in October 2006. There was<br />

broad agreement <strong>on</strong> <strong>the</strong> underlying principles, though recogniti<strong>on</strong> that much <strong>of</strong> <strong>the</strong> detail needed to be<br />

agreed. Of particular importance was <strong>the</strong> need to ensure that, wherever possible, <strong>the</strong> Committees should<br />

oversee School processes <strong>and</strong> <strong>on</strong>ly excepti<strong>on</strong>ally review <strong>the</strong> detailed evidence.<br />

At <strong>the</strong> Senate meeting <strong>on</strong> 25 October 2006:<br />

1. Senate approved in principle that <strong>the</strong> approval <strong>of</strong> courses (c<strong>on</strong>tent, assessment etc) should be<br />

devolved mainly <strong>and</strong> possible entirely to Schools.<br />

2. Senate approved in principle that <strong>the</strong> USC <strong>and</strong> PSC would c<strong>on</strong>tinue to be resp<strong>on</strong>sible for <strong>the</strong> approval<br />

<strong>of</strong> programmes <strong>and</strong> for ensuring <strong>the</strong> coherence, currency <strong>and</strong> completeness <strong>of</strong> <strong>the</strong> academic c<strong>on</strong>tent<br />

<strong>and</strong> for academic st<strong>and</strong>ards.<br />

- In additi<strong>on</strong> <strong>the</strong> Committees will be explicitly resp<strong>on</strong>sible for <strong>the</strong> c<strong>on</strong>sistency <strong>of</strong> programmes,<br />

alignment with <strong>the</strong> University strategy <strong>and</strong> <strong>the</strong> sufficiency <strong>of</strong> resources <strong>and</strong> expertise for <strong>the</strong><br />

modes <strong>of</strong> study <strong>and</strong> locati<strong>on</strong>s <strong>of</strong> study being proposed.<br />

- The additi<strong>on</strong>al resp<strong>on</strong>sibilities will mainly involve <strong>the</strong> Committees checking <strong>the</strong> School<br />

processes, as was agreed for <strong>the</strong> approval <strong>of</strong> new programmes in Dubai.<br />

2<br />

<strong>Approval</strong> <strong>of</strong> disciplines (where a new discipline is being <strong>of</strong>fered) is <strong>the</strong> resp<strong>on</strong>sibility <strong>of</strong> <strong>the</strong> Planning <strong>and</strong> Management Executive, given<br />

that a new discipline is likely to require significant levels <strong>of</strong> start-up costs.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 4


B. <strong>Courses</strong><br />

1. <strong>Approval</strong> <strong>of</strong> <strong>Courses</strong><br />

Much <strong>of</strong> <strong>the</strong> business <strong>of</strong> <strong>the</strong> U/PSC Committees is currently taken up with checking individual courses.<br />

C<strong>on</strong>siderati<strong>on</strong> <strong>of</strong> course c<strong>on</strong>tent, methods <strong>of</strong> assessment <strong>and</strong> approaches to teaching is an activity that<br />

Schools carry out effectively <strong>and</strong> efficiently, <strong>and</strong> <strong>the</strong> additi<strong>on</strong>al scrutiny by <strong>the</strong> Committees c<strong>on</strong>sumes<br />

c<strong>on</strong>siderable effort <strong>and</strong> time, <strong>and</strong> frequently adds little value (with <strong>the</strong> possible excepti<strong>on</strong> <strong>of</strong> highlighting<br />

areas <strong>of</strong> inc<strong>on</strong>sistency with SCQF, eg learning outcomes seem to be at a lower level than <strong>the</strong> level at<br />

which <strong>the</strong> courses is being <strong>of</strong>fered).<br />

1.1 Devoluti<strong>on</strong> <strong>of</strong> Course <strong>Approval</strong> to Schools<br />

Under <strong>the</strong> revised arrangements, approval <strong>of</strong> courses (c<strong>on</strong>tent, assessment etc) will be devolved to<br />

each School under <strong>the</strong> general oversight <strong>of</strong> <strong>the</strong> U/PSC; each School currently has in place its own<br />

committee structure to provide <strong>the</strong> requisite oversight <strong>and</strong> approval. It is intended that U/PSC will<br />

<strong>on</strong>ly be involved in course approval if a specific issue or questi<strong>on</strong> arises in which case <strong>the</strong><br />

Committee is <strong>the</strong> first place for fur<strong>the</strong>r c<strong>on</strong>siderati<strong>on</strong>. An appropriate process will need to be<br />

developed by Academic Registry*.<br />

It should be noted that <strong>the</strong> Planning <strong>and</strong> Management Executive (PME) has approved a Policy <strong>on</strong><br />

Service Teaching 3 :<br />

any School can <strong>of</strong>fer any course (or group <strong>of</strong> courses) where it has <strong>the</strong> expertise <strong>and</strong> resources<br />

to do so for any programme that falls within its discipline area.<br />

Committees should <strong>on</strong>ly c<strong>on</strong>sider individual courses where it is not clear that <strong>the</strong> School has <strong>the</strong><br />

expertise or resources to deliver it. Fur<strong>the</strong>r discussi<strong>on</strong> is provided in <strong>the</strong> secti<strong>on</strong> <strong>on</strong> Service<br />

Teaching.<br />

For <strong>the</strong> purposes <strong>of</strong> approval <strong>and</strong> publicati<strong>on</strong>, Schools should c<strong>on</strong>tinue to use <strong>the</strong> University’s<br />

st<strong>and</strong>ard Course Descriptor template (http://www.hw.ac.uk/quality/approval-procedures.htm: see<br />

Appendix 4). Schools may wish to c<strong>on</strong>sider whe<strong>the</strong>r <strong>the</strong>y use <strong>the</strong> existing, adapt or develop <strong>the</strong>ir<br />

own associated coversheets for:<br />

<br />

<br />

<br />

<br />

Applicati<strong>on</strong> for approval <strong>of</strong> a new course<br />

Applicati<strong>on</strong> for approval <strong>of</strong> modificati<strong>on</strong>s to a course<br />

Notificati<strong>on</strong> <strong>of</strong> modificati<strong>on</strong>s to a course<br />

Applicati<strong>on</strong> for approval <strong>of</strong> withdrawal <strong>of</strong> a course<br />

*Since <strong>the</strong> devoluti<strong>on</strong> <strong>of</strong> course approval processes to Schools will be intrinsically linked to <strong>the</strong> introducti<strong>on</strong> <strong>of</strong><br />

<strong>the</strong> new Student Administrati<strong>on</strong> Service (SAS), <strong>on</strong>line procedures will be developed as part <strong>of</strong> <strong>the</strong> overall SAS<br />

Project. Following <strong>the</strong> outcome <strong>of</strong> <strong>the</strong> SAS business process review <strong>and</strong> re-design <strong>of</strong> programme <strong>and</strong> course<br />

procedures, full details <strong>of</strong> <strong>the</strong> practical applicati<strong>on</strong> <strong>of</strong> <strong>the</strong> <strong>on</strong>line, devolved course approval system will be<br />

provided. In <strong>the</strong> meantime, <strong>the</strong> devolved approach will be supported through ISS.<br />

1.2 Categories <strong>of</strong> Course Modificati<strong>on</strong>s to be notified to <strong>the</strong> Academic Registry<br />

In order to ensure <strong>the</strong> accuracy <strong>of</strong> course informati<strong>on</strong> <strong>on</strong> <strong>the</strong> student records system (<strong>and</strong><br />

c<strong>on</strong>sequently <strong>on</strong> student results letters <strong>and</strong> transcripts) <strong>and</strong> to ensure that <strong>the</strong> University<br />

Timetablers have <strong>the</strong> correct semester details for teaching <strong>and</strong> examinati<strong>on</strong> timetables, <strong>the</strong>re are<br />

certain categories <strong>of</strong> course modificati<strong>on</strong>s which, although can be approved in Schools, must be<br />

notified to <strong>the</strong> Academic Registry (via <strong>the</strong> Clerks to USC <strong>and</strong> PSC):<br />

<br />

Title<br />

<br />

Semester<br />

<br />

Code<br />

<br />

Credit-Rating<br />

<br />

Level<br />

<br />

If <strong>the</strong> course modificati<strong>on</strong> is part <strong>of</strong> a wider<br />

discipline/programme proposal being submitted to <strong>the</strong><br />

Studies Committees<br />

3<br />

At its meeting <strong>on</strong> 26 October 2006, <strong>the</strong> Planning <strong>and</strong> Management Executive (PME) approved a policy <strong>on</strong> service teaching, which was<br />

supported in principle <strong>and</strong> subsequently endorsed by <strong>the</strong> Learning <strong>and</strong> Teaching Board at its meetings <strong>on</strong> 12 October 2006 <strong>and</strong> 15<br />

February 2007. See Secti<strong>on</strong> C. <strong>Approval</strong> <strong>of</strong> <strong>Programmes</strong> for fur<strong>the</strong>r details <strong>of</strong> <strong>the</strong> Service Teaching Policy.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 5


The Academic Registry must also be notified <strong>of</strong>:<br />

<br />

<br />

New <strong>Courses</strong><br />

Withdrawn <strong>Courses</strong><br />

- <strong>and</strong> programmes <strong>on</strong> which new course will be <strong>of</strong>fered<br />

- <strong>and</strong> programmes affected by <strong>the</strong> withdrawal<br />

1.3 New <strong>Courses</strong> - to be notified to <strong>the</strong> Academic Registry<br />

In order to ensure that <strong>the</strong> student <strong>and</strong> timetabling systems are fully updated with new course<br />

details, Schools should provide <strong>the</strong> following informati<strong>on</strong> <strong>on</strong> new courses to <strong>the</strong> Academic Registry<br />

via <strong>the</strong> Clerks <strong>of</strong> <strong>the</strong> Studies Committees (<strong>the</strong> st<strong>and</strong>ard course approval form may be used for this<br />

purpose):<br />

<br />

Title<br />

<br />

Semester<br />

<br />

Code<br />

<br />

Credit-Rating<br />

<br />

Level<br />

<br />

<strong>Programmes</strong> <strong>on</strong> which new course will be <strong>of</strong>fered<br />

<br />

If <strong>the</strong> course modificati<strong>on</strong> is part <strong>of</strong> a wider discipline/programme proposal being submitted to<br />

<strong>the</strong> Studies Committees (this will enable <strong>the</strong> Clerk to that new course titles, as presented in<br />

programme structures, are picked up after having been approved in <strong>the</strong> School )<br />

2. Withdrawal <strong>of</strong> courses<br />

This secti<strong>on</strong> sets out two procedures for <strong>the</strong> withdrawal <strong>of</strong> courses: (1) a short-term, streamlined<br />

procedure as part <strong>of</strong> <strong>the</strong> preparati<strong>on</strong>s for RAY; (2) permanent, post-RAY process.<br />

2.1 Withdrawal <strong>of</strong> <strong>Courses</strong> as part <strong>of</strong> RAY Programme Re-Design<br />

As a c<strong>on</strong>sequence <strong>of</strong> restructuring <strong>and</strong> <strong>the</strong> <strong>on</strong>going review <strong>of</strong> programmes all courses presently<br />

being <strong>of</strong>fered will be formally withdrawn (due to <strong>the</strong> new credit structure). Although it is expected<br />

that <strong>the</strong> majority <strong>of</strong> current courses will c<strong>on</strong>tinue, albeit in a different format, <strong>the</strong>re may be some<br />

cases where a course is disc<strong>on</strong>tinued (eg for reas<strong>on</strong>s <strong>of</strong> efficiency). In preference to a complex<br />

process <strong>of</strong> requiring Schools to send various pr<strong>of</strong>ormas to o<strong>the</strong>r Schools affected by any such<br />

withdrawals, <strong>the</strong> Academic Registry will develop a centrally-accessible spreadsheet whereby each<br />

School can indicate, for all o<strong>the</strong>r Schools to see, any courses being disc<strong>on</strong>tinued 4 .<br />

2.2 Withdrawal <strong>of</strong> <strong>Courses</strong> post-RAY<br />

Within <strong>the</strong> post-RAY University, when Schools will no l<strong>on</strong>ger have to cope with processing<br />

wholescale programme <strong>and</strong> course changes <strong>and</strong> will revert to <strong>the</strong>ir st<strong>and</strong>ard mechanism <strong>of</strong> annual<br />

programme review, <strong>the</strong> procedures for withdrawing a course will be as follows.<br />

When a School wishes to withdraw a course, it should write formally to all Schools whose students<br />

take that course, explaining <strong>the</strong> reas<strong>on</strong>s for <strong>the</strong> withdrawal (Schools may wish to use <strong>the</strong> revised<br />

Withdrawal <strong>of</strong> a Course template for such purposes). These o<strong>the</strong>r Schools should <strong>the</strong>n c<strong>on</strong>sider<br />

alternative arrangements for <strong>the</strong> delivery <strong>of</strong> <strong>the</strong> courses or else enter into an agreement with <strong>the</strong><br />

original School for <strong>the</strong> delivery <strong>of</strong> <strong>the</strong> course under a financial arrangement that is different from <strong>the</strong><br />

normal service teaching model. Normally, Schools can expect six m<strong>on</strong>ths’ notice <strong>of</strong> a course being<br />

withdrawn.<br />

Any School has <strong>the</strong> right not to <strong>of</strong>fer a course that will be taken by students in ano<strong>the</strong>r School, but<br />

Schools are expected to co-operate for <strong>the</strong> greater good <strong>of</strong> <strong>the</strong> University.<br />

4<br />

Processes to facilitate withdrawal <strong>of</strong> courses (incl. notificati<strong>on</strong> to o<strong>the</strong>r Schools) as part <strong>of</strong> RAY are currently being developed, <strong>and</strong> will<br />

be communicated to Schools independently <strong>of</strong> <strong>the</strong>se <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g>.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 6


C. <strong>Approval</strong> <strong>of</strong> <strong>Programmes</strong><br />

The following informati<strong>on</strong> is provided for <strong>the</strong> purpose <strong>of</strong> guidance <strong>and</strong> is not intended to be a prescriptive set<br />

<strong>of</strong> rules 5 .<br />

The Undergraduate <strong>and</strong> Postgraduate Studies Committees are resp<strong>on</strong>sible, <strong>on</strong> behalf <strong>of</strong> Senate, for all<br />

aspects <strong>of</strong> <strong>the</strong> programmes <strong>of</strong> study <strong>of</strong> <strong>the</strong> University <strong>and</strong> <strong>the</strong>re is no aspect <strong>of</strong> any programme that <strong>the</strong><br />

Committees cannot properly c<strong>on</strong>sider. However, <strong>the</strong> time for scrutiny is finite <strong>and</strong> it is important that this time<br />

be used for maximum benefit to <strong>the</strong> University.<br />

Committee scrutiny should add value to <strong>the</strong> University in such ways as:<br />

<br />

<br />

<br />

<br />

Reducing risk to <strong>the</strong> University by providing external (to <strong>the</strong> School) scrutiny<br />

Alignment with University Strategy<br />

Advising Schools <strong>on</strong> University norms <strong>and</strong> disseminating good practice<br />

Assuring quality <strong>and</strong> st<strong>and</strong>ards<br />

1. Underst<strong>and</strong>ing Risk<br />

One <strong>of</strong> <strong>the</strong> objectives <strong>of</strong> Committee scrutiny is to ensure that <strong>the</strong> programmes <strong>of</strong>fered to students are <strong>of</strong><br />

an appropriate st<strong>and</strong>ard or quality <strong>and</strong> that <strong>the</strong>re is adequate support for students. Experience across<br />

<strong>the</strong> HE sector shows that <strong>the</strong> greatest number <strong>of</strong> problems occur with activities that are new or remote<br />

(or both). It is in <strong>the</strong>se areas that <strong>the</strong>re is <strong>the</strong> greatest risk to <strong>the</strong> University <strong>of</strong> a programme failing to<br />

meet <strong>the</strong> expected st<strong>and</strong>ards or quality, <strong>and</strong> <strong>the</strong>refore, it is in those areas where <strong>the</strong>re is <strong>the</strong> greatest<br />

need for additi<strong>on</strong>al scrutiny by <strong>the</strong> Committees <strong>of</strong> Senate.<br />

1.1 Risk - Committee Scrutiny<br />

Wherever possible, <strong>the</strong> Studies Committees should scrutinise <strong>the</strong> School management <strong>of</strong> <strong>the</strong><br />

programmes <strong>and</strong> processes, <strong>and</strong> form a judgement <strong>on</strong> any issue based <strong>on</strong> <strong>the</strong> process used by <strong>the</strong><br />

School. Where a School does not seem to have a secure <strong>and</strong> robust process, <strong>the</strong>n <strong>the</strong> Committee<br />

may ask to see <strong>the</strong> evidence used by <strong>the</strong> School to reach a decisi<strong>on</strong>. Such cases may be likely<br />

where, for example, a mode <strong>of</strong> study or locati<strong>on</strong> <strong>of</strong> delivery is new for a School, <strong>and</strong>, in<br />

c<strong>on</strong>sequence, it has not yet developed appropriate internal procedures or else does not have <strong>the</strong><br />

experience to form a sound judgement.<br />

The Studies Committees should recognise that <strong>the</strong> risk to <strong>the</strong> University <strong>and</strong> <strong>the</strong> value <strong>of</strong> scrutiny<br />

are different for different modes <strong>of</strong> study <strong>and</strong> locati<strong>on</strong>s <strong>of</strong> study.<br />

All Schools have a Home Campus: School <strong>of</strong> Textiles <strong>and</strong> Design is at <strong>the</strong> Scottish Borders Campus<br />

<strong>and</strong> for <strong>the</strong> o<strong>the</strong>r seven Schools, this is <strong>the</strong> Edinburgh Campus. As a general rule, <strong>the</strong> least risk <strong>and</strong><br />

least value-added from detailed scrutiny c<strong>on</strong>cern programmes delivered at <strong>the</strong> Home Campus by<br />

c<strong>on</strong>venti<strong>on</strong>al teaching methods; in those cases <strong>the</strong> scrutiny should be a light touch. When a<br />

programme is delivered at ano<strong>the</strong>r locati<strong>on</strong>, <strong>the</strong> risk is increased <strong>and</strong> if different methods <strong>of</strong> delivery,<br />

such as blended learning, are adopted, <strong>the</strong>n <strong>the</strong> risk is increased.<br />

1.2 Categories <strong>of</strong> Risk<br />

The following table provides a categorisati<strong>on</strong> <strong>of</strong> types <strong>of</strong> risk, each <strong>of</strong> which is explained in <strong>the</strong><br />

subsequent sub-paragraphs, vis-à-vis locati<strong>on</strong> <strong>and</strong> mode <strong>of</strong> delivery:<br />

5<br />

The guidance <strong>and</strong> advice given in this secti<strong>on</strong> will apply equally, <strong>and</strong> where appropriate, to <strong>the</strong> approval <strong>of</strong> disciplines (for which<br />

approval <strong>of</strong> <strong>the</strong> Planning <strong>and</strong> Management Executive is required in <strong>the</strong> first instance). See Format <strong>of</strong> Discipline Proposal (Appendix 3)<br />

for full details.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 7


Locati<strong>on</strong>/Mode<br />

C<strong>on</strong>venti<strong>on</strong>al<br />

delivery<br />

Blended delivery<br />

Independent study<br />

Home campus Low risk Medium risk Not permitted<br />

O<strong>the</strong>r campus Medium risk Medium risk Not permitted<br />

Collaborative<br />

Partner<br />

Medium risk Medium risk Not permitted<br />

Approved<br />

Learning Partner<br />

Not permitted Medium risk Not permitted<br />

O<strong>the</strong>r Not permitted Not permitted High risk<br />

1.2.1 Low risk: c<strong>on</strong>venti<strong>on</strong>al teaching <strong>on</strong> <strong>the</strong> Home Campus poses a low risk to <strong>the</strong> University <strong>and</strong><br />

<strong>the</strong>refore approval can be by a light touch.<br />

1.2.2 Medium risk: <strong>the</strong> level <strong>of</strong> scrutiny needs to be more detailed where a programme is to be<br />

delivered at a different campus or in partnership with ano<strong>the</strong>r instituti<strong>on</strong>, since not <strong>on</strong>ly will <strong>the</strong><br />

staff at <strong>the</strong> Home Campus have a less intimate knowledge <strong>of</strong> <strong>the</strong> facilities <strong>and</strong> resources, but<br />

also <strong>the</strong>re will be a greater physical distance between <strong>the</strong> staff resp<strong>on</strong>sible for delivery <strong>of</strong> <strong>the</strong><br />

programme <strong>and</strong> <strong>the</strong> staff resp<strong>on</strong>sible for managing <strong>the</strong> delivery. Clearly, as <strong>the</strong> staff at <strong>the</strong> o<strong>the</strong>r<br />

campus/instituti<strong>on</strong> <strong>and</strong> <strong>the</strong> staff <strong>on</strong> <strong>the</strong> Home Campus become more experienced, so <strong>the</strong> level <strong>of</strong><br />

scrutiny will diminish.<br />

Similarly, when new modes <strong>of</strong> delivery are introduced, such as blended learning, <strong>the</strong> level <strong>of</strong><br />

scrutiny will be higher initially as School processes are undergoing development <strong>and</strong> will reduce<br />

as <strong>the</strong> new mode <strong>of</strong> delivery becomes “c<strong>on</strong>venti<strong>on</strong>al”.<br />

1.2.3 High risk: <strong>the</strong> highest risk occurs when programmes are designed for independent learners. In<br />

<strong>the</strong>se cases, <strong>the</strong>re should always be a high level <strong>of</strong> scrutiny, though that too will vary as Schools<br />

become more experienced.<br />

The delivery <strong>of</strong> programmes in a language o<strong>the</strong>r than English (except for languages<br />

programmes) is also high risk for <strong>the</strong> University <strong>and</strong> such programmes should be subject to high<br />

levels <strong>of</strong> scrutiny.<br />

1.2.4 Not permitted: it is explicit in <strong>the</strong> above table that some forms <strong>of</strong> delivery are not permitted.<br />

Thus an Approved Learning Partner which is staffed <strong>on</strong>ly by Approved Tutors is not permitted to<br />

deliver c<strong>on</strong>venti<strong>on</strong>al teaching, but <strong>on</strong>ly blended learning where <strong>the</strong> University staff have<br />

prepared <strong>the</strong> teaching materials.<br />

The Studies Committees <strong>and</strong> Schools should note that if a programme is approved for <strong>on</strong>e locati<strong>on</strong> or<br />

mode <strong>of</strong> delivery, it is not automatically approved for all locati<strong>on</strong>s or modes <strong>of</strong> delivery. As part <strong>of</strong> <strong>the</strong><br />

programme proposal, Schools will need to be explicit in modes <strong>and</strong> locati<strong>on</strong>s <strong>the</strong>y are seeking approval<br />

for <strong>and</strong> <strong>the</strong> Committees will need to be explicit in what is being approved.<br />

It is intended that <strong>the</strong> University will not <strong>of</strong>fer independent learning programmes to students studying <strong>on</strong>campus,<br />

but this does not preclude independent study <strong>on</strong> single courses.<br />

2. St<strong>and</strong>ard Process for <strong>Approval</strong>: Discipline-Level Submissi<strong>on</strong>s<br />

Wherever possible, approval should be at <strong>the</strong> highest <strong>and</strong> most general level, ie at discipline level. This<br />

is likely to be particularly important for approval <strong>of</strong> existing programmes that are changing as a result <strong>of</strong><br />

RAY. Since RAY applies to all <strong>of</strong> <strong>the</strong> University’s taught provisi<strong>on</strong> (with <strong>the</strong> excepti<strong>on</strong> <strong>of</strong> <strong>the</strong> Edinburgh<br />

Business School) a significant volume <strong>of</strong> modificati<strong>on</strong>s will be made to programmes in <strong>the</strong> run up to<br />

September 2008.<br />

Appendices 2 (Programme) <strong>and</strong> 3 (Discipline) provide details <strong>of</strong> <strong>the</strong> short-form proposal which can<br />

be submitted for programmes being modified as part <strong>of</strong> RAY where <strong>the</strong> modificati<strong>on</strong>s are related<br />

primarily to RAY <strong>and</strong> do not represent a ‘significant change’.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 8


For low risk situati<strong>on</strong>s, <strong>the</strong> evidence seen by <strong>the</strong> Committee should comprise a summary <strong>of</strong> <strong>the</strong> School<br />

objectives, activities <strong>and</strong> processes toge<strong>the</strong>r with a programme structure. It is <strong>the</strong>refore likely that for a<br />

given Discipline (eg Chemistry), <strong>the</strong> same School processes, internal evidence <strong>and</strong> management<br />

structures will apply for all <strong>the</strong> programmes in Chemistry at UG level <strong>and</strong> for all <strong>the</strong> programmes at PGT<br />

level.<br />

Where such comm<strong>on</strong>ality applies across <strong>the</strong> discipline, <strong>the</strong>n <strong>the</strong> Schools will be able to submit <strong>on</strong>e<br />

narrative text with a series <strong>of</strong> Programme Structures templates for approval. One structure template,<br />

which will include courses <strong>of</strong>fered within each stage (as approved by <strong>the</strong> devolved procedures within<br />

Schools), should be submitted for each programme within <strong>the</strong> discipline. If <strong>the</strong> accompanying<br />

Programme Descripti<strong>on</strong> <strong>and</strong> Programme Notes templates are st<strong>and</strong>ard for each programme within <strong>the</strong><br />

discipline, <strong>the</strong>n Schools need submit <strong>on</strong>ly <strong>on</strong>e <strong>of</strong> each template (where differences apply, individual<br />

Programme Descripti<strong>on</strong> <strong>and</strong> Notes templates should be submitted).<br />

Where <strong>the</strong>re is c<strong>on</strong>siderable overlap in <strong>the</strong> use <strong>of</strong> courses across a number <strong>of</strong> programmes, <strong>the</strong>n a grid<br />

structure may be adopted to describe <strong>the</strong> various programmes <strong>of</strong> study. It may be useful for Schools to<br />

c<strong>on</strong>sider such arrangements when preparing restructured programmes for approval, even if <strong>the</strong> current<br />

programmes are not so structured.<br />

3. Service Teaching<br />

At its meeting <strong>on</strong> 26 October 2006, <strong>the</strong> Planning <strong>and</strong> Management Executive (PME) approved a policy <strong>on</strong><br />

service teaching, which was supported in principle <strong>and</strong> subsequently endorsed by <strong>the</strong> Learning <strong>and</strong> Teaching<br />

Board at its meetings <strong>on</strong> 12 October 2006 <strong>and</strong> 15 February 2007.<br />

In additi<strong>on</strong> to <strong>the</strong> part <strong>of</strong> <strong>the</strong> policy that relates to courses <strong>and</strong> is given in an earlier secti<strong>on</strong>, PME approved<br />

<strong>the</strong> policy that<br />

<br />

Schools should deliver <strong>on</strong>ly programmes <strong>of</strong> study which fall within <strong>the</strong>ir agreed discipline areas:<br />

discipline areas within each School being at <strong>the</strong> approval <strong>of</strong> PME<br />

Therefore any issue about whe<strong>the</strong>r or not a programme <strong>of</strong> study can be <strong>of</strong>fered within a School portfolio<br />

should be referred to PME for c<strong>on</strong>siderati<strong>on</strong>.<br />

PME has also stated that<br />

<br />

all Schools must maximise operati<strong>on</strong>al efficiency by working with o<strong>the</strong>r Schools to deliver courses in<br />

subject areas where <strong>the</strong> expertise already exists.<br />

The judgement <strong>of</strong> operati<strong>on</strong>al efficiency is a management issue made by <strong>the</strong> School delivering <strong>the</strong><br />

programme <strong>and</strong> not ano<strong>the</strong>r School that might deliver any specific course within <strong>the</strong> programme or <strong>the</strong><br />

Committee. Operati<strong>on</strong>al efficiency is a programme level issue, relating to <strong>the</strong> coherency <strong>of</strong> <strong>the</strong><br />

programme, <strong>and</strong> can <strong>on</strong>ly be judged by c<strong>on</strong>sidering <strong>the</strong> programme as a whole.<br />

Programme proposals should include a statement about operati<strong>on</strong>al efficiency where such matters have<br />

been c<strong>on</strong>sidered, including <strong>the</strong> outcomes <strong>of</strong> any discussi<strong>on</strong>s with o<strong>the</strong>r Schools. This statement will help<br />

inform <strong>the</strong> rest <strong>of</strong> <strong>the</strong> University about efficiency opportunities.<br />

Where <strong>the</strong> Studies Committee c<strong>on</strong>siders that <strong>the</strong>re are potential efficiencies that have not been<br />

c<strong>on</strong>sidered it should inform <strong>the</strong> Head <strong>of</strong> School but should not delay approval <strong>of</strong> a programme that is<br />

academically acceptable pending fur<strong>the</strong>r c<strong>on</strong>siderati<strong>on</strong> by <strong>the</strong> School <strong>on</strong> operati<strong>on</strong>al efficiency.<br />

Any Head <strong>of</strong> School may, <strong>of</strong> course, raise matters <strong>of</strong> operati<strong>on</strong>al efficiency at PME.<br />

4. Aspects <strong>of</strong> a Programme requiring <strong>Approval</strong><br />

The approval <strong>of</strong> a programme by <strong>the</strong> Undergraduate or Postgraduate Studies Committee will include<br />

c<strong>on</strong>siderati<strong>on</strong> <strong>and</strong> approval <strong>of</strong>:<br />

(a)<br />

(b)<br />

(c)<br />

coherence, currency <strong>and</strong> completeness <strong>of</strong> <strong>the</strong> academic c<strong>on</strong>tent<br />

c<strong>on</strong>sistency <strong>of</strong> programmes with <strong>the</strong> University strategy (articulated as <strong>the</strong> key principles <strong>of</strong> RAY;<br />

see Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> for full details) including inter alia transiti<strong>on</strong> into first year,<br />

assessment strategy, skills development, preparati<strong>on</strong> for employment, research-informed learning<br />

assurance <strong>of</strong> academic st<strong>and</strong>ards<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 9


(d)<br />

(e)<br />

(f)<br />

(g)<br />

(h)<br />

sufficiency <strong>of</strong> resources such as staff, space, library etc<br />

academic, administrative <strong>and</strong> managerial expertise to support mode <strong>of</strong> study (c<strong>on</strong>venti<strong>on</strong>al,<br />

blended, distributed <strong>and</strong> independent, part-time) at <strong>the</strong> proposed locati<strong>on</strong><br />

study in a language o<strong>the</strong>r than English (except for languages programmes)<br />

administrative requirements, in <strong>the</strong> case <strong>of</strong> n<strong>on</strong>-st<strong>and</strong>ard provisi<strong>on</strong><br />

fees, including differential fees<br />

Each <strong>of</strong> <strong>the</strong>se areas <strong>of</strong> approval is explained in more detail below.<br />

4.1 Coherence, currency <strong>and</strong> completeness <strong>of</strong> <strong>the</strong> academic c<strong>on</strong>tent<br />

The Studies Committees have always had resp<strong>on</strong>sibility for c<strong>on</strong>sidering <strong>and</strong> approving coherence,<br />

currency <strong>and</strong> completeness <strong>of</strong> <strong>the</strong> academic c<strong>on</strong>tent. Under <strong>the</strong> revised process <strong>and</strong> in a change to<br />

current practice, <strong>the</strong> approval <strong>of</strong> individual courses will be devolved to Schools; in c<strong>on</strong>sequence, <strong>the</strong><br />

Committees will not normally be provided with Course Descriptor templates or associated<br />

documentati<strong>on</strong> (see Secti<strong>on</strong> B. <strong>Courses</strong>). The focus <strong>of</strong> both Committees’ efforts will, <strong>the</strong>refore, be<br />

directed towards programme <strong>and</strong> discipline level provisi<strong>on</strong>. The Studies Committees will look for<br />

evidence that <strong>the</strong> School, in developing <strong>the</strong> programme, has adopted a robust process which will<br />

assure <strong>the</strong> Committee that <strong>the</strong> programme is properly structured <strong>and</strong> that appropriate use has been<br />

made <strong>of</strong> benchmark statements, advice from Pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> Statutory Bodies <strong>and</strong> o<strong>the</strong>r external<br />

points <strong>of</strong> reference, as well as drawing <strong>on</strong> <strong>the</strong> expertise <strong>of</strong> <strong>the</strong> staff in <strong>the</strong> School.<br />

The Committee will also be looking for evidence that <strong>the</strong> School has in place an internal structure<br />

(normally a committee structure) which has resp<strong>on</strong>sibility for c<strong>on</strong>sidering <strong>the</strong> programme as a whole,<br />

including aspects such as development <strong>of</strong> skills <strong>and</strong> <strong>the</strong> assessment strategy across <strong>the</strong> programme.<br />

4.2 C<strong>on</strong>sistency <strong>of</strong> programmes with <strong>the</strong> University Strategy, including Restructuring <strong>the</strong><br />

Academic Year<br />

All programmes <strong>of</strong> study are expected to c<strong>on</strong>form to <strong>the</strong> objectives <strong>of</strong> <strong>the</strong> University, but <strong>the</strong>se have<br />

not hi<strong>the</strong>rto been explicitly articulated in terms <strong>of</strong> submissi<strong>on</strong>s for programme approval. However,<br />

<strong>on</strong>e <strong>of</strong> <strong>the</strong> objectives <strong>of</strong> <strong>the</strong> RAY project is to provide an opportunity for programmes to be redesigned<br />

<strong>and</strong> re-aligned with <strong>the</strong> University’s core objectives. The Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

(for undergraduate <strong>and</strong> for graduate/postgraduate taught provisi<strong>on</strong>) have been produced by <strong>the</strong><br />

Learning <strong>and</strong> Teaching Board (see Appendix 1 for an overview), <strong>and</strong> it is expected that <strong>the</strong><br />

Committees will ensure that each School has properly c<strong>on</strong>sidered <strong>the</strong> key RAY principles in redesigning<br />

<strong>the</strong>ir programmes.<br />

Schools should outline, in <strong>the</strong> narrative text accompanying each submissi<strong>on</strong>, how <strong>the</strong> programme<br />

has been developed to be c<strong>on</strong>sistent with <strong>the</strong> University strategy. The Curriculum Structure<br />

<str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> <strong>and</strong> <strong>the</strong> accompanying Curriculum Structure Summary (Undergraduate <strong>and</strong><br />

Graduate/Postgraduate Taught) highlight m<strong>and</strong>atory comp<strong>on</strong>ents, most <strong>of</strong> which Schools have <strong>the</strong><br />

flexibility to determine <strong>the</strong>ir own approaches to implementati<strong>on</strong>, <strong>and</strong> also <strong>of</strong>fer aspects which are<br />

opti<strong>on</strong>al or for guidance. All core requirements are designed to encourage realisati<strong>on</strong> <strong>of</strong> <strong>the</strong> primary<br />

objective <strong>of</strong> RAY, namely to enhance student learning.<br />

The expectati<strong>on</strong> is that for all UG programmes, successful completi<strong>on</strong> <strong>of</strong> Stages 1, 2, 3, 4 <strong>and</strong> 5 will<br />

allow students to exit with a Certificate, Diploma, Bachelors, H<strong>on</strong>ours <strong>and</strong> Integrated Masters award<br />

respectively. Similarly, it is expected that for all PG programmes completi<strong>on</strong> <strong>of</strong> semester 1, 2 <strong>and</strong> a<br />

full year (ie 60, 120 <strong>and</strong> 180 credits respectively) will lead to exit awards <strong>of</strong> Certificate, Diploma <strong>and</strong><br />

Masters. Excepti<strong>on</strong>s to <strong>the</strong> above may be permitted, but will require approval by <strong>the</strong> appropriate<br />

Studies Committee.<br />

4.3 Assurance <strong>of</strong> academic st<strong>and</strong>ards<br />

The Studies Committees cannot <strong>the</strong>mselves determine <strong>the</strong> academic st<strong>and</strong>ard <strong>of</strong> programmes from<br />

<strong>the</strong> course titles provided, as many topics such as “project management” could be taught at many<br />

different levels. The Committees are <strong>the</strong>refore required to look at <strong>the</strong> School processes for<br />

establishing <strong>the</strong> st<strong>and</strong>ard <strong>of</strong> academic work, <strong>the</strong> locati<strong>on</strong> <strong>of</strong> courses <strong>and</strong> use levels in accordance<br />

with <strong>the</strong> SCQF framework. These processes are likely to be comm<strong>on</strong> across all programmes in a<br />

discipline <strong>and</strong> may indeed be comm<strong>on</strong> across an entire School.<br />

Assurance <strong>of</strong> st<strong>and</strong>ards requires individual academic members <strong>of</strong> staff to form a judgement. Each<br />

School <strong>the</strong>refore needs to have in place processes to ensure that <strong>the</strong> judgement <strong>of</strong> all members <strong>of</strong><br />

staff is approximately <strong>the</strong> same, perhaps by <strong>the</strong> use <strong>of</strong> committees to moderate judgements or<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 10


double marking <strong>and</strong> to ensure that new staff, whose judgements are likely to be less secure, are<br />

properly supported.<br />

In additi<strong>on</strong>, <strong>the</strong> School should have in place processes for judging st<strong>and</strong>ards against o<strong>the</strong>r<br />

instituti<strong>on</strong>s by using <strong>the</strong>ir External Examiners for advice <strong>and</strong> for sharing, <strong>and</strong> learning from, <strong>the</strong><br />

experiences <strong>of</strong> staff who have been <strong>the</strong>mselves External Examiners at o<strong>the</strong>r instituti<strong>on</strong>s.<br />

Pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> Statutory Bodies can also give advice <strong>on</strong> academic st<strong>and</strong>ards, though such advice<br />

needs to be used with care.<br />

Where programmes are to be delivered partly or entirely <strong>of</strong>f <strong>the</strong> Home Campus, <strong>the</strong>n c<strong>on</strong>siderati<strong>on</strong><br />

must be given to ensuring that <strong>the</strong> judgements <strong>of</strong> all staff involved in such programmes are<br />

c<strong>on</strong>sistent. This includes staff at Collaborative Partner Instituti<strong>on</strong>s who may be assessing student<br />

work, staff at ALPs who advise students, external supervisors <strong>and</strong> tutors giving advice to students <strong>on</strong><br />

placements <strong>and</strong> staff at instituti<strong>on</strong>s receiving exchange students.<br />

4.4 Sufficiency <strong>of</strong> resources such as staff, space, library etc<br />

The sub-secti<strong>on</strong>s below outline <strong>the</strong> ways in which informati<strong>on</strong> <strong>on</strong> resources should be presented to<br />

<strong>the</strong> Studies Committees, depending <strong>on</strong> locati<strong>on</strong> <strong>and</strong> mode <strong>of</strong> delivery.<br />

4.4.1 Home Campus: when a programme is to be delivered <strong>on</strong> <strong>the</strong> Home Campus, it is unlikely that<br />

resources are a serious issue <strong>and</strong> <strong>the</strong>refore this requirement can be satisfied by a short<br />

statement in <strong>the</strong> programme proposal, c<strong>on</strong>firming that <strong>the</strong> School has, or has access to, <strong>the</strong><br />

necessary resources. The <strong>on</strong>ly excepti<strong>on</strong> is likely to be where <strong>the</strong> number <strong>of</strong> available places<br />

<strong>on</strong> a programme is restricted due to a limit <strong>on</strong> resources (eg staff expertise or lab space) in<br />

which case such restricti<strong>on</strong>s <strong>and</strong> limits should be highlighted so as to inform planning<br />

processes (where, for example, it is o<strong>the</strong>rwise normally assumed that <strong>the</strong>re is no limit to <strong>the</strong><br />

number <strong>of</strong> PGT students that can be taught <strong>on</strong> any programme).<br />

4.4.2 O<strong>the</strong>r campuses/locati<strong>on</strong>s: <strong>the</strong> issue <strong>of</strong> resources becomes more important for o<strong>the</strong>r<br />

campuses, where <strong>the</strong> resources may not exist at <strong>the</strong> time <strong>of</strong> approval <strong>and</strong> where it may be<br />

appropriate for approval to be c<strong>on</strong>diti<strong>on</strong>al <strong>on</strong> a specific list <strong>of</strong> resources being available. The<br />

narrative text in <strong>the</strong> Programme Proposal should dem<strong>on</strong>strate that <strong>the</strong> School has c<strong>on</strong>sidered<br />

<strong>the</strong> resources <strong>and</strong> should c<strong>on</strong>firm that such resources are, or will be, in place.<br />

4.4.3 Collaborative <strong>and</strong> Approved Learning Partners: for programmes to be delivered by<br />

partners, <strong>the</strong>n <strong>the</strong> School needs to dem<strong>on</strong>strate that it has c<strong>on</strong>sidered <strong>the</strong> required level <strong>of</strong><br />

resource. The Programme Proposal should include a list <strong>of</strong> <strong>the</strong> resources required for <strong>the</strong><br />

delivery <strong>of</strong> <strong>the</strong> programme (or course as appropriate). This list will be used to inform <strong>the</strong><br />

process <strong>of</strong> approving partners as a means <strong>of</strong> ensuring that <strong>the</strong>y have in place <strong>the</strong> specified<br />

resources. If a School wishes to exp<strong>and</strong> its collaborative or ALP provisi<strong>on</strong>, <strong>the</strong>n <strong>the</strong> list will<br />

need to be revised <strong>and</strong> re-submitted to show that <strong>the</strong> School has <strong>the</strong> necessary resources for<br />

<strong>the</strong> proposed expansi<strong>on</strong>.<br />

4.4.4 Independent Learners: for programmes to be delivered to independent learners, <strong>the</strong> School<br />

needs to dem<strong>on</strong>strate in <strong>the</strong> Programme Proposal that c<strong>on</strong>siderati<strong>on</strong> has been given to <strong>the</strong><br />

resources <strong>and</strong> facilities required by independent learners to study <strong>the</strong> programme. In additi<strong>on</strong>,<br />

c<strong>on</strong>firmati<strong>on</strong> should be given that students have access to (or will be provided with) <strong>the</strong><br />

necessary resources, or alternatively, a statement should be included specifying what<br />

resources a student will need to undertake <strong>the</strong> programme.<br />

4.5 Expertise to support <strong>the</strong> specified mode <strong>of</strong> study<br />

The approval <strong>of</strong> a programme requires <strong>the</strong> Studies Committees to be assured that <strong>the</strong> School has<br />

<strong>the</strong> academic, administrative <strong>and</strong> managerial expertise to support <strong>the</strong> mode <strong>of</strong> study for which<br />

approval is being requested.<br />

For c<strong>on</strong>venti<strong>on</strong>al programmes delivered at <strong>the</strong> Home Campus, this statement <strong>of</strong> expertise requires<br />

<strong>on</strong>ly a paragraph <strong>of</strong> c<strong>on</strong>firmati<strong>on</strong> (or a tick in a box <strong>on</strong> <strong>the</strong> appropriate coversheet). However, for<br />

new modes <strong>of</strong> study (eg blended learning <strong>on</strong>-campus or <strong>of</strong>f-campus programmes to be delivered by<br />

an ALP), <strong>the</strong> School needs to dem<strong>on</strong>strate that it has <strong>the</strong> expertise, or has in place staff<br />

development <strong>and</strong> o<strong>the</strong>r activities which will ensure that <strong>the</strong> required expertise will be in place when<br />

<strong>the</strong> programme is <strong>of</strong>fered to students.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 11


Comm<strong>on</strong> issues which should be c<strong>on</strong>sidered by Schools include management <strong>of</strong> staff at remote<br />

campuses, inducti<strong>on</strong> <strong>of</strong> staff at remote campuses <strong>and</strong> inducti<strong>on</strong> <strong>of</strong> new staff to different modes <strong>of</strong><br />

teaching <strong>and</strong> learning.<br />

4.6 Study in a language o<strong>the</strong>r than English (except for languages programmes)<br />

The MBA programme, as delivered by <strong>the</strong> Edinburgh Business School, is approved to <strong>of</strong>fer its<br />

programmes in Arabic, Spanish, Hebrew <strong>and</strong> Chinese as well as English. The delivery <strong>of</strong> a<br />

programme in any language o<strong>the</strong>r than in English poses high risk to <strong>the</strong> University (except in <strong>the</strong><br />

case <strong>of</strong> language degree programmes) <strong>and</strong> requires careful c<strong>on</strong>siderati<strong>on</strong> <strong>of</strong> <strong>the</strong> curriculum,<br />

programme notes, assessment methods, assessment processes, assurance <strong>of</strong> discipline quality <strong>and</strong><br />

<strong>the</strong> assurance <strong>of</strong> academic st<strong>and</strong>ards.<br />

Most <strong>of</strong> <strong>the</strong> University has little experience in delivering programmes in o<strong>the</strong>r languages <strong>and</strong><br />

although EBS currently <strong>of</strong>fers such programmes, it does not have c<strong>on</strong>sistent practices for all<br />

languages. Therefore, explicit approval is required from <strong>the</strong> Studies Committees for all programmes<br />

to be delivered in a language o<strong>the</strong>r than English. Such requirements for approval apply also to any<br />

programme previously approved for <strong>the</strong> delivery in <strong>on</strong>e language <strong>and</strong> subsequently being<br />

c<strong>on</strong>sidered for delivery in ano<strong>the</strong>r language. Schools should submit a full case for c<strong>on</strong>siderati<strong>on</strong>,<br />

with particular emphasis <strong>on</strong> <strong>the</strong> matters noted above.<br />

4.7 Administrative requirements, in <strong>the</strong> case <strong>of</strong> n<strong>on</strong>-st<strong>and</strong>ard provisi<strong>on</strong><br />

For c<strong>on</strong>venti<strong>on</strong>al programmes delivered at <strong>the</strong> Home Campus, it is expected that Schools will<br />

require st<strong>and</strong>ard forms <strong>of</strong> administrative support from <strong>the</strong> central Support Services, eg registering,<br />

examining <strong>and</strong> graduating students within <strong>the</strong> University’s usual time periods for such processes.<br />

C<strong>on</strong>firmati<strong>on</strong> <strong>of</strong> st<strong>and</strong>ard requirements can be provided by ticking <strong>the</strong> appropriate box <strong>on</strong> <strong>the</strong><br />

programme proposal coversheet.<br />

As part <strong>of</strong> <strong>the</strong> Programme Proposal, Schools should highlight where <strong>the</strong>re is a requirement for<br />

central administrative support in different forms <strong>and</strong> at different times, eg registrati<strong>on</strong> events tailored<br />

to <strong>the</strong> FE Link Discipline, special arrangements for students <strong>on</strong> collaborative programmes or<br />

registrati<strong>on</strong> in January as well as September.<br />

4.8 Programme fees, including fee differentials<br />

Each year, <strong>the</strong> Fees Working Group c<strong>on</strong>siders <strong>and</strong> agrees tuiti<strong>on</strong> fees for <strong>the</strong> coming academic<br />

sessi<strong>on</strong>. However, since fee details need to be recorded at <strong>the</strong> time <strong>of</strong> creating a new programme<br />

record <strong>on</strong> <strong>the</strong> student system, it is appropriate for Schools to specify tuiti<strong>on</strong> fees as part <strong>of</strong> <strong>the</strong><br />

programme proposal. St<strong>and</strong>ard fees can be indicated by a tick box, but Schools will have to provide<br />

details <strong>of</strong> any fee differentials (eg where fees differ depending <strong>on</strong> <strong>the</strong> mode <strong>of</strong> delivery).<br />

5. Documentati<strong>on</strong> for approval <strong>of</strong> programmes<br />

The documentati<strong>on</strong> required for approval <strong>of</strong> programmes is provided in Appendix 2 6 to <strong>the</strong>se <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

(this documentati<strong>on</strong> is required for programmes being submitted as part <strong>of</strong> RAY, but also for<br />

submissi<strong>on</strong>s post-implementati<strong>on</strong> <strong>of</strong> RAY). These are guidelines <strong>on</strong>ly <strong>and</strong> Schools should take<br />

advantage <strong>of</strong> opportunities to reuse documents such as School-wide policies. When in doubt, Schools<br />

should c<strong>on</strong>sult with <strong>the</strong> Clerk <strong>of</strong> <strong>the</strong> relevant Studies Committee in <strong>the</strong> first instance.<br />

Each submissi<strong>on</strong> to <strong>the</strong> Studies Committee should be complete <strong>and</strong> self-c<strong>on</strong>tained. There should be no<br />

references to o<strong>the</strong>r documents (such as those that are available <strong>on</strong> request from <strong>the</strong> School or were part<br />

<strong>of</strong> a previous programme submissi<strong>on</strong> that was approved). Documentati<strong>on</strong> should not be excessively l<strong>on</strong>g<br />

<strong>and</strong> should not c<strong>on</strong>tain irrelevant informati<strong>on</strong>.<br />

<strong>Programmes</strong> being approved following restructuring or programmes where RAY is being used as an<br />

opportunity to propose significant changes (o<strong>the</strong>r than key principles <strong>of</strong> RAY; see Appendix 2) will<br />

require <strong>the</strong> following documentati<strong>on</strong> for approval purposes:<br />

(a) Coversheet – with informati<strong>on</strong> <strong>on</strong> <strong>the</strong> programmes, modes <strong>of</strong> study, locati<strong>on</strong>s <strong>of</strong> study etc<br />

(b) Programme Proposal, covering <strong>the</strong> points described above<br />

(c) Programme structure (<strong>and</strong> associated templates) for each programme being c<strong>on</strong>sidered<br />

6<br />

The various coversheets <strong>and</strong> templates can be accessed at http://www.hw.ac.uk/quality/approval-procedures.htm<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 12


For low risk situati<strong>on</strong>s, <strong>the</strong> Programme Proposal will be typically 5 pages l<strong>on</strong>g depending <strong>on</strong> <strong>the</strong><br />

complexity <strong>and</strong> <strong>the</strong> number <strong>of</strong> programmes being approved.<br />

For medium risk cases, <strong>the</strong> Programme Proposal will be l<strong>on</strong>ger <strong>and</strong> more detailed, being perhaps 10<br />

pages, <strong>of</strong> which part will be appendices <strong>of</strong> School-wide processes <strong>and</strong> policies.<br />

For high risk cases, <strong>the</strong> Programme Proposal will be l<strong>on</strong>ger still, at perhaps 15-20 pages.<br />

6. Withdrawal <strong>of</strong> a Programme<br />

Proposals for withdrawal <strong>of</strong> a programme should be submitted to <strong>the</strong> Studies Committee <strong>on</strong> <strong>the</strong> st<strong>and</strong>ard<br />

Applicati<strong>on</strong> for Withdrawal <strong>of</strong> a Programme coversheet, which will include such details as rati<strong>on</strong>ale,<br />

date <strong>of</strong> approval <strong>and</strong> o<strong>the</strong>r Schools affected.<br />

Proposals for withdrawal <strong>of</strong> a discipline <strong>and</strong> its associated programmes must be raised as part <strong>of</strong> Annual<br />

Planning Round discussi<strong>on</strong>s <strong>and</strong> formally approved by <strong>the</strong> Planning <strong>and</strong> Management Executive. In<br />

terms <strong>of</strong> submissi<strong>on</strong>s to <strong>the</strong> Studies Committees, <strong>the</strong> st<strong>and</strong>ard Applicati<strong>on</strong> for Withdrawal <strong>of</strong> a<br />

Discipline coversheet should be used.<br />

Coversheets can be accessed at: http://www.hw.ac.uk/quality/approval-procedures.htm<br />

In most cases <strong>of</strong> ei<strong>the</strong>r programme or discipline withdrawal, <strong>the</strong>re will be registered students who have<br />

yet to complete <strong>the</strong>ir programme <strong>of</strong> study. Prior to any formal proposal being made for withdrawal,<br />

Schools should c<strong>on</strong>sult with all students who will be affected <strong>and</strong> put in place appropriate arrangements<br />

to ensure that <strong>the</strong> student learning experience is not compromised <strong>and</strong> students are able to complete<br />

<strong>the</strong>ir programmes <strong>and</strong> graduate within <strong>the</strong> expected timescales.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 13


Guidance from Learning <strong>and</strong> Teaching Board <strong>on</strong> Curriculum Structure<br />

Appendix 1<br />

The Learning <strong>and</strong> Teaching Board has produced a series <strong>of</strong> guidance notes to assist Schools in <strong>the</strong> process<br />

<strong>of</strong> re-designing programmes to incorporate <strong>the</strong> key requirements <strong>of</strong> RAY. These guidance notes are<br />

provided as various separate documents:<br />

(1) Graduate <strong>and</strong> Postgraduate Taught Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

(2) Undergraduate Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g><br />

Both documents provide full details <strong>of</strong> <strong>the</strong> m<strong>and</strong>atory requirements <strong>of</strong> all taught programmes (except<br />

EBS), in most cases <strong>of</strong> which Schools have <strong>the</strong> flexibility to determine <strong>the</strong>ir own approaches to<br />

implementati<strong>on</strong>. In additi<strong>on</strong>, aspects which are opti<strong>on</strong>al or for guidance are included, which Schools may<br />

wish to c<strong>on</strong>sider implementing as part <strong>of</strong> <strong>the</strong> overall programme re-design for RAY.<br />

(3) Curriculum Structure Summary: M<strong>and</strong>atory Requirements, Opti<strong>on</strong>s <strong>and</strong> Aspects for Guidance: a tabular<br />

summary, produced for ease <strong>of</strong> reference, <strong>of</strong> <strong>the</strong> key principles outlined in <strong>the</strong> more comprehensive<br />

Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g>.<br />

(4) Learning, Teaching <strong>and</strong> Assessment Toolkits: advice <strong>on</strong> how to re-design learning, teaching <strong>and</strong><br />

assessment approaches to incorporate <strong>the</strong> key principles <strong>of</strong> RAY into programmes.<br />

RAY M<strong>and</strong>atory Requirements, Opti<strong>on</strong>s <strong>and</strong> Guidance: Applicability <strong>and</strong> Implementati<strong>on</strong><br />

As part <strong>of</strong> <strong>the</strong> move to RAY, several aspects <strong>of</strong> curriculum structure <strong>and</strong> re-design will be m<strong>and</strong>atory,<br />

although in most cases Schools will have <strong>the</strong> flexibility to determine how <strong>the</strong>y implement such<br />

requirements. With <strong>the</strong> excepti<strong>on</strong> <strong>of</strong> EBS, <strong>the</strong> same structural framework will apply to all forms <strong>of</strong> taught<br />

provisi<strong>on</strong>, irrespective <strong>of</strong> mode or locati<strong>on</strong> <strong>of</strong> delivery (including Dubai, ALPs, independent DL,<br />

collaborative provisi<strong>on</strong>).<br />

If a School is experiencing difficulty in incorporating <strong>the</strong> m<strong>and</strong>atory requirements within its programme<br />

provisi<strong>on</strong>, <strong>the</strong>se should be highlighted clearly <strong>on</strong> <strong>the</strong> programme proposal for c<strong>on</strong>siderati<strong>on</strong> by <strong>the</strong><br />

Undergraduate or Postgraduate Studies Committee, as appropriate.<br />

Likewise, if a School wishes to request exempti<strong>on</strong> from a m<strong>and</strong>atory requirement, <strong>the</strong>n this request<br />

should be highlighted clearly <strong>on</strong> <strong>the</strong> programme proposal for c<strong>on</strong>siderati<strong>on</strong> by <strong>the</strong> appropriate Studies<br />

Committee.<br />

Programme Proposals: Completed Examples for Reference<br />

Sample completed programme proposals, templates <strong>and</strong> coversheets (see Appendices 2-4) will be issued<br />

shortly, to provide Programme Teams with examples <strong>of</strong> <strong>the</strong> types <strong>of</strong> informati<strong>on</strong> to be submitted to <strong>the</strong><br />

Studies Committees.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 14


Appendix 2<br />

Format <strong>of</strong> Programme Proposal: Rati<strong>on</strong>ale <strong>and</strong> Templates 2007<br />

E-versi<strong>on</strong>s <strong>of</strong> <strong>the</strong> Pr<strong>of</strong>orma for a Programme Proposal, associated Coversheets <strong>and</strong> Templates are available<br />

at: http://www.hw.ac.uk/quality/approval-procedures.htm<br />

A. Guidance Notes <strong>on</strong> Type <strong>of</strong> Programme Proposal<br />

1. Proposal Type 1: Full Proposal<br />

A full proposal, as detailed below, is required for a new programme or where modificati<strong>on</strong>s involve 7<br />

Adding additi<strong>on</strong>al modes <strong>of</strong> study<br />

Adding additi<strong>on</strong>al locati<strong>on</strong>s <strong>of</strong> study<br />

Adding a new language <strong>of</strong> instructi<strong>on</strong> or assessment in cases <strong>of</strong> “n<strong>on</strong>-languages” programmes<br />

<strong>Programmes</strong> involving Approved Learning Partners for <strong>the</strong> first time<br />

<strong>Programmes</strong> involving Collaborative Partners for <strong>the</strong> first time<br />

<strong>Programmes</strong> leading to joint or dual awards for <strong>the</strong> first time<br />

<strong>Programmes</strong>/courses which do not result in a formal award, but are to be credit-rated <strong>and</strong><br />

students to be provided with a transcript.<br />

2. Proposal Type 2: Short-Form Proposal<br />

A short-form proposal will be sufficient, <strong>and</strong> need <strong>on</strong>ly describe <strong>the</strong> specific changes, where <strong>the</strong><br />

modificati<strong>on</strong>s relate to:<br />

<br />

<br />

<br />

Changes to <strong>on</strong>e or more categories <strong>of</strong> informati<strong>on</strong> in <strong>the</strong> Programme Descripti<strong>on</strong> (aims; learning<br />

outcomes; approaches to teaching <strong>and</strong> learning; assessment policies) which have been created<br />

by new, withdrawn or modified courses (programme structure/descripti<strong>on</strong>/notes templates must be<br />

provided)<br />

Changes to <strong>the</strong> st<strong>and</strong>ard entry requirements (not changes to <strong>the</strong> qualificati<strong>on</strong>s that meet <strong>the</strong><br />

st<strong>and</strong>ard)<br />

Changes in programme title<br />

3. Proposal Type 3: Restructuring <strong>the</strong> Academic Year<br />

Restructuring <strong>the</strong> Academic Year: Submissi<strong>on</strong> <strong>of</strong> Programme Proposals<br />

<br />

<br />

<br />

all programmes will need to be submitted for re-approval as a result <strong>of</strong> RAY. In <strong>the</strong> interests <strong>of</strong><br />

efficiency, Schools may wish to submit proposals at <strong>the</strong> discipline level (see secti<strong>on</strong> C2.<br />

St<strong>and</strong>ard Process for <strong>Approval</strong>: Discipline Level Submissi<strong>on</strong>s).<br />

if programme modificati<strong>on</strong>s are restricted primarily to incorporati<strong>on</strong> <strong>of</strong> <strong>the</strong> key principles <strong>of</strong> RAY,<br />

it will be sufficient for Schools to provide a shorter Programme Proposal (see below) in <strong>the</strong> case<br />

<strong>of</strong> all secti<strong>on</strong>s except Secti<strong>on</strong> 4.<br />

If Schools have used RAY as an opportunity to introduce ‘significant changes’ to <strong>the</strong> programme<br />

(ie in additi<strong>on</strong> to RAY-related modificati<strong>on</strong>s), a full proposal (see Proposal Type 1 above) will be<br />

required. ‘Significant changes’ include modificati<strong>on</strong>s to: mode <strong>of</strong> delivery; locati<strong>on</strong> <strong>of</strong> study;<br />

programme objectives <strong>and</strong> programme syllabus.<br />

B. Programme Proposal<br />

This secti<strong>on</strong> sets out <strong>the</strong> informati<strong>on</strong> which Schools should provide to <strong>the</strong> Studies Committees when<br />

submitting new or substantially modified programmes for approval.<br />

1. Origin <strong>of</strong> Proposal<br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to allow <strong>the</strong> programme to be placed in a wider c<strong>on</strong>text. It is not intended<br />

that this should exceed half a page <strong>and</strong> may be a single sentence if a set <strong>of</strong> programmes is being<br />

approved as part <strong>of</strong> a discipline or <strong>the</strong> programme is largely unchanged due to RAY.<br />

7 Where modificati<strong>on</strong>s are being applied to a range <strong>of</strong> programmes within a discipline, <strong>the</strong>n a discipline level submissi<strong>on</strong> is required (see<br />

Appendix 3).<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 15


1.1 Historical c<strong>on</strong>text, how was <strong>the</strong> proposal initiated<br />

1.2 Reas<strong>on</strong>s for introducti<strong>on</strong> or modificati<strong>on</strong> (perceived market, staffing opportunity etc.)<br />

1.3 Details <strong>of</strong> market research <strong>and</strong> future trends.<br />

2. Aims <strong>and</strong> Objectives<br />

The aim <strong>of</strong> this secti<strong>on</strong> is to explain <strong>the</strong> overall objectives <strong>of</strong> <strong>the</strong> programme <strong>and</strong> how it fits with <strong>the</strong><br />

School <strong>and</strong> University objectives. There should be references to School strategies, forward plans etc.<br />

For programmes that are being revised as part <strong>of</strong> RAY, this may be a short secti<strong>on</strong> <strong>and</strong> should not<br />

normally exceed 1 page.<br />

2.1 Clear statement <strong>of</strong> aims <strong>and</strong> expected learning outcomes<br />

2.2 Compatibility with overall School strategic plans<br />

2.3 Alignment with University’s missi<strong>on</strong> statement <strong>and</strong> strategy<br />

2.4 Target student numbers<br />

2.5 Target employment sector(s)<br />

2.6 Statement <strong>on</strong> equal opportunities (race, gender <strong>and</strong> disability) <strong>and</strong> identificati<strong>on</strong> <strong>of</strong> related issues.<br />

3. Programme management <strong>and</strong> general informati<strong>on</strong><br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to explain how <strong>the</strong> programme is managed. All aspects <strong>of</strong> management<br />

should be covered including: recruitment <strong>of</strong> students; curriculum development, m<strong>on</strong>itoring <strong>and</strong><br />

evaluati<strong>on</strong>; relati<strong>on</strong>ships with Pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> Statutory Bodies; management <strong>of</strong> academic st<strong>and</strong>ards.<br />

This secti<strong>on</strong> may be comm<strong>on</strong> for all programmes in a discipline or even across <strong>the</strong> School as a whole, in<br />

which case a st<strong>and</strong>ard secti<strong>on</strong> may be appended to <strong>the</strong> Programme Proposal.<br />

It is likely that this secti<strong>on</strong> will not exceed 2 pages for c<strong>on</strong>venti<strong>on</strong>al programmes running <strong>on</strong> <strong>the</strong> Home<br />

Campus. Where o<strong>the</strong>r modes <strong>of</strong> delivery or locati<strong>on</strong>s <strong>of</strong> study are being c<strong>on</strong>sidered for approval, <strong>the</strong>n<br />

this secti<strong>on</strong> will be l<strong>on</strong>ger <strong>and</strong> include issues such as <strong>the</strong> management <strong>of</strong> quality in partners (Approved<br />

Learning Partners, Collaborative Partners), inducti<strong>on</strong> <strong>and</strong> <strong>on</strong>going support for Approved Learning<br />

Partner staff <strong>and</strong> m<strong>on</strong>itoring <strong>of</strong> <strong>the</strong> progress <strong>of</strong> <strong>of</strong>f-campus students.<br />

3.1 Recruitment policy <strong>and</strong> entry qualificati<strong>on</strong>s<br />

3.2 Programme management structure including committee(s), industrial or business input<br />

3.3 Accreditati<strong>on</strong> by pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> o<strong>the</strong>r bodies<br />

3.4 Proposed publicity methods<br />

3.5 External examiners<br />

3.6 Quality assurance, including Collaborative <strong>and</strong> Approved Learning Partners, Approved Teachers &<br />

Tutors, managing <strong>of</strong>f-campus students<br />

3.7 Timetabling <strong>and</strong> staff- student c<strong>on</strong>tact if not st<strong>and</strong>ard (eg block teaching).<br />

Requirements for Approved Learning Partners relating to staff competences, facilities etc should be<br />

produced <strong>on</strong> a separate page so that <strong>the</strong> informati<strong>on</strong> can be included as part <strong>of</strong> <strong>the</strong> documentati<strong>on</strong><br />

required for approval <strong>of</strong> an Approved Learning Partner.<br />

4. Programme Descripti<strong>on</strong><br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to ensure that <strong>the</strong> programme curriculum is at present, <strong>and</strong> likely to<br />

remain, current, coherent <strong>and</strong> complete, <strong>and</strong> that <strong>the</strong> programme meets <strong>the</strong> University expectati<strong>on</strong>s as<br />

set out in <strong>the</strong> RAY Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g>, particularly research-informed learning <strong>and</strong><br />

employability & pr<strong>of</strong>essi<strong>on</strong>al career readiness (EPCR) (objectives at 2007). It is likely that this secti<strong>on</strong> will<br />

be about 2-4 pages l<strong>on</strong>g. Where aspects <strong>of</strong> <strong>the</strong> curriculum such as <strong>the</strong> development <strong>of</strong> researchinformed<br />

learning or <strong>the</strong> development <strong>of</strong> EPCR skills are comm<strong>on</strong> across a discipline or even across <strong>the</strong><br />

School as a whole, <strong>the</strong>n <strong>the</strong>y may be prepared as a separate Appendix so that <strong>the</strong>y can be reused for<br />

o<strong>the</strong>r programmes.<br />

4.1 Outline <strong>of</strong> <strong>the</strong> programme<br />

4.2 Processes for developing <strong>the</strong> programme <strong>and</strong> for <strong>on</strong>going evaluati<strong>on</strong> to ensure that <strong>the</strong><br />

programme curriculum is current, coherent <strong>and</strong> complete. References to Benchmark Statements<br />

<strong>and</strong> o<strong>the</strong>r external reference points should be included. There should be an explicit statement <strong>of</strong><br />

<strong>the</strong> compliance <strong>of</strong> <strong>the</strong> programme <strong>and</strong> its awards with <strong>the</strong> credit <strong>and</strong> level requirements <strong>of</strong> <strong>the</strong><br />

Scottish Credit <strong>and</strong> Qualificati<strong>on</strong>s Framework (SCQF)<br />

4.3 Activities to ensure effective transiti<strong>on</strong> to University for new students<br />

4.4 Development <strong>of</strong> research-informed learning skills throughout <strong>the</strong> programme<br />

4.5 Development <strong>of</strong> employment-related skills (inc PDP) throughout <strong>the</strong> programme<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 16


4.6 C<strong>on</strong>siderati<strong>on</strong> <strong>of</strong> <strong>the</strong> internati<strong>on</strong>al dimensi<strong>on</strong> to student learning, <strong>the</strong> curriculum <strong>and</strong> wider<br />

experience<br />

5. Resource Implicati<strong>on</strong>s <strong>and</strong> Costing<br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to ensure that <strong>the</strong> School has <strong>the</strong> resources <strong>and</strong> academic, administrative<br />

<strong>and</strong> managerial expertise to deliver <strong>the</strong> programme. Where this is a c<strong>on</strong>venti<strong>on</strong>al programme delivered<br />

at <strong>the</strong> Home Campus, <strong>the</strong>n this secti<strong>on</strong> may be short. Where <strong>the</strong> programme is to be delivered by n<strong>on</strong>c<strong>on</strong>venti<strong>on</strong>al<br />

methods or outside <strong>the</strong> Home Campus, <strong>the</strong>n this secti<strong>on</strong> needs to be more substantial.<br />

5.1 Staffing skills necessary for <strong>the</strong> delivery <strong>of</strong> <strong>the</strong> programme. This is mainly intended for<br />

programmes to be delivered outside <strong>the</strong> Home Campus or by n<strong>on</strong>-traditi<strong>on</strong>al methods (e.g.<br />

blended learning)<br />

5.2 Special staff development that will be required to deliver <strong>the</strong> programme (e.g. development <strong>of</strong> VLE<br />

skills)<br />

5.3 Likely involvement <strong>of</strong> external staff<br />

5.4 Any necessary additi<strong>on</strong>al staffing (academic, part-time, support, administrative) <strong>and</strong> c<strong>on</strong>firmati<strong>on</strong><br />

that <strong>the</strong>se staff costs are included in forward School budgets<br />

5.5 Operati<strong>on</strong>al efficiency (including, where appropriate, service teaching requirements)<br />

5.6 Issues c<strong>on</strong>cerning funded numbers, research studentships<br />

5.7 Requirements for, <strong>and</strong> any limitati<strong>on</strong>s arising from restricti<strong>on</strong>s in, physical space, teaching room<br />

<strong>and</strong> laboratory availability<br />

5.8 Special facilities (e.g. labs - not computers <strong>and</strong> library) required at any Approved Learning Partner<br />

or Partner where <strong>the</strong> programme is to be delivered outside <strong>the</strong> Home Campus.<br />

5.9 C<strong>on</strong>cerns or special issues regarding Library <strong>and</strong> computing facilities<br />

5.10 Fees (including any fee differentials) as at time <strong>of</strong> submissi<strong>on</strong><br />

5.11 Costing analysis, anticipated net income<br />

5.12 Sources for start-up costs (if first year(s) in deficit)<br />

5.13 Compliance with financial outline in School strategic plan.<br />

6. Any O<strong>the</strong>r Relevant Informati<strong>on</strong><br />

Schools should identify here any additi<strong>on</strong>al informati<strong>on</strong> that might be relevant.<br />

7. Programme Structure<br />

7.1 A clear outline (with diagrams if helpful) <strong>of</strong> discipline <strong>of</strong> which <strong>the</strong> programme is part <strong>and</strong> <strong>of</strong><br />

courses, electives etc.<br />

7.2 The St<strong>and</strong>ard Programme Structure/Notes/Descripti<strong>on</strong> templates should be included (Note:<br />

<strong>the</strong>re are different forms for undergraduate <strong>and</strong> postgraduate programmes)<br />

8. A Summary <strong>of</strong> <strong>the</strong> Proposal for Senate<br />

8.1 A <strong>on</strong>e or two paragraph summary <strong>of</strong> <strong>the</strong> programme proposal to be forwarded to Senate if<br />

proposal is approved.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 17


Appendix 3<br />

Format <strong>of</strong> Discipline Proposal: Rati<strong>on</strong>ale <strong>and</strong> Templates 2007<br />

E-versi<strong>on</strong>s <strong>of</strong> <strong>the</strong> Pr<strong>of</strong>orma for a Discipline Proposal, associated Coversheets <strong>and</strong> Templates are available<br />

at: http://www.hw.ac.uk/quality/approval-procedures.htm<br />

A. Guidance Notes <strong>on</strong> Type <strong>of</strong> Discipline Proposal<br />

Prior to submissi<strong>on</strong> to <strong>the</strong> Studies Committees for c<strong>on</strong>siderati<strong>on</strong>, all proposed new disciplines must be<br />

approved by <strong>the</strong> Planning <strong>and</strong> Management Executive in <strong>the</strong> first instance <strong>and</strong> discussed through <strong>the</strong><br />

Annual Planning Round process. Proposals should be submitted to <strong>the</strong> Studies Committees <strong>on</strong>ly after<br />

development <strong>of</strong> <strong>the</strong> new discipline has been endorsed by PME.<br />

1. Proposal Type 1: Full Proposal<br />

A full proposal, as detailed below, is required for a new discipline or where modificati<strong>on</strong>s involve 8<br />

Adding additi<strong>on</strong>al modes <strong>of</strong> study<br />

Adding additi<strong>on</strong>al locati<strong>on</strong>s <strong>of</strong> study<br />

Adding a new language <strong>of</strong> instructi<strong>on</strong> or assessment in cases <strong>of</strong> “n<strong>on</strong>-languages” disciplines<br />

Involving Approved Learning Partners for <strong>the</strong> first time<br />

Involving Collaborative Partners for <strong>the</strong> first time<br />

Leading to joint or dual awards for <strong>the</strong> first time<br />

2. Proposal Type 2: Short-Form Proposal<br />

A short-form proposal will be sufficient, <strong>and</strong> need <strong>on</strong>ly describe <strong>the</strong> specific changes, where <strong>the</strong><br />

modificati<strong>on</strong>s relate to:<br />

<br />

<br />

<br />

Changes to <strong>on</strong>e or more categories <strong>of</strong> informati<strong>on</strong> provided <strong>on</strong> <strong>the</strong> Discipline Descripti<strong>on</strong> which<br />

have been created by new, withdrawn or modified courses across a range <strong>of</strong> programmes<br />

(discipline descripti<strong>on</strong> <strong>and</strong> accompanying programme structures must be provided)<br />

Changes to <strong>the</strong> st<strong>and</strong>ard entry requirements for <strong>the</strong> discipline (not changes to <strong>the</strong> qualificati<strong>on</strong>s<br />

that meet <strong>the</strong> st<strong>and</strong>ard)<br />

Changes in discipline title<br />

3. Proposal Type 3: Restructuring <strong>the</strong> Academic Year<br />

Restructuring <strong>the</strong> Academic Year: Submissi<strong>on</strong> <strong>of</strong> Discipline Proposals<br />

<br />

Since all programmes will need to be submitted for re-approval as a result <strong>of</strong> RAY, it is<br />

recommended that, in <strong>the</strong> interests <strong>of</strong> efficiency, Schools should submit proposals at <strong>the</strong><br />

discipline level (see secti<strong>on</strong> C2. St<strong>and</strong>ard Process for <strong>Approval</strong>: Discipline Level Submissi<strong>on</strong>s).<br />

<br />

See ‘Format <strong>of</strong> Programme Proposal’ secti<strong>on</strong> for documentati<strong>on</strong> required for RAY submissi<strong>on</strong>s.<br />

B. Discipline Proposal<br />

This secti<strong>on</strong> sets out <strong>the</strong> informati<strong>on</strong> which Schools should provide to <strong>the</strong> Studies Committees when<br />

submitting new or substantially modified disciplines for approval.<br />

1. Origin <strong>of</strong> Proposal<br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to allow <strong>the</strong> discipline to be placed in a wider c<strong>on</strong>text. It is not intended that<br />

this should exceed half a page <strong>and</strong> may be a single sentence if a set <strong>of</strong> programmes is being approved<br />

as part <strong>of</strong> a discipline or <strong>the</strong> discipline is largely unchanged due to RAY.<br />

8<br />

Discipline submissi<strong>on</strong>s are required in cases where <strong>the</strong>se modificati<strong>on</strong>s affect two or more programmes within a discipline. If it is a<br />

single programme, <strong>the</strong>n a Programme Proposal submissi<strong>on</strong> (see Appendix 2) should be used.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 18


1.1 Historical c<strong>on</strong>text, how was <strong>the</strong> proposal initiated<br />

1.2 Reas<strong>on</strong>s for introducti<strong>on</strong> or modificati<strong>on</strong> (perceived market, staffing opportunity etc.)<br />

1.3 Details <strong>of</strong> market research <strong>and</strong> future trends.<br />

2. Aims <strong>and</strong> Objectives<br />

The aim <strong>of</strong> this secti<strong>on</strong> is to explain <strong>the</strong> overall objectives <strong>of</strong> <strong>the</strong> discipline <strong>and</strong> how it fits with <strong>the</strong> School<br />

<strong>and</strong> University objectives. There should be references to School strategies, forward plans etc. For<br />

disciplines that are being revised as part <strong>of</strong> RAY, this may be a short secti<strong>on</strong> <strong>and</strong> should not normally<br />

exceed 1 page.<br />

2.1 Clear statement <strong>of</strong> aims <strong>and</strong> expected learning outcomes<br />

2.2 Compatibility with overall School strategic plans<br />

2.3 Alignment with University’s missi<strong>on</strong> statement <strong>and</strong> strategy<br />

2.4 Target student numbers<br />

2.5 Target employment sector(s)<br />

2.6 Statement <strong>on</strong> equal opportunities (race, gender <strong>and</strong> disability) <strong>and</strong> identificati<strong>on</strong> <strong>of</strong> related issues.<br />

3. Discipline management <strong>and</strong> general informati<strong>on</strong><br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to explain how <strong>the</strong> discipline is managed. All aspects <strong>of</strong> management<br />

should be covered including: recruitment <strong>of</strong> students; curriculum development, m<strong>on</strong>itoring <strong>and</strong><br />

evaluati<strong>on</strong>; relati<strong>on</strong>ships with Pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> Statutory Bodies; management <strong>of</strong> academic st<strong>and</strong>ards.<br />

This secti<strong>on</strong> may be comm<strong>on</strong> for all programmes in <strong>the</strong> discipline or even across <strong>the</strong> School as a whole,<br />

in which case a st<strong>and</strong>ard secti<strong>on</strong> may be appended to <strong>the</strong> Discipline Proposal.<br />

It is likely that this secti<strong>on</strong> will not exceed 2 pages for c<strong>on</strong>venti<strong>on</strong>al disciplines with programmes running<br />

<strong>on</strong> <strong>the</strong> Home Campus. Where o<strong>the</strong>r modes <strong>of</strong> delivery or locati<strong>on</strong>s <strong>of</strong> study are being proposed for two<br />

or more programmes, <strong>the</strong>n this secti<strong>on</strong> will be l<strong>on</strong>ger <strong>and</strong> include issues such as <strong>the</strong> management <strong>of</strong><br />

quality in partners (Approved Learning Partners, Collaborative Partners), inducti<strong>on</strong> <strong>and</strong> <strong>on</strong>going support<br />

for Approved Learning Partner staff <strong>and</strong> m<strong>on</strong>itoring <strong>of</strong> <strong>the</strong> progress <strong>of</strong> <strong>of</strong>f-campus students.<br />

3.1 Recruitment policy <strong>and</strong> entry qualificati<strong>on</strong>s<br />

3.2 Discipline management structure including committee(s), industrial or business input<br />

3.3 Accreditati<strong>on</strong> by pr<strong>of</strong>essi<strong>on</strong>al <strong>and</strong> o<strong>the</strong>r bodies<br />

3.4 Proposed publicity methods<br />

3.5 External examiners<br />

3.6 Quality assurance, including Collaborative <strong>and</strong> Approved Learning Partners, Approved Teachers &<br />

Tutors, managing <strong>of</strong>f-campus students<br />

Requirements for Approved Learning Partners relating to staff competences, facilities etc should be<br />

produced <strong>on</strong> a separate page so that <strong>the</strong> informati<strong>on</strong> can be included as part <strong>of</strong> <strong>the</strong> documentati<strong>on</strong><br />

required for approval <strong>of</strong> an Approved Learning Partner.<br />

4. Programme Descripti<strong>on</strong><br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to ensure that <strong>the</strong> curriculum <strong>of</strong> <strong>the</strong> various programmes within <strong>the</strong><br />

discipline is at present, <strong>and</strong> likely to remain, current, coherent <strong>and</strong> complete, <strong>and</strong> that <strong>the</strong> discipline<br />

meets <strong>the</strong> University expectati<strong>on</strong>s as set out in <strong>the</strong> RAY Curriculum Structure <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g>, particularly<br />

research-informed learning <strong>and</strong> employability & pr<strong>of</strong>essi<strong>on</strong>al career readiness (EPCR) (objectives at<br />

2007). It is likely that this secti<strong>on</strong> will be about 2-4 pages l<strong>on</strong>g. Where aspects <strong>of</strong> <strong>the</strong> curriculum such as<br />

<strong>the</strong> development <strong>of</strong> research-informed learning or <strong>the</strong> development <strong>of</strong> EPCR skills are comm<strong>on</strong> across<br />

<strong>the</strong> discipline or even across <strong>the</strong> School as a whole, <strong>the</strong>n <strong>the</strong>y may be prepared as a separate Appendix<br />

so that <strong>the</strong>y can be re-used for o<strong>the</strong>r programmes.<br />

4.1 Outline <strong>of</strong> <strong>the</strong> discipline (eg programme titles, awards)<br />

4.2 Processes for developing <strong>the</strong> discipline <strong>and</strong> for <strong>on</strong>going evaluati<strong>on</strong> to ensure that <strong>the</strong> curriculum <strong>of</strong><br />

<strong>the</strong> various programmes within <strong>the</strong> discipline is current, coherent <strong>and</strong> complete. References to<br />

Benchmark Statements <strong>and</strong> o<strong>the</strong>r external reference points should be included. There should be<br />

an explicit statement <strong>of</strong> <strong>the</strong> compliance <strong>of</strong> <strong>the</strong> discipline, its programmes <strong>and</strong> associated awards<br />

with <strong>the</strong> credit <strong>and</strong> level requirements <strong>of</strong> <strong>the</strong> Scottish Credit <strong>and</strong> Qualificati<strong>on</strong>s Framework (SCQF)<br />

4.3 Activities to ensure effective transiti<strong>on</strong> to University for new students<br />

4.4 Approach to <strong>the</strong> development <strong>of</strong> research-informed learning skills<br />

4.5 Approach to <strong>the</strong> development <strong>of</strong> employment-related skills (inc PDP)<br />

4.6 C<strong>on</strong>siderati<strong>on</strong> <strong>of</strong> <strong>the</strong> internati<strong>on</strong>al dimensi<strong>on</strong> to student learning, <strong>the</strong> curriculum <strong>and</strong> wider<br />

experience<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 19


5. Resource Implicati<strong>on</strong>s <strong>and</strong> Costing<br />

The purpose <strong>of</strong> this secti<strong>on</strong> is to ensure that <strong>the</strong> School has <strong>the</strong> resources <strong>and</strong> academic, administrative<br />

<strong>and</strong> managerial expertise to support <strong>the</strong> discipline <strong>and</strong> deliver <strong>the</strong> various programmes within <strong>the</strong><br />

discipline. Where this is a c<strong>on</strong>venti<strong>on</strong>al discipline, with programmes delivered at <strong>the</strong> Home Campus, <strong>the</strong>n<br />

this secti<strong>on</strong> may be short. Where several <strong>of</strong> <strong>the</strong> programmes within <strong>the</strong> discipline are to be delivered by<br />

n<strong>on</strong>-c<strong>on</strong>venti<strong>on</strong>al methods or outside <strong>the</strong> Home Campus, <strong>the</strong>n this secti<strong>on</strong> needs to be more substantial.<br />

5.1 Staffing skills necessary for <strong>the</strong> delivery <strong>of</strong> <strong>the</strong> discipline <strong>and</strong> its associated programmes. This is<br />

mainly intended for programmes to be delivered outside <strong>the</strong> Home Campus or by n<strong>on</strong>-traditi<strong>on</strong>al<br />

methods (e.g. blended learning)<br />

5.2 Special staff development that will be required to deliver <strong>the</strong> programmes within <strong>the</strong> discipline (e.g.<br />

development <strong>of</strong> VLE skills)<br />

5.3 Likely involvement <strong>of</strong> external staff<br />

5.4 Any necessary additi<strong>on</strong>al staffing (academic, part-time, support, administrative) <strong>and</strong> c<strong>on</strong>firmati<strong>on</strong><br />

that <strong>the</strong>se staff costs are included in forward School budgets<br />

5.5 Operati<strong>on</strong>al efficiency (including, where appropriate, service teaching requirements)<br />

5.6 Issues c<strong>on</strong>cerning funded numbers, research studentships<br />

5.7 Requirements for, <strong>and</strong> any limitati<strong>on</strong>s arising from restricti<strong>on</strong>s in, physical space, teaching room<br />

<strong>and</strong> laboratory availability<br />

5.8 Special facilities (e.g. labs - not computers <strong>and</strong> library) required at any Approved Learning Partner<br />

or Partner where <strong>the</strong> programmes are to be delivered outside <strong>the</strong> Home Campus.<br />

5.9 C<strong>on</strong>cerns or special issues regarding library <strong>and</strong> computing facilities<br />

5.10 Fees (including any fee differentials) as at time <strong>of</strong> submissi<strong>on</strong><br />

5.11 Costing analysis, anticipated net income<br />

5.12 Sources for start-up costs (if first year(s) in deficit)<br />

5.13 Compliance with financial outline in School strategic plan.<br />

6. Any O<strong>the</strong>r Relevant Informati<strong>on</strong><br />

Schools should identify here any additi<strong>on</strong>al informati<strong>on</strong> that might be relevant.<br />

7. Discipline Structure<br />

7.1 A clear outline (with diagrams if helpful) <strong>of</strong> <strong>the</strong> discipline <strong>and</strong> programmes within it etc.<br />

7.2 The St<strong>and</strong>ard Discipline Descripti<strong>on</strong> template should be included<br />

7.3 The St<strong>and</strong>ard Programme Structure/Notes/Descripti<strong>on</strong> templates should be included for any<br />

new or substantially modified programmes (Note: <strong>the</strong>re are different forms for undergraduate <strong>and</strong><br />

postgraduate programmes)<br />

8. A Summary <strong>of</strong> <strong>the</strong> Proposal for Senate<br />

8.1 A <strong>on</strong>e or two paragraph summary <strong>of</strong> <strong>the</strong> discipline proposal to be forwarded to Senate if proposal<br />

is approved.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 20


Appendix 4<br />

<strong>Approval</strong>s Procedures: Coversheets <strong>and</strong> Templates 2007<br />

The various coversheets <strong>and</strong> templates required for <strong>the</strong> approval <strong>of</strong> new, modified <strong>and</strong> withdrawn disciplines<br />

<strong>and</strong> programmes are provided in a separate document.<br />

In additi<strong>on</strong>, although course approval has been devolved to Schools, various course templates have been<br />

included which Schools may wish to use, or adapt, for <strong>the</strong>ir own internal committees or for communicating<br />

changes to o<strong>the</strong>r Schools or to <strong>the</strong> Academic Registry.<br />

Summary <strong>of</strong> <strong>Approval</strong>s Procedures <strong>and</strong> List <strong>of</strong> Acti<strong>on</strong>s for Schools documents are also available <strong>and</strong> are<br />

designed to provide quick reference guides (to be issued in due course).<br />

All new coversheets <strong>and</strong> templates, toge<strong>the</strong>r with <strong>the</strong>se guidelines <strong>and</strong> <strong>the</strong> summary <strong>of</strong> <strong>the</strong> approvals<br />

process, will be available <strong>on</strong> <strong>the</strong> Academic Registry website at http://www.hw.ac.uk/quality/approvalprocedures.htm<br />

9<br />

9 The 2004-2006 <strong>Approval</strong>s Procedures will be archived, <strong>and</strong> <strong>the</strong> new procedures located <strong>on</strong> this website.<br />

Discipline, Programme <strong>and</strong> Course <strong>Approval</strong> <str<strong>on</strong>g>Guidelines</str<strong>on</strong>g> (including Programme Proposals for Restructuring <strong>the</strong> Academic Year) 21

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