Paper - Academic Registry and Council Secretariat - Queen Mary ...

Taught Programmes Board 

A meeting of Taught Programmes Board will be held on Tuesday 31 January 2012 at 13.30 

in the Colette Bowe Room at Mile End Campus. 

Agenda 

Part 1 – Preliminary Items Paper Led by 

1. Welcome and Apologies N/A Prof. S Dilly 

2. Minutes of the Previous Meeting TPB2011-019 Prof. S Dilly 

3. Matters Arising From the Previous 

Meeting 

TPB2011-020 

Prof. S Dilly 

Part 2 – For Discussion Paper Led by 

4. Key Information Sets 2012/13 TPB2011-021 ARCS 

5. Integrated Masters Programmes TPB2011-022 ARCS 

6. Programme and Module Proposals: 

Signatures for forms 

7. University of London Institute in Paris: 

Background and progress report 

TPB2011-023 

TPB2011-024 

Prof. S Dilly 

Prof. S Dilly 

Part 3 – Programme Proposals Paper Led by 

Faculty of Humanities and Social Sciences 

8. School of Language, Linguistics and Film 

MA Language Teaching and ten associated 

module proposals 

School of Medicine and Dentistry 

TPB2011-025 

Dr Falco 

Pfalzgraf 

9. Blizard Institute of Cell and Molecular Science 

BSc (Intercalated) Global Public Health and 

Primary Care and ten associated module 

proposals 

TPB2011-026 

Dr James 

Lancaster 

1

Part 4 – Programme Amendments Paper Led by 

School of Medicine and Dentistry 

10. Barts Cancer Institute 

MSc Cancer Therapeutics TPB2011-027 Dr Simon Joel 

Part 5 – Academic Regulations Paper Led by 

School of History 

11. MA History of Political Thought and 

Intellectual History (joint award with UCL) 

TPB2011-028 

ARCS 

Part 6 – Collaborative Provision Paper Led by 

12. New Partner Due Diligence 

i. University of Western Australia – study 

abroad partnership 

TPB2011-029 

N/A 

ii. 

University of Illinois at Urbana – study 

abroad/exchange partnership 

TPB2011-030 

N/A 

Part 6 – Report of Proposals Approved by 

Schools/Institutes to Note 

13. Programme Amendments 

Module Proposals 

Module Amendments 

Module Withdrawals 

Part 7 – Report from the Marketing, Recruitment and 

Admissions Group (MRAG) to Note 

Paper 

TPB2011-031 


Led by 

N/A 

Led by 

14. Programme Withdrawals TPB2011-032 N/A 

Part 8 – Other business Paper Led by 

15. Any other business N/A Prof. S Dilly 

16. Dates of next meeting 

The meeting date of the Taught Programmes 

Board is Wednesday 29 th February 2012 (1- 

3pm). 

The deadline for papers for this meeting is 

Wednesday 8 th February 2012. 

2

TPB2011-019 


Minutes of the meeting of the Taught Programmes Board held on Wednesday 23 

November 2011 at 11.00 in the Colette Bowe Room. 

UNCONFIRMED 

Present: 

Professor Susan Dilly (Chair) 

Dr Warren Boutcher Professor Ray Croucher Professor Peter McOwan 

Professor Omar Garcia-Obregon Dr Alastair Owens Dr Martha Prevezer 

Professor Olwyn Westwood Oscar Williamson 

In attendance: 

Dr Katherine Bevan Ken Chow (Secretary) Dr Gabriel Gari 

Alana Lythgoe 

Jane Pallant 

Apologies: 

Sam Brenton Dr Martin Carrier Professor Elizabeth 

Davenport 

Professor Joy Hinson Dr Henri Huijberts Dr Theo Kreouzis 

Professor Julia Shelton 

Dr Matthew Williamson 

Part 1 – Preliminary Items 


2. Minutes of the previous meeting TPB2011-014 

2011:015 The Board considered and confirmed the minutes of the previous meeting held on 

Wednesday 26 th October 2011, subject to a number of amendments to minute 

2011:006 relating to Key Information Sets. 

3. Matters Arising from the previous meeting TPB2011-015 

2011:016 The Board received a paper on the matters arising from the minutes of the previous 

(October) meeting of Taught Programmes Board. It was noted that there were a 

number of actions still to be addressed. 

Part 2 – For Discussion 


4. Key Information Sets 2012/13 Oral Report 

2011:017 The Board received an oral report and tabled paper regarding the Key Information 

Sets initiative. The following points were noted: 

3

TPB2011-019 

i. Key Information Sets (KIS) were comparable sets of standardised 

information about undergraduate courses, which Higher Education 

Institutions were required to make available to students and other interested 

third-parties. 

ii. 

iii. 

iv. 

A KIS would be required for each undergraduate course that was delivered 

full-time or part-time and that had a total duration of more than one year. 

However, there were a number of exceptions to this requirement, including: 

intercalated degrees; part-time courses that were also offered on a full-time 

basis; courses that were mainly offered overseas; and closed courses. 

KIS data would comprise the following areas of information that students 

had identified as useful: student satisfaction (derived from the NSS); course 

information; employment and salary data (from the DLHE survey); 

accommodation costs; financial information; and information from the 

Students’ Union. 

Information would be published by course stage, for example, 1 st Year BSc 

Geography. 

v. The data collection period would be run by ARCS from January to mid 

February 2012 to collect the course data (e.g. contact hours) which was not 

already captured in SIS. 

vi. 

vii. 

viii. 

ix. 

ARCS would develop further school/course-specific information including a 

draft template (based on KIS requirements) for use in the data collection 

exercise, which would be issued by Tuesday 13 th December 2011. This 

would also detail how the information supplied for the KIS fitted together with 

existing data that was provided for the Student Information System (SIS) 

and for Taught Programmes Board. 

Action: ARCS 

HEFCE guidance stated that institutions could opt to use either actual 

2011/12 data or predicted 2012/13 data for all course learning and teaching 

assessment activities. There was also scope to submit both actual and 

predicted data for different disciplines provided that there was not a mix of 

data for the same programme. 

Three categories of learning and teaching methods had been developed by 

the Quality Assurance Agency: scheduled learning and teaching activities; 

guided independent study; and placement/study abroad. Further information 

was available in the tabled paper, and in references contained within. 

Collection of the KIS was mandatory and would be reviewed on an annual 

basis. 

x. Members of the Board questioned how other institutions would respond to 

the KIS and wider discussion within the sector regarding contact hours. 

Such detailed information from competitors was hard to obtain. 

xi. 

xii. 

A consistent and rational application of contact hours for different discipline 

areas should be adopted by Queen Mary. 

Information relating to contact hours and costs for competitor provision had 

been collated by the 2012 Group and revealed a number of notable 

differences. 

4

xiii. 

xiv. 

xv. 

xvi. 

xvii. 

xviii. 

xix. 

xx. 

xxi. 

xxii. 

xxiii. 

TPB2011-019 

The nature of teaching and learning methods and the proportion of time 

spent in such activities would be collected from Schools on a module basis. 

The Year Abroad programme with the School of Languages, Linguistics and 

Film could present issues with regards to contact hours, which might vary 

according to different educational systems operating within countries. 

Queen Mary was currently exploring the purchase of the SITS component 

that was being developed by Tribal for the KIS. Using the Tribal KIS 

component would complement the existing SIS framework at QMUL and 

present a number of advantages for the collection and validation of data. 

The acquisition of the SITS component was being explored with IT Services 

and was fully supported by the Board. 

HEFCE were reserving the right to audit any of the information and data that 

would be used to support the KIS and intended to carry out audits at a 

selection of institutions to assess the accuracy of the information used in the 

KIS. 

HEFCE had provided a provisional timetable concerning the creation and 

publication of the 2012 KIS. The submission system for data collection 

would open during March 2012 with the final deadline for the submission of 

KIS data set as August 2012. Institutions would be able to preview the new 

official website with KIS and associated widgets from September 2012. The 

data can be viewed and signed-off by the institution in August prior to the 

system going live in September. 

Board members acknowledged the importance of embedding KIS widgets 

and data onto Queen Mary web pages, particularly as this would allow 

Schools to put information relating to contact hours into context of the 

discipline. It was understood that Queen Mary Senior Executive Group 

would agree the institutional approach for this information. 

The further school/course-specific information, including the draft template 

for data collection that would be produced by ARCS by Tuesday 13 th 

December 2011 should be considered by the 2012 Group before it was 

circulated to schools. 

Following discussion with representatives from Science and Engineering, 

Humanities and Social Sciences, and the School of Medicine and Dentistry it 

was suggested that it would be favourable to use actual, rather than 

predicted data. The process for verifying predicted data was debated, as this 

was currently unclear. 

There was a consensus from Board members that the decision to use actual 

or predicted data should be informed by the consideration of actual data and 

whether the information relating to contact hours appeared acceptable. 

Using predicted data could have implications on shifting forward the 

timescales for the collection of data from schools, although there was a 

fallback position if predicted data was used. 

ARCS was intending to email the Head of School and School Administration 

Managers to nominate a member of staff to act as a key contact for KIS 

data. This nominee would need to be familiar with undergraduate course 

provision within the respective school and possess an understanding of SIS. 

The tabled KIS paper presented to the Board would also be circulated by the 

5

Deans for Taught Programmes. 

TPB2011-019 

xxiv. 

xxv. 

Any specific issues identified for programmes relating to contact hours within 

Science and Engineering, Humanities and Social Sciences, and the School 

of Medicine and Dentistry should be forwarded to Jane Pallant and 

Katherine Bevan. These issues could then be discussed further at an 

Academic Registrars Council (ARC) KIS event being held on December 1 st . 

Action: All Schools / JP / KB 

Given that information relating to programme fees would form part of the KIS 

the Board questioned whether the extra costs of programmes would be 

included (e.g. bench fees). This was currently unclear. 

5. Integrated Masters Programmes Oral Report 

2011:018 The Board received an update regarding the internal standardisation of integrated 

masters awards. The Board noted the following: 

i. The paper produced by ARCS relating to Integrated Masters Programmes 

had been circulated for comment to colleagues within the Faculty of Science 

and Engineering. 

ii. 

iii. 

Both the School of Geography and Mathematical Sciences had expressed 

support for the proposals made. 

Feedback from all schools affected by the proposals would be considered at 

the January meeting of TPB and, following, further comments by the Board 

would go to the March meeting of Senate. 

Action: ARCS 

6. Collaborative Provision Proposals: draft guidance and forms TPB2011-016 

2011:019 The Board considered draft guidance and forms relating to proposals for 

collaborative provision and noted the following: 

i. The processes for the approval of new collaborative provision proposals had 

been revised for 2011/12, in order to harmonise them with the new 

arrangements for programme and module approval introduced this year. 

ii. 

iii. 

iv. 

Board Members debated where the responsibility for approval of the partner 

should rest. 

Under the proposed arrangement QMSE would receive a summary of 

information relating to the partnership with no senior institutional committee 

having considered, scrutinised and approved the detailed level information. 

Consequently, it was agreed that TPB should receive and approve the more 

detailed due diligence information for Stage 1 proposals. This would be 

made following QMSE consideration of the reputational aspect of an 

institution in terms of strategic level approval. 

The brief summary that is to be submitted to QMSE, including the 

identification of risks, must be considered in advance of TPB scrutinising the 

due diligence information provided in Stage 1 and Stage 2 approval being 

considered. However, Stage 1 and Stage 2 approval could be considered in 

parallel at TPB. 

6

TPB2011-019 

v. TPB would be able to commission expertise from other departments as 

necessary to look at particular areas that may require specialist advice e.g. 

finance and health and safety. 

vi. 

ARCS would amend the draft guidance and forms to take into account of 

feedback from Board members. 

Action: ARCS 

Part 3 – Programme Proposals 


Faculty of Humanities and Social Sciences 

7. Centre for Commercial Law Studies 

LLM Paris (Part 2) and 24 associated module proposals 

TPB2011-017 

2011:020 The Board considered a Part 2 programme proposal for the LLM Paris and 24 

associated module proposals detailed above. The following points were noted: 

i. The LLM Paris was a new initiative that involved collaboration with the 

University of London in Paris (ULIP). However, the LLM award would still be 

a Queen Mary (QM) award and as such QM would retain overall responsibly 

for the quality assurance of the programme and management of academic 

standards. The programme would be taught and assessed in English. 

ii. 

iii. 

iv. 

Success of the LLM programme in London had, in part, prompted the 

development of the LLM Paris. In addition, there was a reasonable belief 

that a large number of French and other European practitioners would want 

to develop expertise in a niche area but did not have the time to study full 

time in London. The programme would therefore not be exclusive to British 

students and would have more of an international focus. The programme 

had broader strategic importance to the Faculty of Humanities and Social 

Sciences and Queen Mary as a whole. 

There would be four areas of specialisation offered on the LLM Paris: 

Banking and Finance Law; Intellectual Property Law; Comparative and 

International Dispute Resolution; and International Business Law. 

Teaching would be concentrated in the evenings and/or weekends. 

v. Comments from both external advisors were extremely positive and the 

issues identified by externals relating to language support and support for 

module selection had now been addressed. The programme team had also 

been in touch with the Careers Service and was exploring the possibility of 

setting up a system of alumni ambassadors who would give advice and 

support to colleagues from their own jurisdictions. 

vi. 

vii. 

There were ongoing discussions with the French Bar to ascertain whether 

they would endorse the LLM Paris programme. 

The Board sought clarity as to whether there was support from staff to 

deliver modules in Paris within CCLS. This was confirmed as accurate and a 

number of module proposals from current staff had been put forward to TPB. 

The Director of CCLS had also encouraged staff to become involved in the 

delivery of modules. 

7

TPB2011-019 

viii. 

ix. 

The business case for a Programme Director had been made and it was 

highly likely that this appointment would go ahead. Given the key nature of 

this role the Board stipulated that a condition of approval was that a 

Programme Director should be appointed. 

The LLM Paris would have an IELTS score of 7 as an entry requirement and 

this should be made clear within the Programme Specification. The 

Programme Specification should also be revisited and amended to ensure 

that it was appropriately tailored towards students. Currently, there were 

certain sections, such as the programme structure section that were more 

tailored towards academic and professional staff. In addition, a number of 

other minor documentary issues were highlighted by the Board and would 

be followed up outside of the meeting. 

Action: CCLS 

x. Documentation relating to the partnership arrangements with ULIP was 

required to formally detail the resources and support that would be provided 

for the programme. This documentation should come to the January meeting 

of TPB. 

Action: CCLS 

xi. 

xii. 

The learning outcomes for the modules detailed below would benefit form 

enhancement to reflect level 7 learning outcomes: 

a. Banking Law I (International and Comparative Banking Regulation) 

b. Banking Law II (Banking Services Law) 

c. Ethics in Business and Finance 

d. Legal Aspects of International Finance I (Syndicated Lending) 

e. Legal Aspects of International Finance II (Securitisation and Bonds) 

Action: CCLS 

The Board approved the Part 2 programme proposal for the LLM Paris and 

24 associated module proposals, subject to the items detailed above in 

points ix-xi and receipt of documentation relating to the partnership 

arrangements with ULIP. The School should submit a revised Programme 

Specification, and Module Proposal forms. The revised documentation 

would be considered outside of the Board by Chair’s Action. 

Action: CCLS / Chair 

Part 4 – Report of Proposals Approved by Schools/Institutes to Note 


8. Programme Amendments 

Programme Suspensions 


Module Amendments 

Module Withdrawals 

TPB2011-018 

2011:021 The Board noted a report of decisions made by Schools/Institutes of changes to 

their curricula for the period 05/010/2011 – 02/11/2011. This comprised four module 

amendments and one programme amendment. 

Part 5 – Other business 


8

TPB2011-019 

9. Any other business N/A 

MClinDent Programmes 

TPB2011-019 

2011:022 The Board discussed an issue relating to UK Border Agency (UKBA) compliance 

with the associate year following the MClinDent programmes and noted the 

following: 

i. The Institute of Dentistry offered an optional one year full-time associate 

training programme to suitable graduates from its MClinDent awards. 

Through investigation it had become apparent that the details of this 

associate programme were not fully reflected on SIS, although the 

programme was UKBA compliant. In order to address this issue a 

programme amendment had been proposed to revise the award title for six 

programme titles (detailed in the paper) to Postgraduate Taught Associate 

(Entry to RCS Membership Award). 

ii. 

iii. 

iv. 

Memoranda of Understanding/Agreement (MoU/A) needed to be developed 

with a Royal College of Surgeons (RCS) to strengthen and formalise the 

partnership nature of this provision. There was already a MoU in place with 

the RCS Edinburgh for the conjoined three year Prosthodontics programme, 

and RCS(Ed) had indicated that they would be minded to formally expand 

the partnership to these programmes. It was understood that the RCS(Ed) 

was seen as the preferred professional body to partner with for the Institute 

of Dentistry due to superior quality assurance mechanisms and its 

willingness to recognise a number of QM programmes. 

The Board approved the programme amendment on the understanding that 

a Memoranda of Understanding/Agreement (MoU/A) would be developed 

with a Royal College of Surgeons to formalise the partnership for the 

programmes. 

Action: IoD / ARCS 

The Board recognised that the UKBA Tier 4 rules could have further 

implications for other continuing professional development courses that do 

not have an award attached to them. As such, it was suggested that the 

School of Medicine and Dentistry Postgraduate Education Board might wish 

to examine other courses and identify any issues with regards to the status 

of awards. 

Action: SMD / ARCS 

Mark Conversion for Study Abroad Programmes 

2011:023 The Board discussed the mechanism used for the conversion of marks for study 

abroad programmes noted the following: 

i. Marks for the study abroad element of a programme were converted at a 

local level within schools with the final converted mark then entered on SIS. 

ii. 

There was some disparity in terms of the conversion scale currently used 

whereby a pass mark at Queen Mary equated to a fail mark in France. This 

had led to discussions within the French Department and a proposal was 

being developed to change the marking scheme used. It was expressed that 

external examiners should be consulted and that a report on the proposed 

new marking scheme could be submitted to TPB to ensure that the process 

would operate effectively. 

9

TPB2011-019 

Action: SLLF 

10. Date of next meeting 

2011:024 The meeting date of the Taught Programmes Board is Tuesday 31st January 2012 

(1-3pm). 

The deadline for papers for this meeting is Tuesday 10th January 2012. 

10

Matters Arising Action Sheet 

Paper TPB2011-020 

Taught Programmes Board 31-01-12 

TPB 26 th October 2011 

TPB 23 rd November 2011 

Key 

= Completed (and approved) 

= Outstanding 

Action Points for Board Members 

Minute Action Details Progress / Comments Responsibility 

2010:215 / 

2011:007 

[June 

PMAB / 

October 

TPB] 

There should be further consultation at School level within Schools in 

Science and Engineering and the School of Geography 

on the implications of the changes proposed in the Integrated 

Masters paper, and the issues raised at the Board, including those 

regarding rationalising the classification weightings, for integrated 

masters awards. The outcome of these discussions should be 

reported to the Science and Engineering Dean for Taught 

Programmes Advisory Group (DTPAG), with representation from the 

School of Geography, with a view to making firm recommendations 

including feasible timescales to the Board. 

The outcome of the consultation and a draft 

implementation plan are covered in paper 

TPB2011-022 

All Schools in 

Science and 

Engineering 

and the 

School of 

Geography 

2011:017 

[November 

TPB] 

Further school/course-specific information including a draft template 

(based on KIS requirements) for data collection would be developed 

by Tuesday 13 th December 2011. This would also detail how the 

information supplied for the KIS fitted together with existing data that 

was provided for the Student Information System (SIS) and for 

Taught Programmes Board. 

In progress, course data collection exercise 

has been distributed to Schools and the 

second data collection exercise is due to be 

distributed. 

ARCS 

2011:019 

[November 

TPB] 

The draft guidance and forms for collaborative provision proposals 

would be amended to take into account of feedback from Board 

members. 

Complete, guidance and forms published on 

the web site 

ARCS 

11

2011:023 

[November 

TPB] 

A report on the proposed new marking scheme for Study Abroad 

programmes would be submitted to TPB to ensure that the process 

would operate effectively. 

Outstanding 



SLLF 

Programmes 

Programme Proposals 

Minute Programme Details Action Progress / Comments Responsibility Programme 

Organiser 

2010:134 

[April 

MSc Digital Signal 

Processing 

(University of 

Further information was requested regarding 

the nature of the collaboration between 

Queen Mary and the University of London’s 

PMAB] London) (Part 2) International Academy. This information 

MSc Digital Music should be submitted to the next meeting of Outstanding SEECS Jane Reid 

Technology 

PMAB on the 25 th May. 

(University of 

London) (Part 2) 

2010:243 

[July 

PMAB] 

MA English Studies 

(Part 2) and 1 

associated module 

proposal 

Revisions to the current training elements 

associated with the MA English Studies 

programme and their incorporation into 

existing core modules would be considered 

by the Board mid-way through 2011/12. 

Outstanding (to be 

submitted mid-way through 

2011/12) 

School of 

English and 

Drama 

Chris Reid 

2010:246 

[July 

PMAB] 

Master of Public 

Administration (Part 

1) 

The proposed non-standard fees required 

clarification and approval from Costing and 

Pricing Group. 

A joint working statement between the School 

of Economics and Finance the School of 

Politics and International Relations should be 

provided to clarify the responsibilities of the 

respective schools. This should be articulated 

within the Part 2 submission. 


School of 

Economics 

and Finance 

George 

Kapetanios 

2010:248 MSc International The differentiation between the three Outstanding Blizard Trisha 

12




Organiser 

programmes should be detailed in the Part 2 

Institute Greenhalgh 

[July 

PMAB] 

submissions. 

Primary Health Care, 

FT/PT/DL (Part 1) 

MSc International 

Public Health, 


MSc Health Systems 

and Global Policy, 


A joint working statement should be provided 

to clarify the responsibilities of the respective 

schools involved in the programme. This 

should be provided with the Part 2 

submission. 

The decision to offer both a Postgraduate 

Diploma and Postgraduate Certificate for all 

three programmes should be made clear 

within the following Part 2 Submissions. 

The proposed non-standard fees required 

approval By the Costing and Pricing Group 

and. Fees for the Postgraduate Diploma and 

Postgraduate Certificate awards would also 

required clarification and approval. 

2011:008 

[October 

TPB] 

MSc in Banking (Part 

2) and MSc in 

Business Finance 

(Part 2) 

A revised Part 2 Programme Proposal form, 

Programme Specification, and Module 

Proposal forms should be submitted taking 

into account the following: 

• The programme specification should 

be revised to clarify the dissertation 

assessors, and the final section - links 

with employers etc - should be updated 

to refer to the correct programme 

learning outcomes. 

• The Part 2 form should be revised to 

describe the arrangements for 

detecting plagiarism that would be in 

place. 

Completed 

School of 

Economics & 

Finance 

George 

Makedonis 

13




Organiser 

• The learning outcomes for the two new 

modules referred to a literature-based 

project, however the module would be 

assessed by examinations and this 

should be clarified. 

• The programme level learning 

outcomes should be enhanced to 

reflect demand/depth at level 7. 

2011:010 

[October 

TPB] 

LLM Law and 

Economics (Part 2) 

A revised Programme Specification, service 

level agreement, and Module Proposal forms 

should be submitted taking into account the 

following: 

• The assessment methods described in 

the documentation. The programme 

specification stated that a wide variety 

of assessment methods would be 

employed which was queried by the 

Board. The new compulsory modules 

were assessed only by examination, as 

were a number of the optional 

modules, and depending on student 

choice they could follow an 

assessment regime that comprised 

exam and dissertation only. 

Consideration should be given to the 

assessment methods on the 

compulsory modules. 

• The service level agreement should be 

revised to fully explain the mechanisms 

for working collaboratively between the 

two schools; to clarify the programme 

structure and credits required (as 

Programme Specification 

revised to take into account 

comments regarding 

assessment methods. 

The service level agreement 

had been revised and 

submitted. 

CCLS 

Leon 

Vinokur 

14




Organiser 

detailed in the programme 

specification); and to update the 

module titles to match those in the 

programme specification. 

2011:011 

[October 

TPB] 

2011:020 

[November 

TPB] 

MSc Mathematical 

Finance (Part 2) 

LLM Paris (Part 2) 

and 24 associated 

module proposals 

A joint working statement, a revised 

Programme Specification, and Module 

Proposal forms should be submitted taking 

into account a number of points detailed in 

the minutes. 

A revised Programme Specification and 

Module Proposal forms should be submitted 

taking into account the following: 

 

 

 

 

The IELTS score of 7 should be made 

clear within the Programme 

Specification. 

The Programme Specification should 

be revisited and amended to ensure 

that it was appropriately tailored 

towards students. Currently, there 

were certain sections, such as the 

programme structure section that were 

more tailored towards academic and 

professional staff. A number of other 

minor documentary issues were 

highlighted by the Board and would be 

followed up outside of the meeting. 

Documentation relating to the 

partnership arrangements with ULIP 

was required to formally detail the 

resources and support that would be 

provided for the programme. This 

documentation should come to the 

January meeting of TPB. 

The learning outcomes for the 

Complete 

In progress – Paper 

TPB2011-024 provides 

background information and 

progress report on ULIP 

activities, further information 

on LLM Paris due for 

February TPB 

School of 

Mathematical 

Sciences 

CCLS 

Christian 

Beck/Vivien 

Easson 

Gabriel Gari 

15




Organiser 

modules detailed below would benefit 

form enhancement to reflect level 7 

learning outcomes: 

a. Banking Law I (International 

and Comparative Banking 

Regulation) 

b. Banking Law II (Banking 

Services Law) 

c. Ethics in Business and 

Finance 

d. Legal Aspects of International 

Finance I (Syndicated Lending) 

e. Legal Aspects of International 

Finance II (Securitisation and 

Bonds) 

Programme Amendments 

2011:022 

[November 

TPB] 

MClinDent 

Programmes 

A Memoranda of Understanding/Agreement 

(MoU/A) would be developed with a Royal 

College of Surgeons to formalise the 

partnership for the programmes. 

The School of Medicine and Dentistry 

Postgraduate Education Board might wish to 

examine other courses and identify any 

issues with regards to the status of awards. 

The proposal was not 

supported by the RCS. An 

alternative model is being 

considered which will be 

brought to TPB in due 

course. 


Institute of 

Dentistry / 

ARCS 

Modules 


16

[July 

PMAB] 



Minute Module Details Action Progress / Comments Responsibility Module 

Organiser 

2010:261 Semester Abroad – The specified assessment for the module did 

Portuguese Erasmus not equate to 100% and this required 

Study Placement attention. 

The proposal stated that standard 

reassessment would be used and therefore 

students would not be reassessed abroad 

and this was out of line with other courses 

within the School of Languages, Linguistics 

and Film. This required further consideration. 


Languages, 

Linguistics 

and Film 

TBC 

17

TPB2011-022 

Key Information Sets – January 2012 

Context 

This paper summarises recent progress in the area of Key Information Sets since the 

November 2011 Taught Programmes Board (TPB) meeting. 

KIS contacts 

Schools responded to the request made by ARCS at the November TPB to nominate 

a member (or members) of staff (either academic or administrative) who has some 

familiarity with the school undergraduate course portfolio, and SIS, to be the main 

contact for all KIS related correspondence for their school. 

Dissemination of Information 

It was originally intended that further school/course-specific information (including a 

draft template for the data collection) would be circulated to schools by 13 December. 

Since it was announced at the Academic Registrars Council (ARC) Key Information 

Set event on 1 December that HESA were to publish revised technical guidance on 

the 15 December, the distribution of information to schools was delayed until 

Semester B in order to take account of this revised guidance. 

The paper (Key Information Sets – Update) was presented at the Recruitment and 

Admissions Task and Finish Group (RATFG) on 12 December and provided 

information on the data to be collected from schools at course (programme) and 

module level. It explained that the data would be collected in two parts during the 

period January to mid- February 2012 and this timeframe was subsequently 

communicated to schools on 14 December. This plan was illustrated within the paper 

using data provided by the School of Geography. 

For part 1, data collected at the course level will used to ascertain whether a KIS 

dataset is required to be produced. 

For part 2, data will be collected at the module level and then be used to calculate 

the course stage (“year of study”) parameters such as the percentage of time spent 

in different teaching and learning activities, and the percentage of assessments by 

type for a typical student path per year of study of each course for which a KIS has to 

be produced. 

As of 16 January, schools have been contacted (via the School KIS contacts) with 

the request to complete the part 1 (course level) data collection by 27 January. 

Schools will be contacted during the week beginning 16 January with information and 

a request to complete the module level data collection by ~mid February (dates to be 

confirmed). The newly recruited temporary project assistant Miss Bismah Zubairi 

(b.zubairi@qmul.ac.uk) will act as the first point of contact. 

18

TPB2011-022 

Student Information System (SIS) KIS Component 

QMUL have now purchased the SIS component that has been developed by Tribal 

for the storage and analysis of KIS data. This will enable QMUL to use the 

programme and module information already stored in SIS which itself has already 

been scrutinised at school level, by the Academic Quality and Standards Officers, 

and then noted (or further scrutinised) at the TPB. In the longer term, this will allow 

the KIS data to sit alongside other definitive programme and module information 

contained within SIS. In addition this component will naturally link within SIS to 

information that is already being used to inform the institution HESA and HESES 

statutory returns. 

Katherine Bevan, along with two members of the SIS Project team will be attending a 

one day Tribal SITS KIS User Group event at the University of Surrey on 9 February. 

The items for discussion are: 

• Information requirements 

• Key aspects of the Tribal KIS solution 

• Generating and validating the KIS dataset return 

Katherine Bevan will be working with a visiting consultant from Tribal on 29 February 

for an initial consultancy day to support the setting up of the SITS KIS component at 

QMUL. Further consultancy days will be scheduled at that point. 

Contact 

Katherine Bevan, Assistant Academic Registrar – Academic Model, Programmes and 

Modules (k.bevan@qmul.ac.uk). 

Bismah Zubairi, Project Assistant – Programme Information (b.zubairi@qmul.ac.uk). 

19

TPB2011-022 

Taught Programmes Board 31/01/2012 

Paper Title 

Outcome requested 

Integrated Masters Programmes: outcome of consultation and 

implementation plan 

Taught Programmes Board is asked to consider the outcomes 

of the consultation and make recommendations to Senate. 

Taught Programmes Board is also asked to consider and 

comment on the issues raised in the paper and the plan for 

implementation. 

Executive Summary 

QMUL is reviewing the structures and academic regulations 

relating to its integrated masters programmes, with the aim of 

achieving greater consistency with practice in the sector. 

A consultation took place with the relevant Schools in 

December 2012, and broad support for the changes was 

secured. The consultation raised some issues and queries 

regarding the practical implications of the changes, and these 

are included for discussion by the Board. 

A suggested recommendation for Senate is included, along 

with a draft implementation plan, timescales and procedures. 

This proposal was also circulate to all relevant School 

Director’s of Learning and Teaching for further comments 

prior to consideration at the Board. 

Author 

Alana Lythgoe 

Academic Standards and Quality Officer 

20

Integrated Masters Programmes 

Outcome of Consultation and Implementation Plan 

Background 

1. Proposals to move towards greater conformity with practice in the higher education 

sector regarding QMUL’s integrated masters programmes have been under discussion in 

the last few years, with significant debate being held at Faculty Boards in 2009. At the 

end of 2010/11 Programme and Module Approval Board requested a re-appraisal of the 

issue and a proposal to change integrated masters programmes, their regulations, and 

curriculum structure. This was prompted by a request from the School of Physics and 

Astronomy to adjust the pass mark from 40% to 50% for the current cohort of students on 

the final year of the Physics MSci programmes. 

2. At its meeting in October 2011 Taught Programmes Board (TPB) discussed the issues in 

working towards conformity, internally and with the sector, around two characteristics of 

integrated masters programmes: the number of credits required at the level of the award, 

and the pass mark for level 7 modules. The Board also discussed the fact that different 

weightings were used within and across Schools for the classification of integrated 

masters awards. 

3. Members were broadly supportive of bringing QMUL integrated masters programmes 

fully into line with the Higher Education Credit Framework, and to raise the pass mark for 

level 7 modules. It was agreed that there should be further consultation at School level of 

the implications of the proposed changes, including timescales, with a view to making 

firm recommendations to the Board. 

Outcome of Consultation 

4. Through the Science and Engineering Dean for Taught Programmes Advisory Group, 

views were sought from the School Directors of Taught Programmes in all Schools in the 

Faculty of Science and Engineering and the School of Geography on the two proposals. 

a) Amend the QM Academic Credit Framework (QMACF) to require 120 credits at 

the level of the award i.e. level 7 for implementation with new students starting 

their programme in September 2012: 

The Schools of Electronic Engineering and Computer Science (EECS), Physics and 

Astronomy, and Biological and Chemical Sciences (SBCS), currently have this 

requirement although the SBCS indicated that it was useful to have flexibility in the 

QMACF. 

The Schools who do not currently have this requirement, Mathematical Sciences, 

Engineering and Materials Science (SEMS), and Geography all agreed to make the 

change. 

b) Amend the pass mark for modules so that it is linked to the level of the module 

for students commencing their programmes from September 2012, and 

introduce special regulations for current students studying Physics MSci 

programmes. 

21

Physics and Astronomy are making this change and the Schools of Geography, 

Mathematical Sciences, SEMS, SBCS, agreed to make the change. EECS also 

indicated support in principle, but highlighted some concerns regarding potential 

impact on the BUPT/QM Joint Programme. The issue of the year of implementation 

for the new regulations was raised and is discussed further below. 

c) The issue of the differences in the degree classification weightings for integrated 

masters was also commented on by SBCS. Where it was highlighted that some 

rationalisation may be desirable but that the accreditation requirements of the 

different professional bodies may pose a challenge. 

Implementation Plan 

5. To move towards the new regulations TPB is first requested to consider the timescale for 

implementation. The consultation proposed that these be put in place for new students 

starting their programmes in September 2012. The principle of the changes to the 

QMACF and academic regulations will need to be approved at the next meeting of 

Senate and then Schools will need to revise programme specifications and where 

relevant, publicity material. 

6. TPB is asked to confirm that new regulations should be put in place for entrants in 

2012/13. This should be feasible because whilst many students will have already applied 

for their programme, it is not until they enrol that they sign up to the detail of academic 

and programme regulations, and those regulations are approved as part of the usual 

cycle in June. Concern about implementing the new regulations for entry in 2012/13 

would only arise if programmes have already been publicising the 40% pass mark and 

level 7 credits required for the final year in promotional material and open days. 

7. TPB is requested to agree to recommend to Senate changing the QMACF and 

academic regulations for integrated masters programmes, indicating the academic year 

that the changes should apply from. For the purposes of the rest of this paper it is 

assumed that changes will be put in place for a September 2012 start. 

8. To put into operation the new regulations, all applicable programmes will be identified 

and assigned new codes for students starting their programme in 2012. Creating new 

versions of integrated masters programmes is necessary to distinguish in reporting and 

analysis between the old and new regulations. 

9. The Schools of Mathematical Sciences, SEMS, and Geography are requested to modify 

the structure of their integrated masters programmes to require new students entering to 

take 120 credits at level 7. 

10. It is not proposed that any immediate action is taken to transfer level 7 modules within 

integrated masters programmes to the postgraduate taught pass mark, with the exception 

of those within the MSci Physics. Students under the revised regulations will not enter the 

fourth year of an integrated masters programme until 2015 at the earliest. As the 

curriculum of a programme can evolve over time and be subject to internal and external 

factors and reviews, the transfer to the new marking scheme should take place as part of 

these normal processes. There will need to be a final compliance exercise in 2014 to 

ensure that all remaining modules are identified and transferred to the new marking 

scheme. Further detail regarding the procedure for implementation is included in Annex A 

and in the timeline below. 

22

Practical Implications and Related Issues 

11. A number of queries and practical implications to putting in place these changes arose 

during the consultation. These are highlighted below, along with comments and some 

further queries for the Board to consider. 

a) Applicability of new regulations: 

• The original consultation question proposed that the new regulations would apply to 

students ‘starting their programmes in September 2012’. This statement needs 

qualifying with a contextual explanation, as it is quite common for students to transfer 

from a bachelors to an integrated masters programme and therefore reach their final 

year of the integrated masters before 2015. The statement should be amended so 

that the new regulations apply to ‘students commencing the first developmental 

year of their programme in September 2012 or later’. This applies equally to 

students who begin the first developmental year of an integrated masters programme 

and students who begin the first developmental year of an equivalent bachelors 

degree and transfer into an integrated masters. Students will follow the regulations of 

the cohort to which they transfer. 

• Students who interrupt their studies shall be treated as currently stated in the 

academic regulations - they will follow the regulations for the cohort that they joined. 

This will mean that for a temporary period (up to two years maximum), level 7 

modules with a 40% pass mark will need to continue to be available for students to 

register on when they return to complete their studies. 

b) Science and Engineering Foundation Programme (SEFP): 

• Currently students entering QM under the SEFP umbrella can either enrol on the one 

year foundation programme and then enrol for a chosen bachelors or integrated 

masters degree, or enrol for an integrated four or five year programme which includes 

the foundation year and the bachelors or integrated masters degree. Those students 

starting in 2011 choosing the first option will enter the first year of their degree 

programme in 2012 and be subject to the new regulations. 

• TPB is asked to confirm whether those students taking the second option in 2011, 

entering the first year of the bachelors or integrated masters degree in 2012 should 

also be subject to the new regulations? This is preferred by the Director of the SEFP, 

and is feasible because these detailed points of regulation are not commented upon 

in any SEFP publicity material. If agreed, the applicability statement above should be 

amended. If students are not subjected to the new regulations, then there could 

potentially be a situation where there are students taking the same modules at level 7 

in the same academic year, where the pass mark for those modules is different. This 

could be problematic to manage. 

c) Undergraduate Students: 

It is the case in some Schools (Maths, SBCS) that undergraduate students are 

allowed to take level 7 modules as part of a bachelors degree, for example in Maths 

students may take up to 30 credits of level 7 modules in their third year. Should new 

undergraduate students continue to be allowed to take level 7 modules? If so, should 

they be allowed to take level 7 modules with a 40% or 50% pass mark? 

23

d) Resiting out of attendance: 

SBCS expressed concern that raising the pass mark may result in a few students 

having to resit the fourth year out of attendance. However, this can be mitigated if 

students are advised when they begin the programme (and sign up to the regulations) 

of this higher requirement. This potential implication would be indicative of the higher 

standard of the programme brought about by the new regulations. 

e) BUPT / QM Joint Programme: 

Some concern was also expressed in the consultation about students studying on the 

Joint Programme. Whilst they do not study for an integrated masters programme they 

do take level 7 modules at BUPT and for those that come to Queen Mary in the final 

year. These modules must be treated separately and remain with a 40% pass mark. 

The Academic Secretariat will investigate a solution to address this issue. 

f) MSci Physics: 

It was previously agreed that for entry to the MSci Physics programme on or after 

September 2011 there will be a 50% pass mark requirement for level 7 modules. This 

has implications for current Queen Mary students from other programmes that 

choose Physics modules but fall under the old regulations. A procedural exercise will 

be undertaken by the Academic Secretariat to identify the affected modules and 

students. 

Related Issues 

12. Other related regulatory issues have also been raised in the context of the debate to 

harmonise integrated masters awards, these are: 

g) Classification of awards: 

The consultation question considered changing the pass mark of a module to the 

postgraduate level. It did not consider changing the pass mark for the award of the 

integrated masters degree, which currently sits in the undergraduate classification 

scheme, where a College Mark of 44.9 of less equates to a Pass Degree. This 

contrasts with the classification scheme for masters programmes, where a College 

Mark of 50 or higher is a Pass Degree and the classification of College Marks above 

the pass threshold are based on a different scheme (merit, distinction etc). An initial 

check at practice elsewhere suggests that it is probably variable within the sector. 

TPB is asked to consider whether there should be a debate at this stage regarding 

the College Mark for a Pass Degree for integrated masters programmes. This would 

have implications for the classifications scheme used. 

h) Progression Requirements: 

The standard progression regulations for integrated masters programmes require that 

students must pass a minimum number of credits each year to move on. However 

most awards in SEMS, SBCS, EECS, Geography, and Physics have special 

regulations to stipulate that students also achieve minimum average marks in each 

academic year, or be automatically transferred to the corresponding BSc/BEng. 

The use of progression hurdles in QMUL integrated masters programmes was 

recently raised in the context of student performance. The hurdle model has benefits 

24

in terms of keeping students on track towards the intended award and potential 

advantages for retention. There is currently some variability in terms of the 

requirements that are in place, summarised in Annex B from the academic 

regulations. TPB is asked to take an initial view on the desirability of harmonising 

progression requirements for all programmes and whether there should be further 

consultation with relevant Schools? 

Action Requested 

13. Taught Programmes Board is requested to: 

a) Consider the specific queries raised regarding implementation; 

b) Consider the feasibility of the draft timeline, and procedure, and if there are any 

further issues; 

c) Make agreed recommendations to Senate. 

Proposed Timeline 2012 

Month Action Responsible 

January 

February 

March 

March /April 

March/April 

Before 1 st May 

TPB to consider proposed changes to the QMACF and 

recommendations to Senate 

Integrated masters programmes identified and new 

codes for 2012 defined 

Recommendations to Senate to approve in principle the 

changes to the QMACF and the academic regulations 

Following Senate decision, update School websites 

and other publicity materials regarding new regulations 

for 2012 

Relevant Schools consider proposals for new 

programme variants (require 120 credits at level 7) 

Relevant Schools to submit proposals for new 

programme variants to Academic Secretariat for 

implementation 

TPB/ARCS 

ARCS/Schools 

Senate/ARCS 

Schools 

School Teaching 

and Learning 

Committees 

Schools/ARCS 

June Academic Regulations and QMACF 2012/13 

considered by Senate and published 

ARCS 

25

Annex A 

Implementation Procedure: 

a) Academic Secretariat, in consultation with Schools, identify integrated masters 

programmes to be amended. 

b) Academic Secretariat define programme codes for all new regulation integrated masters 

programmes to begin in September 2012. If new regulations are introduced for 2012, 

existing applicants are transferred to new codes. 

c) SEMS, Maths, and Geography to revise programmes to require 120 credits at level 7. 

School Learning and Teaching Committees consider programme amendments, 

programme specifications and if desired new module specifications for level 7 modules. 

Documentation is submitted to the Academic Secretariat for scrutiny and implementation. 

d) Following Senate approval in principle, all Schools up-date publicity material and 

information on website that refers to the regulations for integrated masters programmes 

starting in 2012. 

e) Conversion of marking scheme for level 7 integrated masters modules. As part of the 

programme and module development process in the coming years, these modules will be 

transferred to the postgraduate taught marking scheme. For example, when new 

modules are created, modified and diets are reviewed for the fourth year of integrated 

masters programmes (expected in 2013 and 2014) they will be converted. 

f) Final compliance exercise in 2014 to ensure that all relevant level 7 modules meet new 

regulations. This will involve identifying remaining modules and verifying changes to be 

made with Schools. 

26

Annex B 

Summary from Academic Regulations 2011/12: 

School Award 2011/12 Progression Requirements 

Maths MSci Mathematical 

Standard Regulations 

Sciences 

Physics MSci Physics Average mark of 55.0 or higher across 

developmental years one and two, and an 

average mark of 60.0 or higher across 

developmental years one, two, and three 

(based on year weighting) 

Geography* MSci Environmental 

Science 

Normally achieve a weighted average of 55 

or higher in levels 4 and 5, and with at least 

60 level 5 credits above 60 for progression to 

SBCS 

EECS 

SEMS 

MSci Pharmaceutical 

Chemistry 

MSci Chemistry 

MSci Computer Science 

MEng Electronic 

Engineering (all) 

MEng Engineering (all) 

MEng Materials Science 

(all) 

the MSci 

Average mark of 50 or higher across 

developmental year one, average of 55 or 

higher across years one and two, and 

average of 55 of higher across years one, 

two, and three (based on year weighting) 

Average mark of 60 or higher to progress 

from developmental year one, year average 

mark of 60 to progress from year two, and 

year average mark of 60 to progress from 

year three 

Average mark of 60 or higher to progress 

from the foundation year, and normally, a 

developmental year one average mark of 

50.0 or higher, and a developmental year 

two average mark of 50.0 or higher 

Average of 60 or higher across 




two, and three (based on year weightings) 

Average of 60 or higher across 




two, and three (based on year weightings) 

* Taken from programme specification, not yet published in academic regulations 

27

Annex C 

Integrated masters programmes captured on SIS as open for recruiting students and/or currently have students registered on them. This includes 

programmes formally withdrawn for recruitment that still have students registered. 

Name of School Programme of Study code UCAS code Full name 

Biological and 

UMIF-QMCHEM1 F103 MSci FT Chemistry 

Chemical Sciences 

F152 

MSci FT Pharmaceutical Chemistry 

UMIF-QMCHEY1 F153 MSci FT Pharmaceutical Chemistry with a Year in Industry 

Electronic Engineering 

and Computer Science 

Engineering and 

Materials Science 

TBC C701 MSci FT Biochemistry 

UMEF-QMELEC1 H614 MEng FT Electronic Engineering 

H640 

MEng FT Communication Engineering 

H642 

MEng FT Audio Systems Engineering 

H645 

MEng FT e-Commerce Engineering 

H650 

MEng FT Computer Engineering 

H655 

MEng FT Internet Computing 

H658 

MEng FT Digital Audio and Music Systems Engineering 

H690 

MEng FT Electronic Engineering and Telecommunications 

HI6C 

MEng FT Electronic Engineering and Computing 

UMIF-QMCOMP1 G401 MSci FT Computer Science 

UMEF-QGENNE1 W241 MEng FT Design and Innovation with Industrial Experience 

UMEF-QGENNG1 W240 MEng FT Design and Innovation 

UMEF-QMENNE1 H302 MEng FT Mechanical Engineering with Industrial Experience 

HB1V 

MEng FT Medical Engineering with Industrial Experience 

HG21 

MEng FT Sustainable Energy Engineering with Industrial Experience 

HK00 

MEng FT Aerospace Engineering with Industrial Experience 

UMEF-QMENNG1 H224 MEng FT Sustainable Energy Engineering 

H301 

MEng FT Mechanical Engineering 

H400 

MEng FT Aerospace Engineering 

H490 

MEng FT Avionics and Space Systems 

HB18 

MEng FT Medical Engineering 

UMEF-QMMTLE1 BV90 MEng FT Medical Materials with Industrial Experience 

HF2F 

MEng FT Sustainable Materials Engineering with Industrial Experience 

JM10 

MEng FT Materials Science and Engineering with Industrial Experience 

28

JN00 MEng FT Dental Materials with Industrial Experience 

UMEF-QMMTLS1 B891 MEng FT Medical Materials 

F2N2 

MEng FT Materials Science with Business Management 

HFF2 

MEng FT Sustainable Materials Engineering 

HN72 

MEng FT Innovation, Entrepreneurship and Management of Advanced 

Technology 

J502 

MEng FT Materials Engineering in Medicine 

J504 

MEng FT Dental Materials 

J510 

MEng FT Materials Science 

J5F9 

MEng FT Environmental Materials Technology 

J5N2 

MEng FT Materials with Business 

JH53 

MEng FT Materials and Mechanical Engineering 

Geography UMIF-QMGEOG1 F750 MSci FT Environmental Science 

Mathematical 

UMIF-QMMATH1 G102 MSci FT Mathematics 

Sciences 

G1F5 

MSci FT Mathematics with Astrophysics 

Physics and 

Astronomy 

G1G3 

MSci FT Mathematics with Statistics 

UMIF-QMPHYA1 F305 MSci FT Physics with Study Abroad 

UMIF-QMPHYS1 F303 MSci FT Physics 

F323 

MSci FT Theoretical Physics 

F391 

MSci FT Nanoscience and Nanotechnology 

F393 

MSci FT Physics with Particle Physics 

F503 

MSci FT Astronomy 

F523 

MSci FT Astrophysics 

FHH6 

MSci FT Physics and Electronics 

Programme formally 

withdrawn but some 

students still registered 

29

TPB2011-023 


Paper title 


Comments from the 

Academic Secretariat 

Programme and Module Proposals: signatures for forms 

Taught Programmes Board (TPB) is asked to consider an issue 

discussed at the Deans for Taught Programmes Group, regarding 

signatories for approval of programme and module development 

proposals. 

At the 3 rd November 2011 Deans for Taught Programmes Group, 

the following was noted regarding signatories on forms – 

Clarification was sought on QA sign-off privileges for new 

course and module materials. Given that the Directors for 

Taught Programmes were the chairs of the T&L committees 

where decisions were made, it was agreed that it was 

appropriate for the Head of School/Institute to delegate sign-off, 

if so desired, to the Director of Taught Programmes. 

ACTION: Deans to communicate this to Schools 

(minute DTPG 2011.402 refers) 

TPB is asked to consider ratifying or otherwise this proposal. 

30

TPB2011-024 



Owning School / 

Institute 


The University of London Institute in Paris and the LLM in 

Paris 

Centre for Commercial Law Studies 

Part 2 approval for the LLM Paris was granted at the previous 

meeting of TPB in November 2011. However, further 

documentation relating to the partnership arrangements with 

the University of London Institute in Paris (ULIP) was 

requested to formally detail the resources and support that 

would be provided for the programme. 

Following discussion with the Vice-Principal and Executive 

Dean (Humanities and Social Sciences), it is understood that 

the contract detailing Queen Mary’s relationship with ULIP 

Enterprises is currently being prepared by the University of 

London. This contract will be submitted for Queen Mary 

Senior Executive approval in early February and formalise the 

detail of what has already been agreed while preparing the 

business plan, and also lay out the process for annual cost 

reviews, and for any future termination. 

Outcome Requested 

Paper Author 

Taught Programmes Board (TPB) is asked to consider and 

note the following document, which outlines the 

governance and management of ULIP, and Queen Mary's role 

in these arrangements. 

Professor Morag Shiach, Vice-Principal and Executive Dean 

(Humanities and Social Sciences) 

31

TPB2011-024 

The University of London Institute in Paris and the LLM in Paris 

Background: 

The University of London Institute in Paris (ULIP) was incorporated into the 

University of London in 1969 and is a Central Academic Body of the University. 

Its mission is to promote the study of the culture, language and literature of 

France. In 2004, a ULIP Consortium was formed involving Queen Mary, Royal 

Holloway and the University of London to develop research and teaching in 

French Studies at ULIP and thus to support the future academic and financial 

success of French Studies at all three institutions. Queen Mary chose to join the 

Consortium in recognition of the strategic importance of French Studies (in the 

broadest sense) to research and teaching within Humanities and Social Sciences. 

Membership of the ULIP Consortium has contributed to QM’s recent success in 

recruiting leading researchers working on aspects of French culture into SLLF, 

History and SPIR. 

ULIP is accommodated in magnificent premises in central Paris, which were 

extensively refurbished by the University of London in 2006. A Memorandum of 

Understanding defining the purposes and key structures of the ULIP Consortium 

was agreed by the Councils of all three institutions in 2005. A Management 

Board was established to oversee the work of the Consortium. The ULIP 

Management Board is chaired by the Vice‐Chancellor of the University of 

London, and includes representation from Queen Mary, Royal Holloway, ULIP, 

the Collegiate Council of the University and the Board of Trustees of the 

University, as well as the president of the ULIP Students’ Union and two external 

experts from the field of French Studies. 

Since 2009, extensive work has been undertaken by Consortium partners on the 

development of a new business plan to address the significant structural deficit 

that existed when the Consortium was formed. The ULIP Strategy and Business 

Plan 2011‐14, which identifies a financially sustainable future for ULIP, was 

approved by QMSE and then by the University of London Collegiate Council in 

2011. 

In 2011, it was also agreed by all Consortium partners that in order to facilitate 

the use of the facilities and services at ULIP for a variety of academic 

programmes offered by Consortium partners, a new entity, to be called ULIP 

Enterprises (which would be separate from the academic Department of French 

and Comparative Studies at ULIP) would be established. 

Recent Developments: 

In order to enable effective delivery of ULIP’s new Strategy and Business Plan, a 

new senior management group has been established to oversee the activities of 

ULIP, involving Geoff Crossick (UoL), Andrew Hussey (ULIP), Rob Kemp (RH) 

and Morag Shiach (QM). 

32

TPB2011-024 

Development of LLM programme in Paris: 

 

 

 

 

 

 

 

The ULIP Strategy and Business Plan 2011‐14 identifies diversification 

into new premium‐fee markets as key to ensuring the future financial 

sustainability of ULIP 

In 2010 a Project Manager, Anna Gray, was appointed to ULIP to work 

with Consortium partners to facilitate the development of premium‐fee 

masters programmes to be delivered at ULIP. 

A Project Steering Group was established by Anna Gray in 2010 to 

oversee the detailed development of these plans. Anna Gray has liaised 

closely with academic and professional support staff at QM over the past 

eighteen months. 

The University of London has committed to investing in further 

significant refurbishment in Spring 2011 to bring basement space at ULIP 

into use for the teaching of premium‐fee programmes. 

The detail of facilities and services to be provided by ULIP Enterprises to 

support the delivery of the LLM programme has now been agreed, and 

has been fed into the detailed business plan that was approved by QMSE 

in December 2011. 

The Chief Operating Officer of University of London is currently preparing 

a contract detailing these services and costs as outlined in the business 

plan, the process for annual review of these, and the mechanisms for any 

future termination of the agreement. This contract will be prepared 

before the end of January and will then be submitted to QMSE for 

approval. 

CCLS have received approval for the appointment of an Academic 

Director and a dedicated administrator to support the LLM programme in 

Paris. Their remit will include close working with staff at ULIP to ensure 

that all agreed facilities and services are available to support students 

entering the programme in Sept 2012. 

Prof Morag Shiach 

Vice‐Principal and Executive Dean (HSS) 

6 Jan 2012 

33

TPB2011-025 


Nature of proposal(s) 


Institute 

Title of Proposal(s) 

being considered 


Part 2 Programme Proposal(s) 

School of Languages, Linguistics and Film 

MA Language Teaching and 9 associated module proposals: 

Language Teaching – Approaches and Methods 

Dissertation in Language Teaching 

Educational Technology and Language Teaching I 

Educational Technology and Language Teaching II 

Assessment in Language Teaching 

Syllabus Development in Language Teaching 

Analysing and Teaching of Spoken Language 

Corpus Linguistics and Language Teaching 

Teachers as Learners – Learners as Teachers 


approve the proposal(s) identified above and detailed in the 

accompanying documentation. If any conditions of approval or 

recommendations arise through discussion at the Board these 

should be clearly stipulated in the TPB minutes and 

articulated to the proposer. 

Potential issues 

identified and 

comments on the 

proposal(s) from 


Part 2 Programme Proposal, Programme Specification and 

Response to External Advisers’ comments 

Comments from the external advisor are positive and have 

been duly considered. 

The programme specification states that the programme 

outcomes are referenced to the relevant QAA 

benchmark statement(s) but the benchmark group is listed as 

not applicable. Can this statement be clarified? 

34


TPB2011-025 

Part 2 Programme Proposal Form 

All sections must be completed in full and supplementary information attached where requested. Part 2 

proposals should be appended to the Programme Specification and submitted to the Academic Secretariat who 

will arrange for the consideration of the proposal at Taught Programmes Board. 

By hovering over the blank boxes with your cursor further guidance will be displayed to aid completion. 

Summary Information 

Proposed Programme Title MA in Language Teaching 

Programme Code TBC 

Programme Qualification 

Mode of study 

Programme 

Duration 

Master of Arts (MA) Full Time 1 Calendar Year 

Master of Arts (MA) Part Time 2 Calendar Years 

Proposed Start Date September 2012 

Programme Organiser Dr Falco Pfalzgraf 

Does this programme contain a foundation year or any pre-sessional activity? 

1) Programme Management 

Describe the arrangements for the operational management of the programme and the quality assurance 

mechanisms that will be put in place. Consideration should be given to student representatives and hearing 

student views. 

Complete either section a) for programmes delivered by one School/Institute or section b) for programmes 

delivered by more than one School/Institute. 

a) Single School/Institute Delivery 

The School of Languages, Linguistics and Film (SLLF) will run the MA in Language Teaching and have full responsibility for the 

management and quality assurance of the programme. 

There will be a Programme Organiser, who will have operational responsibility for running the programme, including 

monitoring quality assurance on all areas related to teaching and learning. 

The Programme Organiser will report to the SLLF’s Director of Taught Programmes, who oversees the running of all taught 

programmes, and to the Teaching and Learning Committee (TLC). The MA will be subject to the same quality assurance 

mechanisms that apply to all other taught MAs offered by SLLF in accordance with the College's Learning and Teaching 

Strategy, the School's Taught Programmes Action Plan and Annual Programme Review. The key body responsible for the 

effective implementation of teaching and learning strategies and action plans is SLLF's TLC, and acts in consultation with the 

Staff-Student Liaison Committee (SSLC) and reports to the School's Executive Committee and School Board. The Director of 

Taught Programmes liaises with the Dean for Taught Programmes (HSS) to ensure compatibility between regulations and 

practice relating to taught programmes in the School, and requirements set at Faculty and College level. 

No 

35


TPB2011-025 

SLLF will have sole responsibility for the operational management of the programme, including marketing, admissions, 

inductions, programme delivery, assessment and provision of learning resources, and will provide the resources and 

administrative support necessary for delivering teaching and learning activities in accordance with the terms and conditions 

specified. 

The programme will be subject to QM general Academic Regulations. 

b) Joint School/Institute Delivery (Joint Working Statement) 

For programmes that are delivered jointly between more than one School/Institute or for programmes that 

utilise modules from other Schools/Institutes in an interdisciplinary capacity, a joint working statement should 

be provided. This should identify the respective responsibilities of each School/Institute with regards to 

programme management, quality assurance, and student support. 

N/A 

2) Plagiarism Detection 

Consideration should be given to the use of plagiarism detection software e.g. turnitin, for programmes with a 

significant proportion of written assessed work. Provide information about how this will be managed for the 

programme. 

College regulations as outlined by QM's Acadmic Registry and Council Secratariat will be applied. 

QM's Assessment Offences Regulations will be strictly followed. 

SLLF uses the Turnitin software/ webpage on request of the individual module organiser / teacher. 

3) Academic Staffing for the Programme (Non-Queen Mary Staff) 

List any academic staff that are not employed or managed by Queen Mary that will be involved in the teaching 

or assessment of the programme. 

N/A 

4) Distance Learning Programmes (if applicable) 

If the programme is distance learning, please specify how student-related data will be provided to the Student 

Administration Office. The mechanisms for the enrolment and assessment of distance learning students 

should also be described in detail. 

N/A 

5) Subject Examination Board Details 

Specify the name of the Subject Examination Board (SEB), which will oversee the assessment processes that 

operate for the programme(s) and modules clarify whether this is a new or existing SEB. For further 

information please contact Simon Hayter. 

School 


Subject Exam Board responsible for the module 

Languages, Linguistics and Film PG 

36


TPB2011-025 

6) External Adviser Comments 

Detailed comments from at least one external adviser - submissions must be supported by external specialist 

opinion, e.g. from a representative of a professional organisation, or a senior academic in another institution. 

The external adviser should be able to comment in sufficient detail on the appropriateness and viability of the 

proposed programme (s). For further guidance regarding the selection criteria, role and expectations of 

External Advisers please refer to the External Adviser Guidelines. 

QMUL MA in Language Teaching 

1.0 Introduction 

Firstly I would like to congratulate Dr Falco Pfalzgraf on putting together a program of study which manages to combine the 

theoretical with a wide range of options which focus on the relevance and applicability of educational theory. Although the 

absence of a distinct period of teaching practice at this stage is a matter of possible concern, certain options such as the one 

where students monitor their own progress in new language acquisition help to fill this gap. In any case the whole rationale of 

the course is to provide students with a sound theoretical framework and a sound base for starting a career in education. The 

fact that it has a flexi-lingual focus means QMUL will be able to draw on a wide range of potential students from across the 

globe who would like a British education based in London. 

2.0 The Market 

2.1 I noted the number of direct and indirect competitors but still feel QMUL has put together a distinctive course which fits in 

well with the reputational strengths of the parent institution. 

3.0 The structure of the MA 

I was impressed by the thoroughness of the approach. Students are systematically introduced to the key issues and are able to 

use this information to build up an impressive portfolio of knowledge. The progression of topics in the main body of the course 

is well-focused and should guarantee a firm and well-paced acquisition of key themes and topics. 

This combined with a well-chosen selection of options to maximise the individual strengths of students should lead to a 

winning combination. I have no worries regarding assessment procedures which are well devised to cope with the demands of 

both the course and to reflect accurately the learning achievements of the students. 

4.0 Needs of student cohort. 

Since most of the students will not have English as their first language and since the course will demand a high level of 

expertise in writing and expression in English, QMUL should ensure that the correct amount of in-sessional EAP support is 

available. 

5.0 Marketing. It was disappointing to read about the non-involvement of this unit in helping the course writer with marketing 

issues. 

6.0 Conclusion 

I find this MA a strong contender in an expanding and commercially active market. As external examiner and assessor on 

educational language programmes at Greenwich and UCLAN, I can confirm that QMUL's entry has the strong potential to be an 

excellent product and should respond well to the needs of this particular market. 

Nick Byrne 

Director LSE Language Centre 

Name & Title of External Adviser 

Current Post & Institution / Organisation 

Mr Nick Byrne 

Director of Language Centre, London School of Economics & Political Science 

Address for Correspondence (and email) LSE Language Centre, Floor 7, Clare Market Building, Houghton Street, London 

WC2A 2AE, Tel. 020 7955 6899 e-mail n.byrne@lse.ac.uk 

37


TPB2011-025 

7) Response to External Adviser Comments 

This should include a full response to the comments provided by the External Adviser. Each point / issue 

raised by the External Adviser that requires further consideration should be addressed in detail in this 

response. 

We are happy to see that the external advisor is very positive about the new MA programme. 

We are aware of the fact that the MA should have more than one practical component. However, the concept of this new MA 

programme is that we start with a more theoretical approach. This is connected to questions concerning human reassurances 

and time management. The MA will then be extended year by year. The current plan is to introduce language-specific 

(including English) and practical modules after the first or second year. 

Concerning QMUL's marketing specialists: The matter is currently being addressed by the Head of SLLF, Prof. Rüdiger Görner. 

Dr Falco Pfalzgraf 

(Programme Organiser) 

The following documents must accompany the Part 2 Programme Proposal. 

Proposals that are not accompanied by the necessary documentation will not be 

considered by Taught Programmes Board. 

> Has a Programme Specification been completed and submitted with the Part 2? Yes 

> Have module proposal forms for each new module been submitted with the Part 2? Yes 

> Is there evidence of support from at least one external adviser? Yes 

> Have the Academic Regulations (including progression, if not within the modular 

regulation structure) been clearly documented and/or appended? 

N/A 

Collaborative provision: programmes that are offered in partnership with an 

external organisation should usually have the following documents appended to 

the Part 2 Programme Proposal. 

> Has a draft Memorandum of Agreement been completed and submitted with the Part 

2? 

N/A 

> Has supplementary information on the management of the partnership been submitted 

with the Part 2? 

N/A 

> Have any special regulations been submitted with the Part 2 (where relevant)? N/A 

38


TPB2011-025 

Approval of Part 2 Programme Proposal 

The signature of the Heads of School/Institute will be taken as confirmation that the School or Institute 

can fund the required resources, both internal and elsewhere (for example: staffing, library and 

computing resources). 

Head(s) of School 

Ruediger 

Goerner 

Digitally signed by Ruediger Goerner 

DN: cn=Ruediger Goerner, o=Queen 

Mary, ou=School of Languages, 

Linguistics and Film, 

email=r.goerner@qmul.ac.uk, c=GB 

Date: 2012.01.11 16:37:01 Z 

Head(s) of 

supporting School 

Head(s) of 


Head(s) of 


Chair of Taught Programmes 

Board 

39

TPB2011-025 

Programme Title: MA in Language Teaching 


Awarding Body/Institution 

Teaching Institution 

Queen Mary, University of London 


Name of Final Award and Programme Title Master of Arts (MA) in Language Teaching 

Name of Interim Award(s) 

Duration of Study / Period of Registration 

QM Programme Code / UCAS Code(s) 

QAA Benchmark Group 

N/A 

1 calendar year (full-time); 2 calendar years (part-time) 

TBD 

N/A 

FHEQ Level of Award Level 7 

Programme Accredited by 

Date Programme Specification Approved 

Responsible School / Institute 

N/A 

TBD 

School of Languages, Linguistics & Film 

Schools which will also be involved in teaching part of the programme 

N/A 

Institution(s) other than Queen Mary that will provide some teaching for the programme 

N/A 

Programme Outline 

QMUL’s MA in Language Teaching is a prestigious University of London degree suitable for students who wish to obtain a 

general language teaching qualification for Europe and beyond. This MA degree will become highly relevant in the near future 

because of the EU-wide (including the UK) demand for language teachers, especially speakers of some non-European 

languages, with a qualification that satisfies UK and EU – and therefore international – standards. So does QMUL’s MA in 

Language Teaching. The degree is advisable for students who wish to teach their mother tongue or in fact any other language 

they speak on an adequate level. It focuses mainly on general, theoretical aspects of language teaching. People awarded with 

the MA in Language Teaching will have a thorough theoretical foundation to teach any language. They can also work in areas 

like Educational Technology or Quality Assurance, depending on their choice of options (see programme specifications). In 

addition, students will profit from London’s international English-speaking environment; as proven by our many undergraduate 

students from outside the UK who already study a language other than English with us. 

The MA in Language Teaching consists of the following modules: 

• LLU7tbc1: Language Teaching – Approaches and Methods (core module) 

• LLU7tbc2: Dissertation in Language Teaching (core module) 

• LLU7tbc3: Educational Technology and Language Teaching I (elective module) 

40

TPB2011-025 


• LLU7tbc4: Educational Technology and Language Teaching II (elective module) 

• LLU7tbc5: Assessment in Language Teaching (elective module) 

• LLU7tbc6: Syllabus Development in Language Teaching (elective module) 

• LLU7tbc7: Analysing and Teaching of Spoken Language (elective module) 

• LLU7tbc8: Corpus Linguistics and Language Teaching (elective module) 

• LLU7tbc9: Teachers as Learners - Learners as Teachers (elective module) 

Aims of the Programme 

Details concerning the broad purpose for offering the programme are included in the 'Programme Outline' above. 

This includes: 

• the meeting of national, EU-wide, and international need; 

• preparation for the prosecution of research; 

• preparation for employment; 

• widening access to higher education; 

• encouraging the pursuit of independent study in the area. 

What Will You Be Expected to Achieve? 

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, 

skills and other attributes in the following areas. The programme outcomes are referenced to the relevant QAA 

benchmark statement(s) (see above) and the Framework for Higher Education Qualifications in England, Wales 

and Northern Ireland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors 

for Further and Higher Education 2003 and Queen Mary Statement of Graduate Attributes have been used as a 

guiding framework for curriculum design. 

Academic Content: 

A 1 

A 2 

A 3 

Able to deal with complex issues both systematically and creatively, make sound judgements in the absence of 

complete data, and communicate their conclusions clearly to specialist and non-specialist audiences 

Able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in 

planning and implementing tasks at a professional or equivalent level 

Able to continue to advance your knowledge and understanding, and to develop new skills to a high level 

Disciplinary Skills - able to: 

B 1 

B 2 

B 3 

B 4 

Demonstrate a systematic understanding of knowledge and a critical awareness of current problems and new insights 

concerning language teaching and learning theory, much of which is at, or informed by, the forefront of your 

academic field of study / academic discipline 

Demonstrate a comprehensive understanding of techniques applicable to your own research in the area of language 

teaching and learning 

Demonstrate originality in the application of knowledge, together with a practical understanding of how established 

techniques of research and enquiry in the area of language teaching and learning are used to create and interpret 

knowledge in the discipline 

Demonstrate a conceptual understanding that enables you to evaluate critically current research and advanced 

scholarship in the area of language teaching and learning 

41

TPB2011-025 


B 5 

Demonstrate a conceptual understanding that enables you to evaluate methodologies in the area of language 

teaching and learning and develop critiques of them and, where appropriate, to propose new hypotheses. 

Attributes: 

C 1 

C 2 

C 3 

C 4 

C 5 

C 6 

Able to critically evaluate the reliability of different sources of information 

Able to use information for evidence-based decision-making and creative thinking 

Able to adapt your understanding to new and unfamiliar settings 

Able to exercise initiative and personal responsibility 

Demonstrate decision-making in complex and unpredictable situations 

Demonstrate the independent learning ability required for continuing professional development 

How Will You Learn? 

A range of Teaching and Learning techniques will be used, tailored to the learning outcomes of the different modules. These will 

include lectures, seminar discussions, directed readings, practical tasks, material development, library-based research, 

presentations, group work and knowledge transfer activities. Individual module forms list further details of teaching and learning 

procedures. 

How Will You Be Assessed? 

A wide range of assessment techniques will also be used. These will include essays, portfolios, continuous assessment, 

presentations, practical tasks, material development. Individual module proposal forms list further details of assessment 

practices. 

How is the Programme Structured? 

For the nine specific modules and their titles, please see below. In addition to the two core modules LLUtbc1 and LLUtbc2, you 

will choose two elective modules worth a total of 60 credits, according to your career plans. All elective modules are valued at 30 

credits. Most elective modules run over one semester and are offered either in semester 1 or 2. LLU7tbc3 runs in semester 1 and is 

the prerequisite for LLU7tbc4 which runs in semester 2; together they provide students with a thorough overview of the use of 

42

TPB2011-025 


educational technology in language teaching. LLU7tbc9 runs in semester 1 and 2 and provides students with an insight in 

language teaching and learning from the perspective of both the language learner and the language teacher: In our language 

centre, students learn a language which is different from their mother tongue and other languages they speak or have learned 

before. In addition, there is a one-hour seminar per week in which, under the supervision of experienced staff, students reflect on 

the methods, processes and effects connected to the teaching and learning process. On successful completion of the module, 

students will be issued with a separate, additional language certificate. 

Academic Year of Study 1 

Module Title 

Language Teaching – Approaches and 

Methods 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 

Academic 

Year of 

Study 

Semester 

LLU7tbc1 60 7 Core 1 Semesters 1 & 2 

Dissertation in Language Teaching LLU7tbc2 60 7 Core 1 Semester 3 

Educational Technology and Language 

Teaching I 

Educational Technology and Language 

Teaching II 

LLU7tbc3 30 7 Elective 1 Semester 1 


Assessment in Language Teaching LLU7tbc5 30 7 Elective 1 Semester 2 

Syllabus Development in Language 

Teaching 

Analysing and Teaching of Spoken 

Language 

Corpus Linguistics and Language 

Teaching 

Teachers as Learners – Learners as 

Teachers 




LLU7tbc9 30 7 Elective 1 Semesters 1 & 2 

What Are the Entry Requirements? 

• Upper second-class honours (or overseas equivalent) in an undergraduate degree in language, or in a field related to language/ 

culture 

• IELTS 7.0 with 7.0 in writing (or equivalent) required of overseas applicants whose first language is not English 

43

TPB2011-025 


How Do We Listen and Act on Your Feedback? 

The Staff-Student Liaison Committee provides a formal means of communication and discussion between Schools and its 

students. The committee consists of student representatives from each year in the school/institute together with appropriate 

representation from staff within the school/institute. It is designed to respond to the needs of students, as well as act as a forum 

for discussing programme and module developments. Staff-Student Liaison Committees meet regularly throughout the year. 

Each school operates a Learning and Teaching Committee, or equivalent, which advises the School/Institute Director of Taught 

Programmes on all matters relating to the delivery of taught programmes at school level including monitoring the application of 

relevant QM policies and reviewing all proposals for module and programme approval and amendment before submission to 

Taught Programmes Board. Student views are incorporated in this Committee’s work in a number of ways, such as through 

student membership, or consideration of student surveys. 

All schools operate an Annual Programme Review of their taught undergraduate and postgraduate provision. The process is 

normally organised at a School-level basis with the Head of School, or equivalent, responsible for the completion of the school's 

Annual Programme Reviews. Schools/institutes are required to produce a separate Annual Programme Review for undergraduate 

programmes and for postgraduate taught programmes using the relevant Undergraduate or Postgraduate Annual Programme 

Review pro-forma. Students’ views are considered in this process through analysis of the NSS and module evaluations. 

Academic Support 

In addition to the huge range of support for students provided by the college (the Dean and Deputy Dean for Students; the 

Student Finance and Bursary Officer; Queen Mary Advice and Counselling Service; Occupational Health Service; Student Health 

Service; Careers Service; Library Services; Disability and Dyslexia Service; Students' Union; Westfield Nursery; Chaplaincy, etc.), all 

MA students are supported by their individual advisors. Students will also attend postgraduate research training sessions held by 

SLLF during the first four weeks of the MA programme. 

Programme-specific Rules and Facts 

N/A 

Specific Support for Disabled Students 

Queen Mary has a central Disability and Dyslexia Service (DDS) that offers support for all students with disabilities, specific 

learning difficulties and mental health issues. The DDS supports all Queen Mary students: full-time, part-time, undergraduate, 

postgraduate, UK and international at all campuses and all sites. 

Students can access advice, guidance and support in the following areas: 

• Finding out if you have a specific learning difficulty like dyslexia 

• Applying for funding through the Disabled Students' Allowance (DSA) 

• Arranging DSA assessments of need 

• Special arrangements in examinations 

• Accessing loaned equipment (e.g. digital recorders) 

• Specialist one-to-one "study skills" tuition 

• Ensuring access to course materials in alternative formats (e.g. Braille) 

• Providing educational support workers (e.g. note-takers, readers, library assistants) 

• Mentoring support for students with mental health issues and conditions on the autistic spectrum. 

44

TPB2011-025 


Links With Employers, Placement Opportunities and Transferable Skills 

• Links With Employers, Placement Opportunities = N/A 

• Transferable skills as outlined in "Learning Outcomes / Attributes", C1 - C6 

Programme Specification Approval 

Person completing Programme Specification 


Person responsible for management of programme Dr Falco Pfalzgraf 

Date Programme Specification produced/amended 

by School Learning and Teaching Committee 

Date Programme Specification approved by 


TBD 

45

TPB2011-025 

Module Proposal Form 

Sections 1 and 2 must be completed in full. 

Sections 3 and 4a/4b are only to be completed where the module will be available to associate students with 

either alternative assessment arrangements (section 3) 

or as a half module (sections 4a & 4b) 


Section 1 - Summary Information 

Module Title Language Teaching – Approaches and Methods 

Module Code LLU7tbc1 

Credit Value 60 Level 7 Module Type MOD Scheme Taught Postgraduate 

Start Date September 2012 

Proposed JACS Code X300 Academic studies in Education 

Further details on JACS codes can be found at http://tiny.cc/g5a6c 



Schools which will also be involved in teaching part of the module 

N/A 

Collaborating institutions involved in teaching part of the module (if applicable), including the estimated 

percentage contribution to the module from the collaborative partner 

N/A 

Responsible School 




Anticipated Student Registrations 

Year of Registration Anticipated Student Intake Minimum Student Intake Maximum Student Intake 

2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

46

TPB2011-025 

Module Rationale 

Provide a rationale for the introduction of the module and specify for which programme(s) of study the module 

is designed and whether it will be offered as a core, compulsory or option module. If the programme(s) 

concerned comprise of a number of dedicated pathways / routes the status of the module on each should also 

be made clear. 

This is one of the two the core modules for the MA in Language Teaching in which students will be given a comprehensive 

overview of essential theories concerning Second Language Acquisition (SLA) research. 

This is the teaching plan: 

Semester 1, Week 1 

Introduction to Second Language Acquisition (SLA) research 


Learning and teaching different types of grammar I 


Learning and teaching different types of grammar II 


Learning and teaching vocabulary 


Acquiring and teaching pronunciation I 


Acquiring and teaching pronunciation II 


Acquiring and teaching a new writing system I 


Acquiring and teaching a new writing system II 


Strategies for communicating and learning 


The listening and reading process 


Summary and conclusions 


Individual differences in L2 users and L2 learners I 


Individual differences in L2 users and L2 learners II 


Classroom interaction and Conversation Analysys 


The L2 user and the native speaker I 


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TPB2011-025 

The L2 user and the native speaker II 


The goals of language teaching 


General models of L2 learning I 


General models of L2 learning II 


Second language learning and language teaching styles 


Second language learning and language teaching styles 


Summary and conclusions 

Resource Requirements 

By school responsible for module 

By any other Queen Mary school or 

collaborative institution 

• Teaching staff (Dr Falco Pfalzgraf) 

• Updated library resources 

• Laptop for PowerPoint presentations 

• Data projector for PowerPoint presentations 

• Lecture/seminar room with standard equipment 

N/A 

Approval of New Module Proposal 





Ruediger 

Goerner 






Date: 2012.01.12 10:26:40 Z 

Head(s) of 


Head(s) of 


Head(s) of 


48

TPB2011-025 

Section 2 - Module Specification 

Module Title Language Teaching – Approaches and Methods 


Credit Value 60 Level 7 Mode of Delivery On Campus Semester Semesters 1 & 2 

Module Organiser 


Pre-requisite modules Co-requisite modules Overlapping modules 

N/A N/A N/A 

1) Content Description 

Provide a description of the module, as it will appear in the Module Directory and on the Student Information 

System (approx. 70-80 words). 

This is one of the two the core modules for the MA in Language Teaching. Students will be given a comprehensive overview of 

essential theories concerning Second Language Acquisition (SLA) research. 

Areas to be covered will include: Learning and teaching different types of grammar, vocabulary, and pronunciation; Acquiring 

and teaching a new writing system; Strategies for communicating and learning; The listening and reading process; Individual 

differences in L2 users and L2 learners; Classroom interaction and Conversation Analysis; The L2 user and the native speaker; The 

goals of language teaching; General models of L2 learning; Second language learning and language teaching styles. 

2) Module Aims 

Specify the aims of the module, i.e. the broad educational purposes for offering this module. 

The educational purpose for offering this core module is to provide students with an in-depth overview of essential theories of 

Second Language Acquisition research which is essential for their future work and career. 

49

TPB2011-025 

3) Learning Outcomes 

Identify the learning outcomes for this module, i.e. knowledge, skills and attributes to be developed through 

completion of this module. Outcomes should be referenced to the relevant QAA benchmark statements and the 

Framework for Higher Education Qualifications in England, Wales and Northern Ireland (2008). The SEEC 

Credit Level Descriptors for Further and Higher Education 2003 and Queen Mary Statement of Graduate 

Attributes should also be used as a guiding framework for curriculum design. 


A 1 

A 2 

A 3 

Able to deal with complex issues both systematically and creatively, make sound judgements in the absence of 

complete data, and communicate their conclusions clearly to specialist and non-specialist audiences 

Able to demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning 

and implementing tasks at a professional or equivalent level 

Able to continue to advance their knowledge and understanding, and to develop new skills to a high level 


B 1 

B 2 

B 3 

B 4 

B 5 

demonstrate a systematic understanding of knowledge and a critical awareness of current problems and new insights 

concerning language teaching and learning theory, much of which is at, or informed by, the forefront of their 

academic field of study / academic discipline 

demonstrate a comprehensive understanding of techniques applicable to their own research in the area of language 

teaching and learning 

show originality in the application of knowledge, together with a practical understanding of how established 

techniques of research and enquiry in the area of language teaching and learning are used to create and interpret 

knowledge in the discipline 

demonstrate a conceptual understanding that enables the student to evaluate critically current research and 

advanced scholarship in the area of language teaching and learning 

demonstrate a conceptual understanding that enables the student to evaluate methodologies in the area of language 

teaching and learning and develop critiques of them and, where appropriate, to propose new hypotheses. 

Attributes: 

C 1 

C 2 

C 3 

C 4 

C 5 

C 6 

Ability to critically evaluate the reliability of different sources of information 

Ability to use information for evidence-based decision-making and creative thinking 

Ability to adapt their understanding to new and unfamiliar settings 

Ability to exercise of initiative and personal responsibility 

Ability to demonstrate decision-making in complex and unpredictable situations 

Ability to demonstrate independent learning ability required for continuing professional development 

50

TPB2011-025 

4) Reading List 

Provide an indicative reading list for the module. This should include key texts and/or journals but should not 

be an exhaustive list of materials. 

• Cook, Vivian (2008): Second Language Learning and Language Teaching. Fourth edition. London: Hodder. 

• Richards, Jack C. & Rodgers, Theodore S. (2011): Approaches and Methods in Language Teaching. Second edition. Cambridge: 

CUP. 

• Hedge, Tricia (2010): Teaching and Learning in the Language Classroom. Oxford: OUP. 

• Kolker Horwitz, Elaine (2008): Becoming a Language Teacher. A Practical Guide to Second Language Learning and Language 

Teaching. New York: Pearson. 

Teaching and Learning Profile 

Provide details of the method of delivery (lectures, seminars, fieldwork, lab work, etc.) used to enable the 

achievement of learning outcomes and an indicative number of hours for each activity to give an overall picture 

of the workload a student taking the module would be expected to undertake. 

1. Student / lecturer interaction 

Specify details of the method of delivery e.g. 

lectures, seminars, fieldwork, lab work etc. used to 

enable the achievement of the learning outcomes 

and an indicative number of hours for each activity. 

2. Student independent learning time 

Specify an indicative number of independent hours 

of study a student undertaking this module would 

be expected to undertake. 

Combination of lectures and seminars. 

11 weeks of teaching in both semesters, 

2h student/lecturer interaction per week 

= in total 44h student/lecturer interaction 

22h per week during 22 weeks of teaching = 484h 

plus 36h each reading week = 72h 

= in total 556h student independent learning time 

1. + 2. Total module notional study hours 

Specify the total module notional study hours. This 

should be a total of the hours given in 1. and 2. 

The notional study hours for each academic credit 

point is 10. A 15 credit point module therefore 

represents 150 notional study hours. 

44h student/lecturer interaction 

+ 556h student independent learning time 

= 600h total module notional study hours 

Assessment Profile 

Provide details of the assessment methods used to assess the achievement of learning outcomes. 

Brief Description of 

Assessment 

Assessment Type 

Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 

Final element Mark for 

of assessment? Individual 

Assessment 

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TPB2011-025 

Continuous assessment over the 

whole year: 5 pieces of 

coursework per semester, 400 

words each 

Coursework 

5 pieces of 

coursework per 

semester, 400 

words each = 

4000 words in 

total 

50% No n/a 

Essay one at end of first semester Coursework 2,000 words 25% No n/a 

Essay two at end of second 

semester 

Coursework 2,000 words 25% Yes n/a 

Reassessment 

Provide details of the reassessment methods used, specifying whether reassessment is either standard 

reassessment or synoptic reassessment. 

Standard Reassessment 

Synoptic Reassessment 

Synoptic reassessment details (if you have indicated synoptic reassessment above, please give details) 

Brief Description of Assessment 


Duration / Length of Examination / 

Coursework 

2 essays Coursework 4000 words each 

Section 3 - Alternative Assessment Arrangements for Associate Students 

This section must only be completed if the module will be made available to associate students in Semester A 

and where the credit value of the "associate" version is the same as for the main version, and the main version 

is assessed by exam in May which is not available to the associate students. All other aspects of the module 

specification remain the same as indicated in Section 2 above. To add alternative assessment arrangements 

please click 'Add Alternative Assessment'. 

Section 4a - Half Module for Associate Students (for a half module to be taught in Semester A) 

This section must be completed if the proposed module will take place over 2 semesters but will be made 

available to single-semester associate students in a half-credit format in Semester A. Modules worth less than 

30 credits taken over 2 semesters may not be made available in a half-credit format. To add details for the half 

module please click 'Add Half Module (Semester A)'. 

Section 4b - Half Module for Associate Students (for a half module to be taught in Semester B) 


available to single-semester associate students in a half-credit format in Semester B. Modules worth less than 


module please click 'Add Half Module (Semester B)'. 

52

TPB2011-025 








Module Title MA Dissertation in Language Teaching 


Credit Value 60 Level 7 Module Type DPM Scheme Taught Postgraduate 


Proposed JACS Code 

X300 Academic studies in Education 





N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

53

TPB2011-025 






Core module for the MA in Language Teaching. In co-ordination with their supervisor, students will write a 10,000 to 12,000 word 

dissertation on a topic (original research) of their choice. 





• Staff for supervision 

• Updated library resources 

N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:29:51 Z 

Head(s) of 


Head(s) of 


Head(s) of 


54

TPB2011-025 


Module Title MA Dissertation in Language Teaching 


Credit Value 60 Level 7 Mode of Delivery On Campus Semester Semester 3 




N/A N/A N/A 




In coordination with a supervisor, students will select a topic for advanced study. They will collect and analyse the necessary data. 

This will result in the writing of a 10,000 to 12,000 word dissertation. For this, students will synthesize various aspects of the 

knowledge they will have obtained through the degree and demonstrate their ability to conduct and present high quality 

original research. 



• Enable students to plan, conduct and present in written form an extended research project. 

55

TPB2011-025 








A 1 

A 2 

A 3 

Able to devise an appropriate, relevant and original research question 

Able to conduct and execute appropriate data collection and analysis 

Able to identify and synthesize existing information on a given topic and apply it to a new domain 


B 1 

B 2 

B 3 

Effectively communicate background, method, findings and interpretations in written form 

Develop expertise in a given area 

Write effectively and confidently in a formal/professional style 

Attributes: 

C 1 

C 2 

C 3 

Ability to plan long-term projects, identifying constituent steps along the way 

Ability to manage time effectively and work independently 

Ability to set own deadlines for completion and learn to meet and adapt to self-imposed targets, as necessary 




N/A 

56

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5h to 10h in summer term 

for formal meetings between student and research supervisor 

This contact time is in addition to any informal supervision that takes 

place (including e-mail contact, time supervisor spends reading draft 

portions of dissertation, etc.) 





590h to 595h over summer term (May-August): 

planning project, conducting data collection and analysis 

and writing final dissertation. 







5h to 10h student/lecturer interaction 

+ 590h to 595h student independent learning time 

= 600h total module notional study hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

10,000 to 12,000 

words 

Percentage 

Weighting 

Qualifying 



Assessment 

MA Dissertation 

in Language Teaching 

Dissertation 

100% Yes n/a 

Reassessment 









Coursework 

57

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58

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Module Title Educational Technology and Language Teaching I – Technology in the Classroom 





X100 Training Teachers 





N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

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The twenty-first century language teacher has to be not only a competent and innovative user of learning technologies, but one 

who understands new technologies well enough to enable their students to make creative use of those technologies in their 

language studies. According to Eaton (2010), "Students are harnessing their creativity to express themselves and demonstrate 

what they know using technology. The challenge for the twenty-first century teacher will be to find ways to allow them to do 

that." A survey of the state-of-the-art of technologies available to educators today (e.g. Godwin-Jones, 2007; Vanderplank, 2010), 

shows that language teachers today need to be well-versed in how to make effective use of learning technologies in their 

teaching practice. The purpose of this course, therefore, is to provide an opportunity for practising language teachers to develop 

their skills in the field of language learning with technology. 

This optional module therefore, is designed to provide an introduction to key developments in the field and to provide 

opportunities for course participants to develop their practical skills in using technology in language teaching. 

References 

Eaton, S.E., (2010).' Global Trends in Language Learning in the 21st Century.' < http://www.eaea.org/doc/news/Global-Trends-in- 

Language-Learning-in-the-21st-Century.pdf. Accessed 27/6/2011 > 

Godwin-Jones, R., (2007). 'Emerging Technologies Tools and Trends in Self-Paced Language Instruction.' Language Learning and 

Technology, 11:2, 10-17. < http://llt.msu.edu/vol11num2/emerging/default.html. Accessed 27/6/2011 > 

Vanderplank, R., (2010). 'De´ ja` vu? A decade of research on language laboratories, television and video in language learning.' 

Language Teaching, 43:1, 1-37. < http://journals.cambridge.org/abstract_S0261444809990267. Accessed 27/6/2011 > 



Personnel: Mr Martin Barge (Technical Director of the Language Centre). The fact 

the Mr Barge will be engaged in pedagogical activity may require obtaining 

additional technical help from IT Services when required. 

Resources: Language Centre language labs, Smartboards, projectors, PCs, 

language learning software including licences. Purchase of copies of set texts for 

QM Library; language learning materials for evaluation. 



N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:33:02 Z 

Head(s) of 


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Head(s) of 


Head(s) of 


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Module Title Educational Technology and Language Teaching I – Technology in the Classroom 




Mr Martin Barge 


N/A N/A N/A 




This module is designed to provide an introduction to the pedagogical use of technology in the language classroom. The course 

will focus on key issues and developments in the field of classroom-based language teaching with technology and will explore 

practical approaches to using technological tools in the classroom. Participants will be given opportunities to develop practical 

lesson ideas and materials and will be encouraged to pursue their particular interests in the subject area. 



This module aims to provide a broad introduction to the field of language teaching with technology. Language teachers today 

are required to become competent at using a wide range of specialised and generic technological tools in their teaching practice. 

This module aims to address this requirement by providing opportunities for course participants to develop their technical and 

pedagogical skills' set in a modern technological language learning facility (the Queen Mary Language Centre Laboratories). The 

module content will include explorations of the theoretical and research literature in the field, as well as providing hands-on 

practice in teaching with technology. Participants will be required to demonstrate acquisition of skills and knowledge through 

both written and practical production. 

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A 1 

A 2 

A 3 

Participants will develop a systematic understanding of core knowledge, together with a critical awareness of current 

problems and new insights in the field of educational technology in language education. 

Participants will develop a comprehensive understanding of approaches and techniques applicable to the 

development of their own research and scholarship in this field of enquiry. 

Participants will demonstrate originality in the application of knowledge, together with a practical understanding of 

how established techniques of research and enquiry are used to create, interpret and apply knowledge in the 

discipline. 


B 1 

B 2 

B 3 

Participants will be able to critically evaluate current research and advanced scholarship in the field of educational 

technology and language learning. 

Participants will be able to evaluate pedagogical approaches and methodologies, develop critiques of them and, 

where appropriate, propose new hypotheses. 

Participants will continue to advance their knowledge and understanding in the field of educational technology, and 

to develop new skills to a high level. 

Attributes: 

C 1 

C 2 

C 3 

Participants will demonstrate self-direction and originality in tackling and solving problems, and act autonomously in 

planning and implementing tasks to a professional standard. 

Participants will demonstrate evidence of independent learning abilities required for their continuing professional 

development in the field. 

Participants will demonstrate initiative and personal responsibility in making technical and pedagogical decisions and 

choices in a range of classroom-based situations. 




• Crystal, D. (2001). Language and the Internet. Cambridge. CUP. 

• Levy, M. (1997). Computer-Assisted Language Learning. Context and Conceptualization. Oxford. OUP. 

• Pennington, M.C. (1996). The Power of CALL. Houston. Athelstan. 

• Scrimshaw, P. (1993). Language, Classrooms and Computers. London. RoutledgeFalmer. 

• Windeatt, S., Hardisty, D. and D. Eastment (2000). The Internet. Oxford. OUP. 

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11 teaching weeks per semester, 2h classes per week = total 22h 

Lab-based classes (2 hours per week) will focus on practical 

dimensions of the discipline. This will be supported by guided 

materials and structured tasks on the VLE. 

22h per week during the 11 weeks teaching time = total 242 

Plus 36h in Reading week = 36h 

total 278h 

Students will be required to undertake extensive reading of the 

literature in the discipline. This will consist of books and refereed 

journals, available online and via the Library. Participants will also be 

required to plan, prepare and produce high-quality lesson materials. 

300 

This will consist of a balance of theoretical input based around the 

core literature and in-class discussion, combined with practical labbased 

activity supplemented with online tutorial material provided 

on the VLE. 




Assessment 

A written evaluation of one or 

two published pedagogical 

materials that use technology in 

the classroom. 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 1,400 words 30% No n/a 

The creation of a set of lesson 

materials for a 1-1.5 hour 

language lesson incorporating at 

least two technological teaching 

tools. Accompanied by a written 

essay explaining the rationale for, 

development of and 

implementation of the materials. 

Coursework 

1 x 1-1.5 hour set 

of lesson 

materials; plus 1 

x 2,000 word 

essay. 

70% Yes n/a 

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Reassessment 









Coursework 

















65

TPB2011-025 








Module Title Educational Technology and Language Teaching II 





X100 





N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

66

TPB2011-025 






Computer technologies offer great scope and opportunities for language teachers to create and develop engaging and effective 

computer-based language learning applications for their learners, including desktop, mobile and web-based applications, such 

as language games, quizzes and multimedia materials. The tools available to teachers for this purpose range from relatively easyto-use, 

template-based authoring environments, to complex web and application programming languages. This presents 

interesting questions about the interface between the disciplines of language teaching, e-learning and elements of computer 

science. It has even been proposed that language teachers who learn the basics of computer programming bring increased 

benefits to the language teaching profession (Vincent, M., 1985). This optional module, therefore, aims to address this 

professional need, by providing an introduction to the design and development of computer-based language learning materials 

for learner-directed self-access learning contexts. 

References 

Vincent, M. (1985). Should Teachers Learn to Programme? Computers in English Language Teaching. ELT Documents: 122, pp 

79-82. 



Personnel: Mr Martin Barge (Technical Director of the Language Centre). The fact 

the Mr Barge will be engaged in pedagogical activity may require obtaining 

additional technical help from IT Services when required. 

Resources: Language Centre language labs, Smartboards, projectors, PCs, 

language learning software including licences. Purchase of copies of set texts for 

QM Library; language learning materials for evaluation. 



N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:39:49 Z 

Head(s) of 


Head(s) of 


Head(s) of 


67

TPB2011-025 


Module Title Educational Technology and Language Teaching II 




Mr Martin Barge 


N/A N/A N/A 




This module will provide an introduction to the use of computer software for the creation of digital language learning materials' 

for use by learners in self-access, self-study contexts. The module will focus on theoretical and research literature in the field of 

computer-based and web-based language learning materials' design, and will introduce participants to a range of authoring 

tools and scripting languages that can be used for this purpose. Participants will be encouraged to explore their own interests in 

this field and to develop their own materials. 



Advances and developments in digital technologies over the course of the past 30 years have brought with them a proliferation 

of digital language learning materials, from CD/DVD-ROM-based materials to the sophisticated, web-based language learning 

applications of today. This module, therefore, aims to provide course participants with a broad understanding of trends and 

developments in this field, with a particular focus on how such materials are made, the design principles underpinning them and 

the development tools used in their creation. The course also aims to provide participants with the basic techniques and skills 

needed to develop effective computer-based language learning materials for independent language learning contexts. 

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A 1 

A 2 

A 3 

Participants will develop a systematic understanding of core knowledge, together with a critical awareness of current 

problems and new insights in the field of digital materials' design for language education. 

Participants will develop a comprehensive understanding of approaches and techniques applicable to the 

development of their own research and scholarship in this field of enquiry. 

Participants will demonstrate originality in the application of knowledge, together with a practical understanding of 

how established techniques of research and enquiry are used to create, interpret and apply knowledge in the field of 

digital language learning media. 


B 1 

B 2 

B 3 

Participants will be able to critically evaluate current research and advanced scholarship in the field of digital 

materials' design for language learning. 

Participants will be able to evaluate a range of approaches and methodologies applicable to digital materials' 

development, develop critiques of them and, where appropriate, propose new hypotheses. 

Participants will continue to advance their knowledge and understanding in the field of digital materials' 

development, and to develop new skills to a high level. 

Attributes: 

C 1 

C 2 

C 3 

Participants will demonstrate self-direction and originality in tackling and solving problems, and act autonomously in 

planning and implementing design solutions to a professional standard. 

Participants will demonstrate evidence of independent learning abilities required for their continuing professional 

development in the field. 

Participants will demonstrate initiative and personal responsibility in making technical and design decisions and 

choices appropriate to their chosen contexts. 




• Felix, U. (2003). Language learning online: towards best practice. Lisse. Swets and Zeitlinger. 

• Hemard, D.P. (1997). Design Principles and Guidelines for Authoring Hypermedia Language Learning Applications. System 25(1), 

9-27. 

• Levy, M. and Stockwell, G. (2003). CALL dimensions: options and issues in computer-assisted language learning. Mahwah. 

Lawrence Erlbaum Assoc. 

• Oliver, R. and Herrington, J. (1995). Developing effective hypermedia instructional materials. Australian Journal of Educational 

Technology, 11(2), 8-22. 

• Watts, N. (1997). A Learner Based Design Model for Interactive Multimedia Language Learning Packages. System 25(1), 1-8. 

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Practical Text: 

• Richardson. W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. USA. Corwin Press. 















Lab-based classes (2 hours per week) will focus on practical skills. 

This will be supported by guided materials and structured tasks on 

the VLE. 



total 278h 

Students will be required to undertake extensive reading of the 

literature in the discipline. This will consist of books, refereed 

journals, technical guides and practice-based tutorial material. 







300 

This will consist of a balance of theoretical input based around the 

core literature and in-class discussion, combined with practical 

computer-based activity, supplemented with online tutorial material 

provided on the VLE. 




Assessment 

A written evaluation of one or 

two sets of digital materials 

designed for independent 

language learning. 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 1,400 words 30% No n/a 

70

TPB2011-025 

The design and partial creation of 

a set of digital materials designed 

for independent language 

learning. 

Practical 

1 x set of digital 

materials (5 

screens), 

accompanied by 

1 x materials' 

design 

document and 

rationale (2,000 

words) 

70% Yes n/a 

Reassessment 









Coursework 

















71

TPB2011-025 








Module Title Assessment in Language Teaching 










N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

72

TPB2011-025 






Option module for the MA in Language Teaching. 

The rationale for this module is to contextualise the role of assessment within the language learning process and to identify ways 

in which forms of assessment influence the content of a language learning course or process. There is a need for continuing 

research and development in the field, both from the theoretical and practical point of view. This module aims to raise students' 

awareness of the importance of different approaches to assessment in language learning. 



Language laboratories, laptop computer, course material, supplementary 

teaching material including audio-visual, books, journals and other references. 



N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:42:00 Z 

Head(s) of 


Head(s) of 


Head(s) of 


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Module Title Assessment in Language Teaching 




Rosa Maria Martin and Martyn Ellis 


N/A N/A N/A 




The module will describe and analyse the theoretical development and principles of language test construction and its history. It 

will also analyse and assess different models of language tests with regard to validity, reliability and fitness for purpose. It will 

look at different areas of assessment, including self-assessment and continuous assessment. The role played by the Common 

European Framework of Reference will be studied. The module will investigate aspects of the washback effect of tests on 

teaching and course content and will involve students in the evaluation and construction of language assessment tools. 



The module aims to develop an understanding of the historical and theoretical development of language test construction, of 

the various purposes of language testing and to analyse the criteria by which the validity of various language testing formats and 

content can be measured. The module also aims to provide insights and guidance into ways in which assessment in language 

learning can be built into a course of study and also to guide students towards relevant approaches in the evaluation and 

construction of effective and appropriate language assessment tests. 

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A 1 

A 2 

A 3 

Students will develop a systematic understanding of knowledge of the theoretical and historical development of 

language assessment and testing. 

Students will develop a comprehensive understanding of techniques involved in the construction of language 

assessment tests as a result of their own research into the area. 

Through an understanding of how established techniques of research are used to create and interpret knowledge in 

the discipline, students will apply such knowledge in the construction and analysis of language testing assessment 

tools. 


B 1 

B 2 

B 3 

Students will be able to deal systematically with the complex issues related to validity, reliability and fitness for 

purpose of different forms of language assessment test. 

Students will be able to demonstrate self-direction and originality in tackling and solving problems related to the 

discipline, and act autonomously in planning and implementing tasks at the required level relating to the 

development of valid language testing materials. 

Students will be suitably equipped to continue to advance their knowledge and understanding and to develop new 

skills related to the topic of assessment in language learning. 

Attributes: 

C 1 

C 2 

C 3 

Students will have the qualities and transferable skills necessary to be able to exercise initiative and personal 

responsibility in the area of assessment in language teaching and learning. 

Students will have the qualities and transferable skills necessary to manage decision-making in complex and 

unpredictable situations in the area of assessment in language teaching and learning. 

Students will have the qualities and transferable skills necessary to be able to continue independent learning required 

for continuing professional development in the area of assessment in language teaching and learning. 




• Alderson, J. & North, B. (eds) (1991). Language Testing in the 1990s: The Communicative Legacy. London: Macmillan. 

• Alderson, J. C. & Clapham, C. M. & D. Wall (1995). Language Test Construction and Evaluation. Cambridge: Cambridge University 

Press. 

• Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. 

• Council of Europe (ed.) (2002). Common European Framework of reference for languages : learning, teaching, assessment : case 

studies. 

• Martyniuk, Waldemar (2010). Aligning tests with the CEFR: reflections on using the Council of Europe's draft manual. Cambridge 

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University Press. 

• Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press. 

• Hunt, M.J. & Neill, S.R.St. J. & Barnes, A. (2007). The use of ICT in the assessment of modern languages: the English context and 

European viewpoints. Educational Review 59/2, pp. 195-213. 

• Norris, John Michael (2008). Validity evaluation in language assessment. Frankfurt am Main etc: Lang. 

• The International Language Testing Association (ILTA) 2002 Web Site. . 

• Two sites, the first of which gives examples of many tests of English and the second of which 

describes the DIALANG project in Europe . 

















total 278h 







300 




Assessment 

Essay on the theory of 

assessment or analysis of a test 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 4000 100% Yes n/a 

Reassessment 





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Coursework 

















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Module Title Syllabus Design in Language Teaching 










N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

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The rationale for this option module is to consider the importance of syllabus design in the language learning process and its 

influence on the content and desired outcomes of the language learning course. In order to provide a background to its 

development, the history of syllabus design in language learning will be considered and recent approaches and rationales to 

syllabus design will be analysed. 







N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:43:40 Z 

Head(s) of 


Head(s) of 


Head(s) of 


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Module Title Syllabus Design in Language Teaching 






N/A N/A N/A 




The module will describe and analyse the theoretical development and principles of syllabus design in language learning and its 

history. It will also analyse and assess different types of syllabi in use in today's language learning classrooms. The role played by 

the Common European Framework of Reference in influencing modern syllabus design will also be considered. The module will 

evaluate examples of different syllabus types in terms of their suitability and ease of use in a number of language learning 

situations and will engage students in writing their own syllabi. 



The module aims to develop in students an understanding of the historical and theoretical development of syllabus design and 

of the ways in which syllabus design has responded to different theories of effective teaching and learning. It aims to assess the 

practicality of different syllabus types in terms of delivering effective language courses and will provide students with the tools 

with which to effectively assess the strengths, weaknesses and suitability of a range of syllabus types. 

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A 1 

A 2 

A 3 

Students will develop a systematic understanding of the theoretical and historical development of various types of 

language learning syllabus. 

Students will develop a comprehensive understanding of techniques involved in the construction of language 

learning syllabi as a result of their own research into the area. 


the discipline, students will apply such knowledge in the analysis of levels of appropriacy and validity of syllabus 

documents. 


B 1 

B 2 

B 3 

Students will be able to deal systematically with the complex issues related to validity, reliability and fitness for 

purpose of different approaches to syllabus design. 

Students will be able to demonstrate self-direction and originality in tackling and solving problems related to the 

discipline, and act autonomously in planning and implementing tasks at the required level relating to the analysis and 

development of syllabus documents. 


skills related to the topic of syllabus design. 

Attributes: 

C 1 

C 2 

C 3 


responsibility in the area of syllabus design in language teaching and learning. 

Students will have the qualities and transferable skills necessary to manage decision-making in complex and 

unpredictable situations in the area of syllabus design in language teaching and learning. 


for continuing professional development in the area of syllabus design in language teaching and learning. 




• White, R.V. (1988). The ELT Curriculum: Design, Innovation and Management. Oxford: Oxford University Press. 

• Yalden, J. (1987). Principles of Course Design for Language Teaching. Cambridge: Cambridge University Press. 

• Brumfit, C.J. (ed.) (1984). General English Syllabus Design, ELY Documents No. 118. London: Pergamon Press & The British 

Council. 

• Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press. 

• Council of Europe (ed.) (2002). Common European Framework of reference for languages : learning, teaching, assessment . Case 

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studies. 

















total 278h 







300 




Assessment 

1. Essay analysing the effect of 

the CEFR or other frameworks on 

modern syllabus design 

2. Design and present a syllabus 

for a language course. 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 3000 60% Yes n/a 

Coursework N/A 40% No n/a 

Reassessment 






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Essay analysing the effect of the CEFR or other 

frameworks on modern syllabus design 



Coursework 

Coursework 4000 

















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Module Title Analysis and Teaching of Spoken Language 





Q110 Applied Linguistics 





N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

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Option module for MA in Language Teaching 

Research in language pedagogy has demonstrated that speaking is a serious stumbling block for learners. While good receptive 

skills, listening in particular, seem to develop fairly quickly, it often takes a long time for a learner to produce a conversation in the 

target language accurately and appropriately. Equally, teaching spoken language poses a challenge for language teachers, as it is 

difficult to create or re-create authentic conversations in the language classroom. Often the spoken language they teach is far 

removed from what a learner would encounter in the context of the target country (lack of authentic input). 

The purpose of this module is to introduce students to strategies and techniques of teaching spoken language. The module will 

be divided into two parts. In the first part, students will be familiarised with the concept of Conversation and Discourse Analysis 

and will be examining a range of authentic conversations in order to understand the complexity and a range of features 

distinctive for spoken language. Finally, students will be analysing spoken conversations produced by learners in order to identify 

linguistic problems occurring when producing speech in the target language. The second part will focus on strategies to 

teaching spoken language. By drawing on the recent research in second language processing and on successful teaching 

approaches, students will be assessing the different ways of how to make the task of speaking easier and approachable for 

students. Issues to be discussed will include: motivation, fear and speaking in the target language, task-based teaching, using 

spoken input to teach grammar and error corrections. Finally, students will be introduced to methods of assessment of spoken 

output produced by learners. 





Teaching staff (Dr Sylvia Jaworska) 

Language Laboratory (computer, recording facilities) 

Updated library resources (see bibliography below) 

VLE 

N/A 






Ruediger 

Goerner 






Date: 2012.01.12 10:46:16 Z 

Head(s) of 


Head(s) of 


Head(s) of 


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Module Title Analysis and Teaching of Spoken Language 




Dr Sylvia Jaworska 


N/A N/A N/A 




The purpose of this module is to introduce students to techniques and strategies of teaching spoken language. By drawing on 

Conversation and Discourse Analysis, students will be first familiarised with the complexity of spoken language and examine its 

typical features. Subsequently, students will be introduced to a range of approaches to teaching spoken language. The focus will 

be on aspects such: motivation and speaking, task-based teaching, using spoken input to teach grammar, error corrections and 

assessment of spoken output. 



1) to introduce students to strategies and techniques used to teach spoken language, 

2) to enable students to apply the knowledge to develop their own teaching and learning materials, 

3) to enhance students critical and analytical skills by evaluating and comparing different methods of teaching and assessing 

spoken output, 

4) to familiarise students with the methods of Conversation and Discourse Analysis, 

5) to help students understand the process of how learners acquire spoken skills in the target language and the problems they 

encounter, 

6) to foster students' research capacity and communication skills by completing small research tasks in teams. 

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A 1 

A 2 

A 3 

Knowledge of methods and approaches used to teach spoken language 

Understanding of analytical research tools (qualitative methods) used to examine spoken language 

Understanding of principles underlying spoken communication and problems that learners encounter when they 

acquire spoken skills 


B 1 

B 2 

B 3 

apply the knowledge gained to design of tasks to support authentic communication in the language classroom 

reflect and critically assess a range of methods and approaches used to teach spoken language 

use qualitative research methods competently and interpret information effectively 

Attributes: 

C 1 

C 2 

C 3 

enhance autonomy and problem solving strategies 

develop better communication and analytical skills (completing smaller research tasks in teams) 

work individually and in collaboration with others 




• Brown, G. & Yule, G. 1983. Teaching the Spoken Language. Cambridge, Cambridge University Press. 

• Brown, G. & Yule, G. 2003. Discourse Analysis. Cambridge, Cambridge University Press. 

• Bygate, M. 1987. Speaking. Oxford, Oxford University Press. 

• Cameron, D. 2006. Working with spoken discourse. London, Sage. 

• Carter, R. & M. McCarthy. 1997. Exploring Spoken English. Cambridge, Cambridge University Press. 

• Celce-Murcia, M. & Olshtain, E. 2000. Discourse and Context in Language Teaching: A Guide for Language Teachers. Cambridge, 

Cambridge University Press. 

• Field, J. 2008. Listening in the Language Classroom. Cambridge, Cambridge University Press. 

• McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge, Cambridge University Press. 

• Paltridge, B. 2006. Discourse analysis: an introduction. London, Continuum. 

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• Thornbury, S. & Slade, D. Conversation. Cambridge, Cambridge University Press. 

• Tsui, A.B.M. 1994. English Conversation. Oxford, Oxford University Press. 











lectures with elements of seminar (group discussions, group work) 






spent on readings, class preparation, individual research tasks, 

group work, individual work in the language lab 


total 278h 







300 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Portfolio Coursework 4000 words 100% Yes 

Qualifying 



Assessment 

Reassessment 









Coursework 

88

TPB2011-025 

Coursework 

















89

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Module Title Corpus Linguistics and Language Pedagogy 





Q110 Applied Linguistics 





N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

90

TPB2011-025 






Option module for the MA in Language Teaching 

Although Corpus Linguistics (CL) is a new field within the discipline of Linguistics - it developed in the late 1970s - it has had an 

immense impact on language studies since. Corpus-based studies have offered much more precise, systematic and reliable 

insights into language structures at any level including phonology, morphology, syntax and discourse, and in a variety of 

registers and settings. CL has also revolutionised the teaching and learning of English - most of English learning materials and 

dictionaries published by prominent international publishers are now based on insights from corpora. It has also contributed to 

the development of new corpus-based teaching and learning approaches. 

The aim of the proposed module is to introduce students to this new and innovative field of linguistic enquiry. The module 

should consist of three parts: Theory, Practice and Pedagogical Application. The first part of the module will focus on the 

theoretical aspects underlying CL, particularly on the question of how CL differs from other methods of linguistic enquiry. 

Students will be familiarised with the key principles as well as theoretical constructs developed within CL such as idiom principle, 

semantic prosody, lexico-grammar and pattern grammar. In the second part, students will be introduced to some of the most 

widely used software and electronic corpora. This will enable them to get a hands-on experience in creating, annotating, 

analysing and summarising corpus-data for teaching and learning purposes. The third part - Pedagogical Application - will 

introduce students to the ways of how CL can be applied to the design of teaching and learning materials. Students will be 

showed how to use corpus resources to teach basic and advanced vocabulary and will be exploring corpus resources for the 

purpose of teaching grammar. They will also be introduced to the application of CL in research on language acquisition. Through 

a range of exercises and small research tasks to be completed individually and in teams, students will be able to directly apply CL 

tools and principles to develop teaching and learning materials for various purposes (vocabulary, grammar, spoken language). In 

so doing, this module will offer an in-depth understanding of CL as applied to a range of pedagogical contexts and for individual 

research purposes. 





Teaching staff (Dr Sylvia Jaworska) 

Language Laboratory, 

Software: WordSmith Tools, Sketch Engine, British National Corpus 

Updated library resources (see bibliography below) 

VLE 

N/A 






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Module Title Corpus Linguistics and Language Pedagogy 




Dr Sylvia Jaworska 


N/A N/A N/A 




This module will introduce you to the field of Corpus Linguistics (CL) and its pedagogical applications. In the first part you will be 

introduced to the theoretical principles of CL such as idiom principle, semantic prosody and pattern grammar. You will also gain 

hands-on experience in using software and electronic corpora, and in analyzing corpus-data. In the second part, the module will 

demonstrate the ways in which CL can be applied to the design of teaching and learning materials (vocabulary, grammar and 

spoken language). You will also be introduced to the application of CL in research on language acquisition. 



1) to introduce students to a new method of linguistic inquiry, 

2) to enable students to apply the new method to develop teaching and learning materials for different purposes (teaching 

vocabulary, grammar, spoken language), 

3) to enhance students critical and analytical skills by evaluating and comparing CL with other methods of linguistic inquiry, 

4) to critically evaluate a range of electronic corpora, 

5) to define queries in a precise manner to extract data from a corpus for pedagogical purposes, 

6) to understand the process of building corpora and analysing research data produced by corpora searches, 

7) to produce and discuss corpus-based research data in a concise and coherent manner, and in so doing to enhance their 

research and communication skills, 

8) to foster their research capacity by completing small research tasks in teams, 

9) to use computer technology competently and effectively as a tool in linguistic research. 

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A 1 

A 2 

A 3 

Corpus Linguistics, its principles, tools, strengths and weaknesses as a method of linguistic inquiry 

Applications of CL to teaching and learning foreign languages 

Computer technology as a tool in pedagogical research 


B 1 

B 2 

B 3 

apply a new methodological tool in a variety of pedagogical contexts 

reflect and critically assess a range of methodological tools and methods (statistical analysis) 

develop a better capacity to communicate research findings effectively 

Attributes: 

C 1 

C 2 

C 3 

enhance autonomy and problem solving strategies 

use communication technologies competently and interpret information effectively 

work individually and in collaboration with others 




• Altenberg B. & Granger S. (2001). The grammatical and lexical patterning of 'make' in native and non-native student writing. In: 

Applied Linguistics 22(2): 173–194. 

• Biber, D. (1988). Variation across speech and writing. Cambridge, Cambridge University Press. 

• Biber, D. Conrad, S. & Reppen, R. (1998). Corpus Linguistics: Investigating Language Structure and Use. Cambridge, Cambridge 


• Erman, B. & Warren, B. (2000). The idiom principle and the open choice principle . In: Text 20 (1): 29–62. 

• Granger S. (1998). Prefabricated patterns in advanced EFL writing: collocations and formulae. In: Cowie A. (ed.) Phraseology: 

theory, analysis and applications. Oxford, Oxford University Press: 145–160. 

• Hunston, S. (2002). Pattern grammar, language teaching, and linguistic variation: applications of a corpus-driven grammar. In: • 

Reppen, R., Biber, D. & Fitzmaurice, S. (eds.). Using Corpora to Explore Linguistic Variation. Benjamins, Amsterdam: 167–183. 

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• McEnery, T. & Wilson, A. (1996) Corpus Linguistics. Edinburgh, Edinburgh University Press. 

• O’Keeffe, A. & McCarthy, M. 2010. The Routledge Handbook of Corpus Linguistics. New York, Routledge. 

• O’Keeffe, A., McCarthy, M. & Carter, R. 2007. From Corpus to Classroom. Cambridge, Cambridge University Press. 

• Sinclair, J. (1991): Corpus, Concordance, Collocation. Oxford University Press, Oxford. 

• Stubbs, M. (2001). Words and Phrases: Corpus Studies of Lexical Semantics. Oxford, Blackwell. 











lectures with elements of seminar (group discussions, group work) 






spent on readings, class preparation, individual research tasks, 

group work, individual work in the language lab 


total 278h 







300 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Portfolio Coursework 4000 words 100% Yes 

Qualifying 



Assessment 

Reassessment 






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Coursework 


Coursework 

















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Module Title Teachers as Learners - Learners as Teachers 










N/A 



N/A 







2012/13 15 6 30 

2013/14 20 6 30 

2014/15 25 6 30 

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The rationale for this option module is to enable students to study the field of language learning strategies through analysis of 

their own language learning strategies during a taught course in a language that is not their own. This will provide them with the 

opportunity to engage in further research using their own experience alongside a more theoretical approach provided by 

literature and discussion in the field. 







N/A 






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Module Title Teachers as Learners - Learners as Teachers 


Credit Value 30 Level 7 Mode of Delivery On Campus Semester Semesters 1 & 2 




N/A N/A N/A 




The module will be in the form of a course of a minimum of 22 taught language lessons, each of a minimum of two hours in a 

target language of which the student is not a native speaker. During the course students will analyse their own approach to 

language learning and identify their learning strategies through the medium of a diary and further informed by their own 

reading of key literature on the subject. Students will analyse their learning strategies in the context of their background reading 

and also assess ways in which teaching and learning styles can best complement each other. 



The module aims to develop students' awareness of language learning strategies through analysis of their own strategies during 

a taught language course in which they reflect on their learning by means of a diary. The aim is also to equip students with an 

appreciation of different learning strategies which may be adopted by learners through researching the relevant literature and in 

so doing, consider how teachers and course designers can adapt their teaching programmes to cater for a range of learning 

styles and strategies. 

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A 1 

A 2 

A 3 

Students will develop an ability to analyse their own approach to language learning strategies by using their own 

experience. 

Students will develop a comprehensive understanding of the variety of approaches, strategies and styles adopted by 

learners when studying a language through a review of relevant literature. 


the discipline, students will apply such knowledge in the analysis of identified approaches to and strategies for 

language learning. 


B 1 

B 2 

B 3 

Students will be able to deal systematically with the complex issues related to different learning styles and strategies 

in the context of analysis of their own learning strategies. 

Students will be able to demonstrate self-direction and originality in identifying aspects of their own learning 

strategies alongside other described strategies. They will be able to act autonomously in planning and implementing 

research at the required level relating to the analysis of different learning strategies. 


skills related to the topic of language learning strategies. 

Attributes: 

C 1 

C 2 

C 3 


responsibility in the area of identifying and assessing the appropriacy of their own language learning strategies and 

those of others. 

Students will have the qualities and transferable skills necessary to manage decision-making in terms of adapting 

language learning materials and approaches to accommodate a range of language learning strategies. 


for professional development in the field of describing language learning strategies and of adapting approaches to 

teaching which accommodate a range of such strategies. 




• Oxford, R.L. (2011) Teaching and Researching: Language Learning Strategies. Longman 

• Wenden, A. & Rubin J. (1987), Learner Strategies in Language Learning. New Jersey: Prentice Hall. 

• O'Malley, J.M. & Chamot (1990). A.U. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University 

Press. 

• Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House. 

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• Griffiths, C. & Parr, J.M. (2001). "Language-learning strategies: theory and perception". ELT Journal 55/3, pp. 247-254. 










11 teaching weeks per semester, 1h classes per week (in addition to 

practical language classes) = total 22h 





11 language learning classes per week per semester, 

2h classes per week = 44h 

plus 9h per week during the 22 weeks teaching time = 198h 

Plus 2x 18h in Reading week = 36h 

Total = 278h 







300 




Assessment 

1. An essay on the theme of 

learning strategies including 

aspects of the student's own 

learning experience. 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 2500 words 40% Yes n/a 

2. An assessment of the student 

diary/portfolio 

3. Presentation on ways of 

exploiting materials which 

considers the needs of different 

learners 



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Reassessment 







An essay on the theme of learning strategies including 

aspects of the student's own learning experience. 



Coursework 

Coursework 4000 

















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Institute 



Part 2 Programme Proposal(s) 

Blizard Institute 

BSc (Intercalated) Global Public Health and Primary Care and 

10 associated module proposals: 

• Epidemiology and statistics 

• Health, illness and society 

• Health inequalities and social determinants of health 

• Health systems, economics, and policy 

• Primary health care: theory and practice 

• Globalisation and health care reform 

• Migration and health 

• Globalisation and contemporary medical ethics 

• Research appraisal and synthesis 

• Dissertation 




accompanying documentation. 






Due to the need to meet the timetable for recruitment to 

intercalated programmes for September 2012, the Part 1 

Programme Proposal was developed in parallel with this Part 

2 submission and has been approved by the Faculty Vice- 

Principal. 

The report from the external adviser and the programme 

team’s response are due to follow, along with one outstanding 

module proposal for Migration and Health. 

Part 2 Programme Proposal and Programme Specification 

This intercalated BSc programme is being developed 

alongside three new MSc programmes in this field. It is 

proposed that some content and delivery will be shared with 

the MScs that are also due to start in September. 

Differentiation in the academic levels of the modules will be 

achieved through the intended learning outcomes and 

assessment methods. TPB may wish to seek further 

information on how the different outcomes will be assured. 

The Board will need be mindful of this when the Part 2 

proposals for the MSc programmes are submitted for scrutiny 

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TPB2011-026 

at the February meeting. 

Module Proposals: 

TPB may wish to consider whether some of the learning 

outcomes in the following modules could be enhanced to 

reflect level 6 achievements: 


• Primary health care: theory and practice 


104


Part 2 Programme Proposal Form 

All sections must be completed in full and supplementary information attached where requested. Part 2 

proposals should be appended to the Programme Specification and submitted to the Academic Secretariat who 

will arrange for the consideration of the proposal at Taught Programmes Board. 


Summary Information 

Proposed Programme Title Global public health and primary care 

Programme Code 


Mode of study 

Programme 

Duration 

Bachelor of Science Intercalated Full Time 1 Academic Year 

Proposed Start Date September 2012 

Programme Organiser Prof Allyson Pollock 

Does this programme contain a foundation year or any pre-sessional activity? 

1) Programme Management 

Describe the arrangements for the operational management of the programme and the quality assurance 

mechanisms that will be put in place. Consideration should be given to student representatives and hearing 

student views. 

Complete either section a) for programmes delivered by one School/Institute or section b) for programmes 

delivered by more than one School/Institute. 

a) Single School/Institute Delivery 

This degree is being run alongside the three new MSc programmes in international health (MSc International Primary Health 

Care, MSc Global Public Health & Policy, MSc Health Systems & Global Policy). The intercalating BSc students will study alongside 

MSc students, attending the same lectures and seminars and receiving similar reading lists. The curriculum development group 

is fully aware of concerns about the problems that may be associated with shared undergraduate and postgraduate teaching 

and is actively addressing them. Intercalating students will receive different explanatory notes for the set texts and will be 

assessed differently (at SEEC level 6 rather than level 7) against different learning outcomes. In recognition of their needs, there 

will be teaching sessions specifically for them, including introductory sessions, and they will have their own academic adviser. 

The team running the programme has experience of running an intercalated BSc degree alongside MSc teaching, and has found 

it to be popular and successful for both undergraduate and postgraduate students. Student evaluations of previous courses at 

the University of Edinburgh highlighted the many and varied benefits to students at both levels from attending discussions with 

those outside their year group and from different professional backgrounds. 

In addition, the Centre for Primary Care and Public Health has extensive experience of intercalated teaching, having successfully 

run the BMedSci Health Sciences for nine years, and its staff include very experienced teachers and mentors of medical 

undergraduates, who will continue to provide teaching, academic guidance, and student pastoral support. 

N/A 

105


The Centre for Primary Care and Public Health will establish a Programme Management Board, chaired by Prof Trish Greenhalgh, 

to oversee the governance of programme and module development and delivery for the BSc and MScs. The Centre has already 

established an Education Strategy Group for wider strategic issues concerning undergraduate, postgraduate, and professional 

development education, chaired by Prof Allyson Pollock. 

At an operational level, there are weekly meetings of a curriculum development group for those involved in teaching to discuss 

programme and module development, so that learning outcomes and objectives, teaching methods, curriculum content, 

research methods, handouts, handbooks, and other matters are taken forward. A draft set of quality assurance guidance has 

been produced, and a postgraduate administrator has been appointed with experience and knowledge of QMUL regulations 

and quality assurance processes. 

The curriculum development group is addressing the following issues on both MSc and BSc programmes (these will feed into 

programme and module development guidance to be formally signed off by the Programme Management Board): 

1 Underpinning educational principles / teaching and learning strategy 

2 Module development 

3 Programme practicalities 

4 Staff and resources 

5 Student recruitment 

6 Student communications and pastoral care 

Taking each of these issues, the following are some aspects that have been addressed at this early stage: 

1 Underpinning educational principles / teaching and learning strategy 

a A focus on supporting learning rather than delivering teaching 

b Knowing the learners, including their backgrounds, needs, priorities, learning styles and any practical or cultural barriers to 

effective learning 

c Encourage deep rather than superficial or strategic learning 

2 Module development. For each module in development, a structured checklist of questions is applied, comprising: 

a How do the modules incorporate and reflect the programme aims? 

b Are the learning outcomes aligned with the programme, QAA and SEEC descriptors, and QMUL’s own guidance? 

c Are course materials (eg, reading lists and supporting study notes) produced in a consistent house style? 

d Is there consistency in the format of contact hours (generally one 1-hour lecture and one 2-hour seminar per week) or is 

deviation from this justified on pedagogical grounds? 

e How is the module assessed and do(es) the assessment(s) address all the key learning objectives? 

f Are all the above questions also addressed satisfactorily for the e-learning component? 

3 Programme practicalities. A number of operational aspects of the developing courses are addressed as rolling agenda items by 

the curriculum development group, including: 

a Marking schemes and turnaround times on summative assessment 

b Development and use of formative assessments 

c A system of internal peer review and quality control to be applied to all modules in development 

d Moderation of marking 

e Involvement of external examiners 

f Monitoring student progress (eg, via termly progress meetings) and incorporating student feedback into course development 

g Timetabling, including alignment of BSc / MSc programmes 

4 Staff and resources 

a Staff teaching load and balance with research load 

b Input from Centre staff other than key team 

c Appropriate selection and use of “guest lecturers” 

d Role of academic tutors, in particular in dealing with problems and in advising on and enabling progression 

5 Student recruitment 

a Integration of this new course into the established intercalated BSc system 

b Allocation of places to, and recruitment and selection of, external students 

106


6 Student support and communications 

a BSc students’ own separate feedback sessions – one in each semester (with overview at end of second semester) 

b Dealing with complaints and other problems 

b BSc student input into Student Staff Liaison Committee (eg, through elected representative) 

c Evaluation forms for each module 

d Regular meetings with academic tutors 

e Dedicated academic member of staff for BSc students 

7 Communication among staff 

a Core staff to meet at least fortnightly once programme has commenced 

b Documents relating to module and programme development, quality assurance, academic regulations, and other related 

matters are kept in a folder with shared access 

c All committee meetings to have agendas and minutes. The Education Strategy Group reports to the Centre Strategy Group. 

The chairs of this group, Centre leads Prof Sandra Eldridge and Prof Chris Griffiths report in turn to the director of the Blizard 

Institute. 

It is not planned that the programmes will require any digression from standard QMUL Assessment Regulations and associated 

Progression and Award Regulations. 

b) Joint School/Institute Delivery (Joint Working Statement) 

For programmes that are delivered jointly between more than one School/Institute or for programmes that 

utilise modules from other Schools/Institutes in an interdisciplinary capacity, a joint working statement should 

be provided. This should identify the respective responsibilities of each School/Institute with regards to 

programme management, quality assurance, and student support. 

N/A 

2) Plagiarism Detection 

Consideration should be given to the use of plagiarism detection software e.g. turnitin, for programmes with a 

significant proportion of written assessed work. Provide information about how this will be managed for the 

programme. 

All written assignments are to be submitted electronically by the student for entry into plagiarism detection software (expected 

to be turnitin). Staff will also be expected to be aware of plagiarism when marking. It should be noted that students will be 

invited to submit a non-assessed essay at the programme for substantial feedback on assignment writing. This will include 

showing them their turnitin score and how it was arrived at. 

3) Academic Staffing for the Programme (Non-Queen Mary Staff) 

List any academic staff that are not employed or managed by Queen Mary that will be involved in the teaching 

or assessment of the programme. 

N/A 

4) Distance Learning Programmes (if applicable) 

If the programme is distance learning, please specify how student-related data will be provided to the Student 

Administration Office. The mechanisms for the enrolment and assessment of distance learning students 

should also be described in detail. 

N/A 

107


5) Subject Examination Board Details 

Specify the name of the Subject Examination Board (SEB), which will oversee the assessment processes that 

operate for the programme(s) and modules clarify whether this is a new or existing SEB. For further 

information please contact Simon Hayter. 

School 


SMD: Blizard Institute 

Primary Care PG 

6) External Adviser Comments 

Detailed comments from at least one external adviser - submissions must be supported by external specialist 

opinion, e.g. from a representative of a professional organisation, or a senior academic in another institution. 

The external adviser should be able to comment in sufficient detail on the appropriateness and viability of the 

proposed programme (s). For further guidance regarding the selection criteria, role and expectations of 

External Advisers please refer to the External Adviser Guidelines. 

To follow 

Name & Title of External Adviser 

Current Post & Institution / Organisation 

Prof Rosalind Raine 

Chair of Health Sciences Research, UCL 

Address for Correspondence (and email) r.raine@ucl.ac.uk 

Epidemiology and Public Health, 1-19 Torrington Place, London. WC1H 7HB 

7) Response to External Adviser Comments 

This should include a full response to the comments provided by the External Adviser. Each point / issue 

raised by the External Adviser that requires further consideration should be addressed in detail in this 

response. 

To follow 

108


The following documents must accompany the Part 2 Programme Proposal. 

Proposals that are not accompanied by the necessary documentation will not be 

considered by Taught Programmes Board. 

> Has a Programme Specification been completed and submitted with the Part 2? Yes 

> Have module proposal forms for each new module been submitted with the Part 2? No 

> Is there evidence of support from at least one external adviser? No 

> Have the Academic Regulations (including progression, if not within the modular 

regulation structure) been clearly documented and/or appended? 

N/A 

Collaborative provision: programmes that are offered in partnership with an 

external organisation should usually have the following documents appended to 

the Part 2 Programme Proposal. 

> Has a draft Memorandum of Agreement been completed and submitted with the Part 

2? 

N/A 

> Has supplementary information on the management of the partnership been submitted 

with the Part 2? 

N/A 

> Have any special regulations been submitted with the Part 2 (where relevant)? N/A 

Approval of Part 2 Programme Proposal 




109



Mike Curtis 

Digitally signed by Mike Curtis 

DN: cn=Mike Curtis, o=Queen Mary, 

ou=Blizard Institute of Cell and 

Molecular Science, 

email=m.a.curtis@qmul.ac.uk, c=GB 

Date: 2012.01.16 13:02:45 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Chair of Taught Programmes 

Board 

110

UCL DEPARTMENT OF EPIDEMIOLOGY 

AND PUBLIC HEALTH 

UCL CENTRE OF APPLIED HEALTH RESEARCH 

TPB2011-026 a 

23 January 2012 

Dear James 

Thank you for inviting me to review the BSc Global Public Health & Primary Care. 

This cutting edge, thoroughly thought through Programme is clearly informed by relevant 

external reviews and guidelines and has been designed by a highly experienced team. The 

demand for the BSc is demonstrated. Governance and quality assurance issues have been 

addressed. The curriculum is clearly and well designed and relevant. However, career 

education does not appear to be included (which is one of the criteria suggested in the 

external adviser guidelines) and I would not be surprised if such a stimulating BSc does not 

awaken some students to the possibility of careers in the field. I therefore wonder if some 

thought could be given to the establishment of relationships with appropriate international 

organisations. Furthermore, whilst work based learning occurs with respect to UK based 

primary care (elsewhere in the MBBS curriculum), could some thought be given to identifying 

and establishing links with global initiatives which may provide medical electives for students 

wishing to build upon their learning in this BSc? 

Programme structure is appropriate and the needs of disabled students have been thought 

through. 

The BSc includes an appropriate and diverse range of modules which will prepare students 

for public health and primary care challenges across a range of contexts and countries and 

introduce them to relevant research methods. 

With respect to the epidemiology and statistics module: the content is appropriate and the 

link to policy debates is innovative. However I am not clear about the rationale for including 

qualitative research evidence appraisal here rather than in the ‘research appraisal and 

synthesis’ module. It may be because this latter module is elective and the organisers wish 

every student to be introduced to qualitative research designs. If this is the case, I wonder if 

the qualitative component would more appropriately sit in the core module ‘health illness and 

society’. 

With respect to the social determinants module: it is encouraging to see that a critical 

perspective will be taken. I hope that this will include the opportunity for students to explore 

both the Marmot/ Wilkinson arguments and the critiques to their approaches. To ensure this, I 

suggest that critiques of the Marmot/ Wilkinson approach are included in the reading list. 

Reference to the UCL Institute of Health Equity website may be helpful to allow students to 

see how the WHO Commission’s recommendations are being implemented locally and 

internationally. 

With respect to the ethics module- if within the organiser’s field of expertise, it might be 

interesting to include discussion of ethical approaches to health care resource allocation. 

UCL Department of Epidemiology and Public Health 

University College London 1-19 Torrington Place London WC1E 6BT 

Tel: +44 (0)20 7679 1713 Fax: +44 (0)20 7813 0280 

r.raine@ucl.ac.uk 

www.ucl.ac.uk/Epidemiology

TPB2011-026 a 

Finally, with respect to the dissertation, would it be appropriate to encourage the tutors to 

support their tutees in following through the highest quality dissertations to peer reviewed 

publication? 

I hope you find these comments helpful. 

Yours sincerely 

Rosalind Raine 

Professor of Health Care Evaluation 

Director of UCL Centre of Applied Health Research

TPB2011-026 a 

Response to external adviser’s comments 

BSc, global public health and primary care 

We are very grateful to Prof Raine for her comments. To respond to them one by one: 

1 Careers education and the establishment of relationships with international organisations 

We would be delighted if the programmes did indeed stimulate students’ interest to work in 

this area, although we feel that many students will already be moving in this direction. As part 

of our development of the MSc programmes and as part of the strengthening of global health 

in the medical curriculum we are building up links with a number of organisations around the 

world. Just to give just one example, during the global health week during a videoconference 

the College of Health Sciences at Makerere University in Uganda offered places to Barts 

students for electives. 

We are also in the process of building teaching links with leading educationalists in global 

health from, for instance, the University of Ghent, Antwerp University, and the Swiss Tropical 

Institute. Prof Pollock is unable to attend the Taught Programmes Board as she is in India 

where she will, among other things, explore teaching collaborations. 

2 Qualitative research methods in the Epidemiology and Statistics module 

This is a typographical error and will be amended accordingly. The module deals with 

quantitative research methods, while qualitative methods are covered in other modules but 

especially in Health, Illness and Society, led by Prof Clive Seale. 

3 Critical perspective in addressing the social determinants of health 

We are committed to encouraging students to explore new ideas as well as understand and 

challenge orthodoxies. Social determinants are an important issue in our programme and we 

would expect students to build up a deep understanding of the science and the debates. We 

welcome Prof Raine’s suggestion for reading material. 

4 Ethics and health care resource allocation 

We are grateful for this suggestion. The module organiser had intended to cover it under the 

heading “the discourse on distributive justice”, but it can of course be addressed more 

explicitly, and we will consider this over the coming months during the curriculum 

development process. 

5 Dissertations leading to peer‐reviewed publication 

We have every intention of encouraging and supporting our dissertation students to peerreviewed 

publication. We both have experience of this, and of the continuing research 

collaboration and development of research teams that ensues. 

Prof Trish Greenhalgh 

Prof Allyson Pollock 

23 January 2012

Programme Title: Intercalated BSc, global public health and primary care 






Name of Final Award and Programme Title Bachelor of Science Intercalated, global public health and primary care 



N/A 

One year 



Medicine 





Blizard Institute of Cell and Molecular Science 



N/A 


High quality primary health care and public health systems are the cornerstone of an efficient, effective, and equitable health 

system. Research leaders, educators, and policy-makers are integral to this process. What is needed is not just doctors who are 

good clinicians and scientists but doctors who can work effectively in multi-disciplinary teams and across sectors to develop 

and deliver appropriate community based services in a global context. This new intercalated BSc programme will provide 

students with an understanding of the significance of the current global challenges for health care and public health and will 

offer a multidisciplinary focus on global public health and primary care against a background of increasing health inequalities. 


The programme aims 

- to prepare students for the challenges facing public health and primary care across a range of contexts and in different 

countries. 

111


- to enhance students' understanding of planning, developing, and delivering services 

- to develop students' ability to advocate for patients and groups and address their needs through research and clinical practice 

- to introduce students to the principles and methods of interdisciplinary research 


Intercalating students who successfully complete the programme will return to medicine with a global perspective and 

equipped to work effectively in multi-disciplinary teams on behalf of their patients and local populations. 


A 1 

A 2 

A 3 

A 4 

A 5 

Theories and principles of health systems 

Epidemiology and statistics 

Theories and methods of sociological and anthropological research 

Theories and methods underpinning the social determinants of health 

Theory and practice of primary health care 


B 1 

B 2 

B 3 

B 4 

Critically appraise qualitative and quantitative evidence underpinning policies and interventions in public health and 

primary care 

Apply the principles of research and scholarship to the practice of medicine at individual and population level 

Select, apply and synthesise theories and empirical findings from different disciplines to issues in public health and 

primary care 

Plan, organise, undertake and present a piece of academic desk research 

Attributes: 

C 1 

C 2 

C 3 

C 4 

A global perspective on public health and primary care 

Acceptance of the responsibilities and opportunities this provides for medical professionals 

Capacity to argue and debate effectively and constructively 

Commitment to professional development and lifelong learning 

112



Each topic will be taught using a range of methods, varying according to the subject and learning objectives of the module. All 

modules will include lectures, small group tutorials and independent study. Most modules will follow a format of structured 

preparatory work (reading and reflection exercises), a weekly interactive lecture, a two-hour small group seminar and topic 

discussions by email. Visiting speakers will describe research, clinical or service development work in different countries and 

settings. Some modules will focus on key 'grey literature' reports such as those produced by the World Health Organisation. Data 

analysis sessions will include introduction to real datasets such as those from local or national public health observatories. 


Different modules will be assessed differently, depending on the learning objectives. Assessment methods will include a 

traditional examination (with essays or short answer questions), tutor-marked assignments (typically, a 2000-word structured 

essay), presentations, and a 5000-word dissertation. 


Students will take six 15 credit modules and a 30 credit dissertation. Some lectures and seminars will take place jointly with 

postgraduate (MSc) international health students, but BSc students will be given separate assessments (at level 6) and have a 

separate module tutor. 

Students will take five core modules and choose a sixth from a menu of four elective modules. In the first semester, students will 

focus on developing the key concepts and research methods and analysis for understanding the health of populations, the 

sociology and anthropology of health and illness, social determinants of health, health systems, and global health policy. In the 

second semester, students will take a further core module, an elective module, and undertake a dissertation project. Relevant 

research methods will be integrated into the teaching for each module so that methods are learned alongside the key topics. 

The following modules will be covered in the first semester 


• Health, illness and society 

• Health inequalities and social determinants of health 

• Health systems, economics, and policy 

The following modules will be covered in the second semester: 

• Primary health care: theory and practice (core) 

plus one from 

• Globalisation and health care reform 

• Migration and health 


• Research appraisal and synthesis 

The second semester will also include a desk research project leading to a 5000-word dissertation worth 30 credits. 

113


Academic Year of Study 

Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 

Epidemiology and statistics 15 6 Core 1 Semester 1 

Health, illness and society 15 6 Core 1 Semester 1 

Health inequalities and social 

determinants of health 

15 6 Core 1 Semester 1 

Health systems, economics, and policy 15 6 Core 1 Semester 1 

Primary health care: theory and practice 15 6 Core 1 Semester 2 

Globalisation and health care reform 15 6 Elective 1 Semester 2 

Migration and health 15 6 Elective 1 Semester 2 

Globalisation and contemporary 

medical ethics 

15 6 Elective 1 Semester 2 

Research appraisal and synthesis 15 6 Elective 1 Semester 2 

Dissertation 30 6 Core 1 Semesters 1-3 


The programme will be open to post 2nd/3rd/4th year medical and to dental students who have passed all years to date on the 

MBBS. 

Students will submit an application and be interviewed, and will be selected on the basis on academic ranking and interview, in 

line with the procedure for all SMD intercalated degrees. 

The programmes will be open to similarly qualified external students from other medical schools. 


The Blizard Institute staff-student liaison committee provides a formal means of communication and discussion between the staff 

and its students. It is envisaged that in addition there will be staff-student liaison committee to discuss the international health 

MSc and BSc programmes, with student representatives chosen by the students themselves, including both MSc and BSc 

students, and a range of staff. Separately, BSc students will have their own feedback sessions, one in each semester (with 

overview at end of second semester). 

114


The Centre is currently establishing a programme management board, and this will include a student representative. 

For each module, there will be student evaluation forms which will be analysed and discussed by staff, and which will feed into 

module and programme development. 

Alongside these formal processes, students will have regular meetings with their academic advisor (there will be a dedicated 

advisor for the BSc students). Students will be encouraged to raise any concerns at these meetings. 


The team running the programme has experience of running an intercalated BSc degree alongside MSc teaching, and the Centre 

for Primary Care and Public Health has extensive experience of intercalated teaching. Experienced teachers and mentors of 

medical undergraduates will provide teaching, academic guidance, and student pastoral support. BSc students will have their 

own academic advisor, and will have special teaching sessions specifically for them. These include introductory sessions such as 

revision-type sessions covering relevant parts of the medical curriculum already undertaken and dissertation guidance. 


N/A 


Where necessary guidance will be followed and advice sought from the QM Disability and Dyslexia Service 















N/A 

115





Person responsible for management of programme Prof Allyson Pollock 





116








Module Title Epidemiology and statistics 

Module Code 

Credit Value 15 Level 6 Module Type MOD Scheme Undergraduate 


Proposed JACS Code - 








N/A 







2012/13 10-15 3 15 

2013/14 10-15 3 15 

2014/15 10-15 3 15 

117






This is a core module for the BSc global public health and primary care. 

This module introduces students to key epidemiological and statistical concepts and methods used in public health and primary 

care research and policy making. Students will be expected to understand, define, and use incidence, prevalence, and mortality 

rates; understand the principles of standardisation and survival analysis; understand how to differentiate between association 

and causation in hypothesis generation and testing; and understand the principles of screening criteria. The module will also 

equip students to critically appraise qualitative research evidence underpinning policy interventions designed to prevent, 

diagnose, and treat disease and ameliorate inequalities in health through an understanding of research study designs and 

statistical techniques, including tests of significance and confidence intervals. 



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Module Title Epidemiology and statistics 

Module Code 



Prof Sandra Eldridge & Prof Allyson Pollock 


Health, illness and society; 


determinants of health; 

Health systems, economics and 

policy; 

Primary health care: theory and 

practice 




The module will include case studies to explore contemporary policy debates and the influence of quantitative research studies 

on public health and primary care policy and government intervention programmes. The advantages and disadvantages of 

different study designs and their application to different research questions will be covered. Students will gain skills in 

summarising quantitative data, including routine morbidity and mortality measures and interpreting the results of commonly 

used statistical techniques. 



The module is intended to equip students for primary care and public health research, policy and practice and to enable them to 

engage in clinical policy debates around interventions designed to reduce social inequalities. They will be able to critically 

appraise the quality of clinical trials, and other research, and will have the building blocks on which to build evidence based 

practice. 

119








A 1 

A 2 

Identify and describe appropriate data sources and apply a range of methods commonly used for summarising 

different types of quantitative data. 

Articulate the advantages and disadvantages of different study designs commonly encountered in public health and 

primary research. 


B 1 

B 2 

B 3 

Critically appraise research papers and interpret results in the light of this appraisal. 

Describe and interpret data from a set of tables and write a report. 

Describe the strengths and weaknesses of statistics and epidemiological data and data sources reported in the media 

and used by parliament. 

Attributes: 

C 1 

C 2 

Use quantitative data confidently and competently. 

Use information from research and policy studies for evidence based decision making in clinical medicine. 




- Bland, M. An introduction to medical statistics. (2000) 3rd edition OUP. 

- Altman D. Practical statistics for medical researchers. (1991). Chapman and Hall. 

- Greenhalgh, T. How to read a paper. The basics of evidence based medicine. (2010) 4th edition Wiley Blackwell. 

- Glasziou P, Del Mar C, Salisbury J. Evidence-based practice workbook. (2007) 2nd edition Blackwell. 

- Setel et al. Scandal of invisibility: making everyone count by being counted. The Lancet 2007;370(9598):1569-1577. 

- Barker D, Cooper C, Rose G. Epidemiology in medical practice. (1998) Churchill Livingstone; 5th edition. 

- McPherson K. Breast Cancer screening: balancing the debate BMJ 2010; 340 doi: 10.1136/bmj.c3106. 

120










10 x 1-hour lectures 

10 x 2-hour group seminars face to face 





120 hours independent study, comprising 20 hours background 

reading, 60 hours specific preparation / homework for seminars, 40 

hours assignment 







150 notional study hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Open book examination Examination 1 hour 50 Yes N/A 

Tutor marked report on a topic Coursework 2000 words 50 Yes N/A 

Reassessment 









Coursework 

121

















122








Module Title Health, illness and society 

Module Code 










N/A 







2012/13 10-15 3 15 

2013/14 10-15 3 15 

2014/15 10-15 3 15 

123






This is a core module for the BSc Global Public Health and Primary Care. 

This module involves students in sociological analyses of health and illness experiences, and experiences of health care. In 

addition, as on other core modules in this programme (apart from Epidemiology and Statistics, which is entirely methodological), 

25% of this module content and assessment is devoted to understanding methods and methodology pertinent to the areas of 

study discussed in the rest of the module. In this case, this will largely involve qualitative methods. 



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Module Title Health, illness and society 

Module Code 



Professor Clive Seale 


Epidemiology and statistics; 




policy; 


practice 




This module involves sociological analyses of health and illness experiences, of experiences of health care, and an introduction to 

research methods relevant for carrying out such work. Topics within these broad headings will vary from one year to the next, but 

indicative content includes the sociology of the body, chronic illness and disability, provider-patient relations, medicalisation and 

the medical model, health social movements, mass media and health, and the sociology of bioethics 



The module will provide students with the methodological and analytical skills needed to formulate a sociological understanding 

of health, illness and health care in contemporary societies. Students will grasp how social theories can be brought to bear on 

this field to develop this understanding, and they will be brought to a point where the potential of sociological work in helping 

to solve health and illness problems can be evaluated. 

125








A 1 

A 2 

A 3 

Students will be able to define and analyse a sociological problem related to health, illness or health care 

Students will be able to understand the contribution of social factors and social context to the experience of health, 

illness, and health care 

Students will be able to analyse the relationship between medicine, health and society 


B 1 

B 2 

B 3 

Apply sociological methods to the analysis of health, illness or health care in contemporary societies 

Apply social theories to the analysis of health, illness or health care in contemporary societies 

Write up and otherwise present the results of sociological analyses in a way that recognises their provisional character, 

respecting the distinction between 'understanding' and 'findings'. 

Attributes: 

C 1 

C 2 

C 3 

Students will possess the language skills necessary for the presentation of arguments. 

Students will recognise that the boundaries of knowledge on particular topics are not fixed. 

Students will be appropriately sceptical about the role played by their own personal experiences of society in 

contributing to sociological knowledge of health, illness and health care. 




Bird, C.E. Conrad, P. Fremont, A.M. & Timmermans, S. (2010) Handbook of Medical Sociology. Sixth Edition, New York: Vanderbilt 


Bury, M & Gabe, J. (2003) The Sociology of Health & Illness: A Reader. London: Routledge. 

Calnan, M. Gabe, J. & Williams, S.J. (2000) Health, Medicine and Society: Key Theories, Future Agendas. London: Routledge. 

Cockerham, W.C. (2009) The New Blackwell Companion to Medical Sociology. Oxford: Wiley-Blackwell. 

126

Gabe, J. Alston, M.J. & Bury, M. (2004) Key Concepts in Medical Sociology. London: Sage. 

Nettleton, S. & Gustafsson, U. (2002) The Sociology of Health & Illness Reader. Cambridge: Polity. 

Nettleton, S. (2006) The Sociology of Health & Illness. Second Edition, Cambridge: Polity. 

Pescosolido, N. Martin, J.K. McLeod, J.D. & Rogers, A. (2011) Handbook of the Sociology of Health, Illness, and Healing: A Blueprint 

for the 21st Century. Amsterdam: Springer. 

Key journals: 

Sociology of Health & Illness 

Social Science & Medicine 


















hours topic-based study, 60 hours assignment 











Assessment 

Essay-style tutor marked 

assignment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Coursework 2500 words 75 Yes N/A 

127


assignment 


Reassessment 








Coursework 


Coursework 

















128








Module Title Health inequalities and the social determinants of health 

Module Code 










N/A 







2012/13 10-15 3 15 

2012/13 10-15 3 15 

2012/13 10-15 3 15 

129






This is one of the five core modules on the intercalated BSc global public health and primary care. 

All governments accept some responsibility for the allocation and distribution of resources throughout society and for the 

amelioration of inequalities in health within and across countries. This module is concerned with the theories behind the social 

determinants of health and the mechanisms available to supra-regional bodies and national governments and policy makers in 

the allocation of resources. It provides an essential grounding in the social determinants of health and their relationship with 

income and resource distribution at supranational and national level, the theories and methods that underpin policy making 

interventions, and the competing policy solutions. It will be grounded in the WHO Commission on Social Determinants of Health 

2008. 



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Module Title Health inequalities and the social determinants of health 

Module Code 







Health systems, economics, and 

policy; 


practice 




This module will examine the theories and evidence underpinning social inequalities in health (defined as the unfair and 

avoidable differences in health status). It will consider structural/material and psychosocial theories, and hypotheses about social 

drift, self-selection, and genetics. Attention is given to the WHO Commission on Social Determinants of Health. Sources of data 

and measurement of scale of inequalities between and within groups are addressed. The module will consider the distribution of 

wealth, income , resources, and power at global, national, and local levels. Redistributive mechanisms work through either 

government or market control, and the economic implications for inequalities will be compared and analysed. Policy 

interventions and their different approaches will be explored including universal and targeted or selective approaches to 

reducing inequalities by reducing the inequitable distribution of power, money, and resources. 



The module is intended to equip the student to be able to describe and critically examine the causes and the measurement of 

inequalities in health, and the nature and range of policy solutions available to remedy them and mechanisms for priority setting. 

This module is intended to complement modules on epidemiology and statistics, the sociology of health and illness, and health 

systems, economics, and policy, which provide complementary skills in the measurement of inequalities, economic theories, and 

issues of power in the policy making process. 

131








A 1 

A 2 

A 3 

A 4 

Critical understanding of theories of social determinants of health. 

Knowledge of approaches to and methods of measurement of health inequalities. 

Critical understanding of alternative economic approaches (state or market) to policy interventions. 

Ability to describe key policy actors and agencies involved in policy making. 


B 1 

B 2 

B 3 

Critically analyse papers relating to inequalities and social determinants of health. 

Describe the consequences of universal versus selective policy interventions with reference to a case study. 

Review findings with respect to policy interventions and determinants of health. 

Attributes: 

C 1 

C 2 

A global perspective with respect to understanding inequalities in outcomes and social determinants of health. 

Research and policy analysis capacity with respect to inequalities. 




- WHO Commission on Social Determinants of Health (CSDH) in 2008 

- Whitehead M (Author), Townsend P (Ed), Davidson N (Ed). Inequalities in Health: The Black Report and the Health Divide. 

Pelican Books. London 1988 

- Wilkinson R, Pickett K. The spirit level: why equality is better for everyone. Penguin, London, 2010. 

132





























Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Short Answer Questions Examination 1 hour 50 Yes N/A 

Written Assessment Coursework 2000 words 50 Yes N/A 

Reassessment 









Coursework 

133

















134








Module Title Health systems, economics, and policy 

Module Code 
















2012/13 10-15 3 15 

2013/14 10-15 3 15 

2014/15 10-15 3 15 

135






This is a core module for the BSc global public health and primary care. 

All governments accept some responsibility for the allocation of health care throughout society and none leaves allocation 

entirely to the market. This module is concerned with the theories behind and mechanisms of government and market control in 

the health care system, and with the resource distributions that result. By contrasting integrated public with market-based health 

systems, the module provides an essential grounding in the description and analysis of major trends in health care policy both 

within the United Kingdom and internationally and also with the World Health Organization commitment to 'health for all'. 



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Module Title Health systems, economics, and policy 

Module Code 



David Price 







practice 




In this module we address the fundamental public health question of how best to organise health care in order to achieve 

universal coverage. We will be particularly concerned with the ways in which health care systems differ from the perspective of 

access to services among social groups within the population, and also with the distributive effects of different organising 

principles such as market and public control. 



To enable students to analyse and evaluate health care systems in both developed and developing countries from the 

perspective of access to diagnostic and curative services. 

137








A 1 

A 2 

Mechanisms for sharing the costs of ill health employed in different health systems. 

Standard methods for describing and comparing models of financial risk allocation, resource allocation, and needsbased 

planning. 


B 1 

B 2 

B 3 

Analyse health care systems from the perspective of equity of access. 

Critically appraise evidence supporting health care policy. 

Synthesise findings with respect to equity of access and universal health care. 

B 4 

Attributes: 

C 1 

C 2 

Research and policy analysis capacity with respect to public health 

A global perspective with respect to access to health care 




Morris, S., Devlin, N., and Parkin, D. (2007) Economic analysis in health care. Chichester:Wiley. 

Donaldson, C. and Gerard, K. (2005) Economics of health care financing. 2nd ed. Basingstoke: Palgrave Macmillan. 

Pollock, A. (2005) NHS plc. London: Verso. 

World Health Organization. (2005) Achieving universal health coverage. Technical note No 1. http://www.who.int/ 

health_financing/pb_1.pdf. 

138











10 x 2-hour group seminars 






reading, 20 hours seminar preparation, 20 hours topic-based study, 

60 hours assignment 











Assessment 


assignment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


Reassessment 








Coursework 


Coursework 

139

















140








Module Title Primary health care - theory and practice 

Module Code 


Start Date January 2013 









Not applicable 







2012/13 10-15 3 15 

2013/14 10-15 3 15 

2014/15 10-15 3 15 

141






This module is core for the intercalated BSc in Global Public Health and Primary Care. 

High quality primary health care is the cornerstone of an efficient, effective, and equitable health system. Many countries are 

seeking to shift from a hospital-led health care system to one characterised by a strong primary care sector. The primary health 

care model provides the internationally established norm for attaining the World Health Organization’s commitment to ‘health 

for all’. This vision for developing primary care is widely held but depends critically on capacity building to produce research 

leaders, educators, and policy-makers. 

Whilst all undergraduate medical students spend time in general practice and are required to be familiar with the UK system, the 

theory and practice of primary health care from a global perspective is not currently taught in depth in the main undergraduate 

curriculum. Students seeking to gain understanding of global health need to shift their view of primary care from 'what happens 

in UK general practice' to a more theory-based and abstracted understanding of key principles and an understanding of where 

primary care fits in (or could fit in) at a system level in any health system. 



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Module Title Primary health care - theory and practice 

Module Code 



Professor Trisha Greenhalgh 







policy 




Students will cover the following through a combination of self study, group seminars, lectures and project work: 

• the many and varied models of primary health care across the world 

• the commonalities of good primary care provision across different structures and systems 

• links between primary care (individual and family focus) and public health (community and population focus) 

• management of chronic illness and multimorbidity 

• the therapeutic relationship and continuity of care 

• uncertainty and complexity in primary care and the challenges arising from this 

• quality in primary care - definitions and approaches 

• lifelong learning and reflective practice 



This module aims to introduce students to the academic study of primary health care. The focus will be on primary care as a 

practice that is informed by a number of primary disciplines, including but not limited to biomedicine, epidemiology, sociology, 

anthropology and psychology. 

143








A 1 

A 2 

A 3 

A 4 

Basic knowledge of nature and scope of primary health care in a range of different cultures and contexts 

Basic knowledge of the principles of health services research as applied in a primary health care setting 

Basic knowledge of the principles of professional development and lifelong learning 

Basic knowledge of how health systems may be strengthened by developing the primary care sector 


B 1 

B 2 

B 3 

B 4 

Critically appraise an academic paper relevant to primary health care 

Analyse selected primary care problems through a range of disciplinary lenses 

Describe how material from disparate sources might be drawn together to address multifaceted problems in primary 

care 

Review the literature on an aspect of primary health care and draw conclusions on how (if at all) practice should 

change on the basis of this 

Attributes: 

C 1 

C 2 

C 3 

A mature, professional and collaborative approach to the study of primary health care 

Respect for, and accommodation of, the diverse perspectives represented in an interdiscplinary primary care team or 

learning group 

Commitment to health and community development and social justice 




BOOKS 

Greenhalgh T. Primary health care: theory and practice. Oxford, John Wiley & Son, 2009. 

World Health Organisation: Primary Health Care: Now More Than Ever. World Health Report. Downloadable from http://www. 

who.int/whr/2008/whr08_en.pdf. Geneva: WHO; 2008. 

144

EXAMPLE JOURNAL ARTICLES 

Beasley JW, Starfield B, van Weel C, Rosser WW, Haq CL: Global Health and Primary Care Research. J Am Board Fam Pract 2007, 20: 

518-526. 

Haggerty JL, Reid RJ, Freeman GK, Starfield BH, Adair CE, McKendry R: Continuity of care: a multidisciplinary review. BMJ 2003, 

327: 1219-1221. 

Heath I, Rubinstein A, Stange KC, van Driel ML: Quality in primary health care: a multidimensional approach to complexity. BMJ 

2009, 338: b1242 

Jennings SF: Personal development plans and self-directed learning for healthcare professionals: are they evidence based? 

Postgrad Med J 2007, 83: 518-524. 

Maher D, Smeeth L, Sekajugo J: Health transition in Africa: practical policy proposals for primary care. Bull World Health Organ 

2010, 88: 943-948. 

Starfield B et al. Contribution of primary care to health systems and health. Milbank Q 2005; 83:457-502. 





























Assessment 


assignment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 


145

Reassessment 









Coursework 

Essay-style tutor marked assignment Coursework 2000 words 

















146








Module Title Globalisation and health care reform 

Module Code 










N/A 







2012/13 2-4 1 15 

2013/14 2-4 1 15 

2014/15 2-4 1 15 

147






This is an elective module for the BSc global public health and primary care. 

This module will introduce students to the core concepts and theories of economic analysis that have underpinned the global 

trend towards health care reform. Conventional economic analyses of health policy will be examined and contrasted with public 

health approaches to health care planning. Particular attention is given to the impact of commercialisation on health care 

systems as a result of the international policy of increased private provision of public services. Closer involvement of the private 

sector in the planning and provision of public services has a range of practical and normative implications of which policy 

analysts need to be aware. 



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Module Title Globalisation and health care reform 

Module Code 



David Price 


Health systems, economics, and 

policy 




In this module we examine the equity and cost effects of key financing and resource allocation methods associated with the 

health system reform agenda. Particular attention is given to the impact of commercialisation on the role and methods of health 

care needs assessment and needs-based resource allocation. Key reform concepts including integration and decentralisation are 

examined. 



To examine methods and processes of health care system privatisation and to examine critically the consequences with respect 

to arrangements for risk pooling, equity, and efficiency. 

149








A 1 

A 2 

Systematic understanding of concepts and mechanisms of health service privatisation 

Systematic understanding of non-market methods of health service planning and resource allocation 


B 1 

B 2 

B 3 

Critically analyse public and private control over resources in health care systems 

Critically appraise the consequences of public and private control in health care systems 

Synthesise findings with respect to equity of access and universal health care. 

Attributes: 

C 1 

C 2 

A global perspective with respect to access to health care 

Research and policy analysis capacity with respect to public health 




Florio, M. (2004) Great divestiture: evaluating the welfare impact of the British privatizations, 1979-1997. MA: MIT Press 

Yescombe, E. (2007) Public private partnerships: principles of policy and finance. Butterworth-Heinemann 

Glennerster, H. (2003) Understanding the finance of welfare. Oxford: Policy Press. 

150











10 x 2-hour group seminars 






reading, 20 hours seminar preparation, 20 hours topic-based study, 

60 hours assignment 











Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Tutor-marked essay Coursework 2000 words 100% Yes 50 

Reassessment 








Coursework 


Coursework 

151

















152








Module Title Globalisation and contemporary medical ethics 

Module Code 










N/A 







2012/13 2-4 1 15 

2013/14 2-4 1 15 

2014/15 2-4 1 15 

153






This is an elective module for the BSc in global public health and primary care. 

The past four decades or so have seen the decline of local systems of medical ethics and their ongoing supersession by a single 

global new one, also known as ‘biomedical ethics’. The doctrine of informed consent, respect for the patient's autonomy, the 

discourse on allocation of scarce resources, national and international oversight committees, and the academic-clinical discipline 

of bioethics - all indications of the globalisation / harmonisation of medical ethics are now accepted worldwide. This new 

globalised ethic (or rather a core of ethical rules) is supposed to regulate the relations both among health care providers—the 

state, the medical industry, health care and academic institutions, staff and scientists—as well as between them and other 

stakeholders, notably the patient, the human researchee and the public. 

This module differs from conventional modules on medical ethics in that it does not treat its object philosophically, but rather 

historically. Indeed, it attempts to define the ethical transformation in terms of both form and content, identify its social 

beneficiaries and victims, and provide competing historical explanations for its emergence and evolution. 

The conclusions of the discussion will have no necessary philosophical, ie, justificatory, implications; however, they may cast a 

new counterintuitive light on the entire enterprise and prompt us to reconsider our ethical and philosophical choices. To sum up, 

the module will compare the sociological-historical approach to medico-ethical questions with philosophical approaches. 



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Module Title Globalisation and contemporary medical ethics 

Module Code 



Dr Miran Epstein 





The module will take the student on a journey through seven major areas of contemporary medical ethics: 

* consent and consensus 

* medical confidentiality 

* the discourse on distributive justice 

* human and animal research ethics 

* end-of-life ethics 

* transplant ethics 

* reproductive ethics 

The introductory presentation of each of these topics will be followed by a critical discussion on their possible history and on the 

theoretical and practical implications of the competing conclusions. 



(1) The first aim of the module is to show that medical ethics is actually being globalised, and to introduce its major elements. 

(2) Ethical issues in medicine and elsewhere have usually been dealt with from a strictly philosophical point of view (as is 

demonstrated so clearly in the popular 'pros and cons' debates). This conventional approach rests on the assumption that 

specific ethical conclusions can be and are normally drawn from general moral rules. The second aim of the module is to show 

that this assumption is false. Ethical conclusions cannot be drawn from general moral rules. What we consider as 'moral reason' is 

in fact a justificatory framework for the ethic. In other words, it is part of the ethic, not the source or explanation thereof. 

(3) The third aim of the module is to present the major competing historical narratives concerning the emergence and evolution 

of the ethical transformation in medicine. 

(4) The fourth aim of the module is to discuss the general conditions for a plausible historical theory of medical ethics. 

(5) The fifth aim of the module is to argue and show that a sociological-historical approach to our ethical-philosophical choices 

has a critical capacity much greater than that of the philosophical approach. 

155








A 1 

A 2 

A 3 

The nature of contemporary medical ethics and its major features 

Competing historical theories concerning the emergence and evolution of the new ethics 

The theoretical and practical implications of the historical narratives 


B 1 

B 2 

B 3 

Describe the relations between philosophy and medical ethics 

Explain the difference between philosophical and historical discourses 

Outline the conditions for a plausible historical theory of medical ethics 

Attributes: 

C 1 

C 2 

C 3 

C 4 

Engage critically with knowledge 

Have a global perspective 

Learn continuously in a changing world 

Demonstrate rounded intellectual development 




Jackson E. Medical Law: Texts, Cases and Materials. OUP 2006. 

Brazier M. Medicine, Patients and the Law. 5th ed. Penguin 2011. 

Jonsen A. The Birth of Bioethics. OUP 2003. 

Jonsen A. A Short History of Medical Ethics. OUP 2008. 

Stevens T. Bioethics in America: Origins and Cultural Politics. Johns Hopkins Press 2003. 

Epstein M. How will the economic downturn affect academic bioethics? Bioethics 2010; 24(5): 226–233. 

156

Hope T, Savulescu J, Hendrick R. Medical Ethics: The Core Curriculum 2nd ed. Churchill Livingstone 2008. 





























Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Written assessment Coursework 3000 words 100 Yes N/A 

Reassessment 









Coursework 

157

















158








Module Title Research appraisal and synthesis 

Module Code 










N/A 







2012/13 2-4 1 10 

2013/14 2-4 1 10 

2014/15 2-4 1 10 

159






This is an elective module for the intercalated BSc global public health and primary care 

Considerable health research is published annually, not all of good quality. Practice must continually evolve, however, based on 

the best research available. It is essential therefore, that healthcare practitioners and others who seek to use this research can 

appraise evidence and make sensible decisions as to whether it should alter practice or not. This module provides the skills for 

students to be able to appraise research evidence and synthesise where multiple sources of evidence are available in order to be 

able to inform decisions and improve practice. They will also be able to appreciate implications for health policy. 



Nil 



NIl 






Mike Curtis 






Date: 2012.01.16 13:00:20 Z 

Head(s) of 


Head(s) of 


Head(s) of 


160


Module Title Research appraisal and synthesis 

Module Code 



Dr Catherine Meads 


Epidemiology and statistics 




Considerable health research is published annually, not all of good quality. Practice continually evolves, hopefully based on best 

research available. Healthcare practitioners and others working in the healthcare field should appraise new research evidence 

and use it to alter practice where appropriate. This module builds on critical appraisal skills introduced in the core module on 

epidemiology and statistics to appraise research evidence. Students will learn how to synthesise evidence where multiple 

sources are available in order to address issues relevant to policy. 



This programme aims to give students the skills to continually update their clinical practice as new research evidence becomes 

available. They will learn how to look for the different types of research studies to answer different types of questions such as 

what causes a condition, how common it is, what is the prognosis, how accurate are diagnostic tests, how effective are 

treatments and what are their harms, and how can we measure the patient experience. Students will also consider the kinds of 

evidence (which may be heterogeneous and multifaceted) that may be used in policy-making in an international context. 

This module will provide a good foundation for a student who seeks to go on to do a systematic review. 

161








A 1 

A 2 

A 3 

Knowledge of the different types of research question in health services research and match these with appropriate 

study designs 

Knowledge of the principles of critical appraisal and evidence-based practice 

Knowledge of the principles of systematic literature review 


B 1 

B 2 

B 3 

B 4 

B 5 

Select an appropriate study design for a healthcare question 

Search medical databases for literature on a chosen topic 

Critically appraise a randomised controlled trial 

Critically appraise a systematic review 

Write a specification for a research synthesis project 

Attributes: 

C 1 

C 2 

C 3 

Critical engagement with research evidence 

Commitment to continuous learning in a changing world 

Self-directed learning to achieve module learning outcomes 




1. Evans I, Thornton H, Chalmers I. Testing treatments. Better research for better health care. The British Library, London 2007 

(freely available under creative commons licence at http://www.testingtreatments.org/) 

2. Khan K, Kunz R, Kleijnen J, Antes G. Systematic reviews to support evidence-based medicine. (2nd Edition). Hodder Arnold, 

London 2011 

162










30 hours total (10 sessions of 3 hours). Comprising 15 hours of 

seminars, 10 hours of interactive lectures, and 5 hours computer lab 

work. 





120 hours total. Comprising 6 hours per teaching session in 

preparation and reading time (total 60 hours) and 90 hours for the 

preparation of the assessment. 







150 hours 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

3000 words, but 

module 

organiser may 

modify this for 

specific projects 

if there are good 

reasons to do 

with the nature 

of the protocol 

Percentage 

Weighting 

Qualifying 



Assessment 

Development of a protocol for a 

systematic review 

Coursework 

100 Yes N/A 

Reassessment 





163





Coursework 

















164








Module Title Dissertation, global public health and primary care 

Module Code 

Credit Value 30 Level 6 Module Type DPM Scheme Undergraduate 









N/A 







2012/13 10-15 5 15 

2013/14 10-15 5 15 

2014/15 10-15 5 15 

165






This core module on the BSc Global Public Health and Primary Care offers students the opportunity to pursue a topic of interest 

in depth and produce a critical and scholarly review of the literature. Students will select a project from a range on offer, mostly 

from supervisors in the Centre for Public Health and Primary Care. Students may be allowed to devise their own project, and/or 

include analysis of raw data, through discussion with a supervisor. Projects will be supported by a series of seminars covering 

critical evaluation, literature searching, and presentation and writing skills. Students will acquire skills in developing, planning, 

organising, and focusing a project as they work on a one to one basis with their supervisor. They will also acquire skills in 

searching, critically appraising, summarising and synthesising the literature. 

Assessment will via a 5,000-word essay-style dissertation and two 10-minute presentations. 



Nil 



Nil 






Mike Curtis 






Date: 2012.01.16 12:59:12 Z 

Head(s) of 


Head(s) of 


Head(s) of 


166


Module Title Dissertation, global public health and primary care 

Module Code 

Credit Value 30 Level 6 Mode of Delivery On Campus Semester Semesters 1-3 


Prof Trish Greenhalgh 





This core module on the BSc Global Public Health and Primary Care offers students the opportunity to pursue a topic of interest 

in depth and produce a critical and scholarly review of the literature. Students will select a project from a range on offer, mostly 

from supervisors in the Centre for Public Health and Primary Care, though some from other Institutes with QMUL may be 

available. Students may be allowed to devise their own project, and/or include analysis of raw data, through discussion with a 

supervisor. Projects will be supported by a series of seminars covering critical evaluation, literature searching, presentation and 

writing skills. Students will acquire skills in developing, planning, organising and focusing a project as they work on a one to one 

basis with their supervisor. They will also acquire skills in searching, critically appraising, summarising and synthesising the 

literature. 

Assessment will via a 5000-word essay-style dissertation and a 10 minute presentation. 



The module aims to develop students' ability to explore an academic topic in depth; produce a scholarly and critical summary of 

the literature, including critical analysis of data, findings and conclusions presented in primary studies and reports; and present 

their findings both verbally and in writing. 

167








A 1 

A 2 

A 3 

A 4 

Knowledge of the principles of scholarly literature review as applied to global health, primary care and public health 

Knowledge of key data sources including journals, databases and grey literature relevant to these fields 

Knowledge of approaches to appraising, summarising and synthesising findings from primary studies 

Knowledge of word processing, reference managing and presentation software 


B 1 

B 2 

B 3 

B 4 

B 5 

Plan, organise, execute and deliver a substantial piece of academic work within a defined time period 

Search academic and grey literature including databases, hand searching and citation tracking 

Critically analyse literature on a chosen topic relevant to global health, primary care or public health 

Summarise and synthesise the findings from primary studies to produce a coherent review of the topic 

Present findings to an audience and respond to constructive criticism 

Attributes: 

C 1 

C 2 

C 3 

C 4 

C 5 

Personal organisation and project management 

A reflexive and scholarly approach to published and other evidence 

Confidence in using word processing, reference management and presentation software to present their work 

Intellectual integrity and knowledge of own strengths and weaknesses 

Ability to seek and follow advice and feedback in the course of a major literature review 

168




How to read a paper: The basics of evidence-based medicine. 4th edition. Trisha Greenhalgh. Oxford, Wiley, 2010. 

Doing a literature review in health and social care. Helen Aveyard. Open University Press. 

How to write your undergraduate dissertation. Bryan Greetham. Macmillan. 










One to one with project supervisor 5 hours 

Seminars 10 hours 





Organisation and execution of project 270 hours 

Preparing presentations 15 hours 







Notional study hours 300 




Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Qualifying 



Assessment 

Dissertation Dissertation 5000 words 70 Yes N/A 

Presentation Practical 10 minutes 15 Yes N/A 

169

Presentation Practical 10 minutes 15 Yes N/A 

Reassessment 









Coursework 

















170








Module Title Migration, culture and health 

Module Code 
















2012/13 2-4 1 15 

2013/14 2-4 1 15 

2014/15 2-4 1 15






This is an elective module for the BSc in global public health and primary care. 

This module will introduce students to a range of health-related issues that arise in the context of migration and cultural 

difference. It will play an important part in informing students of the challenges to health care that arise in the contexts of human 

mobility, migration, and cultural difference. This module will consider key facets of migration in order to understand and assess 

the consequences for health and the risks to health posed by migration. Equally, the module will explore the ways in which 

migration is embarked upon with a view to attaining what many believe will be ‘a better life’, which implies a healthy life. 



Nil 



Nil 






Head(s) of 


Head(s) of 


Head(s) of 

supporting School


Module Title Migration, culture and health 

Module Code 







Students are introduced to health-related issues that arise in the context of migration, relocation, settlement, and diaspora. The 

module will 

- introduce theories of migration (borders, transnationalism, transculturaltion, alterity, risk) to understand migration patterns, 

flows, and settlement in both developing and developed nations 

- examine the main theories underlying the study of the migration-health relationship: migrant categories (gender, social class, 

etc) and health, cultural variants of migration-health nexus, etc 

- consider challenges to health posed by migration, mobility, forced displacement, border crossings, and transnational or 

transcultural moves 

- consider challenges to health that arise in diasporas: cultural differences and beliefs, linguistic barriers, the management of 

chronic illnesses, etc. 



The aim of this module is to increase awareness of a range of contingent factors that affect health in the context of migration, as 

well as to provide a conceptual framework within which these issues can be considered and analysed. 

In order to do so, the module will consist of three related parts that, together, will consider issues of migration and health from 

different perspectives. The first will introduce students to categories and typologies of migration, as well as to related concepts, 

such as borders, alterity, risk, mobility, diaspora, transnationalism and transculturation. This conceptual focus will serve to lay a 

theoretical framework on debates and analyses of migration and health and therefore will serve as conceptual and typological 

routes through which to understand questions of health in the context of migration. The second part of the module will examine 

health risks posed by migration, both to migrants and to host communities. The third part of this module will focus on healthrelated 

issues that arise among immigrant communities, with particular emphasis on chronic illness and cultural beliefs.








A 1 

A 2 

A 3 

A 4 

A 5 

An understanding of challenges to health through and in the context of migration 

Conceptual understanding of migration-health relation 

An ability to theorize and analyse migration-health issues across contexts 

Knowledge of health risks posed by migration 

Knowledge of important issues in immigrant communities, such as chronic illness or cultural beliefs 


B 1 

B 2 

B 3 

B 4 

Read, understand and apply concepts to contexts 

Engage critically with theories of migration 

Review literature on specific problems and issues in migration and health and draw conclusions from this 

Describe arguments and material on migration and health and bring them together in specific topics 

Attributes: 

C 1 

C 2 

C 3 

Analytic ability with regard to assessing migration-health issues 

Understanding of migration-health issues in local and global contexts 

Ability to organize concepts, present arguments and articulate both orally and in writing nuanced and contingent 

studies of migration and health 




Castles S (2000) International migration at the beginning of the 21st century: global trends and issues. Paris: UNESCO. 

Gushulak B, Weekers J, MacPherson D (2009) Migrants and emerging health issues in a globalized world—health threats, risks 

and challenges: an evidence-based framework. Emerging Health Threats Journal 2: e10.

Karlsen, S, Nazroo, J, and Stephenson, R.B. 2002: Ethnicity, environment and health: putting ethnic inequalities in health in their 

place? Social Science and Medicine, 55 (9), 1647-1661. 

Krieken, Peter J. van (ed.), 2001, Migration, health and return: a handbook for a multi-disciplinary Approach, The Hague: Asser 

Press 

Massey D, Arango J, Hugo G, Kouaouci A, Pellegrino A, et al. (1993) Theories of international migration: a review and appraisal. 

Population and Development Review 19: 431–457. 

World Health Organization (2010) Health of migrants–the way forward: report of a global consultation. Geneva: World Health 

Organization. 














11 contact weeks of 2 hours each: 


11 x 1-hour seminars with student group work and presentations 

128 hours comprising 22 hours background reading, 22 hours 

specific preparation / homework for seminars, 24 hours topic-based 

study, 60 hours assignment 











Assessment 


Duration / 

Length of 

Examination / 

Coursework 

Percentage 

Weighting 

Seminar presentation Practical 10-15 minutes 25% Yes 

Qualifying 



Assessment 

Assignment 1 Coursework 1500 words 25% Yes 

Assignment 2 Coursework 2500 50% Yes

Reassessment 









Coursework 
















module please click 'Add Half Module (Semester B)'.

TPB2011-027 




Institute 



Programme Amendment(s) 

Institute of Cancer 

MSc Cancer Therapeutics 









accompanying documentation. If any conditions of approval or 

recommendations arise through discussion at the Board these 

should be clearly stipulated in the TPB minutes and 

articulated to the proposer. 

The MSc Cancer Therapeutics is a distance learning 

programme that is offered in both full-time and part-time 

modes of study. The programme had been adopted as the 

formal teaching component of the Bank of Cyprus Cancer 

Centre Registrar Training programme. Each year 2-3 new 

trainees will enter the programme and alongside their clinical 

training will study for an MSc as part-time distance learning 

students. 

The following amendment put forward for consideration has 3 

parts to it and proposes to: 

1. Extend the period of registration to up to 5 years for 

part time students. 

2. Have 2 intakes per year. The Standard intake in 

September (1st intake) and a new additional intake in 

January (2nd intake). 

3. Allow students to register for a PG Cert or PG Dip as 

an alternative to a full MSc. 

The main aim of these amendments is to make the course 

more flexible. The amendments were provisionally approved 

by the School Programme Review Committee in December 

(with the requirement that students take at least 1 module per 

semester). 

At the time of writing a suspension of regulations request had 

provisionally been agreed and to facilitate two students 

enrolling on the existing programme in January. 

171

TPB2011-027 

Programme Amendment Form 

This form should be used to submit a proposal to change a programme of study, i.e. a proposal that modifies 

the arrangements originally approved by the College. For example: 

• change in the title of the programme - please note that changing the programme title will 

necessitate the recoding of the programme 

• change in the length of the programme of study 

• changes in compulsory or recommended modules 

• changes in the programme regulations 


Summary Information (as previously approved) 

Programme Title(s) MSc Cancer Therapeutics 

Programme Code(s) A3T5 & A3T6 


Mode of study 

Master of Science (MSc) Specify FT Duration 1 year 

Programme 

Duration 

Master of Science (MSc) Specify PT Duration 2 years 


Barts Cancer Institute 

Schools who are also be involved in teaching part of the programme 

Barts and The London School of Medicine and Dentistry 

Wolfson Institute of Preventive Medicine 

Details of any collaborative Higher Education Institution(s) involved in teaching any part of the programme 

Module Lead from Institute of Cancer Research, Sutton. 

Lecturers from University College London 

Programme Organiser Dr Simon Joel 

1) Proposed Amendment(s) 

Detail the proposed amendments to the programme and attach the updated Programme Specification. If new 

modules are to be added to the programme(s) or if existing modules are to be removed this should be clearly 

specified in the space below. Further information regarding the module(s) to be added / removed from the 

programme(s) can be provided in the table below. Alternatively, this information can be presented in text form 

in the space below, as long as all of the key information in the table is detailed. 

Proposed changes: 

172

TPB2011-027 

1. Extend period of registration to up to 5 years for part time students with the option to take any number of modules 

1 module, equivalent to 15 credits) each year. 

2. To have 2 intakes per year. Standard intake in September (1st intake), new additional intake in January (2nd intake). 

3. To allow students to register for a PG Cert or PG Dip as an alternative to a full MSc. 

Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Add / Remove 

Module from 

Programme 

X 

X 

2) New Programme Title (if applicable) 

Please note that changing the programme title will necessitate the recoding of the programme. 

3) Proposed Date of Amendment Introduction January 2012 

4) Rationale 

Detail the rationale for the proposed amendment(s). 

The rationale for the requested amendments are : 

- Programme Expansion 

- Marketability 

- Continued Professional Development 

Flexibility is what makes distance learning (DL) distinctive and what makes it appealing to overseas students, to those already in a 

profession, and to mature students. Past student experiences have indicated that an even greater level of flexibility is needed to 

allow students to fit their studies around their work and family life. In the 2010-11 academic year alone we had 2 part-time DL 

students, who were also health professionals, withdraw from the course as they were not able to fit the demands of a 2-year parttime 

MSc course around their full-time employment. The proposed amendment 1 would give DL students the flexibility to 

choose the number of modules they wish to take each semester and year, allowing them a maximum of 5 years to obtain a 

qualification. 

The Institute are aware of overseas Institutions whose local professional training programmes do not fit with the current 

September - September Masters programmes run by the Institute. For example, the Institute has identified a partner Institution in 

Cyprus (Bank of Cyprus Cancer Centre, Nicosia) who want to encourage their trainees (registrar level) to enrol on the DL MSc 

Cancer Therapeutics course as part of their professional development. The proposed amendment 2 would allow suitable 

students (appropriate background knowledge to take semester 2 modules without having completed any semester 1 module) to 

enrol in January, which in the case of the Bank of Cyprus Cancer Centre students would complement their local training cycle. 

Having now run the DL course option for 2 years the Institute are aware of several students who wish to study certain modules as 

part of their continuing professional development. Such students do not want to complete a full MSc. Currently these students 

enrol for a full MSc, then exit having satisfied the requirements for a PG Cert or PG Dip. As such they are always behind on fee 

payments. We now wish to allow these students to enrol from day 1 for a PG Cert or PG Dip. The proposed amendment 3 would 

allow this. 

The Institute has now reached capacity for its on-site wet-lab MSc students, due to the availability of teaching room space for 

173

TPB2011-027 

taught modules and lab space for the semester 3 project placement. In order to expand the number of MSc students we are 

working towards increasing the number of students on distance learning programmes, with lab projects being taken in a local 

home Institution. Allowing both a longer study period, a second intake in January, and enroling for PG Cert or PG Dip awards 

would further increase the attractiveness of these distance learning programmes. 

5) Resource Implications of Proposed Amendment(s) 

Are there any resource implications linked to the proposed amendment(s)? 

There are no resource implications for amendments 1 or 3. 

There are implications in an additional intake in January (amendment 2), which are addressed below: 

1. Programme Structure: 

Please see proposed programme structure attached . 

2. Resources 

All lectures are created using the live lecture capture system and these can be released at any time in the academic year once 

they have been recorded. There will not be any duplication of teaching for the taught lecture components. In course assessments 

would need to be made at the appropriate time during the taught modules. In course assessments involving presentations (oral 

or poster) would be carried out via Skype, as with existing DL students. 

There will be increased resource implications relating to the increase in student numbers such as marking and central charges, 

which will be compensated by the additional income. 

No additional exam boards will be required for the second intake. Final awards will be recommended at the summer DEB in time 

for the summer Graduation ceremony. 

The majority of DL lab projects will be hosted by the partner institution or the student's place of work. A more extended period of 

study would allow some DL students to carry out their project in the Institute's labs, but outside of the peak semester 3 project 

period for on-site students. This is an important requirement for some DL students who are not able to find a suitable host lab, or 

project supervisor, in their own country or place of work. 

Induction material for DL students is provided online. The 2nd intake will therefore receive the same information and support as 

the September intake. 

6) Anticipated Practical Implications of Proposed Amendment(s) 

Please specify how students' study patterns might be affected. Have the students been consulted about the 

proposed amendment(s)? 

As the additional intake would be DL students there will not be any obvious disruption or hindrance to existing on-site students. 

Student support and student experience 

There are 2 on-site student course representatives and one DL course representative elected each September. There is therefore 

a cross network of student support between on-site and DL students which feeds back to the staff-student liaison committee. 

If the second intake is greater than 4 students a second DL student rep will be elected all programme study options are 

represented. With a dual intake this would mean there will always be a more experienced student rep to guide the next intake of 

DL students. 

Second intake students would study specific modules at the same time as first intake on-site and DL students, so the smaller 

intakes would not be isolated from other students. Modules missed from the Sept-Dec taught module would be taken later in the 

course, again with other first intake students. 

Students on the 5 year programme will have a formal annual feedback session with the programme director (via Skype) to ensure 

that they are on track with their studies. This already happens with 1st and 2nd year full-time and part-time on-site and DL 

students. 

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TPB2011-027 

7) External Examiner(s) and Student Consultation 

Have you consulted your External Examiner(s) and Students about the proposed amendments? If so, 

please detail their comments. 

EE comments: 

Dear Simon 

Apologies for not getting back to you sooner re the planned alterations to your DL course – the rationale makes perfect sense 

and should, hopefully, make the courses more attractive to applicants and current students – if implemented they should 

increase numbers and, particularly re. amendment 3, improve completion rates (i.e. with individuals being registered for PGCert/ 

PGDip from the start rather than by defaulting from the MSc). It’d be useful to see your student handbook(s) (with it/them 

outlining passmarks, credit ratings of modules, curriculum etc) for the PGCert/PGDip if/when they get approved. Presumably 

there will also be progression allowed i.e. for those individuals that initially register onto the Cert etc but who then decide to take 

the full MSc – I also presume that there will be APL possibilities for folk that complete Cert/Dip, take a break, and who then wish 

to come back to take MSc? 

Re extending the period of registration – again, this makes perfect sense – particularly for individuals taking a DL course (it would 

also, I presume, be useful for P/T campus based students) – the added pressure that such students face (eg via work/employment 

requirements) makes an extended registration period, for those who need it, almost essential for successful completion (i.e. this 

should also aid student experience and your completion rates) – we usually allow a maximum of 4 years to complete – any 

specific reason for 5 years? I don’t see it being a problem – it would, obviously, only be used in rare occasions with the majority of 

students presumably wishing to complete ASAP, within the recommended timeframe (so their degree is as marketable as 

possible) i.e. will you be recommending completion over the 2 years but allowing up to 5 for extenuating circumstances only (e. 

g. to account for maternity, ill-health, employment issues etc etc). Presumably the total registration period could be the same for 

all categories of students (F/T, P/T, DL) but recommendation made for ideal completion times (i.e. to allow those with approved 

extenuating circumstances to still obtain a degree). Or were you recommending that DL students take up to 5 years to complete 

at the outset of registration? 

Re 2 intakes per year – again, makes sense and if your admin team and academics can accommodate the increased workload 

then I see no reason why it shouldn’t be implemented. I’m sure that you, and the team, will ensure that such students feel 

‘embedded’ into the course and that they don’t feel that they are a separate isolated cohort. I see that such students will have 

final awards recommended at the Summer exam board rather than the September one – how will this work from an external 

moderation perspective i.e. as external examiners are only currently present for the September one? Presumably if externals are 

not to be present for the Summer exam board they will be able to see all paperwork, etc for such students, at the Sept EB i.e. to 

ensure parity across both cohorts of students (traditional Sept intake and the new Jan intake). What happens re assessments – 

will the new intake sit exams at the same time as the traditional students or will new sets of assessments be required – how will 

parity across assessments be maintained if the latter? 

I am, as mentioned at the outset (and as can be seen from above) in favour of the alterations as I believe they will enhance 

student experience and aid their completion of the courses. It’ll undoubtedly mean increased admin and academic workload but 

if you’ve got the resources to cope with this, and parity is maintained across the different cohorts, then I’m all for it. 

Please let me know if you need any additional comments/feedback from this end. 

All the best 

Stewart 

Dr SG Martin 

Associate Professor of Oncology, MSc Course Director 

and Head of Translational Radiation Biology Research Group 

University of Nottingham 

Response to points raised by EE: 

Dear Stewart 

175

TPB2011-027 

Many thanks for your comments, and for your questions. These are things the review panel are also likely to raise, so useful for us 

to address them. 

To answer some of the key points you raise (your questions in red); 

It’d be useful to see your student handbook(s)- happy to do that, they will be studying the existing modules, but we will have a 

separate handbook just for PGCert or Dip entry. 

Presumably there will also be progression allowed i.e. Yes, we are already approved to accredit prior learning, so they could 

transfer to a PGDip or MSc. 

we usually allow a maximum of 4 years to complete – any specific reason for 5 years? We are working with an Oncology Centre in 

Cyprus who would get their registrars to a PG Dip as a part-time course as part of their 3 year on-site Oncology training 

programme. If they wish to do a project for a full MSc it might take another 2 years. We would recommend any of these 

programmes be completed in less time than that, but would prefer to be covered for a full 5 years for circumstances such as this, 

and in case of maternity, illness etc. 

Re 2 intakes per year – ….I’m sure that you, and the team, will ensure that such students …. don’t feel that they are a separate 

isolated cohort. They would start on semester 2 modules alongside regular on-site students, so should not feel isolated. The 

additional workload for us is limited, we are not suggesting repeating any teaching, just doing the modules in a different order. 

This would only be suitable for students who already have sufficient background knowledge to do that (eg, clinicians starting 

with the more clinical modules in semester 2). 

Presumably if externals are not to be present for the Summer exam board they will be able to see all paperwork, etc for such 

students, at the Sept EB i.e. to ensure parity across both cohorts of students (traditional Sept intake and the new Jan intake). 

What happens re assessments – will the new intake sit exams at the same time as the traditional students or will new sets of 

assessments be required – how will parity across assessments be maintained if the latter? The new intake would take exams for a 

particular module at the same time as the on-site students. The full exam board would see these students marks as they progress 

through the course. If we wanted to recommend a final award in time for a Summer graduation it would be with the Exam Board 

chairs action, and with the agreement of the external. 

…..parity is maintained across the different cohorts, then I’m all for it. We would ensure that there was parity between the various 

options by which these programmes could be taken. 

Please let me know if you need any additional comments/feedback from this end. I think that will be fine for this stage Stewart. 

With best wishes, 

Simon Joel 

Reader in Cancer Pharmacology 

Feedback at the Staff - student liaison committee (feedback from DL rep): 

From: maja liskova [mailto:liskovama@googlemail.com] 

Sent: 16 October 2011 13:10 

To: Simon Joel 

Subject: Re: MSc course amendments 

Dear Simon 

Nice to hear from you. 

The proposed changes seem to be good step forward, giving more flexibility to organise life-work-study balance for the parttime 

distance learning students. I do not think anybody would have any objections against these changes from student part. 

Best Wishes 

Maria Liscova 

176

TPB2011-027 

> Has a the Programme Specification been revised to take into account the programme 

amendment? 

Yes 

Approval of Programme Amendment 

Programme 

Organiser* 

Simon Joel 

Digitally signed by Simon Joel 

DN: cn=Simon Joel, o=BCI, 

ou=Haemato-Oncology, 

email=s.p.joel@qmul.ac.uk, c=GB 

Date: 2011.11.28 16:36:32 Z 


Digitally signed by Nick Lemoine 

DN: cn=Nick Lemoine, o=Institute of 

Cancer, ou=Barts and The London 

School of Medicine and Dentistry, 

email=director@qmcr.qmul.ac.uk, c=GB 

Date: 2011.12.21 13:15:47 Z 

Head(s) of 


Head(s) of 


Head(s) of 


Head(s) of 


Chair of Programme and Module 

Approval Board 

177

Programme Title: 

TPB2011-027 






Name of Final Award and Programme Title MSc, PG Dip or PG Cert in Cancer Therapeutics 





FT 1year, PT 2 years (PT study can be extended to 5 years with approval) 

A3T3 (MSc FT); A3T4 (MSc PT) ; A3T5 (MSc DL FT) ; A3T6 (MSc DL PT) 

Medicine 





Barts Cancer Institute 


Wolfson Institute of Preventive Medicine 


Institute of Cancer Research London, University College London 


The programme is provided by Barts Cancer Institute within Barts and the London School of Medicine. Barts Cancer Institute is 

an important part of the Barts Cancer Research UK Centre, a partnership between Queen Mary College, Barts Hospital and 

Cancer Research UK which brings together world-class scientists, doctors and nurses working in the heart of London. Their aim 

is to push the boundaries in our understanding of cancer and use this information to save more lives from the disease. 

Alongside this high quality research, a new hospital at Barts provides the very latest treatments for patients in the area. This 

brings together an almost unique grouping of cancer expertise involved in basic, translational and clinical aspects of Cancer 

Therapeutics, that means we are able to offer this learning opportunity to study for a Masters, Diploma or Certificate 

postgraduate award. All teaching is delivered by research active scientists and clinicians. 

The full Masters programme provides both theoretical and practical knowledge, with 50% of the course comprising practical 

modules. More formal teaching, both in the classroom and the laboratory, is delivered in modules 1 and 2, with students 

undertaking a full time project in semester 3. This can be taken as full-time (1 year) or part-time (typically 2 years, but up to 5 

years with the approval of the Course Director) study, and can be taken as a Distance Learning programme with full-time and 

part-time options. The full Masters degree requires satisfactorily completing 180 credits of study. 

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TPB2011-027 

It is also possible to take this programme with the aim of completing 120 credits of study for a Postgraduate Diploma award, or 

60 credits for a Postgraduate Certificate award. Students enrolling for a Diploma can study 120 credits of taught modules, or a 

combination of taught modules and project. Students enrolling for a Certificate must study 60 credits of taught modules. Both 

the Diploma and Certificate programmes can be taken as a distance learning option. 


The specific aims of the programme are to provide participants with a clear understanding of the scientific basis underlying the 

principles and practice of cancer therapeutics and the development, evaluation and implementation of new treatments. This 

will be underpinned by a thorough knowledge of cancer biology and pathology, research methodologies, drug development 

and regulatory issues. 

This knowledge will provide you with a good grounding in the use and evaluation of cancer therapies which will enhance career 

prospects in many areas of early phase clinical trials and clinical drug development in the cancer setting. It will also provide 

proven theoretical and practical skills suitable for entry to a PhD degree course. 

Students enrolling for a Postgraduate Diploma or Certificate typically do so as part of their Continuing Professional 

Development, so select modules to satisfy their own professional learning requirements. 


On completion of the course students will: 


have a good grounding in the molecular and cellular biology relevant to cancer 

A 1 

have a thorough knowledge of the principles underlying the diagnosis and treatment of cancer 

A 2 

understand the steps involved in developing and implementing new cancer treatments 

A 3 

understand the regulatory framework underlying clinical research 

A 4 

understand the principles of key laboratory methodologies applied to clinical trials 

A 5 


demonstrate skills in gathering, recording, analysing and presenting information 

B 1 

contribute to the research activity and knowledge base in improving cancer care 

B 2 

B 3 apply knowledge gained from the programme in their own professional role 

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TPB2011-027 

Attributes: 

C 1 

C 2 

C 3 

experienced in oral and poster presentation 

experience of working as part of a research-active group 

significant laboratory or clinical research experience 


Module and project teaching will comprise the following; 

• Whole-group seminars/lectures on specific topics. Tutors and students will be encouraged to develop a tutorial atmosphere in 

which dialogue and discussion can take place. 

• Whole-group practical classes in small groups to address a specific practical method or topic. These will be recorded in the 

student’s practical files. The Barts Cancer Institute teaching lab (newly refurbished) will be used for many of these teaching 

sessions. 

• Whole-group demonstrations. These will take place in Institute laboratories or the class-room to address specific technologies 

(i.e. expression array technology) or methods (i.e. array data analysis). 

• Student presentations on specific topics. 

• Individual tuition will take place for all students during the 4-unit project, or for students who require additional input in a 

particular topic area. 

• Key generic skills will be acquired from each of the above. 

• Teaching material will be available on the College internet site via Blackboard. A computer room with 16 PC’s is provided for the 

use of Barts Cancer Institute students only. 

• The majority of the teaching rooms, the practical lab and the computer room are on the Charterhouse Square campus. Some 

teaching may take place at St Bartholomew’s Hospital, which is 5 minutes walk from Charterhouse Square. 

The provision of key skills in the core module Research Skills and Sciences will enable students to maximise their ability to 

understand and learn from other modules. Students will maintain a file of practical work carried out in the core module which will 

be useful during the project module. 

As self-directed learning is the major component of each module students will be encouraged to identify their own learning 

needs as modules progress. All students will have access to named personal mentors (lecturer grade or above) on entry to the 

course. These mentors will provide advice on issues arising from the course itself, and on issues such as post course employment 

and further training opportunities. 

Students will have full access to the College/Medical School library and student computing facilities, in addition to the computer 

room provided. The course is delivered using a virtual learning environment (Blackboard) provided by the college. This enables 

lecture notes and handout material to be available electronically, provides space for discussion and question boards and allows 

assessed work to be uploaded remotely. For Distance Learning students lectures and tutorials are captured and uploaded 

immediately onto Blackboard. The captured lecture includes classroom audio, all projected slides or images and whiteboard 

annotations made by the lecturer. 

Classroom teaching will also involve a real time assessment of the group understanding of the topic being covered using the 

Turning Point student response system. This involves questions embedded into presentations to which the students respond, 

using an individual unit that provides an anonymous response with a single click. This ensures that feedback is received from all 

students in the group, and provides students with a guide to their own understanding of a particular topic. 

Students are encouraged to attend the weekly Institute seminar programmes on the Barts and Charterhouse Square campuses 

(subject to module timetabling), as well as the Distinguished Guest Speaker Programme. 

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Assessment of individual taught modules includes in-course assessments (typically 40% of the module mark) and an examination 

paper (typically 60% of the module mark). There is a small variation in the relative contribution of each assessment method 

between modules. 

In-course assessments include presentations (oral and poster), vivas, written assignments and practicals. 

The semester 3 project is submitted as an assessed 5,000 word report. The overall project mark also includes a mark for an oral 

presentation of the project and a supervisor mark based on the student's overall performance in the lab. 

For DL students assessed presentations are given via Skype. 


The full Masters course involves studying 12 units, totalling 180 credits (15 credits per unit). This includes 6.5 units (97.5 credits) of 

core taught modules, 1.5 units (22.5 credits) of option taught modules and the lab project which is equal to 4 units (60 credits). 

Five option (elective) modules are offered, from which students must select 3. 

Full time students take 4 or 4.5 (depending on option selection) taught units in semester 1 (Sept - Dec, delivered as 2 full days 

teaching each week on Wednesday and Thursday) and are then examined on those modules in early January. Students take a 

further 3.5 or 4 taught units in semester 2 (Jan - April, delivered over 3 days each week, Tuesday, Wednesday and Thursdays), with 

module exams at the end of that period. Students who have satisfactorily passed at least 4 units (60 credits) are then able to 

progress to the project module in semester 3. 

Part-time students study 4 taught units (60 credits) in year 1 and 4 taught units (60 credits) in year 2. The project module can 

either be studied part-time in semester 3 in years 1 and 2, or full-time in semester 3 in year 2. 

Distance learning students can study the course either full-time or part-time. The project module can then be studied either at 

the Institute in Charterhouse Square, or can be taken at a host institution in the student's home country, or at the student's place 

of work, dependent on finding a suitable local supervisor. In these cases a co-supervisor from Barts Cancer Institute will also be 

appointed. 

The module diet shown in the table on the next page is for full-time students taking the course over 1 year. For part-time 

students the typical module diet would be ; 

Year 1 

Semester 1 

Basic Molecular and Cancer Biology 

Cancer Pharmacology 

Option module (Cancer Pathology, if selected as an option) 

Semester 2 

Biological Therapies 

Drug Development 

Option module (from list below, if Cancer Pathology not studied in semester 1) 

Semester 3 

Project module 

Year 2 

Semester 1 

Research Skills and Sciences 

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TPB2011-027 

Semester 2 

Site Specific Tumour Treatment 

Ablative Therapies 

Option modules ( from list below) 

Semester 3 

Project module 

For students enrolling for a Diploma award involving only taught modules, the module diet would be the same as for the Masters 

course semesters 1 and 2. The module diet for Diploma students taking 4 taught modules and the project module, or for 

Certificate students, would be finalised after discussion with the Programme Director and consideration of their prior knowledge. 

Summary 

MSc 12 units/180credits comprising : 8 taught units + 4 unit lab project 

Pg Diploma 8 units/120 credits comprising : 8 taught units or 4 taught units + 4 unit lab project 

Pg Certificate 4 units/60 credits comprising : 4 taught units 

Academic Year of Study 1 

Module Title 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

Semester 

Research Skills and Sciences CANM901 30 7 Core 1 Semester 1 

Basic Molecular & Cancer Biology CANM902 15 7 Core 1 Semester 1 

Cancer Pharmacology CANM903 15 7 Core 1 Semester 1 

Pathology of Cancer CANM909 7.5 7 Elective 1 Semester 1 

Biological Therapies CANM907 15 7 Core 1 Semester 2 

Site Specific Tumour Treatment CANM904 7.5 7 Core 1 Semester 2 

Ablative Therapies CANM905 7.5 7 Core 1 Semester 2 

Drug Development CANM906 7.5 7 Core 1 Semester 2 

Cancer Prevention & Screening CANM912 7.5 7 Elective 1 Semester 2 

Paediatric and Adolescent Oncology CANM911 7.5 7 Elective 1 Semester 2 

Imaging CANM908 7.5 7 Elective 1 Semester 2 

182


Module Title 

Genomic Approaches to Human 

Disease 

Module 

Code 

Credits 

Level 

Module 

Selection 

Status 


Year of 

Study 

TPB2011-027 

Semester 

CANM920 7.5 7 Elective 1 Semester 2 

Project CANM913 60 7 Compulsory 1 Semester 3 


The course is open to graduate scientists, nurses, clinicians and other professionals allied to medicine working in healthcare, the 

pharmaceutical industry or contract research organisations. 

For admission to the programme students will need either; 

• a good degree (2i or above, or 2ii with extenuating circumstances confirmed by an academic referee) or degree equivalent 

from a recognised academic institution 

or 

• an appropriate professional qualification. 

Additional post-degree experience or qualifications can also me taken into consideration. 

Students for whom English is a second language will also require a minimum IELTS 7 or TOEFL 610 score. 

The course is also offered as an Intercalated Masters degree for MBBS students who have satisfactorily completed at least 3 years 

of their undergraduate degree. (This is currently only available to external students, not to those studying for an MBBS at QMUL). 

Other factors contributing to selection for entry to the course will be; 

• previous educational qualifications 

• work and research experience 

• the reasons for taking the course 

• future career and/or research plans 

• letters of recommendation. 

In addition to the above, students taking the course as a Distance Learning option will need access to computer and internet 

facilities, and will need to be within reasonable travelling distance of a British Council test centre or partner university to sit 

invigilated examinations. 


The programme is continuously quality-reviewed by an MSc management body which includes the Course Director, module 

leads, teaching administrators and student representatives. This body therefore acts as a Staff-Student Liason Committee, 

facilitating formal feedback from student representatives on any non-academic issue relevant to the course. 

In addition, all students provide feedback on individual lecture and module content and delivery, using anonymous web-based 

assessments. As a result, changes are made to the course based on the formal and anonymised student feedback. 


Students are encouraged to interact with academic staff during classroom teaching to foster a tutorial-like learning environment. 

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Members of the teaching staff, (typically the module lead and 1 other), mark all assessed work and provide written feedback on 

the in-course assessments. Students are able to view that written feedback at any time. Indeed, in semester 1 feedback is given 

on research Skills practical write-ups within 1-2 weeks of submission to enable students to incorporate that feedback into their 

subsequent write-ups. Feedback on progress and performance is given to students individually at the end of each semester by 

the Course Director, with the proviso that all marks are provisional until confirmed by the relevant examination boards. 

If a student is having difficulty with a particular module, topic or practical, additional teaching support can be provided. Students 

also have access to named personal mentors who can advise on areas in which the student may be having difficulty, or an issues 

such as post-course employment . 


The academic regulations relating to the programme are those used by the College, except for marks required for an MSc with 

Distinction, where the following applies: 

Distinction award - College mark of 70% or more with a mark for the Project module of 70% or more. 
















On completion our students will have the theoretical and practical background to go into further laboratory or clinical research, 

or into various aspects of cancer drug development and clinical evaluation in the context of early phase trials. 

Our graduate destinations include: PhD studentships (internal and external to the Institute), medical school, clinical trials 

research positions, laboratory research technicians, research assistants. 

Students also take this course as part of their Continuing Professional Development while employed by the National Health 

Service (pharmacists, radiographers and clinical trials assistants) or by pharmaceutical companies. International students also 

take the DL version of the course as part of their Continuing Professional Development, particularly those training in Medical 

Oncology. 

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Simon Joel and Kaye Yeung 

Person responsible for management of programme Simon Joel and Kaye Yeung 





185

TPB2011-028 




Institute 


MA History of Political Thought and Intellectual History 

Regulations 

School of History 

Following a review of the relationship and Memorandum of 

Agreement with University College London in regards to the 

MA History of Political Thought and Intellectual History 

programme, it has been agreed that the special regulations 

should be published the Queen Mary Academic Regulations. 

The changes to condoned failure and classification will apply 

from the 2012/13 academic year onwards. 

Outcome Requested 


approve the following joint regulations for the MA History of 

Political Thought and Intellectual History programme. 

Paper Author 

Ken Chow 


186

TPB2011-028 

MA/PGDip/PGCert in History of Political Thought and Intellectual 

History 

Partner institution: University College London 

Introduction 

The MA in History of Political Thought and Intellectual History shall follow the 

standard QMUL regulations except in the following particulars. 

Condoned failure (2011/12 cohort and earlier) 

The examination board may condone failure in the taught component of modules up 

to a maximum value of 30 credits (MA/PGDip) or 15 credits (PGCert), where: 

i) a student achieves a module mark of 30.0 or higher; and, 

ii) the student achieves an average mark of 50.0 or higher across all modules. 

Condoned failure (2012/13 cohort onwards) 

The examination board may condone failure in the taught component of modules up 

to a maximum value of 30 credits (MA/PGDip) or 15 credits (PGCert), where: 

i) a student achieves a module mark of 40.0 or higher; and, 

ii) the student achieves an average mark of 50.0 or higher across all modules. 

Resits 

Where a student resits a module and fails, the resit mark shall stand (rather than the 

best fail). 

Classification (2011/12 cohort and earlier) 

College Mark Dissertation mark Classification 

70.0 or higher 65.0 or higher Distinction 

60.0 or higher - Merit 

50.0 or higher - Pass 

Classification (2012/13 cohort onwards) 

The MA in History of Political Thought and Intellectual History shall be classified as 

follows: 

College Mark Dissertation mark Other criteria Classification 

70.0 or higher 70.0 or higher No condoned failures Distinction 

No resits 

60.0 or higher 65.0 or higher No condoned failures Merit 

No resits 

50.0 or higher - - Pass 

187

TPB2011-029 




Institute 




Collaborative Proposal 

Study Abroad & Exchanges Office 

Collaborative proposal for an exchange agreement with the 

University of Western Australia 

The Taught Programmes Board (TPB) is asked to consider 

and approve the proposed partner institution. Due Diligence 

and Risk Assessment Forms are attached. 

Should any conditions or recommendations be attached to the 

approval arising from discussion at the Board these will be 

clearly stipulated in the TPB minutes and relayed to the 

proposer 






Nature of collaboration: An undergraduate exchange 

agreement: up to 4 FTEs will be exchanged annually (1 

semester exchange student being 0.5 FTE). Incoming 

students will enter QMUL's Study Abroad programme and will 

be admitted and administered centrally through the 

programme. The exchange will be open to all QMUL students 

except those on SMD and Law programmes. 

Comments on the partner: The Risk Assessment and Due 

Diligence process indicate low levels of risk. UWA is a high 

quality partner and the agreement with them will raise the QM 

profile in Australia where QM currently has only one 

partnership with the University of Melbourne. This additional 

agreement would increase QM potential for attracting PG 

students from the wider pacific and South East Asian region. 

QMSE: strategic approval of the proposal was given by 

QMSE at its meeting on 10 January. 

Next steps: following TPB approval, the Memorandum of 

Agreement (already provided with the documentation) will be 

prepared for signing by the Principal and the Vice-Chancellor 

of UWA. 

No significant issues identified. 

Author 

Raluca Vasiliu-McIver 


188

Information Sheet 

CONTACT DETAILS 

Name of University: 

The University of Western Australia 

Office dealing with study abroad/exchange matters: 

Study Abroad Office 

Mailing address: 

Study Abroad Office 

International Centre, M352 

The University of Western Australia 

35 Stirling Highway 

Crawley 6907 

AUSTRALIA 

Street address: (For courier delivery) 

As Above 

Contact details of staff in Exchange/International Office 

Mr Kelly Smith 

Ms Milly Ingate 

Director 

Associate Director 

International Centre 

Regional Manager (North America and Europe ) 

Tel: +61 8 6488 1853 

Manager, Student Exchange and Study Abroad 

Fax: +61 8 6488 1129 

Tel: +61 8 6488 3537 

kelly.g.smith@uwa.edu.au 

Fax: +61 8 9382 4071 

milly.ingate@uwa.edu.au 

Ms Serena Young 

Study Abroad Adviser (Europe Incoming & Outgoing) 

Tel: +61 8 6488 3536 

Fax: +61 8 9382 4071 

serena.young@uwa.edu.au 

Mrs Sarah Kahle 

Promotion & Student Liaison Officer 

Canada (Incoming and Outgoing) 

Tel: +61 8 6488 4612 

Fax: +61 8 9382 4071 

sarah.kahle@uwa.edu.au 

Ms Carolyn Wood 

Study Abroad Adviser (Rest of the world Incoming & 

Outgoing) 

Tel: +61 8 6488 2298 

Fax: +61 8 9382 4071 

Carolyn.wood@uwa.edu.au 

Ms Jessica Gordon 

Study Abroad Assistant 

Tel: +61 8 6488 8199 

Fax: +61 8 9382 4071 

Jessica.gordon@uwa.edu.au 

Email address that exchange applicants can direct their enquiries to: 

studyabroad@uwa.edu.au 

After Hours Emergency Contact 

If outside of normal working hours, please contact +61 8 6488 2222 

Website for more information 

http://www.studyat.uwa.edu.au/study-abroad-and-exchange 

GENERAL INFORMATION 

General information 

Established in 1911, UWA is Western Australia's oldest university and one of Australia’s most prestigious educational 

institutions. 

First-time visitors to the campus will find UWA’s impressive architecture and beautifully landscaped gardens breathtaking. 

UWA's riverside campus, only minutes from the city centre offers an unrivalled study experience. Students have 

access to libraries, an extensive range of campus services, and excellent sports and recreational facilities to balance 

the demands of study. Activities include sports such as tennis, squash, basketball, volleyball and aerobics, general 

interest clubs and societies, cafes, theatres and museums. 

The University of Western Australia is a member of the Group of 8 in Australia (see http://www.go8.edu.au/), has 

achieved top ratings in the Good Universities Guide, consistently attracts the State’s top school-leavers, and has 

received one of the highest allocations of research funds for the nation. 

In 2010, UWA enrolled 81.4% of the State’s top 5% of school-leavers and 76.8% of the top 10% of school leavers who 

enrolled at Western Australian universities. 

189 

1

Academic Calendar (2011) 

First semester: 

Teaching: 28 February – 3 June 

Examinations: 6 June – 25 June (includes 1 week study break) 

Non-teaching Study Break: 25 April – 29 April 

Second Semester: 

Teaching: 1 August – November 4 

Examinations: 7 November – 26 November (includes 1 week study break) 

Non-teaching Study Break: 26 September – 30 September 

Trimester Dates (MBA Only) 

First Trimester: 

Teaching: 24 January – 21 April 

Examinations: 25 April – 30 April 

Second Trimester 

Teaching: 16 May – 5 August 

Examinations: 8 August – 12 August 

Third Trimester 

Teaching: 29 August – 18 November 

Examinations: 21 November – 25 November 

Academic Calendar (2012) 

2012 - Principal Dates 

First Semester 

Teaching: 27 February – 1 June 

Examinations: 2 – 23 June (Including 1 week study break) 

Non-teaching Study Break: 9 April - 15 April 

Second Semester: 

Teaching: 30 July - 2 November 

Examinations: 10 November - 25 November 

Non-teaching study break - 24 September - September 28 

Trimester Dates (MBA Only) 

First Trimester 

Teaching: January 21 - April 20 

Examinations: April 21 – April 28 

Second Trimester 

Teaching: May 12 - August 3 

Examinations: August 4 - August 11 

Third Trimester 

August 25 - November 16 

Examinations: November 17 - November 24 

Number of credits or units that undergraduate students need to complete in one semester 

Standard academic load per semester: 24 points 

Undergraduates should enrol in 24 points credit points per semester 

Postgraduates should enrol in 24 points credit points per semester 

Most units (courses) have a value of 6 credit points 

190 

2

Academic Information: 

• Degree Information (Website or Program Handbook): http://handbooks.uwa.edu.au/ - go to “Units Home” for 

unit selections. 

• Unit (courses) Registration Procedure (Website if any): Pre-enrolment is not available at UWA, however 

classes do not normally fill up. You may request prior approval of units by completing a Proposed Study List. An 

Approved Study List will be sent to you, normally prior to your departure. A place in approved units is normally 

guaranteed provided the unit is still available. You may change your unit selection at any time prior to formal 

enrolment. Formal enrolment takes place during Orientation. You will be assigned to a course adviser who will be 

available during the enrolment session to assist with your selection of units. Dropping and adding of units will be 

fully explained during Orientation. 

• Class Format: Lectures, plus tutorials/labs 

• Grading: 

80- 100 High Distinction (HD) 

70-79 Distinction (D) 

60-69 Credit Pass (CR 

50-59 Pass (P) 

45-49 Fail (N+) 

0-44 Fail (N) 

• Average Course Load per semester: 24 points (4 units [courses]) 

Number of credits or units required for completion of first (or equivalent of Bachelor’s) degree 

This varies depending on the Degree, please see 

http://courses.handbooks.uwa.edu.au/courses?section=finder&finder=12,25&title=Bachelor's+Degrees 

Is pre-registration available to exchange students? If not when does registration take place? 

No – however students can obtain an Approved Study list prior to their arrival which expedites the enrolment process. 

(See above Unit Registration Procedure) 

Are exchange students guaranteed placement in courses nominated? 

(See above Unit Registration Procedure) 

Language of instruction 

The language of instruction is English. 

Are there any special language courses for exchange students? 

Yes. UWA offers two English language credit bearing units - English 

Language and Academic Communication (HUMA 1101 and HUMA1102), which will focus on English 

language and academic communication skills for tertiary study. These units have been designed to meet 

the immediate needs of Study Abroad and exchange students entering the UWA for linguistic and cultural 

immersion. The units offer eligible students guided English language development within their program of 

study. Each unit has a value of one quarter (6 points) of a normal semester load (24 

points). The units may be studied concurrently, as independent units or as sequential units. 

Entry points are: 

IELTS 6.0 (no band score below 6.0) 

Internet-based TOEFL 77 

Computer-based TOEFL 210 

Paper-based TOEFL 540 

Cambridge Certificate in Advanced English with C grade 

UWA Bridging Course: C+ grade 

Other not for credit English courses are available, please refer to the Centre for English Language Teaching. These 

courses are not covered within the terms of the Agreement and will incur tuition fees. For further information 

http://www.celt.uwa.edu.au/welcome/about_celt 

The Centre offers a variety of courses including General English, Academic English, and Examination Preparation (for 

TOEFL, IELTS, Cambridge, TOEIC). 

191 

3

Exchange-related information 

Level 

Undergraduate & Postgraduate (depending on terms of the agreement) 

Duration of Exchange 

Minimum: 1 Semester or trimester 

Maximum: 2 Semesters or 3 trimesters 

Restricted programs or courses (not open to exchange students) 

Depends on terms of the agreement. If the Agreement is Faculty-based, students may only be exchanged within the 

relevant faculties as specified within the terms of the Agreement. If the Agreement is a University to University 

Agreement, students may be exchanged within all faculties. Students may apply for any unit which is part of a 

standard course of study except for courses within the Faculty of Medicine and Dentistry. 

Other courses may be restricted and some units may also be quota restricted. 

Are there specific admission requirements for students? 

Yes: 

Undergraduate Students: One year of tertiary study at a recognised institution at the time of application, with an 

overall weighted average equivalent to 65% on the UWA Grading Scale. Agreed equivalent is outlined within the 

Terms of the Agreement. 

Postgraduate students: You must have completed a first degree in order to take classes at a postgraduate level. 

Units taken within the MBA program require the completion of a Bachelors degree and 2 years minimum Management 

experience (or equivalent work experience). 

All students must satisfy UWA's standard English language competency requirements. See below. 

Services available to exchange students 

Exchange students have access to same services and facilities as full-degree students. Please see Campus Facilities: 

Student Services http://www.studentservices.uwa.edu.au/ 

About UWA http://www.uwa.edu.au 

UWA Sports http://www.sport.uwa.edu.au/ 

Guild http://www.guild.uwa.edu.au/ 

Application deadlines 

Nominations should be made by 1 April for study commencing in Semester 2 (July - November) and 30 November for 

study commencing in Semester 1 (February - June). 

Supporting documents for applications should be received by 1 May for Semester 2 and 31 December for Semester 1, 

however late applications will be considered if there is enough processing time available. 

Are application materials available online? 

Exchange partners are required to nominate to UWA first, and then students will receive an email with password and 

instructions for completing the online application 

Nominations should be made by 1 April for study commencing in Semester 2 (July - November) and 30 November for 

study commencing in Semester 1 (February - June). 

To nominate a student, please email the following details:- 

‣ First Name 

‣ Surname 

‣ Gender 

‣ Date of Birth 

‣ Level of Study (1 st year, 2 nd year etc) 

‣ Duration (1 or 2 semesters, or other for graduate research, MBA etc) 

‣ Student email address 

‣ Exchange / Study Abroad 

Level of English proficiency requirement 

TOEFL with an Essay Rating/TWE of 4.5 and either 230 (Computer-based) or 570 (Paper-based) score, 

TOEFL Internet-based requires a score of 90 with a minimum score of 22 in the Writing section and no less 

than 20 in the other sections. 

192 

4

IELTS: overall score of 6.5 with no individual component less than 6.0 

 

 

For all other qualifications, including acceptable qualifications for Swedish, Danish, Finnish, Dutch, Norwegian 

and German students please refer to http://www.studyat.uwa.edu.au/undergraduate/admission/english 

Please note that some faculties may request higher scores. 

Other English language qualifications not listed above will be assessed on an individual basis. 

See also above Special English Language courses for linguistic and cultural immersion students. 

English Language Bridging courses 

English Language Bridging courses (fee-paying) are available (see http://www.celt.uwa.edu.au/courses/pathways). 

Provided that students meet the academic requirements for entry, students applying for entry as Study Abroad or 

Exchange will be issued with a Letter of Offer conditional upon the results of the English Language Bridging course. 

The HUMA courses mentioned above are also offered. 

Supporting documents required to be submitted with exchange application 

Most recent Academic transcript 

Printed online application with Declaration signed and dated. 

Evidence of English Language Competency (if applicable) 

In some cases, if the GPA falls marginally below the minimum required, we will also request:- 

2 x academic references 

1 x statement of motivation 

1 x letter of support from home university / international office 

Arrival / Orientation program 

Recommended arrival dates 

Your students should arrive a day or two before Orientation if housing has already been pre-arranged. Students who 

have not secured any housing are recommended to arrive at least two weeks prior to the commencement of classes. 

Is airport pick-up service available? 

A 24 hour airport pick-up service is available free of charge if you have applied for permanent or 

temporary housing in one of the University Residential Colleges, or if your final destination on arrival 

is within the university precinct (Nedlands, Crawley, Subiaco, Shenton Park or the Perth CBD). 

Is orientation program available? 

Yes 

If yes, when will it be held? 

Orientation program for Semester 2, 2011 – Will begin Monday 25th July 

Orientation program for Semester 1, 2012 – Will begin on Tuesday February 14th 

Cost of orientation program (if any) 

Not Applicable, however optional excursions will incur a small fee. 

Accommodation 

Is university-administered accommodation available to exchange students? 

Yes. Please go to http://www.housing.uwa.edu.au/on-campus for links to Residential Colleges 

Is accommodation guaranteed for exchange students? Please include any conditions for guarantee. 

No 

193 

5

If university accommodation is available, do students send accommodation applications to your office and 

where to obtain the application materials apply through the exchange office?? 

Accommodation applications can be downloaded from the residential college websites. Students usually send their 

housing applications direct to the residential college, though if they are included with the exchange application, we will 

forward it to the college requested. Housing is competitive and it is recommended that applications for housing are 

submitted as early as possible – your students do not need to wait until they receive an Offer from the Study Abroad 

Office. 

Will accommodation material be provided by the Exchange Office? 

Yes 

If students are required to submit accommodation applications to a separate office, please advise the 

application procedures. 

Please go to http://www.housing.uwa.edu.au/on-campus for links to Residential Colleges as application process may 

vary. 

Is accommodation available over semester breaks? If yes, any additional charges? 

Please go to http://www.housing.uwa.edu.au/on-campus for links to Residential Colleges as it may vary with each 

Residential College. 

If university-administered accommodation is not available, will there be any assistance in finding private 

housing? 

Students will be directed to the Housing Service of Student Services. The Housing Service offers a free and 

confidential accommodation advisory support service to enrolled students. Housing Officers do not arrange 

accommodation students but can only provide advice and information and manage the Housing Database, which is a 

self serve facility allowing enrolled students to view property listings and make their selections accordingly. A number of 

properties (either on a vacant or share basis) and rooms available for rent in homes in surrounding areas are listed in 

the Housing Database. Students may then access the information and contact owners or lessees directly to arrange a 

viewing. 

http://www.housing.uwa.edu.au/off-campus 

Visa requirements 

Are exchange students required to obtain a student visa? 

Yes. Some students from eligible countries may be able to apply for a Working Holiday Visa (WHV). See below. 

Are exchange students allowed to work? 

On campus: 

Off campus: 

Yes (20 hours per week) 

Yes (20 hours per week) 

Is a special visa required for work? 

No, the Student Visa includes the right to work. 

Working Holiday Visa (WHV) 

Instead of a Student Visa, students may be eligible to apply for a Working Holiday Visa (WHV) Please see the following 

website for the different categories and conditions of a WHV: http://www.immi.gov.au/visitors/working-holiday/visaoptions.htm. 

if students come to UWA on a WHV they should be aware of the following - 

Students are not entitled to Overseas Student Health Cover (OSHC)but must accept the responsibility to 

arrange their own health insurance and acknowledge that they must cover their own expenses while in 

Australia 

Students will not be covered by the Education for Overseas Students (ESOS) Act which protects the interests of 

overseas students studying in Australia. Further information about how ESOS protects overseas students is 

194 

6

available at: http://www.international.uwa.edu.au/studentnet/esos 

Medical Insurance 

Are exchange students required to purchase a compulsory plan? If yes, please provide details: 

Yes. 

Overseas Student Health Cover is an Australian Student Visa requirement. 

Costs are (2011 premium) 

AUD$420-450 for 1 year and 

AUD$210 for 6 months 

More information can be found at www.oshcworldcare.com.au 

Students from Sweden (covered by CSN) and Norway do not have to purchase the additional insurance. 

Are exchange students able to apply for an insurance waiver if they have their own insurance coverage? 

No. OSHC is an Australian Government requirement. 

Estimated expenses per semester/term (in local currency) 

University-administered accommodation 

Please go to http://www.studyat.uwa.edu.au/unilife/costs 

Private accommodation 

Please go to http://www.studyat.uwa.edu.au/unilife/costs 

There are establishment costs of two weeks rent in advance, four weeks rent as bond, a letting fee and connection fees 

for electricity, gas and telephone. Most rental leases will require a commitment of at least 26 weeks (6 months). 

Food/Meals 

Local Transportation 

Academic expenses (e.g. books, fieldtrips, etc.) 

Personal expenses 

Please see - http://www.studyat.uwa.edu.au/unilife/costs 

Any fees other than tuition (e.g. student services) 

$60 per semester amenities and services fee (voluntary) – see 

http://www.studentadmin.uwa.edu.au/welcome/fees/amenities_&_services_fee 

Housing application fee - Students who apply to the residential colleges will need to pay an application fee of AU$60. 

195 

7

Queen Mary Collaborative Provision 

Risk Assessment Form 

The following types of collaborative proposals require the Risk Assessment: 

Articulation and Progression Agreements 

Single Taught Award 

Split-site research degree programmes 

Study Abroad Agreement 

Joint/Dual Award Agreement 

TTInsert Name 

University of Western Australia 

The Context 

Student Language 

Description Score Tick one in each 

category 

English first language (UK or overseas) 1 

English second language (UK-based) 2 

English second language (overseas) 3 

Cultural and educational context 

UK 1 

EU 2 

US/Canada/Australia/NZ 2 

Other 3 

The Proposed Partner 

Status 

Publicly funded University 

0 

approved/supported) 

Privately-funded University 1 

Public funded FE College 2 

Private College or Education Provider 3 

Public/private organisation – main function 4 

not education, but substantial education 

provision 

Resources 

Well resourced large organisation 1 

Well resourced small organisation 2 

Any size with limited resources 3 

196

Role of partner in delivery 

Administrative support (for distance or e- 1 

learning) 

Study support (for distance or e-learning) 2 

Delivery of teaching & assessment 3 

Partner’s expertise in this field 

At this level 1 

At lower level 2 

None 3 

Partner’s previous collaboration with UK (or other) HEIs 



None 3 

The Proposed Programme 

Collaborative ‘history’ 

Established collaborative programme 1 

Established at QMUL only 2 

New programme 3 

HEQF level 

Level 3 1 

Level 4,5,6 2 

Level 7,8,9 3 

QA processes of partner institution 

Defined/comparable 1 

Defined/some level of concern 2 

Not known 3 

Total Score 13 

Add up the individual scores: 1 = low risk; 2-3 = medium risk; 4 = high risk 

Overall risk scores: 10 – 15 = low; 16 -21 = medium; 22 – 31 = High 

The overall total score of any proposal will lie between 9 (min) and 31 (max), 

with 9 – 15 regarded as ‘low risk’; 16 – 21 as ‘medium risk’; and 22 – 31 as ‘high risk’. 

Note: 

Proposals with high risk assessment scores will require careful consideration and 

scrutiny before a decision to proceed is given. 

In addition to completion of the Collaborative Risk Assessment Form, QMUL staff 

or students proposing to travel to the partner institution's country should consult 

QM policy on safe business travel and emergency procedures which you can find 

on the Procurement web pages on http://connect.qmul.ac.uk/travel/index.html 

197

TPB2011-030 




Institute 




Collaborative Proposal 

International Office (Study Abroad & Exchanges) 

Collaborative proposal for an exchange and study abroad 

agreement with the University of Illinois at Urbana- 

Champaign (UIUC) 

The Taught Programmes Board (TPB) is asked to consider 

and approve the proposed partner institution. Due Diligence 

and Risk Assessment Forms are attached. 

Should any conditions or recommendations be attached to the 

approval arising from discussion at the Board these will be 

clearly stipulated in the TPB minutes and relayed to the 

proposer 






Nature of collaboration: An undergraduate Exchange and 

Study Abroad agreement commencing in the academic year 

2013/14. Participating QM students will do so through the 

QMUL International Exchange Programme. Incoming 

students will be admitted and administered centrally through 

the Study Abroad programme. UIUC students on a fee-paying 

basis are already expected in January 2012. The exchange 

will be open to all QM students except those on SMD and Law 

programmes. 

Comments on the partner: UIUC is a high ranking US 

institution with a great academic compatibility with QM and 

considered to be a highly suitable international partner for the 

College. It enjoys a particularly strong reputation in science 

and engineering. UIUC will provide an excellent academic and 

pastoral environment for QM outgoing students. It is expected 

that UIUC will be a desirable destination for students in 

science and engineering, currently under-represented in our 

outgoing exchange cohort. The Risk Assessment and Due 

Diligence process indicate low levels of risk. 

QMSE: strategic approval of the proposal is being sought 

through QMSE at its meeting on 24 January. 

Next steps: Documentation for the Memorandum of 

Agreement is already at an advanced stage. Following TPB 

approval, this will be prepared for signature by the Principal 

and the Chancellor of UIUC. 

198

TPB2011-030 

No particular issues indentified. 

Author 

Raluca Vasiliu-McIver 


199

Due Diligence Check-List 

The purpose of the due diligence process is that the College can be satisfied about the good standing of the 

prospective partner and of its capacity to fulfil its designated role in the proposed arrangement. QMUL will only 

enter into partnerships with institutions of equal standing which will enhance its academic reputation. In some 

cases a Risk Assessment Form may also be required (please refer to the Collaborative approval table). 

Where there is more than one partner please provide a complete set of information for each on separate 

sheets. If drawing from web pages please insert link. 


1. Name, address and web site of proposed partner organisation 

Name 

Address 

Web site 

The University of Illinois at Urbana-Champaign 

901 West Illinois Street, Urbana, IL 61801, USA 

http://illinois.edu/ 

2. Details and Title of contact at proposed partner organisation 

Name 

Role 

Mr Jerome Ng 

Assistant Director, Student International Academic Affairs and the Study Abroad Office 

Telephone Number +1 (217) 333-6322 

E-mail Address 

jeromeng@illinois.edu 

3. Details of Head of Institution/Signatory 

Name and Title 

Position 

Phylis . Wse 

Chancellor 

4. What is the status of the proposed partner organisation (please select as appropriate) 

HEI with degree awarding powers International Other (please state) 

HEI without degree awarding powers 

Further Education College 

Private training provider or company 

Research Institute 

Agent 

Other (please state) 





5. Written statement describing the legal status of the partner institution. Please include the basis on 

which the organisation has the authority/legal right to enter into collaborative partnerships. 

200

Established in 1867 as a land grant university, The University of Illinois is a public research university, ultimately responsible to 

the citizens of Illinois and the Illinois General Assembly. Authority over the University is held by a Board of Trustees. A president is 

the chief executive officer for the university system, and each of three campuses is headed by a chancellor, vice chancellors who 

have campuswide responsibilities, and other administrators whose duties are delegated by the chancellor. 

6. Partner institution's Mission Statement, where available; any significant future developments (if 

known). 

We serve the state, the nation, and the world by creating knowledge, preparing students for lives of impact, and addressing 

critical societal needs through the transfer and application of knowledge. 

http://illinois.edu/about/about.html 

7. Standing in relevant national and international league tables. For non-UK institutions: is the 

proposed partner subject to the scrutiny of national governments, external agencies/organisations? If 

yes, what has been the published outcome of such scrutiny (please provide web addresses if 

applicable). Evidence of the standing could be based on information published by organisations such 

as the British Council, National Academic Recognition Information Centre (NARIC), the Organisation for 

Economic Co-operation and Development (OECD) or in the in the following league tables: 

• Times Higher Education World University Rankings 

• QS World University Rankings (Quacquarelli Sydmonds) 

• Academic Ranking of World Universities (ARWU) 

• The Times Good University Guide 

• The Guardian University Guide 

If the proposed collaboration is at subject level, subject level rankings should also be provided if 

available. 

U.S.News & World Report: In its 2012 rankings, U.S.News & World Report's America's Best Colleges rated Illinois as the number 13 

public university and the number 45 national university. 

In 2010, The Times Higher Education World University Rankings list Illinois as 33rd in the world, 8th among American public 

universities. 

The Wall Street Journal ranks Illinois 3rd nationally (September, 2010) in terms of quality of undergraduates, as reported by 

corporate recruiters. 

In 2010, the Institute for Higher Education at Shanghai Jiao Tong University ranked Illinois as the 25th best university in the 

world and the 19th best university in America. 

Illinois ranks 47th in the world in the 2010 High Impact Universities ranking based upon research performance (http://www. 

highimpactuniversities.com/rpi.html) 

The Academic Ranking of World Universities (ARWU) ranks the University of Illinois as 25th in the World (2010); 4th World rank in 

Engineering/Technology and Computer Sciences (2010); 18th World rank in Life and Agriculture Sciences (2010); 23rd World 

rank in Natural Sciences and Mathematics (2010) 

201

8. Financial standing (for non-publicly funded entities only): Provide evidence where available of the 

good financial standing of the partner institution. This could include partner institution's most recent 

Annual Report and Accounts. Free copies of reports may be available from the partner's web site. 

Other online sources of financial information include The Annual Reports Library and Company Annual 

Reports Online (CAROL) 

9. How long has the proposed partner been in existence in its current form? since 1885 

10. Does the proposed partner have any current or previous links with QMUL? Please state. 

UIUC students have been participating in QMUL's Study Abroad programme for many years. 

11. Does the proposed partner have any current or previous links with other UK or overseas HE 

institutions? Please state. 

Current UK partners: City University, Cass Business School 

Manchester Business School, University of Manchester 

Newcastle University 

Northumbria University 

Pembroke College, University of Cambridge 

Queen's University Belfast 

Swansea University 

University of Aberdeen 

University of Bristol 

University College London 

University of East Anglia 

University of Glasgow 

University of Leeds 

University of Liverpool 

University of Nottingham 

University of Sheffield 

University of Stirling 

University of Sussex 

University of York 

12. Include information on any cultural, academic or other issues that you think relevant to assess the 

good standing of the proposed partnership, or which might raise issues of concern. 

202

13. For joint awards only: Does the proposed partner have the legal 

authority to award joint degrees? 

14. In the case of outgoing student exchanges: Confirmation that a site visit has been carried out to the 

Partner institution and that there are appropriate facilities in place for QMUL students. 

QMUL Study Abroad Office staff have visited UIUC on a number of occasions. UIU offers excellent academic and support 

services. 

15. For overseas partners: Are there any current FCO concerns regarding personal safety, health and 

travel to the area in question? (check Foreign and Commonwealth Office Country Profile and Travel 

Advice). 

No 

16. Details and Title of contact at academic lead at QMUL 

Name 

Role 

Andrew George 

Director of Study abroad and Exchanges 

Telephone Number 020 7882 5071 

E-mail Address 

a.j.george@qmul.ac.uk 

203

Queen Mary Collaborative Provision 

Risk Assessment Form 

The following types of collaborative proposals require the Risk Assessment: 

Articulation and Progression Agreements 

Single Taught Award 

Split-site research degree programmes 

Exchange Agreement 

Joint/Dual Award Agreement 

TTInsert Name 

The University of Illinois at Urbana-Champaign 

The Context 

Student Language 

Description Score Tick one in each 

category 

English first language (UK or overseas) 1 

English second language (UK-based) 2 

English second language (overseas) 3 

Cultural and educational context 

UK 1 

EU 2 

US/Canada/Australia/NZ 2 

Other 3 

The Proposed Partner 

Status 

Publicly funded University 

0 

approved/supported) 

Privately-funded University 1 

Public funded FE College 2 

Private College or Education Provider 3 

Public/private organisation – main function 4 

not education, but substantial education 

provision 

Resources 

Well resourced large organisation 1 

Well resourced small organisation 2 

Any size with limited resources 3 

204

Role of partner in delivery 

Administrative support (for distance or e- 1 

learning) 

Study support (for distance or e-learning) 2 

Delivery of teaching & assessment 3 

Partner’s expertise in this field 



None 3 

Partner’s previous collaboration with UK (or other) HEIs 



None 3 

The Proposed Programme 

Collaborative ‘history’ 

Established collaborative programme 1 

Established at QMUL only 2 

New programme 3 

HEQF level 

Level 3 1 

Level 4,5,6 2 

Level 7,8,9 3 

QA processes of partner institution 

Defined/comparable 1 

Defined/some level of concern 2 

Not known 3 

Total Score 13 

Add up the individual scores: 1 = low risk; 2-3 = medium risk; 4 = high risk 

Overall risk scores: 10 – 15 = low; 16 -21 = medium; 22 – 31 = High 

The overall total score of any proposal will lie between 9 (min) and 31 (max), 

with 9 – 15 regarded as ‘low risk’; 16 – 21 as ‘medium risk’; and 22 – 31 as ‘high risk’. 

Note: 

Proposals with high risk assessment scores will require careful consideration and 

scrutiny before a decision to proceed is given. 

In addition to completion of the Collaborative Risk Assessment Form, QMUL staff 

or students proposing to travel to the partner institution's country should consult 

QM policy on safe business travel and emergency procedures which you can find 

on the Procurement web pages on http://connect.qmul.ac.uk/travel/index.html 

205

TPB2011-031 




Report of Proposals Approved by Schools/Institutes 

Taught Programmes Board (TPB) is asked to note the 

proposals that have been approved by Schools/Institutes 

since its last meeting. 



The arrangements for programme and module approval in 

2011/12 devolve to School/Institute Learning and Teaching 

Committees (or equivalent) decision making for minor 

programme amendments, standard module proposals, 

module amendments, and module withdrawals. 

The attached report covers decisions taken by 

School/Institute Learning and Teaching Committees from 

03/11/2011 – 10/01/12 

206

Approval Body 

School/Institute L&T Committee / Head of 

School/Institute 

Report Period Period 3 

Proposal Type 


Programme/M 

odule Code Programme/Module Title Implementation Date Brief Description / Comments 

Module Amendment Biological and Chemical Sciences SBC617 The Psychology of Sociality and the Origins of Morality January 2012 Assessment methods and weightings 

Business and Management BUS212 Ethics and Business January 2012 Assessment methods and weightings 

BUS302 Organization & Identity September 2012 Assessment methods and weightings 

Engineering and Materials Science MELM005 Ultrasound and Imaging January 2012 Minor change to content description, semseter B module. 

English and Drama ESH205 Black Writing in Britain January 2012 Assessment change from seminar presentation to class participation 

ESH391 Writing Sixteenth Century Lives January 2012 Word count reduction 

Electronic Engineering and Computer Science ELE104 Professional Applications September 2011 Minor change to assessment weightings. Module in Sem A & B, assessments in Sem B. Students were consulted 

ELE444 Communication Systems Electronics January 2012 Assessment method and weightings 

Module Proposal Business and Management BUS325 Organization & Environment January 2013 (blank) 

Languages, Linguistics and Film ESH7000 Dissertation September 2012 (blank) 

History HST6330 Empire to Independence: The Making of Modern India, 17January 2012 (blank) 

Module Withdrawal Mathematical Sciences ASTM003 Angular Momentum and Accretion in Astrophysics (7.5 cre(blank) Has been out of use 

ASTM005 Research Methods in Astronomy (7.5 credits) (blank) Has been out of use 

ASTM041 Relativistic Astrophysics (7.5 credits) (blank) Has been out of use 

ASTM051 Plasma Astrophysics (7.5 credits) (blank) Has been out of use 

ASTM052 Extragalactic Astrophysics (7.5 credits) (blank) Has been out of use 

MTH4109 Fundamentals of Statistics I (blank) Has been out of use 

MTH6119 Fluid Dynamics (blank) Has been out of use 

MTH6133 Solving Partial Differential Equations (blank) Has been out of use 

MTHM017 Groups and Representations (blank) Has been out of use 

MTHM018 Dynamical Systems I (blank) Has been out of use 

MTHM019 Dynamical Systems II (blank) Has been out of use 

MTHM020 Projective and Polar Spaces (blank) Has been out of use 

MTHM027 Quantum Computation (blank) Has been out of use 

MTHM029 Introduction to Commutative Algebra and Algebraic Geom(blank) Has been out of use 

MTHM034 Quadratic Forms (blank) Has been out of use 

MTHM036 Permutation Groups (blank) Has been out of use 

Programme Amendment Economics and Finance L1S3 MSc Banking and Finance September 2012 Addition of an elective module 

L1T1 MSc Investment and Finance September 2012 Addition of an elective module 

Electronic Engineering and Computer Science H6K4 Telecommunication Systems (Networks) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6K6 Telecommunication Systems (Internet Computing) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6K8 Telecommunication Systems (Applications) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6K5 Telecommunication Systems (Networks) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6K7 Telecommunication Systems (Internet Computing) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6K9 Telecommunication Systems (Applications) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6W2 Mobile & Wireless Networks (Networks Pathway) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6W3 Mobile & Wireless Networks (Physical Pathway) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

H6W1 Mobile & Wireless Networks (Networks Pathway) September 2012 Change in title, due to incorrect proposal submitted to April PMAB. Remove pathway, to one title 

207

TPB2011-032 




Report from the Marketing, Recruitment and Admissions 

Group (MRAG) 

Taught Programmes Board (TPB) is asked to note the 

proposals that have been approved by MRAG. 



MRAG considers and approves proposals to withdraw 

programmes and these are reported to TPB for information. 

208

Approval Body 

Marketing, Recruitment and Admissions Group (CA) 

Report Period Period 3 

Proposal Type 


Programme/M 

odule Code Programme/Module Title Last Intake 

Prgramme Withdrawal Languages, Linguistics and Film LR71 BA French and Geography September 2011 

LREZ BA French and Geography September 2011 

LR74 BA Hispanic Studies and Geography September 2011 

LRGZ BA Hispanic Studies and Geography September 2011 

209

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