PERIODIC REVIEW DOCUMENTATION AND CHECKLIST

Provided by QUAD
a) / An agenda for the review event
b) / A list of panel members
c) / Guidance notes for panel members
d) / Travel information, campus maps and expenses forms for the external and student panel members
e) / University of Essex Education Strategy and Research Strategy
f) / Annual Review of Course reports[1] from the last 3 years
g) / External Examiner Reports from the last 3 years
h) / Previous Periodic Review report
Documentation to be provided by the Department/School
The following information should be provided to QUAD electronically 4 weeks before the Review date. Statistics are provided by Strategic Planning and Change on the Planning Information Portal and Reporting Services:

Scope of the Periodic Review and Reflective Document
Contents page
List of courses, indicating their current status[2] and the ongoing status recommended by the department
(Note: QUAD will provide a list of courses and their current status)
Reflective document (provided by Head of Department or nominee)
(see next page and template document)
Supporting documentation
Departments are welcome to provide additional documentation to the items listed below to support the Reflective Document (clearly referenced)
Programme Specifications (and HEAR summaries where available)
Module Maps – (mapping exercise showing the relationship between the course and the module learning outcomes)
Up-to-date reading lists which clearly define required reading and recommended reading
Existing subject related resources (e.g. equipment lists, specialist spaces such as laboratories and studios, digital resources)
Assessment strategy, marking/grading criteria and schedule (to include approach to reassessment and feedback)
Overview and response to External Examiner Reports from the last 3 years (if not included within the ARC reports)
Professional, Statutory or Regulatory Body reports and responses, and any other specific requirements
Progression and retention statistics with commentary on analysis and actions taken in response
Equality and diversity data with commentary on analysis and actions taken in response
Student survey results with commentary on analysis and actions taken in response
Current relevant QAA benchmark statements
Relevant current student handbook(s), including the departmental handbooks, course handbooks, work-based learning, work placement or study abroad guidance/handbooks
PG Research documentation, including criteria for confirmation of PhD status, information on research training, copy of Training Needs Analysis forms and examples of anonymised forms, copy of supervisory board / progress committee forms and examples of anonymised forms.

The Reflective document

  1. A brief introduction to the department
  1. How the department has changed and developed over time
  2. An overview of range of subjects on offer and the department’s research interests
  3. Department aims, strengths and any particular features
  1. Overview of the scope and context for the review
  1. Details of the department’s courses and modules[3]including:
  • new courses which have not yet run for one academic year[4]
  • suspended courses and discontinued courses where students are still completing awards started before the courses were withdrawn[5]
  1. Significant changes to course content, organisation or teaching and learning methods since the last Periodic Review (including information on the response to the last Periodic Review, and to new course approvals, with validation reports where applicable)
  2. Response to institutional strategic developments, including:
  • PSRB accreditation, Research Council reports
  • Education Strategy and Research Strategy
  • Curriculum Review
  1. A summary of the key themes for consideration at the Periodic Review
  1. Key themes the department wish to highlight to the Panel.

This should refer to feedback from consultation undertaken in preparing for the Periodic Review, including students, external academics, and others where applicable, for example industry experts or professional bodies.

  1. Departmental structures
  1. Departmental committees and groups that support academic standards and quality
  2. How structures in the department feed in to wider University committees
  1. Evaluation of the courses covered by the review

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

Sections should include:

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

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

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

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

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

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