ACADEMIC QUALITY ASSURANCE

2014/15

APPENDIX 3

COURSE DEVELOPER’S GUIDE

Thirteenth Edition

From September 2014

Issued by Academic Quality and Awards©

CONTENTS / Page
1. / Getting Started With A New Course ...... / 1
2. / Course Development Check List ...... / 1
3.
4. / guidance on CURRICULUM DESIGN......
Academic Regulations ...... / 4
6
5. / Course Approval ...... / 8
5.1 / Purpose ...... / 8
5.2 / Criteria ...... / 8
5.3 / Developmental and Initial Evaluation ...... / 8
5.4 / Documentation for Course Approval...... / 8
5.4.1 / Programme Specification ...... / 9
5.4.2 / Module Descriptors ...... / 9
5.4.3 / Planning Consent Form/Course Resource Audit Form ...... / 10
5.4.4 / Student Handbook ...... / 10
5.4.5 / Teaching Schemes ...... / 11
5.4.6 / Institutional Document ...... / 11
5.5 / Course Approval Event...... / 11
5.5.1 / Course Approval Panel ...... / 11
5.5.2 / Authority of the Course Approval Panels ...... / 12
5.5.3 / Course Approval Process ...... / 12
5.5.4 / Approval of new named Certificates/Advanced Certificates...... / 14
6. / Action Following Successful course approval...... / 14
6.1 / Response to conditions ...... / 14
6.2 / External Examiner Appointments ...... / 15
6.3 / Course Information on the web ...... / 15
6.4 / Course Documentation and Computer Records ...... / 15
7. / Feedback on the course approval Process ...... / 15
8. / Process of CREDIT RECOGNITION of In-house Company Courses ...... / 15
9. / Minor Change Process ...... / 16
10. / MAJOR CHANGES TO EXISTING COURSES ...... / 17
11. / On-going Quality Assurance ...... / 17
11.1 / Annual Monitoring ...... / 17
11.2 / Interim Review ...... / 18
11.3 / Periodic Course Review (On-campus Provision) ...... / 18
11.4 / Periodic Course Review (Partnership) ...... / 18
appendices
1. / Market Research for New Courses
2. / COURSE RESOURCE AUDIT FORMS (CRAF)
2APlanning Consent Form for new on-campus provision
2BCRAF 1 for off campus provision
2CCRAF 2 for UCLan delivery off campus or at new UCLan campus
2DCRAF 3 for periodic review
2ECRAF 4 for periodic review (UK and overseas collaborative)
3. / RESOURCE PROFORMA FOR UK COLLABORATIVE EVENTS THAT DO NOT INCLUDE A TOUR OF LEARNING RESOURCES
4. / a.MODULE DESCRIPTOR
b.MODULE LEVEL DESCRIPTORS
c.MODULE DESCRIPTOR GUIDANCE
5. / MODULE TEACHING SCHEME
6. / GUIDANCE NOTES ON DEVELOPING AND COMPLETING PROGRAMME SPECIFICATIONS and PROGRAMME SPECIFICATION TEMPLATE
7. / Curriculum Vitae – Standard Format
8. / Summary of the course approval Process
9. / Threshold Criteria for course approval
10. / Distance Learning Programmes- ADDITIONAL INFORMATION FOR COURSE DEVELOPERS AND course approval PANELS
11. / Foundation Degrees – Additional Information for Course Developers and course approval Panels
12. / NOMINATION OF EXTERNAL ADVISERS
13. / Student Handbooks Guidance on ContenT
a.Guidance on content for Course Leaders
b.Student Handbook - UCLan template
14. / RESPONSE TO CONDITIONS PROFORMA
15. / Minor Change Process
Form 1:Minor Change Proposal – summary of changes
Form 2:External Adviser/External Examiner comments
Form 3:Proposed Minor Change Affecting an Existing Adopted Course Module
16. / Where to get further advice
17. / approval to offer external awards
18. / Glossary of Terminology
19. / FLOW-CHART OF TIME SCALES FOR COURSE DEVELOPMENT
Course Approval
Post-Graduate Planning
Undergraduate Planning
20. / REQUEST FOR FAST-TRACK PLANNING CONSENT

1.Getting Started With A New Course

New ideas for course developments should be channelled in the first instance to your Dean of School. The University Course Planning Committee (a sub-committee of Academic Board) is responsible for granting strategic approval for all new course proposals to proceed to course development and inclusion in the Course Approval Schedule. Proposed new courses may not be advertised until approval has been granted to proceed to course development and then must only be advertised as “subject to approval” until final Course Approval has been confirmed. (See Appendix 19 for details of planning timescales). (NB Where there is a strong business need, course planning may be fast-tracked – please consult AQA for further information.)

The main purpose of course planning is to ensure that the overall portfolio of programmes offered by the University is relevant to market needs, reflects the University’s mission, strategic goals, current academic priorities and resources. The Course Planning Committee will consider proposals (a) for the development of new academic courses to be delivered at UCLan campuses and (b) the development of academic courses leading to University awards to be delivered in full or in part at other UK and Overseas institutions.

Once approval has been given to proceed to course development, proposed new courses for delivery at a UCLan campus may proceed to course development and Course Approval (see section 4 for more information on the Course Approval process). It should be noted that following strategic approval by the Course Planning Committee, courses to be offered in collaboration with new UK partners or overseas partners require a formal proposal to be made to the Collaborative Sub-Committee (CSC) and, if delivery at level 7 is involved, then the collaborative proposal also needs to be considered and approved by the Academic Standards & Quality Assurance Committee (ASQAC). (For collaborative proposals, please see the document “Collaborative Provision – Policy and Procedures” (Appendix 11 of the Academic Quality Assurance Manual).

Ideally the development process commences at least eighteen months prior to the planned commencement of a new course (2 years for new courses which are to be advertised in UCAS) so that there is time to:

  • gather market intelligence;
  • consult with central University stakeholders to ensure course proposals are viable;
  • ensure that the curriculum development phase involves liaison with a wide range of people;
  • undertake a course resource audit to ensure that the staffing and resource base is adequate for the delivery of the course and that there is adequate consultation with services such as Library and Information Services and Facilities Management. (See Section 5 for more information on the course resource audit requirements.)

The University encourages innovation in curriculum development and design. There is a wide variety of models for course development and the University places very little restriction on the development model used in individual cases, except that the development must be in compliance with the Academic Regulations and that the quality and standard of provision is assured and is aligned with Part A of the QAA UK Quality Code for HE. Some courses involve collaboration with more than one partner institution, operating as a network of providers to share core modules and extend the range of specialist modules. Other courses are developed for distance learning, or modified to include distance learning variants. Courses may also share a common first year or provide access routes from HNC/HND courses or Foundation Degrees to Honours Degree programmes. In terms of course development academic staff are encouraged to be inventive, liaise with colleagues inside and outside the University and talk to Schools/Colleges/other Higher Education Institutions and employers. (See Section 3 for further guidance on curriculum design).

The University’s course approval procedures have been mapped against the expectations of the QAA Quality Code to ensure compliance with the external framework.

Appendix 16 of this Course Developers’ Guide provides useful sources from where further advice may be sought.

2.Course Development CheckList

(Note: unless otherwise stated all references to Appendices are to Appendices of this Guide)

  • Consider the potential market for the course, and potential entry requirements. This will influence the nature and level of the award, the content of the curriculum, the overall learning outcomes (to meet the needs of the diverse range of students who will be recruited), teaching and learning, and the assessment strategy which will test the learning outcomes. See Appendix1 of this Guide on market research for new courses.
  • Refer to the University Academic Regulations which take account of the Framework for Higher Education Qualifications (FHEQ), to ensure that the most appropriate level of target award is chosen and that the design of the course takes account of the requirements of that award, and the desirability of any exit awards for students who exit their programme prior to completing their target award.
  • Consider how the course design and content needs to respond to the Quality Assurance Agency for Higher Education’s (QAA) Subject Benchmark Statements and Code of Practice and other external reference points eg, the needs of local employers, industry, professional/statutory bodies, legislation and in light of the diverse range of students to be recruited, racial equality. See section 3 for further advice on curriculum design.
  • Consult with staff across the University, as appropriate, who will able to give you advice and guidance to support your course development and its operationalisation eg Tuition Fees team, Resources Planning, Facilities Management, Library and Information Services (including library and IT requirements, technical support, Digital Services), Admissions, Student Accommodation Service. There may be issues you need to consider, particularly if you intend to deliver a course over a non-standard calendar.
  • Contact Academic Development (HR) for support and access to guidance on teaching, learning and assessment; guidance on designing courses and modules, including how to write learning outcomes is available in a free e-publication: First Words – A Guide to Teaching and Learning by David Baume (). (For further advice see section 3.)
  • Consider ethical issues in delivery, content or assessment, do these need to be referred to the School Ethics Committee?
  • Consider whether Foundation Degree proposals reflect the distinctive identity associated with Foundation Degrees (see Appendix 11 for further guidance and supplementary issues)
  • Consider whether some existing modules can be utilised to contribute to the Course and whether there is anything within these module descriptors which may require to be changed? If the module belongs to the proposing School, the proposal for change could be processed during the Course Approval, although care must be taken to ensure that any changes required to meet the needs of a new course do not adversely affect those courses to which an existing module already contributes. Check whether the existing modules are current in terms of the standards now expected for module descriptors so that (if necessary) they can be updated for submission to the Course Approval Panel. See the current template for module descriptor in Appendix 4.
  • Consider any new modules which will need to be developed and undertake a course resource audit involving the Learning and Information Services and Facilities Management to ensure that there are sufficient resources in place for the delivery of both new and existing modules.
  • Elective modules may be incorporated into the structure of full-time undergraduate courses to provide the opportunity for students to study a module from across a wide range of subject areas, and thus acquire new skills (such as a language) or knowledge from outside their main area of study. The course structure within the programme specification should clearly indicate that provision for a free elective module has been accommodated within the course.
  • Contact the relevant Dean of School to seek written permission to use any existing modules which are to be ‘adopted’ from another School. If minor changes are required to existing modules this must be agreed and processed by the relevant Dean of School. If a major change is required for an existing or adopted module to meet the needs of a new course, it is likely that a new module descriptor will have to be provided.
  • Check that sufficient staffing expertise and specialist resources can be made available for all the modules contributing to the Course - see the questions posed in the Planning Consent Form / Course Resource Audit Form which are available on the AQA website. A Course Leader designate should also be appointed prior to Course Approval.
  • Ensure appropriate guidance is made available to students undertaking work placements, either as part of a sandwich course, professional course or on a voluntary basis. This should include appropriate mechanisms for securing placements of an appropriate quality and on-going support for students whilst on placement, including health and safety. Further guidance is available from the UCLan’s Safety, Health and Environment, and Careers intranet sites via the following links:

Structured work experience:

  • Courses which require health or social care placements should contact the Placement Learning Support Unit within the School of Health for appropriate guidance:
  • Consider the proposed Course title to ensure that it reflects the content and aims of the course, that it is self explanatory, attractive to students and can be found easily within an index of other courses.
  • Construct a Student Handbook which will be clear and welcomingand informative for students, and the Course Approval Panel (for Course Leader’s guidance on Student Handbooks see Appendix 13).
  • Produce draft promotional material in liaison with Marketing (for contacts see: which is attractive to students and accurately and honestly describes the course. All partner institution promotional materials should be produced in liaison with the relevant Schools.
  • Review the complete set of course documentation for Course Approval to ensure that the information provided is accurate and consistent throughout. The complete set of course documentation is set out under section 4.4 below.
  • For Collaborative Provision, ensure that the appropriate liaison contacts are established. One of the major factors contributing to successful Course Approval of proposals from Partner Institutions is the link which has been developed with the University School and who is responsible for quality assurance aspects of the development. It is essential for there to be close liaison with nominated representative(s) from this School (known as the host or link School). If the proposal includes adopted modules from other Schools, it is important that the liaison process includes representatives from those Schools. It is the Partner institution’s responsibility to ensure that it receives all the information necessary for the proposal to be approved successfully.

For further information on collaborative provision procedures see:

  • Consider who you might approach as an External Examiner

A nomination form for the appointment of an External Examiner should be submitted to AQA along with the Course Approval Documentation (the nomination will be processed and if confirmed, a letter of appointment will be sent to the nominee by AQA only following confirmation of Course Approval). Guidance on the appointment of External Examiners is available to staff on the AQA intranet site. See Section 6.2.

3.GUIDANCE ON CURRICULUM DESIGN

  • Use the model of constructive alignment (Biggs, 1997) to inform the planning of the curriculum.

Learning Outcomes

Assessment Delivery

  • Decide on the intended learning outcomes. What should a student be able to do on completion of the course (and modules)? Since learning is about the development of abilities and skills as well as the acquisition of knowledge and its understanding and application, consider what abilities and skills students need to have developed, or be developing, and ensure that these are included in the learning outcomes. These outcomes should initially populate the course outcomes in the programme specification, and should be drawn upon also in identifying learning outcomes for discrete modules. (See Appendix 6 for Programme Specification guidelines and template for completion.) (Further guidance on learning outcomes is available via the AQA intranet site: .)
  • Use the Programme Specification as a tool in course development so that the Course Development Team continues to reflect on the broad aims for the course and on the essential overall learning outcomes, and skills development, which all successful students will need to satisfy to gain the relevant course or named exit award. (See Appendix 6 for Programme Specification guidelines and template for completion.)
  • Personal Development Planning (PDP) is a structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. Planned opportunities to engage in PDP should be designed into the curriculum eg through reflective pieces of assessment, as seminar topics, or as structured conversations with personal tutors.
  • Consider the three curriculum themes identified within the University’s Medium Term Strategy, namely employability and enterprise, internationalisation and sustainable development and interpret them according to the requirements of the University’s key objectives but within the scope of the subject area concerned. In considering the different areas, course teams should make explicit within the documentation how students will be given the opportunity to study, at some level, material which will benefit them in later life, whether it be in terms of employment, or understanding the world and their role within it.

See Medium Term Strategy:

  • Employability and Enterprise: To ensure that students understand the relevance to their current and future career development, employability learning needs to be embedded within the subject content and delivery of the curriculum, rather than as a ‘bolt-on’ to the course. Further guidance is available from Careers
  • Where thecourse will need to developpractical, thinking, career/employability and transferableskills;these skills should be included as part of the overall learning outcomes for the Course. Consider how they will be developed and assessed. If these are not essential for all students, they could be included in optional modules for those students who wish to choose them.
  • Ensure that there is progression in the development of knowledge and skills throughout the Course, that there is course coherenceand that the curriculum as a whole stretches students academically, particularly in the final year of undergraduate study and at postgraduate levels. This should be evidenced in the content of the module, the level of the learning outcomes and in the demands of the indicative assessments.
  • When writing module learning outcomes, the use of frameworks such as Bloom’s taxonomy can be very useful here. Avoid words like know; become acquainted with; understand; appreciate; have a grasp of; be familiar with. Make use instead of verbs and phrases which are more objective, such as: state; explain; identify; outline; describe; list; compare; suggest reasons why; apply; analyse; distinguish between; summarise; evaluate; assess (Further guidance on learning outcomes is available via the AQA intranet site: .)

See Appendix 4b of this guide, for guidance on Module Level Descriptors (which have been aligned with the Framework for Higher Education Qualifications).