Course Approval and Course Review & Revalidation



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Date conversion28.12.2016
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  • Hayley Burns
  • Head of Quality Unit

Purpose

  • To provide an overview of the following processes:
  • Course Approval:
    • Course development approval
    • Course Validation
  • Course Review & Revalidation
  • To introduce ICIS and its support of these processes

Course Development Approval

  • Purposes
  • Alignment with University strategic plan
  • Sound business case
  • Identify resource implications
  • Potential impact on other courses
  • Compliance with legislative requirements
  • Determine appropriate course validation route

Course Development Approval

  • Process
  • Course Development Team completes the ‘Curriculum Proposal Form’ (CPF) on ICIS
  • CPF submitted to Head of School
  • CPF submitted to Faculty Committee
  • If approved submitted for University peer review
  • Submitted to Deans and Executive for final approval to proceed to course validation

Curriculum Proposal Form

  • Sections
  • Course information
  • Market Research
  • The Course Costing Template [or Business Case]
  • Course Delivery
  • Course Structure
  • Course Exit Points
  • Subject Codes
  • Faculty Approval

The CPF on ICIS

Course Validation: Event Types

  • Standalone validation event
    • University level
    • Faculty level
    • Paper-based level
  • Re/approval of a collaborative partner
  • Collaborative partner event
  • PSRB accreditation
  • --
  • *Deadlines*

Course Validation: Criteria

  • For a course to be validated the following criteria must be met:
  • Curriculum
  • Learning, Teaching and Assessment
  • Admissions
  • Course Management
  • Resources
  • Implementation
  • Socially Inclusive Practice

Course Validation: The Validation Document

  • SECTION 1
  • Executive Summary

Course Validation: The Validation Document (2)

  • SECTION 2: PLANNING AND DEVELOPMENT OF THE COURSE
  • CPF
  • Rationale for the proposal
  • Engagement with External and Internal Reference Points
  • Resources
  • Quality Assurance
  • Transitional Arrangements
  • Ethics

Course Validation: The Validation Document (3)

  • SECTION 3: THE COURSE SPECIFICATION
  • Course Information
  • Educational Aims and Learning Outcomes
  • Course Structure
  • Teaching and Assessment
  • Entry and Exit Requirements
  • Inclusive Curriculum Statement
  • Addendum for Delivery at a Collaborative Partner Organisation

Course Validation: The Validation Document (4)

  • SECTION 4: COURSE STRUCTURE
  • Per each level of study:
  • Module Code
  • Module Title
  • Credits
  • Module Status
  • *ensure that at each level you have the correct number of credits. See Regulations for Taught Courses

Course Validation: The Validation Document (5)

  • SECTION 5: MODULE SPECIFICATIONS
  • Module Information
  • Module Criteria
  • Learning Outcomes
  • Assessment Matrix
  • Key Skills
  • Concise/Indicative Reading List

Course Validation: The Validation Document (6)

  • SECTION 6: SUPPORTING MATRICES
  • Learning Outcomes Matrix
  • Key Skills Matrix
  • Assessment Schedule
  • Learning Outcomes Matrix

Key Skills Matrix

  • The following must be included but others can be added at faculty discretion:
  • D1 Managing and developing self
  • D2 Working with and relating to others
  • D3 Communicating
  • D4 Managing tasks and solving problems
  • D5 Applying numeracy
  • D6 Applying technology
  • D7 Applying design and creativity

Assessment Schedule

  • Code
  • Module
  • Credits
  • Assessment Weighting %
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  • CW1
  • Wordcount
  • CW2
  • Wordcount
  • CT1
  • CT2
  • EX1
  • Length
  • EX2
  • Length
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  • EX
  • Modules that involve examinations
  • These include modules that use closed book/open book written examinations as all or part of their assessment.
  • CW
  • Modules that use 100% coursework
  • These module use ONLY coursework such as essay, laboratory exercise, report, presentation, journal, portfolio etc.
  • CT
  • Module that use Class Test
  • These include modules that use a phased test/examination, in-class test, MCQ test, practical exam, OSCE as all or part of their assessment.

Course Validation: The Validation Document (7)

  • APPENDICES
  • External Examiner/Consultants’ Report(s) and Team’s response
  • Letters of support from employers
  • Staff CVs
  • Ethical Approval Forms
  • Applications for RTS

Course Validation: Guidance Documents

  • QAA UK Quality Code
  • QAA docs: FHEQ, subject (and other) benchmarks, course specifications
  • USW Course Developer’s Guide
  • USW Guidelines for the Development of Foundation Degrees
  • USW Regulations for Taught Courses
  • USW Assessment Policy and Tariff
  • USW Learning, Teaching and Widening Access Strategy
  • USW CELT

Course Validation: The Validation Document and ICIS

Course Validation: The Process (1)

  • Timescales
  • Time +/- Event
  • FQAC Validation Panel
  • -8 weeks (minimum)
  • FVP established by Faculty Quality Team
  • - 6 weeks (minimum)
  • Internal Faculty scrutiny process takes place
  • - 3 weeks (minimum)
  • Completion of validation documentation and submission to the FQM for final checks
  •  
  • Faculty Quality Team circulates documentation to the FVP
  •  
  • - 1 week (minimum)
  • External Academic (if appropriate) provides written commentary on the proposal
  •  
  • 0 weeks
  • + 4 weeks (maximum)
  • Development Team response to validation conditions and completion of the revised documentation
  •  
  • + 6 weeks (maximum)
  • Meeting of conditions, documents signed off by FVP Chair, electronic submission of final documentation to the Faculty Quality Team
  •  

  • The Panel
  • The event
  • The outcomes
  • Conditions, requirements and recommendations
  • The report
  • Responding to conditions
  • Course Validation: The Process (2)

Course Validation: The Process (3)

Course Approval: Summary

  • Course Development Approval and the CPF
  • Course Validation:
    • the criteria
    • the Validation Document
    • Guidance documents
    • the process
  • How ICIS supports these systems

Course Review & Revalidation: Introduction

  • Assurance of maintenance of academic standards
  • Assurance of quality
  • Enhancement-focused
  • Opportunity for holistic and strategic thinking
  • Single or multiple courses
  • Revalidation

Process

  • Self-critical
  • Evidence-based
  • Building on strengths
  • Identifying and assessing risk
  • Highlighting areas for enhancement
  • Peer review: staff, students and externals
  • Designed to be developmental
  • Occurs every 6 years

Panel Focus

  • Academic Standards
  • Quality of Learning Opportunities
  • Quality Management and Enhancement

Schedule

  • Time +/- visit
  • Activity
  • - 6 months
  • - 3 months
  • CRR Panel set up by FQM in consultation with Review Chair, Reporting Officer, Head of School, Course Leader and formally approved by the Chair of QAC
  • - 9 weeks
  • Self evaluation document and supporting documentation submitted to the Reporting Officer
  • - 8 weeks
  • Reporting Officer circulates the Self evaluation document and supporting documentation to the CRR Panel
  • - 5 weeks
  • Reporting Officer receives each CRR Panel member’s analysis of the Self evaluation document for their allocated section(s) and forwards this to the CRR Panel Chair
  • - 4 weeks
  • Preparatory meeting convened to finalise arrangements for the review event
  • - 1 week
  • Team assembles documentation to be made available during the review
  • 0 weeks
  • Review event
  • + 4 weeks
  • + 6 weeks
  • Final draft of the report circulated to the CRR Panel and the Faculty/College to check for factual accuracy
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  • + 8 weeks
  • Final report circulated to Faculty Head of School
  • Next scheduled meeting after publication of the final report
  • Action Plan compiled to include actions to be taken at Faculty level. Report and Action Plan submitted to FQAC
  • Next scheduled meeting after consideration by FQAC
  • Report and Action Plan (to include any University actions) submitted to QAC via the Quality Unit

Preparation

  • Admin support provided by faculty to give advice and coordinate
  • Briefing meeting between FQM, Head of School and Course Leader(s) 6 months before the event:
    • Confirm the scope of the review
    • Provide an overview of the process
    • Identify a date and establish deadlines for submission of documentation
    • Guidance on developing the self-evaluation document
    • Discuss panel members and identify a reporting officer

Panel

  • Chair
  • 2 or more external members
  • 2 or more internal members from a different faculty
  • Faculty Quality Manager
  • Student Union sabbatical officer or nominee
  • Reporting Officer

Self-evaluation document: Part 1: Critical Review

  • Academic Standards
  • Quality of Learning Opportunities
  • The maintenance of Standards and Enhancement of Quality
  • Working with Others
  • Appendices
    • Mapping from old to new courses and modules
    • External Examiner/Consultant’s Report and Team’s response
    • Recruitment and conversion table
    • Statistics detailing student progression, outcomes and career destinations
    • Reports of accreditation events and details of any changes to professional body requirements

Self-evaluation document: Part 2: Revalidation Document

  • SECTION 1: Planning and Development of the Course
    • Engagement with External and Internal Reference Points
    • Evidence of ethical consideration
    • Transitional Arrangements
  • SECTION 2: Course Specification
  • SECTION 3: Course Structure
  • SECTION 4: Module Specifications
  • SECTION 5: Supporting Matrices
  • APPENDICES

Additional Documentation to be submitted with the SED

  • List of evidence
  • Course Handbooks
  • Student Data
  • External Examiner reports
  • Course annual monitoring report
  • Faculty annual monitoring report

Additional Documentation to be available during the review

  • Course and module handbooks and any other relevant course documentation
  • Staff lists and a short profile
  • Course Board minutes
  • Module/course questionnaire summaries
  • Data, i.e. NSS satisfaction levels
  • Notes of course team meetings
  • Recent validation reports
  • Marketing materials

The preparatory meeting

  • Chair, Head of School, Course Leader(s), FQM, Reporting Officer – 4 weeks before the event
    • Agree on key issues
    • Check which claims in the SED the panel are going to verify
    • Identify key members of staff who will attend meetings
    • Agree on sample of students’ work to be made available
    • Shape the overall agenda
    • Discuss arrangements for meeting students from collaborative partners

The Event

  • 1 day long
  • Meetings with course and other staff, current and former students and other relevant stakeholders
  • Private meetings of the panel
  • Good practice and recommendations made
  • Report produced

Links to Procedures

  • Course Approval
    • Course Development Approval
    • Course Validation
  • Course Review & Revalidation


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