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Programme and Module Modification Policy

Policy Statement

The School is committed to maintaining the highest educational standards through continuous programme and module improvement. The Programme and Module Modification Policy, supporting the New Programme and Module Approval and Modification Regulations, explains a structured, transparent process for making changes to our offerings.

Principles

Student-Centred: Prioritising the impact on student learning and experience with any programme or module modification.
Transparency: Maintaining clear and open communication with all stakeholders regarding changes.
Rigour: Ensuring academic rigour is maintained throughout the modification process.
Consultation: Engaging in meaningful consultation with relevant subject matter experts.
Equity: Considering the diverse needs of all student populations in any proposed changes.
Quality Assurance: Using modification as a means of enhancing the overall quality of programmes.
Accountability: Holding individuals and committees responsible for the decisions made during the modification process.
Sustainability: Ensuring that changes are sustainable and beneficial in the long-term.
Clarity: Communicating the rationale for changes clearly to all affected parties.
Continuity: Preserving the integrity and learning outcomes of the programme throughout the modification process.
Innovation: Encouraging innovative approaches to curriculum design and content delivery.
Review: Regularly reviewing the policy to ensure it remains effective and reflects best practice.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority	Name	Url
Office for Students (OfS)	Regulatory framework for higher education in England This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
Quality Assurance Agency (QAA)	The Quality Code This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA)	Advice - Course Design and Development
Quality Assurance Agency (QAA)	Advice - Enabling Student Achievement
Quality Assurance Agency (QAA)	Advice - Learning and Teaching
Office for Students (OfS)	Sector-recognised standards The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.

Authority

Name

Url

Office for Students (OfS)

Regulatory framework for higher education in England
This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.

Quality Assurance Agency (QAA)

The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.

Quality Assurance Agency (QAA)

Advice - Course Design and Development

Quality Assurance Agency (QAA)

Advice - Enabling Student Achievement

Quality Assurance Agency (QAA)

Advice - Learning and Teaching

Office for Students (OfS)

Sector-recognised standards
The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.

Curriculum Framework and Approval Standards

Title
Definition Definitions and Approval of Programmes and Modules A 'programme' is a structured body of teaching and learning that leads to an award, as approved by the School. It must meet the OfS sector-recognised standards for credits and descriptors. Programmes consist of modules related to the discipline and may include multiple levels. Each 'module' is assigned credits, defined learning outcomes, and specific summative assessments. These credits contribute towards the programme award, provided students successfully complete the assessments and demonstrate the required learning outcomes. All undergraduate and postgraduate programmes and modules must adhere to strict approval rules to ensure high standards and quality. Any modifications to programmes and modules are subject to specific regulations. Defining programmes and modules clearly ensures alignment with sector-recognised standards and maintains academic integrity. Following established approval and modification processes helps to uphold the quality of education and ensures that programmes remain relevant and effective.

Title

Definition
Definitions and Approval of Programmes and Modules

A 'programme' is a structured body of teaching and learning that leads to an award, as approved by the School. It must meet the OfS sector-recognised standards for credits and descriptors. Programmes consist of modules related to the discipline and may include multiple levels. Each 'module' is assigned credits, defined learning outcomes, and specific summative assessments. These credits contribute towards the programme award, provided students successfully complete the assessments and demonstrate the required learning outcomes.

All undergraduate and postgraduate programmes and modules must adhere to strict approval rules to ensure high standards and quality. Any modifications to programmes and modules are subject to specific regulations.

Defining programmes and modules clearly ensures alignment with sector-recognised standards and maintains academic integrity. Following established approval and modification processes helps to uphold the quality of education and ensures that programmes remain relevant and effective.

Accuracy of Information

Title
Rule Marketing Team Protocol for Information Updates The Marketing Team will maintain a protocol with programme and module teams to ensure the following: Information published on the AGS, website, and other platforms is current. Information is regularly reviewed. Any changes to programmes and modules are promptly communicated to the Marketing Team, which will then notify all School Directors and students of these changes. Information is widely disseminated and easily accessible. The Marketing Team will collaborate closely with programme and module teams to ensure accuracy. This protocol ensures that all programme and module information is accurate, current, and effectively communicated to all relevant parties, thereby maintaining transparency and consistency across the School's platforms.

Title

Rule
Marketing Team Protocol for Information Updates

The Marketing Team will maintain a protocol with programme and module teams to ensure the following:

Information published on the AGS, website, and other platforms is current.
Information is regularly reviewed.
Any changes to programmes and modules are promptly communicated to the Marketing Team, which will then notify all School Directors and students of these changes.
Information is widely disseminated and easily accessible.

The Marketing Team will collaborate closely with programme and module teams to ensure accuracy.

This protocol ensures that all programme and module information is accurate, current, and effectively communicated to all relevant parties, thereby maintaining transparency and consistency across the School's platforms.

Monitoring and Evaluation of Programmes and Modules

Title
Rule Module and Programme Evaluation Reports The School mandates that module leaders and programme leaders produce detailed reports as part of the Monitoring and Evaluation Regulations. Module leaders must assess the module’s performance, including teaching quality, student engagement, and assessment outcomes. They should also review external examiner reports, progression, and propose improvements for the next academic year. Programme leaders are required to report on programme marketing, recruitment, satisfaction surveys, assessment results, retention, progression, and any necessary changes to programme specifications. Both types of reports must reflect student engagement and contribute to ongoing quality enhancement. These comprehensive reports provide a structured approach for evaluating and improving teaching, learning, and assessment. They ensure that modules and programmes are continually assessed against established standards, incorporate feedback, and remain aligned with quality expectations. By integrating student engagement and external examiner insights, the School fosters continuous improvement and maintains high educational standards.

Title

Rule
Module and Programme Evaluation Reports

The School mandates that module leaders and programme leaders produce detailed reports as part of the Monitoring and Evaluation Regulations. Module leaders must assess the module’s performance, including teaching quality, student engagement, and assessment outcomes. They should also review external examiner reports, progression, and propose improvements for the next academic year. Programme leaders are required to report on programme marketing, recruitment, satisfaction surveys, assessment results, retention, progression, and any necessary changes to programme specifications. Both types of reports must reflect student engagement and contribute to ongoing quality enhancement.

These comprehensive reports provide a structured approach for evaluating and improving teaching, learning, and assessment. They ensure that modules and programmes are continually assessed against established standards, incorporate feedback, and remain aligned with quality expectations. By integrating student engagement and external examiner insights, the School fosters continuous improvement and maintains high educational standards.

Programme and Module Approval

Title
Rule Programme and Module Approval Compliance The School’s Automated Governance System (AGS) ensures that all programmes and modules meet regulatory standards before delivery. Programme and Module Approval Rules within the AGS adhere to Sector-recognised standards, ensuring compliance with necessary regulations. The AGS provides a structured framework to uphold the quality and integrity of academic offerings. By following these rules, the School guarantees that all programmes and modules are compliant with recognised standards and regulatory requirements before being offered to students.

Title

Rule
Programme and Module Approval Compliance

The School’s Automated Governance System (AGS) ensures that all programmes and modules meet regulatory standards before delivery. Programme and Module Approval Rules within the AGS adhere to Sector-recognised standards, ensuring compliance with necessary regulations.

The AGS provides a structured framework to uphold the quality and integrity of academic offerings. By following these rules, the School guarantees that all programmes and modules are compliant with recognised standards and regulatory requirements before being offered to students.

Procedures for Programme and Module Changes

Title
Rule Programme and Module Change Process If a module or programme leader identifies a need for enhancement, the School's Academic Regulations permit changes. The New Programme and Module Approval and Modification Regulations outline the process for implementing changes, which varies depending on whether the change is major or minor. This rule ensures that any modifications to programmes or modules are handled systematically and in accordance with established regulations, maintaining the integrity and quality of the educational offerings.
Rule Consultation Stakeholders, including students and staff, should be consulted during the modification process and how changes will be communicated to affected parties. There should be open communication regarding proposed changes, including rationales and potential impacts, to foster trust among students and staff. Consulting stakeholders, including students and staff, during the modification process fosters collaboration and inclusivity, ensuring changes are relevant and beneficial. Open communication regarding rationales and impacts builds trust, mitigates concerns, and prepares all parties for adjustments, enhancing the educational experience.
Definition Definitions of Major and Minor Changes A 'major change' to a programme or module includes any alteration that: Affects the School's strategic goals. Impacts the School’s operations or the delivery of the programme or module. Changes the level, credit value, descriptor, teaching methods, assessment, or significantly alters what was originally communicated to students. A 'minor change' is any modification that does not meet the criteria for a major change. These definitions ensure clarity in categorising changes, helping to determine the appropriate approval process and maintain the integrity of the School's academic offerings.
Rule Determining Change Categories and Processes The Academic Board will decide if a proposed change is major or minor. The New Programme and Module Approval and Modification Regulations outline the procedures for discontinuing programmes and withdrawing modules. Adherence to the established processes and criteria for all modifications ensure fairness and equity across programmes and modules. Thorough documentation of all modifications and their justifications should be kept to maintain a clear record for future reference and review. The Academic Board will decide if a proposed change is major or minor. The New Programme and Module Approval and Modification Regulations outline the procedures for discontinuing programmes and withdrawing modules. For detailed information on programme and module enhancements, refer to these regulations.
Rule Timeliness There must be efficient processing of modifications to minimise disruption to students' learning experiences. Efficient processing of modifications is essential to minimise disruption to students' learning experiences. Timely implementation ensures that students can adapt smoothly to changes, maintaining their academic progress and engagement, while also upholding the integrity and quality of their educational experience.

Title

Rule
Programme and Module Change Process

If a module or programme leader identifies a need for enhancement, the School's Academic Regulations permit changes. The New Programme and Module Approval and Modification Regulations outline the process for implementing changes, which varies depending on whether the change is major or minor.

This rule ensures that any modifications to programmes or modules are handled systematically and in accordance with established regulations, maintaining the integrity and quality of the educational offerings.

Rule
Consultation

Stakeholders, including students and staff, should be consulted during the modification process and how changes will be communicated to affected parties. There should be open communication regarding proposed changes, including rationales and potential impacts, to foster trust among students and staff.

Consulting stakeholders, including students and staff, during the modification process fosters collaboration and inclusivity, ensuring changes are relevant and beneficial. Open communication regarding rationales and impacts builds trust, mitigates concerns, and prepares all parties for adjustments, enhancing the educational experience.

Definition
Definitions of Major and Minor Changes

A 'major change' to a programme or module includes any alteration that:
1. Affects the School's strategic goals.
2. Impacts the School’s operations or the delivery of the programme or module.
3. Changes the level, credit value, descriptor, teaching methods, assessment, or significantly alters what was originally communicated to students.
A 'minor change' is any modification that does not meet the criteria for a major change.

These definitions ensure clarity in categorising changes, helping to determine the appropriate approval process and maintain the integrity of the School's academic offerings.

Rule
Determining Change Categories and Processes

The Academic Board will decide if a proposed change is major or minor. The New Programme and Module Approval and Modification Regulations outline the procedures for discontinuing programmes and withdrawing modules. Adherence to the established processes and criteria for all modifications ensure fairness and equity across programmes and modules. Thorough documentation of all modifications and their justifications should be kept to maintain a clear record for future reference and review.

Rule
Timeliness

There must be efficient processing of modifications to minimise disruption to students' learning experiences.

Efficient processing of modifications is essential to minimise disruption to students' learning experiences. Timely implementation ensures that students can adapt smoothly to changes, maintaining their academic progress and engagement, while also upholding the integrity and quality of their educational experience.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Average Module Performance Improvement Achieve a 5% improvement in module performance scores (based on student assessments and feedback) within a year of modification implementation. Directly measures the impact of modifications on educational outcomes, ensuring improvements are effective.
Increase in Programme Enrolment Achieve a 10% increase in student enrolment in modified programmes within two academic years following the changes. Indicates the attractiveness and relevance of modified programmes, reflecting their perceived quality.
Percentage of Modules Reviewed Annually Achieve a 100% review rate for all modules annually to identify areas for improvement based on academic feedback, student performance data, and industry standards. Ensures all modules are regularly assessed for quality and relevance, aligning with continuous improvement goals.
Stakeholder Satisfaction Rate Achieve at least 90% satisfaction among students, faculty, and external stakeholders with the programme and module modification process by year-end, measured through surveys. Gauges the effectiveness of the modification process in meeting the needs and expectations of all involved parties.
Time to Approval for Modifications Reduce the average time to approve programme and module modifications to less than 30 days by the end of the academic year Speeds up the modification process, ensuring timely implementation of changes to maintain high educational standards.

Title

Average Module Performance Improvement
Achieve a 5% improvement in module performance scores (based on student assessments and feedback) within a year of modification implementation.
Directly measures the impact of modifications on educational outcomes, ensuring improvements are effective.

Increase in Programme Enrolment
Achieve a 10% increase in student enrolment in modified programmes within two academic years following the changes.
Indicates the attractiveness and relevance of modified programmes, reflecting their perceived quality.

Percentage of Modules Reviewed Annually
Achieve a 100% review rate for all modules annually to identify areas for improvement based on academic feedback, student performance data, and industry standards.
Ensures all modules are regularly assessed for quality and relevance, aligning with continuous improvement goals.

Stakeholder Satisfaction Rate
Achieve at least 90% satisfaction among students, faculty, and external stakeholders with the programme and module modification process by year-end, measured through surveys.
Gauges the effectiveness of the modification process in meeting the needs and expectations of all involved parties.

Time to Approval for Modifications
Reduce the average time to approve programme and module modifications to less than 30 days by the end of the academic year
Speeds up the modification process, ensuring timely implementation of changes to maintain high educational standards.