PQC 45 Minutes--- 1

Programmes and Quality Committee

Draft Minutes

Meeting 45

Date 14 July 2017, 0930 hours

Venue Conference Hall, Office of the Vice Chancellor, Thimphu

____________________________________________________________________

Members present:

1. Thubten Gyatsho PVC (Academics) - Chair 2. Nidup Dorji Vice Chancellor 3. Yangka Director, Academic Affairs, OVC 4. Dr. Phanchung Director, Research and External Linkages, OVC 5. Dr. Phub Dorji President, CNR

6. Dr. Cheki Dorji President, CST 7. Karma Drukpa Senior Lecturer, GCBS 8. Kuenzang Gyeltshen Senior Lecturer, SCE 9. Rinchen Gyemtsho Lecturer, PCE 10. Kinley Wangchuk Dean AA, GCBS

11. Dr. Samir Patel Associate Dean, RTC 12. Dechen Dorji Country Representative, WWF

13. Kinga Drakpa Director, Royal Education Council 14. Tshering Zangmo Library Assistant, CNR

15. Tshering Dendup Dean AA, CLCS 16. Karma Tshering Manager (QA & E), OVC

Apologies:

1. Sonam Dendup Associate Lecturer, Sherubtse College 2. Parashuram Sharma Dean AA, JNEC

Invitees: 1. Dolma Choden Roder Programme Leader, BA in Anthropology, RTC 2. Jelle Joseph Pieter Wouters Lecturer, Social Science Department, RTC

Observer:

• Chencho Tshering Academic Quality Officer, OVC, RUB

45 Welcome by Chairperson

The meeting began at 9:31 am. The Chair welcomed the members to the meeting and accorded a special welcome to Kinga Dakpa, Director of Royal Education Council (REC) as an external member to the Committee, and Chencho Tshering, the Academic Quality Officer from the Department of Academic Affairs, OVC as an observer.

The Chair stated that the major items to be considered were the validation proposals for RTC’s BA in Communication Arts and Technology and the BA in Anthropology programmes.

45.1 Adoption of Agenda

The agenda was adopted with the inclusion of the following additional items:

1. “Grading and Repeating a Dissertation” proposed by CST as agenda 45.5.2 under Miscellaneous; and

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2. “Nominations of External Examiners for CST’s programmes” to be considered together with “Nominations of External Examiners for Sherubtse, CNR and RTC” under agenda 45.4.2.1.

45.2 Minutes

The draft minutes of the 44th PQC was confirmed as presented.

45.3 Business arising from the minutes of the 44th PQC meeting

45.3.1 Validation of Samtse College of Education’s MEd programmes

The Committee noted that the validation report for the MEd programmes at SCE had been considered by the 39th Academic Board (AB) meeting which endorsed the programmes to be implemented from July 2017 subject to fulfilment of the conditions set out in the validation report.

45.3.2 Review of SCE’s B Ed Secondary and PgDE programmes and PCE’s MEd in Leadership programme

As a follow up to this agenda, the Committee was informed that that Vice Chancellor would take up the matter of the strategic direction and competencies of teacher education programmes with the Teacher Education Board when it convened in August 2017.

45.3.3 Review of CST’s BE in Information Technology programme

As a follow up on the directives of the 41st PQC meeting, the Committee was reminded that GCBS had been asked to present a report of its findings from the study on the benefits, challenges and impact of offering the Universal Human Values (UHV) module/ workshops/sessions based on the experiences of the RUB colleges. The finding from the study was to have been used to inform the offering of the UHV module at the University.

GCBS reported that although the report was ready, it had not been presented to the 39 th AB. Observing that this agenda featured regularly in all the PQC meeting for the last year, it was decided that GCBS would present the report to the next AB and that this would be dropped from the agenda for the PQC meetings.

The Committee decided that until a new module was proposed as an option to the UHV module, this module would no longer be offered as a credited module as part of any programme leading to an award of the University.

45.3.4 Validation of CST’s ME in Renewable Energy programme

The Committee was informed that the validation of the ME in Renewable Energy programme had been conducted from 2-4 July 2017 and that the 39th AB had endorsed the programme to be implemented as proposed subject to fulfillment of the conditions set out in the report.

45.3.5 CNR’s proposal for major changes to the Project Work module currently being offered as part of the Diploma programmes.

The Committee noted that the revised definitive documents for the programmes of which the project work module formed a part were yet to be received by the Department of Academic Affairs (DAA). The Committee also noted that the proposal for changes to the Project Work module had been considered by the 40th PQC in January 2016.

It was resolved that CNR would send the updated definitive programme documents incorporating the revised Project Work module before the next PQC.

45.3.6 Review of CNR’s BSc in Sustainable Development programme

The Committee noted that the BSc in Sustainable Development programme had been reviewed from 3-5 May 2017 and that the 39th AB had endorsed the reviewed programme to be implemented from July 2017 subject to fulfillment of the conditions set out in the report.

45.3.7 Review of GCBS’s BBA and BCom programmes

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The Committee was informed that the BBA and BCom programmes of GCBS had been reviewed from 17-23 April 2017 and that the 39th AB had endorsed the reviewed programmes to be implemented from July 2017 subject to fulfillment of the conditions set out in the report.

The Committee further noted that that Review Panel had recommended a one-day meeting to finalise the BBA programme. It was decided that the meeting would be convened in time to finalise the BBA definitive document so that the Resource Check for the BBA and BCom programmes for RTC could be conducted before the start of the semester.

45.3.8 Review of CLCS’s Diploma in Language and Communication Skills and BA in Language and Literature programmes

The Committee was briefed that the observations and recommendations of the 44th PQC meeting had been conveyed to the College and that the College would submit the revised review proposals to the 46th PQC for consideration.

45.3.9 Review of GCBS’s MBA (Finance) programme

The Committee was informed that the MBA (Finance) programme had been reviewed from 18-20 May 2017 and that the report of the Review Panel had been considered by the 39 th AB. The Committee noted that the Review Panel had recommended the programme to be implemented from July 2017 subject to fulfillment of conditions set in the review report. However, as a result of the College not being able to meet the condition related to classroom space and the recent resignation of two tutors who had been identified to teach on the programme, the AB directed the College to start the reviewed programme only from February 2018 subject to the following conditions:

1. The College will submit an assurance of resource readiness (space and staff for the delivery of the programme) to the 46th PQC

2. The College should fulfil all the conditions set out in the Review Report.

45.3.10 Review of JNEC’s programmes

The Committee was apprised that the reviews of the following programmes of JNEC had been carried out on the dates mentioned beside each programme, and that the 39th AB had endorsed the reviewed programmes to be implemented from July 2017 subject to fulfillment of the conditions set out in the review reports:

1. Diploma in Electrical Engineering from 10-12 April 2017

2. Diploma in Civil Engineering from 13-15 April 2017

3. Diploma in Mechanical Engineering from 15-17 May 2017

4. Diploma in Computer Hardware and Networking from 18-20 May 2017

45.3.11 Validation of Sherubtse College’s MA in Social Research and Policy programme

The Committee was notified that the 38th AB’s decision regarding validation of programmes and timeline between the validation and implementation of programmes had been intimated to the College. Nevertheless, no proposal for validation of the MA in Social Research and Policy programme had been received from the College.

45.3.12 Review of Sherubtse College’s PgD in English programme

The Committee was reminded that the review of Sherubtse College’s PgD in English programme would only be finalised after convening a two-day meeting between the Panel and the programme team in July 2017.

Noting that this was a second sitting of the Review Panel for the programme, the Committee, in keeping with the decision of the 39th AB resolved that Sherubtse would bear the expenses for the second sitting of the review.

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45.3.13 Validation of Sherubtse College’s MA in English programme

The Committee was informed that a two-day meeting between the validation Panel and the programme team for the MA in English programme had been held at the OVC from 8-9 May 2017. Thereafter, the validation report had been considered by the 39th AB which endorsed the programme to be implemented from July 2017 subject to fulfilment of the conditions set out in the report.

45.3.14 Change of programme after admission

The Committee was apprised that as a follow up from the 41st PQC, the 39th AB had confirmed that the endorsement of change of programmes within the same college would apply to all colleges of the University.

45.3.15 Database of students on part-time programmes

The Committee was informed that the Registry had been reminded of its role in maintaining a database of students enrolled onto part-time programmes leading to an award of the RUB, and that the Registrar had stated that this would be taken care of by the RUB Information Management System which was being developed.

45.3.16 Operational Guidelines for Moderation of assessments

The Committee was informed that the regulation on Moderation of Assessments had been revised as advised by the 38th AB and sent to the Presidents and Deans AA of all colleges for implementation.

45.3.17 PQC Membership

The Committee was apprised that changes in membership of the PQC had been notified to all concerned.

45.3.18 External Examiners for Sherubtse and JNEC

The Committee was informed that the 39th AB had endorsed the list of external examiners for Sherubtse and JNEC as proposed by the 44th PQC and that letters of appointment had been sent to the EEs.

45.3.19 Changes to APC101 IT Skills Module at Sherubtse College

The Committee was informed that Sherubtse had been notified of the decision to endorse its proposal for changes to the IT Skills module subject to incorporating the recommendations of the Committee.

45.3.20 Programme structure for the in-service BE in Civil and BE in Electrical Engineering programmes at CST

The Committee noted that CST had been informed that the revised programme structure for its in-service BE in Civil and Electrical Engineering programmes had been endorsed for implementation from July 2017 with the condition that credit waiver should be considered for applicants based on their individual marksheets.

45.3.21 Annual Programme Monitoring Report (AMPR) for JNEC’s BE in Power Engineering programme

The Committee was informed that its observations on the BE in Power Engineering programme had been conveyed to JNEC.

45.3.22 Changes to the modality of offering the OJT for engineering programmes at CST.

The Committee was informed that CST had been asked to continue offering the OJT as a credited module. As directed by the Committee the College has been asked to improve the management, supervision and monitoring of the OJT to ensure students achieve the desired outcomes in terms of immersion at the workplace.

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45.3.23 Increase in student intake for nested programmes at CNR

The Committee was apprised that CNR had been asked to resubmit its proposal to increase student intake for its nested programmes once the regulation on progression from diploma to degree was revised through the ACDAA since the increase if approved, would only be effected from July 2018. The College has also been asked to include a write-up on the availability of commensurate resources for the proposed increase in student numbers.

45.3.24 Proposal to discontinue the part-time BA in Language and Culture programme at CLCS

The Committee noted that CLCS’s proposal to discontinue its part-time BA in Language and Culture programme had been endorsed by the 39th AB. As directed by the 44th PQC, the College has been asked to ensure that provision is made for existing students to complete the programme within the permitted duration of registration.

45.3.25 Challenges faced by academic staff in writing programme documentation for validations and periodic reviews

The Committee noted that all Colleges have been asked to note the observations and decisions with regard to documentation for validations and periodic reviews of programmes and to follow up on future submissions to avoid proposals being rejected for consideration by the PQC.

45.3.26 The inclusion of “items for information” as an agenda in the PQC meetings

The Committee noted that as a follow up on the discussion on whether the minutes of the University Council (UC) and the AB should be included under the agenda “Items for information”, the 39th AB had decided that the current practice should continue. The Committee further noted that the minutes of the UC and AB will not form part of the papers for the Committee meetings. Instead, a link to a virtual folder created by the Registry would be provided in the meeting agenda.

45.4 Policy and Procedures

45.4.1 Regulations

45.4.1.1 Regulation B7

The Committee noted the changes to regulation B7 Progression from Diploma to Degree which the 39th AB had approved. In the meantime, CNR has been directed to submit revised student numbers for the BSc in Agriculture, BSc in Forestry, BSc in Animal Science, and BSc in Food Science & Technology to the 46th PQC as a result of this change, as changes to the definitive programme document.

45.4.2 External Examiners

45.4.2.1 Nominations of External Examiners for programmes at Sherubtse College, CNR, RTC and CST

The Committee considered the nominations of external examiners to replace existing external examiners for 2017 and endorsed the following:

College Programme External Examiners Remarks

Current New nomination

CNR

BSc in Sustainable Development

1. Chimmi Dorji, Sr. Programme Officer, Helvetas, Thimphu

2. Binai Lama, SNV, Thimphu

1. Jit Tshering, Associate Prof, Head Department of Research and Consultancy, RIM, Semtokha

2. Dorji Penjore, STCBL, Phuentsholing

Existing EEs terms have ended

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(term expired in July 2016)

Sherubtse College

Subject/

Programme

External Examiners Remarks

Current New Nominations

English Dr. Kinley Dorji, Lecturer, PCoE

Consider:

Tshering Om Tamang from CLCS

Sharda Rai, BCSEA, Thimphu

Dorji Dukpa, SCE

College to explore and confirm with Secretary, PQC.

All listed EEs terms end in October 2017.

Economics Lhendup Dorji, Lecturer, GCBS

Dr. Phuntsho Choden (17300689; phuntshoc@gmail.com)

BSc Physics

Rajesh Subedi, Associate Lecturer & HoD, CST

Karma Utha, Dean AA, SCE

Sociology Dil Maya Rai, Social Development Analyst

Jelle Joseph Pieter Wouters, Lecturer, Social Science Department, RTC as EE for the programme (BA in Political Science and Sociology)

PgDE Sonam Deki, Lecturer, RTC

Dr. Tashi Gyeltshen, Assist. Professor, SCE. (17660387; tgyeltshen.sce@rub.edu.bt)

RTC BA in Environmental Studies

and

BSc in Environmental Management

Tshering Dorji, Lecturer, CNR

Dr. Nawang Norbu, Director, UWICE, Bumthang (17115977; nnorbu@uwice.gov.bt)

(Existing EE resigned since he has left for studies)

CST BE in Information Technology

Sonam Penjor, Manager, Ed Technology, DAA, OVC

1. Dr. Sonam Tobgay, OVC, RUB, Thimphu

2. Sonam Chedup, Chief ICT Officer, ICT Division, MoEA, Thimphu.

Term expires in July 2017

BE in Electrical Engineering

Hemlal Battarai, HoD, EE, JNP

Chenga Dorji, Head of Electrical Engineering Department, JNEC, Dewathang

Term expires in July 2017

BE in Civil Engineering

Chhimi Dorji, Officiating Chief of Snow and Glacier Division, Thimphu

Basant Raj Chhetri, CEO, Bhutan Professional Services, Thimphu

Term expires in October 2017

Karchung, General Manager, Construction Management Division, NHDCL, T/phu

Tshewang Dorji, Chief Engineer, Design Division, Department of Roads, MoWHS, Thimphu

Term expires in July 2017

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BE in Electronics and Communication Engineering

Ujjwal Deep Dahal, Sr Manager, NLDC, BPC, Thimphu

Sonam Tobgay, Manager Core Network Section, Tashi Cell, Thimphu

Term expires in October 2017

Noting that some colleges had not been able to find replacement EEs, the Committee decided that it was mandatory for all colleges to nominate replacements and not expect the Committee to find replacements.

45.4.3 Changes to programmes

There were no items for discussion under this agenda.

45.4.4 Programme Review

There were no items for discussion under this agenda.

45.4.5 Annual Programme Monitoring Reports

45.4.5.1 Annual programme monitoring reports for PCE

The Committee noted that the AMPRs for CLCS and GCBS had not been submitted as asked.

The Committee received the APMRs of the MEd in Dzongkha, PgDE in Dzongkha, MEd in Educational Leadership and Management (ELM) and Diploma in Early Childhood Care and Development programmes (ECCD) at PCE and noted that the reports should have been for the previous year and not the current year.

The Committee deferred the APMRs for the MEd in ELM and Diploma in ECCD programmes to the 46th PQC.

The MEd in Dzongkha and PgDE in Dzongkha programmes were considered and the following observations made:

1. Common to both programmes

a. The delivery of the professional modules such as Teaching Strategy, Approaches to Research Methods, Educational Assessment and Evaluation and Principles of Learning seem to be a major issue in the MEd and PgDE programmes as indicated in the feedback from students. For example, student feedback states “Lopen should learn more of psychology” for a tutor who is teaching Education Psychology. Student feedback states that it is difficult to understand the professional modules. This is attributed to Dzongkha tutors teaching the professional modules. There appears to be some form of team teaching being used in the delivery of these modules by the tutors of the professional modules and the Dzongkha tutors. However, the college should relook at how team teaching could be made more effective so that quality of delivery is not compromised. Along similar lines, the tutors should use a variety of teaching learning approaches. Student feedback indicates that mostly lectures are used for the delivery of these modules.

b. The College plans to train its Dzongkha tutors in the delivery of the professional modules since the students’ competency in English will compromise their understanding. Nevertheless, a one-off training for the Dzongkha tutors will not make them specialists in these modules and therefore, the delivery should be supported by tutors of the professional modules. Plans to address this serious issue should be made and included as part of the action plan for the two programmes for the coming year.

c. Another issue that needs to be addressed is the lack of reference materials in Dzongkha for the professional modules. It appears that the conditions set during the validation of the programme have not been met in terms of acquisition of material resources. For instance, the report states that “The College intends to develop course packs to address

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the insufficient reading materials in Dzongkha. Ensure that the course packs contain all the reading materials and other references required” (paragraph 14f of the Full Validation Report). It further states that “Although the College confirms that it has adequate books and references necessary for the delivery of the programme, funds should be set aside for procurement of additional materials and printing of resources for learners…” (paragraph 26 of the Full Validation Report).

d. In general, all required sections of the APMRs for all the programmes should have been a critical reflection on how the programmes fared in the various elements being reported on i.e. sections B to J. Plans to address areas under these sections to improve the programmes should have then been reflected under section L “Actions planned for the next year of the programme including staff development.”

e. As presented, some sections are just descriptions of the various elements being report on with no indication of any reflection having been done, while some sections state that there is nothing to report. For instance, section H of the MEd in Dzongkha APMR which was to have been an analysis of student performance, progression and mark distribution reflects “nothing to report.”

f. The action plans for both programmes should reflect actions for enhancement of the programmes as a result of the analysis of their implementation over the year.

g. The Department of Academic Affairs at the OVC should consider the possibility of translating the external examiner’s report format into Dzongkha for ease of understanding of the external examiner.

h. Resubmit both reports for the reporting period February 2017 to February 2018 (based on the programme commencement dates as reflected in the APMR schedule) to the PQC. Ensure the comments on the two reports are addressed in the resubmission.

2. Programme Specific comments

MEd in Dzongkha

a. There is an issue with the research supervisors not meeting the required competency in Dzongkha to support students for the research component of the programme. On the other hand, the Dzongkha tutors identified as supervisors appear to lack the required knowledge and background in research to support students. Strategies to address this issue should be outlined as part of the action plan for the programme.

b. The action plan for the next year should have reflected action points to address the following observations of the external examiner:

i. That feedback on student assignments and work is too general and not constructive, and therefore does not serve the purpose of improving student performance. Actions points could have included professional development programmes such as workshops on how to provide constructive feedback.

ii. The need to train students to use APA format for referencing.

iii. Lack of access to reading materials required for student assignments when they are off campus. Action points could have included uploading materials onto the VLE and making these accessible. Explore the possibility of using something along the lines of Spoodle (shared portable Moodle) as done for the Diploma in ECCD programme.

iv. Issues with coordinating meetings with the supervisor and co-supervisor for the dissertation.

c. Issues raised by students such as tutors not returning the assignments, the need for the same tutor to teach both the modules on research, and the need to vary the teaching approaches should be analysed and if found genuine, should be addressed through the action plan for the next year.

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PgDE in Dzongkha

a. Section C is a description of the aims and learning outcomes of the programme. This should have been an analysis of how the programme’s aims and learning outcomes were achieved or what hindered their achievement over the year of implementing the programme, along with points to address the issues faced.

b. While the programme document reflects 15 credits for a module, delivery is calculated on the basis of 12 credits. This should not be the case. Seek changes to the teaching learning approaches for all modules to incorporate 150 hours of effort through the 46th PQC given that the periodic review of the programme will take a while.

c. The Committee noted that the Life Skills module is taught to students as a non-credited module. Feedback from students indicates that it does not add value to their learning even though this does not form part of the programme. The College should review the feedback on this module over a couple of cohorts of students to assess the need to continue offering it.

45.4.6 The conduct of Validation

45.4.6.1 Validation proposal for BA in Anthropology by RTC

The validation proposal for RTC’s BA in Anthropology programme and made the following observations and recommendations:

1. There is no need to include the dates of initial approval and date of commencement of the programme under the basic information on the programme since this is a new programme.

2. Trim the aims of the programme to convey these in a precise and succinct manner.

3. Consider reflecting the names of specific organisations that graduates could be employed in under career related opportunities.

4. All the anthropology modules reflect ANT as the alpha code. Review this to align with the University’s module coding regulation to reflect distinct areas of study under the umbrella of anthropology. Similarly, revise the alpha code BIO for Human Evolution and Biological diversity since the ‘O’ could be mistaken for a zero.

5. Review codes used for the undergraduate research project I and Project II (ARM). Consider reconciling the use of codes for the research modules across all programmes.

6. Ensure that there are no overlaps in some of the modules from that of the Sociology programme such as the module on Kinship and Family. Since this is reflected as a new module, the approach and focus should be different from that of the Sociology programme.

7. Include a write up under the programme structure to reflect how the programme has been structured to allow for progression in learning, the number of credits to be completed in a semester and the total credits to be completed to gain an award.

8. Rewrite the second paragraph under assessment and progression requirements for ease of reading.

9. The required reading materials library books should be procured based on minimum norms set by the University.

10. Separate the essential from the additional reading list under list of books to procure.

11. Only two lecturers have been reflected to teach on the programme at the moment with plans to recruit a lecturer each in 2018, 2019 and 2020. Currently the two lecturers teach on the BA in Political Science and Sociology programme. Their overall workload including both for the existing programme and the proposed programme should be

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calculated to ensure that delivery is not compromised for both programmes. This information should be presented at the time of the validation.

12. The curricula vitae of potential recruits to teach on the programme should also be provided at the time of the validation.

13. Rewrite the general objectives of all modules to present a synopsis of the module’s scope and coverage in a precise and succinct manner.

14. Review all learning outcomes and ensure these are written in the SMART form. Avoid repetitive use of the verb “describe.”

15. Expand the write-up for the assessment approaches to indicate the scope, focus and broad parameters of each approach so that students are clear as to what is expected of them. However, do not mention specific assessment tasks.

16. Review all the reading lists and set these out in APA format.

17. The Committee noted that different variations of the Analytical Skills module were being used across programmes at the University. It further noted that the University-wide module on Analytical Skills was due for a review.

18. Review the subject matter of all modules to ensure that they are expanded to indicate the scope and depth of coverage of the various topics listed. The subject matter of most modules does not convey the depth and scope of coverage. For instance, ANT211 Anthropology of Identity and Ethnicity Unit 3 reflects five subheadings without further information on how much will be covered under each subheading and to what depth.

19. The Committee noted that in general, the programme has a heavy emphasis on continuous assessment with a negligible weighting for the semester end examinations. While appreciating the need for “assessment for learning” the Committee expressed reservations on the small weightings assigned to “assessment of learning” given that study at the undergraduate level would cover understanding of core concepts and theory which, are better assessed through examinations. For instance, module ANT207 History and Theory of Anthropology which appears to be more theoretical in nature reflects a weighting of only 30% for semester end examinations as compared to 70% for continuous assessment.

20. The emphasis on continuous assessment tasks as well as the volume of such tasks for each module could lead to a situation where students end up making mechanical submissions without gaining much in terms of meaningful learning. Therefore, review all modules and based on their nature ensure a balance of continuous assessment tasks and summative assessments to formally evaluate student achievement of the learning outcomes.

The Committee endorsed the proposal for validation before the end of the autumn semester to ensure adequate time for the College to work on the conditions set by the validation panel and to prepare for the delivery of the programme. In addition, the Committee directed the Department of Academic Affairs to decide on the panel members for the validation in consultation with the College. It also endorsed the inclusion of Paljor Galay, lecturer from Sherubtse College as a member of the validation panel.

45.4.6.2 Validation proposal for BA in Communication Arts and Technology by RTC

The Committee received the validation proposal for RTC’s BA in Communication Arts and Technology programme and decided not to approve the proposal based on the following points:

1. The proposed programme has substantial overlaps with that of the existing Media Studies programme at Sherubtse, and as a result it does not make sense to have such huge overlaps in two programmes leading to two different awards. Furthermore, the members questioned the decision of the Academic Planning and Resources Committee

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in granting planning approval for the programme in view of the overlaps in the two programmes.

2. The Committee acknowledges that programmes should be given attractive titles to appeal to potential students. Nevertheless, the title of the programme should match the content being offered so that students do not feel short-changed. The modules that form part of the programme do not reflect adequate coverage of “technology” for the programme to merit the use of the word “Technology” in its title.

3. The programme appears incoherent in the way the modules have been sequenced for delivery. For instance, LAN202 Basic Journalism is proposed to be offered in the second semester and COM311 Journalism: Layout and Design in the fifth semester. The former appears to cover more advanced treatment of journalism as compared to the latter whose general objective states the intention of familiarizing students with the journalism process for layout design from start to finish. In LAN202 students are assessed on their journalistic skills such as the ability to produce real news reports, editorials and columns. In COM311 students learn about the basics of layout, elements on a page and media variations, which appear more basic than what is covered in LAN202.

4. Along similar lines, there appears no progression in learning between related modules offered in the different semesters such as seen in LAN202 and COM311 both of which cover aspects of journalism.

5. The connection between modules of the programme also appears weak. A case in point is module HIS101 History: World War I to Contemporary Issues for Communication. While the assessment tasks for the module are geared towards the study of communication, the general objective and learning outcomes are not reflective of this focus. It is not evident from the learning outcomes as to how this module supports the aims of the programme.

Should the College still desire to pursue the proposal, it may do so after a thorough review and revision taking into consideration the above mentioned points. The review should be done holistically to address issues of incoherence, rigour of the modules, the structure of the programme, and other elements of the programme through consultations with people from the workplace in order to incorporate the competencies, knowledge and skills required of communication professionals. In addition, consider building into the programme future requirements of communication.

45.4.6.3 Resource Check for RTC’s BBA and BCom programmes

The Committee noted that the definitive document for the BBA programme could change as a result of the one-day meeting to finalise the BBA programme. Noting that RTC starts the semester in the first week of August 2017, the Committee directed the Department of Academic Affairs to complete the resource check before the start of the semester to enable the College to implement the reviewed programme.

45.4.7 Programme Development

There were no items for discussion under this agenda

45.5 Miscellaneous

45.5.1 Expenses for second sittings of reviews and validations

The Committee was informed that as directed by the 44th PQC, a proposal to make colleges accountable for the additional expenses incurred during second sittings of reviews and validations was submitted to the 39th AB. The 39th AB endorsed the recommendation that henceforth all colleges will pay for second and or multiple sittings of such meetings; and that the OVC will continue to bear the expenses for extended meetings of validations and reviews where such are necessary.

45.5.2 RTC’s Proposal for Accreditation of Prior Certificated Learning (APCL)

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The Committee considered RTC’s proposal to grant APCL for a student currently enrolled onto the BA in Political Science and Sociology programme who had taken a year of full-time exchange study at Pitzer College in California, USA based on the learning achieved during an exchange year of full-time study at Pitzer College in California, USA.

The Committee made the following observations and recommendations:

1. That the proposal from the College Academic Committee was to seek approval to grant APCL for the student for one module of the BA in Political Science and Sociology programme on the basis of learning achieved during study of three courses at Pitzer College.

2. That the Programme Committee had established equivalency for PCP302: Contemporary World Politics of the BA in Political Science and Sociology programme with three courses on International Politics, Global Governance and International Political Economy.

3. The Committee endorsed the award of credit for the module in keeping with regulation B9 Accreditation of Prior Learning and as proposed, the marks for credit gained would not be reflected in the transcript.

The Committee noted that CST had similar credit waiver arrangements, and that it also had provision for students to repeat a semester if they so desired, in order to secure a higher overall percentage for their study on a programme.

45.5.3 Wheel of Academic Law provisions on Grading and repeating a dissertation

The Committee received the proposal from CST on re-examination for the Masters dissertation and endorsed it as follows until the revision of regulation B8 Postgraduate Modular Framework had been completed:

1. If a student fails to get overall 50% in dissertation, then his/her dissertation would be re-examined by the Board of Examiners of the dissertation.

2. A student may submit for re-examination only once within the time duration set by the Board of Examiners of the dissertation.

3. Time duration for resubmission should not be more than three months in keeping with practices in other universities, except under medical or extenuating circumstances.

4. If a student is not able to re-submit within the time duration or fails to get 50% in the re-examination, the candidate will be withdrawn from the programme.

5. The grade achieved during re-examination will be the final grade.

In the meantime, the Committee directed the Department of Academic Affairs to convene a consultative meeting with representatives from other colleges of the University offering taught Masters programmes with a dissertation component to amend regulation B8. Thereafter, amendments to the regulation should be proposed to the PQC.

45.6 For information

There were no items for information.

45.7 Any Other Business

There were no items for information under this agenda.

45.8 Date and venue for the next PQC meeting

The Committee decided to convene its next meeting on 19-20 October 2017.