section 1: general information - university of warwick · web view(please indicate whether this...

COURSE PROPOSAL

Section 1: General informationSelect FHEQ Level:

Level 4 – Certificate (of Higher Education) Level 5 – Diploma (of Higher Education) Level 5 – Foundation Degree Level 6 – BA/BSc/LLB/BASc Level 7 – Integrated Master’s Level 7 – Master’s/Postgraduate Certificate/Postgraduate Diploma Level 8 – PhD/EngD/EdD/DBA

Award Title (select): [All options available in Ordinance 8 (https://warwick.ac.uk/services/gov/calendar/section2/ordinances/degreesdiplomascertificates). Please note that an introduction of a new award title will require an amendment to Ordinance 8, necessitating approval by both the Senate and the Council twice. This will impact on the approval timescales required for your proposal.

Course Title:

Do you propose to seek recognition or accreditation of the course through, or is the course recognised/accredited by, any Professional, Statutory or Regulatory Body (PSRB) Y/N [if so, give details]

Does your programme involve a partner organisation in any aspect of its conception, delivery or award? Y or N [ if Y]:

Provide names of collaborative partner(s):The collaboration is international. Y (please provide details)/N

1) Has all of the academic content of the programme been created/conceived by Warwick staff alone? Y or N … if N: Explain which elements of the programme’s content of the programme has been created by the partner?

2) Will the partner organisation be jointly or independently awarding a qualification in part or wholly linked to this programme? Y or N {if Yes, “provide further details: “}

3) “Does the programme involve non-Warwick staff from the partner in: Teaching {Y or N} Assessment { Y or N} Other (facilities, resources, recruitment etc) {Y OR N} …. if Y: “Describe what the partner

contributes to course delivery?

4) Is the proposed collaboration: [Select from the following options] a) a validation arrangement - where Warwick authorises an award or a programme conceived and

delivered by another organisation as of an appropriate quality and standard to lead to an award from the University of Warwick (definition adapted from QAA Quality Code Chapter B10 p.42)

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https://warwick.ac.uk/services/gov/calendar/section2/ordinances/degreesdiplomascertificates

b) a franchise arrangement - where Warwick authorises another organisation to deliver (and sometimes assess) part of or all of a programme created, developed and approved by the University of Warwick. (definition adapted from QAA glossary)c) a “closed course” – Where the University is contracted to deliver a programme for a specific external organisation and for which admissions to a programme will be restricted to candidates as articulated by the partner, usually a group of its employees. d) a Joint award (one qualification jointly conceived and delivered and simultaneously awarded by two or more institutions).e) A double award (a programme delivered across two institutions leading to two separate qualifications where the Warwick award is to some extent contingent on the course delivered and award to be made by the partner institution)f) A dual award (a programme delivered as two consecutive parts across two institutions leading to two separate qualifications where the Warwick award is made independently of the award by the partner institution) g) Distance delivery (where a Warwick programme is delivered off-site, usually abroad and resulting in a Warwick award)h) Other (provide details…)

5) Does the programme require students to travel::a) abroad

and/orb) to a non-Warwick site in the UK?

ADMINISTRATOR (TQ) USE:Attach relevant outline proposal where relevant

Type of collab:

Level of risk:

Requires full approval/senate etc?

Notes:

Admissions and UKVI notes:

Certificate and transcripts notes:

Mode of study: Full-time Part-time

Mode of delivery: Online only (no face-to-face element) Any face-to-face element

o Warwick Campuso Off campus – UKo Off campus – Abroado Other [Give details.]

Closed course: Y (provide details)/N

Does the course replace an existing course? Y /N

Y – Which course is going to be replaced?

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Y - Will existing students be transferred to the new degree? Y/N

Course proposer: [Usually an academic lead.]

Key departmental contact in the Department [for when the course is approved, e.g. UG/PG Office]

Start date:

Length of course:Expected length:

Maximum length:

Expected recruitment (students per year): [free text to allow narrative, e.g. to justify small cohorts]

Entry Requirements: [Free text box]

External Assessor details: [Free text box for the person’s name and institution]

External Assessor’s Report: [attach]

Response to the External Assessor’s Report (if required): [Attach – or provide comments]

Consultation: Student Staff Liaison Committee Y/N [provide details] Other departments within Warwick (list departments and contact persons and attach statements

of support) External institutions (only complete if contributing to the course itself)

Brief description of the course:

How does the proposed course fit with University/Departmental strategy?

How is the course going to contribute to increasing diversity of the University population?

Exit Qualifications:

Awards (please complete boxes as appropriate)

Award availableY/N

Direct recruitment?Y/N

Part-time mode available?Y/N

Distance learning variant available? Y/N

Open to Monash? Y/N

Collaborative?Y/N

Honours degree e.g BA/BSc

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Certificate of Higher Education:

Diploma of Higher Education:

Foundation Degree:

Pass Degree:

Honours degree with Study Abroad year:

Honours degree with Intercalated year:

Integrated Master’s:

Master’s degree e.g MA/MSc/MRes

Postgraduate Certificate:

Postgraduate Diploma:

Postgraduate Award:

MA/MSc/LLM by Research:

Master of Philosophy (MPhil):

Doctor of Philosophy (PhD):

Professional Doctorate: e.g. EdD, EngD, DBA

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Section 2: Programme ManagementHome department:

Bespoke Board of Examiners for the programme: Y/N [if no, which Board is the course going to be attached to?]

External Examiner requirements (is this course going to be considered by an existing External Examiner, or will a new appointment be made):

Student Staff Liaison Committee (please indicate whether this course will have a bespoke SSLC, or whether it will be considered by an existing SSLC, in which case state which): Y/N

Standard Admissions Procedures and Requirements [Y/N; provide details if ‘no’]

Student Support and Guidance [free text box]

Monitoring and Evaluation [free text box]

Teaching Staff: [list]

Proportion of the course taught by part-time or temporary staff or Teaching Assistants [free text box]

Proportion of the course taught by non-University staff [free text box]

Is the delivery of this course dependent on new appointments [Y/N; if ‘yes’, free text box]

QAA Subject Benchmarks (select all benchmarks relevant to the programme, details available on the QAA website at:http://www.qaa.ac.uk/quality-code/subject-benchmark-statements):

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Section 3: Market Intelligence and AnalysisWe recommend that this form is completed at an early stage in the new course development process. Please contact Jo Clarkson [email protected] for additional information.

Research has shown that the following factors contribute to the successful launch of new programmes1:

The field of study is in demand Low levels of competitive intensity The title is appealing (and reflects market rhetoric) Optimal timing of launch into market

This section of the form aims to capture key information relating to the above to assess likely demand. Two dashboard reports are available on the Strategic Planning and Analytics website which can be used to assist you in completing the form. The following are available:

1) Course Market Position dashboard & reports – Analysis of 1st Year UG UCAS applications, accepted applicants and HESA enrolments.

2) Course Title and Enrolment Search report – Allows users to input any course title keywords and return student enrolment data by course / institution.

If you cannot access any of these intranet pages please email [email protected]: not all questions will be relevant to all programmes, please leave blank any that are irrelevant.

Stage 1- Defining the programme offeringWho do you expect to be the likely target student audience for the programme? If applicable, what do you expect their background to be?

e.g. overseas students, current Warwick undergraduates, UK students studying Geography A level predicted ABB.

[Free text]

What are the key selling points of the course, and why would a potential student want to enrol? This might include aspects of employment which would have particular appeal.

[Free text]

Stage 2- Demand indicatorsHow large is the current market for the potential course area? Is it a new market? Is it growing or declining? How is demand changing for the Russell Group? Course market position dashboard can provide UG information, Course Title and Enrolment Search can show individual course success at PGT level.

[Free text]

Is the market largely UK or overseas? Is the UK/ overseas market growing or declining? Which countries? Course market position dashboard can provide UG information.

[Free text]

(for UG programmes only) What is the A level attainment of those studying related subjects? Are certain grade boundaries growing/ declining? Course market position dashboard can provide UG information.

[Free text]

1 HEFCE funded Innovation in Market Assurance of New Programmes Project6

mailto:[email protected]

http://www2.warwick.ac.uk/services/spa/businessinformation/dashboard/coursetitleenrolment

http://www2.warwick.ac.uk/services/spa/businessinformation/dashboard/coursemarketposition/


Has any market research or consultation with stakeholders (potential students, careers advisors, teachers, parents, alumni, employers) taken place? This could be to gain opinion on the proposed course, to be involved in designing the curriculum or placements, or to establish a regular student stream. Please detail below the nature and outcomes of any consultation:

[Free text]

Does the proposed course have any links with Industry or employers? Are there any stakeholders that could help in creating a source of potential students?

[Free text]

If there are related courses currently offered at Warwick, how are they performing? Have there been any similar courses offered previously at Warwick, and if so, why did they stop running?

[Free text]

What are the implications for existing portfolio of the Department/University (please address any potential overlap with existing courses):

[Free text]

Stage 3- Supply indicatorsWho are the largest providers in the subject area? How many institutions offer similar courses?

Who are likely competitors to the proposed course? How successful are they –what is the average enrolment level and market share? Course market position dashboard and Course Title and Enrolment Search report can provide information

Comparator university

Comparator programme title

Home Fees

International Fees

Home student numbers

International student numbers

Are student numbers growing/shrinking/constant

[Free text]

How are likely competitors promoting their courses? What are their entry requirements? How will the proposed course differ (if at all)?

[Free text]

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Stage 4- OutcomesIs this programme being developed with any specific graduate careers in mind? If so please list below.

[Free text]

Is there any evidence of employer demand for graduates of this type of programme?

[Free text]

SummaryRisks identified from market analysis: [Free text]

Stage 5- Further ResearchIf demand is unclear, further research could be carried out/ commissioned to answer some of the following objectives:

- Assess interest in the proposed course- To assess interest in various features of the proposed course- To assist in the development of marketing narrative- To understand key decision making criteria amongst the target audience- To test pricing (PGT only)

In order to commission further research it is advised that the following are considered:

- Objectives for the research and details of the potential student audience- Resources available (are there any marketing or administrative staff available in the department to

conduct the research/ elements of the research? Is there budget available to commission research?- Timescale for delivery of the further research

Central advice is available on conducting additional further market research. Additional support in conducting research may also be available. Please contact Jo Clarkson [email protected] for additional information.

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Section 4: Finance - Intake and Resources, including suitably qualified staffFinancial viability of the course, including impact on portfolio (Please consult your departmental Finance Officer to complete this section.): [free text box; might need upload facility to provide spreadsheets, etc.]

Risks identified from financial analysis: [free text box & upload facility]

SWOT analysisThe strengths, weaknesses, opportunities and threats of the business case are:

Strengths Opportunities

Weaknesses Threats

Student numbers and feesThe assumptions for student numbers and fee levels in the course costing are as follows:

[State whether the fee is University standard. If non-standard, provide a justification]

Staff costsThe table below shows the proposal for staff costs, split between existing posts and new posts (which require approval).

The assumed student to staff ratio for the course is [free text].9

Other costs

Bursary costs If the department proposes to include any bursary scheme for this new course then add section

here [free text]

Other resources If the department would require additional space or any other resource for this course (apart from

staff dealt with above) then add here [free text]

Course CostingsThe income and expenditure of the new course is set out in the table below. The course is fully costed (with a full central service charge using student numbers, staff numbers, space and total costs as drivers).

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The course pays back in year [drop down 1-5 or n/a [free text: Comment on financial viability and the (non)financial benefits of introducing or, for an existing programme, continuing, the programme.]

The sensitivities to the model show that: [free text].

The main financial risks for the Committee’s attention are: [free text].

For all programmes:Are there any factors which limit, or are likely to limit, capacity on the programme? Y [free text] /N

Are there specific implications for learning resources – for example anticipated requirements for additional laboratory teaching, placements, software, non-standard timetabling requirements? Y [free text] /N

Action planIn order for this new course to recruit students the following steps need to be undertaken:

Action Target date

Finalise legal contract

Prepare marketing information

Advertise the post of X

Obtain approval for post(s)

Other

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Section 5: Typical Entry RequirementsACADEMICThe University’s Admissions Statement will apply to all programmes. The latest version of the UG Admissions Statement can be located at: http://www2.warwick.ac.uk/study/undergraduate/apply/admissionsstatement; PG Admissions Statement at: http://www2.warwick.ac.uk/study/postgraduate/apply/admissionspolicy.

Please list below the typical academic entry requirements. It is not necessary to include an exhaustive list of UK or international qualifications as the University’s agreed equivalent standard in such qualifications will automatically be applied.

Undergraduate programmes

Please include, besides GCE A level and GCSE requirements, any atypical qualifications which will be accepted:

Qualification Grades Subjects required Subjects not accepted

GCE A level

GCSE

Postgraduate programmes

Please include the typical Bachelor’s and Master’s requirements (deleting where not accepting), and any atypical qualifications which will be accepted (including professional qualifications):

Qualification Grade/GPA Subjects requirements

Specific requirements

Bachelor’s degree

Master’s degree

Typical English Language RequirementsPlease identify the typical English language requirements to be used for applicants whose first language is not English.

Normally, one of the bands identified within the University’s English Language Information & Entry Requirements should be selected. There is no need to list the requirement for each test as the University’s standard equivalencies across the various tests will be applied.

[Radio buttons] Band A; Band B, Band C, Band D; Non-standard (free text box opens: ‘Outline the level required and the reasons for the non-standard requirement:’)

NON-ACADEMICIs DBS check required? Y/N

Are references required? Y/N

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http://www2.warwick.ac.uk/study/postgraduate/apply/admissionspolicy

http://www2.warwick.ac.uk/study/undergraduate/apply/admissionsstatement

Section 6: General Statement

General statement relating to the introduction of the programme of study which should address the following issues as appropriate:

The place of the proposal within the University's / Department’s overall teaching portfolio and whether it represents consolidation, strengthening or new directions; [Free text]

The Department’s overall view of the proposal; [Free text] The relationship of the programme content to its stated learning outcomes; [Free text] The range of teaching methods to be used, drawing attention to any innovative practices, particularly in

areas of blended learning; [Free text] Assessment procedures, their relationship to University policies and regulations and any innovative

practice; [Free text] The degree of conformity to University policies and regulations in respect of the course structure; [Free

text] Arrangements for supervision of projects, fieldwork; [Free text] Course management structure and arrangements for review; [Free text] The way in which the programme builds on research strengths of the department/staff. [Free text]

HEAR Statement: [free text]

Additional Course CostsAre there any additional course costs that students need to be aware of prior to applying/accepting a place? Y [free text]/N

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Section 7: Course SpecificationThis will be published on the University website. Departments are responsible for the accuracy of the information, which needs to be clear and accessible and adhere to expectations set out in the Framework for Higher Education Qualifications and subject benchmark statements.

Credit WeightingDoes the course comply with standard credit weighting? (i.e. Honours Degree 360 credits; Master’s Degree 180 credits) Y/N [free text]

Final classification calculation:Credit Weighting Year 1:Credit Weighting Year 2:Credit Weighting Year 3:Credit Weighting Year 4:Credit Weighting Year 5:

Distinctiveness of the course: [free text]

The course will… (Please explain the context of the programme - this can legitimately be aspirational as well as factual. Give details of any distance or blended learning elements included in the programme; accreditation by PSRB; periods of study abroad or placements; work based learning; clinical placements; fieldwork etc. and any other information which makes the programme distinctive.)

Programme Information by Year/Intermediate AwardPlease supply a page as follows for each year of the programme. Where appropriate the specification for the intermediate award should be shown. The award specification may be adapted as appropriate to meet the specific requirements of the programme.

Please adapt this format if more appropriate, e.g. you may wish to include an overall list of modules from which choices can be made. If the programme is also to be offered in part-time mode you should include any necessary additional information, e.g. to cover the sequence in which modules should be taken.

Year 1: Certificate of Higher Education

Learning outcomes [free text box with the following text prepopulated]

Please enhance/amend the FHEQ course level descriptors(below) as applicable and include specific subject knowledge and subject-specific skills. Also make reference to relevant elements of the QAA Benchmark Statements where appropriate.

Certificates of Higher Education are awarded to students who have demonstrated: • knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study

• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

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http://www.qaa.ac.uk/quality-code/subject-benchmark-statements

http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards

http://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards

Transferable (Key) Skills [free text box with the following text prepopulated]

You may find it helpful to provide a skills map.

Typically, holders of the qualification will be able to:

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work • communicate the results of their study/work accurately and reliably, and with structured and coherent arguments • undertake further training and develop new skills within a structured and managed environment.

And holders will have: • the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Assessment [free text box with the following text prepopulated]

You may find it more helpful to provide an assessment grid based on the core and optional modules. Any special arrangement, e.g., the inclusion of study abroad in the classification should be stated.

Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include: demonstrating the knowledge and application of standard concepts, information and techniques

relevant to the discipline; work that covers a restricted area of the discipline; demonstrating emerging abilities, skills and competencies;

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Year 1: Certificate of Higher Education

Candidates will be required to study the following core modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:

Term 1, 2, or 3 Pass

required for progression/ award (Y/N)

Module sequence(P/T mode

only)

[module code look up facility]

Students will be required to study [enter number of] credits from the following optional core modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

[List A] Students will be required to study [enter number of] credits from the following optional modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

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[List B] Students will be required to study [enter number of] credits from the following optional modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

Students will be permitted to study [enter number of] credits of any modules available across the University, subject to the limitations set in the University Regulations & Module and Credit Framework, availability and the approval by their Course Director.

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Year 2: Diploma of Higher Education


Please enhance/amend the FHEQ Course level descriptors (below) as applicable and include specific subject knowledge and subject-specific skills. Also make reference to relevant elements of the QAA Benchmark Statements where appropriate.

Diplomas of Higher Education are awarded to students who have demonstrated: • knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed

• ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context

• knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study

• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.



Typically, holders of the qualification will be able to: • use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis • effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences and deploy key techniques of the discipline effectively • undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. And holders will have: • the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.



Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include: demonstrating the ability to apply a broad range of aspects/competencies of the discipline/profession to

complex, albeit standard, situations and simple, albeit novel or atypical, instances; work that is often descriptive in nature but drawing on a wide variety of material; demonstrating basic professional competencies relevant to the discipline; the ability to evaluate and criticise received opinion;

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Year 2: Diploma of Higher EducationCandidates will be required to study the following core modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

Students will be required to study [entre number of] credits from the following optional core modules:

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

19


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


20

Year 3: Pass Degree

Learning Outcomes [free text box with the following text prepopulated]

Please enhance/amend the generic University learning outcomes (below) as applicable and include specific subject knowledge and subject-specific skills. Also make reference to relevant elements of the QAA Benchmark Statements where appropriate.

On completion of the year/programme students should have provided evidence of being able to: demonstrate the ability to acquire and make flexible use of with the basic concepts, information,

practical competencies and techniques which are standard features of the discipline; proficiently use basic generic and subject specific intellectual qualities i.e.- be able to communicate the results of their work;- present a structured and coherent argument;- access and evaluate qualitative and/or quantitative data; demonstrate an ability to evaluate the appropriateness of different approaches to problem solving

associated with the discipline; work autonomously within a structured environment; conform to professional boundaries and norms where appropriate;



Students will have had the opportunity to acquire, as defined in the modules specified for the programme: qualities and transferable skills necessary for employment related to the subject area(s) studied; skills necessary for the communication of information; skills necessary for the exercising of personal responsibility and decision making;



Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include: demonstrating the ability to apply a broad range of aspects of the discipline; work that draws on a wide variety of material; the ability to evaluate and criticise received opinion; demonstrating a broad knowledge base;

Module choices for Pass Degree are identical to Honours Degree as detailed below.

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Year 3: Honours DegreeLearning Outcomes [free text box with the following text prepopulated]

Please enhance/amend the FHEQ course level descriptors (below) as applicable and include specific subject knowledge and subject-specific skills. Also make reference to relevant elements of the QAA Benchmark Statements where appropriate.

Bachelor's degrees with honours are awarded to students who have demonstrated: • a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline

• conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge

• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).



Typically, holders of the qualification will be able to: • apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem • communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. And holders will have: • the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further training of a professional or equivalent



Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include: demonstrating the ability to apply a broad range of aspects of the discipline; work that draws on a wide variety of material; the ability to evaluate and criticise received opinion; evidence of an ability to conduct independent, in depth enquiry within the discipline; work that is typically both evaluative and creative;

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Year 3: Honours Degree


Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

23


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


24

Year 4: Integrated Master’s



On completion of the programme students should have shown evidence of being able: to demonstrate in-depth, extended or specialist knowledge of techniques relevant to the discipline or to

demonstrate an advanced understanding of concepts, information and techniques informed by knowledge at the forefront of the discipline;

to exhibit competence in the exercise of advanced generic and subject-specific intellectual abilities; to demonstrate an advanced understanding of techniques applicable to their own research or advanced

scholarship; to take a proactive and self-reflective role in working and to develop professional relationships with

others; proactively to formulate ideas and hypotheses and to evaluate these; to evaluate critically current issues and research in the discipline.



Students will have had the opportunity to acquire, as defined in the modules specified for the programme:

the skills necessary to undertake a higher research degree and/or for employment in a higher capacity in industry or area of professional practice;

evaluating their own achievement and that of others; self direction and effective decision making in complex and unpredictable situations; independent learning and the ability to work in a way which ensures continuing professional

development; critically to engage in the development of professional/disciplinary boundaries and norms.



Achievement will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will include: demonstrating the ability to apply breadth and/or depth of knowledge to a complex specialist area; drawing on a range of perspectives on an area of study; evaluating received opinion; make sound judgements whilst understanding the limitations on judgements made in the absence of

complete data.

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Year 3: Integrated Master’s


Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

26


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


27

Postgraduate Award



On completion of the programme students should have shown evidence of being able: to demonstrate in-depth specialist knowledge of techniques relevant to the discipline or to demonstrate

an advanced understanding of concepts, information and techniques informed by knowledge across, or in aspects at, the forefront of the discipline;

to exhibit competence in the exercise of generic and subject-specific intellectual abilities; to demonstrate an advanced understanding of techniques applicable to their own research, advanced

scholarship or area of specific interest within the broader discipline; to take a proactive and self-reflective role in working and to develop professional relationships with

others; proactively to formulate ideas and hypotheses and to evaluate these; to evaluate current issues and research in the discipline.


You may find it helpful to provide a skills map

Master’s (Taught), Postgraduate Diploma & Postgraduate Certificate students will have had the opportunity to acquire the following abilities as defined in the modules specified for the programme: the skills necessary to undertake a higher research degree and/or for employment in a higher capacity

in industry or area of professional practice; evaluating their own achievement and that of others; self direction and effective decision making in complex and unpredictable situations; independent learning and the ability to work in a way which ensures continuing professional



You may find it more helpful to provide an assessment grid based on the core and optional modules. Any special assessment arrangements should be stated.

Achievement for the Postgraduate Diploma and Postgraduate Certificate will be assessed by a variety of methods in accordance with the learning outcomes of the programme and will involve the achievement of the students in: demonstrating the ability to apply breadth and/or depth of knowledge to a complex specialist area; drawing on a range of perspectives on an area of study; evaluating received opinion; make sound judgements whilst understanding the limitations on judgements made in the absence of

complete data.

Postgraduate AwardCandidates will be required to study the following core modules:

Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

29


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


30

Postgraduate Certificate



On completion of the programme students should have shown evidence of being able: to demonstrate in-depth specialist knowledge of techniques relevant to the discipline or to demonstrate

an advanced understanding of concepts, information and techniques informed by knowledge across, or in aspects at, the forefront of the discipline;

to exhibit competence in the exercise of generic and subject-specific intellectual abilities; to demonstrate an advanced understanding of techniques applicable to their own research, advanced

scholarship or area of specific interest within the broader discipline; to take a proactive and self-reflective role in working and to develop professional relationships with

others; proactively to formulate ideas and hypotheses and to evaluate these; to evaluate current issues and research in the discipline.


You may find it helpful to provide a skills map





You may find it more helpful to provide an assessment grid based on the core and optional modules. Any special assessment arrangements should be stated.

Achievement for the Postgraduate Diploma and Postgraduate Certificate will be assessed by a variety of methods in accordance with the learning outcomes of the programme and will involve the achievement of the students in: demonstrating the ability to apply breadth and/or depth of knowledge to a complex specialist area; drawing on a range of perspectives on an area of study; evaluating received opinion; make sound judgements whilst understanding the limitations on judgements made in the absence of

complete data.

Postgraduate CertificateCandidates will be required to study the following core modules:

Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

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CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


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Postgraduate Diploma



On completion of the programme students should have shown evidence of being able: to demonstrate in-depth, extended or specialist knowledge of techniques relevant to the discipline or to

demonstrate an advanced understanding of concepts, information and techniques informed by knowledge at the forefront of the discipline;

to exhibit competence in the exercise of advanced generic and subject-specific intellectual abilities; to demonstrate an advanced understanding of techniques applicable to their own research or advanced

scholarship; to take a proactive and self-reflective role in working and to develop professional relationships with

others; proactively to formulate ideas and hypotheses and to evaluate these; to evaluate critically current issues and research in the discipline.







You may find it more helpful to provide an assessment grid based on the core and optional modules. Any special arrangement should be stated.

Achievement for the Postgraduate Diploma and Postgraduate Certificate will be assessed by a variety of methods in accordance with the learning outcomes of the programme and will involve the achievement of the students in:

demonstrating the ability to apply breadth and/or depth of knowledge to a complex specialist area; drawing on a range of perspectives on an area of study; evaluating received opinion; make sound judgements whilst understanding the limitations on judgements made in the absence of

complete data.

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Postgraduate DiplomaCandidates will be required to study the following core modules:

Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


35

CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


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Master’s Degree


Please enhance/amend the FHEQ course level descriptors (below) as applicable and include specific subject knowledge and subject-specific skills. Also make reference to relevant elements of the QAA Benchmark Statements where appropriate.

Master's degrees are awarded to students who have demonstrated: • a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice • a comprehensive understanding of techniques applicable to their own research or advanced scholarship • originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline • conceptual understanding that enables the student: - to evaluate critically current research and advanced scholarship in the discipline –- to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.



Typically, holders of the qualification will be able to: deal with complex issues both systematically and creatively, make sound judgements in

the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

continue to advance their knowledge and understanding, and to develop new skills to a high level.

And holders will have: the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility

decision-making in complex and unpredictable situations

the independent learning ability required for continuing professional development.


You may find it more helpful to provide an assessment grid based on the core and optional modules. Any special arrangement should be stated.

Achievement for the degree of Master (taught programme) will be assessed by a variety of methods in accordance with the learning outcomes of the modules specified for the year/programme and will involve the achievement of the students in:

evidencing an ability to conduct independent in-depth enquiry within the discipline;

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demonstrating the ability to apply breadth and/or depth of knowledge to a complex specialist area;

drawing on a range of perspectives on an area of study; evaluating and criticising received opinion; make reasoned judgements whilst understanding the limitations on judgements made in

the absence of complete data.

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Master’s Programme (taught)


Code Title Credits

Pre-requisite for:

Co-requisite

for:

Semester 1, 2, or

3Pass



only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)

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CodeModule code or

New Module

Title Credits

Pre-requisite for:

Co-requisite

for:




only)


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Section 8: Placement LearningTo be completed where a course will include a compulsory or optional period of study abroad; or a placement where required for a professional qualification or by a Subject Benchmark Statement. The ‘Guidelines for Departments Introducing Placements as part of a Course of Study’ should be consulted when completing this form.

Type of Placement Intercalated Year (optional) Intercalated Year (mandatory) Study Placement (UK/Overseas) Work Placement (UK/Overseas) SOCRATES/ERASMUS Exchange Professional Experience Placement Work-based Learning Other [free text]

Is the placement part of the statutory or regulatory body requirements or professional recognition or accreditation of the programme? Y/N

Credit TransferHow will the placement contribute to the Warwick degree?

Credit will not count towards final degree classification On a pass/fail basis Full credit counting towards final degree classification Other [free text]

Length of Placement [Radio buttons]

Year-long Semester-long Summer only Other ]free text]

Location of Placement [tick box]

UK Overseas

Placement Partner(s) [Free text - name and address of the partner(s)]

OverseasUK (radio buttons: Higher Education Institution; Publicly Funded College; Private Provider; Other (free text box)).

Is a contractual agreement in place? Y/N

On what basis has/have the partner organisation(s) been chosen for the placement? (i.e. international standing, excellence in teaching, similarity of curriculum, appropriateness of work environment, relevance of learning opportunities etc.). [Free text box]

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Academic GuidanceHow has the academic support, which will be available to students on their placement, been assessed? (Academic guidance, learning resources etc.) [Free text box]

What additional academic support will be provided from Warwick? [Free text box]

Pastoral SupportGive details of the pastoral support that will be available to students during their placement (personal tutoring, staff/student liaison etc.). [Free text box]

What additional support will be available from Warwick? [Free text box]

Confirm the named contact in the partner institution. [Free text box]

Information should be supplied on management arrangements for the exchange. Assurances should be given that adequate support will be available to students at the exchange institution. [Free text]

Are mentoring schemes going to be in place? Y/N [free text]

Language CompetenceWhat level of language competence will be expected of students before they embark on their year abroad? [Free text box]

What language training will be available to students prior to departure and during the placement abroad? [Free text box]

How will language competence be assessed (including a plan of action identified for where competence is insufficient)? [Free text box]

Pre-Departure BriefingsWhat guidance and information will be provided to students before they go on their placement? (Confirm that this covers the areas outlined in the ‘Good Practice Guide on Placement Learning’.) [Free Text Box]

Learning AgreementWill a learning agreement be drawn up between both organisations to ensure that the selected modules will be available to Warwick students and will be appropriate to the student’s course of study? Y/N [free text]

Has/ve the proposed placement provider(s) been made aware of the University’s requirements in terms of their provision of learning opportunities; their role in the assessment of students and health and safety matters, as set out in the University’s Good Practice Guide on Placement Learning? Y/N

Has the department drafted a statement on the rights and responsibilities of students embarking on placements and made arrangements to ensure its inclusion in the departmental handbook or other appropriate documentation? (N.B. A proposed statement can be found in the University’s Good Practice Guide on Placement Learning which may be customised by departments.) [Y/N]

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Structure of PlacementWhat will be the structure of the placement? (i.e. number of modules, research projects, any prerequisites, any language courses). [free text box]

Learning ProgrammeHow have modules been selected? [free text]

Confirm that the department has checked that the modules are at the appropriate level vis-à-vis the Framework for Higher Education Qualifications [Y/N]

Confirm that the modules will provide students with the opportunity to achieve the stated learning outcomes required for the placement? If the placement will count towards degree credit, a list of approved modules and module outlines from the host institution’s course of study should be attached for all modules available to exchange students. [free text]

[Where period of time abroad counts for credit and final towards classification] Information on what courses can be followed abroad should be supplied, and indications, using European Credit Transfer and Accumulation System (ECTS) credits, etc., of how the work is commensurate with the credit rating assigned to the period abroad should be given. It should be demonstrated how work done abroad links with that done at Warwick in terms of providing pre-requisites for further study or avoiding duplication. [Free text]

AssessmentHow will the modules/project work be assessed and how will the department ensure that module marks are comparable to modules taken at Warwick and that students are not advantaged/disadvantaged by comparison with their peers who do not undertake study abroad? Especially where period of time abroad counts for credit and final towards classification an indication of what work has been done to establish equivalence of marking scales should be given. [Free text]

Confirm that work undertaken to satisfy the assessment requirements of the placement will be subject to the University’s usual arrangements for internal moderation and External Examining. [confirm Yes]

How has the department assessed whether the standards applied to any assessment of placement learning undertaken by the placement provider are consistent with reference points used in UK Higher Education, viz the Framework for Higher Education; Subject Benchmark Statements and professional or statutory body requirements (where applicable)? [free text box]

Failure of PlacementWhat will be the outcome if a student fails the placement? [free text box]

Monitoring and EvaluationWhat departmental procedures are in place to monitor placement learning opportunities? [free text box]

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Health and SafetyHow has the department assessed health and safety requirements relating to the placement? [free text box]

Confirm that the placement provider has been made aware of the University’s requirements (set out in the Good Practice Guide) in this respect. [Y/N]

Equality and DiversityHas the Department considered Equality and Diversity implications of the proposed placement? E.g. what arrangements are in place to enable/encourage participation of students for disadvantaged backgrounds? [free text]

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Section 9: Collaborative ProvisionThe ‘Procedures for the Approval of Validated, Franchised and Other Collaborative Courses’ (see http://go.warwick.ac.uk/quality/categories/collaborative) should be consulted when completing this form.

Strategic approval of any proposed partnership, together with a collaborative risk assessment, should normally be undertaken prior to completing the full collaborative course paperwork. See the above web-page for further information, or consult the Teaching Quality section of the Academic Office.

Name and address of proposed partner organisation(s) [free text box]

Type of institution UK FE College Overseas private college Professional organisation

Nature of the Collaborative ArrangementIs this a new partnership or an extension to an existing partnership? [New/Extension]

Type of partnership

Validation Franchise Distance delivery Joint, Dual/Double or Multiple Award course Second-Year Entry Agreement Other [free text box for details]

Rationale for the CollaborationPlease provide the rationale for proposing the collaboration. [free text box]

Resource ConsiderationsPlease give details of discussions within the lead Warwick department of the full resource implications of the partnership, including staff time for co-ordination and monitoring. [Free text box]

Consultation with External PeersPlease give details of the process and outcome of consultation with external peers, such as External Examiners or those external to the University with relevant subject expertise, in the development of this proposal, including an indication of what was learned or changed as a result. [free text box; attach any reports]

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http://go.warwick.ac.uk/quality/categories/collaborative

Appraisal of Partner OrganisationHow long has the proposed partner been operating? [free text; not required for extensions]

Does the proposed partner have a general understanding of quality assurance issues in UK HE? [Y/N; not required for extensions]

Principal Academic Contact at partner institution [free text, name and role/post]

Statement of support from the Course Director (partner institution) [attach]

Statement of support from the Director (partner institution) [attach]

Report on Negotiations and Site VisitName and post/role of Warwick staff leading negotiations with the partner organisation [free text box]

Name, title and proposed role of key contact(s) at the prospective partner organisation [free text box]

Name and post/role of person(s) carrying out Site Visit [free text box]

Date of Site Visit [date]

Was the Site Visit the first visit to the prospective partner in connection with this course? [Y/N]

If Yes: Please give a brief account of how much preliminary contact you have had with the prospective partner. [free text box]

If no: Please give dates of previous visits and outline purpose/outcomes of each visit. [free text box]

Visit schedule (Give a brief outline of the programme for the Site Visit, including details of key meetings and contacts) [free text box]

Accommodation, facilities, equipmentFor each category in the table, please briefly outline what is required for the course, whether it is available at a satisfactory level, whether access can be guaranteed, and add any comments if you wish to do so.

requirements available? (yes/no)

guaranteed access? (yes/no)

comments

Teaching accommodation

Laboratories

Library facilities

IT resources (hardware and software)

Special equipment (e.g. video cameras)

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Please list any recommendations made to the partner organisation for additional equipment, facilities, resources or materials to be in place before the course begins. [free text box]

Has the partner organisation undertaken to obtain necessary additional material? [Y/N]

RecommendationsAre there any issues arising from the site visit which need to be resolved prior to the conclusion of a partnership agreement? [Y/N; if Yes, free text box]

Are you satisfied that the proposed partner has the facilities, resources and commitment to ensure that this collaboration is effective? [Y/N]

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Section 10: Distance-Learning Courses wholly delivered by the UniversityThe University recognises distance learning as materials-based learning. This section of the form should be completed where a new course will be delivered wholly or partly by distance-learning, or when an existing course is to be revised to include delivery by distance-learning.

Teaching Delivery:Describe the intended method of distance-learning delivery; will this include use of the Internet or other electronic materials, traditional printed distance-learning materials, local teachers, and residential sessions at Warwick or elsewhere? How will this method relate to the face-to face delivery of the course (or similar courses) by the department? Is the method based on one already used by the department? [free text box]

Have any copyright issues and costs been considered? [Y/N]

Why is this delivery method appropriate for the target market of prospective students? [free text box]

Explain how course learning outcomes articulate with strategies for distance-learning teaching, the scope of learning materials and modes of and criteria for assessment. [free text box]

In designing the course, has the department used external expertise to benchmark proposed delivery against experience of others in the sector? [free text box]

Do the staff involved have previous experience of distance delivery at Warwick or elsewhere? [Y/N; If so, please describe the nature of this experience. If they do not already have experience what training will be provided? [free text box]]

Will any non-Warwick staff be involved in delivery or assessment of the course? [Y/N; If so, please describe their role in detail (including the planned contractual arrangements), the training to be provided, how their performance will be monitored and attach a curriculum vitae. [free text box]]

What processes have been and will be used to design and test the learning materials? [free text box]

How will the effectiveness of the materials be monitored and how will they be reviewed and updated after introduction? [free text box]

Are there any special considerations related to offering the course on an international basis? Has appropriate account been taken of any cultural differences in relation to staff or student

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expectations of academic study and standards? Will student and staff induction address any issues of this kind? [free text box]

Are any teaching sessions at the University planned? [Y/N; If so, are they compulsory? [Y/N]]

What is the purpose and structure of these sessions and how will they relate to the distance-learning materials? [free text box]

Will the tuition and residential costs be included in the course fee or charged separately?

Tuition Fee Residential costs

Included in the course fee Yes [ ] No [ ] Yes [ ] No [ ]

Charged separately Yes [ ] No [ ] Yes [ ] No [ ]

If teaching is planned outside term time has staff availability been checked? [Y/N]

How will departments guarantee that distance learning materials are appropriately updated? [free text box]

AssessmentWhat measures are in place to ensure that work submitted for assessment is the student’s own? [free text box]

What opportunities will students have to undertake formative assessment? [free text box]

Student Support & GuidanceWill students need to have access to specific means of communication (e.g. email, internet) and learning resources (e.g. library facilities, computers of a particular specification)? [Y/N; If so please indicate what access to means of communication and learning resources will be required? [free text box]]

How will the additional academic supervisory/examination requirements for dissertations be met (if applicable)? [free text box]

What arrangements have been made for students’ pastoral support, akin to a traditional Personal Tutor role? [free text box]

Will special advice be provided to students on the expectations placed upon them, regarding use of the learning materials and on strategies for studying effectively at a distance? [Y/N; please give details [free text box]]

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Describe the arrangements for academic and administrative support and guidance. [free text box]

CommunicationWhat opportunities will be offered for students to communicate with their peers on the course? [free text box]

How will student feedback on the course be obtained? Has the department considered the potential utility of innovative technologies to support a virtual SSLC? [free text box]

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