Academic Quality Assurance & Enhancement
Meet the Team
The Quality Team
Alison Kulkowski - Senior Assistant Registrar, Quality and Standards
The Senior Assistant Registrar, Quality and Standards is responsible to the Academic Registrar for the management and development of quality assurance and enhancement within the University, providing advice to senior management, working closely with academic and administrative colleagues, and supporting the embedding of best practice. They have a key role in respect of the work of the Learning, Teaching and Quality Committee, including reviewing and updating the Academic Quality Handbook, and work with senior academic colleagues. They work closely with Schools, to ensure that professional accreditation of programmes offered by the University is maintained effectively. They are also a key contact for the Student Union, particularly with regard to student representation, and are responsible for the annual reporting on external examining and annual monitoring of programmes. The Senior Assistant Registrar, Quality and Standards is Clerk to the Learning, Teaching and Quality Committee, and Secretary to the Academic Board.
Telephone: 01978 293005
Melanie Smith & Jayne Storer - Senior Quality Officers
The Senior Quality Officer is responsible for ensuring that all validation, programme periodic review, collaborative approval and internal academic audit procedures relating to taught programmes are understood and implemented throughout the University. The Senior Quality Officer reports to the Senior Assistant Registrar, Quality and Standards, who has overall responsibility for academic quality assurance and enhancement functions. The Senior Quality Officer works closely with the Senior Assistant Registrar, Quality and Standards to organise and support pre-validation, programme periodic review and validation events, collaborative partner and delivery approval events, and internal academic audit, and to provide information and guidance regarding these procedures. They work closely with the Chairs of committees and panels, and academic colleagues. The Senior Quality Officer is a full member of the Academic School Boards and aids in the facilitation and servicing of the Academic School Board meetings. The Senior Quality Officer is Secretary to the Learning, Teaching and Quality Committee, and a member of the Academic Programmes Sub Committee. The Senior Quality Officer is supported in their work by, and provides guidance to, a Quality Coordinator.
Telephone: 01978 293404
Telephone: 01978 293384
Carolyn O'Leary - Quality Co-ordinator
The Quality Co-ordinator works with the Senior Quality Officer to organise and support all validation, programme periodic review, collaborative approval and internal academic audit procedures relating to taught programmes throughout the University. The Quality Co-ordinator reports to the Senior Assistant Registrar, Quality and Standards, who has overall responsibility for academic quality assurance and enhancement, but provides support for and is guided by the Senior Quality Officer. The Quality Co-ordinator works closely with the Senior Quality Officer and the Senior Assistant Registrar, Quality and Standards to organise and support pre-validation, programme periodic review and validation events, collaborative partner and delivery approval events, and internal academic audit, and to provide information and guidance regarding these procedures. They works closely with the Chairs of committees and panels, and with academic colleagues. They are Secretary/Clerk to Academic Programmes Sub Committee, managing minor/major modifications, Recognition of Prior Learning claims, and PSRB reports, and aid the Senior Quality Officer in servicing Academic School Boards.
Telephone: 01978 293062
Academic Quality Handbook
The Academic Quality Handbook that outlines the processes for six areas of Quality and Standards within the University. These include:
- Chapter 1 - Programme Validation, Periodic Review, Modification and Closure
- Chapter 2- Collaborative Provision: Working with Other HE Providers
- Chapter 3 - Annual Programme Monitoring
- Chapter 4- Professional, Statutory and Regulatory Bodies
- Chapter 5 - Recognition of Prior Certificated Learning (RPL) and Prior Experiential Learning (RPEL)
- Chapter 6- External Examining
Where appropriate, chapters included in the Academic Quality Handbook have been mapped against the QAA Quality Code Part B: Assuring and Enhancing Academic Quality which can be found here.
Programme teams should consult with the Senior Quality Officer throughout the validation process.
Stages of validation / deadlines for 2017-18 validation process
Stage 1 IPPF approval / appointment of External Assessor - by 30.06.17
Stage 2 Generation of validation documentation / appointment of validation panel
Stage 3 Pre validation checks / final confirmation of panel event arrangements
Stage 4 Confirmation of validation panel outcomes / programme revisions to meet panel conditions
Stage 5 Final review of documentation, panel approval recommendation / Academic Board approval
Stage 6 Publication of final documentation - by 31.12.17
Programme teams are strongly encouraged to engage with SHAPE (Supporting a Holistic Approach to Programme Enhancement) before and/or during the development of IPPFs. SHAPE events happen monthly throughout the year, and includes representatives from the Heads and Associate Heads of Academic Schools, Academic Registry, Strategic Planning, CMRA, and Finance. It allows programme teams to test ideas, and gain early input from key signatories on the IPPF (see Appendix 15 for further detail).
Please note that changes to programmes for September 2018 delivery cannot now be considered.
Major or minor changes to programmes are considered by Academic Programmes Sub-Committee (APSC). APSC is made up of academic staff from each school and meets regularly to review and approve recommendations for changes to programmes, including the approval of new standalone modules.
Major changes to programmes include:
Changes to module learning and teaching strategies
Changes to module learning outcomes
Changes to module assessment strategies
Revisions to programme aims and learning outcomes
Changes to programme structure, including module deletion and/or the introduction of existing modules from other programmes, or new modules
Changes to criteria for admission and progression
Changes to mode of delivery
Minor changes to programmes include:
Changes to module pre- and co-requisites
Changes to sequencing
Changes to programme management arrangements e.g. changes to module or programme leadership
Please note that for a standalone module, if it is a new standalone module the NM1 form should be used. If an existing module is to be delivered as a standalone module the standalone module (SAM) template should be used.
Annual programme monitoring (AMR) is a key element of Glyndŵr University’s approach to quality assurance and enhancement. It is designed to provide assurance regarding the quality and standards of academic programmes, including any associated standalone modules, to provide opportunities for the sharing of good practice, and to identify areas for enhancement.
Definitive list & specs
Programme / module leaders should ensure that they are using the correct version of the programme and module specification.
If you have any queries, or require the word version of a specification for editing please contact AQSG.
ACADEMIC QUALITY HANDBOOK CHAPTER 2 COLLABORATIVE PROVISION WORKING WITH OTHER HE PROVIDERS
2. Key Principles
3. Definitions of Collaborative Provision
Annex 1 – Academic Link Role Descriptor
Annex 2 - Criteria for Memberships of Partner Validation and Approval Panels
Suite of Guides: Everything you need to know about approving and re-approving collaborative provision arrangements 15
SECTION 1 PREPARATION AND SUBMISSION TO VICE CHANCELLORS EXECUTIVE TEAM (VCET) FOR DUE DILIGENCE, COMMISSIONING AND PARTNER APPROVAL
Process Flow Diagram
Annex 3 - Initial Assessment Form - for initial assessment by the Pro Vice Chancellor - Partnerships
Annex 4 –Evidence List & Information Request / Partner Due Diligence Checklist
Annex 5 - Glyndwr University Due Diligence Guidance
Annex 6 – Partner Reference Pro-forma
Appendix 1 – Partner Approval Submission Pro-forma incl. criteria
Appendix 2 – Collaborative Provision Proposal Form / Initial Programme Proposal Form – Validated
Appendix 3 – Full Financial Costing (Business Case)
Appendix 4 – Risk Assessment
Appendix 5 – Collaborative Provision Proposal Form - Franchising, Dual Degree and Joint Delivery
Appendix 6 – Collaborative Provision Proposal Form – Off-site Delivery
Appendix 7 – Collaborative Provision Proposal Form – Articulation
Appendix 8 – Collaborative Provision Proposal Form – for commissioning delivery re-approval/re-validation, new/additional validated and franchise programmes at an existing approved partner
SECTION 2 GUIDE TO VALIDATED PROVISION (including Joint Delivery)
SECTION 3 GUIDE TO FRANCHISE PROVISION (including Joint Delivery)
Appendix 9 – Programme Delivery Approval Submission Pro-forma, including Approval Criteria
Appendix 10 - Periodic Review Pro-forma
SECTION 4 GUIDE TO DUAL DEGREE
SECTION 5 GUIDE TO OFF-SITE DELIVERY APPROVAL
Appendix 11 – Off Site Delivery Proposal Document Indicative Content
Appendix 12 – Off-site Learning Resources / Facilities Questionnaire
SECTION 6 GUIDE TO ARTICULATION
Appendix 13 – Curriculum Mapping for Articulation
SECTION 7 – GUIDE TO APPROVING NEW PROGRAMME AT AN EXISTING PARTNER
SECTION 8 – GUIDE TO APPROVING MODULE DELIVERY
Appendix 14 – Module Delivery Submission Proforma
PART 3 Administration, Monitoring and Review
1. The Register of Collaborative Provision
2. Information for students
3. Appointment of staff for collaborative programme delivery
4. Annual Programme Monitoring
5. Partner Monitoring
Appendix 15 – Academic Link Activity Report Log
Appendix 16 – Academic Link Annual Report
Appendix 17 – Partnership Risk Management Template
Appendix 18 – Annual Partner Review (APR)
Programme teams are responsible for maintaining regular communication with any Professional, Statutory and Regulatory Bodies (PSRBs) that accredit their programmes, and for ensuring that the provision continues to meet the relevant professional requirements. However, the formal correspondent with PSRBs around issues of accreditation is the Academic Registrar and the approval process to establish or renew a relationship with a PSRB is managed at University level. Academic Quality and Student Governance (AQSG) maintains the University’s PSRB Register.
The final stage at which professional approval is confirmed is generally a wholly external event (except in the case of conjoint validation), managed by the PSRB but often facilitated either by a member of the programme team or by AQSG, depending on the requirements of the professional body in question.
Programme teams should contact the relevant PSRB for details of their requirements for the professional recognition being sought, and then seek advice from AQSG in order to establish the appropriate procedure to ensure a smooth path towards gaining professional recognition for their programme/s.
The responsibility for scrutiny of individual PSRB events and assuring that reports, conditions, recommendations and outcomes are responded to appropriately lies with the Academic Programmes Sub-Committee (reporting to the Learning and Teaching Quality Committee), serviced by AQSG.
*PLEASE NOTE: AQSG MUST BE NOTIFIED OF ANY ACTIVITY WITH PSRBS. ALL PSRB ACTIVITY MUST BE FORMALLY APPROVED BY APSC BEFORE SUBMISSION TO THE PSRB FOR FINAL ASSESSMENT AND APPROVAL. ALL DOCUMENTATION RELATING TO A PSRB ACCREDITATION MUST BE SUBMITTED TO AQSG FOR UNIVERSITY RECORDS*
Broadly, Recognition of Prior Learning is defined as recognition of previous learning. Students may have acquired this learning by attending formal programmes of study (RPL) or through work and self-directed learning (RPEL).
The Recognition of Prior Certificated Learning is defined as the recognition of a previously awarded formal certificate, diploma or degree as equivalent to one or more module(s) on a programme of study.
The Recognition of Prior Experiential Learning is defined as the process by which un-certificated learning is deemed to be appropriate to one or more module(s) on a programme of study in terms of relevance, scope and level and, therefore, is given academic recognition and permits exemption from study.
- Advanced Standing
A student is said to enter a programme with advanced standing if they are granted exemption from credit for previous learning via RPL, in order to progress between awards or to enter a particular level of a programme, e.g. from a Foundation degree to a specific “top-up” degree. Advanced Standing is normally associated with arrangements which have been agreed at validation, or by the Academic Programmes Sub-Committee.
It is usual for students to contact the relevant programme team in the first instance in order to gain information relevant to their particular circumstances.
Please contact email@example.com for assistance with this process.
Training and Guidance
Training sessions on a variety of quality assurance and enhancement related areas, including but not exclusive to, validation, modification, PSRB, AMR, RP(E)L can be made available throughout the year. These can be catered towards individual programme teams, new staff, or organised as drop in sessions as and when there is a need.
Staff should notify AQSG of any training requirements, and the team will be happy to meet these needs accordingly.
Please see below training presentations for your reference:
Prog handbook templates
Programme Leaders - please submit completed programme handbooks to firstname.lastname@example.org before Monday 11th September 2017.