akmi dietetic validation document_110714.doc

7/27/2019 AKMI Dietetic validation document_110714.doc

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CONTENTS

Page

Summary 2

1 Introduction and Rationale 3-4

2 Market research 4-5

3 Aims and objectives 5-9

4 Programme structure 9-12

5 Learning, teaching and assessment methods 13-17

6 Placements 17-19

7 Admission criteria 19-20

8 Regulations 21-22

9 Student support 22-23

10 Resources 23-25

11 Staff 26-27

12 Programme management 27

13 Quality assurance procedures 27-28

14 References 28-29

APPENDICES:

I Module descriptors- separate document 30

II Members of the planning team 31

III Assessment regulations 32-54

IV Aims & learning outcomes for Placement blocks A, B & C 55-61

Va Mapping of programme content (modules) to QAA BenchmarkStatements for Dietetics and EFAD Academic & PractitionerStandards

61

Vb Mapping to the Quality Assurance Agency (QAA) PracticePlacement Standards and EFAD Placement Standards forDietitians

62-69

VI Mapping of curriculum to Professional rights of HarokopionUniversity graduates

72-73

VII Memorandum of Understanding with dietetic placements providers 74

VIII Scottish Dietetic Placement Allocation Policy 75-81

IX Approval and Monitoring of Practice Placements 82-92

X Proposed Application Form for BSc (Hons) Dietetics 93-97

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Summary

Programme title(s) BSc (Hons) Dietetics-Athens

SCQF level of award Level 10

Subsidiary exit points Completion of Level 1:Certificate ofHigher Education (SCQF level 7)Completion of Level 1 & 2: Diploma ofHigher Education (SCQF level 8)Completion of Level 1- 3: BSc Degree(SCQF level 9)**** Note that the degree in Dietetics is anHonours award only, there is not a BScDietetics exit award.

Delivered by AKMI ATHENS EDUCATIONALORGANISATION

Mode of study Full time

Duration 4 years Minimum and maximum timeperiods for completion, full and part time.

Subject Area Dietetics, Nutrition & Biological Sciences

Programme Leader Dr Stavroula Stoupi

Academic Link Person Dr Sara Smith

Expected student numbers 15-20

Start date September 2011

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1. Introduction and rationale

This document outlines a new collaborative modular programme of studies between QMU and AMCleading to the award of the Bachelor of Science Degree (with Honours) in Dietetics Athens .This is an extension of the existing collaborative relationship between AMC and QMU, the intentionis to now develop and deliver a Bsc (Hons) Dietetics programme in Athens from September 2011.The European Federation of the Associations of Dietitians (EFAD) has adopted in principle, theInternational Congress of Dietetic Associations (ICDA) definition of the role of the Dietitian asfollows:A dietitian is a person with qualifications in nutrition and dietetics recognised by national

authority(s). The dietitian applies the science of nutrition to the feeding and education of groups ofpeople and individuals in health and disease. The scope of dietetic practice is such that dietitiansmay work in a variety of settings and have a variety of work functions .

Further to this, the British Dietetic Association (BDA) description of a dietitian below expands on theinternational definition, illustrating the many aspects of dietetic practice which must be underpinnedby the curriculum for education and training and the new AMC programme in line with the existingQMU programme will continue to follow these guiding principlesRegistered dietitians are the only qualified health professionals that assess, diagnose and treat dietand nutrition problems at an individual and wider public health level. Uniquely, dietitians use themost up to date public health and scientific research on food, health and disease, which they

translate into practical guidance to enable people to make appropriate lifestyle and food choices.

As a scientific discipline Nutrition and Dietetics has been in existence for over 36 years in Greece.The Hellenic Dietetic Association (HDA) was established in 1969 and more recently, in 2006, theHellenic Association of Hospital Dietitians was established. According to Greek legislation, all theseassociations need to unite into one body in the future and this is currently ongoing (Association ofDietitians Nutritionists Greece).

Currently these associations have no right in the granting of professional rights and there is nolegislation in effect that guides the enrollment of Dietitians to a register.Their specialty is essentiallydefined by the educational institution from which the dietitian has graduated.

Currently, the local prefecture is obliged to issue license to practice dietetics (license to operate apractice) to graduates from the Greek State Universities with the relevant degrees. Graduates ofthis programme can obtain their professional rights under the directive of the EU which has beenincorporated into Greek law. The European Union directive (DIRECTIVE 2005/36/EC OF THEEUROPEAN PARLIAMENT AND OF THE COUNCIL of 7 September 2005 on the recognition ofprofessional qualifications), dictates Greek legislation to accept professional rights obtained fromlocal educational institutes which are collaborating with EU recognised universities. According to theEU directive, graduates must apply to the UK Health Professions Council (HPC), and once theyacquire their professional rights from HPC, then they can apply to the Greek Professional Body andtransfer their professional rights from Britain to Greece. The Greek legislation has created atemporary body, the Hellenic Council for the Recognition of professional qualifications (SAEP) of theMinistry of Education for the period until 2013, when all Greek organizations that will be providing

professional rights will have been formed.

As it is the intention of the AMC Dietetics programme to closely mirror the existing QMU programmewhich already follows the HPC Standards of Education and Training and the British DieteticAssociation Curriculum Guidance and it confers eligibility for registration with the HPC, it isanticipated that graduates of the BSc (Hons) in Dietetics-Athens programme will be able to apply forregistration with the HPC via the international application route.

As stated above, the philosophy of the new dietetic programme f studies at AMC will follow thephilosophy of the homonymous existing dietetics programme at QMU as it is orientated to deliver acurriculum with the same aims and the same objectives. However, additionally, the new programmehas also considered the needs of the Greek society that the prospective students of dietetics aremost likely to work within, along with any relevant Greek standards and guidelines they would beexpected to meet.

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Practical Skills (PS)

Transferable Skills (TS)

The AKMI Athens Dietetics programme will also endeavour to embrace the complimentaryprogramme aims for all QMU Undergraduate programmes, in that they will aim to foster graduateswho have, in addition to the knowledge and skills required for the specific discipline of Dietetics, willaspire to develop graduates who:

have academic, professional and personal skills for career management and personal

development; undertake and use research: understanding the nature and boundaries of knowledge

creation; applying skills of enquiry, critical analysis, synthesis and creative thinking toinvestigate problems; systematically collecting and evaluating evidence; and proposingsolutions;

conduct themselves professionally and ethically, respecting the diversity of others;

have the capacity to help build a socially just and sustainable society, striving for high

levels of social, ethical, cultural and environmental conduct;

are mindful of their role as global citizens, contributing positively to society at local,

national or international levels;

demonstrate high level skills of information literacy and communication to create and

share knowledge; promote the principles of multi-/inter-disciplinarity;

are confident, responsible, autonomous and critically reflective lifelong learners.

Level 1: Aims and learning outcomes

Aims

a) To introduce students to fundamental knowledge, principles and conceptsin human Dietetics and other disciplines which underpin the students programme of studies.

b) To begin to integrate knowledge, principles and concepts from different subjects so that

students understanding develops as an interdisciplinary continuum rather than as separatedareas.

c) To begin the process of developing core skills: study skills, technological and practical skills,and fundamental transferable skills.

d) To encourage in students a sense of personal responsibility for achieving learning objectivesand to develop an ability for effective self-management and reflection.

Learning Outcomes

On completion of Level 1 the student will be able to:

a) Demonstrate a knowledge and understanding of fundamental concepts related to Dietetics(KU)

b) Begin to demonstrate the ability to integrate knowledge, principles and concepts fromdifferent subjects

c) Demonstrate competence in basic skills in relation to: laboratory techniques, information and

educational technology, analysis and interpretation of data, written and oral communication(IS, PS, TS)

d) Work with motivation and a degree of personal responsibility, demonstrate an ability toprioritise and effectively manage learning time, negotiate learning objectives and evaluateself and group performance (PS, TS)

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Aims

a) To develop further the knowledge and understanding of nutrition and related subjects whichunderpin the study of dietetics.

b) To encourage further an integrated approach to knowledge, principles and concepts fromsubjects and other disciplines.

c) To continue the development of an investigative approach to the fields of study and aresearch orientation

d) To contribute to further development of graduate skills

Learning Outcomes


a) Demonstrate a sound knowledge and understanding of nutrition, dietetics and related

subjects at a depth which enables evaluation from a firm scientific perspective (KU)

b) To further understand and integrate the fields of study (IS)

c) Demonstrate through the processes of analysis, evaluation and problem solving, an inquiringand investigative approach (IS, TS).

d) Work more independently as individuals and also demonstrate the ability to contributeeffectively and constructively in group work (IS, TS)

e) Demonstrate an increasing level of skills in areas including: laboratory work, informationtechnology, data analysis and interpretation, written and oral communication (IS, PS, TS).


Aims

a) To develop students' ability to integrate and apply principles and concepts to theunderstanding of factors which influence the maintenance and disturbance of health at theindividual, community and population levels.

b) To develop further the students' ability to investigate, analyse, evaluate and apply scientificor other relevant information.

c) To increase ability in transferable skills including communication (individual & group) andanalysis and critical evaluation of research evidence.

d) To develop further students knowledge and understanding of health, acute and enduringconditions in relation to formulating appropriate and safe dietary intervention.

e) To further develop the students clinical and professional skills needed to plan, deliver andmonitor safe and practical patient or client focused intervention in a multiprofessional domainand in particular those of problem solving skills, reflection and awareness of limitations.

Learning Outcomes


a) Demonstrate a high level of knowledge and understanding in the aspects of nutrition, clinicaldietetics and related subjects studied (KU, IS).

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b) Demonstrate a sound understanding of factors which influence and improve health anddisease at the individual, community level and population level (KU, IS).

c) Demonstrate further development of transferable skills including the ability to extract,synthesise, and critically evaluate concepts, data and evidence with the ability tocommunicate these in appropriate and practical ways (PS, TS).

d) Demonstrate the appropriate professional skills (PS, TS).


Aims

a) To provide students with opportunities for investigation, reflection and discussion of issuesrelated to therapeutic dietetics and health.

b) To enhance students' ability to analyse and critically evaluate current theories, informationand research related to Dietetics and health.

c) To enhance the ability to synthesise material and to generate and discuss hypotheses

drawing upon a range of disciplines, particularly Dietetics and health-related subjects.

d) To provide opportunity, resources and support for each student to design and undertake aresearch based investigation.

e) To develop further students ability to recognise moral and ethical issues of investigation andtheir awareness of the need for ethical standards and professional codes of conduct.

f) To develop further students' transferable personal skills, attributes and knowledge which areof applicability in the multidisciplinary context of the relevant work environments.

Learning outcomes


a) Demonstrate a capacity for sustained high level, independent work, illustrated by successfuldesign and implementation of a research project and submission of a project report whichexhibits ability to interpret and critically evaluate methods and evidence (KU, IS, PS, TS).

b) Demonstrate a sound knowledge, understanding and an integrated view of the complexbiological and other inter-relationships involved in the health of individuals, communities andpopulations (KU, IS).

c) Demonstrate an ability to solve problems through the application of appropriate theories,concepts and practical scientific expertise (IS, TS).

d) Demonstrate an ability to search and access information in relevant formats and sources, torecognise limitations of current evidence and hypotheses, and to identify potential avenuesfor future investigation (IS, TS)

e) Demonstrate an ability to analyse biological and other relevant scientific data usingappropriate numerical or statistical methods. (IS, TS)

f) Demonstrate transferable personal skills, attributes and knowledge applicable to themultidisciplinary context of the relevant work environments.

4. Programme structure

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As per the existing QMU Dietetics programme, each academic year of the four year AthensDietetics programme is the equivalent of 120 credits and normally the equivalent of 60 credits persemester will be undertaken by students (see Table 4.1 proposed programme structure).

All modules are considered core modules and there are no optional modules. As per the existingQMU programme it aims in a systematic manner and progressive manner, to enable the acquisitionand assimilation of underpinning knowledge, integration and demonstration of skills required forpractice at the point of graduation. In doing so the programme structure, content and assessmenthas been developed in accordance with the relevant and key QAA benchmarking statements fordietetics, the British Dietetic Association Curriculum guidelines, the European Academic and

Practitioner Standards for Dietetics, the European Practice Placement Standards for Dietetics andthe Health Professions Council Standards of Proficiency.A mapping of the programme content tothe QAA and EFAD benchmarking statements can be found in Appendix IV and Appendix VIillustrates the mapping of the programme to the existing Professional rights of graduates ofHarokopion University, Department of Science of Dietetics-Nutrition as per the Official GovernmentGazette F.E.K. (of the H.R.)/O.G.G Presidential Decree No 311.

Within these documents, it is recognised that Dietetic practice is underpinned by the integration ofknowledge and understanding drawn from a wide range of scientific disciplines (eg genetics,biochemistry, microbiology, nutrition, physiology, pharmacology, and immunology and foodscience). This is therefore the focus of level 1 and 2 of the programme. The modules in levels 1 and

2 are designed to provide a sound foundation of knowledge and understanding, to build from oneyear to the next and to reflect the SCQF outcomes for levels 7 & 8 (SHE levels 1 & 2).

At levels 3 and 4 the focus for knowledge and understanding shifts to practical application andintegration along with an increasing shifting of responsibility for learning from the academic team tothe student. As such this significantly informs the module content, teaching, learning andassessment strategies. (See learning, teaching and assessment methods for further discussion).With regards to knowledge and understanding, Levels 3 and 4 introduce the major diseases withinthe population and examine how current medical and dietary intervention influences outcome(Therapeutic Dietetics, Clinical Sciences, Placement B and C). It also further develops knowledgeand understanding regarding the nutritional needs and requirements for specific groups, preventionof disease and health and well being (Epidemiology, Applied Nutrition, Placement B and C)

It is also recognised that at the end of the programme Dietetic students must be able to incorporatethis knowledge and understanding into the acquisition and demonstration of a range of complexskills. The necessary skills eg autonomous and reflective thinking, problem solving, responsibility forown learning, knowing the limits of their own practice, evidence based and effective practice, arealso developed progressively through the programme from the point of entry (KIS 1, IPE 1 & 2,Integrating module 2, Professional Studies, Therapeutic Dietetics, Placement blocks A, B, C). Theaim being to instil a commitment to lifelong learning and to provide students with the ability todevelop flexible approaches and change their practices in line with service needs.

Several key external documents highlight the importance of students developing effectivecommunication skills with both individuals and groups at all levels as this underpins all aspects of a

dietitians practice. As such attention has been paid to the development of communication skillsboth verbal and written either in the module content, delivery of the module or assessment of themodules at each level (see methods of learning, teaching and assessment for further discussion).

Finally, the integration of theory and practice plays a central role in the programme design, thereforethe three blocks of practice placements are integrated into the programme at levels 2, 3 and 4 (seeplacement section for further discussion).

However, although the proposed AKMI programme has close alignment to the curriculum contentand assessment of the existing QMU programme, there have been on discussion with the AthensProgramme Team, a few minor changes, which reflect differences in Healthcare systems (UKversus Greek) and that the programme is being taught at AKMI in Greece, rather than QMU inScotland. These changes have been supported by the QMU Dietetics programme team and are asfollows:

Level 1:

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Inter Professional Education 1(IPE 1) (20 credits) has been removed as this is a module aspreviously it has not been thought to meet the needs of Allied Health Professions working in Greece(previous Athens Physiotherapy validation). As this is a module that requires to be taught alongsideat least one other group of allied health professionals, this prevents the inclusion of this modulewithin the Athens Dietetics programme. This 20 credit module has therefore been replaced withtwo,10 credit modules Developmental Biology & Ageing and Integrating module 1. Both of thesemodules are existing QMU modules included within the Applied Pharmacology, Human Biology andNutrition programmes and previously included within the QMU Dietetics programme before theintroduction of IPE 1 and are still undertaken by the other existing QMU programmes.

Level 2Again IPE 2 (20 credits) at level 2 has been removed for the same reasons given above. This hasbeen replaced by repositioning and realigning the 10 credit level 3 module Public Health Practiceand repositioning and realigning 10 credits of what was a 20 credit level 3 Professional Studiesmodule. In realigning the Professional studies module to the aims and learning outcomes of level 2the OSCE mode assessment has been removed from this module and replaced with a menuplanning exercise. However in recognising the continued value of this mode of assessment anOSCE will be used and will replace what was a case based assignment component of theTherapeutic Dietetics module at level 3.

Level 3:Due to the changes at level 2, it has been possible to include IPE 3 (20 credits) at level 3, which isan existing QMU School of Health Sciences module and Athens Physiotherapy module. Thismodule has been previously considered that this better fitted the needs of Allied Health Professionsworking in Greece. It is anticipated that this module will be taught alongside the existing AthensPhysiotherapy students. As detailed above the case based assignment component of theTherapeutic Dietetics module will be replaced with an OSCE.

Level 4:It should be noted that no changes to the level 4 programme have been made.

In addition to the above, the following will also apply:

Level 1 and level 2 of the programme will be delivered in Greek and assessed in Greek(which includes the Practice Placement Block A).

Students will not be able to attend level 3 and 4 modules unless they provide a valid IELTS

certificate with a minimum score of 6.0 at the beginning of academic year 3. (Note IELTscertificates are only valid for2 years from the exam date)

Level 3 will be taught in and assessed in English, with the exception of the placement block

B practice weeks which will be taught in Greek and assessed in Greek (portfolio elementonly).

Level 4 will be taught and assessed in English, with the exception of the placement block C

practice weeks which will be delivered in Greek and assessed in Greek (portfolio elementonly).

Texts to support modules during the first two years of study will also include Greek texts,given that it will be taught in the Greek medium. Relevant Greek professional, healthcaredocuments and standards will also be referred to in Level 2, 3 and 4 given that the PracticePlacement blocks will take place within the Greek Healthcare setting.

The sequence of progression between levels is such that students must normally complete themodules of one level before proceeding to the next level in their programme. The Boards ofExaminers in line with QMU Regulations may allow progression of a student to the next level who isyet to complete all modules from the preceding level. Such cases are carefully considered andsubject to limits on the number of modules carried forward and still to be completed.Detailed criteria and requirements for the passing of individual modules, including mechanisms for

aggregation of different assessment elements, and arrangements for re-assessment are as set outin the published QMU regulations unless otherwise indicated within this document.

The existing range of exit qualifications is continued for the new award, each depending on thenumber and level of module credits achieved. In accordance with the Scottish Credit and

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Qualifications Framework, a series of exit awards can be gained. Precise details of credit and levelrequirements are laid down in QMU regulations, but in brief:

Completion of Level 1 : Certificate of Higher Education (SCQF Level 7)

Completion of Levels 1 & 2 : Diploma of Higher Education (SCQF Level 8)

Completion of Levels 1 - 3 : BSc Degree in Nutrition Studies (SCQF Level 9)

Completion of Levels 1 - 4 : BSc Honours Degree in Dietetics (SCQF Level 10)

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Table 4.1: Proposed programme structure

Level 1

Semester1

Biochemistry(20 credits)

Microbiology(10 credits) Human

Physiology(20 credits)

Cell Biology &Genetics(10 credits)

DevelopmentalBiology &ageing(10 credits)

Introduction toHealth Psychology(10 credits)

Semester2

Key Investigativeskills 1(10 credits)

Introductionto Food &Nutrition(10 credits)

Integratingmodule 1(10 credits)

Health & Welfare(Sociology)(10 credits)

Level 2

Semester1

Systems Biology(20 credits)

MolecularBiology(10 credits)

Nutrition(20 credits)

Food Science(10 credits) HumanPhysiology &Pharmacology(20 credits)

Key InvestigativeSkills 2(10 credits)

Semester2

Immunology(10 credits)

Public HealthPractice(10 credits)

Professionalstudies 1(10 credits)

End of Level 2: 4 week placement Block (A) 0 academic credit (competency based learning pass/fail)

Level 3

Semester1

Applied Nutrition(20 credits)

ClinicalSciences 1(20 credits)

ClinicalSciences 2(20 credits)

TherapeuticDietetics(20 credits)

Epidemiology& Health(10 credits) IPE 3 (20 credits)

* Jointly taughtalongsidephysiotherapists

Semester2

ProfessionalStudies 2(10 credits)

End of Level 3 12 week Placement Block (B)* (competency based learning pass/fail) Consolidation of practice & summative assessmentoccur in Semester 1 of Level 4

Level 4

Semester1

ResearchProcess(10 credits)

Honours Project (40 credits) Research &Communication(10 credits)

Placement B module-consolidation & academicassessment (30 credits)

Semester2

Placement C (competency based learning pass/fail) * includes consolidation of learning & summative assessment onreturn to University (30 credits)

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5. Learning, teaching and assessment methods

Learning and teaching methods

As per the existing QMU programme, the learning and teaching strategies utilised by the AKMIprogramme aim to employ effective methods, while encouraging flexibility and innovation in meetingstudent requirements. Thus the student learning experience encompasses a variety of forms oflearning/ teaching selected to be appropriate to the particular subject and level of the programme.

The proposed Athens programme closely mirrors the balance of assessments within the existingQMU programme. It is the experience of the QMU programme team that the balance of assessmentis appropriate and is successful in achieving the desired level of knowledge, level/programme aimsand a graduate fit for purpose. The Athens team will therefore for the present time continue to mirrorthis, but will take the opportunity as the programme progresses to review this.

In recognising that this is an Honours Degree programme, the programme team will encourage andbe expected to develop in students, critical and creative thinking along with the ability forindependent work. Developing these attributes, which are at the core of SCQF Level 10, will enablegraduates from the programme to continue to develop intellectually, taking responsibility for theirown life-long learning appropriate to their career paths, which is a core feature of all professional

benchmarking documents. To this end, student centred learning is an essential feature of theprogramme and will be introduced progressively through the levels, becoming predominant in laterlevels of the courses.

Such student-centred learning activities will vary in format and extent, taking into account theparticular topic and the developmental stage of the student or cohort. At early stages they are likelyto be undertaken within a framework designed largely by staff but progressively students and staffwill negotiate learning targets and contracts. At later levels students are given greater freedom andresponsibility to structure their own learning commitments through choices provided by moduleassessment options.

Formal lectures will have a role throughout the programme, especially in providing a framework for

expected knowledge and concepts, as a more structured, staff-led delivery can make an importantcontribution to the achievement of learning objectives, particularly at earlier levels (1 & 2) than is thecase at level 3 & 4. However these will be used alongside and integrated with participatory forms oflearning/ teaching such as laboratory practicals, computer-based workshops, tutorials, problembased solving exercises, group work, directed and independent study, and group or individualpresentations with an increasing emphasis on these modes of delivery in the latter stages of theprogrammes. This recognises that student participation is essential for them to be more activelyengaged in the learning process and to encourage deeper learning.

Part time/visiting lecturers, who have the appropriate experience will contribute to the delivery of themodules (e.g. for the Practical placements, Clinical Sciences 1 & 2 and for Therapeutic Dietetics),and will be appointed at the relevant stages of the programme eg in time for level 3. As a result, the

core teaching team delivering the programme, along with visiting practitioners and the externalclinical supervisors/coordinators will reflect the necessary breadth of clinical dietetic expertise.

The Programme Leader in liaison with the individual who co-ordinates the module will manage theproposed allocations of the part time/visiting lectures, ensuring that the latter, are contributingcorrectly to the content and delivery of the module, with regards the learning outcomes

As students of health science, a key part of the curriculum is enquiry and research. Researchawareness and ability are also important attributes of an Honours graduate, particularly in science-based degrees and for evidence-based practice. This theme begins in Level 1 where inputs onprinciples of investigation and data handling which help to develop basic understanding of theresearch process and begin to integrate formally concepts for example in microbiology with data

handling derived from real experiments (integration of the modules microbiology, human physiologywith key investigative skills 1). At all levels, references and research publications appropriate to thestage of learning are used to support students in lectures, tutorials, workshops and problem basedexercises. These approaches encourage a research mindedness in students and the ability tocritically evaluate research findings.

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Various modules progressively develop laboratory and/or professional skills; practice in research/professional communication and give further valuable experience in investigative techniques,problem solving, experimental design and analysis/ interpretation of data. These in turn support theLevel 4 research project which involves experimental design, practical investigation and selection ofmethods of data collection/ analysis. The independent work required, the analysis and interpretationof data and comparison of project findings with published work are combined with the rigour ofwriting a project report. Thus the project represents the culmination of a students individualresearch awareness and ability as an undergraduate.

The programme is also mindful of developing a professional graduate as well as a scientific one. InLevel 1 (KIS module) students are introduced to the concepts that underpin ContinuousProfessional Development (CPD) and begin to develop a Personal Development Plan (PDP) Thisapproach lays the foundation for Level 2 where the PDP is integrated into the Placement block Aportfolio that students are required to complete and reflect on prior to Placement and subsequentlymaintain whilst on Placement A. it is subsequently continued at Levels 3 & 4 with preparation forsubsequent Placement blocks B & C involving continued maintenance and reflection and whilst onPlacements B & C students continue to extend the process of reflective practice.

As part of the initial induction to the programme students will receive a session from the ProgrammeLeader on the distinct professional identity of the Dietician and how this will be developed throughthe programme.

The programme team also recognises the need to teach and apply the earlier subjects within thecontext of the professional role of the Dietician in Greece and the EU.

In addition there are also several formal opportunities at an early stage for students to develop boththeir personal and professional identities e.g. through the Key Investigative Skills module I,Introduction to Food and Nutrition (at level 1) and the Professional Studies 1 module, Public HealthPractice and Placement A modules (at level 2)

The learning and teaching strategies also include appropriate provision and employment of learningresources such as independent learning packs, library-based materials and web-based facilities

(journals, databases etc). To support and encourage studies in general and student centred learningin particular, induction training in effective library usage and IT skills is provided at Level 1 withinKIS 1. During the programme students will be encouraged and expected to access the Universityslibrary resources and formal sessions on searching and database use will be integral to the modulecontent in KIS1.

Details of learning/ teaching activities for each module are set out in module descriptors (seeappendix I) and module student handbooks will be developed to provide students with all relevantinformation on aims and objectives, content and materials and assessment procedures.

Specific learning strategies of note used within Dietetics Programme include:

Problem Based Learning (PBL)PBL within the Dietetics programme aims to develop in students logical, systematic thinking alongwith the ability to draw reasoned conclusions and sustainable judgements. PBL opportunities areutilised wherever possible; however in order to emphasise the importance of this process/skill and tofacilitate the promotion of an integrative approach to the application of theory into practice inpreparation for Placement B & C, formal timetabled PBL classes will occur in both Level 3 & 4. Andthe delivery will simultaneously involve both Dietetic and Clinical Sciences tutors, to encourageintegration between these disciplines at these levels.

ReflectionIt is widely recognised that practising dietitians have the capacity for self reflection in order toadvance professional practice. Reflection will therefore used as a learning and assessment

technique (diagnostic, formative and summative) both within the academic and practice setting.Examples include: Self appraisal via completion of personal action/learning plans (KIS 1, Preplacement reports), reflective essays/summaries, reflective diaries, practice simulation debriefing,Inter professional education, reflective discussions, summaries within Placement blocks B and C.

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SimulationIn the context of the Dietetics programme simulation is a method whereby an artificial orhypothetical experience is created to engage students in activities that reflect real-life conditions butwithout the risk-taking consequences of an actual situation. It is a method that will be employedprimarily within the academic setting and used for the development of practical skills. Examplesinclude the teaching of anthropometric skills extracting relevant information from simulated medicalnotes within placement block A and several activities within therapeutic and professional studieswhich are built around simulated patients/scenarios (eg using simulated medical notes,documenting in case records, taking patient histories, role playing giving advice to individuals andgroups, preparation for and the undertaking of the Objective Structured Clinical Examination

(OSCE)).

Assessment methods

As per the existing QMU programme, the AKMI programme will incorporate a variety of assessmentmethods. These will include summative examinations ranging from MCQ tests or short answerformats to questions requiring discursive answers to assess knowledge and understanding ofsubject matter across the syllabus at a certain point in a programme. They will be used within theprogramme when considered appropriate, and proportionately more at earlier levels. Generallythere is one assessment per 10 credit module unless there is a requirement for both theoretical andpractical learning outcomes to be assessed.

Assessment methods other than examinations will also be used and will include essays, laboratoryreports, activity logs, individual and group projects, research protocols, problem solving exercises,open-book exams, seminar and poster presentations, group assessment and peer review. It isanticipated that these will assess a range of different qualities and types of work confirming thedevelopment of the key knowledge and skill-mix in students..Students will be given written details of their assessment schedule at the start of each academicyear. To maximise learning from returned assignments students will be given written feedback ontheir work normally within 20 working days of submission. In addition, assessment performance ingeneral, including examinations, will be discussed periodically with the personal academic tutor andforms the basis of the PDP in early levels.

Procedures will be in place for students with any special requirements for assessment including theuse of a computer to write examinations, scribe or extended examination time as required. Anystudent can apply for extension to assignment deadlines for valid reasons (such as certificatedillness).

Specific assessment methods of note used within the Dietetics programme include:

Objective Structured Clinical Examination (OSCE)As it is widely recognised that paper-based examinations are relatively poor in assessing skills,attitude and clinical reasoning, a skills-based practical examination will be included within theprogramme. This will be as a summative assessment with the Level three Therapeutic Dietetics

module, positioned prior to the progression to the first substantive placement block (B).

Competency based assessmentThis is an evidence based form of assessment, where by students gather evidence within theirportfolios (for placement blocks A, B, C) to demonstrate their competency in applying the relevantknowledge and skills in accordance with professional benchmarks/standards and which arereflective of the ability to successfully complete work activities within a range ofsituations/environments. It firmly places the responsibility for managing learning and assessmentwith students and embeds the professional requirement of maintaining a portfolio.

An overview of the assessment programme summarising the elements of assessment used inmodules is given in the table below (Table 5.2). All elements of the indicative content are rigorously

assessed at the appropriate points in the programme to ensure students have achieved thenecessary level of knowledge and skill.

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Typical entry:

Admissions to the course are carried out by a selection committee consisting of the Director of theCollege, the Programme Leader and selected course tutors. Final decisions are made by theselection committee.

Candidates must be at least 18 years of age in the year of entry. This is the age of graduation fromsecondary education. All Applicants should have a Lyceum certificate. Admissions staff will focus onPhysics, Chemistry, Biology and Essay Writing grades as more relevant to the course. They alsohave to provide two references by two Lyceum tutors concerning their performance and diligence in

the above modules.

Recognition of Prior Learning (RPL)

All other candidates who do not come from secondary education, like professionals withoutundergraduate studies or other special cases, will be evaluated by the Director of the College, theCourse Leader, the members of the Course Committee, and final approval will be given by QMU.We explicitly state that other qualifications and including the IVT diploma qualification will bemapped against the SCQF framework and curriculum content of the Dietetics programme and assuch will be dealt with on a case by case basis with credit being given if relevant.

All applicants should submit the proposed BSc (Hons) Dietetics - Athens application form (seeAppendix X) completed to the Admissions Office of AKMI Metropolitan College in order to be sent tothe QMU Records.

Equal Opportunities

AMC is committed to the provision of a policy of equal opportunity in student selection. Allapplicants regardless of race, ethnic origins, religion, gender, sexual orientation, maritalstatus or age, can expect equal treatment.

Queen Margaret University is firmly committed to the Widening Access to Higher Education, andTeachability agendas, and the QMU Dietetics Subject Area welcomes applications from disabled

individuals. The Athens programme will be in line with this philosophy and aims to improve the supportin more cases of disabled than today in the next few years.

English language requirements.

On admission to the programme Applicants must be able to communicate in English to thestandard equivalent of level 5.0 of the International English Language Testing System (IELTS)

The first two years of the programme will be taught and assessed in Greek and that the 3 rd

and 4th year of the programme will be taught and assessed in English. Students competencein English should be of IELTS (score 6) or equivalent, in order to progress into the 3 rd year.Students will not be able to attend level 3 and 4 modules unless they provide a valid IELTS

certificate with a minimum score of 6.0 at the beginning of academic year 3. (Note IELTscertificates are only valid for 2 years from the exam date)

Students are obliged to attend the preparative English Language classes and since IELTS score 6or equivalent certificate is a QMU prerequisite:

The HPC Standards of Proficiency for Dietitians (2007) for entry to the profession (HPC, SOP 1b.3)state that at the point of entry to the register applicants must be able to communicate in English tothe standard equivalent to level 7 of the International English Language Testing System, with noelement below 6.5.

Criminal Conviction Checks

Applicants with serious criminal convictions, notable those convicted of violence, sexual or drugoffences, may be excluded from programmes as they may be unable to undertake certain clinicaleducation placements or find employment on completion of the programme. Exclusion should nothowever be automatic. Most ex-offenders are essentially law-abiding citizens and will not re-offend.

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In order to pass Placement B and Placement C, the student must have satisfied the dietitian incharge of training that they have demonstrated competence in each learning outcome.In the event of failure to achieve a satisfactory standard at the end of Placement B or Placement Cthe student and the AKMI University tutor must each be informed of the reasons for the failure. Thefinal assessment should be undertaken at the end of the placement and before the student leavesthe placement in order that adequate feedback can be given. A student cannot fail the placementbefore s/he completes the full 12 weeks.

Failure of Placement Block B:

If a student fails to demonstrate competence in more than 6 learning outcomes they must

repeat the whole 12 weeks.

If a student fails to demonstrate competence in up to 6 learning outcomes they should repeat

a minimum of 2 and a maximum of 6 weeks of the placement, depending on the number oflearning outcomes failed. The actual length of extended training required is to be decided inconsultation with the Practice Provider, the AKMI University tutor and External Examinerwhere relevant.

The extended placement must be undertaken in a centre approved for either Placement B or

Placement C.

If a student fails to demonstrate competence in all learning outcomes at the end of the

extended training, they must repeat the whole placement.

Failure of Placement Block C: If the student fails to demonstrate competence in more than 4 learning outcomes they must

repeat the whole 12 weeks.

If the student fails to demonstrate competence in up to 4 learning outcomes they must

undertake a minimum of 4 weeks and a maximum of 6 weeks extended training to bedecided in consultation with the Practice Provider, AKMI University tutor and ExternalExaminer where relevant.

The extended placement must be undertaken in a centre approved for either Placement B or

Placement C. Failure of the extended training will result in the student having to repeat thewhole placement.

NB Any designated placement block may normally only be repeated once.

8.2.2 Extended training after failure to complete Placement Block B or Placement Block C due toabsence:

Students must normally attend 100% of the allocated hours for each placement block requirement(A, B and C). However where this is not the case absences will be dealt with as follows:

Placement Block A (refers to both campus and practice weeks):Loss of up to 2 placement days: No action needs to be taken if the Clinical Educator and Universityconsider that there is no detrimental effect on the students progress, ie they have met all of thelearning outcomes for that placement. If this is not the case the lost time must be made up.

Loss of more than 2 placement days: Students should normally make up any additional daysbeyond the 2 day threshold (ie they should normally complete a minimum of 18 days). No actionneeds to be taken beyond this if the Clinical Educator and University consider there is nodetrimental effect to the students progress ie they have or will meet all of the learning outcomes. Ifthis is not the case then the rest of the lost time should be made up.

Placement Block B or C:If the student misses some of Placement Block B or C due to absence, e.g. sickness, the followingaction is normally taken:-

Loss of 5 placement days no action needs to be taken if the Practice Provider considers that

there is no detrimental effect on the students progress, i.e. they have demonstrated

competence in all the learning outcomes for that placement. If this is not the case the losttime must be made up.

Loss of more than 5 the student must complete a minimum of 11 weeks, placement days lost

time must be made up to 11 weeks. No action needs to be taken beyond this if the PracticeProvider considers that there is no detrimental effect on the students progress, i.e. they

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have demonstrated competence in all the learning outcomes. If this is not the case the restof the lost time should be made up.

If a student requires a prolonged period of absence from their placement, the period of practicaltraining required will be determined in consultation with the Practice Provider and University Tutor.

9. Student support

Personal Academic Tutor (PAT)

AMC will operate a system for student support in academic and pastoral matters. Each student will beassigned a member of staff from the Subject Area as a personal academic tutor within the first month ofmatriculating in level 1. These tutors will support the student through the length of their studies unless aparticular request to change PAT is instigated by the student. Students are invited to meet their PAT atleast once a semester to discuss progress. This is particularly important in the first year of anyprogramme. The PATs can advise their students about their studies and help out with problems.Students can contact their PAT at any time when they need support but are also expected to respondto any request made if contacted by their PAT. It should be noted that within the Dietetic Programmethe PAT system also extends out to the Practice Setting, with the PAT being the first point of contact forany personal problems experienced by students on placement.

Student Staff Consultative Committee (SSCC)

Student Staff meetings will be organised by the Programme Leader and Administration of AMC at timemutually convenient to staff and students. These will enable issues from module, placement deliveryand other general University-wide issues to be discussed. These meetings will be held once perSemester. Student representatives are encouraged to Chair and take minutes of these meetings wherepractical ways of resolving problems are openly discussed. They are also encouraged to makesuggestions on how to improve their individual.

Programme Committee (PC)Student representatives and academic staff from the Dietetics programme will meet formally at the PCto address issues of mutual interest, discuss and propose programme changes; discuss programmereports and other documentation.

These SSCC and PC committees will be serviced by the AMC Registry of the Programme who willcirculate documentation for meetings and record minutes of meetings to members.

AMC will strongly encourage students to become student representatives pursuant to AKMI guidelines it is a valuable experience and, in addition to them influencing programme issues, it contributes totheir CV and employment references later. Students will have access to the QMU Class RepresentativeHandbook in order to be able to fully engage in this additional role.

Central Support servicesThe many support services for students, including the counselling service, financial advisors, academiclearning centre and others are all detailed in the student handbooks.

10.Resources

Learning Resource Centre (LRC)Electronic services are available to students via the library web pages off- campus, via Remote Access.AMC support the academic procedure via the electronic learning platform Moodle. This facility alsoallows access to their desktop to provide the program access they would have on campus.

Educational Resources

Since 2004-05, AKMI Metropolitan College (Athens campus) has been housed in its campus inMaroussi.

Teaching facilities

The space is distributed as follows in the Maroussi campus:

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1 library and adjoining reading room and internet access area 2 specialised clinical practice laboratories for SLT studies 1 computer engineering laboratory (for Computer Engineering students) 2 computer laboratories offices for staff and administrators registries for each different programme 1 board room for staff meetings 1 auditorium (capacity 200 students) 8 teaching rooms with overhead projectors that seat between 25 & 30 students each 1 students coffee lounge

The auditorium is supplied with a multimedia projector and further advanced audiovisual facilities. Eachteaching room is equipped with one multimedia projector and one PC, while mobile multimedia andoverhead projectors are availiable to tutors upon request. In addition, all PCs have access to internet.

The computer labs are equipped with state-of-the-art computers (35 PCs in total) with the followingcharacteristics:

Hardware information:

Pentium 4 3.4 GHz2GB RAMHDD 160GB SATA IIDVD RW 16xVGA NVIDIA 6600 256MBTFT monitor 17

Software informationAll computers are equipped with all necessary software applications (e.g. application developmentpackages, database development packages, CASE Tools, multimedia development applicationsetc.) and a high-speed internet connection.

Library resources

AMC houses one library and study room, which are located on campus. The library is stocked witha large variety of books, journals, magazines, and reference reading material in relation to theprogrammes offered by the College. Students may borrow books from the library for studypurposes.

The stock of the library is currently designed principally to meet the specific needs of the coursescurrently offered. Thus it cannot properly be compared to a full library in an established Britishtertiary education institution. There are considerable short-comings in the areas of general literatureand there is limited provision of academic journals and periodicals. However, serious attempts arebeing made towards the enrichment of the library stock, so that students can have substantiallearning support from library material on campus.

The current stock of the Athens campus Library is:

Approximatenumber of titles

Periodicalsand

Journals

CDROMs

4,880 90 50

Note: Copies of the majority of the titles are also available. The CD ROMs refer to studentsdissertations.

The AMC library is open from Mondays to Fridays, from 9a.m. till 9p.m and every Saturday from10a.m to 2p.m.

Study Room facilities: The main body of the library includes 6 study areas each of which canaccommodate a maximum of 6 students. In addition, there is an Internet access area.

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The function of the Committee is to provide a forum for constructive discussion of the programme ingeneral terms; the demands of the programme on students, and of possible developments. It alsoidentifies any issues which may hinder the student learning experience. The Committee willconsider any matters directly related to the programme and report or make recommendations as feltnecessary to the Programme Committee.

The membership of the SSCC will be drawn from staff teaching on the programme and studentrepresentatives; there should be more students than staff. The student membership will cover eachlevel of the dietetic programme, according to QMU procedures.

Module co-ordinators

The module coordinator is a key individual in ensuring appropriate management of academicprogrammes. They have responsibility for ensuring, in discussion with the Programme Leader, thatsufficient resources are available to individual modules. The AMC coordinators (will in liaison wherenecessary with their QMU counterparts) maintain the currency of the curriculum content forindividual modules and are responsible for the assessment of the module including the preparationof examination papers and submission of marks to the exam board. They will also evaluate theoperation of the module (student evaluations) and contribute to the evaluation of the programmes ofwhich the module forms a part (annual monitoring report).

13.Quality assurance procedures

The AMC Dietetics programme will conform to existing QMU Quality assurance procedures at botha module level (module evaluations) and at a programme level (Student-Staff consultativecommittee, programme committee, external examiner feedback, annual monitoring report).

Module and Placement Evaluation

In order to evaluate the quality of individual modules, the AMC appointed module co-ordinators will beresponsible for undertaking module evaluations (and placement evaluations where applicable). The

process for this will confer to existing QMU processes where alternative AMC processes do not exist

Student representatives

A key mechanism in the QMU quality assurance process is ensuring that student feedback is formallyrecognised and that a system by which the opinion of the students on QMU programmes throughidentifying student representatives exists. The AMC Dietetics programme will also adopt this processand during the initial weeks of level one, the appointed Programme Leader will introduce the rationalebehind the election of student representatives for each level of the programme. Students will be askedto put forward two representatives to the Programme Leader who will then outline their responsibilityand the mechanisms for informing the academic (and other) staff of issues affecting students on theDietetics degree programme. They can approach teaching staff on behalf of their class or raise

unresolved issues at the relevant programme committee (Student Staff Consultative Committee andthe Programme Committee).

External Examiners

To ensure the ongoing quality of AMC Dietetics programme, fairness in assessment procedures andthe appropriateness of the curriculum, samples of work at levels 1 & 2 of the AKMI programme willbe scrutinised by the relevant module co-ordinators at QMU. In addition an external examiner, whowill normally be an HPC Registered Dietitian will be appointed by QMU to scrutinise the academicwork at levels 3 & 4 of the programme. The nominated external examiner will be proposed by QMUand approved at the QMU School Academic Board. Normally their term will be four years although(unusually) an extension to this term may be permitted. The nature of advice offered by the external

examiner is independent, objective and they can be consulted on a number of matters to draw ontheir professional experience. In order to monitor effectiveness of the programme, currency of thecontent and appropriateness of the assessment procedures and quality of the feedback provided,the external examiner will submit an annual report to the QMU Quality Enhancement Unit (QEU).

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Annual Monitoring

The Annual monitoring exercise is a crucial element of QMUs quality assurance and enhancementmechanisms. The annual monitoring of programmes ensures that learning aims and outcomes arebeing met, and that the curriculum and assessment strategy continue to be effective. If this is not thecase then the process allows the appropriate actions to remedy and identify shortcomings. AMC willtherefore submit an annual monitoring report to QMU (which will be written by the AMC Programmeleader in consultation with the programme team), which takes account of the module evaluationexercises. This report will be submitted to and approved by the AMC Programme Committee beforeforwarding to the Quality Enhancement Unit (QEU) at QMU. Following this. Any issues identified are

then brought to the attention of the School Academic Board (SAB) and where necessary will be actedupon.

14.References

The British Dietetic Association (BDA)- Dietetic Career Framework (for entry level) 2008(incorporates NHS knowledge and Skills Framework 2004)

European Federation of Dietetic Associations (EFAD) - European Dietetic Benchmark Statement for

the education and training of Dietitians throughout Europe (2005)

European Federation of Dietetic Associations (EFAD) - European Practice Placement Standards forDietetics (2010)

The British Dietetic Association Code of Professional Conduct (2008)

Scottish Credit and Qualifications Framework (SCQF) Level Descriptors

The Quality Assurance Agency (QAA) for Higher Education Benchmarking Statements- Dietetics(2001)

The QAA Code of Practice; Section 9: Work-based and placement learning (2007)

Official Government Gazette F.E.K. (of the H.R.)/O.G.G Presidential Decree No 311

Farajian, P. et al (2011) Very high childhood obesity prevalence and low adherence rates to theMediterranean diet in Greek children: The GRECO study. Atherosclerosis, In Press.

Tzotzas, T. et al (2008) Epidemiological survey for the prevalence of overweight andabdominal

obesity in Greek adolescents. Obesity (Silver Spring).Jul;16(7):1718-22.

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http://www.ncbi.nlm.nih.gov/pubmed?term=%22Tzotzas%20T%22%5BAuthor%5Dhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Tzotzas%20T%22%5BAuthor%5D


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APPENDIX II Members of the Planning Team

Dr Stavroula Stoupi Programme Leader - Clinical Dietician & Nutritionist

(BSc, MSc, PhD)

Dr Glykeria Psarra Placement Co-ordinator - Clinical Dietician &

Nutritionist (BSc, MSc, PhD)

Vasiliki Grigoriou Tutor - Clinical Dietitian & Nutritionist (BSc, MSc)Dr Maria Nefeli Nikolaidou-Katsaridou Tutor - Biologist (BSc, MSc, PhD)

Dr Georgia Levidou Tutor - MD, MSc, PhD

Vesna Cavka Alabassinis Tutor - Mathematician (BSc, MSc)

Tatiana Xenou Tutor - Health Psychologist (BSc, MSc)

Dr Sara Smith- Programme Leader Dietetics Queen Margaret University

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APPENDIX III Assessment Regulations

ASSESSMENT REGULATIONS

PART A POLICY AND PRINCIPLES

1.0 General provision for assessment

2.0 Context

3.0 The purpose of assessment

4.0 Principles of assessment

5.0 Fairness, reliability and validity of assessment6.0 Forms of assessment

PART B AWARD REGULATIONS

7.0 Marks, grades and levels of performance

8.0 Award

9.0 Decision on award classification in borderline cases (undergraduate degrees)

10.0 Decision on an award in absence of complete assessment information

11.0 Withdrawing from a module

12.0 Transcripts

PART C ASSESSMENT REGULATIONS

13.0 Terminology

14.0 Programme regulations

15.0 Assessment of a module

16.0 Decisions on student progression

17.0 Reassessment

18.0 Repeating a module

19.0 Assessment of disabled students and of students whose first language is not English

20.0 Penalties for word limits and late submission of assessment

PART D RESPONSIBILITIES AND EXPECTATIONS21.0 Student responsibilities in assessment

22.0 Responsibility of other individuals and bodies in assessment

23.0 Project supervision24.0 Academic dishonesty and plagiarism

PART E APPENDICES

Undergraduate Grade Marking Criteria

Postgraduate Grade Marking Criteria

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2.4 In addition to its role in relation to the maintenance of academic standards, an equallyimportant function of assessment is to develop effective student learning. In this context it isessential that assessment is both integrated into the learning experience and that itmotivates the learner.

3.0 Purpose of assessment

3.1 Assessment satisfies a number of related requirements, namely that it:

is integrated with the process of student learning;

demonstrates that a student has achieved the learning outcomes for their programme of

study;

justifies the award of academic credit based on actual student achievement

provides confidence in the maintenance of academic standards both internally and to

external stakeholders;

supports the evaluation and enhancement of programme design and delivery;

provides meaningful feedback to students on their performance on a programme of study

which promotes learning;

provides meaningful information to employers, PSRBs and other organisations on the

knowledge and competencies of a graduate;

supports the enhancement of programme design and programme delivery.

3.2 Additionally, assessment may be used as a diagnostic tool to determine the currentknowledge and skills of a student and to assist in the formulation of a programme of futurestudy.

4.0 Principles of assessment

4.1 Assessment regulations establish a framework for the conduct of assessment across alltaught programmes. This framework of assessment regulations will specify the extent oflocal interpretation at School level and in support of specific programme requirements.

4.2 Assessment regulations will establish sound procedures for the advanced communication ofassessment requirements (including assessment criteria), the submission, conduct ofexaminations, marking and moderation of assessments, the progression of students, theremediation of failure and the conduct of meetings of Boards of Examiners. The regulationswill ensure that academic standards are maintained and that there is a retention schedule forcopies of assessments and feedback on assessments.

4.3 Assessment regulations will be reviewed on a periodic basis to ensure that they remain fit forpurpose.

4.4 As part of the procedures for the validation and review of awards, programme teams arerequired to develop an assessment strategy which demonstrates a close alignment with the

full range of intended learning outcomes (including knowledge and understanding,intellectual skills, practical skills and transferable skills) and mode(s) of study of thatprogramme, including the requirements of professional and statutory bodies.

4.5 Programme assessment strategies will be designed to assess all intended learningoutcomes but should reduce the level of assessment to the minimum required todemonstrate the above and should avoid duplication.

4.6 QMU is committed to principles of best practice in assessment, as established by the QAACode of Practice section 6: Assessment of Students.

4.7 QMU is committed to the principles of equality of opportunity and assessment regulations

and procedures will be designed such that they actively promote equality of opportunity,irrespective of age, disability, gender, sexual orientation, race, religion and belief.

4.8 QMU subscribes to the principle of anonymous marking, wherever this is practicable.

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In most cases, the mark is set at the midpoint of the band. However, it is proposed that themark at Grade A should be limited to 85 to reflect the comparatively few marks likely to beawarded over 90%.

7.9 If appropriate, examiners may adjust the raw marks attained by students in individualsubjects, but the basis of the scaling must be reported to the Board of Examiners who will beasked to endorse the scaling.

8.0 Award

8.1 To gain an undergraduate award, a student must normally be a registered student at theUniversity for at least one academic year. Minimum registration periods for postgraduateawards are set out in the Taught Postgraduate Framework.

To qualify for the following awards the student must fulfil the subject specific requirementsfor the name of the award and also:

Cert HE 120 credit points at SCQF Level 7Dip HE 240 credit points, at least 120 at SCQF Level 8Degree 360 credit points, at least 120 at SCQF Level 9 and 120 at

SCQF level 8Honours Degree 480 credit points, at least 120 at SCQF Level 10 and 120 at

SCQF Level 9Graduate Diploma 120 credit points, at minimum of SCQF Level 9Postgraduate Certificate 60 credit points, at SCQF Level 11Postgraduate Diploma 120 credit points, at SCQF Level 11Masters Degree 180 credit points at SCQF Level 11

10 SCQF Credits are equivalent to 5 European Credits (ECTS) therefore 120 SCQF creditsequals 60 ECTS

8.2 The classification of the award of the Degree with Honours will be based on the marksobtained in Level Three (20%) and Level Four (80%). Weighted aggregate scores will be

rounded to one decimal place. The classification will be based upon the average markobtained by combining the weighted results of all modules studied in Levels Three and Four.

70 and above First Class>=60% and =50% and =40% and


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the name of the University together with, if appropriate, the name of any other institution

sharing responsibility for the students programme of study or research

the location of study

Language of instruction/assessment

Decision on progress/award

12.2 The Universitys transcript meets the requirements of the European Diploma Supplement.

12.3 Guidance on European Credit Points is provided for all students receiving transcripts in the

accompanying Guidance Notes.

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PART C17.ASSESSMENT REGULATIONS

13.0 Terminology

For the purposes of these regulations the following definitions shall apply:

13.1 ComponentA component is defined as an individual piece of assessment, for example an examination oran essay. Some modules will have one assessment component only. Others may havemultiple components.

13.2 ReassessmentReassessment means the opportunity to re-sit an assessment component which has beenfailed once only. Normally reassessment happens within the same academic year or shortlythereafter. The timing of the reassessment is at the discretion of the Board of Examiners butmust allow the student sufficient time to prepare.

13.3 RepeatA student who has been reassessed and has failed an assessment for the second time maybe offered the opportunity to repeat the module in its entirety with full reassessment facilities.

This is at the discretion of the Board of Examiners. The timing of the repeat module andattendance requirements are at the discretion of the Board of Examiners

14.0 Programme regulations

14.1 Programme regulations for progression and award are written in the context of theUniversitys general assessment regulations; they should be interpreted in that context andwhere they are silent the Universitys general assessment regulations are taken to apply.Programme specific regulations shall cover the following points:

the requirements for passing a module

the requirements for progression

the conditions and limits to the provision for re-assessment of modules the conditions and limits to the provision for repeating a module or a level

the conditions under which a student shall be required to withdraw from the programme

It is expected that Programme regulations will be consistent with the Universitys generalassessment regulations. Any exceptions must be approved through the validation orcommittee approval process.

15.0 Assessment of a module

15.1 To pass an undergraduate module, a student must obtain at least 40% overall, and at least30% in each component of assessment as specified in the module descriptor. To pass apostgraduate module, a student must obtain at least 50% overall, and at least 40% in eachcomponent of assessment as specified in the module descriptor. This regulation applies tothe first attempt at the module only. Regulations for reassessment and repeat of modulesare detailed below.

15.2 Where a student is reassessed in an undergraduate module at a second attempt or repeatsan undergraduate module in its entirety, the maximum mark that can be achieved for themodule is 40%. Where a student is reassessed in a postgraduate module at a secondattempt or repeats a postgraduate module in its entirety, the maximum mark that can beachieved for the module is 50%. The nature and extent of the failure will not affect thestudents right to be reassessed.

15.3 Module specific regulations which deviate from 15.1 and 15.2 must be approved through theUniversitys validation committee approval process and clearly recorded in the moduledescriptor.

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19.1.2 Extra time will be allocated in examinations for disabled students and students whosecircumstances may affect their performance. In both cases students must submitcertification to attest their eligibility. Unless otherwise specified in the certification, suchstudents will be allocated 25% extra time.

19.1.3 Students should normally submit requests for extra-time to Programme Leaders at least sixweeks before each block of examinations. Approval of requests rests with the ProgrammeLeader with advice from the relevant Disabled Student Co-ordinator and in consultation withthe Module Co-ordinator. However, students with existing Individual Learning Plansoutlining relevant adjustments (e.g. extra time or particular aids) for exams will not be

required to make a separate request to Programme Leaders and will not be required tomake separate arrangements before each block.Details of all students to be allocated extra-time must be submitted by Divisions to the Records Administration Section of Registry inconjunction with exam papers. Programme Leaders should indicate particular aids required,such as provision of separate rooms, scribes or computer facilities.

19.1.4 Arrangements for the assessment of disabled students will be made prior to, or at the pointof assessment. Further allowance or compensation for disability will not be made in themarking of assessed work.

19.2 Students whose first language is not English

19.2.1 All students whose first language is not English will normally be permitted to use language-only dictionaries in examinations. Electronic dictionaries are not permitted (please refer toExam Regulations section).

19.2.2 Except where a programme is specifically exempt, all students in undergraduate Levels 1and 2 whose first language is not English will be eligible for 25% extra-time in examinations.Details of all such students to be allocated extra-time must be submitted by Divisions to theRecords Administration Section of Registry in conjunction with exam papers.

19.2.3 Programmes may apply for exemption from allocating extra-time in examinations to studentsin undergraduate Levels 1 and 2 whose first language is not English. Proposals should be

submitted to the School Board for approval All relevant programme documentation,particularly student handbooks, must make this exemption explicit. The followingprogrammes are exempt: BSc (Hons) and Graduate Diploma Speech and LanguageTherapy; BSc (Hons) Physiotherapy.

20.0 Penalties for word limits and late submission of assessment

20.1 A piece of written work which exceeds the specified word limit by 10% or more will receive amaximum mark of 40% for undergraduate or 50% for postgraduate programmes.

20.2 In each piece of written work where a word limit is identified, students are required to includeand clearly state the total number of words used. The number of words counted should

include all the text, references and quotations used in the text, but should exclude abstracts,supplements to the text, diagrams, appendices, reference lists and bibliographies.

20.3 Any student who submits work to be assessed after the assessment submission date,without the prior agreement of the Programme Leader and the Module Co-ordinator, orwithout good or agreed cause, will have marks deducted according to the following criteria:

if submitted, in a first diet, after the due date but within one calendar week (i.e. up to 6

days after submission date) a maximum mark of 40% can be achieved for undergraduateprogrammes and a maximum mark of 50% for postgraduate programmes

if submitted, in a first diet, after one calendar week (i.e. 7 days or more) a mark of 0%

will be awarded

if coursework is submitted after the due date for a re-assessment a mark of 0% will be

awarded.

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23.2.2 Early in the academic year all supervisors should hold an initial meeting with theirsupervisees to discuss key elements of the process, including expectations, regulations,terms of reference and operational procedures. This meeting could be held as a jointmeeting between a supervisor and all of his/her supervisees. A record of all meetingsbetween a student and their supervisor should be lodged in the student file at the time ofsubmission of the project or dissertation.

23.2.3 Staff members should normally read and give feedback on one draft only and should notmark or re-write this work.

23.3 Postgraduate project and research supervision

Further information is available in the Taught Postgraduate Framework and ResearchDegrees Regulations.

24.0 Academic dishonesty and plagiarism

24.1 Introduction

24.1.1 This institutions degrees and other academic awards are given in recognition of the

candidates achievement. Plagiarism is therefore, together with other forms of academicdishonesty such as personation, falsification of data, computer and calculation fraud,examination room cheating and bribery, considered an act of academic fraud and is anoffence against University discipline.

24.1.2 Plagiarism is defined as follows:

The presentation by an individual of another persons ideas or work (in any medium,published or unpublished) as though they were his or her own.

24.1.3 In the following circumstances academic collusion represents a form of plagiarism:

Academic collusion is deemed to be unacceptable where it involves the unauthorised andunattributed collaboration of students or others work resulting in plagiarism, which is againstUniversity discipline.

24.1.5 QMU has a policy to use the TurnItIn UK plagiarism detection system, or other equivalentsystems, to help students avoid plagiarism and improve improve their scholarship skills.This service is available to all matriculated students at QMU. QMU tutors may submitstudent work to TurnItIn UK, or another equivalent system.

24.2 Referencing

Students attention is drawn to the guide to referencing available in the library.

24.3 Prevention

24.3.1 All members of staff should explain to their students at the start of each session thatplagiarism and academic fraud are unacceptable forms of cheating, which will be penalisedseverely. Such warnings should be repeated during the session and are especiallynecessary where dissertations, projects or coursework are substantial elements of thecurriculum. Every opportunity should be taken to reinforce this message by incorporating it inpublished material such as Programme or scheme guides and, in the case of postgraduateresearch students, by its inclusion in the Research Degrees Code of Practice .

24.3.2 These warnings should be accompanied by specific advice from Divisions about whatconstitutes plagiarism and academic fraud. For example, such advice should indicate wherea particular discipline makes the distinction between legitimate and illegitimate use ofacknowledged or unacknowledged sources; what is regarded as acceptable collaborationbetween students undertaking joint project work; and what is expected of a dissertation or

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thesis. Dissertations should clearly indicate whether it is an original contribution toknowledge or a critical survey of published material. Training students to make suchdistinctions is part of the academic process and should be formally and publiclyacknowledged as such. This is particularly significant since some of the cases arising stemfrom genuine ignorance on the part of the students who have never received guidance onhow to acknowledge sources properly.

24.3.3 Scrutiny of academic work should be sufficient to ensure that signs of plagiarism orunacceptable levels of co-operation, whether intentional or not, are detected at an earlystage and brought to students attention through tutorial guidance and in some cases

perhaps by written warning.

24.3.4 Dissertation supervisors and other academic staff responsible for assessment and guidanceshould be aware of cultural relativities that may affect some students approach toreferencing. In providing guidance, staff will be expected to acknowledge cultural differencesand to exercise appropriate sensitivity.

24.4 Identifying and reporting

24.4.1 All concerns by tutors related to plagiarism must initially be discussed with the ProgrammeLeader or other designated person who is responsible for making the decision to progressthe case further under the Universitys guidelines.

24.4.2 If it is judged that the case falls into the category of poor academic practice that requires onlyremedial action, then the Programme Leader shall inform the student and either carry out theactions required or ensure that they are carried out via the referring tutor such as referring astudent to the Student Learning Centre.

24.4.3 If it is judged that there is academic misbehaviour or academic misconduct, then the casewill be referred to the Dean of School under the QMU Code of Discipline. The ProgrammeLeader will be responsible for the submission of evidential material to the Dean of Schooland for informing the student or students involved and any referring staff member of thedecision to move to the Disciplinary process.

24.5 Investigation

24.5.1 The Dean of School or other person designated by the Dean shall investigate all referredcases. In consultation with the Academic Registrar, the Dean will determine if the casemay be dealt with summarily under Section 5 of the QMU Code of Discipline.

24.5.2 The Dean will interview the student before any other steps are taken under the Code ofDiscipline. The Dean will advise the student in writing of the referral, invite the student tomake representations and advise the student of the support mechanisms available.

24.5.3 At the interview, a friend or representative may accompany the student. If the Dean

considers it appropriate to do so, and if the student agrees, the matter may be dealt withsummarily, without recourse to a disciplinary committee.

24.5.4 A designated member of the School Office will attend the student interview.

24.5.5 The School Office will maintain records of all cases referred to the Dean or to aDisciplinary Committee. The member of the School Office acting as the Secretary to theExamination Board, will report the outcome of the case to the Board. This will beappropriate only in those cases where the allegation has been upheld, and the penaltyapplied by the Dean of School or the Disciplinary Committee.

24.5.6 The designated member of the School Office will also, when appropriate: migrate case records to a new field in ISIS;

delete migrated records from ISIS after the expiry date defined by QMU

regulations;

remove case records when a student leaves QMU.

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24.5.7 The student will be responsible for:

Providing evidence on request;

Attending an investigatory meeting;

Either accepting a disciplinary recommendation or proceeding to an appeal under

the provisions of the Code of Discipline.

24.5.8 In the case of a distance learning student an investigatory meeting can be conducted byany appropriate means.

24.5.9 At all times, students will be able to call upon the support and guidance of the StudentsUnion. It is expected that the Students Union will have trained staff to support studentsand to attend interviews/meetings with the Dean and/or the Disciplinary Committee.

24.5.10 If the matter is dealt with summarily, the Dean will consider written or oral evidence as heor she thinks fit. That may include any plagiarism detection software or other dishonestydetection mechanisms made available by QMU. It will also include any evidence orrepresentations from the student or students involved as well as from the ProgrammeLeader or from any other member of staff deemed necessary to make a determination.This can include expert witnesses. The QMU student record system may also be

checked for previous recorded instances of proven plagiarism.

24.5.11 If there is a possibility that the allegation, if proved, may lead to the suspension orexclusion of the student, then the case must be referred to a Disciplinary Committee.

24.5.12 In the case of a distance learning student, a telephone or video conference interview willbe organised and the student fully briefed about the timing and structure of the interview;

24.5.13 If a finding of guilt is made, the Dean may impose any of the penalties set out in the Codeof Discipline, other than expulsion from the University.

At the termination of the proceedings, the Dean will write a short report. In the event of a

finding of guilt, the report will set out the misconduct alleged, a brief summary of evidencereceived, the grounds for the finding of guilt, the penalty imposed, and the factors takeninto account in deciding the penalty. A copy of the report will be sent to the student, to theProgramme Leader and to the referring Tutor. If the report contains recommendationsconcerning examination marks, a copy of the report will also be sent to the appropriateBoard of Examiners.

24.5.14 There is a right of appeal against a finding of guilt.

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PART E19.APPENDICES

Undergraduate Grade Marking Criteria

Grade A 80% and aboveOutstanding performance, exceptionally ableDemonstrates comprehensive understanding of the question or problem and presents evidence ofextensive reading of appropriate

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