xefxef academic quality assurance 2009/10 part 1 – taught courses appendix 2 academic regulations...

XEF

ACADEMIC QUALITY ASSURANCE

2009/10

PART 1 – TAUGHT COURSES

APPENDIX 2

ACADEMIC REGULATIONS and APPENDICES

July 2009 Revised November 2009

THE ACADEMIC REGULATIONS

A:


..........................................................................................................

1

A1 THE UNIVERSITY ...................................................................................................................................

1

A2 POWERS OF THE UNIVERSITY TO GRANT AWARDS ........................................................................

1

A3 APPROVAL OF COURSES AND AWARDS BY THE ACADEMIC BOARD OF THE UNIVERSITY ........

1

B: AWARDS OF THE UNIVERSITY ............................................................................................................

2

B1 PRINCIPLES ...........................................................................................................................................

2

B2 LIST OF AWARDS ..................................................................................................................................

3

B3 TITLE OF AWARDS ................................................................................................................................

5

B4 APPROVAL OF NEW AWARDS .............................................................................................................

6

C: FRAMEWORK REGULATIONS: MODCATS .........................................................................................

7

C1 MODCATS ...............................................................................................................................................

7

C2 MODULES ...............................................................................................................................................

10

C3 COURSES ...............................................................................................................................................

11

C4 SUBJECTS ..............................................................................................................................................

11

C5 COMBINED STUDIES AWARDS ............................................................................................................

11

C6 ELECTIVES .............................................................................................................................................

11

C7 WORK EXPERIENCE AND STUDY ABROAD ........................................................................................

12

C8 STAGE 12

C9 MODE OF STUDY ...................................................................................................................................

13

C10 DURATION OF STUDY ...........................................................................................................................

13

C11 ATTENDANCE ........................................................................................................................................

13

C12 CORE ELEMENTS OF LEARNING .........................................................................................................

13

D: COURSE APPROVAL AND PERIODIC REVIEW OF COURSES ..........................................................

13

D1 THE ARTICLES AND AUTHENTICS .......................................................................................................

13

D2 PRINCIPLES ...........................................................................................................................................

14

D3 COURSE APPROVALS ...........................................................................................................................

14

D4 COURSE PROVISION ............................................................................................................................

15

D5 COURSE APPROVAL, RECOGNITION AND PERIODIC COURSE REVIEW OF COURSES OFFERED IN RELATIONSHIP WITH OTHER EDUCATIONAL INSTITUTIONS, OTHER BODIES AND OTHER INDIVIDUALS ....................................................................................................................

16

D6 OPEN AND DISTANCE LEARNING ........................................................................................................

18

D7 APPROVAL AND RECOGNITION OF EMPLOYMENT-BASED LEARNING ..........................................

18

D8 JOINT APPROVAL WITH PROFESSIONAL BODIES .............................................................................

18

E: THE ADMISSION OF STUDENTS ..........................................................................................................

18

E1 PRINCIPLES ...........................................................................................................................................

18

E2 GENERAL ENTRY REQUIREMENTS .....................................................................................................

19

E3 THE ADMISSION OF STUDENTS WITH A DISABILITY AND/OR LEARNING DIFFICULTY .................

19

E4 THE ADMISSION OF STUDENTS WITH CRIMINAL CONVICTIONS ....................................................

20

E5 ADMISSION WITH CREDIT, THE ACCREDITATION OF PRIOR LEARNING AND CREDIT TRANSFER .............................................................................................................................................

20

F: STUDENT REGISTRATION FOR AWARDS ..........................................................................................

22

F1 PRINCIPLES ...........................................................................................................................................

22

F2 REGISTRATION ......................................................................................................................................

22

G: ASSESSMENT ........................................................................................................................................

22

G1 PRINCIPLES OF ASSESSMENT ............................................................................................................

22

G2 ACADEMIC REGULATIONS AND ASSESSMENT .................................................................................

23

G3 MODULE ASSESSMENT AND FEEDBACK ON ASSESSED WORK ....................................................

23

G4 MARKS SCHEME ....................................................................................................................................

24

G5 PROGRAMME ASSESSMENT ...............................................................................................................

25

G6 LATE SUBMISSIONS ..............................................................................................................................

25

G7 EXAMINATION ARRANGEMENTS .........................................................................................................

25

G8 STUDENTS WITH DISABILITIES AND/OR LEARNING DIFFICULTIES ................................................

25

G9 ASSESSMENT PRACTICE .....................................................................................................................

26

G10 UNFAIR MEANS TO ENHANCE PERFORMANCE ................................................................................

26

G11 COMPOSITION AND RESPONSIBILITIES OF ASSESSMENT BOARDS .............................................

27

G12 EXTENUATING CIRCUMSTANCES AND POOR PERFORMANCE ......................................................

28

G13 CONDONEMENT ....................................................................................................................................

29

G14 VIVA VOCE EXAMINATION ....................................................................................................................

30

G15 MODULE REASSESSMENT ...................................................................................................................

30

G16 MODULE ATTEMPTS .............................................................................................................................

30

G17 REVIEW OF ASSESSED WORK .............................................................................................................

32


H: ASSESSMENT FOR PROGRESSION ....................................................................................................

33

H1 PRINCIPLES ...........................................................................................................................................

33

H2 ASSESSMENT BOARDS FOR PROGRESSION ....................................................................................

33

H3 STAGE 0 / STAGE 1 COMPLETE ...........................................................................................................

33

H4 FAILURE TO PROGRESS ......................................................................................................................

33

H5 EXCLUSION FROM A COURSE DURING AN ACADEMIC SESSION FOR ACADEMIC REASONS ....

33

I: COURSE AWARDS AND RESULTS ......................................................................................................

34

I1 PRINCIPLES ...........................................................................................................................................

34

I2 RECOMMENDATION FOR AWARD .......................................................................................................

34

I3 CLASSIFICATION OF AWARDS .............................................................................................................

34

I4 ALTERNATIVE AND AEGROTAT AWARDS ..........................................................................................

37

I5 RESULTS ................................................................................................................................................

38

J: APPEALS AGAINST ASSESSMENT BOARD DECISIONS ..................................................................

39

J1 PRINCIPLES ...........................................................................................................................................

39

J2 GROUNDS FOR APPEAL AGAINST ASSESSMENT BOARD DECISIONS ..........................................

39

J3 FIRST STAGE APPEALS ........................................................................................................................

39

J4 SECOND STAGE APPEAL .....................................................................................................................

40

J5 FINAL APPEAL ........................................................................................................................................

40

K: EXTERNAL EXAMINERS .......................................................................................................................

41

K1 PRINCIPLES ...........................................................................................................................................

41

K2 APPOINTMENT OF EXTERNAL EXAMINERS .......................................................................................

41

K3 RESPONSIBILITIES OF EXTERNAL EXAMINERS ................................................................................

41

L: INTELLECTUAL PROPERTY REGULATIONS FOR STUDENTS .........................................................

42

M: RESEARCH DEGREES REGULATIONS (SEE SEPARATE DOCUMENT) ...........................................

N: REGULATIONS FOR THE AWARD OF THE UNIVERSITY’S HIGHER DOCTORATE (SEE SEPARATE DOCUMENT ) ......................................................................................................................

APPENDICES

1. QAA FRAMEWORK FOR HIGHER EDUCATION - QUALIFICATION DESCRIPTORS

2.

PROCEDURES FOR THE INCORPORATION OF A NEW AWARD WITHIN THE ACADEMIC REGULATIONS

3. THE ADMISSION OF STUDENTS WITH A DISABILITY/LEARNING DIFFICULTY

4.

PROCEDURES FOR DEALING WITH APPLICATIONS FROM PROSPECTIVE STUDENTS WITH DECLARED CRIMINAL CONVICTIONS

5. CONDUCT OF EXAMINATION CANDIDATES

6. ASSESSMENT ARRANGEMENTS FOR STUDENTS WITH DISABILITIES AND LEARNING DIFFICULTIES

7. ENGLISH LANGUAGE ENTRY REQUIREMENTS

8. EXTENUATING CIRCUMSTANCES

9. UNFAIR MEANS TO ENHANCE PERFORMANCE

10. APPEALS AGAINST ASSESSMENT BOARD DECISIONS

11. THE AWARD OF AN HONORARY DEGREE OR HONORARY FELLOWSHIP OF THE UNIVERSITY

12. UNIVERSITY POLICY FOR THE CERTIFICATION OF AWARDS

13. TERMINATION OF PROFESSIONAL TRAINING PROCEDURES

14. EXEMPLAR ASSESSMENT FEEDBACK SHEET

15. EXTRAORDINARY CIRCUMSTANCES GOVERNING THE ASSESSMENT PROCESS


F:\My Documents\sas_websites\aca_regs\aqapt1_app02.doc 1

A: The Academic Regulations

A1 The University

These Academic Regulations apply to the University of Central Lancashire hereafter referred to as "the University".

A1.1 The University is conducted in accordance with the provisions of the Education Reform Act 1988, the Further and Higher Education Act 1992, orders or directions made by the Secretary of State for Education or the Privy Council and, subject thereto, in accordance with the University's Articles and any rules or bye-laws made under the Articles.

A1.2 These Academic Regulations are adopted by the Academic Board of the University to determine the way in which the Academic Board fulfils its responsibilities under the Articles. Changes to these regulations may only be approved at a properly convened and constituted meeting of the Academic Board. Changes will not be applied retrospectively and will not be implemented to the disadvantage of students currently registered.

A2 Powers of the University to Grant Awards

The following powers (A2.1 to A2.6) derive from Section 76 of the Further and Higher Education Act 1992:

A2.1 The University is empowered to grant awards to persons who complete an appropriate course of study and satisfy an appropriate assessment and to grant awards to persons who complete an appropriate programme of supervised research and satisfy an appropriate assessment.

A2.2 Awards which may be granted by the University include degrees, diplomas, certificates, or other academic awards or distinctions, and Honorary Awards.

A2.3 The University may exercise its powers to grant awards by authorising other institutions to grant awards on behalf of the University.

A2.4 The University may exercise its powers to grant awards by granting awards jointly with another institution(s).

A2.5 The University may, for good reason, deprive any person of any award granted to her or him by the University (or, in the case of an award granted to her or him by the University and another institution jointly, may do so jointly with the other institution). Good reason will include academic fraud.

A2.6 The University, where empowered to make awards on behalf of EDEXCEL or professional bodies, does so subject to the regulations of those bodies.

A2.7 The University, in accordance with the relevant provisions of its Instrument and its Articles, determines:

(i) the courses of study; (ii) the programmes of research; (iii) the assessment appropriate for the grant of any award; and, (iv) the terms and conditions on which the powers to grant awards are to be exercised.

A3 Approval of Courses and Awards by the Academic Board of the University

A3.1 The following powers (3.2) derive from the Articles:

A3.2 Subject to the overall responsibility of the University Board and to the responsibilities of the Vice-Chancellor, the Academic Board is responsible for ensuring that the educational programmes satisfy the aims and objectives of the University, and:



(i) for having regard to the requirements of validating and accrediting bodies;

(ii) for taking account of general issues relating to the research, scholarship, teaching and courses at the University, including:

a) the appointment and removal of internal and external examiners;

b) policies and procedures for assessment and examination of the academic performance of students;

c) the content of the curriculum;

d) academic standards and the approval and review of courses;

e) the procedures for the award by the University of degrees and other qualifications and honorary academic titles in accordance with Section 76 of the Further and Higher Education Act 1992; and,

f) the procedures for the exclusion of students for academic reasons;

(iii) for considering the development of the academic and research activities within the mission of the University and the resources needed to support them and for advising the Vice-Chancellor and the University Board thereon;

(iv) for advising on such other matters as the University Board or the Vice-Chancellor may refer to the Academic Board.

A3.3 In fulfilling its responsibilities under the Articles, the Academic Board authorises Committees, Boards and Panels to act on its behalf. These Committees, Boards and Panels are responsible to the Academic Board of the University. In all cases such Committees, Boards and Panels are required to act in accordance with the Articles of the University and these Academic Regulations.

A3.4 The Awards offered by the University are shown in Section B2. The University is prepared to consider proposals for new awards, but no award may be conferred before the University has approved the title and conditions of the award (see section B4).

A3.5 The University may approve programmes of study which do not themselves lead to a named award but lead to the award of Credit which may count towards a named award.

A3.6 The University may agree to offer provision leading solely to awards by external bodies. In such cases the Academic Regulations of the external body take precedence over University regulations in relation to the requirements for conferment of the award. Further Education provision leading to awards from external bodies may be subject to additional regulations from the Awarding Bodies. Where courses are subject to the regulations of professional, statutory and regulatory bodies and those regulations are different from the academic regulations of the University, the regulations of the professional, statutory and regulatory bodies will take precedence, subject to approval through the University’s course approval and review processes.

B: Awards of the University

B1 Principles

B1.1 All awards conferred by the University are defined by a series of benchmarks relating to the general level of knowledge and skills required to register for the award, the highest level of study required to achieve the award and the standard time taken to complete the award as expressed in terms of full-time study.



B1.2 All awards conferred by the University are benchmarked against the National Qualifications

Framework issued by the Quality Assurance Agency. QAA qualification outcome descriptors are shown in Appendix 1.

B1.3 Awards can only be gained by following and successfully completing a course of study leading to an approved award which has been validated by the University.

B1.4 University awards are streamed so that courses may be designed to incorporate exit point awards where appropriate aims and learning outcomes have been specified. Exit point awards may only be given where the learning outcomes for the lower award have been met.

B2 List of Awards

B2.1 The Awards conferred by the University are shown in the table on the following page along with the classifications available, general admission requirements, standard course duration, the highest level of study required for the award and the QAA qualification level. The University holds a licence from EDEXCEL to make awards on its behalf.

B2.1.1 In addition to the higher education awards noted in the table, the University offers a range of further education awards under the licence agreement with EDEXCEL and under approval from a variety of Awarding and Professional Bodies.

B2.2 A Certificate of Attendance may be awarded to those students who have followed courses which are not module/credit rated.

B2.3 Aegrotat awards The University may confer any of its awards as an aegrotat award provided the specified academic and (where appropriate) professional body criteria for the award have been met (see section I4.4).

B2.4 Posthumous awards The University may confer any of its awards posthumously provided there is evidence of work successfully completed at the appropriate level. The classification will be determined by the Assessment Board on the basis of the overall academic profile. The award can be accepted on the student’s behalf by a parent, spouse or other appropriate individual.

B2.5 Research Awards The academic regulations for Research Awards are published in a separate booklet ‘Academic Regulations for Research Degrees and Awards’.

B2.6 Taught/Professional Doctorate Awards The academic regulations for both taught course and research awards apply to Taught/Professional awards. For assistance a separate extract is also published entitled ‘Academic Regulations for Taught and Professional Doctorates’.

B2.7 Honorary Awards The procedures for the award of Honorary Doctorates and Fellowships is shown at Appendix 11.

Revised November 2009 THE ACADEMIC REGULATIONS


B2: THE AWARDS OF THE UNIVERSITY

FHEQ level

Title of Award Classifications available

Dist Merit

General Minimum Entry Requirement (equivalent quals or experience accepted. For course specific requirements see course documents)

Standard Course Duration (expressed as FT equivalent length)

Highest Level of study required for the Award

Foundation and General Awards

Certificate of Achievement

varies n/a n/a

Undergraduate Certificates, Diplomas and Degrees

4,5 or 6 **

Certificate

As appropriate for the level of module concerned.

5 weeks In accordance with level of module

4 Certificate of Higher Education (CertHE); Cert in Education

[Cert Ed*]

general ug entrance 1 year 4 (5 for Cert Ed)

4 Foundation Certificate

1 ‘A’ level/1 AVCE I year 4 5 Higher Certificate (inc HNC) 1 ‘A’ level/1 AVCE 1.3 years 5 5 Advanced Certificate

successful level 4 study 10 weeks 5 5 Diploma

successful level 4 study 1 year 5 5 Diploma of Higher Education (DipHE)*

general ug entrance 2 years 5 5 Foundation Degree (FdA; FdSc, FdEng)

1 ‘A’ level/1 AVCE 2 years 5 5 Higher Diploma (inc HND) 1 ‘A’ level/1 AVCE 2 years 5 5 Advanced Diploma

general ug entrance 3 years 6 5 Diploma in Professional Studies:

Midwifery Nursing

Professional qualifications and experience

1 year 5/6

Bachelor Degrees, Undergraduate Masters and Graduate Diplomas 5 Bachelor Degrees:

(Bachelor of Arts [BA]; Bachelor of Engineering [BEng]; Bachelor of Laws [LLB]; Bachelor of Science [BSc])

general ug entrance 3 years (4 years sandwich)

6

6 Bachelor Degrees with Honours: (BA; BEng; LLB; BSc)

First Class, Upper Second Class, Lower Second Class, Third Class, Pass Degree, (From 2008 cohort entry a degree without honours will be awarded in place of ‘pass’ or ‘unclassified’.

general ug entrance 3 years (1 year for Top-

Up Awards) (4 years for some overseas provision)

6

6 Senior Status LLB graduate entry 2 years 6 6 Graduate Certificate

successful level 5 study 15weeks 6 6 Graduate Diploma

successful level 5 study 25 weeks 6 7 Undergraduate Masters with Honours: (Master in

Physics [MPhys]) (Master of Pharmacy [MPharm] (Master in Englineering [MEng]

First Class, Upper Second Class, Lower Second Class, Third Class

general ug entrance 4 years 7

Postgraduate Certificates and Diplomas 7 Postgraduate Certificate (PGCert)

Certificate in Management [CM]; Post Grad Cert in Education [PGCE*]

Bachelor degree [mgt experience for CM]

15 weeks 7

7 Postgraduate Diploma (PGDip) Diploma in Management Studies [DMS]

Bachelor degree [2 years management experience for DMS]

30 weeks 7

Taught Masters 7 Master’s Degrees: (Master of Arts [MA]; Master of

Business Administration [MBA]; Master of Laws [LLM]; Master of Science [MSc]; Master of Education [MEd]);

Honours Degree [mgt experience and age 23 for MBA]

Calendar year 7

Professional Awards in the fields of Medicine and Dentistry 7 MDCh (designated speciality) Successful MSc level study +

GDC registration 2 Years 8

7 MCh (designated speciality) Successful MSc level study + GMC registration

2 Years 8

7 MD (designated speciality) Successful MSc level study + GMC registration

2 Years 8

Research Degrees 7 MA; MSc; LLM (by Research) Good Honours Degree 1 year thesis 7 Master of Philosophy (MPhil) Good Honours Degree 2 years thesis 7 Master of Surgery (MCh [Res]) Good Hons Deg +3 yrs exp. 3 years thesis 8 Doctor of Medicine (MD [Res]) Good Hons Deg +3 yrs exp. 3 years thesis 8 Doctor of Philosophy (PhD) Good Honours Degree 3 years thesis 8 Taught Doctorate Good Honours Degree 3-4 years 8 + thesis 8 Professional Doctorate Good Honours Degree 3 years 8 + thesis 8 Doctorate in Business Administration (DBA) Good Honours Degree 3 years 8 + thesis

Higher Doctorates 8 Doctor of Letters (DLitt) leading authority in field n/a n/a 8 Doctor of Science (DSc) leading authority in field n/a n/a

Honorary Doctorate see appendix 11

*Standard course duration may be longer where elements of professional practice are integrated within modules. ** the level of the award corresponds to the level of the module for which the Certificate is awarded.



B3 Title of Awards

B3.1 Certificate in Education [Cert Ed] [post-compulsory] The Certificate in Education is a teaching qualification awarded to students who have successfully completed a specialist teaching course in post-compulsory education.

B3.2 Foundation Degrees Foundation degree programmes will lead either to the award of FdA , FdSc or FdEng.

The award of FdA is generally used in art and design, the arts and humanities and areas of social or business studies. The award of FdSc is generally used in technology, science or mathematics and their applications. The award of FdEng is reserved for courses which provide a technologically broad education with an emphasis on engineering applications.

B3.3 Bachelor Degrees First degree programmes will lead either to the award of a BA or a BSc or to a more closely defined award restricted to certain subjects and types of course.

The award of Bachelor of Arts (BA) is generally used in art and design, the arts and humanities and areas of social or business studies. The award of Bachelor of Science (BSc) is generally used in technology, science or mathematics and their applications. In areas where either title may be used, the title will be based on the curricular focus of the course and prevailing norms across the relevant higher education sector.

The title Bachelor of Engineering (BEng) is reserved for courses which provide a technologically broad education with an emphasis on engineering applications.

The title Bachelor of Laws (LLB) is reserved for courses of specialised study in law. The Senior Status LLB is a graduate entry, 2 year variant of this award.

B3.4 Combined Awards The use of BA or BSc for combined awards will be determined by reference to the major subject studied or the subject in which the dissertation/project is submitted for joint honours students.

Subjects lying within the fields of Science and Technology will lead to a BSc. Other subjects will lead to a BA.

B3.5 Undergraduate Masters (MEng, MPhys and MPharm) Undergraduate Masters courses represent extended first degree programmes which include a significant element of level 7 study.

The titles MEng/MPhys are reserved for courses of specialised undergraduate study in a specific subject area which provide the skills and knowledge required in the subject for professional development in industry or research and as such is recognised by industry, professional bodies and research councils.

The title MPharm is reserved for courses accredited by the Royal Pharmaceutical Society of Great Britain.

B3.6 Postgraduate Certificate in Education [PGCE] [post-compulsory] The Postgraduate Certificate in Education is a teaching qualification awarded to graduate students who have successfully completed a specialist teaching course in post-compulsory education.

B3.7 Taught Master’s Degrees Courses at Master’s level may lead to the award of either the MA or MSc or to a more closely defined award restricted to certain specific areas of study.



The title Master of Arts (MA) is generally used in Art and Design, the arts and humanities and areas of social or business studies. The title Master of Science (MSc) is generally used in technology, science or mathematics and their applications. The rationale for the use of MA or MSc in other fields will take account of curricular focus and sectoral practice.

The title Master of Business Administration (MBA) is reserved for courses which focus on the general principles and functions of management and the development of management skills.

The title Master of Laws (LLM) is reserved for courses of specialised study in law.

The title Master of Education [MEd] is reserved for courses in which the focus of study is the reflection and professional development of education practitioners.

B3.8 Professional Awards in the fields of Medicine and Dentistry These awards are restricted to certain, specific areas of study of professional practice which lead to a specifically titled award at this level. They will entail a combination of taught, professional practice and research components.

The title Master of Surgery [MCh] with a designated speciality is reserved for courses in which the focus of study is the reflection and professional development of practitioners in medical surgery.

The title Master of Dental Surgery [MDCh] with a designated speciality is reserved for courses in which the focus of study is the reflection and professional development of practitioners in dental surgery.

The title of Doctorate in Medicine [MD] with a designated speciality is reserved for courses in which the focus of study is the reflection and professional development of practitioners in medicine.

B3.9 Taught and Professional Doctorates Courses at Taught or Professional Doctorate level are restricted to certain, specific areas of study and lead to a specifically titled award at doctoral level. They will entail a combination of taught and research components. A Professional Doctorate programme will be conducted in an area of professional competence.

The title of Doctorate of Business Administration [DBA] is reserved for courses concerned with researching real business and management issues via the critical review and systematic application of appropriate theories and research to professional practice.

The title of Doctorate in Education [EdD] is reserved for courses concerned with researching real educational practice, contexts and roles via the critical review and systematic application of appropriate theories and research to the education profession and to the practice of it.

B4 Approval of new awards

B4.1 The Academic Board has power to approve new awards on advice from the Academic Standards and Quality Assurance Committee. Specific procedures apply to the formulation and presentation of proposals. These are shown at Appendix 2.

B4.2 In considering proposals for new awards, the Academic Board will pay particular regard to:

1. the characteristics and level of the proposed award that would both distinguish it from existing awards and relate it to them;

2. the suitability of existing awards for the proposed programme of study;

3. the likely demand for, and recognition of, the proposed award by institutions, students and employers.



B4.3 Course proposals may not be submitted for course approval prior to Academic Board

approval of an appropriate award type and its definition.

C: Framework Regulations: MODCATS

C1 MODCATS

C1.1 All taught awards of the University are governed by the regulations that apply to the University’s Modular Credit Accumulation and Transfer Scheme (MODCATS) unless otherwise specified herein.

C1.2 Awards are defined in terms of the minimum number and learning level of modules which must be passed to achieve the award. They are delivered through combinations of modules which form Courses or Subjects approved by Academic Board. A table of module requirements is shown below and overleaf:

C1.2 Standard Module Minima required for Awards

minimum at

Award title Min mod

require-ment

Stage 2 require-

ment

Stage 3 require-

ment

Level 4 or

above

Level 5 or

above

Level 6 or

above

Level 7 or

above

Level 8

Certificate of Achievement 1

Certificate 1 1

Certificate of Higher Education*

6 5

Foundation Certificate* 6 6

Advanced Certificate 2 2

Diploma 5 4

HNC* 8 7 2

Higher Certificate 8 7 2

HND* 12 11 5

Higher Diploma 12 11 5

Diploma of Higher Education*

12 6 10 5

Foundation Degree* 12 12 5

Advanced Diploma** 16 10 14 9 3

Degree* 16 10 14 9 3

Honours degree* 18 12 16 11 5

Senior Status LLB 12 12 11 5

Honours degree for Overseas Provision with 4 Years Study Cycle

24 15 22 14 7

Top-up Degree (Honours)* 6 6 6 5

(continued overleaf)



C1.2 Standard Module Minima required for Awards (continued)

minimum at

Award title

Min mod

require-ment

Stage 2 require-

ment

Stage 3 require-

ment

Level 4 or

above

Level 5 or

above

Level 6 or

above

Level 7 or

above

Level 8

Graduate Certificate 3 3 2

Graduate Diploma 6 6 4

Undergraduate Masters* 24 6 12 23 18 10 6 Postgraduate Certificate 3 3 2 Postgraduate Diploma 6 6 5 (Taught) Masters Degree 9 9 8 Taught Doctorate * ***

18 18 16 9 + thesis

Professional Doctorate ***

6 6 4 (thesis)

MDCh (designated speciality)

18 18 16 9 (thesis)

MCh (designated speciality) 18 18 16 9 (thesis)

MD (designated speciality) 18 18 16 9 (thesis)

* For these awards, the minimum module requirement for students also represents the maximum number of modules which may be specified for a programme.

** Normally this award is only offered on a franchise basis overseas *** Permitted module attempts = Number of modules + 4 but not applicable to MA/MSc project/dissertation

1. There are no exit awards including the award of Pass/Ordinary degree available from a Top-up (Honours) degree.

2. The minimum module requirement refers to standard modules worth 20 credit points.

C1.3 The module minima requirements exclude Stage 0 and any sandwich placement modules. Where appropriate, the module requirement for Stage 0 or the placement element is additional to the module requirement for an Award.

C1.4 Subjects Minima (Modules Passed) Required for Named Awards from the Combined Honours Programme:-

Combined Honours Course Structure and Minimum Module Requirements:

Exit awards

Stage 1 (year 1 full-time)

Stage 1 is based upon either one of the following pathways: Certificate of Higher Education awarded upon completion of a minimum of 100 credits of which a minimum must be at level 4 or above

Pathway 1

Subject X - 40 credits + Subject Y - 40 credits + Subject Z - 40 credits = 120 credits

Pathway 2

Subject X - 60 credits + Subject Y - 40 credits + Elective -20 credits

= 120 credits

Pathway 3

Subject X - 40 credits + Subject Y - 40 credits + Elective -20 credits Elective – 20 credits = 120 credits

(continued overleaf)



C1.4 Subjects Minima (Modules Passed) Required for Named Awards from the Combined

Honours Programme:-

Combined Honours Course Structure and Minimum Module Requirements:

Exit awards

Stage 2 (Years 2 and 3 full-time)

Staqe 2 comprises a choice of two routes leading to a named honours degree in either: BA/BSc (Hons) X and Y or BA/BSc (Hons) X with Y as follows:

Diploma of Higher Education awarded upon completion of a minimum of 240 credits comprising a minimum of 100 credits at level 5 or above.

Degree awarded upon completion of of 320 credits including a minimum of 180 at level 5 or above, and including a minimum of 60 credits at leve 6.

Joint Honours route comprising: 100 credits in Subject X and 100 credits in Subject Y (minimum of 20 credit dissertation to be taken in either subject) , plus elective - 20 credits = 240 credits

Major/Minor route comprising: 160 credits in Subject X (including dissertation) with 60 credits in Subject Y plus elective module – 20 credits = 240 credits. There is also the opportunity for students to construct a “free route” which may be pursued alone or in combination with either a major, minor or joint subject in line with the above structure. The “free route” will be entitled Independent Studies - see Section C5.1 below.

Honours Degree

awarded upon completion of a minimum of 360 credits comprising a minimum of 220 credits at level 5 or above and including a minimum of 100 credits at 6.

C1.5 Programme Structure for the award of Honours Degree for Overseas Provisions with 4 years study cycle.

Min Duration

Min Mod Req’d

Level 4

or above

Level 5

or above

Level 6

or above Award Title

Year 1 6 5 Cert HE Year 2 12 10 5 Diploma of HE Year 3 18 14 9 3 Degree* Year 4 24 22 14 7 Honours Degree*

*These awards are only offered on a franchise basis overseas.

C1.6 Programme Structure for Taught Doctorates

Stage 1

Year 1

180 credits (maximum 20

at level 6

and 160

at level 7). All 180 credits may be at level 7. Minimum of 40 credits at level 7

dedicated research methods training component. Project/Dissertation to be minimum of 60 credits maximum 120 credits and will be a precursor to the research element in Stage 2. Research competencies aimed at forming foundation for later work. Credits:- may include combination of taught (class based) and competency based (on-the-job) credits

Exit award MSc/MA

Stage 2

Year 2

Taught element to be in the range of 180-270 (Minimum 180 credits to be at level 8) Credits may include class based and professional practice competencies

Level 8

research

element taken in parallel. (Note:- not necessarily sequential, planned project and may be a range of research interventions written up to demonstrate an overarching theme/link through the methodology)

Doctorate

Year 3

Year 4

Could be extended into year 4 (course team/approval decision)

Doctorate

Full-time route structure predicated on a notional 540 credits for 3 year doctorate programme or 720 credits for 4 year programme. Part-time equivalents for the above would be two years for the masters and a further 3-5 years for the doctorate.



C1.7 Programme Structure for Professional Doctorates

Stage 1

60 credits (maximum 20

at level 6, minimum 40 at level 7)

All 60 credits may be at level 7

120 credits (maximum 20 at level 6 and 100 at level 7). All 120 credits may be at level 7.

Exit award Postgraduate Certificate Exit award Postgraduate Diploma

Stage 2

Research element

Exit award MPhil Doctorate

Predicated on a notional 540 credits for a 3 year doctorate programme

Full-time 3 years or part-time equivalent for the doctorate.

C1.8 Programme Structure for the Professional Awards of Doctor of Medicine (MD), Master of Surgery (MCh) and Master of Dental Surgery (MDCh)

Stage 1

Year 1 or part-time equivalent

180 credits, of which at least 140 must be at level 7

or above and 40 at Level 6 or above

Exit award: MSc

Stage 2

Year 2 or part -time equivalent

180 credits at Level 8

(approved research project)

Final award:

MCh (designated speciality) MDCh (designated speciality) MD (designated speciality)

C2 Modules

C2.1 Each module is a self-contained block of learning with separate aims and defined learning outcomes.

C2.2 All modules are assigned to Academic Schools/Centres. The development, delivery and assessment of modules is the responsibility of the Head of School/Centre operating through the academic staff in the school.

C2.3 Module descriptions will specify pre- and/or co-requisites where these apply.

C2.4 Modules run over 1 or 2 semesters or, at postgraduate level, they may extend over a full calendar year. Those modules which integrate theory and practice may also continue over the full calendar year.

C2.5 Module level

C2.5.1 Each module will specify a level which indicates the intellectual standard required for successful completion of the module.

The levels are:

Level 1: Craft Level Level 2: GCSE/O Level equivalent Level 3: A/AS Level equivalent

Level 4: Certificate level which prepares students for further study (approximating to year 1 of a three year honours degree programme).

Level 5: Diploma level (approximating to year 2 of a three year honours degree programme).



Level 6: Degree level (approximating to year 3 of a three year honours degree programme).

Level 7: Postgraduate level.

Level 8: Doctorate level.

C2.5.2 The higher education levels operated in the University are contained within Course Developer’s Guides and are drawn from the QAA Qualification Descriptors details of which can be found within Appendix 1. Individual disciplines will also refer to subject benchmarks in determining level.

C2.6 Module size

C2.6.1 A standard module equates to the learning activity expected from one sixth of a full-time undergraduate year (2 semesters). For undergraduate courses modules may be developed as half or double modules. (Other module sizes may be approved exceptionally at Course Approval where the Panel is convinced that this is necessary for the proper delivery of the curriculum). At the postgraduate level modules up to five times the size of a standard module may be developed in order to incorporate the dissertation requirement.

C2.6.2 Each module is assigned a credit point value related to module size. A standard module is worth 20 credit points. Credit points for other module sizes are allocated pro-rata.

C2.6.3 Postgraduate taught Masters programmes shall include a dissertation or equivalent that is a compulsory element of independent learning with a minimum credit value of 20 credit points at Level 7.

C3 Courses

C3.1 Courses constitute named awards (eg BSc Psychology). They consist of specified combinations of modules (which may include modules adopted from another School) validated by the University as appropriate for that named award and which allow students to meet the overall award requirements in terms of module number and level.

A table showing the module requirements for University awards is shown under C1.2.

C3.2 Courses are assigned to Academic Schools. Their development, operation and assessment is the responsibility of the Head of School.

C4 Subjects

C4.1 Subjects constitute defined groups of modules which are bound together through academic discipline. They are assigned to Academic Schools and their development, operation and assessment is the responsibility of the Head of School. Subjects may adopt modules assigned to other Schools.

C4.2 Subjects may be studied in combination as part of the University’s Combined and Joint Honours programme. For award purposes, subjects will be studied in major/minor or joint combinations to achieve a named Combined Honours qualification. The number and level of modules required to achieve a named subject major, minor or joint are shown in Section C1.4.

C5 Independent Studies Awards

C5.1 Students may follow, as all or part of their programme, an individual programme (‘free route’) of modules where this has been approved either (i) at the end of the first year by the Chair of the Combined Honours Assessment Board, or (ii) subsequently by the Head of the School to which the student has been assigned. The award for a student following a ‘free route’ will be



a named award in ‘independent Studies’, or including ‘Independent Studies’ as a major, joint or minor element, as appropriate.

C6 Electives

C6.1 Electives constitute student free choice modules.

C6.2 Certain undergraduate awards will include provision for students to undertake elective modules in line with the table shown below:

Awards

Minimum Elective Requirement

(modules passed) HND Full-time 1 at level 3 or above DipHE 1 at level 3 or above Degree/Honours Degree 1 at level 3 or above -Stage 1

1 at level 4 or above - Stage 2 Undergraduate Masters 1 at level 3 or above - Stage 1 1 at level 4 or above – Stage 2/3

Awards not listed above have no elective requirement

C6.2.1 Course Approval Panels are authorised to waive the elective requirement where the academic integrity of the Course would otherwise be prejudiced or where it is necessary to meet professional body requirements.

C6.3 Elective modules count as part of the overall module requirement for award purposes.

C7 Work experience and study abroad

C7.1 The University encourages periods of work experience and/or study abroad leading to the achievement of specified learning outcomes as integral elements of Courses. Such periods may take the form of individual modules or may be integrated with academic study within a module. These may be endorsed for excellence (see I3.3)

C7.2 Sandwich courses are developed with an extensive period of supervised work experience (normally 48 weeks) included. Awards are appropriately endorsed. The period of work experience has aims and learning outcomes and is assessed but does not contribute to the minimum module requirement for the award nor the award classification calculation.

C7.3 Language courses will normally include an extensive period of study abroad (usually 35 weeks). Awards are appropriately endorsed. The period of study abroad has aims and learning outcomes and is assessed but does not contribute to the minimum module requirement for the award nor to the classification calculation.

C7.4 Professional awards in the fields of medicine and dentistry and professional doctorates courses will normally include a substantial element of professional based competencies. These may take the form of individual modules or may be integrated with academic study within a module.

C8 Stage

C8.1 First Degrees and Diplomas of Higher Education are divided into stages

Stage 0 is equivalent to a full-time foundation year and prepares a student for the degree or diploma course.

Stage 1 is equivalent to a first year of a full-time degree course and also has a prognostic function for progression to Stage 2.

Stage 2 is equivalent to the subsequent years of a full-time degree course and also forms the basis for the honours degree classification. For the undergraduate masters course, Stage 2



is equivalent to the second year of a full-time degree course and has a prognostic function for progression to Stage 3. It may also be use as part of the basis for the honours classification.

Stage 3 is equivalent to the final two years of a full-time undergraduate masters course and, with Stage 2, forms the basis for the honours classification.

C9 Mode of Study

C9.1 The MODCAT framework is designed to accommodate the movement of students between full-time and part-time mode of study. Changes to mode of study require prior approval from the Course Leader.

C9.2 A full-time student is defined as any student undertaking five or more modules during a standard two semester academic session.

C10 Duration of Study

C10.1 The flexibility of the MODCAT framework allows students to study at their own pace and the University does not impose award-based maximum time-limits in terms of the duration of study except in terms of the continued relevance of the modules studied towards a specific named award.

C10.2 The standard duration of full-time study towards specified awards is shown in the table in section B2. The standard duration for part-time provision will exceed the full-time duration by a factor of at least 1.5.

C11 Attendance

C11.1 Student attendance at timetabled learning activities of Courses and Modules is required. Notification of illness or exceptional requests for leave of absence must be made to the Head of School or nominee (usually the Course Leader). Unauthorised absence is not acceptable and may attract academic penalties (See C11.4) and/or other penalties (see Regulations for the Conduct of Students).

C11.2 Students who do not respond to communications concerning continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance.

C11.3 Courses which confer a license to practice may require a specific attendance level in order to meet qualification requirements.

C11.4 Individual modules may incorporate a specific attendance requirement as part of the assessment criteria for successful completion of a module. (See G3.5).

C12 Core elements of learning

C12.1 Within Courses, Subjects and Modules certain elements of learning may be described as ‘core’ in terms of providing fundamental knowledge, skills or understanding which students must obtain in order to be able to successfully achieve the required learning outcomes of the course, subject or module.

D: Approval and Periodic Review of Courses

D1 The Articles and Authentics

D1.1 The University derives its authority for the approval and re-approval of courses from its Instrument.



D1.2 The University is required to promote and maintain high academic standards by determining

the conditions governing the approval of courses and associated training and experience. The University fulfils this duty by:

a) establishing a framework of principles and regulations with which all courses must comply; and

b) requiring all courses leading to its awards (i) to be formally approved through the course approval or accreditation process; and (ii) to be subject to Periodic Course Review.

D2 Principles

D2.1 The overall aim of Course Approval and Periodic Course Review is to secure a high quality educational and academic experience for students. Its most important function is to assess the quality and standard of courses.

D2.2 The concepts of peer review and externality are both fundamental to Course Approval and Periodic Course Review processes.

D2.3 Processes for Course Approval and Periodic Review will be conducted openly and with impartiality. They will be flexibly designed to accommodate variation in course design and delivery and to reflect the dynamic nature of course development.

D2.4 The processes for Course Approval and Periodic Review must be rigorous and auditable.

D3 Course Approvals

D3.1 Approval for a course to be offered by the University will be determined through the Course Approval process. Continued approval will be determined through the Periodic Course Review process.

D3.2 The authority to approve courses through Course Approval or Periodic Course Review is delegated by Academic Board to University Review Panels. The composition of University Review Panels is determined through procedures approved by the Academic Standards and Quality Assurance Committee (see relevant AQaSU handbook).

D3.2.1 Course Approval and Periodic Review Panels must include in membership:

a) at least one external academic subject specialist appointed by the University from nominations made by Faculties;

b) where appropriate at least one member with relevant experience of industry, commerce, public service or the professions; or

c) If b) does not hold, a second external academic subject specialist will be appointed.

D3.3 All courses will be subject to Periodic Course Review after a period of six and not more than eight years.

D3.4 Approval may be given:

a) without time limit up to the next normal review period

b) for a specified period

c) with conditions

D3.5 The enrolment of students on courses with unmet conditions is exceptional and is subject to the permission of the Dean of Faculty via the Academic Quality and Standards Unit.



D3.6 The Academic Board has approved procedures for dealing with appeals against decisions

about course approval.

D3.7 Changes to approved courses

D3.7.1 The Academic Board has agreed procedures for implementing ongoing changes to courses which are ‘in approval’ which ensure the continued integrity and standards of the course (see relevant AQaSU handbook).

D3.8 Withdrawal of approval.

D3.8.1 The Academic Board may withdraw course approval at any time if it has evidence that the course is no longer meeting minimum acceptable standards.

D3.9 Annual Report

D3.9.1 Faculties, the Academic Quality and Standards Unit and University Review Panels will report annually to the Academic Standards and Quality Assurance Committee on the operation of Course Approval and Periodic Course Review procedures to certify that the procedures have been properly carried out and that all external examiner reports have been scrutinised and appropriately acted upon. The Chair of the Academic Standards and Quality Assurance Committee will similarly report the outcomes of the review to the Academic Board.

D4 Course Provision

D4.1 All taught courses leading to awards of the University (or those where the University holds a licence to make awards on behalf of another awarding body) will be subject to Course Approval and Periodic Course Review in accordance with procedures approved by the Academic Board from time to time (see relevant AQaSU handbook for current procedures).

D4.2 The University will only offer courses which are ‘in approval’ either through Course Approval or Periodic Course Review.

D4.3 New course proposals must specify ‘Subject to Course Approval’ in any marketing or promotional materials and will not admit students, until a successful Course Approval outcome has been achieved.

D4.4 All approved courses will comply with the prevailing Academic Regulations and the requirements for the award to which it leads.

D4.5 Within this framework, courses will be governed by a set of written statements covering as a minimum:

a) the name of the University and/or other institution(s) providing the course;

b) the title of the course and the award(s) to which it leads;

c) the planned duration and mode of study of the course;

d) the aims and learning outcomes of the course;

e) the curriculum and structure of the course;

f) course specific regulations on the admission, progression and assessment of students;

g) the relevant subject benchmarks and/or external factors which have influenced the design of the course;

h) the way in which the course meets the requirements of the Framework for Higher Education Qualifications and relevant sections of the QAA Codes of Practice;



i) the Programme Specification.

D4.6 The written statements identified in D4.5 and the course module descriptions will form the basis of a definitive course document and will be available to students through the Student Handbook for the course.

D4.7 A copy of the definitive course document (and any amendments approved at Course Approval or Periodic Course Review) will be lodged with the Academic Quality and Standards Unit.

D4.8 Ongoing minor modifications approved through the University’s agreed Faculty procedures will be recorded and lodged in the appropriate Faculty Office. The Student Handbook will be updated annually to reflect any such changes.

D4.9 Students will be given reasonable notice of any changes in course specific regulations which concern Progression or Assessment.

D4.10 Course closure

D4.10.1 When a course ceases to recruit students, for whatever reason, the University will ensure that adequate standards are maintained for any students remaining on the course, or that students are enabled to transfer to a suitable alternative course in the University or elsewhere.

D5 Course Approval, Credit Recognition and Periodic Course Review of courses offered in relationship with other educational institutions, other bodies and other individuals

D5.1 Requirements of the University

D5.1.1 In offering courses in relationship with other educational institutions, professional bodies or employers, the University requires the same academic standards to apply and will design appropriate Course Approval and Periodic Course Review procedures to ensure this.

D5.2 Forms of relationship

D5.2.1 The University may form a relationship with other bodies in the UK or overseas to offer courses. Such courses may lead to the awards of the related bodies as well as to awards of the University.

D5.2.2 In order to further the aims of its Mission Statement, the University has entered into collaborative arrangements with a number of partner institutions both within the UK and overseas, under which courses leading to University awards will be offered in full or in part at the partner institution whilst the University retains responsibility for the quality assurance of its awards. Each collaborative arrangement is underpinned by an Institutional Agreement and a Memorandum of Co-operation signed by the parties involved.

Course Arrangements: Institutional and course arrangements must be within one of the approved frameworks set out in the ‘Academic Quality Assurance Manual’.

D5.2.3 Whatever form the relationship takes, the University will satisfy itself, through its Course Approval and Periodic Course Review procedures, that a course or learning programme complies with the Academic Regulations and that the related establishment provides a suitable learning environment for students on courses leading to awards of the University.

D5.3 Memorandum of co-operation

D5.3.1 All franchised courses, validated courses, credit recognition courses and collaborative awards delivered by a partner institution will be covered by an agreed formal statement of the arrangements in the form of a memorandum of co-operation which will be approved by the University and will be in line with the prevailing QAA Code of Practice* and guidelines produced by relevant Professional and/or Awarding Bodies.



*The implementation of changes to QAA Codes of Practice may require a phase-in period. Such periods will be agreed by the Vice-Chancellor or his nominee and reported to Academic Board.

D5.3.2 A memorandum of co-operation will specify as a minimum:

a) the names of institutions or bodies which are parties to the agreed memorandum;

b) the precise form or forms of relationship;

c) the allocation of responsibility for the oversight and maintenance of academic standards, and procedures for resolving any differences which might arise in respect of the course between the collaborating institutions;

d) procedures and responsibilities for the initial approval and subsequent periodic review of the course, including provision for the implementation of changes to the course required by course approval, periodic review and annual monitoring in the collaborating institutions;

e) procedures and responsibilities in respect of course management and monitoring;

f) assessment and examination arrangements where these involve collaboration between institutions;

g) procedures for agreeing all necessary financial arrangements and the provision of resources, both physical and human;

h) responsibility for communicating all necessary reports and other information to the University;

i) responsibilities in respect of all administrative arrangements, such as student registration, the location and general welfare of students, decisions relating to student discipline, complaints, progression and assessment, and the appointment and remuneration of external examiners;

j) period of notice required for either partner to withdraw from the memorandum of co-operation.

D5.3.3 Following successful course approval, the memorandum of co-operation will be signed and dated by the Chief Executive of each institution or body.

D5.4 Courses offered outside the United Kingdom

D5.4.1 A course leading to an award of the University which is offered wholly or in part outside the United Kingdom is subject to the normal University principles and regulations and will comply with the prevailing QAA Code of Practice on Collaborative Provision*.

D5.4.2 Where such a course takes place wholly outside the United Kingdom the University shall secure written confirmation that mounting the course has the approval of the government or other appropriate authority of the country concerned.

D5.4.3 All new courses offered wholly or in part outside the United Kingdom will be taught and assessed in English with the following exceptions:

(i) where the learning outcomes are explicitly related to competence in Languages other than English;

(ii) where the acquisition of competence in English is a declared learning outcome, support work may be in the learner’s native language.

*The implementation of changes to QAA Codes of Practice may require a phase-in period. Such periods will be agreed by the Vice-Chancellor or nominee and reported to Academic Board.



D6 Open and distance learning

D6.1 A course leading to an award of the University which is delivered by Open or Distance Learning is subject to the standard University principles and regulations and complies with the prevailing QAA guidelines.

D6.2 Students outside the United Kingdom registering for distance learning provision are required to acknowledge the primacy of English law in matters relating to student registration and course delivery. Declarations will be required through both the application and enrolment process.

D7 Approval and recognition of employment-based learning

D7.1 Learning undertaken in the workplace may form part or the whole of a course leading to an award of the University. In such cases, the standard University principles and regulations apply.

D8 Joint Approval with professional bodies

D8.1 The University will collaborate with professional bodies with a view to the advancement of the objectives of the University. Professional, Statutory and Regulatory Bodies are defined as External Organisations which are authorised through prescribed statutory or regulatory responsibility to accredit, approve or recognise courses, the successful completion of which provides eligibility for membership or associate membership of a profession or professional body.

D8.2 The University endeavours to reach agreements with professional bodies on procedures for Course Approval and Periodic Course Review which apply to courses that lead both to an award of the University and a professional qualification. The University values the fact that many professional bodies accept the approval of courses under the aegis of the University as fulfilling their requirements for professional accreditation.

D8.3 The procedures agreed may include specific requirements to meet professional body needs for accreditation

E: The Admission of Students

E1 Principles

E1.1 The University acknowledges access to educational opportunity as a fundamental human right. The admission of individual applicants is nevertheless at the discretion of the University having regard to the safety and welfare of the University community and the general principles below:

E1.2 The University will not admit applicants unless there is a reasonable expectation that the applicant can fulfil the learning outcomes of the course and reach the required standard for the award.

E1.3 The procedures for the admission of students are non-discriminatory and espouse the University’s commitment to equal opportunities.

E1.4 Responsibility for the selection of students lies with Admissions Tutors nominated by Heads of School operating within the general entry requirements for the award specified by the University and any specific course based requirements.

E1.4.1 Within E1.4, the selection of students is based on ability to benefit as demonstrated through prior educational achievement, motivation and commitment.



E1.5 Misrepresentation in the application process

E1.5.1 Applicants who the University believes have deliberately misrepresented information in their application will be denied entry to the University or, if they have already enrolled, the contract will be terminated by the Director of Student Affairs and membership of the University will cease immediately. A report will be forwarded to any appropriate national admissions systems in line with their published requirements.

E2 General Entry Requirements

E2.1 The University’s general entry requirement is specified in terms of the standard current qualification operating in England and Wales. Equivalent learning from other study or experience will also meet this requirement.

E2.2 In addition to the general entry requirement, individual courses may specify particular subjects of study, areas of learning or experience or levels of performance in relation to admission. Course specific requirements are determined by the Head of School and at approved at Course Approval.

E2.3 The general entry requirement may be varied for courses which are designed to be longer or shorter than the standard length for the achievement of an award.

E2.4 All students must have sufficient competency in English language to successfully study for the proposed award. Competency may be demonstrated by qualification, accreditation of prior learning or separate University test (see Appendix 7).

E2.5 General entry requirement for admission to undergraduate courses

E2.5.1 The minimum level of attainment required for entry to the start of courses of the minimum length leading to awards at first degree level is expressed in terms of Curriculum 2000. Qualifications and/or experience at an equivalent level are welcomed and will be equally considered.

E2.5.2 Applicants must have 5 GCSE passes at Grade C or above plus a 12 unit profile which can be comprised of either:

Two subjects at Advanced level (A2) or; Two subjects at AVCE or; One subject at Advanced level (A2) and one subject at AVCE or; One double AVCE award

In addition, the University encourages the acquisition of keys skills and welcomes the following qualifications as support to applications:

The Key Skills Qualification at level 3.

E2.5.3 The University will not normally make unconditional offers to candidates after only one year of post-16 study.

E2.6 General entry requirement for admission to taught postgraduate courses

The general entry requirement for postgraduate courses is a Bachelor’s degree. For Masters and Doctorate courses the general requirement is an honours degree.

E3 The admission of students with a disability and/or learning difficulty

E3.1 The admission of students with disabilities and/or learning difficulties is based on the academic judgement that the student can be reasonably expected to fulfil the learning outcomes of the course to achieve the award and that necessary and appropriate reasonable adjustments can be made.



E3.2 In line with the University Disability Statement, applicants are strongly encouraged to disclose

disability related information within the application process. The University may require further information from the applicant regarding anticipated support needs in order that a considered judgement can be made by the University.

E3.2.1 Admission or enrolment may be refused or deferred if provision of the adjustments required by the student is deemed to be unreasonable by the University or cannot reasonably be provided at that time.

E3.3 Procedures for the admission of students with disabilities / learning difficulties are shown in Appendix 3.

E4 The admission of students with criminal convictions

E4.1 The admission of students with relevant declared unspent criminal convictions is subject to assessment by an authorised Panel of the University in relation to the University’s duty of care to the wider University community. Where the Panel judges the risk to the University community is significant, admission may be refused or restricted. In such cases students will be given reasons for the refusal and will be entitled to appeal against the decision. Procedures are shown at Appendix 4.

E4.2 For some courses (especially those involving contact with children or vulnerable adults) applicants must declare any criminal conviction (spent and/or unspent) and a check through the Criminal Records Bureau (CRB) may be additionally required for admission. In such cases the Head of School is responsible for ensuring that procedures are in place for the consideration of convictions in line with university and/or professional body requirements and for notifying students of the outcome.

E5 Accreditation of Prior Learning

[Note: The assessment of prior learning for the purposes of entry to the commencement of a course is an admissions issue and is covered under Academic Regulation E2 and associated admissions processes and procedures and therefore falls outside the scope of Regulation E5.

For students transferring internally between courses before the achievement of an award and where the courses share common modules with identical module codes, the module credit and grades will be directly transferred to the new course and therefore fall outside the scope of Regulation E5.

Articulation agreements are a specific form of transfer agreement whereby a specific course delivered in a specific institution elsewhere has been mapped against and is recognised as giving advanced standing onto a named University course.

Tariff arrangements are a form of credit recognition which cover the situation where the prior learning is such that it is frequently presented for recognition by a number of applicants to a course. This arrangement avoids the need for individual applications for credit recognition. As such, tariff arrangements fall outside the scope of Regulation, E5.

Information on the implementation of these regulations and the University APL processes can be found in the “University Guide to the Accreditation of Prior Learning”.]

E5.1 The University will consider applications for prior learning (certificated or experiential) which fulfils some of the learning outcomes of a course for admission with credit to an appropriate point on that course. Students can apply either before or after they commence the course.

E5.2 Qualifications which are at the level of the University’s general requirement for admission to a course cannot be used to claim admission with credit.



E5.3 The accreditation of prior learning is determined in relation to a specific course. Where a

student changes course, the Course Leaders must review the appropriateness of the original APL claim. This may result in the need for a new application by the student.

E5.4 The smallest amount of learning which can be accredited for prior learning towards both undergraduate and postgraduate awards is a module, irrespective of the credit value.

E5.5 The types of credit awarded for prior learning are:

i) Specific Module Credit: where credit is awarded for prior learning which matches the learning outcomes of identified UCLan validated modules.

ii) Elective Credit: where the Programme Specification identifies free choice elective module(s), credit will only be given where the University has established that the prior learning mapped to the required volume and academic level.

iii) Course or Subject Credit: where credit is awarded for prior learning which lies within a particular course or subject discipline validated by UCLan and permits the achievement of the relevant course learning outcomes, but does not necessarily match the content of any specific modules as set out in the Programme Specification.

E5.6 Undergraduate study which has already contributed to an undergraduate award may not be accredited towards postgraduate awards.

E5.7 The maximum credit for prior learning towards both undergraduate and postgraduate awards is two thirds of the total credit requirement for the award. In the case of a 480 credit undergraduate award the maximum credit for prior learning is 360 credits.

E5.8 Applicants wishing to use a previously awarded higher level or equivalent level qualification towards either undergraduate or postgraduate awards may not be accredited with more than one third of the total module requirement for that award. This regulation applies equally to UCLan transfer credit and to credit accumulated outside the University.

E5.9 The maximum credit exemption identified in E5.7 above will not apply to those students who hold a Bachelor’s (non Honours) degree from this University and wish to gain an Honours classification on the same course, provided they have not been previously assessed for honours on that course.

E5.10 Subject to the overall credit maximum allowable identified in E5.7, the maximum accreditation of prior learning allowable at Level 6 or above of an undergraduate honours course may not exceed 20 credits and may not apply to the dissertation/honours project module.

E5.11 Accreditation of prior learning will not be available in relation to entry to the final year of Honours degrees, including Top-up degrees. Exceptions up to a maximum of 20 credits will only be considered in the case of recognised awards within a national/regional framework, for example, the professional requirements set by the Nursing and Midwifery Council.

E5.12 Credit transferred in from outside the University will not be graded. Credit transferred from one UCLan course to another will retain its grade (refer to E5.14 outlining the exception to this).

E5.13 Graded credit awarded for prior learning will be used in the calculation of any classification of the exit point award (refer to E5.14 outlining the exception to this). Ungraded credit is excluded from the calculation. In such cases the classification will be based solely on those modules which carry a grade.

E5.14 Grades awarded as part of a final target award which is then used as an entry qualification to either a one year Top-up degree or direct entry to the final year of an Honours Degree will not be included in the calculation of the classification for Honours.



F: Student Registration for Awards

F1 Principles

F1.1 The University seeks to offer choice and flexibility to students in building study programmes which lead to awards through the MODCATS framework.

F1.2 The University endorses the concept of student responsibility and choice in registering a valid programme of modules to meet the appropriate award conditions.

F1.3 The University will facilitate student initiated changes to registered target awards subject to resource or other constraints which would adversely affect the student experience.

F1.4 A student on a professional award in the fields of medicine and dentistry or a Taught/Professional doctorate programme will enrol and register for a named award. In addition the research element of the programme at Stage 2 (post Masters) must be approved and registered by the University Research Degrees Sub-committee.

F2 Registration

F2.1 All students are required to register for a valid award of the University or otherwise register as an Associate Student. Associate Students are not guaranteed progression rights.

F2.2 It is a student responsibility through the enrolment process to register for the course and award to which they have been admitted and for a valid programme of modules following the administrative procedures which pertain at the time.

F2.3 The University reserves the right to decline acceptance of late or incorrect registration of awards and module programmes.

F2.4 Students may not simultaneously register for more than one full-time award except where dual award arrangements have been agreed by the Academic Board.

F2.5 An individual module cannot be simultaneously registered by a student for two or more awards.

F2.6 The University may change module provision without notice but will ensure that students who have legitimately registered for an award will be able to follow an appropriate programme of modules to qualify for the registered award within the standard completion period (B2 refers).

G: Assessment

G1 Principles of Assessment

G1.1 Purpose

G1.1.1 The main purpose of assessment is to provide the opportunity for students to demonstrate that they have fulfilled the learning outcomes of the course and achieved the standard required for the award they seek.

G1.2 Academic Standards

G1.2.1 Assessment must reflect individual student achievement and relate it to a standard for each award which is recognised and maintained across Universities and other higher education institutions in the United Kingdom.



G1.3 Fairness

G1.3.1 Assessment must be devised and judged fairly using transparent and impartial processes which are published by Heads of School.

G1.3.2 All courses leading to an award of the Academic Board of the University must incorporate external examiner involvement in assessment.

G1.3.3 Examiners/assessors are required to declare any close personal or business relationship with a student which could reasonably question the impartiality of the examining/assessment process. The Chair of the Assessment Board will determine the most appropriate action in such cases.

G1.4 Method of Assessment

G1.4.1 The University encourages the use of a variety of assessment methods, appropriate to the specified learning outcomes, to determine student performance.

G1.5 Breach of Regulations

G1.5.1 The Academic Regulations govern the conduct of assessment/examination candidates (see Appendix 5). Breach of the Academic Regulations by a candidate is treated seriously and is an academic and disciplinary offence.

G2 Academic Regulations and Assessment

G2.1 The University requires all courses to specify assessment regulations which comply with the University framework. These will be approved at Course Approval. Additional provisions may apply in relation to professional courses leading to professional accreditation.

G2.2 All types of assessment are subject to the Academic Regulations of the University, and to the specific rubric for each individual assessment.

G2.3 Courses may specify certain modules as ‘core’ modules. Any such modules must be passed in order to pass the course.

G2.4 Heads of School are responsible for ensuring that assessment information relating to Courses and to Modules (including assessment submission dates and project/dissertation guidelines) administered by the School is made available to students at the commencement of the Course or Module.

G2.5 All work submitted for assessment is the property of the University.

G2.6 In exceptional circumstances, where the performance of the student has been adversely affected by external factors outside the University’s control, reference should be made to Appendix 15 of the Academic Regulations ‘Extraordinary Circumstances Governing the Assessment Process’.

G2.7 Professional awards in the fields of medicine and dentistry and Taught/Professional Doctorates.

G2.7.1 To gain a Professional award in the fields of medicine and dentistry or a Taught /Professional doctorate, candidates need to pass both the ‘taught’ and ‘research’ elements.

G2.7.2 Where module learning outcomes are evaluated externally this is normally done on a pass/fail basis.

G3 Module Assessment and Feedback on Assessed Work

G3.1 All modules will be assessed.



G3.2 The Head of School/Centre where a module is assigned has responsibility for allocating staff

to deliver and assess modules.

G3.3 Each module will specify an assessment strategy by which students can demonstrate the achievement of the learning outcomes for that module.

G3.4 Modules may specify certain elements of the module as ‘core’ module elements. Any such elements must be passed in order to pass the module.

G3.5 Where a module specifies an attendance requirement this will be set at 75% or more.

G3.6 With the exception of courses delivered by Distance Learning *, generic feedback on all in-module formative and summative elements of assessment which contribute to a module, will be made available to students within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations to be made available within 15 working days following the publication of results. ‘Feedback’ may be oral, written, posted on a website or other.

Feedback on assessment for courses delivered by Distance Learning to be made available within 20 working days.

G3.7 For all assessments, students will be provided with individual written feedback. The feedback proforma * will include learning outcomes and marking criteria, grade in achieving them, areas of strength and indication of areas for improvement and reflection on personal development.

Exemplar Assessment Feedback Sheet is provided in appendix 14 (providing guidance to Schools and setting out the minimum University standard required). Other styles may be used provided they meet the minimum requirements and are authorised by the Head of School.

G4 Marks Scheme

G4.1 The University operates a universal marks scheme to denote student performance in modules:

Percentage mark Description 40-100% Pass < 40% Fail

Grade Description D Distinction in placement M Merit in placement P Pass S Satisfactory U Unsatisfactory F Fail (where aggregate module mark is 40% or above but a compulsory

element is failed) I Decision deferred IR Decision deferred at reassessment NG Not graded Z Associate/Exchange student: not assessed

Grade Qualifier Description C Condoned failed module R Fail: reassessment recommended X Fail: reassessment not taken up



G5 Programme Assessment

G5.1 Courses may specify a final year overall summative assessment (Programme Assessment) in addition to the standard module requirement where this is demonstrated at Course Approval to be essential to the academic integrity of the course and/or accepted professional practice. (see also I3.4.1)

G6 Late Submissions

G6.1 The University requires students to adhere to submission deadlines for any form of assessment. A penalty will be applied in relation to unauthorised late submission of work.

G6.2 Authorisation of the late submission of work requires written permission. The Head of School with responsibility for the module, or appropriate academic staff nominated by the Head of School, will be authorised to give permission for one extension period of between 1 and 10 working days where evidence of circumstances has been accepted and where submission within this timescale would be reasonable taking into account those circumstances.

G6.3 The University operates a universal penalty scale for unauthorised late submission of any form of assessed work. Students who submit work within 5 working days after the published submission date without an authorised extension will obtain a maximum mark of 40% for that element of assessment.

G6.4 All work submitted later than 5 days after the published submission date will be awarded a mark of 0%. Unauthorised late submission at resubmission will automatically be awarded a mark of 0%

G6.5 Where the nature of the circumstances is such that regulation G6.2 cannot be applied, students may submit a case for consideration in accordance with the procedure for Extenuating Circumstance.

Note: In applying this regulation, it is essential that Schools have procedures in place for securely recording the date of receipt of student work and for documenting the approved extension.

G7 Examination Arrangements

G7.1 An examination is defined as a formal, timed assessment of any duration which is subject to continuous invigilation.

G7.2 The University operates a strict Code of Conduct in relation to the behaviour of examination candidates (See Appendix 5). The Code forms part of the Academic Regulations. A copy of the Code will be made available to all examination candidates. In-class assessment does not carry a requirement to offer reading time.

G7.3 It is the responsibility of the Head of School to publish information to students regarding the date, time and location of examinations in respect of Courses administered by the School.

G7.4 It is the responsibility of the student to ensure he/she presents for examination in accordance with the published schedule.

G8 Students with Disabilities and/or Learning Difficulties

G8.1 Special arrangements for taking timed examinations or continuous assessments will only be made for students for whom valid supporting evidence has been made available and it has been judged to be necessary to enable the student to demonstrate her/his knowledge and actual competence in the subject notwithstanding his/her disability. The procedure for establishing special arrangements is detailed in Appendix 6.



G8.2 Where a decision cannot be reached, the Disability Review Panel will be consulted and the

appropriate Dean will be asked to adjudicate.

G8.3 The University has no responsibility for making special arrangements where students do not initiate the procedures within the given timescales.

G9 Assessment Practice

G9.1 The University is committed to the principle of maintaining academic standards through the processes of verification and moderation. Heads of School are responsible for determining and publishing the appropriate processes for the School both on and off – campus.

G9.2 Verification is the checking of assessment briefs which form part of a module assessment scheme (whether examination paper questions or coursework assignments of any type) before publication to students. A process of internal verification is required for every element of assessment, to consider the appropriateness of the brief in relation to the intended learning outcomes. The process must be undertaken by a minimum of two members of academic staff (author and one other) and be recorded.

Note: Details of the external verification process are contained within section K3.

G9.3 Moderation is the checking of a sample of students’ assessed work in order to confirm that the verified assessment and marking criteria for a component of assessment have been properly applied. Internal moderation is required for every element of assessment and the process should be set out in the School Manual. As a minimum requirement, internal and external moderation shall consist of a confirmation that the assessment criteria have been correctly and accurately applied. Changes may not be made exclusively to marks within a representative sample. Should concerns be identified during internal moderation regarding the accuracy or consistency of marking based upon the sample, which suggests the need to review the marks, the assessment in question for the entire cohort should be re-marked. This might be through scaling up or down, should the sample be considered to be consistently over or under-marked, or a full re-mark if the pattern of error is inconsistent.

Note: Details of the external moderation process are contained within section K3.

G9.4 As part of its commitment to fairness in assessment practice, the University requires examination scripts to be anonymised and all postgraduate and final year undergraduate projects/dissertations to be clean double marked except where this is precluded because of the method of presentation for students with a disability or learning difficulty.

G9.5 Comments made by the first marker on the student’s work or performance must be available to the moderator for all assessments other than projects/dissertations.

G9.6 Oral presentations or Viva Voce examinations which contribute more than 25% of the overall module mark require at least two members of academic staff to witness the presentation and to agree the mark awarded.

G10 Unfair Means to Enhance Performance

G10.1 The University regards any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained as a serious academic and disciplinary offence.

G10.2 Unfair means includes all forms of cheating, plagiarism and collusion. Students are required to sign a declaration indicating that individual work submitted for assessment is their own. (see also A2.5)

G10.3 All instances or allegations of the use of unfair means will be investigated under the procedure detailed in Appendix 9 which forms part of the Academic Regulations.



G10.4 No Assessment Board will come to a decision on a candidate’s result where an instance or

allegation of the use of unfair means has not been resolved under the procedures in Appendix 9.

G11 Composition and Responsibilities of Assessment Boards

G11.1 Module Assessment Boards

G11.1.1 Each School of the University will operate a Module Assessment Board for all the modules mounted by that School. Membership will comprise the Dean (ex-officio), the Head of School (Chair) and academic staff, including those from partner institutions, associated with the delivery of the modules. External examiners will act as specialist advisers to the Board.

G11.1.2 In the case of Partner Institutions running validated modules, the Partner Institution will operate the Module Assessment Board.

G11.1.3 It is the responsibility of the Module Assessment Board to determine the mark/grade achieved by each student in individual modules and to make recommendations to the appropriate Course Board in relation to reassessment and condonement. In relation to modules assessed at the end of semester 1, the Module Board will determine offers of reassessment.

G11.1.4 Marks/grades determined by Module Assessment Boards shall not be subject to revision by other Boards.

G11.1.5 The quorum for Module Assessment Boards shall be the attendance of the Head of School or nominee (Chair) and an internal examiner for each module considered by the Board able to report fully on all results for that module.

G11.2 Subject Assessment Boards

G11.2.1 Each School will operate a Subject Assessment Board for each subject the School offers within the Combined Honours programme. Membership will comprise the Dean (ex-officio), the Head of School (Chair), Subject Leader, and any academic staff who teach on the subject, including placement tutors. External examiners act as specialist advisers to the Board.

G11.2.2 It is the responsibility of the Subject Assessment Board to make recommendations on student progression and awards within the subject and to transmit these to the appropriate Combined and Joint Honours (Stage 1) or Combined and Joint Honours School Board (Stage 2).

G11.2.3 The quorum for Subject Assessment Boards shall be the attendance of the Head of School or nominee (Chair), Subject Leader and an internal examiner for each module considered by the Board able to report fully on all results for that module. In exceptional circumstances, the Head of School may nominate an appropriate deputy for a Subject Leader who is unavoidably absent.

G11.3 Course/School Assessment Boards

G11.3.1 Each School will operate a Course Assessment board for each Course for which the School is responsible and a School Board for the school’s combined honours students. Membership will comprise the Dean (ex-officio), the Head of School (Chair), Course Leader, Subject Leaders, external examiner(s) and any academic staff who teach on the course including placement tutors.

G11.3.2 It is the responsibility of the Course and School Assessment Boards to determine the mark/grade for any Programme assessment, applicable condonements and reassessments and to determine results for each student in relation to their progression or award.

G11.3.3 Results determined by Course/School Boards shall not be subject to revision by other Boards.



G11.3.4 The Course Boards for Professional awards in the fields of medicine and dentistry and

Taught/Professional Doctorates will receive the results of the examination for the taught element of the course in order to determine the results for each student in relation to their award. Results of the examination for the research element may not be subject to revision by the Course Board.

G11.3.5 The quorum for the Course/School Assessment Board shall be the attendance of the Head of School or nominee (Chair) and Course/ Subject Leaders as appropriate for each course under consideration or Combined Honours Subject within the school. In exceptional circumstances, the Head of School may nominate an appropriate deputy for a Course or Subject Leader who is unavoidably absent.

G11.3.6 The responsibilities of External Examiners in relation to Assessment Boards are outlined in para. K3.5 of the Academic Regulations. If in exceptional circumstances no External Examiner(s) is able to be present at the end of year Assessment Board, the External Examiner(s) will be required to confirm the recommendations of the Assessment Board and communicate his/her views by written correspondence to the Chair of the Assessment Board.

G12 Extenuating Circumstances

G12.1 In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances.

G12.2 A disability or learning difficulty does not constitute an extenuating circumstance (see G8.1-8.3).

G12.3 The University operates a universal scheme for the submission of extenuating circumstances. The scheme and procedures are detailed in Appendix 8.

G12.4 Assessment Boards will not act on uncorroborated claims, nor on those which are submitted outside the published deadlines except where the late submission of the claim is itself justified by extenuating circumstances.

G12.5 If a Module Assessment Board is satisfied that poor performance or incomplete assessment in a module is due to extenuating circumstances it shall act as follows:

1. Enter a grade I and discount the assessment (or the part of the assessment affected). The student will then be assessed at the next opportunity as if for the first time (or first reassessment if the poor performance relates to a second sit). The Course/School Assessment Board, having regard to the student’s overall profile of marks, may determine to defer Progression or Award results until the new assessment is completed;

2. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances;

3. However, where assessment for a module is incomplete, a Module Board may agree a module mark if sufficient evidence is available for the determination of such a mark. In such cases appropriate Progression or Award results will be determined by the Course/School Assessment Board in the normal way.

G12.6 Where poor performance or non-completion arising from extenuating circumstances is associated with a placement module the Course/School Assessment Board may, at its discretion and taking account of the extent to which the learning outcomes of the module have been met, either (i) deem the placement completed satisfactorily, (ii) specify arrangements for completion or (iii) require a repeat of the placement.



G12.7 In approving assessment of students whose performance has been adversely affected by

extenuating circumstances, a Module Assessment Board may permit variations from the normal assessment pattern provided that these are appropriate to demonstrate the achievement of the required learning outcomes.

G12.8 A Course/School Assessment Board, using its academic judgement, may take account of extenuating circumstances where the student’s overall performance is borderline, provided that there is good reason to believe that the student’s performance has been compromised by extenuating circumstances to an extent which has not been fully reflected in adjustments made to assessment at the module level (such as deadline extensions and variations in assessment method).

G12.9 A Course Board for Professional awards in the fields of medicine and dentistry or a Taught/Professional doctorate will consider only properly submitted claims from students relating to the taught element (modules) in the programme. Extenuating circumstances relating in whole or in part to the research element of the programme will be considered by the examiners for the research element.

G13 Condonement

G13.1 Condonement describes the process by which a student who fails to satisfy some element of assessment is nevertheless recommended for progression/award on the grounds that the failure is marginal or is offset by good performance in other components of his/her study programme.

G13.2 A Course Assessment Board may, at its discretion, condone failure in a module where, in its considered academic judgement, the condonement is fair and reasonable in relation to the learning outcomes of the course and the standard of the student’s performance as a whole.

G13.3 The number of standard modules (20 credits) which can be condoned within an award is limited according to the maxima shown in the following table. Course regulations may specify less than the maximum where this is appropriate or where professional body requirements so dictate.

Type of Award

Maximum which may be specified in course regulations

1. University Certificate of Achievement Not applicable 2. University Certificate 0 3. University Advanced Certificate 0 4. University Diploma 1 5. HNC and Higher Certificate 1 6. HND and Higher Diploma 2 (may trail a fail from Yr1 – Yr2) 7. Cert HE/Foundation Certificate 1 8. Dip HE 2 (may trail a fail from Yr1-Yr2/Yr2-Yr3) 9. Foundation Degree 2 (may trail a fail from Yr1-Yr 2) 10. Degree and Advanced Diploma 2 at Stage 1, 1 at Stage 2

(may trail a fail from Yr1-Yr2, Yr2-Yr3 F/T) 11. Honours Degree 2 at Stage 1, 1 at Stage 2

(may trail a fail from Yr1-Yr2, Yr2-Yr3 F/T) 12. Top-Up Degree (Hons) and Senior

Status LLB 1

13. Undergraduate Masters 2 at Stage 1, 1 at Stage 2, 1 at Stage 3 14. Graduate/Postgraduate Diploma 1 15. Graduate/Postgraduate Certificate 0 16. Taught Masters Degree 1 taught module 17. Professional Awards in the fields of

Medicine and Dentistry 1 taught module stage 1

18. Taught Doctorate 1 taught module at Stage 1, 1 module at Stage 2 19. Professional Doctorate 1 module at stage 1 20. Stage 0 1



G13.4 Where a Course Assessment Board applies condonement to a module the mark or grade

shall not be altered

G13.5 Performance in core modules cannot be condoned except within Combined Honours awards in Stage 1 where condonement may be applied if there is no progression in the relevant Subject.

G.14 Viva Voce Examination

G14.1 Viva Voce examinations are a specified form of assessment which may be included in the assessment strategy for a module.

G14.2 Course/School Assessment Boards may also agree to examine a student Viva Voce under the following circumstances:

1. to determine difficult or borderline cases; 2. as an alternative or additional assessment where extenuating circumstances for poor

performance have been established;

Any such additional assessment will be used only to raise a student’s mark.

G14.3 Viva Voce examinations may be conducted by internal or external examiners.

G15 Module Reassessment

G15.1 The decision to offer reassessment lies with the Course/School Assessment Board taking account of the recommendations from Module Boards and the student’s overall profile. For modules which are assessed at the end of the first semester, the decision to offer reassessment lies with the Module Board.

G15.2 A module may only be reassessed once following initial failure.

G15.3 The best mark which may be awarded for a module following reassessment is 40% or P or S. If both the original mark and the reassessment are at <40% then the better of the two marks will be used in any subsequent averaging calculation.

G15.4 In-course reassessment of individual elements of a module is permitted where specified in course regulations. In such cases the final mark awarded for the module will reflect the degree of reassessment allowed.

G15.5 Using academic judgement and subject to the maintenance or prerequisites, a Course/School Assessment Board may allow full-time students to progress to the next year of study with one outstanding reassessment, which must be completed during that year. Progression may not normally be offered on the basis of both Regulations G15.5.and G16.7.

G16 Module Attempts

G16.1 Definition of ‘attempt’

1. Where a student is reassessed for a module, this will not be considered as a separate attempt; a retake of the same or an alternative module in a subsequent year or semester will however, be considered as a separate attempt.

2. Where a module grade is ‘deferred’, re-enrolment for the module in a subsequent semester will not be considered as a separate attempt.

3. Where, because of extenuating circumstances, a student is permitted to repeat a year ‘with good cause’, all module results from the original year will be invalidated and such modules will not count towards the total number of attempts.



G16.2 Except in the case of Certificate and Advanced Certificate Awards, or where Edexcel

regulations apply, there shall be a limit to the number of module attempts permitted within each award.

G16.3 The number of modules which may be attempted within certain awards is stipulated as follows:

Award Minimum Module Requirement

Permitted Additional Module Attempts as defined in

G16.1.1 above Certificate 1 Not applicable Advanced Certificate 2 Not applicable Certificate of Higher Education 6 2 Diploma of Higher Education 12 4 Foundation Certificate 6 2 Foundation Degree 12 4 Higher National Diploma 12 Not applicable Higher National Certificate 8 Not applicable Diploma 5 2 Graduate Certificate 3 2 Graduate Diploma 6 2 Postgraduate Certificate 3 2 Degree 16 6 (at Stage 1)*

3 (at Stage 2) Honours Degree 18 6 (at Stage 1)*

4 (at Stage 2) Honours Degree – direct entrant to Year 3

6 2

Top-up Degree (Honours) 6 2 Senior Status LLB 12 4 (at Stage 2) Undergraduate Masters 24 6 (at Stage 1)*

4 (at Stage 2) 2 (at Stage 3)

Postgraduate Diploma 6 2 (Taught) Masters Degree 9 2

* Beyond this maximum, additional module attempts at Stage One of the same programme shall be permitted only exceptionally, where the Board is satisfied that the student would benefit from a further attempt, and that he/she has a reasonable prospect of success notwithstanding his/her previous performance.

G16.4 Retaken modules must be studied and completed in full. Any passed elements from the previous attempt cannot be carried over.

G16.5 At the discretion of the Course/School Assessment Board a student may be allowed to nominate an alternative module as the retaken module subject to any specific course requirements.

G16.6 No student is permitted to retake a module which has been passed.

G16.7 Using academic judgement, a Course/School Assessment Board may allow a full-time student to register for one additional module in the following year (exceeding by one the normal maximum of six modules), in order to retake a failed module or to attempt an equivalent module to a failed module. Progression may not normally be offered on the basis of both Regulations G15.5 and G16.7.



G16.8 Maximum Registration

In any year of study, a student may not register for more modules than is required to achieve the target award.

G16.9 The permission of additional module attempts on all programmes shall be at the discretion of the appropriate Course/School Assessment Board, which will not withhold permission unless, in its academic judgement, the student lacks any reasonable prospect of success in subsequent attempts. In the latter case, the student will be obliged to withdraw from the programme, and any future re-admission will be at the discretion of the relevant Head of School.

G16.10 Stage One:

At the discretion of the Course Assessment Board, a student who fails to complete Stage One of an honours degree programme after attempting six modules (120 credits) may be permitted to attempt further modules in order to achieve Stage One, to a normal maximum of six. Beyond this maximum, additional module attempts at Stage One of the same programme shall be permitted only exceptionally, where the Board is satisfied that the student would benefit from a further attempt, and that he/she has a reasonable prospect of success notwithstanding his/her previous performance.

G16.11 Stage Two of an Honours Degree:

At Stage Two, a student may attempt up to 16 modules (320 credits) in order to achieve honours. 12 passed or condoned modules at Stage Two (240 credits) are required for honours. Any student who has failed more than 4 modules at Stage Two shall not be awarded an honours degree (except through the discretionary condonement of one module), but will receive any lower award (CertHE, DipHE or pass degree) for which he/she has qualified.

G16.12 A student who has been obliged to withdraw from a course, having failed to achieve the target award after attempting the maximum number of modules permitted, may apply for readmission after an interval of at least one year. Readmission is not an entitlement but will be at the discretion of the relevant Head of School, who will consider whether there is evidence that the student would benefit from such readmission and has a reasonable prospect of success, notwithstanding his/her previous performance. Readmission will be to the start of the course or, where the student has been granted a lesser award, at an appropriate intermediate point (such as the start of Stage Two of an Honours Degree in the case of a student holding a Certificate of Higher Education and additional module attempts will be permitted in line with the table at G16.2. Such discretion to permit a student to re-enter the programme will only be exercised once.

G17 Review of Assessed Work

G17.1 A student may not request that a review is undertaken of any assessed work that has been submitted prior to an application for a diagnostic assessment for dyslexia or other specific learning difficulty.

G17.2 A student may request that a review is undertaken of any assessed work that has been submitted following the date of an application for a diagnostic assessment for dyslexia or other specific learning difficulty. A decision to remark work will be based on the report of the Educational Psychologist.



H: Assessment for Progression

H1 Principles

H1.1 Each student registered for an award which extends over more than one academic year will be assessed for progression.

H1.2 The purpose of assessment for progression is to ensure that students are making satisfactory progress towards their registered award and that they remain academically eligible to complete successfully.

H1.3 Responsibility for ensuring that student progress is adequately monitored and that students are advised of appropriate progression opportunities following assessment lies with the Head of the School in which the award is registered.

H2 Assessment Boards for Progression

H2.1 Assessment for progression is undertaken by the appropriate Course/School Assessment Board, advised by Subject Assessment Boards in the case of students registered on the Combined Honours Programme.

H2.2 In determining progression results, Course/School Assessment Boards will apply the regulations which pertain to the award and any course specific regulations approved at Course Approval.

H3 Stage 0 / Stage 1 complete

H3.1 The successful completion of Stage 0 or Stage 1 is recorded by the Course/School Assessment Board as Stage 0 complete or Stage 1 complete. Any consideration of Stage 2/3 is taken in isolation from the consideration of Stage 0 or Stage 1 results.

H4 Failure to progress

H4.1 A student who has been assessed for progression and who, after permitted reassessments and permitted additional module attempts have been exhausted, is unable to achieve the target award will be subject to a ‘fail, withdraw’ recommendation, or to the recommendation of an appropriate exit award.

H4.2 A student who has been denied progression to his/her registered award may be permitted to re-register for an alternative award subject to the admission requirements for the alternative award.

H5 Exclusion from a course during an academic session for academic reasons

H5.1 Where it becomes clear that a student will not meet the academic or other course specific progression requirements, the Chair of the appropriate Course/School Assessment Board may require a student to intermit or terminate their study during the academic session. In such cases the student will have the same rights as apply under the Academic Appeals procedure (see section J).

H5.2 For those students enrolled on certain courses which confer a licence to practise in addition to an academic award and who, during their studies are deemed unfit to practise or to gain a professional qualification or registration due to health or behavioural reasons, short of misconduct, the Chair of the appropriate Course Assessment Board will invoke the Termination of Training procedures currently in force (see Appendix 13) and detailed in the Student Handbook. Where it is deemed necessary to terminate training under these procedures the Assessment Board may require a student to transfer to an alternative course or to intermit his/her study or to consider the conferment of an alternative award. Termination of Training procedures normally require the involvement of partner or professional agencies.



I: Course Awards and Results

I1 Principles

I1.1 Awards are recommended by properly constituted Course/School Assessment Boards acting with delegated authority from the Academic Board.

I1.2 Course/School Assessment Boards will make recommendations for awards through the application of the academic and relevant course regulations using academic judgement to operate discretion within the limits defined in these regulations.

I1.3 No student will be denied an award to which he/she is entitled following application of the regulations. Results, Certificates and formal transcripts may be withheld however where a student is in debt to the University.

I1.4 Student results will be published on defined noticeboards within the University and its partner institution

I1.5 All students will be provided with an official transcript detailing their performance in each module studied as well as the overall recommendation. Transcripts meet national guidance on recording achievement.

I1.6 The University’s policy for the certification of awards is detailed in Appendix 12.

I2 Recommendation for Award

I2.1 Students are assessed for the registered award on completion of the appropriate module minima.

I2.2 To be recommended for an award a student must have:

1. achieved passes in the module requirement specified for the award including any elective requirement;

2. passed any additional requirements specified by a Course or a Subject associated with the award including core modules, defined combinations of modules and placements;

3. achieved an average percentage mark >=40% derived from the counting modules in the calculation.

I2.3 To be recommended for a Professional award in the fields of medicine and dentistry or a Taught/Professional Doctorate award the student must have:

1. achieved passes in the module requirement for the taught component specified for the award;

2. achieved an average percentage mark >=40% derived from the modules; 3. presented and successfully defended a thesis by oral examination.

I2.4 The term pass refers to a percentage mark >=40%. Ungraded credit (exemption) is a pass. Condonements are construed to be passes for the purposes of this regulation.

I3 Classification of Awards

I3.1 The classification of awards will be based on the Average Percentage Mark (APM) or, at the discretion of the Course Assessment Board, on the basis of the overall profile and performance of individual students subject to the minimum requirements detailed in I3.9.1.



I3.2 The APM for classified awards is based on a calculation derived from the marks achieved in

specified counting standard modules as shown in the following table:

Award APM Based on standard (20 credit) modules: Advanced Certificate 2 modules Certificate 1 module Certificate of Higher Education 6 modules Diploma 5 modules Diploma of Higher Education 12 modules Foundation Certificate 6 modules Foundation Degree 12 modules Award APM Based on standard (20 credit) modules: Graduate Certificate 3 modules Graduate Diploma 6 modules Postgraduate Certificate 3 modules Postgraduate Diploma 6 modules Honours Degree (including Senior Status LLB)

best 11 from 12 at Stage 2*

Honours Degree for Overseas Provision with 4 Year Cycle

Best 13 from 15

Top-up Degree (Honours) best 5 from 6* Degree best 9 from 10 at Stage 2* Undergraduate Masters best 11 from 12 at Stage 3* or best 17 from 18 at Stage

2/3* whichever is the higher Taught Master's Degree best 9 including all at level 7 and core modules

Exceptionally where a programme specifies more than the standard module minima for an award, the additional modules are included in the counting modules for the APM.

In calculating the APM for Exit Awards:

1. the number of counting modules used in the calculation of the APM is as specified above;

2. where classifications apply, a minimum APM of X9.5 will be rounded up to the next classification;

3. fail grades do not contribute to the APM calculation; 4. a student must have achieved an APM >=40% derived from the counting modules in

the calculation; 5. modules are included in the chronological order in which they were completed.

Surplus modules are disregarded from the calculation. 6. any grades awarded as part of a final target award which has then been used as an

entry qualification to either a one year Top-up Degree or Direct Entry will not be included in the APM calculation for Honours Awards.

I3.3 Awards not listed in the table above will not receive an overall classification. Endorsements in respect of excellence in individual components may be approved within course regulations.

I3.4 The APM calculation provides a weighted average which recognises higher level study through the ratio 1:2:3:4 for Level 4: Level 5: Level 6: Level 7.

The formula is: APM = (m1l1c1 + m2l2c2 + ...mnlncn)

_____________________ _

(l1c1 + l2c2 + ...lncn)

where m = mark awarded l = level c = credit points



I3.4.1 In those cases where a classification average incorporating Programme Assessments is

required, the calculation of this average B uses the following formula:

B = (A + wP) ______ ___

(1 + w)

where P = the average percentage mark of the Programme Assessment(s) A = APM w = specified weighting factor (0-0.15 for a joint subject; 0-0.6 for a major subject or course)

I3.4.2 In cases where two joint subjects both specify weightings (w1 and w2) corresponding to Programme Assessments P1 and P2 the formula is:

B = (A +w1P1 + w2P2) ____________________

(1 + w1 + w2)

I3.5 The formula for calculating the APM is standard for all Subjects and Courses except where Professional Body accreditation makes more stringent demands for the purpose of fulfilling the requirements for registration. Any such prescription will be included in course regulations.

I3.6 A minimum APM of X9.5 will be rounded up to the next classification.

I3.7 An APM in the range 70 - 100% may be recognised by the award of Distinction for classified awards other than the Honours, Undergraduate Masters and taught Masters degrees to which additional conditions apply (see I3.12). These will be specified in course regulations.

I3.8 An APM in the range 60 - 69.99% may be recognised by the award of Merit for classified awards other than the Honours, Undergraduate Masters and taught Masters degrees to which additional conditions apply (see I3.12). These will be specified in course regulations.

I3.9 For Honours and Undergraduate Masters Degree awards the following scale will be used to determine the classification:

APM 70 - 100% First Class Honours 60 - 69.99% Upper Second Class Honours 50 - 59.99% Lower Second Class Honours 40 - 49.99% Third Class Honours

I3.9.1 or, at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:

1. Half or more of the counting modules for APM purposes must be in the classification awarded (or above) and

2. The APM is no lower than 2 percentage points below that required for the higher classification.

I3.10 In operating discretion for profiling Course Assessment Boards will use academic judgement and may refer to performance in core modules; the placement component, the dissertation/project or other factors which have been published to students.

I3.11 A classification achieved through the APM may not be reduced using any other criteria except in respect of failed modules which have not been condoned.



I3.12 For taught postgraduate awards the following classifications apply:

APM + Dissertation Module Award 70 - 100% + 70 or above Distinction 60 - 69.99% + 60 or above Merit

I4 Alternative and Aegrotat Awards

I4.1 In exceptional circumstances (such as prolonged illness) and provided learning outcomes have been met, a Course/School Assessment Board may permit one or more I grades to stand on the record and to recommend an award. The award recommended may be that for which the student was registered or an alternative award (with or without classification or distinction). It may also be an Aegrotat award. For APM purposes a standing I grade will be discounted.

I4.2 Course/School Assessment Boards are authorised to make alternative awards to students who have failed the registered award or who leave at an interim progression point where such awards are approved within the course regulations and provided students have met the minimum requirements and learning outcomes for the alternative award.

I4.3 Alternative awards will only be recommended where a student’s study for their registered target award has been completed or terminated.

I4.3.1 Table of alternative/exit awards

Registered Award Alternative/Exit award/s Min mod requirement for Alternative/Exit Award

Advanced Certificate

Certificate 1

Diploma of Higher Education

Certificate of Higher Education 6

Foundation Degree

Foundation Certificate 6

Graduate Diploma

Graduate Certificate 3

Degree

Diploma of Higher Education 12


Honours Degree

Degree 16



Senior Status LLB

Degree 10


Honours Degree – direct entrant to Year 3*

Degree 4



Top-up Degree (Honours)*

Degree 4

Undergraduate Masters

Honours Degree 18

Degree 16



Postgraduate Diploma

Postgraduate Certificate 3

(Taught) Masters Degree

Postgraduate Diploma 6

Postgraduate Certificate 3

* Students are required to attempt 6 modules and may only be awarded a degree following failure in one or two modules.

Where there is no specification, the availability of alternative/exit awards may be specified in Course Regulations.

I4.4 Where final student performance is incomplete because of extenuating circumstances, a Course/School Assessment Board may recommend an Aegrotat award where it is satisfied that essential learning outcomes have been met and that, but for the reason that extenuating circumstances exist, the student would have been able to evidence this in full.

I4.4.1 The student must have signified that he/she is willing to accept an Aegrotat award and understands that this implies waiving the right to be reassessed.

I4.4.2 Aegrotat awards are not classified.

I4.5 A student who leaves his/her course and who has not been recommended for an alternative award may apply to the Chair of the Course Assessment Board to be considered for award at the next meeting of the Board. Applications must be made in writing at least one month prior to the meeting.

I5 Results

I5.1 The University is committed to the policy of disclosure of moderated and unmoderated grades and marks to individual students.

1. A moderated mark/grade is defined as a mark or grade which has been confirmed by a Module Assessment Board.

2. An unmoderated mark/grade is defined as the provisional mark which is submitted to the Module Assessment Board.

3. Moderated marks/grades will be published to students through the provision of a transcript.

4. Students may request and obtain disclosure of the unmoderated mark/grade after the Module Assessment Board has confirmed the mark or grade.

I5.2 Marks/grades or recommendations will not be disclosed by telephone unless authorised exceptionally by the Head of School.

I5.3 For students below the age of 18, notification of marks/grades and recommendations will be sent to the student’s parents or guardians.

I5.4 Examination scripts are not returned to candidates but will be preserved for one year after the examination has taken place.


J: Appeals against Assessment Board Decisions

JI Principles

J1.1 An appeal cannot be made against the academic judgement of the examiner(s), properly exercised. Appeals on this basis will be ruled invalid.

J1.2 Appeals received outside the stated timescales will be ruled invalid.

J1.3 Requests for appeals must be in writing and must state the ground(s) for the appeal. Documentary evidence should be provided.

J1.4 Students have a right to be accompanied by a representative or friend at any hearings in the Appeals process.

J1.5 A student whose case is under consideration via an appeal shall have the right to continue with his/her course (provided s/he is in good standing with the University) until such time as a decision is reached. This right is designed solely to ensure that a student whose appeal is upheld is not academically disadvantaged and it shall not be interpreted as acceptance of a failed student on a subsequent stage of the course.

Detailed procedures governing the appeals process are given in Appendix 10.

J1.6 The appeals procedure is also to be used for Professional awards in the fields of medicine and dentistry and Taught/Professional Doctorates for appeals against the decision(s) of an Assessment Board relating to the taught component of the award (for appeals concerning the research element of the award refer to Regulation M8).

J2 Grounds for Appeal against Assessment Board decisions

J2.1 A request for an appeal against an Assessment Board decision shall be valid only if it is based on one or more of the following grounds:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board:

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4.. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

J3 First Stage Appeals

J3.1 First Stage Appeals must be lodged with the Chair of the Assessment Board within 7 days of the official publication of pass/results lists on noticeboards.

J3.2 The Chair of the Assessment Board hears the appeal and is responsible for arranging a time with the student, usually within 14 days of receipt of the request for appeal.

J3.3 The Chair of the Assessment Board is responsible for ensuring the student is informed both verbally (at the meeting) and in writing of the outcome of the appeal which may be:

1. The appeal is upheld and referred back to the Assessment Board for reconsideration


2. The appeal is upheld and the Chair of the Assessment Board takes immediate action

on behalf of the Assessment Board

3. The appeal is turned down

J3.4 Where a first stage appeal is turned down, the student has a right to a second stage appeal if he/she is dissatisfied with the outcome.

J3.5 A second stage appeal will not be called if a first stage appeal has not been held.

J4 Second Stage Appeal

J4.1 Requests for second stage appeals must be made in writing to the nominated Appeals Officer within 14 days of the first stage appeal hearing.

J4.2 Extenuating circumstances which were not declared either at the time of the Assessment Board meeting or at the first stage appeal will be ruled invalid.

J4.3 Stage two appeals will be heard by an Appeals Panel of the Academic Board with the following composition:

Chair: A Deputy or Pro Vice-Chancellor Members: An academic staff member of the Academic Board

A student member of the Academic Board No member of the Appeal Panel will have a direct interest in the appellant’s case.

J4.4 The powers of an Appeal Panel are:

1. to determine the validity of the grounds for the appeal. The appeal will not proceed if the panel does not deem the grounds to be valid;

2. to uphold the appeal based on the evidence presented and to refer the matter back to the Assessment Board;

3. to turn down the appeal and to uphold the original decision of the Assessment Board.

J4.5 The nominated Appeals Officer is responsible for ensuring that the appellant and the Chair of the Assessment Board are informed in writing of the decision of the Appeal Panel and the reasons for the decision, within 5 working days of the appeal being held.

J4.6 The Chair of the Assessment Board is responsible for arranging a meeting of the Assessment Board, or taking immediate action to reconsider an appeal which has been upheld by the Appeal Panel and for notifying the student and the nominated Appeals Officer of the outcome within 15 days of the appeal hearing.

J4.7 If an Assessment Board does not modify its decision when an appeal has been upheld by the Appeal Panel on the grounds of procedural or other irregularities, the Academic Board has the power to annul the decision and to make alternative arrangements for the assessment of the student.

J4.8 Where an appeal is turned down at the second stage, the student has a final right of appeal to the Vice Chancellor (or nominee) on any remaining point of dispute on procedural issues.

J5 Final Appeal

J5.1 Final appeals must be made in writing and must be received by the Vice-Chancellor within 28 days of the second stage appeal hearing.

J5.2 If the appeal is turned down by the Vice-Chancellor (or nominee), the decision of the Assessment Board will be confirmed. The student has no further right of appeal.


J5.3 If the appeal is upheld by the Vice-Chancellor (or nominee), the matter will be referred back to

the Assessment Board for reconsideration. In the case of procedural or other irregularity, the Vice-Chancellor (or nominee) may take specific action on behalf of the Academic Board to amend the decision of the Assessment Board and make alternative arrangements for the assessment of the student.

K: External Examiners

K1 Principles

K1.1 The external examining process is fundamental to ensuring that the University’s standards of awards are comparable with those across the HE sector in the United Kingdom.

K1.2 The external examining process helps to improve the quality of the University’s provision through reference to the commercial, industrial and professional environment and to current best practice in the discipline concerned.

K1.3 External examiners provide essential experienced and objective input into the exercise of discretion by Assessment Boards through the knowledge of how comparable situations are dealt with elsewhere.

K2 Appointment of External Examiners

K2.1 External examiners are appointed under contract by the University (subject to any required approval from external validating bodies) using procedures agreed by the Academic Board. These procedures are included in the relevant AQaSU handbook.

K2.2 The University reserves the right to terminate appointments where the contract is not fully or properly discharged.

K2.3 External examiners have responsibilities in relation to Courses/Subjects and individual modules. The University will ensure that appointments are in place to cover all these areas.

K2.4 Appointment letters will specify the course/subject for which an external examiner has responsibility, the particular modules that apply and the duration of the appointment. The standard appointment period is 4 years. Variations must be approved by the External Examiner’s Panel.

K2.5 The Chair of the Assessment Board for the School concerned is responsible for ensuring proper liaison with the external examiner during the assessment period and during the year.

K3 Responsibilities of External Examiners

K3.1 External examiners are primarily concerned with the final qualification of students and have particular responsibility within the assessment process for ensuring that standards and comparability are maintained, that justice is done to individual students and for judging whether students have fulfilled the learning outcomes of courses to a satisfactory standard.

K3.2 External examiners are not normally involved at Stage 0 or Stage 1 of courses but are expected to play a full role at Stage 2 of undergraduate courses and with the full programme for postgraduate provision or unstaged undergraduate awards. External examiners are involved in the processes of external verification and moderation.

K3.3 As part of the external verification process, External Examiners are required to:

1. verify the implementation of the overall assessment strategy; 2. verify all examination questions;


3. negotiate with the School as to how the different assessment briefs will be verified to

include a balanced range of modes of assessment.

Note: Details of the internal verification process are contained with section G9.

K3.4 External moderation is required for all assessments contributing to an award, based upon a representative sample of work as negotiated between the examiner and Head of School. Changes may not be made exclusively to marks within a representative sample. Where the external examiner is unwilling to confirm that the marking is fair and of an appropriate standard, based on the sample, the assessment in question for the entire cohort should be re-marked. This might be through scaling up or down, should the sample be considered to be consistently over or under-marked, or a full re-mark if the pattern of error is inconsistent.

Note: Details of the internal moderation process are contained within section G9.

K3.5 Attendance at the end of year Assessment Board which recommends final awards is a requirement but external examiners are not expected to attend Module Assessment Boards, Resit Assessment Boards or Stage 0/1 Assessment Boards where final awards are not generally made.

K3.6 All external examiners are required to sign the agreed final award results list and to complete an evaluative annual report on the particular course(s) to which they have been appointed.

K3.7 If an external examiner has serious concerns arising from the assessment process which put at risk the standards of the University or any relevant external awarding body, these must be raised with the Chair of the Assessment Board in the first instance. If the matter cannot be resolved in this way or if the external examiner wishes to raise matters of particular importance or sensitivity, this can be done by way of a confidential report addressed to the Chair of the Academic Board (or nominee).

K3.8 The detailed rights and duties of external examiners and associated guidelines are set out in the AQaSU handbook which is provided to external examiners on appointment.

L: Intellectual Property Regulations for Students

L1.1 In the following paragraphs, “Intellectual Property Rights” shall mean all Intellectual Property Rights including without limitation patents, registered designs, trade marks and service marks (whether registered or unregistered), copyright, design rights and any application for any of the foregoing in any part of the world, semi-conductor topography rights, rights in and to software including source codes, rights in and to confidential information and know-how, and database rights.

L1.2 Subject to paragraphs 3 and 6 below, all Intellectual Property Rights invented or created by students arising from their studies at the University of Central Lancashire shall be vested in the University of Central Lancashire, except as otherwise agreed in writing.

L1.3 Notwithstanding paragraph 2, where a student is required to produce a thesis during the course of his/her studies any copyright in such thesis shall belong to the student and the provisions of section N2.11 of the Research Degree Regulations of the University shall apply.

L1.4 The University requires students to take reasonable steps to protect the intellectual property rights in work(s) which they create during the course of their study at the University. Where the potential for commercial exploitation has been reported in line with the prevailing University procedures relating to intellectual property, the University will use all reasonable endeavours to assist in realising this potential.

L1.5 It is the policy of the University to encourage work with a commercial potential. Accordingly, the University will ensure that whenever valuable rights arise from the commercial exploitation of a student's work that financial rewards are shared between the University and those


students who have made a significant contribution to the work, unless the terms of any grant or contract prevent such action. Such financial rewards shall be shared [in accordance with the University’s Intellectual Property Rights Revenue Sharing Scheme from time to time in force].

L1.6 In those cases where the University decides not to take an active part in the commercial exploitation of intellectual property rights, or decides not to assign such rights to any third party the University will assign its interest in such rights to the student who will be free to exploit the same subject to any financial interest of the University as may be agreed between the University and the student. In default of any agreement, the University shall have such interest as it may reasonably require.

L1.7 Students shall (at the expense of the University) sign and execute all such documents and do all such acts and things as the University may reasonably require in order to vest in the University, or in any third party which the University might nominate, and to protect and/or exploit any Intellectual Property Rights in accordance with these provisions.

M: Research Degrees Regulations (see separate document) http://www.uclan.ac.uk/information/research/research_degrees/appendix2.php

N: Higher Doctorate Degree Regulations (see separate document) http://www.uclan.ac.uk/information/research/research_degrees/files/App_4_AQAMan_secN_higher_doctorate_regs_FINAL.pdf

http://www.uclan.ac.uk/information/research/research_degrees/appendix2.php

http://www.uclan.ac.uk/information/research/research_degrees/files/App_4_AQAMan_s

ecN_higher_doctorate_regs_FINAL.pdf

Appendix 1 – Academic Regulations

FRAMEWORK FOR HIGHER EDUCATION QUALIFICATIONS - QUALIFICATION DESCRIPTORS

The Quality Assurance Agency for Higher Education (QAA)’s Framework for Higher Education Qualifications (FHEQ) provides a reference point to Higher Education Institutions to assist them in the maintenance of academic standards. The full version of the FHEQ can be found at http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/FHEQ08.pdf

A fundamental premise of the FHEQ is that qualifications should be awarded on the basis of achievement of outcomes and attainment rather than years of study. Qualification descriptors are key to this premise as they exemplify the outcomes and attributes expected of learning that results in the award of higher education qualifications. The following extract is taken from the FHEQ that sets out the expected outcomes for typical qualifications at each level:

Descriptor for a higher education qualification at level 4: Certificate of Higher Education

The descriptor provided for this level of the FHEQ is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 4 qualifications.

Certificates of Higher Education are awarded to students who have demonstrated:

knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study

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

Typically, holders of the qualification will be able to:

evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work

communicate the results of their study/work accurately and reliably, and with structured and coherent arguments

undertake further training and develop new skills within a structured and managed environment.

And holders will have:

the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Holders of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility.

The Certificate of Higher Education may be a first step towards obtaining higher level qualifications.

Descriptor for a higher education qualification at level 5: Foundation Degree

The descriptor provided for this level of the FHEQ is for any Foundation Degree which should meet the descriptor in full.

This qualification descriptor can also be used as a reference point for other level 5 qualifications, including Diplomas of Higher Education, Higher National Diplomas, etc.

Foundation Degrees are awarded to students who have demonstrated:

knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/FHEQ08.pdf


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

employment context

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

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


use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis

effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.


the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

The Foundation Degree is an example of a qualification that meets, in full, the expectations of the qualification descriptor and the Foundation Degree qualification benchmark which can be accessed at: http://www.qaa.ac.uk/reviews/foundationDegree/benchmark/FDQB.asp

Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, for example HNDs, enabling them to perform effectively in their chosen field. Holders of qualifications at this level will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.

Descriptor for a higher education qualification at level 6: Bachelor's degree with honours

The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:

a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline an ability to deploy accurately established techniques of analysis and enquiry within a discipline conceptual understanding that enables the student:

to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

an appreciation of the uncertainty, ambiguity and limits of knowledge

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


apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

http://www.qaa.ac.uk/reviews/foundationDegree/benchmark/FDQB.asp


critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.


the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility

decision-making in complex and unpredictable contexts

the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Holders of a bachelor's degree with honours will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

Descriptor for a higher education qualification at level 7: Master's degree

The descriptor provided for this level of the framework is for any master's degree which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 7 qualifications, including postgraduate certificates and postgraduate diplomas.

Master's degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice a comprehensive understanding of techniques applicable to their own research or advanced scholarship originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in the discipline

to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.


deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

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

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



the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable situations

the independent learning ability required for continuing professional development.

Much of the study undertaken for master's degrees will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments.

Master's degrees are awarded after completion of taught courses, programmes of research or a mixture of both. Longer, research-based programmes may lead to the degree of MPhil. The learning outcomes of most master's degree courses are achieved on the basis of study equivalent to at least one full-time calendar year and are taken by graduates with a bachelor's degree with honours (or equivalent achievement).

Master's degrees are often distinguished from other qualifications at this level (for example, advanced short courses, which often form parts of continuing professional development programmes and lead to postgraduate certificates and/or postgraduate diplomas) by an increased intensity, complexity and density of study. Master's degrees - in comparison to postgraduate certificates and postgraduate diplomas - typically include planned intellectual progression that often includes a synoptic/research or scholarly activity.

Some master's degrees, for example in science, engineering and mathematics, comprise an integrated programme of study spanning several levels where the outcomes are normally achieved through study equivalent to four full-time academic years. While the final outcomes of the qualifications themselves meet the expectations of the descriptor for a higher education qualification at level 7 in full, such qualifications are often termed 'integrated master's' as an acknowledgement of the additional period of study at lower levels (which typically meets the expectations of the descriptor for a higher education qualification at level 6).

First degrees in medicine, dentistry and veterinary science comprise an integrated programme of study and professional practice spanning several levels. While the final outcomes of the qualifications themselves typically meet the expectations of the descriptor for a higher education qualification at level 7, these qualifications may often retain, for historical reasons, titles of Bachelor of Medicine, and Bachelor of Surgery, Bachelor of Dental Surgery, Bachelor of Veterinary Medicine or Bachelor of Veterinary Science, and are abbreviated to MBChB or BM BS, BDS, BVetMed and BVSc respectively.

Descriptor for a higher education qualification at level 8: Doctoral degree

The descriptor provided for this level of the FHEQ is for any doctoral degree which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 8 qualifications.

Doctoral degrees are awarded to students who have demonstrated:

the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication

a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems


a detailed understanding of applicable techniques for research and advanced academic enquiry.


make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences

continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches.


the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Doctoral degrees are awarded for the creation and interpretation, construction and/or exposition of knowledge which extends the forefront of a discipline, usually through original research.

Holders of doctoral degrees will be able to conceptualise, design and implement projects for the generation of significant new knowledge and/or understanding. Holders of doctoral degrees will have the qualities needed for employment that require both the ability to make informed judgements on complex issues in specialist fields and an innovative approach to tackling and solving problems.

Doctoral programmes that may include a research component but which have a substantial taught element (for example, professional doctorates), lead usually to awards which include the name of the discipline in their title (for example, EdD for Doctor of Education or DClinPsy for Doctor of Clinical Psychology).

Professional doctorates aim to develop an individual's professional practice and to support them in producing a contribution to (professional) knowledge.

The titles PhD and DPhil are commonly used for doctoral degrees awarded on the basis of original research.

Achievement of outcomes consistent with the qualification descriptor for the doctoral degree normally requires study equivalent to three full-time calendar years.

Higher doctorates may be awarded in recognition of a substantial body of original research undertaken over the course of many years. Typically a portfolio of work which has been previously published in a peer-refereed context is submitted for assessment.

Most higher education awarding bodies restrict candidacy to graduates or academic staff of several years' standing.

Note Honorary doctoral degrees are not academic qualifications.

Taken from The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, published by the Quality Assurance Agency for Higher Education in August 2008.


PROCEDURES FOR THE INCORPORATION OF A NEW AWARD WITHIN THE ACADEMIC REGULATIONS

The framework of awards offered by the University within the MODCATS scheme has been carefully designed to accommodate different types of taught courses/programmes at all levels. Requests to designate new awards are therefore regarded as exceptional. The University recognises however that the nature of awards is dynamic and that it is important that the University can respond to national developments in order to benefit its students through the proper recognition of academic achievement.

The following procedures have been adopted for the consideration of new awards within the MODCATS scheme:

(i) A written proposal is submitted to the Director of Students Affairs (or nominee) during the Autumn Term by the appropriate Head of School for consideration by a sub-committee of the Academic Standards and Quality Assurance Committee

(ii) The proposal must state clearly:

rationale for the new award

reasons for any variation from university regulations which apply to the 'type' of award

factual presentation of comparative awards offered elsewhere in the UK

(iii) The Director of Students Affairs (or nominee) appends a commentary on the regulatory implications of acceptance/rejection.

(iv) The proposal is considered by the Academic Regulations sub-committee and a recommendation made to the Spring Term meeting of Academic Standards and Quality Assurance Committee.

(v) Academic Standards and Quality Assurance Committee makes a recommendation to the Spring Term meeting of Academic Board.

The proposers are encouraged to attend both the Academic Regulations sub-committee meeting and the Academic Standards and Quality Assurance Committee meeting at which the proposal is being considered so that a case can be presented and questions answered.

Student Affairs Service Approved March 1996 Revised August 2002, July 2005


THE ADMISSION OF STUDENTS WITH A DISABILITY: SEPTEMBER 2010 ENTRY

Purpose

This procedure is designed so that the University responds appropriately to all applicants who may have a disability by ensuring that:

Disability issues are dealt with in accordance with the DDA part IV.

All staff involved including admissions staff, admissions tutors and course/subject leaders understand their responsibilities.

The applicant is made aware of disability-related support available.

Note on involvement of the Disability Advisory Service At all stages the Disability Advisory Service is available to advise and support academic and admissions staff.

The Disability Advisory Service may involve the Disability Review Panel and the University Disability Decision Panel at any stage if appropriate.

Note on Assessment of Need An Assessment of Need can only be undertaken by an assessment centre recognised by “DSA QAG” after approval has been given by the relevant LEA or Funding Body to proceed with such an assessment. The Disability Advisory Service does not undertake Assessments of Need for any students.

Admissions Process

1. Students with disabilities are identified from the application form by:

Disability Code

Statement of Special Needs Support

Student Personal Statement

Information provided by the Referee

Responsibility: Admissions Office/Schools/International Office/Graduate Research Office

2. Decision on academic entry criteria

Decision – applicant meets academic entry requirement for course and offer is made. Letter A is sent to applicants who have declared a disability and have been made an offer. A copy of the application form is sent to the Disability Advisory Service and Admissions Tutor. OR Decision – reject on academic grounds

Note: The application will initially be considered according to academic entry requirements for the course. Consideration relating to adjustments and/or additional support remains separate at this stage. This allows all applicants to be considered equally. However, if applicants for that particular course would usually be invited for an academic selection interview, consider whether an information interview should be arranged on the same date.

Responsibility: Admissions Office/School/International Office/Graduate Research Office

3. The Admissions Tutor will consider any School issues and should contact the Disability Advisory service if there are any concerns.

Responsibility: Admissions Tutor/Disability Advisor


4. On the basis of disability information on the application form, the Disability Advisor will either:

Indicate it is likely there are no disability issues arising and that reasonable adjustments can be made. Letter B is then sent to the applicant.

OR

Recommend further information to be sought. Further information request letter sent to applicant. If no response from applicant within 3 weeks, a reminder letter is sent. If no response after a further 3 weeks, the offer will be withdrawn and Letter C sent.

Responsibility: Disability Advisor/Admissions Office/School/International Office/Graduate Research Office

5. On the basis of disability information returned, the Disability Adviser either:

Indicates it is likely there are no disability issues arising and that reasonable adjustments can be made. Letter B is then sent to the applicant.

OR

Discusses with academic school and either:

a. Agrees no disability issues arising, Letter B sent to applicant b. Information Visit required.

Responsibility: Disability Adviser/Admissions Tutor

6. Information Visit

The date and time will be arranged by the Admissions Tutor with the Disability Advisory Service and a letter sent to the applicant. See guidance notes for arranging, conducting and recording an information interview.

Responsibility: Admissions Tutor/Disability Advisory Service/Admissions Office/School/International Office/Graduate Research Office

7. On the basis of the Information Visit, agreement is reached:

It is likely that there are no disability issues arising and reasonable adjustments can be made. Letter B is then sent to the applicant.

OR

A defined support offer is made, or the offer is withdrawn, or an alternative course offer is made. Letters will be drafted by Principal Disability Advisor in agreement with Head of School within 10 days of the Information Visit.

OR

If the applicant does not attend for an information interview, the course offer will be withdrawn and Letter C sent.

Responsibility: Principal Disability Advisor/Head of School/Head of Admissions

8. Referral to UCAS

Where the University is unable to provide reasonable adjustments for a disabled applicant who is otherwise academically qualified and has applied through UCAS, the Head of Admissions will assist in the substitution of the course for one at another University.

Responsibility: Head of Admissions

9. Clearing

Instructions will be issued annually for dealing with applicants during the clearing period.

Responsibility: Principal Disability Advisor/Head of Admissions


10. Monitoring and Evaluation

Monitoring and evaluation will be undertaken by the Disability Advisory Service and the Admissions Office.

Responsibility: Principal Disability Advisor/Head of Admissions

11. Appeals

Appeals are dealt with according to the University Admissions Policy.

Responsibility: Head of Admissions


PROCEDURES FOR DEALING WITH APPLICATIONS FROM PROSPECTIVE STUDENTS WITH DECLARED CRIMINAL CONVICTIONS

Introduction

The requirement for all students to declare criminal convictions was incorporated in application forms issued by the major national application clearing house, UCAS and its subsidiaries in 1997. This declaration was replicated on University application forms. In September 2005, following an amendment by UCAS, it became necessary to realign the declaration on University application forms.

A declaration of criminal convictions has always been a requirement for certain courses where the final award also confers a licence to practice in a profession where certain types of crime, or any criminal record, could prevent a licence being granted (examples would be Nursing, Teaching and Social Work). In such cases, special procedures have been adopted nationally and the criteria for consideration of this aspect of a student’s background in relation to his/her admission to a course is explained in course literature. For these courses, applicants need to declare any criminal convictions including spent sentences, cautions and bind-over orders. An enhanced Criminal Records Disclosure is undertaken as part of the application process.

However, the requirement now for general applications is that applicants only need to declare convictions for offences against the person, whether of a violent or sexual nature or for offences where the conviction concerns commercial drug dealing or trafficking.

In relation to general applications, the declaration of relevant criminal convictions requires the University to have procedures for considering these which take account of the basic human right to education balanced by the risk to the University community which might be occasioned by admitting students with a known history of crime.

Procedures

1. Any student declaring a relevant conviction which is not spent will be asked to provide additional information detailing the nature and date of the offence and the sentence given. Further reports will be requested by the Head of Admissions such as a report from the Probation Service or a psychological report.

2. For relevant convictions, the Head of Admissions will convene a Panel of the University established for this purpose.

3. The Panel will consist of: Director of Student Affairs Service Head of Admissions (Chair) Head of Advisory and Counselling Services (or nominee) Head of Health and Safety (or nominee) Head of relevant School A senior academic member of staff (nominated by the Deputy Vice-Chancellor)

4. The Panel will consider the information collected by the Head of Admissions. After full consideration the Panel will determine:

To accept the application without further reference to the conviction

To accept the application but to impose certain conditions (eg no access to student accommodation)

To refuse the application on the grounds that the risk to the University community is considered too great

5. The applicant will be informed at all stages of the process being followed and will be notified of the outcome in writing. Reasons will be given in the case of refusal to admit.


6. An applicant who is dissatisfied with the decision made can write to the Head of Admissions seeking a reconsideration by the Panel and, if the Panel does not amend its decision, may appeal to the Deputy Vice-Chancellor. The decision by the Deputy Vice-Chancellor is final.

7. Documentation in relation to criminal convictions will be held in a confidential file for 6 months after a decision has been made and will then be destroyed.

Carole Knight Head of Admissions Approved November 1998 Revised April 2001, May 2004, February 2005

Appendix 5 - The Academic Regulations

CONDUCT OF EXAMINATION CANDIDATES

A copy of these regulations governing the Conduct of Examination Candidates will be made available to all examination candidates.

An "examination", in the context of section G7 of these regulations, is defined as a timed assessment of any duration which is subject to continuous invigilation.

The examination timetable and details of the rooms in which individual examinations are to be held will be published on the official notice board(s) of the Faculty responsible for administering the course concerned. Candidates will be admitted to the examination room during the 10 minutes before the starting time and at any time during the first 40 minutes (inclusive of 10 minutes reading time) of each examination of two hours' duration or longer. Where the examination is of less that two hours' duration, candidates will be admitted during the first 20 minutes (inclusive of 10 minutes reading time). No candidate will be admitted after these periods without the permission of the Chief Invigilator.

All candidates must complete the details required on the answer book, when asked to do so by the invigilator.

Personal Property

No personal property other than permitted materials may be taken to the candidates' desks.

A mobile telephone or any other communication device is not permitted in the examination room. Possession of a communication device during the examination is an examination offence.

Use of Pocket Calculators in Examinations

The University has no responsibility to provide calculators for use in examinations.

For internal examinations, any quiet, cordless pocket calculator is permitted. However, an Assessment Board retains the power to impose further restrictions in exceptional cases.

Where a programmable calculator is used in an examination, no programmed material may be brought into the examination room, nor may any programme be resident within the machine on entering the room, unless specifically allowed by the Assessment Board for a particular examination. In such an event, the rubric at the head of the examination paper must contain an appropriate clause.

No candidate for any examination is allowed access during the examination to the instruction manual for his or her calculator.

Invigilators will be made aware of any regulations or restrictions in the use of calculators.

Candidates using calculators must show such intermediate steps in numerical solutions as are required by the rubric of the examination.

Writing the Examination

All University standard written examinations will be preceded by 10 minutes' reading time. Regulations governing the conduct of candidates come into force at the start of reading time. These Regulations do not require that an in-course assessment of any kind will be preceded by 10 minutes reading time.

Candidates must not commence writing their answers during the period of reading time.

Candidates must insert the particulars required at the head of each answer book or sheet clearly and accurately. Candidates must use the answer book or other answer paper provided.


A candidate who wishes to ask a question about the accuracy of content of the examination paper must do so by raising his/her hand to attract the invigilator's attention so that the query may be referred to the examiner(s) (or nominated representative thereof).

Candidates should start each answer in a new booklet or at the head of a page, as instructed, and write on both sides of each sheet of the answer book or other answer paper provided. Additional answer books or additional sheets of answer paper should be numbered consecutively 1, 2, etc. and be clearly marked with the candidate's number, where allotted, or name.

Candidates should write each question number in the left hand margin, but otherwise leave the margins blank. All work leading to the solution of each question must be recorded in the answer book. Rough notes should be neatly ruled through before completing the examination. No separate paper is provided for rough notes.

Examiners may, at their discretion, deduct marks for grammatical and lexical errors which detract from the clarity and comprehensibility of the candidate's answer.

Examiners in consultation with the internal moderator concerned may require that illegible scripts be transcribed. A charge of £20 will be made towards the costs incurred and this must be met by the examinee.

Material submitted for assessment through open book examination, coursework, project or dissertation must be the student's own efforts and must be his/her own work. Copying from the works of another person constitutes plagiarism, which is an examination offence. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable.

Candidates must not communicate with any other candidate in the examination room.

Candidates are required to behave in an orderly manner throughout the examination. A breach of examination regulations or disorderly conduct will be recorded. If the candidate's conduct is disturbing other candidates, this will render the candidate liable to expulsion from the examination room for the remainder of that examination and/or subsequent examinations. Further disciplinary action may be taken in the case of misconduct in the examination room in accordance with the University's disciplinary procedures.

A candidate suspected of using unfair means in an examination will be reported and will be dealt with under the described in Appendix 10.

Silence must be maintained in the examination room.

Smoking is not permitted in the examination room.

Permission must be obtained from an invigilator if a candidate needs to visit a first aid room or toilet and he/she must be escorted.

Leaving the Examination Room

No candidate, having completed the examination, may leave the examination room during the first 40 minutes or during the last 30 minutes of an examination of two hours' duration or more, or during the first 20 or the last 20 minutes of an examination of less than two hours, and then not until his/her answer scripts have been collected by the invigilator(s). At the end of the examination, no candidate may leave his/her place until all the scripts have been collected.

No used or unused answer books or additional separate sheets of answer paper may be removed from the examination room.

Cheating and Plagiarism

Where a case of cheating or plagiarism is suspected, the Assessment Board will not come to a decision on the candidate's result until the facts have been established. (see Appendix 10).


Where evidence of plagiarism or cheating becomes available subsequent to the recommendation of the Assessment Board, the matter will be re-opened at a subsequent meeting of the Board and the original recommendation may be set aside if appropriate.

Academic Board 2001/02


UNIVERSITY OF CENTRAL LANCASHIRE

ACADEMIC STANDARDS AND QUALITY ASSURANCE COMMITTEE

ASSESSMENT ARRANGEMENTS FOR STUDENTS WITH DISABILITIES: GUIDELINES 2009/10

PURPOSE

1. Special arrangements for taking timed examinations or continuous assessments will be made only when it is judged to be necessary to enable the student to demonstrate her/his knowledge and actual competence in the subject notwithstanding his/her disability.

Information

2. Special arrangements can be made for students who have a disability/learning difficulty (as defined in the Disability Discrimination Act), for which valid supporting evidence can be made available.

Normally students will only be considered for support or special arrangements for timed examinations or continuous assessment prior to 6 November 2009 for the 1st semester and prior to 12 March 2010 for the 2nd semester, provided that the relevant evidence is available at that point.

The normal times when examinations are held are at the end of the first or second semester.

The semester dates for 2009/2010 are:

1st Semester: 14.09.09 – 08.01.10 2nd Semester: 11.01.10 – 21.05.10

This early notification is to give sufficient time to allow for any special arrangements to be put in place.

Information

PROCEDURE

Each student should note that it is her/his responsibility to initiate the process if they wish to be considered for special arrangements.

Action: Student

1. The student should contact the appropriate Disability Adviser to discuss appropriate assessment strategies and to formulate a proposal. Academic Tutors will be consulted as necessary. (N.B. In many instances students with disabilities and learning difficulties will have met with an Adviser at the admissions stage and issues concerning assessment/examinations will have been considered at that stage).

Action: Student with Adviser

2. At this stage, if it is deemed appropriate, students will be asked to supply information to support their request for special arrangements; if this has not already been provided.

Action: Student if appropriate


PROPOSAL

1. A proposal for special arrangements is drawn up by the Adviser with the student and will contain the following:

Action: Adviser with Student

a. modifications to the assessment strategy.

b. an indication that a suitable, accessible venue will be required – should normally be on campus premises.

c. an indication of time constraints.

d. any equipment to be used.

e. other considerations (e.g. practice using the equipment or working with an amanuensis).

2. If the proposal suggests examination/assessment arrangements which are unusual or new to the course, the Chair of the Assessment Board and External Examiners should be contacted and his/her views sought.

Action: Adviser (if appropriate)

3. Deans will be contacted by an Adviser about special arrangements in cases of controversy where they will be asked to mediate. The Disability Review Panel may be consulted if appropriate to give recommendations.

Action: Dean/DRP (if appropriate)

4. The draft proposal will be passed by an Adviser to the School Disability Contact who acts as a conduit for communication of the student’s requirements.

Action: Adviser

5. The School Disability Contact has a monitoring role and ensures that arrangements have been put in place.

Action: School Disability Contact

SUBSEQUENT ACTION

1. ONCE A PROPOSAL HAS BEEN AGREED, THE RESPONSIBILITY FOR MAKING THE ARRANGEMENTS REMAINS WITH THE COURSE/SUBJECT LEADER CONCERNED.

Action: Course/ Subject Leader or Nominee

2. Disabled students should be treated as other students and information regarding date, time, venue, duration of exams should be given to the student concerned in an accessible format by the Course or Subject Leader.

3. In the case of a student, e.g. a blind student, who requires equipment or specialist software, which is not accessible on the University Academic network, practical arrangements will be co-ordinated by the Disability Adviser.

Action: Adviser

4. If the assessment of a student with a disability or learning difficulty results in a situation which gives cause for concern such that it constitutes a matter for discussion at an Assessment Board, the Course/Subject Leader should seek a view from a Disability Adviser.

Action: Course/ Subject Leader, Adviser (if appropriate)

5. If the assessment of a student with a disability or learning difficulty results in the application of appeals procedures, University Regulations should be employed but information should also be sought from a Disability Adviser.

Action: Chair of the Assessment Board

6. The guidelines will be circulated by Academic Records to Deans who should ensure that Course and Subject Leaders are familiar with procedures.

Action: Examinations Officer/ Deans

Contact:

Disability Advisory Service Reception ext 2593 [email protected] At Partner Colleges: Learning Support Tutor at College attended


ENGLISH LANGUAGE ENTRY REQUIREMENTS TO UCLAN COURSES FOR INTERNATIONAL STUDENTS

A: INTERNATIONAL STUDENTS

1.1 Entry to Undergraduate Courses

International students applying for undergraduate courses at UCLan or progressing to UCLan undergraduate degrees from franchised/validated programmes must have a minimum proficiency in English equivalent to IELTS 6

before being offered a place.

1.2 Overseas Collaborative Provision: entry and exit requirements

For undergraduate overseas collaborative programmes which include a structured language programme and related study skills support, an IELTS level equivalent to 4.5 is the minimum entry requirement to level one of the collaborative programme. No overseas collaborative programme will be approved for Course Approval unless the submitting School is able to demonstrate that it contains, where appropriate, a structured EFL programme which requires students to achieve an IELTS score of 6.0, or equivalent, before progressing to level 6 and/or transferring to UCLan.

1.3 Entry to Postgraduate Courses

Students applying for Masters programmes must have a minimum level of proficiency equal to IELTS 6.5

or equivalent.

1.4 Dedicated Language Courses for Students who do not meet minimum language entry requirements

Students who do not meet minimum language entry requirements may be offered a place on an UCLan preparatory English programme, for which the minimum level required is IELTS 3.5.

1.5 Entry to Postgraduate Research Degrees

Students applying for postgraduate research programmes must have a minimum level of proficiency equal to IELTS 6.5

or equivalent.

B: UK STUDENTS

For UK students a minimum proficiency in English language at the level of GCSE English Language at Grade C or above (or equivalent)* is required for entry.

* Note: where the medium of instruction and assessment of a student’s previous study is English then they may be deemed to have demonstrated English competency at the levels specified above without a separate test. The University reserves the right, however, to request evidence of proficiency through testing.

Courses with a particular Language Entry Requirement may specify a higher IELTS grade or qualification


EXTENUATING CIRCUMSTANCES

Operational Procedures

The scheme for reporting extenuating circumstances to Assessment Boards was established in April 1995 and is intended to provide a common mechanism for all students. The onus for reporting and corroborating extenuating circumstances lies with the student whilst Assessment Boards must properly consider all valid submissions. The scheme is not intended to operate at the day to day level of requests for extensions or other matters which can (and should) be dealt with at the time by course/module tutors.

1. Course-based students (on-campus) : Initial notification

Student prepares a written submission and attaches relevant documentary evidence such as medical certificates.

Written submission is delivered by the student to the course-based School office in the special envelopes marked "Extenuating Circumstances" which detail the course, the year of study, the name of the student, the name of the course leader and identifies the modules affected. (This includes modules internal and external to the School).

Schools log receipt of submissions.

Schools issue pre-printed receipts.

The Head of School nominates a responsible officer (either academic or administrative) for each course in the School who will collect all the submissions from students.

The responsible officer is responsible for:

- Notifying module leaders within the School that information is available for consultation in the School office

- Copying the submission to all relevant module leaders via Heads of School for modules outside the School

- Maintaining a secure confidential file with original data which is then available to the Chair of the final Assessment Board

- Ensuring the student record is flagged to indicate a submission has been received (not yet operational).

2. Combined Honours Students (On-Campus) : Initial Notification

For Stage 1 Combined Honours students, Foundation Studies and Year 0, submission is made to the Combined Honours Office in Livesey House.

For Stage 2 students, the written submission is made to the owning School office even where the modules affected are in other subjects. The Head of School will nominate the responsible officer for Stage 2 students. Procedures then follow as for course-based students.

3. Partnership Students: Initial Notification

For partnership students written submission is made to the College Course Leader/Co-ordinator.

The College Course Leader/Co-ordinator is responsible for ensuring that individual submissions are transmitted to the appropriate College/University offices as follows:

- Validated courses: according to college based arrangements - Franchised courses (or part courses): the University owning School - LINCS, Foundation Studies and Combined Honours Year 0/1: Combined Honours

office

Once received in the appropriate office, procedures follow as for other students.


4. Confidentiality

Students have the right to report their circumstances in confidence to a nominated member of staff not connected with their course or programme of study. Often this will be a student counsellor in Student Services or staff in the Students Union Advice Centre.

Counsellors will provide corroborating evidence for students indicating that the student has been attending for counselling, the date of first attendance and the number of consultations. Where possible a counsellor will indicate their professional opinion as to whether the circumstances are likely to have affected a student's academic performance. Counsellors are not able however to give details about the consultations themselves and it is the student's responsibility to make the nature of the circumstances known to the Assessment Board in their individual submission.

Students must be aware that strict confidentiality could affect the Assessment Board's ability to take full account of the extenuating circumstances in their considerations. All students should be encouraged to allow information to be shared at least with the Chairs of the appropriate Assessment Boards.

Assessment Boards must be satisfied that, in their judgement, the circumstances submitted and evidenced justify any action taken.

5. Extenuating circumstances affecting groups of students

Particular conditions which have affected groups of students (e.g. disruption in an examination) should be reported to the appropriate Boards by the invigilator and/or marker using the examination incidents form. This will avoid the need for multiple submissions by students. In such cases, bloc action by the Assessment Board may be justified.

6. Timescales

For any system of this size and complexity, it is essential that time limits are set and adhered to.

Standard Semester based courses: Students should notify the appropriate office of extenuating circumstances at the earliest possible date but in any event no later than the end of the central examination period.

For courses which operate outside the standard semester base submissions must be made no later than three days from the date of the last assessment

Dates for submissions relating to reassessment are published annually

Late submissions will not be considered unless good cause is demonstrated.

7. Responsibility of Assessment Boards

a) Module Boards Extenuating circumstances will be taken into consideration as appropriate in the determination of module recommendations including reassessment or first sitting recommendations (I grade) and the detail of any new assessment

b) Subject Boards Extenuating circumstances will be taken into consideration in formulating subject progression and award recommendations for Combined Studies and Major Assessment Boards. These are not held on the computer and the Chair of the Subject Board is responsible for ensuring any special recommendation is passed to the appropriate Combined Honours Stage 1 or Stage 2 Board.


c) *Main Boards Extenuating circumstances will be taken into consideration as appropriate in the determination of the application of condonement/compensation provisions, opportunity for reassessment and in overall progression/award classification decisions.

8. Responsibilities following Assessment Board Meetings

Heads of School will ensure that any copies of extenuating circumstances received from other School are destroyed. Original documentation only will be retained in secure filing in the home School office.

Responsible officers will ensure the completion of a basic pro forma concerning all cases of extenuating circumstances received and submit this to the Academic Adviser in Student Services. (Procedures under review).

The Academic Adviser will prepare an annual report on the operation of procedures and an analysis of the submissions made for consideration by Academic Standards and Quality Assurance Committee. (Procedure under review).

9. Guidance to Students

Guidance notes concerning extenuating circumstances have been drawn up for the benefit of students highlighting the purpose of the provisions and the courses of action available to Assessment Boards. In particular the notes make students aware of:

The requirement for corroboration.

The need to demonstrate the achievement of learning outcomes in order to pass a module irrespective of any extenuating circumstances submitted.

The requirement for Assessment Boards to have access to complete information in order to properly exercise academic judgement.

The need to inform course tutors/module tutors of problems during the year which require action prior to Assessment Board meetings (e.g. if coursework extensions are required).

The need to adhere to set timescales in the submission of extenuating circumstances.

10. Co-ordinator for Extenuating Circumstances

In order to monitor and advise on the operation of the provisions for extenuating circumstances, the University has a nominated co-ordinator. This is the Academic Adviser in Student Services (under review).

Note: Envelopes for students will be made available in Partner Colleges, Faculty and School offices, Academic Records, Student Services and the Student Union Welfare Unit. A copy of the Notes of Guidance to students should be issued with each envelope.

Student Affairs Service August 2005

* Main Boards are defined as Course Boards, School Combined Honours Boards and Combined Studies Boards



Basic Scheme

1 Heads of School nominate a responsible officer for extenuating circumstances for each course/major subject within the School.

2 Student prepares written submission including appropriate corroboration.

3 Student submits extenuating circumstances online (or using the existing paper based system if their circumstances are such that they cannot access MY UCLAN) within specified deadlines and submits corroborating evidence to the School Office.

4 Receiving School logs receipt of corroborating evidence in BANNER. MY UCLAN will be updated to ensure student is kept informed of progress.

5 Responsible officer notifies appropriate module leaders in the School that a submission has been lodged in the office and copies material for module leaders outside the school for transmission via Heads of School.

6 Responsible officer ensures submissions are flagged on the student record.

7 Responsible officer maintains secure confidential file of original data within School office.

8 Module Boards consider extenuating circumstances in accordance with regulation G12.5.

9 Subject Boards take cognisance of extenuating circumstances in formulating recommendations for Combined Studies/Major Assessment Boards.

10 * Main Boards consider extenuating circumstances as appropriate in determining the operation of condonement/compensation, opportunity for reassessment and in determining overall progression/award classification decisions.

11 The Chairs of Boards have access to all information pertaining to students being considered and may be responsible for the interpretation of certain confidential submissions where students are unwilling for information to be disclosed to the full Assessment Board.

12 The Chairs of all Boards are responsible for the destruction of personal data with the exception of original documents which should be kept securely on the student file in the School office.

* Main Boards are defined as Course Boards, School Combined Honours Boards and Combined Studies Boards



Notes of guidance for students (Please read these notes carefully before you make your submission)

1. What are extenuating circumstances?

'Extenuating Circumstances' is a phrase which refers to exceptional factors outside your control which have adversely affected your performance within your course/programme of study. These factors may have prevented you from attending examinations or other timed assessments or caused you to miss assessment submission dates. Examples are illness, accidents or serious family problems. Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course which have had a significant adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hayfever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance.

2. Should I be using these procedures?

If you are having difficulties in meeting assessment deadlines or have missed or are likely to miss in-semester tests because of extenuating circumstances YOU MUST REPORT THIS TO YOUR COURSE LEADER/MODULE TUTOR AT THE EARLIEST POSSIBLE OPPORTUNITY. Where justified, tutors will make every effort to accommodate your circumstances so that you are not disadvantaged. There will be procedures for reporting these circumstances within your School and you should use these during semesters if it is necessary. Claims for extenuating circumstances to your Assessment Board using the appropriate procedure are only for the notification of circumstances which have not previously been taken into account by your School, for example, by the granting of an extension of 1-10 days, or where you feel that the effect of your circumstances on your performance has been greater than any individual allowances already made. Assessment Boards will not consider circumstances already adequately accounted for within a module nor will they be sympathetic in cases where students have not sought to initiate action at the most appropriate and timely point. Where the circumstances affecting you are substantial and/or prolonged you should consult with either your Course Leader, Year Tutor or Academic Tutor for specific advice.

A disability or learning difficulty does not constitute an extenuating circumstance. Students requiring special arrangements in relation to assessment because of special needs (eg Dyslexia, Physical Disability) should use the specific procedures operated through student services.

3. When and how should you report extenuating circumstances?

Where you have been advised or where you feel you should make a case for extenuating circumstances to your Assessment Board(s) you should make a submission via your personal MY UCLAN page (www.uclan.ac.uk/myuclan) or using the existing paper based system if your circumstances are such that you cannot access MY UCLAN. You must also provide corroborating evidence so that your submission can be appropriately considered. Submission procedures, together with envelopes for paper based system, are available from your School Office, Faculty Office, Student Information Management Service, Student Services or the Students’ Union Advice Centre. If you are studying at a partner institution, your local administrative office may also be able to provide further details.

4. What form should your submission take?

Give a plain account of relevant factors which have affected your performance and/or attendance including the period of time covered and assessments affected.

http://www.uclan.ac.uk/myuclan


Detailed personal information is not required unless you feel it is relevant but you must give sufficient information to explain what has happened to you and in what way you feel this has affected your academic performance.

Provide evidence to support your account.

This can take the form of doctor’s certificates, a report from a student counsellor or a hospital appointment card for example. You should note that unsubstantiated accounts cannot be given any weight if some form of professional corroboration could be expected. Normally only original documentation is accepted.

Ensure corroborative evidence is collected during the period to which your circumstances relate.

Post-dated corroborative evidence is of limited value and will not normally be taken into account especially if it is felt that evidence could have been collected at the time. For example, if you miss an examination or deadline through illness, it is expected that you would obtain a doctor's note at the time to verify the illness and that you were affected by the illness on the day of the examination. A note from a doctor who did not see you at the time and written some days or weeks after the event is not generally acceptable.

Once you have written your account and collected your corroborative evidence you should enclose everything in the envelope provided and submit this to the appropriate office within the specified deadline.

5. What action can Assessment Boards take?

Assessment Boards have responsibility for determining student progression and/or award having regard to the adequacy with which students have met the required module/course learning outcomes. Module Boards are concerned with determining a mark in respect of your performance on an individual module. Module/Course Assessment Boards are responsible for determining the overall recommendation for the year including whether reassessment should be offered and the operation of compensation/condonement provisions based on the overall profile of marks confirmed by Module Boards. You should note that pass marks for individual modules and overall progression or award decisions cannot be confirmed unless there is evidence that sufficient learning has been demonstrated to meet the required learning outcomes irrespective of any extenuating circumstances submitted.

Where extenuating circumstances are submitted these will be reported to the appropriate Module/Course Assessment Boards for consideration. If the circumstances are held to be valid, discretion may be operated in a number of ways. The following are examples of action that may be taken:

To allow an additional examination sitting as if for the first time (this would apply particularly if the original sitting was missed for valid reasons).

To allow a resit in an examination or the resubmission of coursework.

To provide a different form of assessment from the original where this is felt appropriate to individual circumstances and allows learning outcomes to be demonstrated.

Exceptionally, and only where learning outcomes have been otherwise met, a module pass mark may be determined in the absence of a piece(s) of assessed work

Assessment Boards may also take the view, having considered all the circumstances that the case is not relevant to your academic performance and that discretion should not be operated. In such instances student performance will be assessed purely on the basis of work already submitted. This may result in the award of a fail mark.


6. Can you maintain confidentiality?

It is understood that the circumstances surrounding extenuating circumstances can sometimes be very sensitive and that students may not wish the details of their case to be widely known or discussed. In such cases students may have sought confidential counselling either within or outside the university. Where strict confidentiality is requested this will of course be respected but you should be aware that, in the absence of specific information, Assessment Boards will be limited in the action they can take.

In determining whether you wish your case to remain strictly confidential you should bear in mind the following:

The proceedings of Assessment Boards and the discussion of individual students are confidential to the Board. Information disclosed during these meetings may not be discussed outside the meeting or with third parties.

The role of Assessment Boards in the consideration of extenuating circumstances is to determine whether those circumstances are likely to have affected your academic performance and, if so, to determine what action, if any, can be taken to offset this. It is not possible for Assessment Boards to make proper judgements without specific information. The maintenance of strict confidentiality is likely therefore to mean that Assessment Boards will be less able to take any account of your case.

In very sensitive cases, you may opt to disclose information only to the Chairs of appropriate Assessment Boards and ask that details are not disclosed to other members. You are strongly encouraged to adopt this if you are unwilling for good reason to discuss information more widely and you wish to ensure Assessment Boards are able to give your case proper consideration. A facility to indicate this option is available on the front of the envelope.

7. Checklist for the submission of extenuating circumstances

Submit your initial claim for extenuating circumstances through your MY UCLAN page (www.uclan.ac.uk/myuclan). You will receive an automated response advising you to submit corroborating evidence to your School Office. You may still use the paper based system if your circumstances are such that you cannot access MY UCLAN, copies of which can be sent to you by the School Office.

8. Further advice

If you need further advice you may find it helpful to contact Student Services or the Students’ Union Welfare Officer.

9. Appeal

If you feel that the Assessment Board has not given due consideration to your extenuating circumstances you may appeal through the normal process (see appendix 10 which can be found at: http://www.uclan.ac.uk/information/services/sas/quality/regulations/files/aqapt1_supp_docs_1stappeals.pdf

Student Affairs Service July 2009

http://www.uclan.ac.uk/myuclan

http://www.uclan.ac.uk/information/services/sas/quality/regulations/files/aqapt1_supp_docs_1stappeals.pdf

Appendix 9 - Academic Regulations

UNFAIR MEANS TO ENHANCE PERFORMANCE

The University regards with particular severity any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained.

1. Cheating

The term cheating includes, inter alia:

(a) Being in possession of notes, 'crib notes', or texts books during an examination other than an examination where the rubric permits such usage;

(b) Copying from another candidate's script or work;

(c) Communicating during the examination with another candidate;

(d) Having prior access to the examination questions unless permitted to do so by the rubric of the examination;

(e) Substitution of examination materials;

(f) Unfair use of a pocket calculator;

(g) Impersonation;

(h) Use of a communication device during the examination;

(i) Or any deliberate attempt to deceive.

2. Plagiarism

Material submitted for assessment through open book examination, coursework, project or dissertation must be the student's own efforts and must be his/her own work. Students are required to sign a declaration indicating that individual work submitted for assessment is their own.

Copying from the works of another person constitutes plagiarism, which is an examination offence. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. Every School issues guidelines on the use and referencing of quotations which students are required to follow.

3. Collusion

Collusion is an example of unfair means because, like plagiarism, it is an attempt to deceive the examiners by disguising the true authorship of an assignment, or part of an assignment. Its most common version is that student A copies, or imitates in close detail, student B s work with student B s consent. But it also includes cases in which two or more students divide the elements of an assignment among themselves, and copy, or imitate in close detail, one another s answers.

It is an unfair means offence to copy, or imitate in close detail, another student s work, even with his or her consent (in which case it becomes an offence of collusion). It is also an offence of collusion to consent to having one s work copied or imitated in close detail. Students are expected to take reasonable steps to safeguard their work from improper use by others. Where a student is found to have engaged in collusion, the same penalties as for plagiarism will apply.

Where it is established that student B has not engaged in plagiarism, the requirement for re-submission may be waived in the case of student B.

Collusion should not be confused with the normal situation in which students learn from one another, sharing ideas, as they generate the knowledge and understanding necessary for each of them successfully and independently undertake an assignment. Nor should it be confused with group work on an assignment where this is specifically authorised in the assignment brief.


4. Procedure Following an Allegation of Cheating, Plagiarism or Collusion:

(a) Alleged acts of cheating, plagiarism or collusion will be reported to the appropriate Head of School (or nominee) for investigation.

(b) The appropriate Head of School is the Head who is Chair of the Assessment Board for the course being studied by the student or his/her nomninee, except in the case of a student on a combined honours joint route where the Head of School (or nominee) responsible for the subject on which the alleged offence took place will be the appropriate Head of School.

(c) The Head of School (or nominee) will investigate the matter and give the student the opportunity to put his/her case. The student may be accompanied by a friend who may, for example, be a member of the Students Union Advice Service or a Student Counsellor. If the student does not attend without good cause, the interview may proceed and a penalty may be imposed in his/her absence (see paragraph 4d below).

(d) If the allegation is found to be proven the Head of School (or nominee) acting on behalf of the Assessment Board will implement the appropriate academic penalty in the module and report it to the Assessment Board.

In the event of a single offence of cheating, plagiarism or collusion in an undergraduate or postgraduate assessment, the appropriate penalty should be 0% for that element of assessment, and an overall fail for the module (which will be the resulting numeric average mark if below 40%, or FR if the average would otherwise be a pass mark). The plagiarised element of assessment must be resubmitted to the required standard. The mark for the module following resubmission will be restricted to a maximum of 40%.

Where cheating, plagiarism or collusion are detected for the first time on a reassessment for an already failed module, no further reassessment for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism or collusion (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course, the appropriate penalty should be 0% for the module with no opportunity for re-assessment. This penalty does not preclude the student being permitted to retake the module in a subsequent year.

Footnote: The above penalties will apply where a student transfers from one UCLan course to another during their period of studies and module credits gained on the former course are transferred to the current course.

(e) If the student wishes to appeal against the decision of the Head of School (or nominee) , this will be heard under Stage 2 of the Academic appeals process (see appendix 10). Appeals must be made in writing to the Director of Student Affairs (or nominee) within 14 days of the hearing. An appeal will only be valid if it is based on grounds (c) or (d) given in appendix 10.

(f) If the Head of School (or nominee) is of the view that an academic sanction by itself is inadequate, given the nature of the offence, (e.g. where the offence involves theft, falsification, impersonation or bringing the University into disrepute) the matter will be referred for action under the Disciplinary Regulations.

(g) A hearing under the Disciplinary Regulations cannot change a penalty imposed by a Head of School (or nominee) or any decision reached under the Academic Regulations. However, the outcome of the hearing will be made available to the Head of School and the Chair of the Assessment Board.

(h) Any matter dealt with under either the Academic Regulations or the Disciplinary Regulations which results in a sanction against a student which affects their academic progress will be reported to the Assessment Board.

ASQAC March 2009


APPEALS AGAINST ASSESSMENT BOARD DECISIONS

The following paragraphs lay down the rules and procedures for a student appeal against a decision(s) of an Assessment Board.

An appeal cannot be made against the academic judgement of the examiners, properly exercised. An appeal may not be based on a questioning of the academic judgement of any individual examiner of the Assessment Board and appeals on this basis will be ruled invalid. Appeals submitted outside the deadline will be ruled invalid.

Grounds for Appeal against Assessment Board Decisions

A request for an appeal against an Assessment Board decision shall be valid only if it is based on one or more of the following grounds:

(a) that an Assessment Board has given insufficient weight to extenuating circumstances;

(b) that the student's academic performance has been adversely affected by illness or other factors which the student has for good reasons been unable to make known to the Assessment Board;

(c) that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

(d) that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations;

The Process for Appealing Against Assessment Board Decisions

If a student is not sure whether an appeal is appropriate, she/he should discuss the matter with her/his Course Leader, Head of School or the Students' Union. A student may seek a meeting with the Head of School at any time without involving the Appeals Procedure. The Appeals process is a two-stage process. Stage One must be completed before Stage Two can be invoked (except where the appeal is against a decision of a Head of School in relation to an allegation of cheating or plagiarism).

First Stage Appeal

If, after the official publication of a Results List on a notice board, a student considers that an appeal is justified, she/he must within 7 days of the notice make a written submission of grounds for appeal to the Chair of the Assessment Board and seek an appointment to meet the Chair of the Assessment Board or nominee. This written appeal must state the grounds on which the appeal is sought and should be accompanied by appropriate documentary evidence. The matter cannot proceed further until this meeting has taken place. At the meeting, the appellant may be accompanied by a representative or friend who may be a member or employee of the Students' Union.

The Chair of the Assessment Board (or nominee) must make it clear to the appellant at the opening of the appeal that the decision could be one of the following options:

(i) to uphold the appeal based on the evidence presented and either to refer the matter to a full meeting of the Assessment Board;

or to take immediate action, on behalf of the Assessment Board, acting in the capacity as Chair of that Assessment Board;

(ii) to turn down the appeal and to uphold the original decision of the Assessment Board:

(iii) to postpone a final decision on the appeal, subject to seeking further clarification, evidence or advice as necessary.


If the outcome is postponed ((iii) above), a second meeting will be necessary and must be conducted as an extension of the first meeting and be governed by the procedures pertaining to a first stage appeal.

The Chair of the Assessment Board (or nominee) will ensure that the appellant is invited to present his/her case at the meeting so that the appellant is given the opportunity to amplify the written case. The Chair of the Assessment Board (or nominee) will ask questions and consider evidence to enable him/her to make a decision of the appellant's case.

In all cases, the student must be informed of his/her right to a second stage appeal if he/she is dissatisfied with the outcome of the first stage appeal.

The Chair of the Assessment Board (or nominee) will be responsible for preparing a report of the Stage One meeting. This report shall be sent to the student and a copy sent to the Director of Student Affairs for the attention of the nominated Appeal Officer.

Administration of First Stage Academic Appeals http://www.uclan.ac.uk/information/services/sss/quality/manuals/files/first_st_appeals.pdf

Stage Two Appeal

If the appeal is not satisfactorily resolved at Stage One, a written appeal must be submitted by the student to the Director of Student Affairs within 14 days of the meeting between the student and the Chair of the Assessment Board (or nominee). This written appeal must state the grounds on which the appeal is sought and should be accompanied by appropriate documentary evidence.

Extenuating circumstances which have not been declared at either the time of the Assessment Board meeting or the first stage appeal will not be considered at the second stage appeal. However a student can still appeal on the grounds that she/he believes the Assessment Board and/or the Chair of the Assessment Board (in the case of a first stage appeal) did not give sufficient weight to the declared extenuating circumstances.

Where the student is seeking to appeal against a decision of a Head of School in relation to an allegation of cheating or plagiarism and has progressed directly to Stage Two, the appeal will only be valid if it is based on grounds (c) or (d). The nominated Appeals Officer will scrutinise the documentation and determine if the grounds for appeal are valid before an Appeal Panel is established. If the grounds are valid, a Stage Two Appeal Panel will be established. If the grounds are not valid the appeal will not proceed.

Stage Two Appeal Panel

A Panel will be established to hear Stage Two Appeals against Assessment Board decisions. This Appeal Panel shall be a Panel of the Academic Board. Its membership shall be drawn up by the Appeals Officer in accordance with the following composition:

Chair - Deputy or Pro Vice-Chancellor.

Members - A staff member of the Academic Board. A student member of the Academic Board (or in exceptional cases a member of the Students' Union Executive where no student member of the Academic Board is available).

No member of the Appeal Panel may have a direct interest in the appellant's case. The President of the Students' Union will ensure that the student member of the Appeal Panel is not, and has not been, a student on the same course or modules as the appellant. The Chair shall rule in the event that objections are raised to the composition of the Appeal Panel.

http://www.uclan.ac.uk/information/services/sss/quality/manuals/files/first_st_appeals.pdf


Documentation for Stage Two Appeal Panels

The Appeals Officer nominated by the Director of Student Affairs Service will seek documentation from course teams concerning the academic performance of the student concerned and documentation from the Assessment Board. The Appeals Officer will already have the report from the Chair of the Assessment Board on the Stage One Appeal meeting and the written statement of the grounds for appeal.

The Appeal Panel shall scrutinise this documentation and determine if the grounds for the appeal are valid. If it is not valid the appeal will not proceed.

The Powers of Appeal Panels

The powers of an Appeal Panel are:

(i) to uphold the appeal based on the evidence presented and to refer the matter back to the Assessment Board;

(ii) to turn down the appeal and to uphold the original decision of the Assessment Board;

(iii) to postpone a final decision on the appeal subject to seeking further clarification, evidence or advice as necessary

Procedure for Hearing the Stage Two Appeal

a) The appellant and the Chair of the Assessment Board will be informed by the nominated Appeals Officer when to appear before the Appeal Panel. The appellant may be accompanied by a representative or friend who may be a member or employee of the Students' Union.

b) The Chair of the Assessment Board (or nominee) will present the case for the decision made at the First Stage Appeal. S/he may be accompanied by another member of the Assessment Board.

c) The appellant, the Chair of the Assessment Board (or nominee) and the Panel members in the appeal hearing will be given copies of this document and all other documentary evidence submitted as part of the appeal.

d) The procedure for the hearing will be as below:

1. The Panel meets privately to consider whether there are valid grounds for the review. (This may take place prior to the date of the hearing if the Panel does not require any further information from the student and Course Team).

The student and Chair of the Assessment Board may be asked to give further information.

2. The Panel determines whether there are grounds to hear the appeal and informs the student and Chair of the Assessment Board.

3. If the Panel determines there are no valid grounds for the Appeal, the matter is then closed.

4. If the Panel determines there are valid grounds for the appeal, the following procedures are adopted:

(i) All parties are invited to join the Panel;

(ii) Introductions;


(iii) The student and Chair of the Assessment Board are asked to confirm that they are satisfied with the impartiality of the Panel. The Chair of the Panel shall rule on any objections that may be raised;

(iv) The Chair explains the powers of the Panel and details its procedures;

(v) The Chair of the Assessment Board states the position and reasons for decision reached;

(vi) The student presents his/her case;

(vii) Questions from Panel members and/or the student/Chair of the Assessment Board

(viii) The Chair of the Assessment Board's final comments;

(ix) Student's final comments;

(x) Private meeting of the Panel to determine the outcome of the Appeal.

5. The decision of the Panel is given verbally to all parties.

Procedure Following the Hearing of the Stage Two Appeal

The nominated Appeals Officer shall be responsible for ensuring that the appellant and the Chair of the Assessment Board are informed in writing of the decision of the Appeal Panel and the reasons for the decision, within 5 working days of the meeting of the Appeal Panel.

Where an Appeal Panel upholds an appeal against an Assessment Board decision and refers the decision back to the Assessment Board for reconsideration, the Chair of the Assessment Board may take action at this stage or may seek to reconvene the Assessment Board.

The Chair of the Assessment Board will ensure that the student is informed of the Assessment Board's reconsidered decision within 15 working days of the meeting of the Appeal Panel.

In cases where an Appeal Panel upholds the appeal on the grounds of procedural or other irregularities and the Assessment Board does not subsequently modify its decision after the reconsideration of the circumstances, the Chair of the Assessment Board must notify the Chair of the Appeal Panel. In such circumstances, the Academic Board has the power to annul the decision and make alternative arrangements for the assessment of the student. (The Chair of the Academic Board may take advice from the Chair of the Appeal Panel and then act on behalf of the Academic Board where necessary).

Final Appeal

Where the Appeal Panel decides not to uphold an appeal against the decision of an Assessment Board, the student shall have a final right of appeal to the Vice-Chancellor (or nominee) on any remaining point of dispute on procedural issues. The appeal must be made in writing and must be received by the Vice-Chancellor within 28 days of the second appeal hearing.

The Vice-Chancellor (or nominee) will rule on whether there are grounds to hear the appeal.

In hearing the final appeal, the Vice-Chancellor (or nominee) shall see the student and the Chair of Assessment Board. The student may be accompanied by a friend or representative.

In hearing the appeal, the Vice-Chancellor (or nominee) will provide for both the student and the Chair of the Assessment Board to present their case and to ask questions

The Vice-Chancellor shall have available all the documentation submitted to the Appeal Panel. She/he may call for further information or speak to other parties as she/he feels appropriate.


The procedure will be as follows:

(i) The Chair of the Assessment Board states the position and reasons for the decision;

(ii) The student presents his/her case;

(iii) Questions from the Vice-Chancellor (or nominee) and/or the student/Chair of the Assessment Board;

(iv) The Chair of the Assessment Board's final comments;

(v) Student's final comments;

(vi) The Vice-Chancellor (or nominee) determines the outcome of the Appeal.

The decision of the Vice-Chancellor (or nominee) is given verbally to all parties.

If the Vice-Chancellor (or nominee) does not uphold the student's appeal then the decision of the Assessment Board is confirmed and the student has no further right of appeal.

If the Vice-Chancellor (or nominee) upholds a student's appeal, the matter will be referred back to the Assessment Board for reconsideration. In the case of procedural or other irregularity the Vice-Chancellor (or nominee) may take specific action on behalf of the Academic Board to amend the decision of the Assessment Board and make alternative arrangements for the assessment of the student.

All parties will be informed of the outcome of the appeal in writing within seven working days of the hearing.

Status of a Student During an Appeal

A student whose case is under consideration via an internal appeal shall have the right to continue with his/her course (provided that she/he is in good standing with the University) until such time as a decision has been reached. This right is designed solely to ensure that a student whose appeal is upheld is not academically disadvantaged and it shall not be interpreted as acceptance of a failed student on a subsequent stage of the course.

Allegations of unfair discrimination

Where unfair discrimination is alleged in writing at the time of making the appeal the Chair of the Assessment Board (or nominee) shall ensure that a person with appropriate expertise (e.g. with respect to race or gender) is present at the Stage One Appeal meeting. The Chair of the Assessment Board (or nominee) will conduct whatever enquiry is appropriate to determine whether or not the process has been affected by unfair discrimination. In all cases where it is thought that unfair discrimination has taken place, the matter will be referred directly back to the Assessment Board at this stage.

Independent Review

Upon completion of the final stage of the University’s internal Procedure for Appeals Against Assessment Board Decisions, the student will be provided with a Completion of Procedures letter advising that if he/she may pursue the matter further by submitting a Scheme Application form to the Office of the Independent Adjudicator for Higher Education (OIA). A Scheme Application form must be submitted within three months of the date of Completion of Procedures letter.

Approved 2001/02 Revised May 2005, December 2006


THE AWARD OF AN HONORARY DEGREE OR HONORARY FELLOWSHIP OF THE UNIVERSITY

The University confers Honorary Awards on persons of distinction, who either have made major contributions to the work of the University, or have earned distinction for activities associated more widely with: education, business, culture, creative work or public service.

Notes of Guidance

1. There are two categories of Honorary Award:

1.1 an Honorary Fellowship, appropriate for those who have made a major contribution to society or the University and/or education generally;

1.2 an Honorary Doctorate (D.Univ) appropriate for those who have made a significant contribution to the development of the University and/or have made a major contribution to the development of education at the national and/or international level.

2. Honorary Awards are conferred at an awards ceremony of the University.

3. Under powers delegated by the Academic Board, the decision to confer an Honorary award rests with the University's Honorary Awards Committee (“HAC”).

3. There are two categories of Honorary Awards:

3.1 an Honorary Doctorate, D.Univ. appropriate for those who have made a significant contribution to the development of the University and/or have made a major contribution to the development of education at the national and/or international level;

3.2 an Honorary Fellowship, appropriate for those who have made a major contribution to society or the University and/or education generally.

4. The Administrator to the HAC will invite members of the University to submit nominations for the conferment of Honorary Awards and give a deadline for receipt. The University may receive nominations from other sources. All nominations received will be considered by HAC.

5. Those submitting a nomination should state on the nomination form which of the two categories of Honorary award is being proposed. The intended recipient should not be consulted about this.

6. Nominations for Honorary Awards are strictly confidential and should not be discussed with the individual concerned until approval of the award has been granted by HAC. The offer of an Honorary Award will be made in writing by the Chair of HAC, who is normally the Vice-Chancellor. This will avoid the considerable embarrassment that would arise should a proposal not be accepted by HAC.

7. A list of Honorary Awards which have already been conferred is obtainable from the Administrator to HAC, who can also advise on those persons whose Honorary Awards have been approved but not yet conferred.

8. The University will not normally consider nominations of an active politician, either local or national, for an Honorary Award, subject to the criteria noted in this section and Note C.

9. HAC will not consider the nomination of a current member of University staff or Board for an Honorary Award.

10. Brief biographical notes on the nominee should be provided on the University's form (copies obtainable from the Administrator to HAC). Where there is an entry in a biographical book (e.g. Who's Who) - then the location of this reference should be noted and an extract provided.


11. The statement in support of the nomination should indicate clearly how the nominee has either contributed to the work of the University, or has earned distinction in some other field. HAC attaches considerable importance to this statement and a strong case should be made, normally establishing a clear institutional connection. The Committee will particularly welcome nominations of people who have not already been given a number of Honorary degrees or other Honorary award by other institutions.

12. Further information on this scheme for the award of Honorary Awards may be obtained from the Administrator to HAC.

13. In exceptional circumstances, an Honorary Award may be revoked. Revocation of an Honorary Award would only take place if, in the opinion of the Academic Board, as advised by HAC, the person holding the title no longer reflected or supported the mission of the University or had been discredited and whose continued association would bring the University into disrepute.

Additional Notes

Anyone considering submitting nomination is asked to note the following points:

a Whilst Honorary Awards are not in principle to be awarded in absentia, HAC has been given delegated authority to approve conferment of an Honorary Award ‘in absentia’ where HAC considers that the circumstances of the case require it. It is to be noted, however, that this delegated authority will be used only in exceptional circumstances and HAC is mindful of the University’s expectation that all Honorary Fellows should receive their awards in person at a duly convened awards ceremony given that the date of the ceremony at which the Honorary Award is to be conferred is inscribed on the parchment;

b It is not customary in the UK, for recipients of an Honorary Doctorate(D.Univ.) to use the title ‘Dr’ in front of their name;

c the nominee should have the ability to raise the profile of the University, to spend time in or act on behalf of the institution and to reflect and support the mission of the University.

Honorary Awards Committee June 2009


UNIVERSITY POLICY FOR THE CERTIFICATION OF AWARDS

The University operates 2 types of certificate style and a separate official transcript.

Academic Board awards: style (also covers Honorary Awards)

Cream background

Incorporate University Crest

Carries Vice-Chancellor’s signature

Name and title of awards as shown in validated document

Location of study (if not University) unless exceptionally approved by the Academic Board

Specific programme details agreed at course approval (eg placement grading, spoken language grading)

Mode of study if sandwich programme

Date of award

Logos of joint awarding bodies (eg EDEXCEL).

Incorporates foil hologram

Other University Certificates: Certificate of Achievement, Certificate of Attendance, Certificate for Course Representatives, Special Presentation Certificates

Pink background

Incorporate University Logo

Wording varies according to purpose

Special presentation certificates are commissioned and signed by the Vice-Chancellor. Certificates for course representatives may be signed by the Course Leader or Head of School.

Transcripts

Cream background

Incorporate University Logo

Signed by Vice Chancellor

Incorporates foil hologram

Notes

The use of the University crest on certificates is restricted to Academic Board awards and Honorary Awards


CONSIDERATION OF FITNESS TO PRACTISE (PROFESSIONAL COURSES)

The aim of the following procedure is to ensure that there is a fair and effective process for considering cases where there are concerns about a student’s suitability for professional education and training and/or ‘fitness to practise’.

Such concerns may arise as a result of behaviour which is deemed to be damaging or dangerous to service users, other students or course providers; or creates unacceptable risk for the student himself/herself or for others. While normally the behaviour in question will arise within the course activity i.e. at the University, its partner colleges or whilst on placement, other behaviour/actions, particularly those relating to criminal activity, may also be considered in this procedure. Where courses are accredited by a professional, statutory or regulatory body then the ‘cause for concern’ will be as defined by the School with reference to the relevant Professional, Statutory and Regulatory Body (PSRB) code of practice.

1. In the event of any of the aforesaid behaviours giving cause for concern during the course, this will result in an immediate investigation of the circumstances by the member of academic staff with responsibility for the student’s course, and, if the student is on practice placement, by the practice assessor 1. A brief report should be submitted as soon as possible to the relevant Head of School, who will notify the student in writing of the investigation.

2. Where the initial investigation indicates that the matter is of a serious nature and the student is on practice placement, if it is thought necessary because of the seriousness of the issue, he/she may be temporarily withdrawn from the placement, with immediate effect, by the Head of School or by the member of academic staff with responsibility for the student’s course, pending further investigation in accordance with the relevant professional body regulations or criminal proceedings.

3. Consideration must be given by the Head of School as to whether there may be grounds for the student to be suspended or partially excluded from the University immediately, pending a disciplinary hearing or the conclusion of criminal proceedings or receipt of a satisfactory medical assessment. Where a decision about suspension or partial exclusion is deemed necessary, or where the matter is a disciplinary or criminal issue, the Head of School shall refer the matter under section C2 or C3 of the Regulations for the Conduct of Students.

4. If the matter is not believed to be a disciplinary or criminal issue the Head of School will then conduct a fuller investigation of the matter. The investigation will take the following form:-

a) The Head of School will convene a Fitness to Practise Committee which will normally meet within 15 working days of the initial notification to the student (1 above). The Committee will have no fewer than three and not normally more than four members, at least two of whom must be professionally qualified in the field and one of whom must normally be appointed from outside the University e.g. the relevant professional or partner body.2

b) The student must be given at least 10 working days’ notice of the date and time of the Fitness to Practise Committee meeting. The student will be entitled, and will normally be expected, to attend the meeting and may be represented by a friend or adviser (who may be from the Students Union). The student should be advised that if he/she does not attend the meeting of the Fitness to Practise Committee without good cause then the interview/hearing may proceed in his/her absence.

c) The responsible member of academic staff (or other investigating officer nominated by the Head of School) will be required to collate information for an inquiry into the

1 Whilst other terms are used in different contexts, the term ‘practice assessor’ is taken to mean the person(s) responsible for assessing the student in the placement/practice element. 2 It will be made clear to all members of the Committee that any information is provided solely for the purposes of fulfilling the University’s Fitness to Practise procedures and may only be disclosed outside the University in accordance with agreed University procedures.


matter and to prepare a second more detailed report outlining details of the concerns, including any evidence.

d) This report will be sent by the Head of School to the student at least 7 working days before the meeting outlined above, with a covering letter explaining the inquiry process.

e) At the meeting of the Fitness to Practise Committee the responsible member of academic staff (or nominated investigating officer) will be required to present the details of the concerns, and the student will be given the opportunity to put his/her case, to respond to the concerns raised, and to ask questions. There will then be an opportunity for a fuller discussion about the issues with particular emphasis being placed on any implication of the student’s fitness for future professional practice.

f) The student will be required to withdraw from the meeting and the Fitness to Practise Committee may decide any of the following on the basis of this meeting:

i. that the Committee adjourn because further investigation is necessary; ii. that there are no grounds for concern in which case the Committee will

dismiss the matter; iii. that there is insufficient evidence to recommend termination of practice,

however, the panel considers on the balance of probability that the concerns are sufficiently serious to warrant monitoring or supervision of the student for a defined period;

iv. without prejudice to recommend a programme of rehabilitation or treatment, or observation/ supervision, subject to review by the Head of School after a given period;

v. to recommend to the Assessment Board that the student intermits his/her study in accordance with the Academic Regulations H5.2;

vi. to require termination of professional education and training and/or recommend to the Assessment Board that the student be required to transfer to an alternative course (if available) or consider conferment of an alternative award in accordance with the Academic Regulations H5.2;

vii. to refer the matter for a disciplinary hearing under the Regulations for the Conduct of Students.

g) The student may be notified verbally of the decision of the Committee at the end of the meeting. Written notification of the decision of the Committee must be sent by the Head of School to the student within three days of the Committee meeting.

h) Where the matter is referred under the Regulations for the Conduct of Students, the Disciplinary Committee may seek advice from a representative of the relevant professional body. The student will have the right of appeal under the Regulations for the Conduct of Students (section F).

i) Where the matter is progressed under the Academic Regulations (v or vi), the student will have the right of appeal under the Academic Regulations (section J). The Appeals Panel may seek advice from a representative of the relevant professional body.

ASQAC June 2007


ASSESSMENT FEEDBACK SHEET (AS A MINIMUM REQUIREMENT, ALL FEEDBACK SHEETS MUST INCLUDE THE FOLLOWING INFORMATION):

MODULE CODE

MODULE TITLE

MODULE TUTOR

STUDENT ID NUMBER

STUDENT NAME

STUDENT COURSE/SUBJECT

ASSESSMENT TITLE/NUMBER

STUDENT DECLARATION IN RESPECT OF PLAGIARISM (TO BE COMPLETED WHEN FORM IS USED AS AN ASSIGNMENT COVER SHEET)

STUDENT SIGNATURE

SUBMISSION DEADLINE

LEARNING OUTCOMES AND SCHOOL MARKING CRITERIA FOR THIS ASSIGNMENT

MODULE TUTOR FEEDBACK

GENERAL COMMENTS:

Strengths:

Areas for Improvement:

Date:

If there is something you do not understand or some aspect on which you want further information, and you have not yet had the opportunity, you must make an appointment with your tutor to discuss this assessment and the feedback given. You may be asked to use this feedback to reflect upon your personal development (PDP). Upon receipt of the feedback from your module tutor, please complete below your reflections on this assessment for your future action.

1st

marker signature 2nd

marker signature External examiner initials

*Please note that all grades are provisional subject to confirmation by the Module Assessment Board.

Grade*


EXTRAORDINARY CIRCUMSTANCES GOVERNING THE ASSESSMENT PROCESS

1. There may be extraordinary circumstances, caused by external factors beyond the control of the university, which by interfering with normal assessment processes or procedures create a risk that the determination of awards or of the progression of students will be delayed, though the functioning of the university is not radically or lastingly affected. Episodes of industrial action, or disruptive natural events such as epidemics or flooding, are examples.

2. There may also be more serious occurrences which would compromise over the long or medium term the normal functioning of the university, or of some of its programmes, or of the higher education system in general. Examples would include wars or grave natural disasters, causing destruction of buildings, equipment or personnel, and/or necessary diversion of resources away from higher education.

3. This Appendix is directed to the circumstances described in 1. In the circumstances described in 2, it is assumed that the University Board and Academic Board, in discharging the university’s responsibility to maintain academic standards, would not act autonomously, but would act within the guidance provided by the UK government and specifically the DfES, and in liaison with any other relevant national or local authorities. The university’s view in such discussions should, however, be informed by the principles set out in this Appendix.

4. The guiding principle of the university’s response to circumstances described in 1 will be to maintain the academic standards of its programmes, the credibility of its awards and its own reputation. Subject to the maintenance of this principle, and to professional body requirements, every reasonable step will be taken to expedite the determination of awards and the progression of students.

5. There will be a formal declaration by the Vice-chancellor of the beginning, anticipated duration (where this can be estimated) and end of any episode of ‘extraordinary circumstances’.

6. The body responsible for approving special arrangements for the determination of awards and progression in the light of 4 above will be the Academic Board.

7. Where information to inform award and progression decisions is insufficient at the normal date for recommendations, the Academic Board, taking account of the severity of the exceptional circumstances, will need to decide, either across all programmes or for individual programmes, between the following two alternatives:

(i) to delay recommendations until full information is available; (ii) to allow recommendations to be made on a basis of less than complete profiles of

marks. These recommendations must be decisive but may be partial, e.g. the award of a qualification but with the award of merit/distinction delayed, progression to the next year/stage but with the possibility of one or more modules required to be reassessed or retaken.

8. Under special arrangements, a student may be recommended for an award or progression, even though his/her profile of marks is incomplete, if and only if there is already sufficient evidence that he/she has achieved sufficient passed modules to merit the award or progression. Such award or progression may not be rescinded, except in the case of the subsequent discovery of unfair means used by the student.

9. Where the operation of the validated modes of assessment within a module or course has been disrupted by extraordinary circumstances, the Academic Board may authorise the use of modes of assessment different from those set out in validated programme documentation, provided that

(i) such alternative modes of assessment provide evidence sufficient for a judgement that specified learning outcomes have or have not been achieved; and

(ii) such alternative modes of assessment are approved by relevant external examiners and professional bodies, where appropriate.

ASQAC June 2008