Nottingham Trent University Quality Handbook Part C: Assuring and enhancing quality Section 5: Course development and approval
Contents 1. Categories of course approval... 2 2. Business Evaluation process... 3 3. Timescales... 3 4. Approval criteria... 4 5. DAG composition and conduct... 5 6. DAG consultation and scrutiny... 7 7. Externality... 10 8. Documentation... 11 9. Outcomes... 12 10. Monitoring the process... 13 11. Accumulation of change... 14 12. Teach-out... 14 13. Appeals against DAG outcomes... 15 September 2018 page 1
1. Categories of course approval All University taught courses and Professional Doctorates are subject to academic consideration and approval through the University s course development and approval process. 1.1 A new course or a major revision or thematic change to an existing course, is considered and approved by a Development and Approval Group (DAG). 1.2 A modification or significant modification to an existing course is considered and approved by a School Academic Standards and Quality Committee (SASQC) or by the University Research Degrees Committee (URDC) in the case of Professional Doctorate courses. 1.3 Minor changes to modules as part of routine and regular updating to ensure that currency is maintained, are the responsibility of the course committee. There is no requirement for formal approval unless the course committee considers that the changes have a wider impact beyond an individual module and/or affect the course as a whole in some substantive way. Where this is the case, the process for approving modifications, significant modifications, major revisions or thematic changes should be followed. 1.4 SASQCs have responsibility for maintaining a record of all changes to modules, regardless of the extent of the change. Explanatory notes Definitions of what constitutes a major revision, a thematic change, a significant modification and a modification (and the documentary requirements) can be found in Quality Handbook Supplement (QHS) 5B. If the course is non-award bearing or leads to Professional, Statutory and Regulatory Body (PSRB) recognition, please refer to QHS 5J. If the course includes an NTIC progression route pleases refer to QHS PS6. September 2018 page 2
2. Business Evaluation process All proposals for new courses and changes to existing courses are assessed for their market, financial or consumer rights impact under the appropriate Business Evaluation process within the home School and College. 2.1 All stages of the appropriate Business Evaluation process must be completed before DAG Consultative and Scrutiny events can be organised. 3. Timescales Explanatory note Details of the Business Evaluation processes for standard University and collaborative provision can be found on the Centre for Academic Development and Quality (CADQ) webpages. All new courses or major revisions or changes to existing courses must be planned in sufficient time and according to School academic plans. 3.1 Course teams must commence the course development and approval process in sufficient time to allow for the University s Business Evaluation and academic approval processes to be applied. 3.2 It is particularly important to consider the impact of the change on any material information that has already been provided to current students or to students who have accepted an offer (including from NTIC progression routes). This may affect the decision about when the change should be implemented (see explanatory note below). 3.3 CADQ must be notified when proposals have completed the appropriate Business Evaluation process. Explanatory notes During 2018/19 proposed changes to current undergraduate courses which have not been September 2018 page 3
approved by a DAG by 15 January 2019 will need to be agreed by UET before academic approval can proceed. In the case of proposed changes to be approved by SASQCs, Schools will be responsible for informing course teams of the latest deadline after which proposals must go via UET. For postgraduate taught courses, proposed changes scheduled for academic approval after mid-july 2019 will require UET agreement before they can proceed. The approach to course development and academic approval is iterative. This approach involves the course team, Head of Department, a Senior Standards and Quality Officer in CADQ, the School Standards and Quality Manager (SSQM) and DAG members. The format and agenda for the scrutiny stage will be bespoke to that event. Timelines may be applied flexibly in the context of a specific proposal. Material information refers to the following aspects: entry requirements, core and optional modules, information about how the course will be delivered (eg. contact hours, work placements, expected workloads, levels of staff), methods of assessment, details of the award on successful completion, location of study and placements (where known), length of course, who regulates and accredits, and any surprising or important terms, including those that may prevent a student completing. Advice about the impact of the change on material information should be sought from Legal Services and / or the College Marketing Team. 4. Approval criteria Course approval decisions are informed by full consideration of academic standards and of the appropriateness of the learning opportunities which will be offered to students. September 2018 page 4
4.1 A DAG will exercise a professional academic judgement, at a threshold level, to assure itself of the following: a. the course is consistent with the University's mission and Strategic Plan and those of the relevant College or School; b. the course is at the appropriate standard for the level of the award(s) involved and takes account of subject and qualification benchmark statements; c. the curriculum is current and valid in the light of developing knowledge in the subject; d. the course prepares students for the world of work, as reflected in the Strategic Plan; e. the course has been thoroughly thought out and adequately specified; f. the course team has a shared understanding of the aims of the course; g. the resources (including staff resources) available to support the course are (or will be) satisfactory. The appropriate Business Evaluation process will agree the physical and financial resources to support the new course or changes to the existing course and due consideration of this sign off will be taken during academic approval. 5. DAG composition and conduct Expanatory notes In seeking to apply these criteria, the focus should be on outcomes and standards. DAGs should acknowledge the maturity and processes of the University and its Schools, and hence start from a position of confidence in the proposals put forward by colleagues. There are always alternative ways in which a course might be designed, but DAGs should resist the temptation to re-design the proposal before them. Approval is a threshold decision. The focus is on whether the proposal is rational and defensible. The consideration of all new University courses and major revisions or thematic changes to existing courses is undertaken by academic peers who are not directly involved in the operation of the course concerned. September 2018 page 5
5.1 A DAG comprises academic and professional service staff who collectively have an understanding of standard setting, course design and quality enhancement, and sufficient knowledge of appropriate University and School policies. A DAG is comprised as follows: a. An independent chair with appropriate expertise and experience (from another School to that of the course sponsor(s)). b. One DAG member from another School to that of the course sponsor (but not from the same School as the chair). This individual may be a current or former SASQC / URDC member or have appropriate course development and management experience. c. One DAG member from the School in which the proposal is located (but who is not part of the same Department as the course sponsor(s), and who is sufficiently removed from the proposal under consideration). This individual may be a current or former SASQC member in that School or have appropriate course development and management experience. The individual will have sufficient understanding of School policies and priorities to enable them to act in such a capacity. The SSQM may fulfil this role. d. A Senior Standards and Quality Officer from CADQ. e. For undergraduate courses a specialist Success for All (SfA) educational developer (with responsibility for a different School). f. At least one DAG member external to NTU. The course sponsor(s) / School will nominate an external (independent) panel member. For new courses or major revisions to existing courses, the external DAG member will bring external subject expertise to the development and approval of the course. Where a thematic change to a course is proposed the external DAG member will have expertise in the specific area of change, e.g. employability / placements for courses adding a placement module. g. Where possible, a student representative who is independent from the subject area. 5.2 The composition of a DAG will be proportionate to the scale of the new course or major revision or thematic change being considered. The membership for any given DAG will be agreed by CADQ (see explanatory notes below). 5.3 CADQ may vary the scope and operation of a DAG in such a way that the requirements of other agencies such as PSRBs are satisfied by its approval procedures. 5.4 In consultation with Schools, CADQ takes executive responsibility for agreeing and appointing the membership of each DAG based upon the requirements set out in this section of the Quality Handbook. In cases where the membership cannot be agreed, the final decision on the composition and form of each DAG will rest with the Deputy Vice-Chancellor (Academic). 5.5 The SSQM and the School Learning and Teaching Manager should not be on the same DAG. September 2018 page 6
5.6 DAG chairs and members will be trained in their role and briefed on a rolling basis to ensure their current understanding of University requirements. 6. DAG consultation and scrutiny Explanatory notes DAG chairs and panel members will be academic members of staff however, where appropriate, DAG membership may be drawn from an NTU professional service. In the case of complex or novel proposals, DAG membership categories 5.1b - 5.1e may be increased. DAG membership may also be extended to include a specialist from, e.g., the CADQ elearning team, LTMs, the CADQ Research and Development team, Student Support Services (SSS), International Development Office (IDO), NTU Global, Organisation Development (OD), the Student Employability and Enterprise team, Library and Learning Resources (LLR), the Doctoral School etc. On occasion, a DAG may be extended to enable new blood to be inducted into the process. A shadow chair may attend for the same purpose. For joint, major / minor and other forms of collaboration between Schools, it is sensible for a representative from each School to take part in the DAG, although one School representative may act on behalf of both Schools. In all cases, both Schools must be consulted about the level of input they wish to have in the process. Where DAGs are considering top-up degrees, it may be helpful to include a representative from the feeder Further Education course (if appropriate). The role and responsibilities of DAG chairs and members are set out in QHS 5K. The University processes will ensure that proposals for new courses and major revisions or thematic changes to existing courses are effectively developed, designed and documented according to best practice, prior to testing at the scrutiny stage. September 2018 page 7
6.1 A DAG will hold an initial consultation with the course sponsor(s) as soon as the proposal has some shape. 6.2 The DAG consultation will follow completion of all stages of the Business Evaluation process. 6.3 At the consultation, the course sponsor(s) will brief the DAG on the outline plans. For its part, the DAG will: a. inform the course sponsor(s) about School or NTU policies, and priority developmental themes; b. offer advice on good practice in course design and sources of expertise and support within the School or NTU; c. alert the sponsor(s) to any issues it should consider in the design of the specific proposal; d. confirm a deadline for final submission of the proposal. 6.4 The course sponsor(s) will be responsible for course planning and must liaise or iterate with a CADQ Senior Standards and Quality Officer and the SSQM during this phase. On occasion, these members may refer issues to other members of the DAG for reflection or advice. 6.5 The course sponsor(s) must seek stakeholder feedback (students, external examiners, industry links, NTIC etc.) to support and enhance the development or review of the course. 6.6 For undergraduate courses the course sponsor(s) must also seek feedback from the School s Success for All educational developer. 6.7 The consultation can be shaped to the scale of the proposal and externally imposed timescales such that it can be expedited or short-circuited where required. 6.8 DAG scrutiny will take the form of a traditional panel event unless specific aspects of the proposal suggest that the scrutiny stage would be more appropriately designed in another way. For example, a shorter one or two issue meeting, a meeting without full DAG membership, or, exceptionally, via email exchange, telephone conference, live meeting etc. 6.9 In respect of collaborative provision, DAG scrutiny may be conducted, wholly or in part, by video conference. In these cases, the shape of the scrutiny stage will be considered on a case-by-case basis. The decision to do so will be taken by the Executive Dean of Learning and Teaching liaising with the School, taking into account the scope of the event and the maturity of the NTU relationship with the collaborative partner (see QHS SB5). 6.10 The Senior Standards and Quality Officer who is the member of the DAG will draft an approval report after the scrutiny event. September 2018 page 8
Explanatory notes The consultation phase will focus on course development rather than the process of approval. A scoping exercise will have already taken place involving the SSQM and a Senior Standards and Quality Officer to establish the scale of the proposal, confirm the formal documentation requirements, potential timelines, answer queries on the process, etc. A balance is struck when agreeing the timing of the DAG consultation stage if it is too early, the consultation can be unproductive; if it is too late, course design cannot be influenced, helped or shaped. Some major revisions or thematic changes can be simple in scope (e.g. a market-driven name change, module changes beyond the 40 credit limit) in such cases, DAG consultation may be conducted through a brief meeting; or through email exchange or telephone conversation. For such proposals, it is intended that the chair will be drawn from a more limited pool of members, who will have experience of scrutinising such changes. For School-based collaborations particularly overseas the representatives of the partner are unlikely to be able to attend the DAG consultation in person; it is expected that the NTU course sponsor(s) will brief the partner on the outcomes (or it may be possible to use technology to include the team from the partner). School members of DAGs may provide verbal reports to SASQC on matters of interest to the Committee so that each SASQC can maintain an overview of its course development schedule. In some cases, important School-wide proposals or particular aspects of a proposal may be referred for SASQC consultation. However, such consultation will focus on seeking a School perspective on key principles; it should not involve detailed documentation sign-off by the full committee. This SASQC consideration will take place after DAG consultation, but before DAG scrutiny. One milestone iterative meeting is built into the DAG consultative process, whereby the Senior Standards and Quality Officer will typically liaise September 2018 page 9
with the course sponsors to discuss key issues arising from the development and drafting process thus far. A SASQC may make in-house arrangements for the consideration of final draft documentation before submission for DAG scrutiny. However such arrangements are not part of the formal DAG consultative process and DAG members are not required to attend. 7. Externality A DAG will make use of external participation at key stages of the process, acknowledging that independence and objectivity are essential to provide confidence that the standards and quality of the University s courses are appropriate. 7.1 A DAG scrutiny will involve at least one member who is external to the University. 7.2 A course team must consult and take feedback from a range of external and internal stakeholders and external reference points during course planning, and evidence of that consultation must be included in the formal documentation for approval. 7.3 Where a proposal constitutes a change to a currently approved course, the external examiner(s) must be consulted. Explanatory notes Externality is vital for ensuring that a course is designed, developed and approved in the light of independent advice, for ensuring a transparent process and for the confirmation of standards. The use of externality also enables course teams to discover, evaluate and implement enhancements. External members may join the DAG during the consultation stage or during iteration, or may be included at the final scrutiny stage. This will be agreed with CADQ. September 2018 page 10
8. Documentation All proposals for new courses and major revisions or thematic changes to existing courses will provide clear documentation on the aims, intended learning outcomes and expected learner achievements. 8.1 Each proposal for the approval of a new course must be supported by: a. rationale for new course; b. course specification; c. module specifications; d. course operational document, including curriculum map, assessment schedule and assessment and feedback plan; e. Nottingham Trent International College Progression Route Information form (where applicable); f. collaborative operational document and centre document (must be written if the course is offered with an external partner; see QH Sections 10A, 10B and 10C for full details). 8.2 Each proposal for the approval of major revisions or thematic changes to an existing course must be supported by: a. course change form; b. revised or new (as appropriate) module specifications; c. amended course specification; d. course operational document, including updated curriculum map, assessment schedule and assessment and feedback plan; e. external (subject specialist) written commentary (for thematic changes only); f. Nottingham Trent International College Progression Route Information form (where applicable). 8.3 Approval documentation for DAG scrutiny will be sent to the DAG panel by the course sponsors(s) / School within the agreed timescale. 8.4 The Senior Standards and Quality Officer who is a member of the DAG will draft an outline agenda to support DAG scrutiny. Explanatory notes Further information on course approval documentation is available in QHS 5C. Where the Senior Standards and Quality Officer and DAG chair agree that the documentation is September 2018 page 11
not sufficient for formal scrutiny, the scrutiny meeting will be postponed in order to enable further development. 9. Outcomes DAG outcomes will be clear, comprehensive and justified. 9.1 The DAG outcome will be fully documented in a report and will constitute one of the following: a. unconditional and indefinite approval; b. indefinite approval with conditions; c. limited (fixed-term) approval (collaborative courses will always be timelimited - see QH Sections 10A, 10B and 10C); d. a decision to require further course planning before reconsideration for approval; e. rejection of the proposal. 9.2 A DAG does not have the authority to alter the proposed course title or to require a change of course title as a condition of approval. However, a DAG may stipulate conditions or make recommendations on changes to the course content to match the proposed course title. 9.3 A DAG may also approve foundation degree or NTIC progression routes. Details of any requirements of entry are set out in the approval report. 9.4 An approval decision can be accompanied by any or all of the following (see QHS 5D): conditions, recommendations, commendations. Explanatory note There are no other formal outcome categories. However, the main body of the DAG report can contain observations or suggestions that provide potential pointers for future enhancements. These do not require specific action on the part of the course team or SASQC. 9.5 A condition of approval must be met before a course commences. 9.6 The report will also articulate a set of standard requirements that apply to all approval events and which are used to capture technical conditions such as ensuring the course documentation is current and accurate. Standard requirements must also be satisfied before the course begins. 9.7 ASQC will receive notification of all DAG outcomes and an annual synopsis of the conduct and outcomes of DAG events. All confirmed DAG reports are available from CADQ on request. September 2018 page 12
9.8 URDC will receive an overview of Professional Doctorate approvals. 9.9 ASQC or the University Research Committee (URC) may withdraw academic approval from a course at any time if it has evidence that the course is no longer meeting the minimum acceptable standards for that award. 10. Monitoring the process Explanatory notes A full explanation of the distinction between the above outcomes is contained in QHS 5D. The formal decisions of DAGs are circulated to the SASQC/URDC chair, the College Academic Administration Manager, the School Administrative Manager or Graduate School Professional Support Team Leader, SASQC/URDC Administrator, College Marketing, Admissions, Academic Registry and Course Leader; and also to the named contact in respect of Collaborative Centres. The University will assess the effectiveness of its course development and approval practices. 10.1 CADQ will monitor the conduct and outcomes of DAGs through the careful scrutiny of DAG reports. Specifically it will: a. ensure, from the evidence of the reports, that the events have been conducted in accordance with University regulations; b. establish that the course information and description is correct and fits with University regulations; c. consider whether there are any issues regarding policy or regulation, which should be brought to the attention of ASQC, particularly in respect of standards, quality enhancement and best practice; d. ensure that any conditions, recommendations and commendations are clearly expressed; e. ensure that conditions are met. 10.2 In order to execute these tasks, CADQ may refer issues to the Deputy Vice- Chancellor (Academic) and or ASQC for consideration, guidance and action as appropriate. All outstanding conditions will be reported to ASQC or URC. September 2018 page 13
10.3 CADQ will provide an annual synopsis of developmental trends and good practice to inform the work of the ASQC, SASQCs and URDC. 11. Accumulation of change Schools monitor the volume and number of proposed changes to each course. 11.1 Where proposed changes to an existing course that would normally be considered as modifications or significant modifications impact on other modules / aspects of the course which themselves require adjustment (for example, changes to assessment weightings or changes to the delivery pattern), a DAG may be deemed necessary. 11.2 In these cases, the Senior Standards and Quality Officer will consult with the School Standards and Quality Manager or SASQC chair on the most appropriate academic approval process. Approval of the final process will lie with the CADQ Academic Quality Manager. 11.3 In operating this procedure, confidence in the maturity of SASQC arrangements is such that final consideration by SASQC will be the norm in most cases. 11.4 It is the responsibility of the SASQC to monitor or track all course changes to identify such situations. 12. Teach-out Explanatory note Over time, the same course may implement several packages of changes that individually fall firmly into the modification or significant modification categories, but which cumulatively may constitute a significant change to course philosophy and delivery. Whilst it is anticipated that course teams will themselves declare that a tipping point has been reached, it is the responsibility of the SASQC to ensure that the appropriate approval process is undertaken. The learning experience of students on courses in teach-out will be maintained. 12.1 When a course ceases to recruit students, a SASQC or URDC has to ensure that adequate standards are maintained for any remaining students or those such September 2018 page 14
students are enabled to transfer to a suitable alternative course elsewhere. Teachout arrangements are reported to CADQ; where CADQ considers that the arrangements do not meet University expectations, it may refer the matter to the Deputy Vice-Chancellor (Academic) for resolution. 13. Appeals against DAG outcomes Explanatory note A full description is contained in QHS 5G. The University will ensure that any appeal against a DAG outcome is fairly considered. 13.1 A course sponsor(s) must present appeals against DAG outcomes to ASQC or URC within 14 days of the receipt of the confirmed report or minute. 13.2 If a matter of dispute is not resolved by ASQC or URC, the course sponsor(s) may make a direct submission to Academic Board. 13.3 Academic Board will consider the matter itself or by means of a working party. The appeal body, whether Academic Board itself or its working party, may exclude members involved in the earlier decision. It receives the representation of both parties, together or separately, and may: a. confirm the decision of the DAG; b. refer the case back to the DAG with instructions to consider the proposal de nova; c. rescind the decision and make recommendations for action toward further progress; or d. make such other arrangements for the determination of the issue as it deems appropriate. 13.4 The decision of the appeal body will be final. September 2018 page 15
Policy owner CADQ Change history Version: Approval date: Implementation date: Nature of significant revisions: Sept 2016 30.09.16 01.10.16 New routes for approval of different kinds of changes Additional requirements in order to meet CMA guidance Reference to new documentary requirements for new courses and course changes Dec 2016 15.11.16 15.11.16 Inclusion of Success for All Educational Developer in membership of DAGs and as part of course development for undergraduate courses Sept 2017 12.09.17 01.10.17 Extended requirement for Course Operational Document to making changes to existing courses and made explicit the requirement to include curriculum mapping, assessment schedules and assessment and feedback plans as part of documentary requirements. Sept 2018 12.09.18 01.10.18 Inclusion of requirements for NTIC progression routes Removal of requirement for a Curriculum Refresh course road-map as part of documentation requirements Explanatory note added regarding requirement for UET agreement of proposed changes for approvals scheduled after 15 January 2019 (UG) and mid-july 2019 (PGT) Equality Impact Assessment Version: EIA date: Completed by: Oct 2015 08.12.13 CADQ September 2018 page 16