Transcript Document

Route
2
Review
A Map to Prepare
for
Curriculum Review
PRESS ‘ESCAPE’ KEY
TO EXIT
NEXT
How to use the map
The following map has been designed to lead you through the required
processes for curriculum review.
Although not exhaustive, this route map will allow you to guide yourself
through the ……
The map is easy to navigate. The main line ----- takes you through the
eight main stations to complete a review. The lines coming off these
main stations give you more specific links to individual topics.
Click on the station, or topic, you wish to find out about. Once you
have read the information just click on the
logo at the bottom of
every page and it will return you to the main map.
BACK
NEXT
Employability
Roles &
Responsibilities
Programme
Specification
Form
Suggested
Template for
Review
Document
Quality
Assurance
Handbook
Aim of
Curriculum
Review
Student
Engagement
Guidance Notes
Employer Engagement
Internationalisation
Introduction
MAKING A
START
Digital
Literacies
TOPICAL
ISSUES
QUALITY ASSURANCE
& ONGOING EVALUATION
QMU GUIDANCE
Regulations
Personal Academic
Tutoring
MARKET &
RATIONALE
FOR
PROGRAMME
PROGRAMME AIMS
& OUTCOMES
PROGRAMME
SUPPORT
Teachability
PROGRAMME STRUCTURE,
CONTENT & DELIVERY
Good Practice in
Learning and Teaching
PDP Requirements /
Good Practice
SCQF Levels
& Descriptors
Assessment Design
& Good Practice
Graduate Attributes
How to Write
Good Learning
Outcomes
BACK
CURRICULUM REVIEW
ROUTE MAP
Subject
Benchmark
Outcomes
Constructive
Alignment
Provision
of
Feedback
MAKING A START
The Making a Start line introduces you to the purpose of the route map and
a of the aims and involvement within a curriculum review.
• Introduction
• Aim of curriculum review
• Roles & responsibilities
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
Making A Start station and map.
QMU GUIDANCE
The QMU Guidance line provides internal links to help develop your
curriculum review.
• Regulations
• Guidance notes
• Suggested template for review document
• Quality assurance handbook
• Programme specification form
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
QMU Guidance station and map.
MARKET & RATIONALE FOR
PROGRAMME
The Market & Rationale for Programme line takes you through …..
• Changes in student demand
• QELTA
• University strategy
• Comparable awards
• Employer expectations & opportunities
• Professional & statutory body requirements
• Sustainability
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
Market & Rationale for Programme station and map.
PROGRAMME AIMS &
OUTCOMES
The Programme Aims & Outcomes line summarises ……
• SCQF levels & descriptors
• Graduate attributes
• How to write good learning outcomes
• Subject benchmark statements
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
Programme Aims & Outcomes station and map.
PROGRAMME STRUCTURE,
CONTENT & DELIVERY
The Programme Structure, Content & Delivery line provides ….
• Good practice in learning & teaching
• PDP requirements/good practice
• Assessment design and good practice
• Provision of feedback
• Constructive alignment
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
Programme Structure, Content & Delivery station and map.
PROGRAMME SUPPORT
The Programme Support line provides you with links about:
• Personal academic tutoring
• Teachability
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the
Programme Support station and map.
QUALITY ASSURANCE &
ONGOING EVALUATION
The Quality Assurance & Ongoing Evaluation line provides a …..
• Student input
• QAA codes of practice
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the Quality Assurance & On-going
Evaluation station and map.
TOPICAL ISSUES
The Topical Issues line provides links to information on some of the current
debates in higher education.
• Student engagement
• Internationalisation
• Digital Literacies
• Employer engagement
• Employability
Click on the above categories to start your journey on this line.
The QMU logo will take you back to the Topical Issues station and map.
INTRODUCTION
How can this route map help me?
This route map has been produced to aid staff preparing for Curriculum
Review at Queen Margaret University. It is a guide to the processes involved
and provides links to internal and external reference points which will inform
the work of the programme team.
As you will readily see from the route map, there is an enormous amount of
information directly relevant to the process of curriculum review, as well as
considerable amounts of useful, indirectly related material. One of the ways
you could use this route map is to assign a branch-line to each member of the
team to research.
AIM OF CURRICULUM REVIEW
Aim of review
Programmes are validated for a maximum period of five years, whereupon they are
subject to review. This is an opportunity to reconsider the relevance and market for
the programme, as well as to present for approval any major changes to the
programme. These may be the result of changed environmental circumstances,
feedback from students or other stakeholders or new institutional or government
initiatives.
In , you should use the review process to reflect on what has and hasn’t worked and
to decide what changes (if any) you wish to make for the future.
ROLES & RESPONSIBILITIES
The review is a team approach
Those involved in a review include:
•
•
•
•
•
•
Programme team
Deans of School and Heads of Division
Panels
Quality Enhancement Unit
Centre for Academic Practice
Professional and Regulatory Bodies
A detailed description of the roles and responsibilities of each of the
above is provided in the following validation & review handbook:
•
QMU: guidance notes for programme teams
REGULATIONS
The regulations laid out in the linked document below
contain all the detail required to ensure that new
programme proposals and programme reviews fit with:
• The University’s quality processes
• External statutory and regulatory requirements
• The University’s strategic planning process, and
development and review timetable.
QMU Link:
•
QMU: programme development, modification, monitoring and review
GUIDANCE NOTES
The link below takes you to a booklet which is designed to
accompany the formal regulations for programme review. This
document provides you with a practical outline of the
processes and procedures involved in the review.
QMU Link:
•
QMU: guidance notes for programme team
SUGGESTED TEMPLATE FOR
REVIEW DOCUMENT
A guide for programme teams
You may approach your review document any way you like as long as it does what it
is intended to do: i.e. as long as it provides a clear and critical evaluation of the
success of the programme since the last time it was reviewed, and provides a way of
showing how decisions about the programme have been made.
None the less, it is often useful to have a template to follow to help make sure you
have covered all the necessary information. A suggested template can be found at
the link below to provide a starting point for your document.
QMU Link:
•
QMU: putting together a programme review document
QUALITY ASSURANCE
HANDBOOK
FOR PROGRAMME DEVELOPMENT, MENTORING AND REVIEW
This document brings together information on preparing for validation of
your programme.
QMU Link:
• QMU: programme planning handbook
PROGRAMME SPECIFICATION
FORM
This takes the form of a template with headings indicating all the main
areas you need to cover when you submit documentation about your
programme for validation or review.
QMU Link:
•
QMU: programme specification template
CHANGES IN STUDENT DEMAND
The document below will provide information which may help support
the rationale for your programme, particularly with regard to the kind of
students who might enrol and their potential employment destinations,
and the ways in which you plan to deliver the programme. The document
also provides a substantial list of references.
External Link:
•
Universities UK: changes in student choices and graduate employment
QELTA
While the Student Experience Strategy (SES) sets the framework within which the
University’s approach to learning and teaching, and all its other student-facing
strategies operate, the strategy for Quality Enhancement of Learning, Teaching and
Assessment (QELTA) focuses on enhancing the quality of student learning. Review
teams will look for clearly defined links between programmes and the objectives and
activities outlined in this strategy.
QMU Link:
•
QMU: QELTA
UNIVERSITY STRATEGY
Our work is built around our three academic flagship areas of health and
rehabilitation, sustainable business, and culture and creativity. The plan centres on:
delivering a sustainable course portfolio and enhancing the experience that we offer
our students; focusing and maximising the impact of our research; building on our
collaborations; and providing an appropriate infrastructure to support our work.
Demonstration of close links to the aims and objectives of the plan will strengthen the
rationale for your programme.
QMU Link:
•
QMU: strategic plan
COMPARABLE AWARDS
The link below provides a quick way of searching for other programmes in your
field, along with other relevant information, such as offering institution, fees
charged, etc. This information may contribute to the market research and
rationale sections of your validation and review documentation.
External Link:
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WhatUni?: home page
EMPLOYER EXPECTATIONS &
OPPORTUNITIES
Employability and more specifically, employer engagement are common themes
running through QMU’s strategic planning documents. Hence it is important to
demonstrate in programme documentation how we are working collaboratively
with employers to ensure that our graduates develop the necessary skills to
facilitate a successful transition into the world of work.
Internal Links:
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QMU: Employer engagement
External Links:
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QAA: Employer-responsive provision
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HEFCE: Employer engagement
PROFESSIONAL & STATUTORY
BODY REQUIREMENTS
This, of course, is an area which will be very specific to individual programmes.
The report in the link below provides background information on the way in
which higher education institutions and professional bodies interact, along with
lists of professional and statutory bodies and other useful information.
External Link:
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HEBRG: professional, statutory and regulatory bodies: an exploration of
their engagement with higher education
SUSTAINABILITY
The internal document below provides detailed guidance for programme teams on
how they should demonstrate integration and embedding of sustainable
development education within the curriculum.
The UNESCO link gives an overview of all the aspects of sustainability that might
be addressed – from climate change to gender equality and many more.
Internal Link:
•
QMU: sustainability document
External Links:
•
Higher Education Academy: New education for sustainable development
guidance for universities and colleges
•
Association for the advancement of sustainability in higher education:
Resources on sustainability
•
UNESCO: education for sustainable development
SCQF LEVELS & DESCRIPTORS
The link below takes you to the latest Scottish Credit and Qualifications
Framework documentation on all levels in the education system, key skills that
students at those levels should develop, and how Scottish levels fit with other
frameworks in Europe.
External Link:
•
SCQF: the framework
GRADUATE ATTRIBUTES
Although the idea of graduate attributes has been around for some time, it
received particular focus in Scotland from 2009 when the enhancement
theme Graduate Attributes for the 21st Century was introduced. The links
below take you to background documentation and also to Queen Margaret
University’s own graduate attributes.
QMU Link:
•
QMU: graduate attributes
•
QMU: future focus – what are your graduate attributes
External Link:
•
QAAHE: the foundation for graduate attributes: developing self regualtion
through self and peer assessment
•
Enhancement Themes: research-teaching linkages: enhancing graduate
attributes
HOW TO WRITE GOOD
LEARNING OUTCOMES
QMU Link:
• QMU: Designing good learning outcomes
External Links:
•
MacQuarie University Australia: Writing learning
outcomes
SUBJECT BENCHMARK
STATEMENTS
The Higher Education Funding Council for England definition of benchmarking
is:
A process through which practices are analysed to provide a standard
measurement (‘benchmark’) of effective performance within an organisation
(such as a university). Benchmarks are also used to compare performance with
other organisations and other sectors.
External Link:
•
JISC: definitions and discussion on benchmarking
•
QAA: Subject benchmark statements
GOOD PRACTICE IN LEARNING
& TEACHING
The Centre for Academic Practice at QMU provides workshops, resources, support
and guidance to staff at QMU on all aspects of learning, teaching and assessment.
You may also find the Institutional Good Practice Guide helpful. This provides an
insight into issues that students have raised through the National Student Survey.
QMU Link:
•
QMU: Institutional Good Practice Guide
•
QMU: The Centre for Academic Practice website
External Link:
•
QAA: Improving Higher Education
•
Learn Higher: Teaching and Learning resources
PDP REQUIREMENTS /
GOOD PRACTICE
Personal development planning is an integral part of our student
experience and the broader curriculum. The links below provide
information which will help you to make the required links with PDP in
your programme documentation.
QMU Link:
• QMU: PDP at QMU mapping current activity and sharing good practice
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QMU: future focus – PDP & employability
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QMU: good practice case studies
External Link:
• Palgrave study skills: About PDP
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QAA: Recognising achievement beyond the curriculum
ASSESSMENT DESIGN &
GOOD PRACTICE
QMU Link:
•
QMU: assessment procedures
•
QMU: guidelines for staff: assessment specifications and feedback
•
QMU: good practice case studies
External Link:
•
Enhancement Themes: assessment
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Enhancement Themes: integrative assessment
PROVISION OF FEEDBACK
QMU Link:
•
QMU: guidelines for staff: assessment specifications and feedback
•
QMU: QMU student guide to feedback on coursework & learning
•
QMU: good practice case studies
External Link:
•
THEA: enhancing student engagement with feedback – best practice
guidelines (Sheffield Hallam University)
CONSTRUCTIVE ALIGNMENT
Constructive alignment has been defined as coherence between assessment,
teaching strategies and intended learning outcomes in an educational
programme. There is some debate as to the order in which one should design
each facet of the curriculum so that this coherence is achieved. You can read
more about the idea in the link below.
External Link:
•
University College Dublin: Using Bigg’s model of
constructive alignment
TEACHABILITY
Teachability refers to ensuring that programmes are accessible for students with
disabilities. The Teachability Project was funded by the Scottish Higher Education Funding
Council (SFC) between 1999 and 2006 and resulted in publications which assist academic
staff in evaluating the accessibility of their course provision.
External Link:
•
Strathclyde University: teachability
PERSONAL ACADEMIC
TUTORING
The PAT system is an important part of Queen Margaret University’s
unique provision for students. It is regularly reviewed and
refreshed – most recently in 2013/14. The links below take you to
the current documentation for staff and students.
QMU Link:
• QMU: university policy: personal academic tutoring system
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QMU: being a P@T personal tutor at queen margaret university
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QMU: your P@T personal academic tutor
QAA CODES OF PRACTICE
External Link:
•
QAA: the quality code
STUDENT INPUT
The internal link below provides a snapshot of the ways in which students have
been involved in providing input for validation and review of programmes at
Queen Margaret. The external link is to a QAA publication which discusses
student engagement in the quality assurance of course provision.
QMU link:
•
QMU: use of students in validation and review
External Link:
•
QAA: information and guidance
STUDENT ENGAGEMENT
The article below moves beyond the idea of student engagement simply
in the quality agenda to discussing the broader construct of the
perceptions, expectations and overall experience of being a student.
External Link:
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Newcastle University: Clarifying the concept
of student engagement
INTERNATIONALISATION
Internationalisation can be viewed from two perspectives:
• The need for students to have a global perspective
• The need for institutions work within a global and international economy.
The external link below to the Enhancement Themes websites provides
discussion and further links on both of these perspectives.
Queen Margaret’s work in this area is carried forward through the Collaborative
Operations Group and the International Student Forum.
QMU Link:
•
QMU: COG intranet site
•
QMU: International student forum intranet site
External Link:
•
Enhancement Themes: Globalisation and internationalisation
DIGITAL LITERACIES
Digital literacy relates to how people use a broad range of digital devices
(such as smartphones, tablets, laptops and PCs) in a networking capacity to
summarise, evaluate, create and communicate information.
Linked pages to:
SOCIAL MEDIA
DIGITAL LITERACY
SOCIAL MEDIA
QMU Link:
•
QMU: Social media guidance for students
External Link:
• New Media Consortium: 2014 report on emerging technologies
affecting higher education
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JISC: Employment and social media
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Educational technology and mobile learning: Using twitter as
professional development
DIGITAL LITERACY
QMU Link:
•
QMU: Digital literacy modules for staff offered by the QMU liaison
services team
External Link:
•
JISC: Curriculum design for the 21st Century
•
Oxford Centre for Staff and Learning Development: Developing our digital
literacies
UK Parliament website: Digital skills committee publications
•
EMPLOYER ENGAGEMENT
In 2006, the Leitch report recommended strengthening the UK’s potential for
economic prosperity through shared responsibility between educators and
employers; better integration of employment and skills; and increased
employer engagement and investment.
The links below provide a snapshot of the QMU position on employer
engagement, as well as an update on the recommendations in the Leitch
report.
QMU Link:
•
QMU: Report on employer engagement
External Link:
•
Learn Direct: The Leitch Review seven years on
•
JISC: Literature review – employer engagement
EMPLOYABILITY
Employability relates to the set of skills, understandings and personal attributes that
make graduates more likely to gain employment and be successful in their chosen
occupations. Going beyond simply preparing students to do a job, employability skills
allow students to recognise not only the specific needs of their chosen career, but also
how their skills can be transferable in the wider employment market. Building
employability skills into programmes is an integral part of QMU’s learning and teaching
strategy.
The external link below takes you to reports from the QAA enhancement theme in
2004 – 2006 which dealt with all aspects of employability.
External Link:
•
Enhancement Themes: Employability