PDF version - complete report (920KB)
Introduction
1 This interim report follows the note published on QAA's website concerning the liaison conference on 20 April 2005, where the main topic was programme specifications. The report precedes an updating of the Guidelines for programme specifications (the Guidelines) which, it is anticipated, will be published in April 2006. The updating of the Guidelines has been informed by feedback from the higher education sector over the last 18 months using a variety of methods. This included a survey carried out through the liaison scheme, three regional meetings and the liaison conference.
2 It was initially intended that a project on programme specifications would inform revisions to the current Guidelines, with a 'refreshed' document published in autumn 2005. However, the activities described in paragraph 1 above, which constituted the core elements of the original project, yielded more information than we had expected. This led to a redraft of the project plan in order to provide more useful advice for the sector. For example, it became apparent that the purpose of programme specifications needed further consideration. Since the expectation is that programme specifications will be made public, many colleagues in the sector would like clear guidance on the minimum content of the published document. We intend to develop such guidance and will consult on this before publishing the updated Guidelines. Mindful of the interest in programme specifications generated by the activities described above, it was agreed that in autumn 2005, there should be an interim report on the sector's current use of programme specifications.
3 The report is structured to show not only the example programme specifications, but also to provide context of their purpose/audience. The aim is to provide the reader with a snapshot of various ways in which programme specifications are currently written and used, with some more information to help identify practice that could be disseminated within various institutions.
4 It has been suggested that QAA could provide a more useful resource by publishing examples of programme specifications through an interactive web page. This idea is under consideration pending further discussions with other interested parties.
Selection of programme specifications for this report
5 Throughout the period of the project, various uses for and benefits of the development of programme specifications have been described. These include: a curriculum design tool; a validation tool; an effective quality assurance tool which encourages strategic thinking and focuses on the overview of the programme; a link with PDP; a student recruitment aid; and an adjunct to the diploma supplement.
6 Various matters have been described that can hinder the development of an effective programme specification. These include: the lack of specific guidance on the purpose/audience; the difficulty of writing one document for multiple audiences; the need for strict version control; and the possibility of legal action if programme specifications are viewed as a contract by students.
7 However, some institutions have provided QAA with examples of how they have attempted to overcome the problem of writing for multiple audiences. One example is writing different versions of the programme specification tailored to specific audiences. Other examples are producing a generic programme specification from which relevant information can be extracted and followed up, and using a web-based, 'layered' approach so that links can be followed at various points to provide an increasing level of detail.
8 Throughout the project, requests have been made for examples that highlight various uses for programme specifications and reflect the diversity of UK higher education provision. There are particular interests, for example, in examples of programme specifications written from a student-centred perspective, intended primarily for students and/or specifically for employers, in addition to those used as a validation tool. Examples relating to postgraduate programmes, Foundation Degrees, HND/HNCs, joint degrees, collaborative provision, including international partnerships, intermediate awards and distance learning programmes were also requested. These are in addition to requests for an updating of examples of programme specifications for more straightforward programmes of study. Within this interim report we have tried to provide examples of these kinds of programme specifications, as well as take into account points made in paragraphs 5-6. We would be interested to hear views on areas where we might seek further examples that would be of interest to the sector.
Conclusion
9 It is hoped that this report will give some indication of the range of purposes for which the programme specification is being used and that the examples will help institutions when they consider how to develop their own provision. QAA expects to publish the updated Guidelines in 2006, including guidance on the minimum content for public versions of programme specifications. The aim is to provide a document that will build upon the constructive and innovative uses that have been made to date, and serve to enhance their continued uses and developmental approaches.
Fiona Crozier
The examples
Over the last eight to 12 months, we have been provided with many examples of programme specifications and we are very grateful to all those institutions that shared this information with us. For the purposes of this interim report, QAA's project team reflected on comments made throughout the project about relevant examples and used this knowledge to select those which exemplify the various types of programme specifications requested. We are grateful to those institutions who have allowed us to publish their programme specifications and who have provided us with an accompanying contextual statement.
Example 1, integrated masters: Cardiff University
Cardiff University is a dynamic centre of higher education with an international reputation for both teaching and research. Cardiff is a member of the Russell Group of Britain's leading research universities and recently merged its activities with those of the University of Wales College of Medicine. Its mission is to pursue research, learning and teaching of international distinction for the benefit of Wales and the wider world.
Approach to programme specifications
The programme specification for the MEng in Architectural Engineering was developed through the periodic review of programmes within the Cardiff School of Engineering, in a concurrent 'top-down' and 'bottom-up' approach. It was 'top-down' in that extensive use of external reference points, such as benchmark statements, QAA's framework for higher education qualifications and the requirements of professional bodies, was made from the very beginning. It was equally 'bottom-up' in that since the degree scheme was already well established and compliant with accreditations, the programme specification developed organically from a mapping of the programme modules and philosophy onto these external references, and from developments in the research strengths within the School. The School found the exercise immensely valuable in expressing its degree schemes to external stakeholders in a universally accepted framework.
Cardiff University programme specification - PDF version (37KB)
Example 2, master's level: University of East London
The University of East London was granted University status in 1992. It offers undergraduate, postgraduate and research programmes across a wide range of disciplines. The student population stands at approximately 17,300 students, with more than 4,000 overseas students. Postgraduate students comprise approximately a quarter of the total enrolment. Some 2,500 students are registered on programmes with UK collaborative partners and 1,650 on programmes with partners located overseas.
It is an essential part of the institutional identity to promote and to celebrate the diversity of its community and to focus on the regeneration of its region, not least by striving to widen successful participation for its student body, the majority of whom can be defined as local students. The University's Vision underpins its strategy:
'To achieve recognition, both nationally and internationally, as a successful and inclusive regional university, proud of our diversity, committed to new modes of learning which focus on students and enhance their employability, and renowned for our contribution to social, cultural and economic development, especially through our research and scholarship'.
Approach to programme specifications
The approach to programme specifications reflects the Vision of the University and a conscious decision was taken to produce programme specifications that would contain material useful to a student audience, whether current or prospective students. They should also serve a number of other purposes. Thus the first part of the document is also used in the preparation of promotional material. The templates contain the core text and guidance on the elements to be included under each heading within the specification.
http://www.uel.ac.uk/programmes/hab/postgraduate/medicalmicrobiology.htm
Example 3, international collaboration: Kingston University
Kingston University has been exercising its own full degree-awarding powers since 1992. The mission of the University is, 'to promote participation in higher education, which it regards as a democratic entitlement; to strive for excellence in learning, teaching and research; to realise the creative potential and fire the imagination of all its members; and to equip its students to make effective contributions to society and the economy'.
In 2004, there were more than 17,000 students registered on courses leading to the University's awards. The majority of students were taking first degrees.
An increase in student numbers is an essential element of the University's plans in respect of widening access and participation, deepening and extending the links with further education partners and of attracting significantly greater numbers of international students. The University has extensive collaborative provision with partners in the UK and overseas.
Approach to programme specifications
The BA Hons in Product and Furniture Design is a course within the Faculty of Art, Design and Architecture. The course is offered in-house and was, until the current year, also offered at a partner institution, WIFI, in Austria (WIFI has achieved university status in Austria and is now able to award its own degrees).
In developing its programme specifications the University took the decision to use these in place of definitive course documents. This has proved a very popular decision with academic staff who have found this a much more succinct way of providing information about courses to validation panels (for this purpose, programme specifications are supplemented with other material such as module directories, resources documents etc) and as the definitive record of their courses.
Identical headings are used for all programme specifications, which ensures consistency of approach. This has worked well and can be applied equally to courses delivered with collaborative partners.
Some adjustments have been made to the programme specification template since this particular one was completed. In particular, the University now requires a separate heading under Teaching and Learning Strategies of 'Teaching and Learning Strategies for Work-based Learning' where relevant. Course teams are also asked to include information on formative assessment. Other minor amendments have also been made.
Programme specifications are also supplied to all students when they start their course with the University.
Kingston University programme specification - PDF version (100KB)
Example 4, combined honours: The Manchester Metropolitan University
The University is one of the largest educational establishments in the UK with around 33,000 students in over 70 subject areas. Over half of the student body come from the local region.
Special features of the University include: a strong local identity; a strong reach-out agenda which fosters mutually beneficial ties with business and the professions via work placements, applied research, voluntary and community projects and collaboration in regional specialisms; and its foundation year, which acts as a springboard to a large number of honours degree programmes.
The University's mission statement is as follows: 'Manchester Metropolitan University is dedicated to the success of all with the ability and motivation to benefit, meeting the needs of the professional and wider communities it serves through the excellence of its teaching, learning research and scholarship'.
Approach to programme specifications
The Manchester Metropolitan University required that all programmes submitted a programme specification for approval during the 2001-02 academic year, following a University template and guidance to ensure that this adhered to relevant subject benchmarking statements and the framework for higher education qualifications. They were not, however, required to be issued to students at that time, being used more for programme management and curriculum design.
In 2004-05 the Manchester Metropolitan University, like many HEIs, decided to review the format and use of programme specifications, and took the decision to publish online when the revision was complete. We have a working group producing a draft for consideration. It is intended that we shall adopt the revised format from 2006-07. The BALP example is of quite complex provision and illustrates our current format, which will soon be replaced.
Manchester Metropolitan University programme specification - PDF version (251KB)
Example 5, Foundation Degree/modular structure: University of Northumbria at Newcastle
The University, established in 1992, has full degree-awarding powers. There are approximately 23,500 students on non-franchised awards and a further 3,855 on courses franchised or validated elsewhere. Over 50 per cent of the students are from the local region.
The University's overall future vision is, 'to become one of the world's leading teaching and learning universities, renowned for its innovative and research-based practice and exercising its regional, national and international role through an extensive network of locations and partnership'.
The University defines its core mission as being, 'to meet the diverse needs of an international learning community and to contribute to society and its economic development through research, excellent teaching and high-quality student support'.
Approach to programme specifications
The University developed initial templates in line with QAA guidelines and exemplars. These templates were developed over the years to meet the needs of users (programme teams, partner colleges and current students in particular) for information. A recent decision was taken to develop a version of the template specifically for Foundation Degrees. This was to assist in the alignment with QAA's Foundation Degree qualification benchmark.
NB: This programme specification would normally also be read against a matrix which maps outcomes against modules.
University of Northumbria at Newcastle programme specification - PDF version (180KB)
University of Northumbria at Newcastle modular structure - PDF version (35KB)
Example 6, small and specialist/student friendly: Norwich School of Art and Design
Norwich School of Art and Design is a specialist HEI with 978 undergraduate students, 89 postgraduate taught, and 10 postgraduate research students. It also has 86 students on a one-year pre-degree Foundation Diploma in Art and Design. The School is prominent in Norwich and the East of England, enjoying positive and proactive relationships with other HEIs, the community, business and feeder institutions. It has developed a strong ethos as a creative academic community, with staff and students fully involved in debate and development.
Approach to programme specifications
Programme specifications were first introduced for the School's undergraduate courses in 2000. In May 2004, following consultation with its QAA liaison officer and validating university, the School determined that the primary audience for its programme specifications is external and devised a new template for these. The rationale for this is that, once they are enrolled on their course, students receive more detailed information in their Course Handbook than is articulated in the programme specification. Programme specifications are now targeted at prospective students, their parents/advisors, and external stakeholders, via the School and HERO websites. N ew versions for undergraduate courses have been available since August 2005, while those for postgraduate courses are under revision at the time of writing.
Norwich School of Art and Design programme specification - PDF version (96KB)
Example 7, Foundation Degree: University of Plymouth
The University was established in 1992, in 1995 the Tor and South West College of Health was incorporated and in 2002, the Peninsula Medical School was established in collaboration with the University of Exeter.
The University has approximately 29,000 students. Approximately 6,000 study at partner institutions. Special features include a strong regional focus and extensive collaborative activity.
The University's mission is to be a university of excellence, which delivers teaching and research to world-class standards, fosters scholarship and culture, serves the region, develops responsible students capable of critical reasoning and practical action, is open and accessible and is an effective community working in partnership with others.
Approach to programme specifications
Programme specifications for University of Plymouth Colleges Foundation degrees are designed using a standard template, which is revised and reissued each year. The FdSc Sustainable River Basin Management used the 2004-05 model. The template is intended to provide students with a succinct summary of the programme, with more detailed information being provided in the Student Handbook, of which the programme specification forms a part.
As well as standard sections relating to essential elements such as admissions criteria, benchmark references and distinctive features of the programme, the central focus of programme specifications is upon the detailed expansion of the intended learning outcomes and their relationship to the learning and teaching strategy adopted for the programme.
University of Plymouth programme specification - PDF version (103KB)
Example 8, small and specialist/placement abroad: Rose Bruford College
Rose Bruford College was founded in 1951 for the purpose of training actors and teachers and is one of the largest and most comprehensive specialist providers of performance practice and research in Western Europe. The College offers a wide range of specialist undergraduate programmes, which are validated by the University of Manchester.
The College states its mission as follows: 'We provide innovative vocational education of the highest standard in the professions of the theatre. We recruit the most highly skilled and talented undergraduate, postgraduate and research students, to programmes that recognise their diverse needs.' The College defines its role as to, 'provide theatre-related education that is sensitive and responsive to the needs of students, employers, sponsors, our local community and other stakeholders. It is also our role to promote reflection and change within the world of theatrical education. We work in partnership with other institutions and organisations to achieve our strategic aims'.
The College has approximately 900 students, the majority of whom are undergraduate. Approximately 300 students are part-time and all of these study by distance learning. A distinctive feature of the College is its employment of between 120 and 150 fixed-contract staff in any one academic year.
Approach to programme specifications
The College has used a standard template for the development of programme specifications, which was developed by the University of Manchester. In addition, all programmes at Rose Bruford College are monitored for vocationality within its mission as a small specialist institution. It is the intention to sharpen the aims and outcomes of programmes within an updated set of programme specifications.
Rose Bruford College programme specification - PDF version (123KB)
Example 9, undergraduate honours programme with professional body accreditation: University of York
The University of York was established in 1963 and has full degree awarding powers for taught and research degrees. Its vision is to 'be a world leader in the generation of knowledge through fundamental and applied research, in the transmission of knowledge through teaching students from varied backgrounds and in the application of knowledge for the health, wealth and well-being of society'.
In the academic year 2004-05 there were around 10,800 students, comprising 8,300 undergraduates and 2,500 postgraduates, including 1,200 from overseas countries.
The academic structure of the University comprises 23 departments and a number of research-based centres and institutes.
Approach to programme specifications
The University of York introduced programme specifications as part of its programme approval processes in October 2001 and for existing programmes on a rolling basis from December 2001. Responsibility for writing and maintaining programme specifications is devolved to departments, but with the University's Teaching Committee maintaining an overview and supporting their development. At present the principal use of programme specifications is for internal quality assurance processes. The University is, however, considering how they can be further developed to meet the needs of different audiences.
University of York programme specification - PDF version (50KB)
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