·¬ÇÑÉçÇø

Abbreviations LQEH 2024-25

Glossary

Summary of changes

Section 1- An overview of quality assurance and enhancement activity at ·¬ÇÑÉçÇø University

Guidance 1(i) Local Academic Committees (for faculties and other areas that deliver academic provision)

Section-2 Approval for programme validation and review events

Appendix 2a Academic Provision Proposal Form

Appendix-2b Course Template

Appendix-2c Extension form

Appendix 2d Programme closure form

Appendix 2e Programme suspension form

Appendix 2f Existing collaborative programme at new site proposal form

Appendix 2g Addition of existing collaborative programme at existing collaborative site

Appendix 2h Site closure form

Appendix 2i - Curriculum Business Case

Appendix 2j - Curriculum Business Case for collaborative partners

Section 3 Programme validation review and modifications

Guidance-3i The purpose of programme validation and programme review

Guidance-3ii-Panel-Officer

Guidance 3iii-Documentation for a validation or review event

Guidance-3iv Validation and Review Guidance for Distance Education

Guidance-3v Roles and responsibilities of Panel Members

Guidance-3vi Student involvement in validation and review events

Guidance-3vii Equality, Diversity and inclusivity in the curriculum (Inclusive curriculum)

Guidance-3viii External Assessors – Criteria for Appointment and Fee Information

Guidance-3ix A guide for apprenticeship validation panels

Guidance-3x Guidance for External Assessors when considering the validation of a programme at an overseas campus

Guidance-3xi Guidance for External Assessors when considering the validation of a programme by Faculty Committee

Guidance 3xii Programme Leader

Guidance 3xiii Writing a programme specification / programme information form (PIF)

Guidance 3xiv 2031 Learning Framework Operationalising the Principles for Undergraduate Programmes

Guidance-3xv 2031 Learning Framework Operationalising the Principles: for Postgraduate Taught Programmes

Guidance-3xvi Ethics in the curriculum

Guidance-3xvii Research Ethics

Guidance 3xviii Writing a module narrative / module information form (MIF)

Guidance 3xix Designing a module reading list for in-house, franchised & joint programmes

Guidance-3xx Designing a module reading list for validated programmes

Guidance 3xxi Guidance for the Design of Distance Education

Guidance-3xxii Academic Advising

Guidance 3xxiii 2031 Learning Framework Operationalising the Principles for Higher and Degree Apprenticeship Programmes

Guidance 3xxiv Procedure for mapping a new or existing ·¬ÇÑÉçÇø University programme to an apprenticeship standard

Guidance-3xxv Non-Credit Bearing Courses (NCBCs)

Guidance-3xxvi Making changes to published information

Guidance 3xxvii - Glossary of 2031 Learning Framework Terms

Appendix 3a Officer paper

Appendix 3b Overview document template

Appendix 3c Critical Review Document

Appendix 3d (In-house) Validation / Review report template

Appendix 3da (Full) Validation Review report template

Appendix 3e Confirmation of a validation or review

Appendix 3f Programme Specification

Appendix 3g External Assessor Appointment Form

Appendix 3h - no longer in use

Appendix 3i Resource Statement for a programme to be delivered at an overseas campus or partner site

Appendix 3j Apprenticeships standard mapping document

Appendix 3k - Programme Adjustment Form

Appendix 3l New module / module narrative template

Appendix 3m Programme handbook - in-house

Appendix 3n Programme handbook – Franchised

Appendix 3o Programme handbook – Joint

Appendix 3p Programme handbook – Validated

Appendix 3q Programme assessment schedule

Appendix 3r Programme change form

Appendix 3s Module change form

Appendix 3t- No longer in use

Appendix 3y Programme Team DE module validation sign off form

External Examiners (EEs) are central to the University’s quality assurance and enhancement processes. Every programme and module has an External Examiner. This requirement covers all FHEQ Levels and applies to in-house, campus, and partner provision.

The External Examiner Team sits within the Academic Quality Service (AQS). It has overall responsibility for the external examining process.

LQEH Section 4 explains the University’s external examiner process. It covers the nomination, appointment, induction, and right-to-work checks for EEs. The process applies to in-house, campus, and collaborative partner provision.

Guidance 4i, 4iii, 4iv, and 4v support staff who complete nomination forms for new External Examiners. Guidance 4ii explains what information should be sent to a new EE. Guidance 4vi covers the Assessment Conversation for Equity and Enhancement (ACEE). Guidance 4vii covers the student sample that the EE must review.

Appendix 4a is the template for nominating a new External Examiner. Appendices 4b, 4d, 4e, and 4f are annual report templates. In-house EEs and collaborative partner EEs should complete the appropriate template. Appendix 4c is a suggested guide for ACEE meetings with EEs.

Section 4 External Examiners

Guidance 4i Criteria for approval of External Examiners for programmes

Guidance 4ii Checklist of documentation to go to External Examiner

Guidance 4iii Approval of external examiners for Collaborative partners who do not meet criterion relating to UK Higher Education experience

Guidance 4iv Roles and responsibilities of a Chief External Examiner (CEE) for Collaborative Partners

Guidance-4v Arrangements for the Shadowing and Mentoring of External Examiners

Guidance 4vi Assessment Conversation for Equity and Enhancement (ACEE)

Guidance-4vii Student sample for review by External Examiner (EE)

Section 4 External Examiners

Appendix 4a-In ·¬ÇÑÉçÇø University External Examiner Nomination Form – Taught Provision 2024/2025

Appendix 4b- External Examiners’ annual report template (Programme Assessment Board)

Appendix 4c : Assessment Conversation for Equity and Enhancement (ACEE) – Meeting record (Suggested Guide Form)

Appendix 4d External Examiner Report – Attendance at additional Programme Boards

Appendix 4e Chief External Examiners report

Appendix 4f- External Assessor’s Annual Report form

Appendix 4g- Assessment Submission Form 2024-25

Appendix 4h Moderation Form Student Assessed Work

Section-5-Collaborations-With-Other-Institutions

Guidance 5i: Checklist for the development and launch of a collaborative programme

Guidance-5ii-Responsibilities-of-Link-Tutors

Guidance-5iii-The-Language-of-Tuition-and-or-Assessment

Guidance-5iv Collaborative Programmes Comparison Table

Guidance-5vi Operational Calendar for Link Tutors

Guidance 5vii Serious Problems and complaints procedure in collaborative partnerships

Guidance 5viii Programme Planning Leading to Dual Awards, Joint Awards or Double Degrees

Guidance 5ix Administrative and Operational Procedures for Collaborative Program

Guidance 5x Not in use

Guidance 5xi Not in use

Guidance-5xii Institutional Approval Visit Agenda

Guidance- 5xiii Assessment and regulations arrangements for validated programmes not adopting wholly MU regulations

Guidance 5xiv Management of Dual Doctoral Research Programmes Procedure

Appendix 5a Institutional Approval Preliminary enquiries form

Appendix 5b institutional Approval Commentary Form

Appendix 5c Institutional Approval report template

Appendix 5d Institutional Re-Approval Commentary Form

Appendix 5e Site visit report template

Appendix 5f Institutional review report template

Professional, Statutory and/or Regulatory Bodies (PSRBs) may accredit or recognise ·¬ÇÑÉçÇø University programmes.

This section explains the responsibilities and procedures for accreditation events and reviews. It also covers how outcomes are reported and recorded in the central register. The Assurance Committee oversees all PSRB accreditations.

Section 6 – Professional, statutory and or regulatory bodies

Educational Monitoring and Enhancement (EME) monitors and assures the quality of academic provision and the student experience.

EME involves analysis of relevant data and input from internal and external stakeholders. Evidence includes:

• admissions and enrolment
• student continuation and achievement
• cohort demographic characteristics
• graduate destinations
• student satisfaction
• External Examiner input
• student feedback.

EME applies to all taught provision at Hendon and overseas campuses. It also applies to collaborative partner provision. Collaborative Partners must complete Educational Monitoring and Enhancement Reports (EMERs) each year.

Each Faculty, Department, or School owns its EME activity. It reports this activity to the Faculty Quality Committees and the University Teaching and Learning Committee. AQS oversees the management and operation of the process. It also provides guidance where needed.

LQEH Section 7 explains how the EME and Collaborative Partner EME processes operate. It covers their purpose, format, stages, timescales, and deadlines.

Guidance 7i, 7ii, 7iii, and 7iv support collaborative partners completing EME and the EMER document. They explain how to complete the report and select evidence for suitable actions. They also provide an example of a completed EMER.

A standard EMER template is sent to each collaborative partner. Separate templates are available for partnerships that are closing.

Section 7 Educational Monitoring and Enhancement

Guidance 7i Writing Educational Monitoring and Enhancement Reports – Support for authors

Guidance 7ii Considering Data and Evidence

Guidance 7iii Example Completed Educational Monitoring and Enhancement Report

Guidance 7iv - Evidence Sources for Educational Monitoring and Enhancement

Appendix 7a Collaborative Validated Partner Educational Monitoring and Enhancement Report Template

Appendix 7b Collaborative Franchised / Joint Partner Educational Monitoring and Enhancement Report Template

Appendix 7c Collaborative Partner Educational Monitoring and Enhancement Report template - for Collaborative partners which are closing

The University may carry out internal audits and reviews to protect the quality of the student learning experience. The Assurance Committee commissions this work when required.

An internal audit may follow a standard review that identifies the need for further scrutiny. It may also respond to a specific concern raised within or outside the University.

Concerns about academic quality and standards can be raised outside the standard oversight and monitoring processes.

This section explains the processes for internal audits and reviews. It covers the use and selection of External Assessors. It also explains how to raise a concern about quality and standards.

Section 8 - Raising concerns and Internal audits

Appendix 8a - Raising a concern regarding quality and standards

·¬ÇÑÉçÇø University is committed to improving the experience of students across our global community.

Students must have opportunities to take part in quality assurance and enhancement processes. We aim to strengthen student voice processes and co-leadership across the global ·¬ÇÑÉçÇø community.

Section 9 explains the main ways students can engage in quality assurance and enhancement. It covers student surveys, representation, requirements, and expectations. These arrangements apply to Hendon, Overseas Campuses, and Collaborative partners.

Section 9 - Student Engagement in Quality Assurance and Enhancement

Section 9a Student representation

Section 9b Student surveys

Section 9c Student Engagement for Collaborative Partners

Appendix 9a Student Voice Leader role descriptor

Appendix 9b Programme Voice Group Operational procedures

Appendix 9c Principles of Student Voice in the Student Voice Cycle

Appendix 9d Programme Voice Group TOR and membership 2023-24

Appendix 9e Programme Voice Group Chair role descriptor

Appendix 9f Programme Voice Group Officer role descriptor

Appendix 9g Programme Voice Group Code of conduct

Appendix 9h Student Voice Leader Code of conduct

Appendix 9i Guide for hosting online / virtual meetings

Appendix 9j Student Surveys operational procedures

Template 9i Programme Voice Group Draft agenda

Template 9ii Programme Voice Group Minutes template

Section10 Approval monitoring and review of articulation agreements

Guidance 10i Recognition of category 1 institutions – evidence to be provided by the sponsor

Guidance 10ii Endorsement of EU and overseas quality assurance bodies / agencies in articulating institutions

Guidance 10iii Monitoring category 1 institutions

Guidance 10iv Link contacts role and responsibilities

Guidance10v Articulation mapping proforma programme level

Guidance 10vi Articulation mapping proforma module level

Appendix 10a Institutional recognition form

Appendix 10b Template for Articulation Agreements - Institution

Appendix 10c Template for articulating progression agreement

Appendix 10d Template for articulation agreement – awarding body

Section 11 - Certificate, Diploma supplements and Graduation

Appendix 11a Examples of certificates

·¬ÇÑÉçÇø University must ensure that collaborative partners understand their obligations when promoting and marketing programmes awarded by the University.

This section explains the processes and approvals that collaborative partners must complete before marketing and promotion begin. We expect full compliance with all requirements of the Competition and Markets Authority (CMA). These requirements are also set out in this section.

Section 12 - Publicity and Marketing

·¬ÇÑÉçÇø University has campuses in London (Hendon), Dubai, and Mauritius. As a global institution, the University continues to consider opportunities for further overseas campuses. This section describes the rigorous process for establishing them.

Provision at overseas campuses must meet the same quality assurance and enhancement requirements as provision at our Hendon campus. Students at all our campuses can expect an equivalent high-quality learning experience. They will gain a UK qualification that is recognised globally.

LQEH Section 13 explains the process for establishing a new campus. The proposal must be submitted to the University Executive and Board of Governors. The process also covers the approval of programmes and student facilities. It sets out the continuing quality arrangements after the campus opens.

Guidance 13i and 13ii support the management of academic programmes and quality assurance and enhancement at overseas campuses.

Section 13 - Opening new ·¬ÇÑÉçÇø University overseas campuses

Guidance 13i Guidelines for working with ·¬ÇÑÉçÇø University Overseas campuses (Academic Programmes)

Guidance 13ii Review of the implementation of quality assurance and enhancement

·¬ÇÑÉçÇø University can recognise learning completed with another organisation and count it towards one of its awards. This may include:

• formal credit awarded by another UK or international higher education provider
• regulated qualifications, including those overseen by Ofqual
• learning completed in the workplace.

The University uses its academic credit framework to evaluate this learning. The framework assigns an appropriate number of credit points at a specific level.

Section 14 Accreditation of academic credit

Appendix 14a RPL Assessment plan template

Appendix14b Accreditation initial approval information form

Appendix14c Accreditation proposal form

Appendix14d Accreditation proposal assessment form

Appendix 14e Re-accreditation initial approval form

Appendix 14f Re-accreditation proposal form

Appendix 14g Re-accreditation proposal assessment form

Appendix 14h no longer in use

Appendix 14i Annual Monitoring Report

Appendix 14j Accreditation handbook

Procedural Guidance for Postgraduate Research Study 2024-25.pdf

Appendix 15a Supervisory record form

15b.1 – Review Stage 1 form (MPhil/PhD)

15b.2 – Review Stage 1 form (Professional Doctorates)

Appendix 15c Review Stage 2 form

Appendix 15d Writing up form (pre-2022 admission)

Appendix 15e Application for extension to candidature period (pre-2022 admission)

Appendix 15f Application of exam panel

Appendix 15g Candidate declaration form

Appendix 15h erepository form

Appendix 15i Preliminary examination form

Appendix 15j Recommendation of the Examiners

Appendix 15k Interruption of studies

The Record provides a comparable set of standardised information about undergraduate programmes. It helps prospective students make choices about Higher Education. The information is published on Discover Uni and provider websites.

·¬ÇÑÉçÇø University must submit Discover Uni data records to HESA through its submission system. Section 16 explains the required information and how the University collects the data.

Section 16 - Discover Uni guidance for staff

Appendix 16a - Teaching & Learning Definitions

Appendix 16b-Definitions of assessment methods