University Framework for Quality and Standards

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Framework for Quality and Standards

Version of March

2009


Northumbria University


University
Framework

for Quality and Standards



1.

Introduction and Context


The University’s aims for providing a high quality student learning experience are set out in its vision and
mission statements

[1]
.
The Learning and Teachi
ng Strategy

[2]

sets out
the objectives

for
the development
and enhancement of the curriculum and the student learnin
g experience
.


The University’s

Framework
for Quality and Standards
supports the
se

aims

and objectives

by
specifying the

responsibilities a
nd
procedures
by which
the standards of the academic programme and the quality of the
student learning experience

are

managed, assured and enhanced
. The main purposes of this

Framework are:



To secure the academic
standards of
Northumbria

awards, assuring

s
tudents, graduates
,

and the
public tha
t

o

the level of achievement required for those awards meets or exceeds national, international
and relevant professional requirements

and is

comparable to those expected by other UK
Higher Education institutions


o

curric
ula are

up to date and in line with external expectations for the subject in question



To assure and enhance the quality of the student learning experience
, ensuring that students

o

receive appropriate
and effective
forms of teaching,
assessment and

support

o

are provided with learning opportunities

to enable them to attain the academic standards and
develop the skills required for their award



To maintain and enhance the University’s excellent reputation for quality and standards, evidenced in
reports from the

Quality Assurance Agency (QAA),
and

recognition by external bodies including
professional, statutory and regulatory bodies (PSRBs) and collaborative partner institutions


Key

principles
underlying

this

Framework are

that
:



T
he primary responsibility for
the

quality

of the student experience

lies at the point of delivery, with the
staff engaged in teaching and supporting learning

in the University’s nine Schools

(plus Graduate
School)
, its support services and, where appropriate, its partner institutions



Q
ual
ity assurance procedures exist to
support the University’s
aim of

deliver
ing

an outstanding
student experience and not as ends in themselves. They should lead to enhancement of learning and
teaching and should be subject to ongoing review of their effectiv
eness



Q
uality assuran
ce processes should be evidence
-
based, making full use of available management
information and contributing

to the further development of that

information


This statement of the University’s Framework updates and replaces that approved

by the University Learning
and Teaching Committee in June 2004 which, in turn, drew on earlier versions
approved by its predecessor
committees and Academic Board
dating back to 1993.

Note that document references in square brackets are
to documents in App
endix 1 below.



2.

Management Responsibilities for Quality and Standards


2.1
Committees

[3]


Academic Board

is the University’s most senior committee in relation to academic matters. It
has overall
responsibility for the University’s awards, the quality an
d standards of the academic programme and the
quality assurance framework.
It

directly approve
s

new collaborative partnerships

and
changes to the
academic
framework but more detailed

functions are largely delegated

to its sub
-
committees
-

f
or taught
awards
,
the

University Learning and Teaching Committee

(ULT)
;

for research
degrees
, t
he

Research and
Innovation

Committee

(
RIC
)

and the Graduate School Committee (GSC)
.
These committees in turn operate a
s
eries of sub
-
committees responsible

for the operation of
the quality
assurance procedures
.


For the University Learning and Teaching Committee, these include:

Framework for Quality and Standards

Version of March

2009



Programme Approvals Scrutiny Sub
-
C
ommittee (preliminary scrutiny of new programme proposals

and determination of process
es

for approval
)



External Examine
r
s’

Appointments

Sub
-
C
ommittee



Regulations and Frameworks
Sub
-
C
ommittee
(review and maintenance of assessment regulations
and academic framework)



School Learning and Teaching Committees (
SLTs) (
operation of quality framework at School level
,
they include c
ross
-
School representation to support consistency
)



School Module Examination Boards and Progression and Awards Boards



School Programme Committees and Student Staff Liaison Committees


For the University Research and
Innovation

Committee,
arrangements are a
s follows:




University Research & Innovation Committee

is responsible for ensuring that the University’s research
degree regulations, frameworks and procedures operate effectively and are complied with; and
monitors and evaluates the level and quality of r
esearch activity and outputs (including PGR);



Graduate School Committee
is a sub
-
committee of RIC and reports to RIC, but operates with
delegated authority from Academic Board for aspects of research degrees
(
to formulate, approve,
review and develop the r
egulations, frameworks and procedures for research degrees, reflecting the
principles approved by Academic Board; to promote and monitor training in research methods; to
promote good practice in research supervision; and to report annually to RIC on the pr
ogress of
research students and training activity involving research degree matters)



In particular, Graduate School Committee exercises its powers, delegated by Academic Board for the
arrangements for examination of research and higher degrees (specificall
y including appointment of
examiners and confirming the conferral of awards) through the Graduate School Committee
Examinations Panel



GSC Professional Doctorate Standing Group oversees Professional Doctorates (including
formulating, approving, reviewing an
d developing regulations, frameworks and procedures; advising
Schools, and reporting annually on development of professional doctorates across the
University
).



School Research and

Innovation

Committees (or equivalent; operation of research degree procedure
s
at School level)



The University Ethics Committee is a sub
-
committee of RIC
and has the responsibility to provide
guidelines for staff and students on ethical issues in research and to take a University overview on
ethics policy implementation


2.2
E
xecu
tive Responsibilities

[4]




The Vice
-
Chancellor and Chief Executive is responsible to the Board of Governors and has ultimate
responsibi
lity for the quality and standards of the University’s awards



Deputy Vice
-
Chancellors
support t
he Vice
-
Chancellor in th
e University Executive
and have

specific
responsibilities, including Learning and Teaching
;

Research and Innovation
.



Deans of School have responsibility for quality and standards
of programmes
in their respective
Schools
and
for
the
proper
operati
on of pr
ocesses
to support this
at School level




Associate Deans

provide support to the Deans; Schools have autonomy in relation to their structures
and t
he
ir

different sizes and natures
lead to some variations in roles,

but most Schools have
specific

responsibili
ties
for Learning and Teaching
and for Research



The Director of Academic Registry has responsibility for operation and maintenance of University
academic frameworks and regulations for taught programmes and for programme

approval and
review processes



The D
irector of the Graduate School
(also Chair of the Graduate School Committee)
has
responsibilit
y for operation and maintenance of the
University

academic frameworks and regulations
for research degrees



3.

Key Elements of the Quality
and Standards
Framework


3.1

External Reference Points




The main external reference for

this framework is the A
cademic
Infrastructure

developed by the
Quality Assurance Agency (QAA). Northumbria awards are aligned with the Framework for Higher
Framework for Quality and Standards

Version of March

2009

Education Qualifications (FHEQ)
[5]
and
the Higher Education Credit Framework for England

[6]
; the
QAA
Code of Prac
tice
[7]
has been a key reference for

the development of the

University’s
procedures while Subject B
enchmark statements

[8]

inform academic programme development



The QAA conducts re
gular audits of the University’s management of its standards and quality to
determine the level of confidence that can be held in its processes, including its alignment with the
Academic Infrastructure.
Very positive audit reports

[9]

are available for
all

recent audits including
Institutional Audit (2005), Collaborative Provision Audit (2006), Overseas Collaborative Audits and
Major Review of Healthcare Provision

(2006)



Through the FHEQ, Northumbria awards are aligned
with the Framework for Qualifications
for the
European Higher Education Area (FQ
-
EHEA)

[10]
. Where Northumbria awards result from
international collaboration, every effort will be made to ensure alignment with the requirements of
relevant nationa
l quality assurance agencies



A good many of Nort
humbria’s awards are accredited or recognised by external bodies including
PSRBs; such accreditations, with any conditions, are reported to ULT

[11]



Programme Specifications are published on the

University’s web site
[12]
and detail

programme aims,
learnin
g outcomes, learning teaching and assessment strategies, admission requirements etc. All
award level students receive a transcript detailing performance on modules studied and a Diploma
Supplement

[13]
to support international transferability


3.
2

The Uni
versity Academic Framework


The key elements of the University’s academic framework are:



The Modular Framework for Northumbria Awards (MFNA)

[14]
.
The University operates a common
framework for taught awards and this document specifies those awards and the
ir credit requirements,
aligned with QAA
’s FHEQ

and the Higher Education Credit Framework for England.



The Assessment Regulations for Northumbria Awards (ARNA)

[15]
.
The University operates a
standard set of assessment regulations for taught awards, with
variations allowed only in exceptional
circumstances and by ULT approval. ARNA defines
progression, compensation and classification
requirements and, in appendices, contains regulations applying to academic misconduct and conduct
of assessments and examina
tions



The
Research Degree Regulations set
out requirements for the University’s awards

of

MPhil and
PhD, PhD by publication, and

Higher Doctorates

[16]



The Professional Doctorate Framework
[16
]
sets out the requirements for professional doctorate
programme
s, which combine aspects of taught and research degree regulations



The University’s Ethics Policy applies to all of those engaged in research at Northumbria, including
research students, taught postgraduates and undergraduates engaged in projects. Full gui
delines are
contained in the Research and Ethics Governance Handbook [17]


3.
3

Examination Boards and External Examiners




The University operates a two tier system of Examination Boards

for taught awards (except where
PSRB requirements lead to approved va
riation).
The roles, membership and duties of the
Examination Boards are set out in the University’s Examiners’ Handbook

[18]
; this document also
contains requirements for marking and moderation of assessments:

o

Modul
e Examination Boards (MEBs)

assure the U
niversity that appropriate arrangements are
made for module assessment, that appropriate moderation has taken place and that marks
awarded for each module reflect attainment and are awarded consistently

o

Progression and Awards Boards (PABs) determine classi
fication of awards and the
progression of students



External Examiners are appointed
to cover all taught programmes; their responsibilities include the
verification of the standards of the University’s awards and of the fairness of its assessment
processes.

Criteria for appointment of External Examiners together with definition of their roles are
included in the Examiners’ Handbook. New External Examiners are nominated by School Learning
and Teaching Committees; nominations are considered by the
External Exa
miners’ Appointments
Sub
-
Committee
and ratified by ULT



External Examiners are required to report annually, including confirmation of standards

[19]
. Reports
are responded to by Schools; a summary report is prepared annually for ULT and Academic Board



Regu
lations for the examination of research degrees are set out in the University’s Research Degree
Regulations (for MPhil/
PhD
; PhD by Published Work; Higher Doctorates) and Framework for
Framework for Quality and Standards

Version of March

2009

Professional Doctorates. These documents also specify the requirements f
or appointment of External
Examiners and their responsibilities
. Further details of confirmation of Examiners’ decisions are
enshrined in the approved Terms of Reference of the Graduate School Committee Exams Panel

[20]
.



Procedures for appeal against Exam
ination Board decisions are contained in the University’s
Handbook of Student Regulations

[21]


3.4
Programme Approval Processes

(
other than for Collaborative Programmes)




Procedures for approval of new taught programmes are detailed in the University’s
P
rogramme
Approvals Handbook

[22]
.

Following Sch
ool
-
level scrutiny,

i
nitial approval of a programme proposal is
by the ULT Programme Approval Scrutiny Sub
-
Committee
(LTPAS)
which scrutinises for alignment
with the University’s academic framework and de
termi
nes the method of approval
. This will normally
be an SLT panel

chaired by a ULT approved independent chair and including a suitable external
member



The programme approval process
is designed to secure academic standards by reference to external
benchmarks
including the FHEQ, relevant subject benchmark statements and any relevant PSRB
requirements. Where programmes are to be delivered through distance learning or as part of the
University’s work
-
based learning framework, expert scrutiny is required
. It

is de
signed to assure the
quality of the student learning experience through scrutiny of resources for learning and of
programme learning, t
eaching and assessment strategies



The
Programme
Approvals Handbook

also specifies procedures for programme modification
and
module approval and modification



New Professional Doctorate programme proposals must be approved both by the Professional
Doctorate Standing
Group (a sub
-
committee of the Graduate School Committee) and LTPAS



3.5 Programme Review Processes (other th
an for Collaborative Programmes)




Procedures for review of taught programmes and modules are detailed in the University’s Review
Handbook

[24]



Periodic Review takes place on a six
-
yearly cycle
[25]
and is of subject disciplines (as defined by the
Schools a
nd approved by ULT). Review panels are drawn from a ULT approved register and include
at least one external subject expert
. Student involvement
is described in 3.7 below



Periodic review is designed to secure academic standards by examining continued alignm
ent with the
FHEQ, relevant subject benchmarks and other external reference points, by scrutinising follow
-
up to
external examiner reports, by examining programme data including for admissions and student
performance and achievement. It is designed to assu
re the quality of the student learning experience
through student involvement, scrutiny of data including student feedback and by focussing on
measures taken to enhance learning, teaching and assessment

[26]



Annual Programme Monitoring

(APM)

is a stron
gly
evidence
-
based process, drawing on a programme
data set containing entry, progression and awards, employment and student feedback data. The APM
template

[27]

requires comment where data is flagged as outside of the expected range, either
indicating need fo
r action or as providing evidence of good practice. External Examiners’ reports and
enhancement activity are also to be commented on



Module review
[28]
is similarly evidence
-
based, looking at student performance and feedback on the
module, with any externa
l comments. Fuller review is required only if this evidence indicates the need
for more detailed scrutiny



Postgraduate Research programme provision is periodically reviewed on a six
-
yearly cycle using a
modified version of the standard periodic review proc
ess. Annual monitoring of performance of
research degree students is conducted by the School Research Committee which provides a report to
the Graduate School Committee
, which in turn reports to Academic Board (via Research and
Innovation Committee).


3.6

Collaborative Programmes




Definitions of the forms of collaboration that Northumbria will enter into together with procedures for
approval and management of collaborative programmes are contained in the University’s
Collaborative Procedures Handbook

[29]
. Collaborative Programmes, of whatever form, are required
to conform to the University’s academic framework and to be taught and assessed in English.
Framework for Quality and Standards

Version of March

2009

Collaborative programmes involve the University in higher levels of risk tha
n

standard programmes
and thi
s is reflected in the collaborative procedures which require additional scrutiny dependent on
expected level of risk



Following School scrutiny, proposals for new collaborative programme
s

are brought to LTPAS for
consideration. Where the
proposed
partner or
ganisation is new to Northumbria, LTPAS will require a
partnership review;

[30]

reports of partn
ership reviews go to ULT and
Academic Board for approval.
LTPAS will also determine the form of programme approval; normally this will be a ULT approval
panel i
nvolving a suitable external member.
C
onditions of approval are monitored by

ULT



An operations manual detailing arrangements for the management and quality assurance of the
programme will be approved by the approval panel. This will include arrangements fo
r annual
programme monitoring, for student assessment and examination boards and for collection of student
feedback. Normally these will be closely aligned with those for non
-
collaborative awards; in all cases it
will be a Northumbria Progression and Award

Board which is responsible for recommending a
Northumbria award



As collaborative programmes are approved for fixed time periods, periodic review is primarily through
the re
-
approval process

[32]
. Where a collaborative programme is an integral part of a pr
ogramme
cluster with associated home
-
based programmes, it may also be considered as part of the periodic
review of those programmes


3.7 Student Involvement in Quality Assurance




Student feedback is collected through a series of questionnaires, at module
and programme level

[33]
. Where available, questionnaires allowing external benchmarking are used, so that the National
Student Survey
(NSS)

[34]

is used as the programme questionnaire for eligible final year
undergraduates, the Postgraduate Taught Experie
nce Survey (PTES) for taught postgraduates and
the Postgraduate Research Experience Survey (PRES) for research students

[35]
. A web
-
based
internal
programme questionnaire is used for other students. Data from these surveys is fed into the
annual programme
review and periodic review processes as part of the evidence base to be
examined in those reviews



The panel for periodic review includes a Student Union
s
abbatical

officer
. In addition to participating in
the review as a full panel member, they will chair
a separate open s
tudent meeting which produces a

Student Written Submission for the review

[36]



Student representatives are included on Programme Committees and Student
-
Staff Liaison
Committees. Training for rep
resentative
s, including an annual conference
and support from the
A
dvice and
Representation O
ffice, is provided by the Students’ Union

[37]



A system of School representatives (two taugh
t and one postgraduate research
student per School) is
operated to provide representation on School
-
level committees

including SLTs and SRCs as well as
on university
-
level sub
-
committees. Student Union
s
abbatical

officers

sit on the main University
Committees including Academic Board, ULT and R
I
C



Collaborative approval events include, where possible, a meeting with stud
ents at the partner
institution. The operations manual details the arrangements for programme committees and collection
of feedback from collaborative students


3.8 Enhancement of Learning, Teaching and Assessment




The University’s main enhancement object
ives are set out in its Learning and Teaching Strategy

[2]
.
In addition, there are close links
between
quality assurance processes and enhancement activity,
for
example
:

o

An enhancement showcase i
s part of the periodic review process

[24]

o

Identification

of
areas of good practice i
s part of the annual programme monitoring process

[27]

o

Guidelines for Good Assessment Practice

[3
8]

supplement ARNA and the Examiners’
Handbook



Sharing of good practice is supported through many mechanisms including the annual North
umbria
Conference

[39]
,
ULT enhancement groups,
the Northumbria Teaching and Learning Exchange staff
development programme

[40]
, the Research Supervisor Training programme, the Academic Practice
continued professional development programme and PCAPL progra
mme for new staff, the peer
observation of teaching and appraisal processes. It is supported by the activities of the university
Learning and Teaching Advisers, the LTech team (for elearning materials)

[41]
, the MARCET staff
development

resources

centre
[4
2]
and the CETL in Assessment for Learning

[43]
. Staff rewards exist
Framework for Quality and Standards

Version of March

2009

through the University’s
Applauding and Promoting Teaching

(APT)

scheme
[44]
and the annual
promotions round



Students are involved in quality enhancement through means including membershi
p of ULT groups

and the School representative system
, though Student Applauding and Promoting Teaching awards
and the Learner Informing Teaching awards

[45]



4.


Reviewing of the Quality and Standards Framework


The e
lements of this framework are kept regula
rly under review to ensure their fitness for purpose:



New developments in the QAA academic infrastructure are reported to ULT and assigned for
consideration to the relevant university committee or group which reports back to ULT on any
necessary action



Re
gulations and frameworks are kept under regular review by the ULT Regulations and Frameworks
Sub
-
Committee or the Graduate School Committee. An annual review of Examination Board
Procedures and Assessment Regulations is conducted for ULT and this, together

with the annual
summary of External Examiner Reports, informs the annual review of ARNA, with major changes
approved by Academic Board



Regular reviews of approval, review and collaborative procedures are conducted by ULT resulting in
revised procedures (f
or example, review of the Review processes 2007/8, mini
-
review of collaborative
procedures 2008/9)





Approved:


University Learning and Teaching Committee February 2009

Academic Board March 2009




For enquiries, contact:


Alan Dordoy, Academic Registry
Framework for Quality and Standards

Version of March

2009



Appendix
1
:

Index of Quality and Standards Framework Documents



University Mission and Strategies
, Structures and Committees


Ref

Document

Location

1

University Mission and Vision Statement

http:/
/www.northumbria.ac.uk/vc/corpstrat/



2

University Learning and Teaching
Strategy


3

Terms of reference of Academic Board
Committees and a committee structure
diagram

Linked from
http://www.n
orthumbria.ac.uk/sd/central/ar/abc/

4

University Organisational Chart

Linked from
www.northumbria.ac.uk/vc/





External Reference Points


Ref

Document

Location

5

QAA Framework for Higher Education
Qualif
ications for England, Wales and
Northern Ireland

(FHEQ)

www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/

For a mapping of Northumbria procedures to FHEQ,
Code of Practice and other ele
ments of QAA Academic
Infrastructure, see
http://www.northumbria.ac.uk/static/worddocuments/ardo
cs/qaacode.doc


6

The Higher Education Credit Framework
for England

www.qaa.ac.uk/england/credit/


7

QAA Code of Practice for assurance of
academic standards and quality in HE

www.qaa.ac.uk/academicinfrastru
cture/codeOfPractice/


8

QAA Subject Benchmark Statements

www.qaa.ac.uk/academicinfrastructure/benchmark/


9

Northumbria’s Audit Reports on QAA
website

www.qaa.ac.uk/reviews/reports/instReports.asp?ukprn=1
0001282


10

Framework for Qualifications for the
European Higher Education Area

www.bologna
-
bergen2005.no/Docs/00
-
Main_doc/050218_QF_EHEA.pdf


11

List of PSRB
accreditations and
programme recognitions

www.northumbria.ac.uk/static/wordd
ocuments/ardocs/psr
baccredlist.doc


12

Northumbria Programme Specifications
search

www.northumbria.ac.uk/programmespecs/



13

Diploma Supplement template

Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/approval/framework/



The University Academic Framework


Ref

Document

Location

14

The Modular Framework for Northumbria
Awards (MFNA
)

http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/approval/framework/


15

The Assessment Regulations for
Northumbria Awards (ARNA)

www.northumbria.ac.uk/static/worddocuments/ardocs/arn
a.doc


16

Northumbria Research Degree
Regulations

and Professional Doctorate
Framework

Linked from
http://www.northumbria.ac.uk/researchandconsultancy/gr
aduateschool/documents/


17

University Ethics Policy and Procedures
and Research Ethics and Governance
Handbook

Linked from

http://www.northumbria.ac.uk/researchandconsultancy/sa
/ethgov/



Framework for Quality and Standards

Version of March

2009


Examination Boards and External Examiners


Ref

Document

Location

18

Examiners’ Handbook for Taught Awards

http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/assess/


19

External Examiner Report Templates

Linked from
http://ww
w.northumbria.ac.uk/sd/central/ar/qualitysupport
/assess/exex/

20

Terms of Reference of the Graduate
School Committee Exams Panel

Linked from
http://www.northumbria
.ac.uk/researchandconsultancy/gr
aduateschool/documents/


21

Handbook of Student Regulations

www.northumbria.ac.uk/sd/central/uso/stud_reg_handbk/



Programme Approval Processes (
other than for Collaborative Programmes)


Ref

Document

Location

22

Programme Approvals Handbook

www.northumbria.ac.uk/static/worddocuments/ardocs/ap
proval_process.d
oc


23

Programme Approvals Documentation

Linked from left and right panels of

www.northumbria.ac.uk/sd/central/ar/qualitysupport/appr
oval/framework/




Progra
mme Review Processes (other than for Collaborative Programmes)


Ref

Document

Location

24

Review Handbook

Linked from

www.northumbria.ac.uk/sd/central/ar/qualitysuppor
t/revie
w/intrev/


25

Periodic Review schedule and supporting
documentation

Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/

26

Summary reports from Periodic Reviews,
published on university website

http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/tqinf/prreports/

27

Annual Programme

Monitoring (APM)
Templates

Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/

28

Module Review Templates

Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/review/intrev/



Collaborative Programmes


Ref

Document

Location

29

Collaborative Procedures Handbook

http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cphandbook/



30

Partnership Review Documents

Linked from
http://www.northumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cptemplates/partner/

31

Operations Manual Templates

Linked from

http://www.n
orthumbria.ac.uk/sd/central/ar/qualitysupport
/cv/cptemplates/mang/

32

Review and Re
-
approval of Collaborative
Programmes

http://www.northumbria.ac.uk/sd/centr
al/ar/qualitysupport
/cv/cptemplates/cvreview/




Framework for Quality and Standards

Version of March

2009


Student Involvement in Quality Assurance


Ref

Document

Location

33

Requirements for internal questionnaires
are defined in the Review Handbook,
Section 5

See 24 above

34

National Student Survey results
are
published on the unistats website

www.unistats.com


35

Information on Postgraduate Taught
Experience Survey (PTES) and
Postgraduate Research Experience
Survey (PRES)

www.heacademy.ac.uk/ourwork/research/surveys


36

Student Contribution to Periodic Review

www.northumbria.ac.uk/static/worddocuments/ardocs/PR
_SWS_
briefing.doc


37

Northumbria Students’ Union Advice and
Representation web page

http://mynsu.northumbria.ac.uk/adviceandrepresentation/




Enhancement of Learning, Teaching and Assess
ment


Ref

Document

Location

2

Learning and Teaching Strategy

See 2 above

24

Review Handbook

See 24 above

27

Annual Programme Monitoring Template

See 27 above

38

Guidelines for Good Assessment Practice

http;//n
orthumbria.ac.uk/static/worddocuments/ardocs/gg
ap.doc


39

Northumbria Conference

http://www.northumbria.ac.uk/sd/central/ar/academy/ltaco
nf/


4
0

Learning & Teaching Academy Exchange

http://www.northumbria.ac.uk/sd/central/ar/academy/ltech
homepage/ltacademyexchange/


41

LTech (Learning Technology Tea
m)

http://www.northumbria.ac.uk/sd/central/ar/academy/ltech
homepage/


42

MARCET staff development resources
centre


43

CETL Assessment for Learning

http://northumbria.ac.uk/cetl_afl/


44

Applauding and Promoting Teaching
(APT)

http://www.northumbria.ac.uk/sd/central/ar/academy/pedr
esdev/pastres/


45

Learner Informing Teaching Awards







Appendix 2:

Glossary of Abbreviations



APM

Annual Programme Monitoring

ARNA

Assessment Regulations for Northumbria Awards

CETL

Centre for Excellence in Teaching and Learning (HEFCE funded)

FHEQ

QAA’s Frame
work for Higher Education Qualifications

FQ
-
EHEA

Framework for Qualifications for the European Higher Education Area

GSC

Graduate School Committee

LTPAS

ULT Sub
-
Committee for Programme Approvals Scrutiny

MARCET

University staff development resources c
entre

MEB

Module (first tier) Examination Board

MFNA

Module Framework for Northumbria Awards

NSS

National Student Survey

PAB

Progression and Award Board (second tier examination board)

PCAPL

Postgraduate Certificate in Academic and Professional Learni
ng

Framework for Quality and Standards

Version of March

2009

PGR

Postgraduate Research (degree)

PRES

Postgraduate Research Experience Survey

PSRB

Professional, Statutory and Regulatory Body

PTES

Postgraduate Taught Experience Survey

QAA

Quality Assurance Agency for Higher Education

RIC

University Research a
nd Innovation Committee

SLT

School Learning and Teaching Committee

SRC

School Research Committee

ULT

University Learning and Teaching Committee