HER – Action Plan
Comment in Report
RECOMMENDATIONS:
1.
Ensure the accuracy of the terms of reference of the
quality assurance committees and associated
documentary guidance (Expectation A2.1) Level of
risk: Low
1.25 The review team noted the use of some
potentially misleading terminology in the terms of
reference of some committees and inaccuracy in some
associated guidance. [Evidence 121, 199, 005 para 7.1]
It also noted that the University has embedded
mechanisms to review the effectiveness of its
committees and an intention to review aspects of its
academic governance at the end of the current academic
year. [Evidence 124, 121], The review team
recommends that, by September 2015, the University
ensures the accuracy of the terms of reference of the
quality assurance committees and the associated
documentary guidance.
2.

Ensure the consistent implementation of the
revised policy on personal tutoring (Expectation
B4) Level of risk: Low
2.48 The review team heard from students that there is
inconsistency in the application of the personal tutor
system [meeting 4 and 5]. Students in small cohorts are
happy with the level of personal support received, which
may or may not be from a personal tutor, but there is
variance for larger cohorts with some students reporting
not ever having met their personal tutor [meeting 5]. The
review team recommends that, by September 2015, the
HER\Action Plan
Action
Timescales /
Lead
 End of year review of university and college committees,
governance manual (part of annual report to Academic
Board in June)
 Review and annual update of committee terms of reference
to be undertaken by University committee administrators
 Annual update and publication of AQA Manual
 Meetings to take place between Chairs of Sec and ASQAC
and Executive Deans to agree revised format and content
of college committee assurance reports to university
committees
 That the timing of college committees be reviewed in
liaison with the Executive Deans
AQA to
undertake and
report any
revisions
through
relevant
owning
university
committees.
Revisions in
place for
September 15
 Revised policy of on minimum university expectations
around personal tutoring now agreed by SEC for
implementation in September 2015
 Communication and staff development to implement and
support the embedding of agreed minimum standards
 Update to be made to Personal Tutor Handbook to reflect
revised university policy.
GM
Implementation
from
September 15
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HER – Action Plan
Comment in Report
Action
Timescales /
Lead
University should ensure the consistent implementation
of the revised policy on personal tutoring.
3.

Systematically involve students in the annual
monitoring and review of courses (Expectation
B8). Level of risk: Low
 To be taken forward in discussions around Student Voice.
 Course Leader reports to be put on Blackboard and shared
with students as part of an SSLC.
GM
Implementation
from
September 15
2.112 Feedback from students informs the annual
monitoring process and the annual monitoring reports are
considered at a college ASQAC meeting where there is
student representation from each of the relevant schools
[Docs 199, 462 - 465]. However some students with
whom the review team met were unclear about the
annual monitoring process. [meeting 10] Similarly, while
annual monitoring reports are considered at college level,
they are not systematically considered at the course level
Staff-Student Liaison meetings. [Docs 367 - 458] As a
result there is no clear and consistent process by which
students at programme level are systematically involved
in the annual monitoring process. The review team
recommends that, by September 2015, the University
systematically involve students in the annual monitoring
and review of courses.
4.

Ensure the accuracy of information regarding the
status of qualifications delivered at UCLan
(Cyprus) (Expectation C). Level of risk: moderate

3.12 When students leave their programme of study
they are provided with a HEAR transcript and degree
certificate [301,302,357a-c]. For UCLan (Cyprus )[357b]
the degree certificate does not include a statement that it
should be read in conjunction with the transcript. A
presentation certificate [357c] is provided in addition to

HER\Action Plan

Ensure Uclan Cyprus certificates include the standard
footer that they should be read in conjunction with the
transcript (and each certificate includes statement
relating to dual award) COMPLETE
Revised Cyprus certificates agreed by ECPU
COMPLETE
Clarification of status of Cyprus had been undertaken.
These are dual awards with 2 separate certificates.
COMPLETE
AQA
Directorate
Rector, Cyprus
Campus
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HER – Action Plan
Comment in Report
the degree certificate which states that the degree is
awarded jointly by the University of Central Lancashire
(Cyprus) and the University of Central Lancashire. A
similar formulation of wording is included in the website
of UCLAN (Cyprus) [493] This is inconsistent with the
status of UCLan (Cyprus) as a campus of UCLan and a
single qualification from the University, although the
degree transcript [357a] makes clear that the course is
studied at UCLan (Cyprus).
Action

Timescales /
Lead
Update of website information to reflect dual award
COMPLETE
3.13 In the review team’s meetings with senior staff,
[Meeting 13] the University acknowledged that the
wording on the presentation certificate and the UCLan
(Cyprus) website, stating that it is a joint award, is
inaccurate and will review this wording. The review team
recommends that, by September 2015, the University
takes steps to ensure the accuracy of information
regarding the status of qualifications delivered at UCLan
(Cyprus).
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HER – Action Plan
Comment in Report
AFFIRMATIONS
1.
 The steps being taken to revise programme
specifications for interim exit awards (Expectation
A1)
1.8
The review team was able to confirm that
assessment strategies are appropriate for the awards at
the relevant level and that final qualifications are awarded
against the achievement of defined learning outcomes.
The University is revising its programme specification
template in order to include intended learning outcomes
for interim exit qualifications. The University intends to
approve such qualifications on a rolling programme with
effect from September 2015. [Meeting 2, 11. SED 45.
Evidence 073] Under the current process, the mapping of
module learning outcomes against those at the course
level provides security of the integrity of such awards. The
review team affirms the steps the University is taking for
the revision of programme specifications to include
intended learning outcomes for interim exit awards.
2.

The steps being taken to review the Student Voice
(Expectation B5)
2.64 The system of course representatives is generally
effective [Meeting 4; 6] although there are some instances
of inconsistent support for course representatives and the
selection, rather than election, of student representatives
[SWS para. 1, 3.2 (5); Meeting 4; Meeting 3]. A review
under the heading of ‘Student Voice’ has been initiated in
conjunction with the SU. The review team affirms the
steps being taken to review the Student Voice .
HER\Action Plan
Action
Timescales /
Lead


Rolling
programme to
include all
reapproval/PC
R/minor
change from
September
2015. (AQA)



ASQAC agreed proposals in October 2014- COMPLETE
The revised template has already been issued to schools
with guidance and will be implemented from September
2015-COMPLETE
AQA Manual update (updated programme specification and
guidance already live on the web)-COMPLETE
Revised guidance issued to Schools- COMPLETE
The intention is that this will be a rolling process as courses
go through reapproval/minor change
 Proposals drafted around the implementation of a revised
Module Feedback Questionnaire Policy. Further discussion
is needed before approval in the Autumn by ASAQC
 That a revised SSLC policy had been agreed by SEC in
June 2015 in consultation with the SU which established 6
principals for roll out in September 2015.
GM For
implementation
in September
2015
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HER – Action Plan DRAFT for discussion
GOOD PRACTICE: How we plan to further develop and embed the identified good practice:
1.

The implementation of the Digital Shift project that
enhances the student learning experience
(Expectation B3)
2.

The availability of international study opportunities
for all students (Expectation B3)
LIS will continue to undertake an annual review of good practice across the
schools and publish a set of exemplar case studies, celebrating successes in
this area. They will support the PVC with a student-led audit of Blackboard to
ensure minimum standards are being met and will continue to develop policy
(where appropriate) to embed emerging practice in to standard UCLan policy
and procedures e.g. electronic management of assessment policy.
International study opportunities continue to be built into all courses and
opportunities for study at UCLan Cyprus are actively promoted
3.

4.

The embedded approach to widening
participation, employability and
internationalisation (Expectations B4, B1, B2,B3)
The effective role of the University in supporting
its partners (Expectation B10)
These expectations are embedded in our course review and approval processes
and are part of our overall university strategy. The new university strategy 20152020 is likely to further develop and embed these principals.
The University values its partners and is committed to continuing to support
them and to further enhance the support we offer as opportunities arise.
5.

The enhanced accessibility of quality assurance
materials through the virtual learning environment
(Expectation C)
The university is currently going through an approval process to purchase a
curriculum management system (Worktribe) which will allow far greater control
and accessibility to our quality assurance materials moving forward as well as
other benefits such as enhanced management reporting and the automatic
population into Banner, KIS, website etc.
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