THE SENATE
PATHWAY APPROVAL REPORT
(Franchised Provision)
A confirmed report of the event held on 4th November 2008 to
consider the franchise of the following pathways:
BA (Hons) Graphic Design
BA (Hons) Graphic & Web Design
BA (Hons) Interior Design
Faculty of Arts, Law and Social Sciences
Delivery of Pathways at Limkokwing Institute of Creative Technology
(Limkokwing Borneo) in Kuching, Sarawak Malaysia
Quality Assurance Division
SECTION A – OUTCOME SUMMARY
1.
INTRODUCTION
1.1
The purpose of the event was to consider the franchise of the BA (Hons) Graphic Design,
BA (Hons) Graphic and Web Design and BA (Hons) Interior Design pathways for delivery
at Limkokwing Institute of Creative Technology, (Limkokwing Borneo) in Kuching, Sarawak,
Malaysia.
1.2
The pathways will be located in the Art, Design and Media programme within the
Cambridge School of Art in the Faculty of Arts, Law and Social Sciences.
1.3
In addition to the 3+0 franchise detailed above the Panel was also required to consider the
direct entry of LICT students to Level 2 of each pathway on completion of relevant LICT
Diploma pathways [see paragraph 2.2 below].
2
CONCLUSIONS
2.1
The Panel recommends to the Senate the franchise of the following pathways to be
delivered on a 3+0 basis:
from February 2009:


BA (Hons) Graphic Design;
BA (Hons) Graphic & Web Design
from September 2009

2.2
BA (Hons) Interior Design (subject to Malaysian Qualification Authority approval)
The Panel approved a maximum of two annual student intakes to the above Anglia
Ruskin pathways (in September and February) with the first student intake limited to Level
1 study in February 2009 or September 2009, as appropriate.
The mode of attendance for each pathway will be full-time. Minimum and maximum student
numbers for each intake to each pathway will be 15 and 30 respectively.
The Panel agreed that the direct entry of LICT students, who have successfully completed
named LICT Diplomas, to Level 2 of the above pathways shall be permitted with effect from
either September 2009 (for the pathways in Graphic Design and Graphic and Web Design)
or September 2010 (for the pathway in Interior Design), subject to the submission of
pathway tariff proposals for consideration by the Accreditation Subcommittee [see condition
2.4.4 below].
2.3
Approval, once confirmed, will be for an indefinite period, subject to Anglia Ruskin’s
continuing quality assurance procedures.
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2.4
Conditions
Approval is subject to the following conditions which were set by the Panel. A copy of the
response must be lodged with the Executive Officer by the date(s) detailed below:
2.4.1
2.4.2
2.4.3
Details of Condition
Deadline
Response to
be considered
by
The Proposal Team [Anglia Ruskin and LICT]
shall clarify the subject-specific staff
development strategy and associated
pedagogical support to be provided for LICT staff
in advance of initial delivery of the pathways in
February/September 2009 and throughout the
first year of delivery. The strategy should
explicitly address the following:
 when and how staff development and support
will be provided by senior staff from the
Cyberjaya Campus;
 how LICT staff will be provided with the
opportunity to develop the critical evaluation
and analytical skills necessary to deliver
degrees in Art & Design, particularly modules
at Level 3;
 the opportunities that will be provided to
enable LICT staff to develop their
understanding of the link between theory and
practice as embedded within the learning and
teaching strategies of each pathway
 the expertise required to deliver 60 credit
modules at all levels with particular reference
to formative assessment and the need for
clearly defined stages of delivery for such
modules (See Paragraphs 5.1 and 5.2 below);
The Proposal Team [LICT] shall ensure that all
staff involved in delivery of the pathways are
available to attend a staff development
workshop, hosted by Limkokwing Borneo and
facilitated by Anglia Ruskin senior staff (including
the Deputy Vice Chancellor (Academic) and
Director, Academic Office) in week beginning 5
January 2009 prior to first delivery of the
pathways (See Paragraph 7.4 below);
The Proposal Team [Anglia Ruskin and LICT]
shall provide revised versions of the following
documents, appropriately contextualised for
delivery at LICT, clarifying the modules to be
delivered at each level and an agreed sequence
for module delivery at all levels for the annual
February intake taking into account detailed
discussion of this issue during the Pathway
Approval event:
 Pathway Specification Forms (PSFs) for each
pathway, to include a separate structure
diagram for LICT delivery;
 Any Module Definition Forms (MDFs)
8th December
2008
Chair and
Executive
Officer
8th December
2008
Chair and
Executive
Officer
8th December
2008
Chair and
Executive
Officer
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2.4.4
2.4.5
2.4.6
2.4.7
2.5
amended for delivery at LICT;
 Student Handbooks for each pathway (See
Paragraphs 5.5 and 9.1 below);
The Proposal Team [Anglia Ruskin and LICT]
shall submit pathway tariff proposals, for
consideration by the Accreditation
Subcommittee, to facilitate the direct entry of
students from named LICT Diploma pathways to
Level 2 of the appropriate Anglia Ruskin pathway
with effect from the dates set out in para 2.2
above (See Paragraph 5.8 below);
The Proposal Team [LICT] shall provide
electronic final versions of all staff CVs, using the
agreed Anglia Ruskin CV format, and tables
showing the final allocation of staff to modules
for each pathway for inclusion in the Register of
Teaching Staff (See paragraph 7.3 below);
The Proposal Team [LICT] shall provide
evidence to demonstrate the equivalence of
International House or SPM Distinction Level
English Language to IELTS Level 6.0 in order to
permit entry to the pathways for students with
such qualifications (See Paragraph 5.7 below);
LICT shall continue to invest in the enhancement
of the Limkokwing Borneo campus to develop
further a visible and tangible higher education
learning environment, to include the following:
 significant expansion of the library stock and
digital library for Design subjects;
 development of design studios including the
provision of additional Macintosh computers in
the design studios commensurate with the
build up of student numbers over time;
 improvement of the communication interface
with students (e.g. installation of information
screens and/or notice boards) (See Paragraph 7.8
below).
8th December
2008
Chair and
Executive
Officer
8th December
2008
Chair and
Executive
Officer
8th December
2008
Chair and
Executive
Officer
8th December
2008
Chair and
Executive
Officer
Recommendations
The following recommendations for quality enhancement were made by the Panel. A copy
of the responses to the recommendations listed below must be lodged with the Executive
Officer. The Faculty Board for the Faculty of Arts, Law and Social Sciences will consider
the responses at its meeting of 4th March 2009:
2.5.1
Details of Recommendation
The Panel recommends that the Proposal Team further develop
the Student Handbooks for each pathway, taking account of the
following:
 clarification of the separate roles of the mentor and personal
tutor;
 how the Student Adviser role will function at LICT;
 the need for assessment information to be more explicit in
Student Handbooks (See Paragraph 7.6 below);
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Deadline
4th February
2008
Confirmed
2.5.2
2.6
The Panel recommends that the LICT staff seek to identify
student representatives to serve on Course Committee meetings
at the earliest possible opportunity (See Paragraph 7.7 below).
4th February
2008
Issues Referred to the Senate (or appropriate standing committee)
The Panel did not identify any institution-wide issues as requiring the attention of the
Senate or the appropriate standing committee of the Senate.
2.7
Commendation
The Panel identified the following point on which it wished to commend the Proposal Team:

The provision of a mentoring programme for all students at LICT, as outlined in the
proposal documentation.
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SECTION B – DETAIL OF DISCUSSION AND PANEL CONCLUSIONS
3
RATIONALE
3.1
Following Institutional Approval in late January 2008, Limkokwing Institute of Creative
Technology based in Kuching, Sarawak (hereafter referred to as LICT) has sought to
develop HE provision in the areas of graphic design, graphic and web design and interior
design with the Faculty of Arts, Law and Social Sciences (ALSS). Through such franchise
arrangements ALSS seeks to expand its international education provision at a location
whose HE market is growing but is, as yet, not served by a European provider.
3.2
Although the development of LICT as an HE institution is in its infancy, the operation and
management of the proposed pathways will be crucially underpinned by Limkokwing
University of Creative Technology (LUCT) at Cyberjaya whose experience of international
collaboration is extensive. In addition, LICT has significant experience of delivering Diploma
level pathways in a variety of Design subjects closely related to the Anglia Ruskin pathways
for which franchise approval is sought.
4
MEETING WITH THE SENIOR MANAGEMENT TEAM
4.1
The Chair explained the purpose of the event was to approve the three pathways listed in
paragraph 1.1 above for franchised delivery by LICT with two annual intakes commencing
February 2009 and September 2009. The Panel sought clarification on the proposed start
dates for each of the three pathways to be franchised to Kuching. The Proposal Team
confirmed that Malaysian Qualification Authority (MQA) approval had been granted for the
delivery of BA (Hons) Graphic Design and BA (Hons) Graphic and Web Design at Kuching
and that recruitment to those pathways was planned for February 2009. MQA approval had
been sought for introduction of the BA (Hons) Interior Design in September 2009.
4.2
The Panel heard that a comprehensive marketing strategy had already commenced to
develop recruitment to the Anglia Ruskin pathways in Kuching. The Panel was able to view
proofs of marketing brochures for the pathways and learned that a budget of 0.5 million
Malaysian Ringgit had been allocated to other marketing activities such as advertising and
radio broadcasts. Areas such as Sabah, Brunei and Kalimantan would be targeted via
education roadshows and presentations to develop recruitment locally. The Panel enquired
as to the connection between LICT and the local community and whether students could be
recruited locally. The Proposal Team responded that 100 scholarships were being offered
to the indigenous population of Sarawak with 48 already taken up. The Panel welcomed
the additional information provided and the marketing and recruitment strategy outlined by
the Team.
4.3
The Panel was interested to learn how the Proposal Team envisaged the campus
developing in light of the previous approval of Anglia Ruskin pathways in business and
computing and the proposed delivery of design pathways at the campus. The Proposal
Team explained that design had been a major specialist area at LICT for seventeen years
and that the institution wished to develop an identity for art and design provision with
students subsequently able to apply their learning in industry. It was noted that there were
approximately 500 students on campus at present which LICT hoped to increase to 1000
by the end of 2009, with approximately 60% studying design pathways and the remaining
40% split evenly between business and computing pathways. The Panel thanked the
Proposal Team for the new information outlining the vision for LICT.
4.3
The Panel enquired whether a maximum and minimum student cohort had been
considered. The Proposal Team explained that there had been strong expressions of
interest in BA (Hons) Graphic Design and BA (Hons) Graphic and Web Design from current
Diploma students who were keen to continue their studies at LICT on completion of their
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Diplomas in February 2009. The Team was therefore hopeful that a minimum cohort of 15
could be achieved for each pathway but informed the Panel that it would be prepared to
commence delivery of the pathways with a minimum cohort of 10 in the first instance and to
build on recruitment to meet a minimum cohort size of 15 for future intakes. The Panel was
broadly satisfied by the explanation provided and acknowledged that some flexibility may
be necessary in terms of the size of the first cohort but determined that for future
recruitment a minimum cohort size of 15 must be achieved for each pathway and a
maximum cohort size of 30 [see paragraph 2.2 above].
5
CURRICULUM DESIGN AND DELIVERY
5.1
The Panel was interested to learn about the learning and teaching methods the Proposal
Team intended to use to embed and integrate theory and critical evaluation within the
curriculum. The Team explained that the Major Project undertaken by students at Level 3
would be central to the integration of theory and practice as it required students to
complete a substantial and sustained project whilst evidencing their understanding of
theoretical concepts. In addition, all students were required to complete the Research
Project module in Semester 1 of Level 3. The Panel learnt that the Research Project
module required students to produce a written critical reflection of their practical work which
would further develop their theoretical awareness and critical evaluation skills prior to
commencing their Major Project in Semester 2. The Panel welcomed this approach but
sought further clarification as to how the Team proposed to integrate theory and critical
evaluation within the learning and teaching methods at Levels 2 and 3. The Team informed
the Panel that current Graphic Design Diploma students at LICT were required to
undertake a research process for each module, developing a project from inception to
completion with supporting evidence of research submitted with the completed project.
Students were also required to reflect on their completed project work. The Panel thanked
the Proposal Team for the information provided. Whilst the Panel appreciated that LICT
staff were experienced in delivering Design courses at Diploma Level some concern was
expressed in relation to staff understanding of the learning and teaching strategies
articulated in the PSFs of the three pathways for which approval was sought. The Panel
therefore determined to set a condition which required clarification of the subject-specific
staff development strategy and associated pedagogical support to be provided to LICT staff
in advance of initial delivery of the pathways in February or September 2009 [See Condition
2.4.1 above].
5.2
The Panel focussed on the 60 credit module Design Process and enquired how the
Proposal Team intended to deliver a module containing such a substantial volume of credit,
including aspects such as formative assessment and Personal Development Planning
(PDP). The Team explained that tutorials, discussion groups and theoretical classes would
form the basis of the module, and also address PDP, with students encouraged to engage
in research based on the content of the module, with work subsequently evaluated and
critiqued at the end of the semester. The Proposal Team Leader further informed the Panel
that formative assessment was free form and would depend on the decision of the Module
Leader on the phasing of assessment. The Panel learnt that Module Leaders at Anglia
Ruskin would generally look to schedule assessed tasks at four to five week intervals and
provide feedback on each task which would subsequently comprise the students’ final
portfolio on completion of the module. The Proposal Team Leader confirmed that
information on the structure and sequencing of modules, and in particular the 60 credit
modules, would be shared with LICT staff. The Panel welcomed the approach outlined by
the Proposal Team but emphasised the importance of developing the expertise of LICT
staff to expedite the effective delivery of 60 credit modules at all levels. The Panel therefore
decided to set a condition to ensure the development of LICT staff expertise in the delivery
of 60 credit modules and determined that this aspect be explicitly addressed in the staff
development strategy outlined in paragraph 5.1 above [See Condition 2.4.1 above].
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5.3
The Panel enquired about the availability of work experience opportunities for students at
LICT and how such opportunities and collaboration with the design industry would be
embedded in the learning and teaching strategies. The Proposal Team responded that
Limkokwing offered an internship programme to provide opportunities for students to
engage with the relevant industry. Industry contacts, including interior and graphic
designers, would be available at certain times to review work and provide guest lectures.
The Panel further enquired whether students at LICT would be required to undertake
additional modules and industry related projects alongside the Anglia Ruskin degree. The
Team confirmed that industry based projects were built into the existing projects Diploma
Level students were required to complete for assessment. The Panel welcomed the links
with industry outlined by the Team but emphasised that students undertaking the pathway
at any delivery point should have the same experience. The Panel added that it was
important for LICT staff to consider carefully any additional expectations placed on students
beyond the Anglia Ruskin curriculum to ensure that they were not overburdened when
compared with their counterparts at Anglia Ruskin or other partner institutions.
5.4
The Panel queried the proposed structure of delivery as outlined in the documentation and
asked the Proposal Team to clarify the order in which the modules would be delivered at
LICT for the annual February intake. The Proposal Team Leader informed the Panel that
initial discussions with the Vice President (Academic Management), Limkokwing University
of Creative Technology, had resulted in an agreement that LICT would, in February 2009,
commence delivery of Level 1 of BA (Hons) Graphic Design and BA (Hons) Graphic and
Web Design. As the pathways were not available for a February intake at Anglia Ruskin it
had been agreed, that LICT would deliver the 15 credit modules in reverse order, starting
with the Semester 2 modules, to correspond with delivery at Anglia Ruskin and promote
efficiency. The Proposal Team Leader further informed the Panel that subsequent
discussions had led to a change to this decision whereby LICT would now deliver the
pathways in the same order as outlined in their respective PSF structure diagrams with
students taking 15 credit modules in the same order, though not in the same semester, as
their counterparts at Anglia Ruskin. The Panel was satisfied by the explanation provided
but determined that revised versions of each PSF, including a separate structure diagram
for LICT delivery, must be provided to clarify the modules to be delivered at each level and
an agreed sequence for module delivery at all levels for the annual February intake [See
Condition 2.4.3 above]. The Panel also approved a maximum of two annual student intakes to
the Anglia Ruskin pathways [see paragraph 2.1 above] (in September and February) with
the first student intake limited to Level 1 study in February 2009 or September 2009, as
appropriate.
5.5
The Panel noted inaccuracies in the proposal documentation in terms of the details of the
designate modules to be offered at LICT, particularly the critical studies designate modules
due to be offered in Semester 2 of Level 2. The Proposal Team explained that only four of
the critical studies designate modules were currently offered at Anglia Ruskin of which it
had been agreed that Limkokwing Borneo would only offer two initially. These two modules
would be AC215031S Issues in Contemporary Design and AC215036S Contemporary Film
and Video. While thanking the Proposal Team for this clarification the Panel decided to set
as a condition the provision of revised versions of each PSF to clarify the modules to be
delivered at each level, along with any MDFs amended for LICT delivery [See Condition 2.4.3
above].
5.6
The Panel noted an inaccuracy in the structure diagram for BA (Hons) Graphic Design,
namely that the module AC115013S Introduction to Type Media was incorrectly titled as
Introduction to Typography. The Proposal Team agreed to amend the PSF to correct the
inaccuracy.
5.7
The Panel was interested to learn about the mechanisms used by LICT to test the English
Language competency of international students wishing to undertake an Anglia Ruskin
degree. The Panel drew the attention of the Proposal Team to the requirement in Anglia
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Ruskin’s Academic Regulations for international applicants to demonstrate proficiency in
English language to IELTS level 6.0. The Proposal Team explained to the Panel that
students who had achieved Distinction Level in the SPM English language, a Malaysian
state education qualification, would be eligible to enter directly to Diploma pathways at
Limkokwing and it was therefore hoped that this arrangement would also apply to the
Anglia Ruskin degree pathways. The Team also confirmed that students could be tested to
ensure that their English language competency met the Anglia Ruskin requirement of
IELTS level 6.0. The Proposal Team further informed the Panel that students who did not
demonstrate the required IELTS level would be entered onto the International House
English programme until they reached the appropriate standard to commence the relevant
Anglia Ruskin pathway. The Panel noted the additional information provided by the
Proposal Team but was unclear whether SPM Distinction Level and International House
English language qualifications were equivalent to IELTS Level 6.0, resulting from
unfamiliarity with such qualifications. The Panel therefore decided to set as a condition the
requirement that the Proposal Team [LICT] provide evidence to demonstrate the
equivalence of both the SPM Distinction Level and International House English language
qualifications to IELTS Level 6.0 before students with such qualifications could be permitted
to enrol on the pathways [See Condition 2.4.6 above].
5.8
The Panel discussed with the Proposal Team the issue of direct entry to Level 2 of the
Anglia Ruskin pathways for students who had successfully completed named Limkokwing
Diplomas and the timescale for the commencement of such an arrangement. The Proposal
Team informed the Panel that there were a number of students who had recently
completed the Diploma in Graphic Design who were keen to progress onto Level 2 of the
Anglia Ruskin degree in February 2009. For that reason it was hoped that a direct entry
arrangement could be formalised and agreed to allow students to enter Level 2 of BA
(Hons) Graphic Design from that date. The Panel noted the view outlined by the Proposal
Team but expressed concern with regard to the practicality of delivering both Level 1 and 2
of the pathways from February 2009. The Panel felt this to be a significant issue,
particularly in light of the gaps in staffing evidenced by the staffing allocation to modules
presented in the Proposal Documents. The Panel therefore determined that it would be
prudent to delay the direct entry of students to Level 2 of BA (Hons) Graphic Design and
BA (Hons) Graphic and Web Design until September 2009 and BA (Hons) Interior Design
until September 2010 [see paragraph 2.2 above] to allow sufficient time for LICT staff to
become familiar with delivering the pathways and to guard against a currently small staff
team becoming overstretched by managing two cohorts simultaneously. In order for the
direct entry arrangement to be formally recognised the Panel set as a condition the
submission of pathway tariff proposals, for consideration by the Accreditation
Subcommittee, for each pathway [See Condition 2.4.4 above].
6
ASSESSMENT STRATEGY
6.1
With regard to support for LICT staff overseeing the Major Project module the Panel
enquired as to how it would operate. The Proposal Team Leader explained that following
discussions with colleagues at LICT it had been agreed that the Cambridge School of Art
would oversee the Major Project proposals produced by students at LICT. Additionally,
where a Major Project was a collaborative venture involving a number of students the
identification of a student’s individual contribution would be overseen by Anglia Ruskin
tutors. The Panel thanked the Proposal Team for the additional clarification and
emphasised the importance of staff development and support for LICT tutors prior to the
first delivery of the Major Project module.
6.2
The Panel enquired how the Proposal Team intended to ensure that work produced by
students at LICT was of the same standard as that produced by students at Anglia Ruskin.
The Proposal Team Leader explained that the setting of standards was demonstrated in
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the PSF, Student Handbooks and Module Guides. It was also confirmed that the
application of academic standards would be addressed through staff development at LICT
prior to the commencement of the pathways and that samples of work could also be
provided to staff for guidance. The Panel was reassured by the response provided and
agreed that benchmarking of student work would be beneficial. The Panel also noted that
support from staff at the Cyberjaya Campus would greatly assist staff at LICT due to their
experience of delivering franchise degree programmes and the standards of student work
produced on such programmes.
7
STAFFING, LEARNING RESOURCES AND STUDENT SUPPORT
7.1
The Panel sought further clarification as to the expected input of staff from the Cyberjaya
Campus in the teaching of modules at LICT. The Proposal Team confirmed that all
modules for the three Anglia Ruskin pathways would be taught by LICT staff based in
Kuching. In addition the Vice President (Faculty Development) confirmed that staff from the
Cyberjaya Campus would visit LICT to support staff and would talk to Module Leaders via
Skype on a weekly basis. The Panel was reassured by the additional clarification provided
by the Proposal Team.
7.2
The Panel noted that there was a considerable amount of work required prior to the
commencement of the pathways in February and September 2009 and sought reassurance
from the Proposal Team as to the commitment and engagement of LICT staff to the
introduction of the pathways. The Proposal Team confirmed that staff were excited by the
opportunity to deliver a British degree and the additional experience that delivering a 3+0
franchise would provide. The Panel enquired how Limkokwing University of Creative
Technology intended to support staff at LICT to ensure the successful introduction and
ongoing delivery of the pathways. The Proposal Team responded that there were a number
of staff at the Cyberjaya Campus with experience of delivering 3+0 franchise programmes
from international providers who would offer advice and guidance to staff at LICT on how to
manage and deliver such programmes. The Panel was also informed that one of the Anglia
Ruskin pathway leaders would also visit LICT each semester to provide additional support
and any additional staff development that was deemed necessary. The Panel thanked the
Proposal Team for the additional information and was reassured that appropriate and
informed support would be available to LICT staff.
7.3
The Panel noted that the CVs provided by LICT were not in the correct Anglia Ruskin
format and that there were gaps in the allocation of staff to modules. The Panel therefore
determined to set a condition requiring the submission of final versions of all staff CVs,
using the agreed Anglia Ruskin format, and final allocations of staff to modules for inclusion
in the Register of Teaching Staff at collaborative partner institutions [See Condition 2.4.5 above].
7.4
In light of the need to formalise staff development at LICT, and in consideration of the
inexperience of resident staff to international collaboration, the Panel agreed to set a
condition requiring all those involved in franchised delivery to attend a staff development
workshop facilitated by Anglia Ruskin senior staff in the week beginning 5 January 2009
prior to first delivery of the pathways [See Condition 2.4.2].
7.5
The Panel enquired as to the availability of Module Guides for Level 1 modules for each
pathway and when they would be supplied to LICT to assist staff in planning the delivery of
the modules. The Proposal Team Leader confirmed that Module Guides were available and
had previously been sent to the Vice President (Academic Management), Limkokwing
University of Creative Technology, during initial discussions about the pathways in
September 2008. It was the view of the Panel that Module Guides for Level 1 modules
should be sent to LICT staff by the end of November 2008. The Proposal Team Leader
confirmed that this was feasible and agreed to organise the circulation of Module Guides to
LICT staff.
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7.6
The Panel noted the mentoring system outlined in the Proposal Document and enquired
whether the system performed the same role as the personal tutor system at Anglia
Ruskin. The Proposal Team explained that mentors were allocated groups of students to
support in a similar way to personal tutors at Anglia Ruskin and would perform a similar but
expanded role in providing predominantly academic support to students. The Panel further
enquired about the role of the Student Adviser at LICT. The Proposal Team informed the
Panel that the role of Student Adviser did not currently exist at LICT, as it did at Anglia
Ruskin, but that this function would be organised prior to the commencement of the
pathways. The Panel considered it important that students were made aware of who would
perform the Student Adviser role and also receive further clarification of the separate roles
of the mentor and personal tutor. The Panel therefore recommended that such information
be included in the final version of the Student Handbook along with more explicit
information on assessment [See Recommendation 2.5.1].
7.7
The Panel queried whether staff/student Course Committee meetings were in operation at
LICT and whether such meetings were due to be implemented for the Anglia Ruskin
pathways to allow students the opportunity to provide feedback and raise specific issues
pertaining to their learning experience. The Panel informed the Proposal Team that it was a
formal requirement for such committees to operate for every Anglia Ruskin pathway at all
points of delivery. The Proposal Team confirmed that staff/student Course Committees
would be implemented for the Anglia Ruskin pathways to oversee the quality of the learning
experience. The Panel thanked the Team for the confirmation but recommended that LICT
staff seek to identify student representatives to serve on the Course Committee meetings
as early as possible [See Recommendation 2.5.2 above].
7.8
Following a tour of the physical and learning resources at the campus a discussion took
place with regard to the learning resources available to support the delivery of the
pathways and in terms of the suitability of the learning environment for higher education
study. The Panel expressed some concern about the limited library stock available to
support the delivery of the pathways and the absence of Macintosh computers in the
design studios. The Proposal Team confirmed that further enhancements were planned
both to the physical resources at the campus and more specifically to the learning
resources including the purchasing of texts for modules as outlined in the Module Guides.
The Proposal Team further confirmed that additional resources could be readily obtained to
support the delivery of the pathways. The Panel highlighted potential demand by students
for Macintosh computers, particularly when additional cohorts were recruited. The Proposal
Team stated that additional computers could be purchased if such a demand exceeded the
availability of computers. In terms of the higher education learning environment the Panel
considered it important that the communication interface with students be enhanced, either
through the installation of information screens or notice boards. Whilst acknowledging the
commitment of LICT to developing both the physical and learning resources at the campus,
the Panel set as a condition the need for an investment in resources to support the planned
delivery of the pathways and to develop further a higher education learning environment
[See Condition 2.4.7 above].
8
MANAGEMENT OF THE FRANCHISE PARTNERSHIP
8.1
The Panel enquired about the arrangements in place to oversee the management of the
partnership between the Cambridge School of Art and LICT. The Proposal Team confirmed
that link tutors had been identified for the partnership. Dr David Hoyle would be the Link
Tutor for the Cambridge School of Art and Dr Noorhayati Saad for LICT. The Panel was
further informed that pathway leaders had been identified at LICT. Rosedelina Bte
Mustapha would be the Pathway Leader for BA (Hons) Graphic Design and BA (Hons)
Graphic and Web Design and Terry Hui would be Pathway Leader for BA (Hons) Interior
Design. Key administrative contacts were also in place and confirmed to the Panel. Paul
Quality Assurance Division
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Bloomfield, Administrator for Collaborative Partners in the Faculty of Arts, Law and Social
Sciences would be the Anglia Ruskin contact with Nikki Lugun, Senior Manager
(PR/Corporate), identified as the LICT contact. The Panel was reassured that appropriate
structures and arrangements had been agreed to oversee the management of the
pathways.
9
DOCUMENTATION
9.1
The Panel was broadly satisfied with the standard of the documentation provided by the
Proposal Team. In addition to the points raised with regard to module choice, particularly
the selection of designate modules, (see paragraphs 5.5 and 5.6 above), the format of staff
CVs and gaps in staff allocation to modules (see paragraph 7.3 above) and the information
provided in the Student Handbooks (see paragraph 7.6 above), the Panel felt in particular
that the Student Handbooks required further review to ensure that they contained accurate
academic guidance and were appropriately contextualised for use at LICT. The Panel
further noted that the structure diagrams included in the Student Handbooks appeared to
have been taken from old versions of the PSFs and were therefore inaccurate. The
Proposal Team acknowledged the comments and agreed that further work was necessary.
The Panel therefore decided to set a condition requiring the submission of final versions of
all Student Handbooks [See Condition 2.4.3 above].
10
CONFIRMATION OF STANDARDS OF AWARDS
10.1
The Panel confirmed that the proposed BA (Hons) Graphic Design, BA (Hons) Graphic and
Web Design and BA (Hons) Interior Design pathways satisfied Anglia Ruskin’s Academic
Regulations with regard to the definitions and academic standard of Anglia Ruskin awards
and, hence, the QAA’s Framework for Higher Education Qualifications.
DRAFT
UNCONFIRMED
CONFIRMED
FILE REF
OFFICE FILE REF
Quality Assurance Division
12
8th January 2009
11th January 2009
13th February 2009
Confirmed
SECTION C – DETAILS OF PANEL MEMBERSHIP AND PROPOSAL TEAM
Internal Panel Members:
Professor Lesley Dobrée (Chair)
Deputy Vice Chancellor (Academic)
Dr Iain Brodie
Associate Dean (Quality), Faculty of Science and Technology
Mr Malcolm Morrison
Director, Academic Office
External Panel Members:
Mr John Woodman
Consultant and Academic Developer, Art and Design (formerly
Scholarship Enhancement Manager, University of Cumbria)
Executive Officer:
Richard Monk
Deputy Head of Quality Assurance, Academic Office
Technical Officer:
Lucy Gray
Academic Regulations Officer, Academic Office
Members of Proposal Team:
Dr Ariff
Director for Operations and Quality Enhancement,
Limkokwing University of Creative Technology, Cyberjaya Campus
Mr Ang Soo Boon
Principal Lecturer (Graphic Design),
Limkokwing Borneo
Mr Alexius Hon It Chong
Year Leader and Lecturer in Graphic Design,
Limkokwing Borneo
Mr Ken Goh
Senior Lecturer in Graphic Design and proposed anchor person,
Limkokwing University of Creative Technology, Cyberjaya Campus
Dr David Hoyle
Deputy Head, Cambridge School of Art
Faculty of Arts, Law and Social Sciences
Anglia Ruskin University
Mr Alan Goh Chung Khee
Principal Lecturer, Faculty of Architecture & Built Environment
Limkokwing Borneo
Mr Denis Chong Kuok Leong
Lecturer in Interior Design
Limkokwing Borneo
Ms Nikki Lugun
Senior Manager (PR/Corporate)
Limkokwing Borneo
Quality Assurance Division
13
Confirmed
Mr Kiu Luong
Lecturer, Faculty of Business and IT
Limkokwing Borneo
Ms Rosedelina Bte Mustapha
Proposed Programme Leader for Anglia Ruskin pathways (BA
(Hons) Graphic Design, BA (Hons) Graphic & Web Design)
Limkokwing Borneo
Mr Terry Hui Kok Nung
Proposed Programme Leader for Anglia Ruskin pathway (BA
(Hons) Interior Design)
Limkokwing Borneo
Mr Emmanuel Osakve
Lecturer in Interior Design and Graphic Design
Limkokwing Borneo
Dr Noorhayati Saad
Vice President, Faculty Development
Head of School of Design Innovation & Creative Multimedia
Limkokwing University of Creative Technology, Cyberjaya Campus
Associate Professor Jayles Yeoh
Vice President, International Development
Limkokwing University of Creative Technology, Cyberjaya Campus
Ms Julie Yeoh
Director of Academic Administration
Limkokwing University of Creative Technology, Cyberjaya Campus
Quality Assurance Division
14
Confirmed
SECTION D – OUTCOME DATA
Programme
Department
Faculty
Collaborative Partner
New/amended Awards
Approved (nb intended awards
Art, Design and Media
Cambridge School of Art
Faculty of Arts, Law and Social Sciences
Limkokwing Institute of Creative Technology, Kuching, Sarawak
Title(s) of Named Pathway(s)
Attendance mode
and duration
only, not intermediate awards)
BA (Hons)
BA (Hons)
BA (Hons)
Graphic Design
Graphic & Web Design
Interior Design
Validating body (if not Anglia Ruskin University)
Professional body accreditation
Proposal Team Leader
Month and Year of the first intake
Standard intake points
Maximum and minimum student numbers
Date of first Conferment of Award(s)
Any additional/specialised wording to appear on
transcript and/or award certificate
Date of next scheduled Periodic Review
Awards and Titles to be deleted (with month/year of last
regular conferment)
Full-time: 3 years
n/a
n/a
Dr David Hoyle
February 2009 (Graphic Design and Graphic &
Web Design)
September 2009 (Interior Design)
February and September
Max: 30, Min: 10
October 2011
None
To be confirmed
n/a
NEW MODULES APPROVED
None.
Quality Assurance Division
15
Confirmed
FOR FRANCHISE APPROVALS ONLY: LIST OF MODULE TUTORS AND MODULE CODES & TITLES
(FOR INCLUSION IN THE REGISTER OF TEACHING STAFF)
Name of Teaching Staff
Module Code & Title
BA (Hons) Graphic Design
Module Code
LEVEL 1:
AC160004D
AC115013S
AC115010S
AC115014S
AC115012S
Module Title
Module Leader
Design Process
Introduction to Type Media
Introduction to Image Media
Introduction to Web Design
Graphic Design: Contextual
Study
Graphic Design of the 20th
Century
Mr Emmanuel Osakve
Ms Rosedelina Bte Mustapha
Ms Sageena Satheesan
Ms Dorothy Emmalice Vatsaloo
Mr Ang Soo Boon
LEVEL 2:
AC260004D
AC215007S
AC215008S
AC215024S
AC215026S
AC215031S
Design Practice
Motion Graphics
Graphic Environments
Debates and Practices
Contemporary Film & Video
Issues in Contemporary Design
Mr Nik Abdul Rashid
LEVEL 3:
AC330007S
AC330017S
AC360998S
Graphic Futures
Research Seminar
Major Project
Mr Emmanuel Osakve
Module Title
Module Leader
Design Process
Introduction to Type Media
Introduction to Image Media
Introduction to Web Design
Graphic Design: Contextual
Study
Graphic Design of the 20th
Century
Mr Emmanuel Osakve
Ms Rosedelina Bte Mustapha
Ms Sageena Satheesan
Ms Dorothy Emmalice Vatsaloo
Mr Ang Soo Boon
AC115011S
Mr Ang Soo Boon
Ms Sageena Satheesan
BA (Hons) Graphic & Web Design
Module Code
LEVEL 1:
AC160004D
AC115013S
AC115010S
AC115014S
AC115012S
AC115011S
LEVEL 2:
AC260006D
AC215007S
AC215008S
AC215024S
AC215026S
AC215031S
Development of Web Graphics
Motion Graphics
Graphic Environments
Debates and Practices
Contemporary Film & Video
Issues in Contemporary Design
LEVEL 3:
AC330009S
AC330017S
AC360998S
Advanced Web Graphics
Research Seminar
Major Project
Quality Assurance Division
16
Mr Ang Soo Boon
Ms Sageena Satheesan
Mr Emmanuel Osakve
Confirmed
BA (Hons) Interior Design
Module Code
LEVEL 1:
AC115022S
AC115021S
AC115023S
AC115044S
LEVEL 2:
AC260009D
AC215041S
AC215011S
AC215024S
AC215026S
AC215031S
LEVEL 3:
AC330012S
AC330017S
AC360889S
Quality Assurance Division
Module Title
Module Leader
Observational & Perspective
Drawing
Digital Media in Interior Design
20th Century Design History
3D Design History & Theory
Mr Chai Phay Yung
Development in Interior Design
Building Technology in Interior
Design
Themed Environments
Debates and Practices
Contemporary Film & Video
Issues in Contemporary Design
Tay Tze Yong
Mohamad Asfia Adenan
Specialised Practice in Interior
Design
Research Seminar
Major Project
Chai Phay Yung / Terry Hui Kok
Nung
17
Mr Denis Chong Kuok Leong
Chong Yee Lin
Terry Hui Kok Nung
Peggy Wong / Tay Buang Chuan
Confirmed