THE SENATE
PATHWAY APPROVAL REPORT
(Core and Franchised Provision)
A confirmed report of the event held on 20th April 2009 to consider
the initial and franchise approval of the following pathways for
delivery from September 2009:
FdSc Equine Studies
BSc (Hons) Equine Studies
Faculty of Science and Technology
Delivery of Pathways at Anglia Ruskin University, Cambridge
Campus
and
University Centre King’s Lynn, Milton Campus
Quality Assurance Division
SECTION A – OUTCOME SUMMARY
1.
INTRODUCTION
1.1
The purpose of the event was to consider the initial approval and franchise of the FdSc in
Equine Studies and BSc (Hons) Equine Studies for delivery at the Milton Campus of
University Centre King’s Lynn and the Cambridge Campus of Anglia Ruskin University.
1.2
The pathways will be located in the Animal and Environmental Biology Programme within
the Department of Life Sciences in the Faculty of Science and Technology.
2.
CONCLUSIONS
2.1
The Panel recommends to the Senate the approval and franchise of the following
pathways:


FdSc Equine Studies;
BSc (Hons) Equine Studies (Level 3 progression route only);
Approval, once confirmed, will be for an indefinite period, subject to Anglia Ruskin’s
continuing quality assurance procedures.
The mode of attendance for FdSc Equine Studies will be full-time and part-time; the mode
of attendance for BSc (Hons) Equine Studies will be full-time and part-time. Minimum and
maximum student numbers for each intake to each pathway will be 12 and 20 respectively.
2.2
The Panel recommends to the Senate the approval of 12 new modules for delivery. The
full titles of all new modules are provided in section D of this report.
2.3
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:
Details of Condition
Deadline
Response to
be considered
by
2.3.1
The Proposal Team [Anglia Ruskin and
University Centre, King’s Lynn] shall address the
issues detailed in the technical report and the
checklist of issues and submit electronic final
versions of the Pathway Specification Forms
(PSFs) and any new and/or revised Module
Definition Forms (MDFs) [see paragraphs 4.8 & 7.2];
26th May
2009
Chair,
Executive
Officer &
Technical
Officer
2.3.2
The Proposal Team [Anglia Ruskin and
University Centre, King’s Lynn] shall provide a
written statement to explicitly demonstrate the
opportunities available to students within
individual modules to apply their learning through
working with horses both on the ground and in
the saddle [see paragraph 4.5];
26th May
2009
Chair,
Executive
Officer and
External
Panel
Members
Quality Assurance Division
2
Confirmed
2.3.3
2.3.4
2.4
The Proposal Team [University Centre, King’s
Lynn] shall provide a contingency plan, as
outlined in paragraph 3.4.5 of the Senate Code
of Practice on the Approval, Annual Monitoring
and Review of Taught Pathways Procedural
Document [Sixth Edition – September 2008],
which details the course of action to be taken if
the required physical and human resources are
not available in time for the start of the first
delivery of the pathways [see paragraphs 6.1 & 6.2];
The Proposal Team [University Centre, King’s
Lynn] shall provide electronic final versions of all
staff CVs and tables showing the final allocation
of staff to modules for each pathway for inclusion
in the Register of Teaching Staff [see paragraph
6.3].
26th May
2009
Chair and
Executive
Officer
26th May
2009
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 Science and Technology will consider the
responses at its meeting of 5th October 2009:
2.4.1
2.4.2
2.5
Details of Recommendation
The Panel recommends that the Proposal Team [Anglia Ruskin
and University Centre, King’s Lynn] further develop the Student
Handbooks for each pathway, taking account of the following:
 The need to ensure that students are aware of their status as
both Anglia Ruskin and University Centre King’s Lynn students
and that the relationship between the two institutions is made
clear;
 The points raised by the Panel in the checklist of issues [see
paragraph 7.1].
The Panel recommends that the Proposal Team [Anglia Ruskin
and University Centre, King’s Lynn] keep under review the
process and procedures for work based learning and the training
of work-based Mentors, taking account of the following:
 How work-based Mentors are supported and involved in the
delivery and assessment of work based learning modules;
 The need to embed the requirements of the recently approved
Senate Code of Practice on Work Based and Placement
Learning and its Procedural Document, currently in
development, into arrangements for work based learning
modules [see paragraphs 4.3 & 5.1].
Deadline
7th September
2009
7th September
2009
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.
Quality Assurance Division
3
Confirmed
2.6
Commendation
The Panel identified the following point on which it wished to commend the Proposal Team:

The quality of the approval documentation submitted for consideration.
Quality Assurance Division
4
Confirmed
SECTION B – DETAIL OF DISCUSSION AND PANEL CONCLUSIONS
3
RATIONALE
3.1
The Panel learned that the development of the Foundation and BSc (Hons) degrees in
Equine Studies represented a unique opportunity to deliver industry relevant degrees that
drew upon the different yet complimentary strengths of Anglia Ruskin University and the
Milton Campus of University Centre King’s Lynn. Whilst Anglia Ruskin has an exemplary
academic record in producing graduates within the field of animal and environmental
biology, the lack of animal facilities at the Cambridge Campus has prevented the delivery of
degrees which are more practical and vocationally orientated and which focus on domestic
animals. In contrast, the Milton Campus of University Centre King’s Lynn has an excellent
record in the delivery of vocational courses, including those based on domestic animals,
such as the BTEC National Diploma in Equine Management and has the practical
resources within its equine facilities to support the practical skills development regarded as
essential to the proposed degree pathways.
3.2
The Proposal Team informed the Panel that the two pathways represented a joint
development between University Centre King’s Lynn and Anglia Ruskin and would be
delivered jointly at Anglia Ruskin’s Cambridge Campus and the Milton Campus of
University Centre King’s Lynn. The two pathways had been designed to be industry
relevant and had involved numerous consultations with a variety of industry contacts
across the Eastern Region, an area of high equine industry activity, from the leisure sector
to more commercial interests. The development of the pathways also met the requirements
of the Faculty Strategic Plan and the Anglia Ruskin Corporate Plan (2009-11) objective to
increase the number of Anglia Ruskin students studying off-site.
4
CURRICULUM DESIGN, CONTENT AND DELIVERY
4.1
The Panel enquired about the discussions that had taken place between the Proposal
Team and local employers during the design of the pathways. The Team informed the
Panel that Anglia Ruskin staff had connections in the Equine Industry and had contacted a
number of employers during the development of the pathways. Advice had been sought on
the key elements; equine therapy was cited as one example, which needed to be included
in the pathways to enable students to progress directly to the workplace on completion of
their studies. The advice received from industry experts had been incorporated into the
content of individual modules so that students’ development of knowledge and
understanding would be industry relevant.
4.2
The Panel was interested to learn about the involvement of employers in the delivery and
assessment of work-based learning for the Foundation Degree. The Team responded that
a number of local employers had been approached to offer work placements for the
Foundation Degree and had confirmed their willingness to take on students. Possible work
placements would include employers such as the National Stud and the Newmarket Equine
Hospital. It was intended that students would find their own work placement with assistance
from University Centre King’s Lynn and Anglia Ruskin staff. Students would be required to
design their programme of work-based learning to meet the learning outcomes of the
module with support from University Centre King’s Lynn and Anglia Ruskin staff. During the
placement the workplace supervisor would be responsible for the day to day management
and supervision of the student and formative assessment of their skills and competencies
acquired during the placement. In addition, the Panel learned that a number of modules
had been designed with assessment elements that would be co-assessed by the module
leader and an industry expert who would assess competence in a specific skill.
4.3
Further to the above discussion regarding work placements the Panel enquired how the
Proposal Team intended to meet with employers to review the effectiveness and operation
Quality Assurance Division
5
Confirmed
of work placements. The Team informed the Panel that an Employer Liaison Group was
being initiated that would meet once per semester to discuss the fitness for purpose of
teaching and the management of work placements. In addition the Faculty of Science and
Technology had already set up a yearly faculty-wide Employer Liaison Group to which
employers contributing to the delivery of the Equine Studies pathways would be invited.
The role of that group was to share good practice and to discuss views of placements and
their function. The Panel welcomed the information provided by the Team and the provision
of a Workplace Handbook as part of the approval documentation. Whilst the Panel was
satisfied by the proposed arrangements for work placements, and their delivery and
assessment, the Panel agreed to recommend that the Team keep under review the
process and procedures for work-based learning and the training of work-based Mentors to
enhance the quality of education provided to students [see Recommendation 2.4.2].
4.4
In terms of the coverage of key academic areas for the subject the Panel questioned the
absence of equitation within the curriculum, given its focus on the ridden horse. The Team
responded that the inclusion of equitation in the curriculum had been discussed in detail
and comparable courses had been considered, notably at Oxford Brookes University, and a
decision had been made not to include a discrete module in that area. In the Team’s view
the inclusion of a discrete module in equitation would require students to have achieved a
Level 2 qualification in Horse Knowledge, Care and Riding from the British Horse Society
before they could enrol on the Foundation Degree. Such a requirement would constitute a
barrier to entry and would thus be inimical to the philosophy of a Foundation Degree.
4.5
Additionally, the Team explained that assessing students riding skills would be problematic
within an HE framework. The Panel learned that a riding simulator would be used within
some modules to investigate issues such as the effect of riding on horse behaviour. During
discussions with industry contacts students riding ability was considered less important
than their ability to handle a horse on the ground. It was for this reason that the module
Schooling on the Ground had been included in the curriculum as opposed to a discrete
module in equitation. The Panel further enquired whether the Schooling on the Ground
module could therefore include some equitation within its existing content. The Team
confirmed that it was the intention that students would have the opportunity to engage in
some riding during the course of the module and also within other modules. The Panel was
reassured that there would be some opportunity for students to undertake some equitation
within the Schooling on the Ground module but considered it important that such
opportunities be made more explicit within the curriculum. The Panel therefore agreed to
set a condition which required the submission of a written statement that explicitly
demonstrated the opportunities available to students within individual modules to apply
their learning through working with horses, both on the ground and in the saddle [see
Condition 2.3.2].
4.6
The Panel discussed the design of the pathways with the Proposal Team, noting that
Levels 1 and 2 of FdSc Equine Studies and BSc (Hons) Equine Studies contained identical
modules but that the two pathways had differing entry criteria. The Panel also questioned
whether it would be more appropriate for BSc (Hons) Equine Studies to act as a
progression route to the Foundation Degree only and not a pathway to which students
would be recruited to directly. The Team agreed with the view of the Panel that it would be
more appropriate for BSc (Hons) Equine Studies to act as a progression route for the
Foundation Degree only and agreed to amend the PSF accordingly. In addition the Team
agreed to amend the entry criteria for FdSc Equine Studies to include a criterion requiring
students to have obtained a qualification in biology, psychology or an equivalent science
subject [see Condition 2.3.1].
4.7
The Panel enquired how, at Level 2 of FdSc Equine Studies and Level 3 of BSc (Hons)
Equine Studies, students would be able to develop skills and experience in accessing and
applying research findings to practical issues. In addition the Panel was also interested to
learn how students at Level 2 would be equipped to follow developmental research in the
Quality Assurance Division
6
Confirmed
field of equine studies. The Team informed the Panel that Level 1 modules would focus on
the development of the students knowledge base and introduce them to skills fundamental
to study at HE level such as evaluation and the ability to critically analyse primary research.
The Team cited the module Biomeasurement as an example of a module that would enable
students to develop specific skills such as data handling and data analysis. The skills and
knowledge acquired by students at Level 1 would be further developed at Levels 2 and 3 in
modules including Applied Ethology and Animal Welfare and Equine Reproduction and
Reproductive Technologies, the content of which was fully informed by research. At Level
2, modules would focus on animal behaviour with students subsequently required to apply
that knowledge to the management of horses. Within the modules there would also be a
strong focus on accessing literature and research to support analysis of different methods
of management. The Team further informed the Panel that the learning outcomes of
modules at Level 2 had been designed to require students to demonstrate critical
evaluation of knowledge and their acquisition of particular skills that would subsequently be
tested by the assessment tasks of individual modules. The Panel was grateful for the
additional information and was reassured that the modules at Level 2 in particular would
enable students to develop the necessary research skills either for employment or further
academic study.
4.8
In terms of the flexibility of the pathways for students the Panel noted that part-time routes
were not evident in the PSFs. The Team responded that the mode of attendance for both
pathways would be full-time and part-time. The Panel welcomed the availability of a parttime delivery mode, particularly for the Foundation Degree. The Team agreed to include
structure diagrams for part-time delivery in both PSFs to ensure that the delivery patterns
were clear [see Condition 2.3.1].
4.9
The Panel discussed the module Learning and Skills Development for HE and Work with
the Team and noted that the module description could potentially appear uninteresting to
students. The Team responded that the module was important to improving access to HE
by providing students with the necessary academic writing and communication skills and
was therefore fundamental to the Foundation Degree curriculum. Although the module
might not directly benefit students who already possessed such skills it was perceived to be
important in the likely event that the pathway attracted students of varying academic ability.
The Panel further noted the reference to the development of oral skills and the use of
PowerPoint in the module description and enquired why it was not evident in the learning
outcomes or assessment. The Team informed the Panel that presentations would be part
of the formative assessment for the module and would be completed as a piece of group
work. The Panel was satisfied by the additional information provided.
4.10
The Team confirmed that additional items had been added to the outline content of the
modules Biology and Behaviour and Equine Biomechanics to address the comments made
by the Panel prior to the event in the checklist of issues. It was further confirmed that some
additional texts had been added to the module Schooling on the Ground, also in response
to the comments of the Panel.
4.11
The Panel was concerned that the module Equine Anatomy and Physiology could
potentially constitute simple rote learning of anatomy and physiology. The Team responded
that the outline content listed on the MDF did not reflect the way in which the module would
be delivered. Delivery would focus on an integration of anatomy and physiology using
equipment including heart monitors and treadmills and would also investigate a variety of
breeds. The Panel was reassured by the planned delivery methods and was satisfied that
they were appropriate.
4.12
It was noted by the Panel that the module Equine Therapy and Rehabilitation would benefit
from a more explicit coverage of farriery and barefoot therapy. The Team confirmed that
farriery and barefoot therapy would be addressed through input from a recommended
farrier with experience of educational delivery to students at the National Stud.
Quality Assurance Division
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Confirmed
4.13
The Panel enquired whether it would be possible for the assessment to address all of the
learning outcomes for the module Equine Performance Strategies given the quantity of
academic content included on the MDF. The Team explained that the assessment would
focus on different elements of the outline content each year but recognised the need for the
module to remain focused and specific in light of its content. The Panel was reassured by
the response provided.
4.14
It was noted by the Panel that the module Biomeasurement was written as a generic
module for Biologists and enquired how it would be made relevant for students focussing
on a career in the equine industry. The Team explained that FdSc Equine Studies students
would not be taught with Biology students. The key texts listed in the module guide would
be related to equine studies as would the statistical data for the module. The Panel was
reassured by the planned delivery of the module for FdSc Equine Studies students.
5
ASSESSMENT STRATEGY
5.1
The Panel enquired about the strategy for assessing students in the workplace for the
work-based learning modules and whether non-academics would be responsible for
grading students for summative assessments tasks. As outlined in paragraph 4.2 above the
Team responded that the current intention was for workplace supervisors to undertake
formative assessment of students’ skills and competencies acquired and demonstrated on
placement, as opposed to conducting and grading summative assessment tasks. The
Panel informed the Team that the Faculty of Health and Social Care and Faculty of
Education, which were experienced in the delivery and assessment of work-based learning,
trained workplace supervisors to enable them to assess students on placement. The Panel
further informed the Team that the Procedural Document to accompany the Senate Code
of Practice on Work-Based and Placement Learning was currently being written by the
Head of Modular Programmes and would include guidance on the assessment of workbased learning. Whilst the Panel was satisfied by the proposed arrangements for the
assessment of work-based learning, the Panel agreed to recommend that the Team keep
under review the process and procedures for work-based learning and the training of workbased Mentors, and, in particular, to embed the requirements of the Senate Code of
Practice on Work-Based and Placement Learning and its Procedural Document into
arrangements for work-based learning modules to enhance the quality of education
provided to students [see Recommendation 2.4.2].
6
STAFFING, LEARNING RESOURCES AND STUDENT SUPPORT
6.1
The Panel was provided with a full tour of the physical resources to support the delivery of
the pathways at the Milton Campus of University Centre, King’s Lynn. The Panel viewed
the plans for new buildings at the campus, due for completion prior to September 2009, the
learning resource centre, teaching rooms, stables, indoor and outdoor arenas and a barn
area due for conversion to an equine therapy centre prior to the commencement of the
pathways. The Panel also learned that £350,000 had been allocated to the pathways for
human and physical resources including the development of an equine yard and the equine
therapy centre. Whilst the Panel was satisfied that the available and planned resources
were appropriate to support the delivery of the pathways it agreed to set a condition
requiring University Centre King’s Lynn to provide a contingency plan which detailed the
course of action to be taken if the required physical resources were not available in time for
the start of the first delivery of the pathways [see Condition 2.3.3].
6.2
The Panel noted from the staffing allocation included in the proposal documentation that
some staff were still to be appointed at both University Centre King’s Lynn and Anglia
Ruskin to teach the pathways and enquired when the new staff would be in post. The Team
Quality Assurance Division
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Confirmed
informed the Panel that University Centre King’s Lynn had already advertised a Pathway
Leader post at the Milton Campus and that Anglia Ruskin would shortly be advertising for a
new post specifically for the Equine Studies pathways. Staff appointed would need to
possess a higher degree in Equine Studies or a related subject. The Team confirmed that
the pathways would not commence unless appointments were made. The Panel was
reassured by the information provided but determined to set a condition requiring University
Centre King’s Lynn to provide a contingency plan which detailed the course of action to be
taken if the required human resources were not available in time for the start of the first
delivery of the pathways [see Condition 2.3.3].
6.3
Due to the appointment of new academic staff the Panel noted that the allocation of staff to
modules was not clear for every proposed module. The Panel therefore determined to set a
condition requiring the submission of final versions of all staff CVs and the final allocation of
staff to modules for inclusion in the Register of Teaching Staff at collaborative partner
institutions [see Condition 2.3.4].
6.4
The Panel was interested to learn about the staffing strategy operated by University Centre
King’s Lynn and the opportunities available to staff to engage in research activity to
enhance the delivery of the pathways. The Team responded that, operationally, staff at
University Centre King’s Lynn would be governed by the Anglia Ruskin Departmental
Learning and Teaching Strategy and would have access to staff development through the
Joint Venture agreement between Anglia Ruskin and University Centre King’s Lynn. The
Panel also learned that University Centre King’s Lynn staff were provided with a time
allowance for HE teaching and associated research. Staff would be given 18 weeks worth
of teaching hours for 12 weeks teaching to allow for research and preparation time. All fulltime staff also received 5 study days per academic year and were able to submit bids to the
training budget for attendance at conferences and sabbaticals. The Team further informed
the Panel that a research structure existed at Anglia Ruskin to which University Centre
King’s Lynn staff would be invited to join. This included a research group for animal and
environmental biology in which equine lecturers would be involved. It was confirmed that
the Department would support the development of research for University Centre King’s
Lynn staff. The Panel welcomed the strategy outlined by the Team and was satisfied that
appropriate opportunities existed for staff to engage in research activity.
7
DOCUMENTATION
7.1
It was noted by the Panel that the status of students as both Anglia Ruskin and University
Centre King’s Lynn students and the relationship between the two institutions was not
entirely clear in the Student Handbook. The Panel therefore agreed to recommend that the
Team further develop the Student Handbooks for each pathway to address the status of
students, the relationship between the institutions and the points raised in the checklist of
issues [see Recommendation 2.4.1].
7.2
It was noted that the Technical Report contained a number of minor amendments to the
MDFs and PSFs that were required as a standard condition of approval. In addition, it was
also noted that amendments would be made to MDFs and PSFs as outlined in paragraphs
4.6 and 4.8 – 4.14 above. The Proposal Team agreed to amend the documentation
accordingly, prior to submitting final definitive versions [see Condition 2.3.1].
8
MISCELLANEOUS
8.1
The Panel congratulated the Proposal Team on the standard and comprehensiveness of
the proposal documentation.
Quality Assurance Division
9
Confirmed
9
CONFIRMATION OF STANDARDS OF AWARDS
9.1
The Panel confirmed that the proposed FdSc Equine Studies and BSc (Hons) Equine
Studies pathways satisfied the University’s Academic Regulations with regard to the
definitions and academic standards 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
10
5th August 2009
6th August 2009
20th August 2009
Confirmed
SECTION C – DETAILS OF PANEL MEMBERSHIP AND PROPOSAL TEAM
Internal Panel Members:
Marian Redding (Chair)
Head of Modular Programmes
John Gardner
Programme Leader (English & Writing), Faculty of Arts, Law and
Social Sciences
External Panel Members:
Dr Emma Creighton
Senior Lecturer in Animal Behaviour & Welfare, University of
Chester
Alison Northrop
Course Manager and Lecturer, BSc(Hons) and FdSc Equine
Studies, Myerscough College, Preston
Executive Officer:
Richard Monk
Deputy Head of Quality Assurance, Quality Assurance Division,
Academic Office
Technical Officer:
Helen Sismey
Academic Regulations Assistant, Quality Assurance Division,
Academic Office
Members of Proposal Team:
Alison Barber
Higher Education Equine Development Officer, University Centre
King’s Lynn
Dr Marian Bond
Land-Based HE Curriculum Development Officer for Anglia Ruskin
University and University Centre King’s Lynn
Dr Iain Brodie
Associate Dean (Quality), Faculty of Science and Technology,
Anglia Ruskin University
John Butcher
Eastern Region Manager for the VetNet Lifelong Learning Network
Bill Collinson
Head of Faculty of Land-Based Studies, University Centre King’s
Lynn (Milton Campus)
Professor Michael Cole
Head of Department (Life Sciences), Faculty of Science and
Technology, Anglia Ruskin University
Ian Dobson
Program Manager for the Equine Outreach Programme, University
Centre King’s Lynn (Milton Campus)
Leaya Dobson
Training Coordinator, The National Stud, Newmarket, Suffolk
Quality Assurance Division
11
Confirmed
Dr Mark Kennedy
Senior Lecturer in Animal Welfare, Faculty of Science and
Technology, Anglia Ruskin University
Frances Murray
Course Director National Diploma in Equine Management,
University Centre King’s Lynn (Milton Campus)
Dr Charlotte Nevison
Senior Lecturer in Life Sciences, Faculty of Science and
Technology, Anglia Ruskin University
Alan Renwick
Head of Higher Education, University Centre King’s Lynn
Responsible for the overall coordination of HE within the College, HE
quality and annual monitoring.
Tabitha Smith
Training manager, The National Stud, Newmarket, Suffolk
Claire Wicking
Equine Program Manager, University Centre King’s Lynn (Milton
Campus)
Quality Assurance Division
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Confirmed
SECTION D – OUTCOME DATA
Programme
Department
Faculty
Collaborative Partner
New/amended Awards
Approved (nb intended awards
Animal and Environmental Biology
Life Sciences
Faculty of Science and Technology
University Centre, King’s Lynn (Milton Campus)
Title(s) of Named Pathway(s)
Attendance mode
and duration
only, not intermediate awards)
BSc (Hons)
Equine Studies (Level 3 progression route only)
1 year, full-time
2 years, part-time
FdSc
Equine Studies
2 years, full-time
4 years, part-time
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)
N/A
Dr Marian Bond
September 2009
September
Max 20, Min 10
FdSc Equine Studies – July 2011
BSc (Hons) Equine Studies – July 2012
None
To be confirmed
N/A
NEW MODULES APPROVED
EK115886S
EK115025S
EK115881S
EK130011D
EK115026S
EK115027S
EK230018D
EK215045S
EK215046S
EK215047S
EK315046S
EK315047S
Learning and Skills Development for HE and Work
Work Based Learning 1 (Practical Equine Husbandry)
Understanding the Work Sector (Issues in the Equine Industry)
Biology and Behaviour
Equine Anatomy and Physiology
Schooling on the Ground
Work Based Learning 2 (Business and Event Management)
Equine Nutrition and Health
Equine Therapy and Rehabilitation
Cognition and Training
Equine Biomechanics
Equine Performance Strategies
Quality Assurance Division
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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
FdSc Equine Studies
Staff listed in bold type are Anglia Ruskin academic staff
Module
Level 1:
EK115886S Learning and Skills
Development for HE and Work
EK130011D Biology and
Behaviour
EK115012S Biomeasurement
EK115025S WBL1: Practical
Equine Husbandry
EK115026S Equine Anatomy
and Physiology
EK115027S Schooling on the
Ground
EK115881S Understanding the
Work Sector: Issues in the
Equine Industry
Level 2:
EK230018D WBL2: Business
and Event Management
Module Leader
Supporting Lecturer
Marian Bond
New staff at UCKL, Deirdre
Wilson, Frances Palmer & others
Charlotte Nevison, Mark
Kennedy and other ARU staff
ARU Life Sciences staff
Frances Palmer & other UCKL
staff
Deirdre Wilson, Frances Palmer
& others
Frances Palmer & other UCKL
staff
Frances Palmer & other UCKL
staff
Marian Bond
Mike Cole
New equine staff at UCKL
New equine staff at UCKL
New equine staff at UCKL
Marian Bond
Marian Bond
EK215045S Equine Nutrition
and Health
Marian Bond
EK215008S Equine Physiology
and Exercise
Mark Kennedy
EK215046S Equine Therapy
and Rehabilitation
EK215003S Applied Ethology
and Animal Welfare
EK215011S Parasitology
New equine staff at UCKL
EK215007S
Behaviour
EK215004S
Behaviour
EK215047S
Training
EK215014S
Research
Concepts in Animal
Andrew Smith
New equine staff at UCKL,
Frances Palmer and other UCKL
staff
Charlotte Nevison, Mark
Kennedy and other ARU staff
and new staff at UCKL
Charlotte Nevison and other
ARU staff and new equine staff
at UCKL
Deirdre Wilson, Frances Palmer
and other UCKL and ARU staff
Marian Bond, Paul Elliott and
other ARU staff
Philip Pugh, Julian Doberski
and other ARU staff
Various ARU staff
Biological Basis of
Toby Carter
Various ARU staff
Cognition and
Charlotte Nevison
Preparation for
Alvin Helden
Marian Bond and other ARU
staff
Various ARU staff
Charlotte Nevison
Deborah Clements
Continued overleaf
Quality Assurance Division
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Confirmed
BSc (Hons) Equine Studies
Module
Level 3:
EK330998S/D Undergraduate
Project
EK315046S Equine
Biomechanics
EK315012S Equine Behaviour
for Training and Management
EK315013S Equine
Reproduction and Reproductive
Technologies
EK315010S Design for Animal
Welfare
EK315047S Equine
Performance Strategies
EK315003S Animal Welfare and
Society
EK315001S Domestication and
the Behaviour of Domestic and
Captive Animals
Quality Assurance Division
Module Leader
Supporting Lecturer
Philip Pugh
Various ARU staff
New equine staff at UCKL
Mark Kennedy
New staff at UCKL and guest
lecturer from Newmarket Stud
Various ARU staff
Mark Kennedy
New equine staff at UCKL
Charlotte Nevison
Marian Bond, Paul Elliott and
other ARU staff
Deirdre Wilson, Frances Palmer
and other UCKL and ARU staff
Various ARU staff
New equine staff at UCKL
Mark Kennedy
Charlotte Nevison
Marian Bond and other ARU
staff
15
Confirmed