If you are proposing a partnership or double degree programme, you should discuss this with the Academic Partnerships Office in the first instance
Version: For proposals to be considered during the 2015-16 session (This form is updated annually. Please make sure you use the correct form).
To help you complete the form accurately, please refer to the: School policy on course and programme approvals and guidance available on the TQARO website . Please also note the deadlines for the submission of completed proposals provided (at d and e) below.
Please note in particular:
(a) All new programme proposals require prior consent from the Academic Planning and
Resources Committee/Pro-Director (Resources & Planning) through the Annual Monitoring meetings in Michaelmas Term.
(b) We will refer all new programmes proposals to an external academic assessor for comment. You should nominate two suitable candidates when submitting your proposal. The
Sub-Committee Secretary will approach one of them. The nominees should not have had recent close involvement with the School/Department (e.g. been an external examiner).
Name of external assessor:
1.
2.
Contact details (Institution, title and email)
(c) It is strongly recommended that the Teaching and Learning Centre is consulted at an early stage about new programme proposals. TLC can advise on (a) programme design and (b) teaching and assessment methods. Please contact the academic developer assigned to your department.
(d) You should submit completed proposals electronically to the relevant Sub-Committee
Secretary at least three weeks before the date of the meeting at which they are to be considered. See Sub-committees and deadlines 2015/16 .
(e) New programme proposals must be submitted by the dates below to appear in the prospectus for 2017/18 entry. The introduction of a new programme requires an 18-month lead-in period for logistical reasons, which include adequate marketing and recruitment time. Proposals received in 2015/16 will only be run in 2017/18 if they meet the submission deadlines below.
Programme proposals submitted after these dates will be introduced in 2018/19.
Undergraduate – 28 October (for 18 November USSC)
Postgraduate – 27 April (for 18 May GSSC and RDSC)
(f) Departmental Managers need to return completed proposals by email to:
For undergraduate programmes Tom Hewlett, Undergraduate Studies Sub-Committee
Secretary t.w.hewlett@lse.ac.uk
For masters programmes Tom Hewlett, Graduate Studies Sub-Committee Secretary t.w.hewlett@lse.ac.uk
For research degree programmes Matt Brack, Research Degrees Sub-Committee Secretary m.brack@lse.ac.uk
(g) Equity, Diversity and Inclusivity
The Equality Act (2010) consolidated legal protections for students in universities. Students have a legal right to teaching that does not discriminate against them on grounds of nine ‘protected characteristics’. These are age, disability, ethnicity, gender reassignment, pregnancy or maternity, religion or belief, sex, or sexual orientation. Disabled students also have a legal right to reasonable
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adjustments to ensure that their needs to access education are met. Moreover, the Equality Duty requ ires that universities pay ‘due regard’ to not only the prevention of discrimination on the grounds of a protected characteristics, but also to the promotion equality of opportunity for all students, and to fostering good relations between people. The development of new programmes can address these issues in key areas of learning and teaching through a focus on accessibility and inclusivity in all areas of programme design.
It is recognised that inclusive practice is not simply a legal requirement but it enriches the environment for all staff and students. Inclusive practice in teaching recognises the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment.
The Equality Challenge Unit has a range of useful resources including several factsheets for academics including one on the legal framework, one on inclusive practice and one on promoting good relations. http://www.ecu.ac.uk/publications/e-and-d-for-academics-factsheets/
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1.2
Programme title:
Internal code:
External code (UCAS/Application):
JACS code: (Please select a JACS code using the complete JACS classification from HESA )*
1. GENERAL INFORMATION
(please insert)
(we will complete this)
(we will complete this)
(please insert)
* For further details and advice on JACS codes allocation, please see JACS or contact the Planning Unit
1.1 Department/Institute/Group
1.2
Programme title
(including award e.g. Certificate,
BA/BSc, Diploma, MA/MSc 1 ,
MRes/PhD 2 , MPhil/PhD)
1 Note that Executive Masters proposals must also complete the Major Academic Initiative process.
2 Please speak to the GSSC or RDSC secretary.
1.3
Level of the programme
(its location on the Framework for
Higher Education Qualifications
(FHEQs) (PDF))
1.4
Duration of proposed programme
(number of months). Specify separately for full and part time if part-time will be offered
For taught masters please specify 9 or 12 months, or provide specific start and end dates if the programme will be of a different length. Please provide start and end dates for each ‘academic year’ if the programme will be longer than 12 months .
1.5
Proposed year of first student entry (e.g. 2017/18)
1.6
Please give the names of any existing programmes to be discontinued by the introduction of this programme .
1.7
Relevant QAA Subject
Benchmark statement(s)
(See Subject Benchmark
Statements )
This is not applicable to postgraduate research programme proposals. For all other proposals please include the QAA
Benchmark(s) which are most relevant to the programme (if any) and against which it will be assessed by the Sub-
Committee.
Was the QAA Benchmark(s) considered when designing the programme?
1.8
Professional or Statutory
Bodies (PSRBs)
If you are intending to seek Professional Body accreditation for the programme, please provide full details here.
2. THE MARKET FOR THE PROPOSED PROGRAMME
Please note : You need to consult with Simon Beattie (Head of Student Admissions) and Jenny
Blakesley (Director of LSE Careers) before completing this section.
2.1 What evidence is there of student demand for this programme?
2.2 Do you have a specific target market in mind?
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2.3
Is there any evidence of demand from employers in the UK and/or overseas for graduates from this programme?
2.4
Do you think this programme will deflect demand from an existing programme at the
School?
If yes, which programmes and why?
3. PROGRAMME STRUCTURE AND ACADEMIC CONTENT
3.1 Equity, Diversity and Inclusivity
Teaching
(a)
Please state how the programme will incorporate diverse modes of teaching that are accessible to a range of learning styles and are inclusive of students’ diverse social and cultural backgrounds.
Examples may include the use of learning technologies, the use of a range of teaching styles and content delivery such as online tutorials, workshop-style sessions etc.
Course Content
(b)
Does the programme (explicitly or implicitly) address an appropriate range of issues relating to equity, diversity and inclusivity in teaching and learning?
Examples may include developing a portfolio of courses that reflect a diverse student body, use of materials on courses that are drawn from a wide range of sources.
Assessment
(c)
Will the programme incorporate diverse forms of assessment that are inclusive of neurodiversity, and diverse learning styles and experiences?
Examples may include using mixed modes of assessment across courses, ensure modes of assessment test appropriate skills and knowledge both for individual courses and the programme as a whole.
3.2 Programme specification
Please complete the template programme specification at the end of this form.
3.3
Programme regulations for undergraduate and taught masters proposals:

Please complete the following section which will appear as the regulations listed in the Calendar for this programme. You may wish to refer to the current Calendar for examples ( undergraduate , taught masters ).
 If you are listing courses from other departments please ensure you have obtained their agreement prior to completing this section.
 If you are proposing any new courses (including a dissertation/project) for this programme, please indicate which they are on the regulations below. You will need to submit a separate course proposal via the Course and Programme Information
System (CAPIS) for each course along with this programme proposal form.
Further information can be found on the TQARO website
Paper
No
1
2
3
4
Course Code and Title
(add extra rows for programmes > 1 year duration)
Core or
Optional
Unit Value
0.5 (half), 1 (full)
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3.4
(a)
Programme regulations for MPhil/PhD proposals:

Please answer the following questions and complete the programme regulations section which will then be listed in the Calendar for this programme. You may wish to
 refer to the current Calendar for examples ( Research ).
If you are proposing an MRes/PhD programme, you will need to complete sections 3.2 and 3.3 (the MRes component of the programme will need approval from the GSSC before the RDSC can consider the full MRes/PhD proposal).
 If you are proposing any new courses for this programme, please indicate which they are on the regulations below. You will need to submit a separate course proposal via the Course and Programme Information System (CAPIS) for each course along with this programme proposal form.
Further information can be found on the TQARO website
Will the MPhil/PhD programme be linked to an existing or new Masters programme? e.g. that a conditional offer would be made to a student joining a Masters programme for the
MPhil/PhD.
Yes
Please indicate which existing Masters: for any new
Masters, a separate programme proposal form will need to be completed
(b)
No
Please indicate the year in which and likely duration of any period of fieldwork students are likely to undertake
(c)
Programme Regulations for MPhil/PhD proposals:
Please complete the following section to indicate the year in which students are expected to take particular courses. If there are different routes or tracks for the course requirements, please indicate this clearly below.
Please include all examined and non-examined, compulsory and optional courses for subjectspecific, methods, skills and development training that are required or expected for this programme.
Course Code and Title
Core or optional
Unit
Value
0.5 (half),
1 (full)
Duration of course e.g. number of sessions/ total hours
Examined or nonexamined?
Year One
1
2
3
4
Year Two
1
2
3
4
Year Three
1
2
3
4
Year Four
1
2
3
4
3.5 Assessment
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Please complete this table, to show the spread of assessment across the programme. The assessment framework should enable students to demonstrate achievement of the intended learning outcomes and skills development. For MRes/PhD programmes, please include all assessment from both the MRes and PhD component of the programme.
Course
Code
Core/
Option
Formative assessment Summative assessment
Include number of e.g. essays, term for submission, and their percentage
weight for summative assessment
Essay(s) Project Other Essay(s)
% weight
Project
% weight
Other
% weight
Exam
(duration &
% weight)
3.6 Progression
How does the curriculum promote progression, so that the demands on the learner in terms of intellectual challenge, skills, knowledge, conceptualisation and learning autonomy increase?
E.g. for a one-year MSc, how does the taught element prepare students to undertake the dissertation.
3.7 Progression for taught masters and MPhil/PhD proposals:

Progression for all BA/BSc programmes is defined in the Regulations for first degrees .

Formal progression requirements for Masters programmes longer than one year will need to be agreed by the Graduate School Board of Examiners (please contact the
Assessment Regulations Manager for further details).

For Research programmes (including MPhil/PhD proposals), please contact Louisa
Green – the Research Degrees Manager – for further guidance on progression.
(a)
For programmes longer than one year please provide information on the standard students are expected to achieve to progress to the next year of study?
(b)
Please provide details of which course(s) – if any – students are required to pass (and to
what level) for progression? (for example Pass, Merit, Distinction or %)
3.8
No
Classification Schemes for undergraduate and taught masters proposals:
Will this programme be assessed using an existing Classification Scheme?
Please refer to the Calendar for details on existing schemes ( undergraduate , taught masters )
Yes Please provide the title of the scheme as detailed in the Calendar
Proposals for new schemes will need to be agreed by the appropriate School Board of
Examiners (please contact the Assessment Regulations Manager for further details).
3.9
(a)
Local Rules for taught masters proposals:

Sub-Boards of Examiners may wish to set 'Local Rules' that determine how candidates will be classified. For example, a core course may be designated as critical to assessment, meaning that it must be passed in order for the candidate to obtain the award, or the Sub-Board may wish to set rules to assist in determining borderline degree classifications (e.g. an aggregate mark required for an award with
Merit or Distinction).

Local Rules should be read in conjunction with the relevant scheme paragraph in the
Classification Scheme for the programme as referred to in 3.7 above.
Exam Sub-Board 'local rules' can apply to one or multiple programmes. If appropriate
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please confirm which existing set of Local Rules will apply? Please refer to local rules in the Calendar .
(b)
If no existing Local Rules will apply to this programme please give details below of your proposed rules. Please note that new rules must have received the approval of the
Sub-Board of Examiners responsible for the programme.
Proposals for new rules will need to be agreed by the Graduate School Board of Examiners
(please contact the Assessment Regulations Manager for further details).
Are any courses critical to assessment?
Distinction/Merit borderline ( scheme paragraph 3.3.2
) - Are these criteria suitable?
If yes, the following will be published: “Classification for students with mark profiles falling into this range will always be determined to the advantage of the student” .
If No, please provide details of any proposed variation from the criteria.
4.
4.1
Merit/Pass borderline ( scheme paragraph 3.3.4
) - Are these criteria suitable?
If yes, the following will be published: “Classification for students with mark profiles falling into this range will always be determined to the advantage of the student” .
If No, please provide details of any proposed variation from the criteria.
3.10
If the programme is not a partnership but does include any study away from the
School, please give details here.
Please include the name(s) of any other institutions/organisations to be involved; and the names of any academic staff not currently on the School staff who will be involved in teaching the programme. For MPhil/PhD proposals please include information about fieldwork in section 3.3b above.
ORGANISATION AND MANAGEMENT OF THE PROGRAMME
Who will be the teacher responsible for the management of the programme?
4.2
Please note – if you are proposing an Executive MSc programme (E-MSc) you will need to complete an additional E-MSc programme timetabling form .
Once the delivery schedule is agreed it cannot be changed without consultation with the
Timetables Manager. Promotional/advertising literature must not include timetabling
information unless it has been approved by the Timetables Manager.
5. STUDENT NUMBERS
5.1
Proposed student intake in each year
 NB year 1 means the first year (e g 2016) in which the programme is offered, year 2
 the second year (e g 2017) and so on.
For partnership programmes, proposed numbers should be indicated only for the year(s) spent at LSE .
Year 1 Year 2 Year 3 Year 4 Year 5
Full-Time
UK/EU
Overseas
Part-Time
UK/EU
Overseas
5.2 Does the proposed programme require additional student targets beyond those already
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allocated to your department?
(YES/NO) If yes any new allocations will need to be discussed and agreed with the APRC
6. LIBRARY RESOURCES
6.1
Will the proposed programme have any non-standard implications for the Library, for example, does it require provision of materials from outside the subject range currently held, or materials in languages outside of current policy, or access/resources for students that are not physically based at the School?
(YES/NO) If yes, please consult with the Library regarding requirements and note the outcome here.
7. CONSULTATIONS
7.1 Has the proposal been discussed and endorsed at a departmental/institute meeting?
(YES/NO) Date of meeting (where it was or will be
discussed)
7.2
Has the proposal been discussed at a staff/student meeting?
(Please attach the minutes from the meeting where it was discussed)
(YES/NO) Date of meeting (where it was or will be
discussed)
7.3 Colleagues with related interests in other departments/institutes will need to have been consulted, especially where any component of the proposed programme is to be taught in another department.
You might find it useful to refer to the LSE Experts information . The Sub-Committee
Secretaries are happy to provide individual advice on who to consult with.
Please complete this table fully, listing all colleagues that have been consulted and provide details of any objections raised.
Name and Department/
Institute of colleague
Date consulted
Were any objections raised to the programme?
Yes No
8.
8.1
FOR PARTNERSHIP PROGRAMME PROPOSALS ONLY
Please provide the name(s) of any partner institution(s)/organisation(s) to be involved in the delivery of the programme
8.2 Please indicate the type of programme being proposed (please delete as appropriate) :
Double degree [now go to 8.2.1]
Normally of two years’ duration: students study for one year each at LSE and the partner institution. Upon successful completion, a student is awarded a Masters degree or equivalent of
both institutions.
Joint degree [now go to 8.2.2]
Offered jointly with one or more partner institution(s). Upon successful completion, a student is awarded a single degree by LSE and the partner institution(s).
8.2. 1 Please provide the name of the programme at:
LSE Partner institution(s)
8.2. 2 Please indicate the details of study and how these contribute to the final award at:
LSE Partner institution(s)
8.3 Has the proposal been discussed and agreed by the partner institution(s)?
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(YES/NO)
8.4 Has the proposal been discussed with the Academic Partnerships Office?
(YES/NO)
8.5 Has the proposal been agreed in principle by the Pro-Director (Research and External
Relations)?
(YES/NO)
9. APPROVALS - The Sub-Committee Secretary will obtain all approvals below.
The Sub-Committee Secretary will obtain all approvals on your behalf. If the Library, IMT, Timetables or the APRC raise any queries about your proposal, we will refer these to you.
9.1 Library, Timetables, APRC, IMT (to be completed by the Sub-Committee Secretary)
Nancy Graham, on behalf of Liz Chapman, Director of Library Services, date confirmed:
Linda Taylor, Timetables Manager, date confirmed:
Wayne Tatlow, Head of Planning (on behalf of the APRC), date confirmed:
Floriana Molone, Head of Customer Services (on behalf of IMT), date confirmed:
9.2 USSC, GSSC, RDSC (to be completed by the Sub-Committee Secretary)
Date on which the Sub-Committee considered the proposal:
Decision of the Sub-Committee:
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PROGRAMME SPECIFICATION TEMPLATE
Please complete all sections as indicated. See the TQARO website for examples of completed programme specifications .
1. Awarding Body
2. Details of accreditation by a professional/statutory body, e.g. ESRC; BPS etc.
LSE
We will complete the name of any partnership institution for collaborative programmes
We will complete this section using information already provided
3. Name of final award
4. Programme Title
5. Duration of the course
6. Based in the Department/Institute:
7. Relevant QAA subject benchmark statements
As above
As above
As above
As above
As above
8. UCAS Code
9. First written/last amended
10. The programme aims to:
We will complete this section
We will complete this section
Please provide a list of intended aims for the programme, (these should be distinct from the programme outcomes listed in section 11 below)
11. Programme outcomes: knowledge and understanding; skills and other attributes
Please complete this section making sure you address each of knowledge and understanding skills and other attributes as appropriate:
12. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
Please complete this section under the following two headings:
Teaching and learning strategies:
Assessment strategies:
13. Programme structures and requirements, levels, modules and awards
We will insert a hyperlink to the programme regulations in the Calendar (once the programme has been approved and the regulations published)
Additional information
14. Criteria for admission to the programme
Please list all criteria students must meet to be admitted onto the programme
15. Indicators of quality
This section could usefully include information on number of applications for places on other programmes in the department, RAE and other quality ratings. For further information, please see other completed programme specifications
16. Methods for evaluating and improving the quality and standard of teaching and learning
This section should include information on departmental quality assurance processes such as programme reviews, staff/student liaison committees. In addition, we have provided information on the School’s quality assurance processes below.
Methods in place across the School include:
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 a system of initial programme approval, with input from the providers of resource-based services (including the Library, IT Services and the Academic Planning and Resources
Committee) and including an external assessor\'s report, to be conducted by the School\'s central academic bodies;
 a system of initial course approval, with input from the providers of resource-based services and conducted by the School\'s central academic bodies;
 a system of approval of major modifications to programmes and courses, conducted by the School\'s central academic bodies;
 a system of central review of departmental taught provision every five years or so, informed by available evidence, including student views, the main purposes being to promote development, identify and disseminate good practice, and to flag any concerns over standards to departments, without adjudicating on them;
 a system of gaining student feedback on their teaching and learning experience in the
School;
 periodic review by the School\'s academic bodies of its internal Codes of Practice;
 due and appropriate consideration of national quality assurance requirements through the
School\'s committee structure.
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