5.
PROGRAMME MONITORING
5.1
Programme Monitoring Process: Matters for Consideration
Programme monitoring and review is the process for discharging responsibilities for
setting and maintaining academic standards, and assuring and enhancing quality of
learning opportunities within the University.
Programme monitoring and review takes place in a planned cycle based on a
transparent rationale to ensure that all provision is monitored adequately, how it is
experienced by the student body and whether it can be offered using alternative forms
of delivery, e.g. blended or digitally mediated learning.
GCU adheres to the principles of the UK Quality Code for Higher Education (Chapter
B81) and:








maintains strategic oversight of the processes for and outcomes of programme
monitoring and review to ensure that processes are applied systematically and
operated consistently
takes deliberate steps to use the outcomes of programme monitoring and
review for enhancement purposes
operates a process to protect the academic interests of students on programme
closure or as the result of portfolio review
defines the processes for programme monitoring and review and communicates
them clearly to all internal staff and external bodies involved
evaluates the process for programme monitoring and review
involves external stakeholders and draws widely on internal and external
expertise
involves students in all aspects of programme monitoring and review
enables staff, students and external participants to contribute effectively by
putting in place arrangements for support and development.
Programme monitoring and review acknowledges that information can be drawn from
a range of sources and stakeholders within and outwith the institution and are
particular stages within an on-going process. Opportunities to change a programme
can and should be identified at any time, particularly as part of on-going team
discussion but the process of monitoring and review provides a formal opportunity for
Programme Boards to evaluate and reflect on the academic provision and highlight
how the student learning experience can be enhanced.
The purpose of monitoring and review is to ensure that the programme remains fit for
purpose. In GCU monitoring takes place on an annual basis, and in addition to
opportunities for the identification for enhancement is the opportunity to identify and
disseminate good practice internally and, if appropriate, across the sector.
Programme Boards must consider key performance indicators annually as part of the
programme monitoring process using the proforma in Appendix 5(b) (much of the data
will be supplied by the Strategy and Planning Office). For audit purposes, evidence of
the consideration should be provided within the minutes of the Programme Board and
the Board should retain the complete evidence base on which the considerations were
founded.
Process
1
http://www.qaa.ac.uk/en/Publications/Documents/quality-code-B8.pdf
1
Annual Programme Monitoring is carried out ‘in-year’ and should formally commence
at the beginning of each new academic session in September and follow the flow of
the academic year, completing in June. Rather than being a static, retrospective
process, completing the APA should now be regarded as a continuous enhancement
process. The APA document is housed on all School Portal Programme Sites and
should be completed and updated over the period of an academic year (September to
June), as information, such as first diet statistics and NSS/ISB results, are released
from Strategy and Planning.
The process should start with evaluation of the past academic session expressed via
the Programme Enhancement Plan (PEP) (previously referred to as a Programme
Improvement Plan) and lead into an (academic) yearlong cycle of on-going monitoring
and evaluation of the effectiveness of the programme. This should be substantially
completed by June of each year and updated with second diet results added as they
become available. Appendix 5 (a) shows a flow chart of the process.
The key performance indicators to be considered are:










review of the previous year’s Programme Enhancement Plan (previously
Improvement Plan) including areas identified for development in the new
academic year
trends in admission progression and awards statistics, including RPL2 and
articulation3 policies, and honours classification (as an appendix to the main
document)
trends in graduate employment, including the most recently available graduate
employment statistics
the minutes of the Student Staff Consultative Group and an evaluation of the
GCU student experience priorities related to the programme (SEF)
the External Examiner report(s) and the Programme Board’s response to the
Examiner(s) and comment made in a timely manner
an analysis of evidence of interaction with the academic units contributing
modules to the programme
equality and diversity
a review of the Strategy for Learning (SfL) in relation to the demonstration and
application of the curriculum design principles
collaborative and professional/statutory/regulatory body activity
reference to the requirements or recommendations of approval/review events or
visits from professional/statutory/regulatory bodies.
N.B.
 Statistical information (the first three items in the list above) should include a
comparison with no more than three previous years. Where the monitoring
covers a suite of programmes, such as within a framework document, the
statistical information should, where possible, be collated and held separately
for each programme within the suite.
 The monitoring process must now take into account any changes to the
programme since approval/last review that may affect the programme’s
compliance with UKVI regulations for Tier 4 students in force at that time.
2
3
http://www.gcu.ac.uk/lead/leadthemes/recognitionofpriorlearning/
http://www.gcu.ac.uk/lead/leadthemes/ggapcollegeconnectarticulation/
2
The outcome of the monitoring process, which must be approved by the School Board,
will be:




the production/updating of the Enhancement Plan for the programme which sets
out how the Programme Board will enhance both the quality and standards of
the programme. This plan will be based on improvement key performance
indicators and will include ‘SMART’ targets.
where the monitoring process identifies problems within a programme, including
where:
o students have shown dissatisfaction with a programme
o progression rates after the second diet are lower than agreed School
benchmarks
o an External Examiner has expressed concern in relation to the quality
and/or standards of a programme.
the Enhancement plan must address these problems directly.
a review of the Programme Specification4, and updating where required, should
be carried out on a yearly basis as this forms the basis of KIS5 data. The
programme specification is part of University public information and
accountability and is used to explain the aims and intended learning outcomes
of the programme (please refer to Quality Code B3 Appendix 1, page 9 for
specific prompts for the development and updating of the programme
specification6
the identification of wider issues for consideration by the School and/or
University.
N.B. The Annual Programme Analysis with Programme Enhancement Plan and
Programme Specification must be submitted electronically to the Department of
Governance and Quality Enhancement annually on completion of the process.
5.2
School Annual Report on Monitoring, Quality Enhancement and Assurance of
Programmes
Each School will submit a report to the Department of Governance and Quality
Enhancement by the beginning of August. The content of the report will be as follows:










introduction including a description of the scrutiny process by the School
a brief overview of the health of the School portfolio of programmes, including
collaborative provision
overall admission, articulation, RPL , progression, and retention
the success of the Programme Enhancement Plans, measured using
improvements in the key performance indicators
External Examiners’ reports
student support and guidance
the success in implementing the Strategy for Learning design principles
the success of collaborative and professional, statutory and regulatory body
activity
a summary of the School’s overall Enhancement and Student Experience
Planning
areas for University consideration.
4
http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf
Key Information Statistics
6
http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf
5
3
A template for the annual report by the School is provided in Appendix 5(c).
5.3
University Consideration of the Programme Monitoring Process
The Department of Governance and Quality Enhancement will produce an overview
report and submit it, together with the reports from Schools, for consideration by the
Learning and Teaching Subcommittee in September of each academic session.
4
Appendix 5(a)
THE PROGRAMME MONITORING PROCESS
Programme Leader prepares Annual
Programme Analysis encompassing:
Evaluation of
last session’s
Enhancement
Plan
Consideration
and
commentary on
programme
stats
Graduate
employment
commentary
Student Staff
Consultative
Groups
External
Examiner
reports
Interaction
with academic
units
Equality and
Diversity
Strategy for
Learning
review
Collaboration
and
Professional
Body activity
Approval,
Re-approval
and PSRB
events
Good practice
and issues for
wider
consideration
*Stats Appendix
Programme Leader produces/
updates Programme
Enhancement Plan
Programme Leader submits
Annual Programme Analysis to
School for approval by School
Board
Not approved
Annual
Programme
Analysis
revised and
resubmitted
Approved
Annual Report on Monitoring, Quality
Enhancement and Assurance of Programmes
to LTSC
Approved
Strategy and Planning will provide statistical data for this section of the report.
5
Appendix 5(b)
ANNUAL PROGRAMME ANALYSIS PROFORMA
Summary Process
1. Programme monitoring is a cyclical, in-year, process commencing in September at the start of the new academic session and ending in
July (p.2).
2. Figure 1 (p.3) shows the revised Programme Monitoring Process.
3. The new, amended APA document should be housed on all School Portal Programme Sites to allow continuous review and updating. It
should be accessed by the Programme Leader and, where relevant, the Year Leaders and Programme Administrator.
4. The Programme Monitoring Cycle is shown on page 5.
5. External Examiners’ Reports should be submitted no later than 31st July each year.
6. The APA should be discussed and agreed at the June Programme Board and completed by July. As this is now an on-going process
throughout the academic year, second diet statistics can be added as they become available from Strategy and Planning.
7. School/Academic Department Annual Reports (Monitoring, Quality Enhancement, and Assurance of Programmes) are submitted to
LTSC in September.
8. A new set of SfL measures of performance (MP) are currently under development (SfL, Appendix D, p.24)
http://www.gcu.ac.uk/gaq/strategyforlearning2013-2020/. The majority of the data is, however, either already available locally at
programme level or is released annually from Strategy and Planning as part of the current statistical data sets provided to Programme
Teams. The majority of MPs are currently integrated into and align with the Annual Monitoring Process and these are included in the
APA document below (p.p.3-4). Appendix 1 (p.12) maps the SfL Measures of performance (SfL appendix D) to the Annual Monitoring
Cycle. Some of the language in the document has been updated to include the existing MPs.
9. A review of the previous years’ action plan is at the beginning of the document. This section on page 6 should give an overview of the
progress made on the previous session’s Programme Enhancement Plan (PEP). The APA from the previous session will have identified
a number of enhancement activities and actions that are transitional and require action. These should be briefly discussed in this section.
Programme Boards will then consider these issues throughout the academic year.
10. Moving to embedding the SfL (previously implementing).
11. A Programme Enhancement Plan (PEP) replaces the previous Programme Improvement Plan (p.11).
6
12. To promote parity across the University, APAs should be written in a concise way, limited to a maximum of eleven pages.
Notes to Accompany Completion of the Annual Programme Monitoring Cycle and Annual Programme Analysis Document (APA)
Each School, the Graduate School and GCU LEAD shall prepare and submit an Annual Report on Monitoring, Quality Enhancement and
Assurance of Programmes approved by School/ LEAD/ Board for consideration by the first Learning and Teaching Subcommittee of the new
academic year.
Taught Programmes
All taught programmes at GCU are required to undertake Annual Programme Monitoring. Programme Boards must consider a range of key
performance indicators annually as part of the programme monitoring process using the proforma below. Most of the statistical data will be
provided by Strategy and Planning. For audit purposes, evidence of consideration should predominantly be provided within the minutes of the
Programme Board (PB). The outcome of the monitoring process, which must be approved by the School Board, will include:




the completion of the Strategy for Learning 2013-2020 Curriculum Design Template
the review, production and updating of the Programme Enhancement Plan (PEP) shown on page 11
the review of the Programme Specification, which should be carried out on a yearly basis. The programme specification is part of
University public information and accountability and is used to explain the aims and intended learning outcomes of the programme.
Please refer to Quality Code B3 (http://www.qaa.ac.uk/en/Publications/Documents/quality-code-B3.pdf p.9) for specific prompts for the
development and updating of the programme specification.
the identification of wider issues of student engagement and the student experience for consideration by the School and/or University
External Examiners’ Reports
External Examiners’ reports for undergraduate programmes will be submitted no later than 31st July in each academic session; reports from
External Examiners with responsibility for postgraduate provision should be submitted by 31 October (in the academic session following the
duties undertaken). External Examiners for provision that is delivered outwith the normal academic calendar should contact the Department of
Governance and Quality Enhancement to discuss the submission dates for their reports. Further information on the new guidelines for External
Examiners is to be found in Section 9 of the new QEAH V4.
Process
Annual Programme Monitoring will be in-year and should formally commence at the beginning of each new academic session in September
and follow the flow of the academic year, completing in June and reporting in July (Figure 1). Rather than being a static, retrospective,
7
standalone process, the APA is a cyclical process where there is a transition from one year to the next via the Programme Enhancement Plan
(PEP) (previously referred to as a Programme Improvement Plan) which summarises the key themes arising from Programme Board
discussion and debate throughout the year. To promote parity across the University APAs should be succinct and to the point and limited to a
maximum of eleven pages.
8
Figure 1: Revised Programme Monitoring Process
September
Launch of
Annual
Programme
Monitoring
Process
June
Prgramme
Board
discussion
and
agreement
July
Programme
monitoring
process
complete
August
School-level
APA scrutiny,
prepration
and approval
of annual
report
September
School
Annual
Reports
submitted to
LTSC
New Strategy for Learning Measures of Performance (SfL, Appendix D, p.24)
http://www.gcu.ac.uk/gaq/strategyforlearning2013-2020/
A new set of SfL Measures of Performance (MP) are currently under development. The majority of the data is, however, either already available
locally at programme level or is released annually from Strategy and Planning as part of the current statistical data sets provided to Programme
Teams. The majority of MPs are currently integrated into and align with the Annual Monitoring Process and these are included in the APA
document below.
Data on some of the new MPs is not yet available as part of the routine data sets issued annually by Strategy and Planning and these are
currently under development. This additional information is required in response to National Policy drivers. The Annual Monitoring Process
notes will therefore be updated as these new data sets become available from Strategy and Planning. In order to show where the MPs are
integrated, or will integrate, into the monitoring process a mapping exercise was undertaken, this is detailed in Appendix 1, p.9.
Measures of Performance currently under consideration or development
Applications (MP1): the data for this is currently being refined by Strategy and Planning.
Entry tariff (MP3): currently information is provided retrospectively, as the APA is moving to in-year reporting further work will on this be
required.
9
Cohort analysis (MP4f): currently being defined by Strategy and Planning and a working programme level definition of this will be available
within the next academic session.
Student achievement (MP4e): requires some further delineation in relation to the GCU metrics and interpretation at University level. However
Programme Leaders should continue to highlight those statistics that evidence the outstanding aspects of their programmes such as number
and classification of honours degrees and those which prompt inclusion in Programme Enhancement Plan (PEP).
PTES, the PGT NSS equivalent, (MP5a,b,c,d): not yet available nationally at programme level but is expected come on stream in the near
future.
Mid-year review (MP5d): work on the definition of this is currently underway with Strategy and Planning and could include future reporting on
statistics such as student time out and withdrawal.
Graduate prospects (MP6): this is currently reported at programme level as part of the section on employability.
Financial contribution (MP8): currently expressed within the initial case for the approval of both new and existing programmes; refer to
Section 5 of the new QEAH V4 for detailed information.
Student international mobility (MP10): a strategic definition of this is currently being developed, however programme leaders will be able to
comment locally on the level and nature of student and also staff exchanges. Strategy and Planning will be providing high level data on this MP
in the forthcoming academic session. For more information on international partnerships and exchanges and to access guidance for academic
staff, Programme Teams should refer to Section 9 of the new QEAH V4.
The Annual Programme Monitoring Cycle
The Annual Programme Monitoring cycle should start with a review and evaluation of the past academic session Programme Enhancement
Plan (PEP) in September as detailed at the beginning of the APA (Review of Previous Year’s Programme Enhancement Plan) on page 6 and
generate an (academic) yearlong enhancement cycle of on-going monitoring and evaluation of the effectiveness of the programme. This should
be substantially completed and discussed by Programme Board in June. Programme generated statistics can be updated with confirmed with
results as they become available from Strategy and Planning.
10
Annual (in-year) Programme Monitoring Cycle
September-June
September
Programme Board generate
the new APA process and
monitor and evaluate
effectiveness of the
programme throughout the
academic year
Programme Board review
the previous PEP and make
recommendations for the
forthcoming academic year
June -September
Final APA reporting at
Programme Board in June
and completion of the
monitoring process by
July
with
School
submission in August and
annual reports submitted
to LTSC in September.
11
Annual Programme Analysis and Programme Enhancement Plan (PEP)
PROGRAMME
INFORMATION
School
Academic Session
Programme
Programme Leader
Approved by PB
Review of Previous Year’s
Programme Enhancement
Plan (PEP)
DETAILS
This section should provide a concise overview of the progress made on the previous session Programme Enhancement
Plan (PEP). The APA from the previous session will have identified a number of enhancement issues and actions that are
transitional and require action. These should be briefly discussed in this section. Programme Board will then consider
these issues throughout the academic year.
KPI
COMMENT7
Admissions
All statistical data should be included as an appendix to the APA and commentary provided in respect of trends and
statistics, i.e. are numbers falling, increasing etc., relationship to target numbers and benchmark entry qualifications, entry
through clearing. Reference should also be made to gender balance, mature entrants, part-time demand, direct entry
including formalised articulation arrangements with partner colleges, to provide a comprehensive picture of the ‘health’ of
the programme in respect of demand. Comparison with the previous two sessions is also useful in demonstrating trends.
Any Programme Board actions to address issues identified should be included in the Programme Enhancement Plan.
Please summarise and comment on any emerging trends including application, articulation, international enrolments,
variation or discussion around the programme entry tariff.
Progression and Completion
Confirmation of the statistical data for this section will be provided by Strategy and Planning available on the GCYOU staff
portal.
st
Progression data for this section will be provided by Strategy and Planning and available on the GCYOU staff portal (1
December is used as a census date for progression reporting, in line with the Scottish Funding Council). The data should
be attached as an appendix to the Annual Programme Analysis. Programme-generated data can be updated throughout
the academic year.
This is a critically important area and appropriate consideration and explanation is required in respect of progression and
awards. Where appropriate, commentary should be provided in respect of the total number of students in the cohort at the
beginning of the session, total number of students who withdrew, transferred, etc. during the session, total number of
students remaining who successfully progressed, including those allowed to carry modules and total number of students
7
The guidance under the comment column should be deleted and over-written by the specific APA comment for the programme.
12
KPI
COMMENT7
who did not progress and the reasons for this. It is particularly important that the reasons for student withdrawal are
highlighted, as far as possible, as this may in turn identify wider issues to be addressed by the Programme Team, the
School or the University. The Programme Board should outline potential programme strategy to maintain and develop
progression rates.
For those cohorts who are eligible for award, i.e. Level 3 and 4, again analysis of the awards made at both levels should
be provided. This should be compared with the previous sessions, i.e. have more students graduated with an unclassified
degree, have the number of 1st class and 2:1 honours increased/decreased, etc.? A similar analysis of awards made at
Masters Level should also be provided. Consideration of trends and the range of awards is important here. The
Programme Board should outline proposed programme strategy to maintain and develop appropriate completion rates.
Include any relevant national figures for comparison (if available).
Career Development and
Employability/Graduate
Employment
It is recommended that this section is completed in partnership with the Careers Adviser for the programme.
Provide an outline of the learning opportunities to support career and employability development which
students have within the programme and through active, timely referral to the Careers Service. This will include
contributions employers make through case-study resources, talks, skills workshops, consultation to inform
curriculum development etc. A review of the destinations dataset for the programme should be undertaken and
comment made on the progress of graduates from the programme in relation to the graduate labour market
and this should inform planning with the Careers Adviser for the next academic session.
Student Feedback and
Engagement
Student feedback and engagement is an integral part of all aspects of University business and a key source of
information in the programme monitoring process. Apart from the formal feedback mechanisms identified
through the University-level committee structure where student feedback is sought and acted upon, there are a
range of other mechanisms where students can and do provide feedback. In addition to the formal feedback
mechanism, such as the Student Staff Consultative Group (SSCG), some other mechanisms may include:
informal contact between staff and students; the Academic Advising system; student and staff interaction at
tutorials, seminars, lectures or practical classes/labs; and feedback via GCU Learn. Student engagement also
includes analysis of the NSS and if appropriate ISB.
SSCG
In accordance with the University quality procedures, SSCG meetings should take place at least twice in the session,
once in Trimester A and once in Trimester B. While the minutes of the meetings do not need to be included, the APA must
identify not only all the issues arising from these, but also the actions taken. This section should include the date of the
meetings, key issues raised, and a summary of the responses.
Date of Meetings
13
KPI
COMMENT7
Insert dates of SSCG meetings held during session.
NSS
Specifically, overall satisfaction; teaching quality; and assessment and feedback.
ISB (if applicable)
Key Issues raised
Insert summary of key issues raised during the session relevant to this analysis including an indication of any issues that
are on-going from previous cohorts.
Summary of responses and status
Insert summary response (and status) to issues raised during the session relevant to analysis, including an indication of
issues that will be rolled into the Programme Enhancement Plan.
External Examiner Reports
st
Submitted no later than 31
July
This section is important and as such requires a comprehensive analysis of issues raised by External Examiners. The
Programme Board should provide a summary of the key issues raised by the External Examiners in their annual report
and the response to the External Examiner to each of the issues raised including issues referred to the appropriate
Module Leader, Programme Team or to other parties.
If an External Examiner has expressed concern in relation to the quality and/or standards of a programme the PEP must
be updated to address the issues directly and include details of proposed action.
External Examiner Period of Tenure (PoT)
Include details of all EEs with corresponding PoT followed by summary of key issues and responses.
Interaction with Academic
Units
Provide a summary of the interaction with all departments providing modules, including key issues referred by the
Programme Board to departments and any significant module delivery and development issues raised by module staff.
The School’s annual reports on module monitoring may also be referenced for module issues impinging on the
programme.
Embedding the Strategy for
Learning (SfL) 2013-2020
The Strategy for Learning 2013-2020 (SfL) is centred on a single goal. It aims to develop graduates who will be
proficient in their discipline, enterprising, responsible and capable of fulfilling leadership roles in different
organisational and cultural contexts. The Strategy presents 10 Curriculum Design Principles which will be
embedded across all programmes at undergraduate and postgraduate level through the SfL ENGAGE
Implementation Process.
14
KPI
COMMENT7
The Curriculum Design Template (to be completed below) has been designed to support staff in implementing
the design principles in their subject-specific contexts. It aims to assist Programme Teams in reviewing their
portfolio to ensure learning and teaching experience which embeds the SfL’s Design Principles, to identify
potential gaps in their current approach, to build on existing good practice, to identify areas for improvement
and develop implementation plans. The outcomes of this review will also inform the School action planning
process for the SfL, which forms part of the University Annual SfL Operational Plan.
Further guidance to assist in the completion of the Curriculum Design Template can be accessed at
http://www.gcu.ac.uk/gaq/strategyforlearning2013-2020/.
PSRB and Partnership Activity
Provide a summary of key aspects of working relationships with professional, statutory, and/or regulatory bodies (PSRB),
employers and/or partner organisation(s) over the session, e.g. through formalised work-based learning arrangements.
This should include details of any accreditation events/visits, an overview of those issues impacting on the programme
and how these are monitored by the PSRB. Employer engagement, including those who may be directly involved in the
programme, for example in offering placement learning opportunities, should also be considered. Plans for
developing/enhancing arrangements should be included. This might also be highlighted as an activity within the
Programme Enhancement Plan.
N.B. Programmes delivered under a collaborative programme arrangement will be subject to the completion of a separate
APA.
Approval and Review
Provide a summary of the outcome of any events applicable to this analysis, citing any requirements arising from these.
Include any plans for approval and review within next session(s). The outcome of approval and review should be
integrated into the PEP.
Good Practice and Issues for
Wider Consideration
Good Practice
This section should provide evidence of good practice and again should draw on previous sections. If students have
particularly valued an element of the programme, or an approach to learning, this should be made explicit. Similarly, if the
External Examiners have commented favourably on elements of the programme and/or modules, this should be detailed
to aid dissemination and enhancement across the School and University. Links between this section and the PEP should
be made explicit.
Issues for School/University consideration
There may be issues arising from the foregoing sections which are not programme-specific rather, that they have wider
implications for the School/University. To ensure that such issues are identified and actioned as appropriate, the APA
15
KPI
COMMENT7
should detail these here, providing the evidence reference to allow follow-up if appropriate.
Programme Enhancement
Plan (PEP) Page 11
The PEP to be completed (p. 11) defines, identifies and summarises all Programme Board deliberations in-year,
recording and reporting enhancement actions and activities noted in the PB and SSCG minutes and should record the key
themes of PB discussions in relation to programme milestones. This should provide an audit trail and directly identify the
relationship between PB and Annual Monitoring. Transitional activities and actions should be identified and carried
forward to the review of the PEP section in the following year, completing the monitoring cycle in year. Generally this
section should demonstrate indicators of sound practice. In addition the Programme Team should detail three key areas
of programme activity (p11).
1. Embedding the Strategy for Learning 2013-2020: Curriculum Design Template
Curriculum Design
Principle
Specific Examples of
Where this Principle is
Embedded Currently
Specific Areas for
Enhancement and Timeline
for Achieving Them
Specific Examples of Current and
Future Application of Digital
Learning/Technology
Engaged Learning
Divergent Thinking
Personalised Learning
Inclusive, Accessible
Learning
Broader and Deeper
Learning
Flexible Learning
Global Learning
16
Curriculum Design
Principle
Specific Examples of
Where this Principle is
Embedded Currently
Specific Areas for
Enhancement and Timeline
for Achieving Them
Specific Examples of Current and
Future Application of Digital
Learning/Technology
Real World ProblemSolving
Entrepreneurship and
Employability
Responsible Leadership
and Professionalism
Professional Development Needs:
How does research underpin learning and teaching on your programme? Please give examples.
Output of Annual Programme Monitoring Cycle
The Programme Enhancement Plan (PEP) sets out how the Programme Board will enhance the quality and standards of the programme and
the student learning experience in the new academic year. This plan should be based on the improvement of key performance indicators and
will include ‘SMART’ targets representing sound indicators of practice. Much of this will be extracted from preceding sections of the analysis
which will have already outlined, for each area, the planned enhancements to be made. The PEP should also include any relevant objectives
arising from the National Student Survey (NSS) action planning process, Key Information Sets (KIS) annual submission; and International
Student Barometer. The APA is an in-year and not a retrospective process. The PEP should be evaluated and updated through Programme
Board discussion and debate throughout the course of the academic year. The PEP is transitional and key to the process of programme
evaluation. Issues arising from the past academic session are integrated into and aligned with the Programme Board discussions in the new
academic year, promoting an open ended programme monitoring cycle.
Programme Enhancement Plan
17
PEP Objective
APA Section
Proposed
Action
KPI
Action by
SMART Target:
Current Session
SMART Target:
Next Session
Insert details of
proposed
objective.
Cross refer to
relevant section
in APA.
Insert details of
proposed action
to achieve
objective.
Insert relevant
KPI to which
objective refers.
Who is involved?
Anticipated
outcome for
current session.
How will outcome be
measured? Anticipate
outcome for next
session.
The Three Key Areas of Programme Activity
Please provide bullet points summarising the three key areas of programme activity and PB discussion.
*A copy of the Programme Specification should be forwarded to the Department of Governance and Quality Enhancement.
Appendix 1: SfL Measures of Performance (SfL Appendix D) Mapped to the Annual Monitoring Cycle
Annual Programme Analysis KPI
Undergraduate SfL Measures of
Performance
Postgraduate SfL Measures of
Performance
Admissions
MP1; MP2,a,b,c; MP3
MP1
Progression and Completion
MP4,a,b,c,d,e,f
MP2a,b,c; 4d
Career Development and Employability/Graduate
Employment
MP6; MP10; MP13;
MP10; MP13;
Student Feedback and Engagement
MP5a,b,c,d; MP6a,b,c,d; MP10; MP14
MP5a,b,c,d; MP6d; MP7; MP10; MP14
18
External Examiners’ Reports
MP9
MP9
PSRB and Partnership Activity
MP10; MP11; MP13
MP10; MP1; MP13
Approval and Review (process)
MP1-14
MP1-14
Good Practice and Issues for Wider Consideration
MP7; MP10; MP11; MP12; MP13
MP7; MP10; MP11; MP12; MP13;
19
Appendix 5(c)
Annual Report on Monitoring, Quality
Enhancement and Assurance of
Programmes8
School of XXX
Academic Session XXX
1.
Approved by School Board
Date | Month |Year
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
8
Introduction
Brief overview of School’s portfolio
Partnership activity
Progression and completion
Success of Programme Enhancement Plans
External Examiners’ reports
Learner support and guidance
Implementing the Strategy for Learning (SfL) 2013-2020
School Enhancement Plan
Areas for University consideration
th
Annual report to be submitted to the Department of Governance and Quality Enhancement no later than 30 of
June in each academic year for consideration by the Learning and Teaching Subcommittee in September.
20
1.
Introduction
A brief introduction to the report should be included with a description of the scrutiny process
adopted by the School in respect to the programme monitoring process. Include in this
section a brief narrative highlighting any points from the previous year’s Enhancement Plans
(PEPs).
2.
Brief Overview of School’s Portfolio
This section should include narrative on the portfolio of programmes at both undergraduate
and postgraduate level including a brief summary on recruitment, demand and overall
balance of portfolio. This should also include reference to the outcomes of the recent
University Portfolio Refresh exercise and progress on plans.
3.
Partnership Activity
This section should include an overview of partnership activity as part of any formal
collaborative arrangements and highlight relevant issues arising from the annual monitoring
process.
4.
Progression and Completion
This section should include an overview analysis of the progression and completion data,
plans to address areas of concern, an overview of overall performance, strengths,
weaknesses, and any planned initiatives/activities for the future. Details of the module
monitoring process, and implementation of Module Enhancement Plans should also be
included.
5.
Success of Programme Enhancement Plans (PEPS)
This section should include details of in-year Enhancement Plans, indicating current and
future plans and priorities for the School.
6.
External Examiners’ Reports
This section should include an overview of the External Examiners’ Reports submitted for
the session being covered in the report and confirmation that all reports have been received,
scrutinised, and feedback provided to the External Examiners. This section should also
include highlights of any areas of strength, areas requiring improvement and any reported
elements of good practice commended by External Examiners. External Examiners’ reports
for undergraduate programmes will be submitted no later than 31st July in each academic
session; reports from External Examiners with responsibility for postgraduate provision
should be submitted by 31 October (in the academic session following the duties
undertaken). External Examiners for provision that is delivered outwith the normal academic
calendar should contact the Department of Governance and Quality Enhancement to
discuss the submission dates for their reports.
Further information on the new guidelines for External Examiners is to be found in Section 9
of the new QEAH V4.
21
7.
Learner Support and Guidance
This section should provide an overview of School activity to provide effective support and
guidance to students, including an outline of any specific support and guidance initiatives
currently adopted by the School and plans for future support initiatives.
8.
Implementing the Strategy for Learning (SfL) 2013-2020
This section should include an overview of the implementation of the Strategy for Learning
(including an evaluation of strategy implementation and specific actions for both staff and
students) and outline plans for any future developments.
9.
School Enhancement Plan
This section should include the identification of areas of weakness and strength arising from
the programme monitoring process. It should summarise the School plans for enhancing the
student learning experience, drawing reference to the above section. In addition, this section
should include details of the School NSS action planning process and specific actions.
10.
Areas for University Consideration
This section should include any areas and issues identified by the School as an outcome of
the programme monitoring process that require University-level consideration in respect of
policy and practice.
22