Programme Specification for the MRes in Grand Challenges in Ecosystems and the
Environment
This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if
he/she takes full advantage of the learning opportunities that are provided. This specification provides
a source of information for students and prospective students seeking an understanding of the nature
of the programme and may be used by the College for review purposes and sent to external
examiners. More detailed information on the learning outcomes, content and teaching, learning and
assessment methods can be found in the course handbook online at [URL to be provided]. The
accuracy of the information contained in this document is reviewed by the College and may be
checked by the Quality Assurance Agency.
1. Awarding Institution:
Imperial College London
2. Teaching Institution:
Imperial College London
3. External Accreditation by Professional / Statutory Body:
N/A
4. Name of Final Award (BEng / BSc / MEng, MSc, MRes etc.):
MRes
5. Programme Title (e.g. Biochemistry with Management):
Ecosystems and the Environment
Grand
6. Date of production / revision of this programme specification
November 2013
7. Name of Home Department:
Life Sciences
8. Name of Home Faculty:
Natural Sciences
9. UCAS Code (or other coding system if relevant):
N/A
Challenges
in
10. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference
points There are no benchmark statements relevant to Master’s-level degrees in environmental
sciences, but we have used the QAA’s statement of Master’s degree characteristics, produced as part
of
a
formal
consultation
in
2009
(downloadable
from
http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/MastersDegreeCharConsult2009.pd
f).
11. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A1.aspx
Master’s (MSc, MRes, MBA, PG Diploma, PG
Certificate etc.)
Level 7
12. Mode of Study Full time (1 year) or Part time (2 years).
13. Language of Study: English
14. Educational aims/objectives of the programme
The programme aims/objectives are to:
The programme aims/objectives are to provide:

A thorough understanding of a range of basic and applied aspects of interdisciplinary GCEE
research
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
A thorough understanding of a range of modern techniques in GCEE

An ability to design an appropriate research plan to answer a particular science question
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An ability to generate and interpret environmental data of various kinds

An ability to analyse and interpret environmental policy at a range of scales

A sophisticated approach to integrating science with practice and communicating with a range
of stakeholders

Training in all aspects of scientific communication, including writing scientific manuscripts and
preparing them for submission, dealing with reviewer comments, communicating results in scientific
conferences and to policy-makers as well as to the general public

A broad appreciation of the scientific opportunities within Imperial College as a whole

A range of transferable skills
This will be achieved by providing:
One week modules in:

Environmental and biological data sources and GIS, including lectures and practicals (linking
with MSc in Ecology, Evolution and Conservation)

Statistics and programming in R
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Understanding and modelling changes in the physical environment, e.g. climate change and
hydrological processes (in collaboration with the Civil Engineering department and the Grantham
Institute)
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Understanding and modelling changes in biological systems

Understanding and modelling changes in social-ecological systems (in collaboration with the
School of Public Health)

Understanding and modelling policy responses to grand challenges (in collaboration with the
Centre for Environmental Policy and the Grantham Institute)

Getting your message across, including science writing, getting work published and engaging
with stakeholders (in collaboration with the Science Communication department)
Additional training:

A one week induction course, including a series of seminars in GCEE research.

Attendance at workshops and guest lectures within the GCEE initiative

A one-week summer school on ‘Grand Challenges in Ecosystems and the Environment’
(largely organised by the students as a retreat)

Training in complementary skills, personal development and business (in collaboration with
the Graduate school personal development training courses)

Weekly reading groups at which topical papers relevant to that week's modules are discussed
in small groups with GCEE researchers as facilitators
Research project:

One 36-week research project, supervised by members of the GCEE initiative (from any
Department), with the possibility of collaboration with an external institution and with the potential to
spend time in the laboratory of a GCEE International Joint Appointee.
15. Programme Learning Outcomes
1. Knowledge and Understanding
Knowledge and Understanding of:
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
The human-environment linkage and the fundamental drivers of biodiversity loss, both human
and biological.
Techniques in environmental science; the main tools for addressing grand challenges in
ecosystems and the environment, from data collection to statistical analysis and mathematical
modelling, and conversion to policy advice.
Key issues in GCEE, covering the fundamental underlying science through to policy intervention.
The role of science in national and international policy for the environment, and means by which
policy action can be brought about.
Research techniques, including information retrieval, experimental design and statistics,
modelling, sampling, field safety, analysis and presentation of results.
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
Transferable skills including problem definition, project design, preparation of grant proposals,
teamwork, written, poster and oral reports, scientific publications.
Teaching and learning methods include lectures, reading groups, practical exercises in computer
modelling, data collection, analysis and presentation, science communication in various mediums,
and project work.
Skills and other Attributes
Intellectual Skills
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Analyse and solve conservation problems using an integrated multidisciplinary approach.
Integrate and evaluate information.
Formulate hypotheses, collect appropriate data to test them, and analyse the data appropriately.
Devise and use appropriate modelling and decision support tools in order to translate scientific
understanding into appropriate policy action.
Plan, conduct and write up a programme of original research.
Teaching and learning methods include practical exercises in computer modelling, data collection,
analysis and presentation, group work and research project work.
Practical Skills
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Plan and safely execute field-based data collection.
Use computational tools and packages.
Analyse scientific results and determine their strength and validity.
Prepare grant proposals.
Give oral presentations.
Prepare a poster suitable for a scientific conference.
Write concisely and effectively for a scientific and a lay audience.
Use the scientific literature effectively.
Teaching and learning methods include practical exercises in computer modelling, field data
collection, GIS and remote sensing practicals, field safety training, group work, oral, written and
graphical presentations and preparation of a research thesis.
Professional Skills Development

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Communicate effectively through oral presentations, written reports, posters and scientific
publications.
Apply statistical and modelling skills to understand and interpret quantitative analyses.
Demonstrate management skills: decision making, problem definition, project design and
evaluation, risk management, teamwork and coordination.
Integrate and evaluate information from a variety of sources.
Transfer techniques and solutions from one discipline to another.
Use Information and Communications Technology.
Manage resources and time.
Learn independently with open-mindedness and critical enquiry.
Learn effectively for the purpose of continuing professional development
Teaching and learning methods include grant-writing, negotiation and facilitation exercises, ethics
training, practical exercises, group work, oral, written and graphical presentations and preparation of a
research thesis.
In addition to the training embedded in the programme, the Graduate School runs a Professional
Skills Development programme for Master’s level students. The programme, consisting of the
“MasterClass” workshops and e-learning modules, aims to help students develop the skills needed
both in their academic studies and in obtaining and progressing in their future careers. The Careers
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Advisory Service also provides training and support for students on career options, job seeking and
interviews.
16. The following reference points were used in creating this programme specification






The QAA’s statement of Master’s degree characteristics, produced as part of a formal
consultation in 2009 (downloadable from
http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/MastersDegreeCharConsult20
09.pdf).
The QAA Code of Practice
The QAA Guidelines for preparing programme specifications (2006)
The mission statement of Imperial College London
(http://www3.imperial.ac.uk/planning/strategy/strategicplan)
Appendix A to this document.
The research strengths of the Grand Challenges in Ecosystems and Environment initiative (see
website at http://www3.imperial.ac.uk/ecosystemsandenvironment)
17. Programme structure and features, curriculum units (modules), ECTS assignment and
award requirements
Year one
Term one:
Week 1 Registration, Induction and GCEE seminars (Oct 2014)
Week 2 GIS/Environmental data module
Week 3 Statistics and programming module
Week 4 Directed study: submit coursework assignment 1 [ECTS 11.25]
Week 5 Physical environment module
Week 6 Biological environment module
Week 7 Social-ecological systems module
Week 8 Policy analysis module
Week 9 Science communication module
Week 10 Directed study: submit coursework assignment 2 [ECTS 11.25]
Week 11 Project planning
Week 12 Project planning: submit outline
Term Two: Working on research project throughout term
Term Three: Continue working on project.
Week 33: Submit mid-project report
Week 34: Mid-term viva and feedback
Week 35: Summer school on "Grand Challenges"
For Master’s courses – June –Sept:
Week 36-47 Project continues
Week 48 Dissertation [ECTS 54] and policy briefing paper [ECTS 9] submission
Week 49 Private study
Week 50 Private study
Week 51 MRes conference, Oral examination [ECTS 4.5], results announced
Part time option:
In order to enable professionals to undertake the course while continuing to work there will be a two
year part time option. In year 1 the students will take either the whole 10 week coursework module
and submit both pieces of coursework for assessment, or take weeks 1-3 and submit only the
practical exercise for assessment, in which case weeks 5-8 will be taken in year 2, with the written
assignment being submitted in year 2. Week 9 can be taken in either year. Part time students will
have the option of carrying out their project full-time for 32 weeks in year 2, or of working at 50% of FT
and completing the projects in 72 weeks over the 2 year period. In this case supervision time will be
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allocated pro rata and mid-term reports and vivas timed appropriately. The student will have the oral
examination at the end of year 2.
18. Support provided to students to assist learning (including collaborative students, where
appropriate).
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An induction programme for orientation, introduction to library and information technology, and to
the course aims and content;
MRes Student Handbook, which includes descriptions of each module.
Staff: student ratios for teaching of 1:1 for specific course components, including individual tutor
meetings.
A large community of postgraduate students (both research and taught) and postdoctoral researchers working in relevant fields at Silwood Park.
Unique practitioner-led course with full participation of practicing conservationists in teaching and
development of research projects, through links with RBG Kew, DWCT and Institute of Zoology.
Access to library and other learning resources and facilities at both Silwood Park and the partner
institutions.
Dedicated computing facilities at Silwood Park with 24 h access.
An MRes staff - student committee, which meets three times per year.
Two seminar series on Ecology and Evolution, which run weekly at Silwood Park. One attracts
external speakers the other comprises mostly researchers on site.
Membership of ZSL, Durrell and Kew, and ability to attend their public and internal seminars,
symposia and workshops at internal student rates or without charge.
In addition to the postgraduate tutor based at Silwood Park, who has overall responsibility for
student welfare and guidance, the Course Directors are available to assist them with personal
problems and to advise on pastoral and academic issues.
A postgraduate administrator on site who can assist with a range of course-related issues, and a
Course Tutor for academic and logistical support and advice.
Students conducting their research projects at an external site are assigned a member of
academic staff from Imperial College or one of the collaborating institutions oversee progress
and advise on the project dissertation.
Student email and open personal access to all tutorial staff including the Course Directors.
Access to student counselors on the South Kensington site and once a week at Silwood Park.
Access to Teaching and Learning Support Services, which provide assistance and guidance, e.g.
on careers, English language support and scientific writing.
Opportunities for students to conduct their research projects with the partner institutions and in collaboration with a wide range of external institutions and companies, including placements
overseas.
Departmental/Course Induction Programme:
All students will be required to attend an induction process during their first week which will include:
registration, general orientation and tour of Silwood Park, and an introduction to the departments,
introduction to key staff (Course Director, Director of GCEE, admin staff and student union), a
welcome by the Provost, a session on the use of the library and ICT, and briefings on health and
safety.
Departmental Facilities:
See above
Departmental/Course Feedback Policy:
Students should expect feedback on their performance promptly, including both written and verbal
feedback. Feedback for written assessments will be given as soon as possible, and before the project
commences at the beginning of term 2. The course director will meet all students individually in week
15, to give feedback on performance in the coursework element, and to discuss plans and progress
on the project. Intermediate feedback is available on request from the Course Director. Feedback at a
course level is also provided through the Staff-Student Liaison Committee and MOLE questionnaires.
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The student-staff committee will meet three times during the course, in December, March and June,
to help ensure good flow of information and feedback about the course and to highlight and hopefully
resolve any arising issues. Four self-nominated students will serve on the committee, with the Course
Director ensuring balance between those based on campus and commuters, mature and younger
students, and students with different backgrounds. The course management team will also serve on
the committee. Student representatives will bring to the meeting comments from the course students
for discussion. Minutes will be taken by the Course Administrator, and approved or amended by
participants prior to circulation to the whole student body.
Welfare and Pastoral Care:
College student welfare services are the responsibility of the Director of Student Affairs who manages
the Head of the Student Counselling Service, the Senior Disability Officer, the College Tutors and the
Hall Wardens. The Director of Student Affairs acts as liaison between the College and the College
Health Centre (NHS) and the Chaplaincy and works closely with the ICU Deputy President (Welfare)
to enhance welfare, advice and support.
The Library
There are libraries at all Imperial College campuses; with print collections, PCs, study space and
other amenities. The Library has extensive electronic resources, including electronic databases,
electronic books and full text electronic journals. Students are able to search for electronic resources,
using the on-line library catalogue and web pages, and access them from anywhere on and off
campus.
English Language Support Unit
The English Language Support Unit (ELSU) offers classes, the majority of which are free of charge, to
students and members of Imperial College London who are not native speakers of English.
19. Criteria for Admission
We expect the MRes course to be attractive to students with a broad range of scientific degrees (e.g.
biology, environmental science, engineering, physics), as well as social sciences including
anthropology and geography. We expect the course to appeal both to students who have just finished
their undergraduate degree, and wanting to acquire skills relevant to a career in GCEE fields, as well
as to those with a few years of relevant work experience wishing to move to the next level. We aim
also to attract professionals working within government, NGOs or research institutes, who wish to
develop their skills in GCEE research. The part time option for the course will be particularly attractive
to these candidates.
Candidates will generally be expected to hold a good first degree in an appropriate subject (at least
an upper second) from a UK university or an equivalent qualification if obtained outside the UK.
Candidates with extensive relevant work experience but a lower degree will be considered for the
course as special cases, based on experience that these students can be very high achievers if
carefully screened.
In line with Imperial College policy, students whose native language is not English and who did not
undertake their undergraduate degree in English will be expected to pass relevant tests (e.g. British
Council IELTS test at grade 6.5 or above, with a score of 5 in writing. A TOEFL qualification with a
score >600, with a writing (TWE) element of not less than 4.5, is an acceptable alternative).
20. Processes used to Select Students
Candidates applying to take the course will be assessed through interview and references. All
candidates who fulfil the basic eligibility criteria will be interviewed, both in order to assess suitability
for the course and in order to answer any questions or concerns that they have, and to advertise the
course and its attractions to them. Interviews will be by phone or Skype if an in-person interview is not
possible. Suitable applicants will be identified on the basis of academic excellence and demonstrable
interest in the area of GCEE.
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21. Methods for Evaluating and Improving the Quality and Standards of Teaching and
Learning
a.
Methods for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards:
The external examiner system and Boards of Examiners are central to the process by which the
College monitors the reliability and validity of its assessment procedures and academic standards.
Boards of Examiners comment on the assessment procedures within the College and may suggest
improvements for action by relevant departmental teaching Committees.
The Faculty Studies Committees and the Graduate Schools’ Postgraduate Quality Committees review
and consider the reports of external examiners and accrediting bodies and conduct periodic (normally
quinquennial) and internal reviews of teaching provision. Regular reviews ensure that there is
opportunity to highlight examples of good practice and ensure that recommendations for improvement
can be made.
At programme level, the Head of Department has overall responsibility for academic standards and
the quality of the educational experience delivered within the department or division.
We will hold annual internal review meetings towards the end of each year, to which all staff involved
in the course will be invited. In particular we will ensure that the key contact points from each of the
participating departments attend the meeting to ensure strong relationships between the
Departments, and that synergies are maximised. Key members of the GCEE initiative will also be
invited.
Review elements specific to this course are:
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b.
Module reviews, based on weekly feedback questionnaires and convener reports.
Annual course review prepared by the Course Director and considered by the course's
Management Committee and the Departmental Teaching Committee.
Biennial review of the course by an Imperial College academic staff member from outside the
department with a report and grading to the Graduate School of Life Sciences and Medicine
Postgraduate Quality Committee.
Periodic review of Masters courses within each Faculty by College with an external panel of
assessors drawn from another universities, research institutes and industry.
MRes Staff – Student Committee, held each term, with an annual report to Life Sciences
Postgraduate Education Committee.
Biennial staff appraisal.
Peer teaching observations.
External Examiner reports.
Committees with responsibility for monitoring and evaluating quality and standards:
The Senate oversees the quality assurance and regulation of degrees offered by the College. It is
charged with promoting the academic work of the College, both in teaching and research, and with
regulating and supervising the education and discipline of the students of the College. It has
responsibility for approval of changes to the Academic Regulations, major changes to degree
programmes and approval of new programmes.
The Quality Assurance and Enhancement Committee (QAEC) is the main forum for discussion of
QA policy and the regulation of degree programmes at College level. The QAEC develops and
advises the Senate on the implementation of College policies and procedures relating to quality
assurance, enhancement and internal audit of quality and arrangements necessary to ensure
compliance with national and international frameworks and codes of practice relating to academic
standards, quality assurance and enhancement.
The Faculty Studies Committees and the Graduate School Master’s Quality Committees are the
major vehicle for the quality assurance of undergraduate / Master’s level courses respectively. Their
remit includes: setting the standards and framework, and overseeing the processes of quality
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assurance, for the areas within their remit; monitoring the provision and quality of e-learning;
undertaking reviews of new and existing courses; noting minor changes in existing programme
curricula approved by departments; approving new modules, changes in module titles, major changes
in examination structure and programme specifications for existing programmes; and reviewing
proposals for new programmes, and the discontinuation of existing programmes, and making
recommendations to Senate as appropriate.
The Faculty Teaching Committees maintain and develop teaching strategies and promote interdepartmental and inter-faculty teaching activities to enhance the efficiency of teaching within
Faculties. They also identify and disseminate examples of good practice in teaching.
Departmental Teaching Committees have responsibility for the day-to-day oversight of a
department’s programmes including the approval of minor changes to course curricula and
examination structures and approval of arrangements for course work.
Specific to this course are:
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MRes Staff – Student Committee.
Management Committee consisting of the Course Director, the GCEE Director, the
Postgraduate Tutor and representatives of each of the participating Departments
Board of Examiners – meets in September to consider awards.
Graduate School of Life Sciences and Medicine, Postgraduate Quality Committee.
Imperial College, Quality and Academic Review Committee.
Imperial College, Senate
a)
Mechanisms for providing prompt feedback to students on their performance in course
work and examinations and processes for monitoring that these named processes are
effective:
Coursework papers will be double-marked and comments by the markers will be annotated directly on
the papers. A summary of the feedback (with tick boxes indicating relative attainment on key
dimensions) will be completed, and an indicative grade will be given (actual marks will not be
communicated to the students). These papers will then be returned to the students as soon as
possible and within two weeks of submission.
A meeting will be held after the end of the taught component, at which each student will have a oneto-one discussion with the Course Director or their Academic Tutor on progress to date, coursework
marks achieved and expectations for the project.
Following a mid-project conference, report and viva, extensive feedback will be provided to the
students about their research project on a one-to-one basis. Recommendations from viva will be
recorded on paper and communicated to the student. Students will also receive feedback about their
performance in this viva itself, and guidance about how to improve for the final viva, as well as on
their presentation skills and scientific writing.
Students will be fully embedded within their supervisors’ groups throughout their projects, so will
receive ongoing feedback on their performance in the normal manner (e.g., lab meetings).
The quality of the feedback provided to the students will be monitored by anonymous questionnaires
set up on blackboard ('MOLE').
b)
Mechanisms for gaining student feedback on the quality of teaching and their learning
experience and how students are provided with feedback as to actions taken as a result of
their comments:
Students are invited to participate in surveys so that student feedback on the College and its courses
can be obtained and used to enhance provision.
External surveys in which students participate include:
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National Student Survey (NSS)
Postgraduate Research Experience Survey (PRES)
International Student Barometer (ISB)
Internal surveys include:
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SOLE (undergraduate student online evaluation exercise)
PG SOLE (Master’s student online evaluation exercise)
TOLE (tutor online evaluation exercise)
Staff-Student committees are the primary arenas for staff-student engagement at a departmental
level. A range of issues is discussed from SOLE and PG SOLE reports, external examiner reports
and curriculum changes to practical issues, such as the availability of computers and pastoral care.
Staff-Student Committees elect a Chair each year, which could be either a member of staff or a
student. If the Chair is a member of staff, the Deputy Chair should be a student, and vice versa. The
Chair will liaise with the department and students to agree an agenda for the meeting in advance.
Anonymous questionnaires will be set up on blackboard to gain student feedback on a weekly basis.
Actions will be taken according to feedback received, and an executive summary of such actions will
be reported at the Staff-Student Liaison Committee and circulated with the minutes.
e)
Mechanisms for monitoring the effectiveness of the personal tutoring system:
Questions in the feedback questionnaire will refer to the individual tutoring. Actions will be taken as
described above under d.
f)
Mechanisms for recognising and rewarding excellence in teaching, research
supervision, pastoral care and supporting the student experience:
Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop
innovative teaching methods. Each year College awards are presented to academic staff for
outstanding contributions to teaching, pastoral care, supporting the student experience or research
supervision. A special award for Teaching Innovation, available each year, is presented to a member
of staff who has demonstrated an original and innovative approach to teaching. Nominations for
these awards come from across the College and students are invited both to nominate staff and to sit
on the deciding panels.
g)
Staff development priorities for this programme include:
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Quality of tutoring and provision of feedback
Project supervision towards helping students to publish their work within 6 months of
submission
Keeping up to date with latest developments in GCEE research
22. Regulation of Assessment
a)
Assessment Rules and Degree Classification:
Students will be assessed by written report of original research on completion of their project(s). The
final written report(s), of 6,000 words, excluding tables, figures and references, will be independently
assessed by the supervisor, and by an external assessor with subject expertise, from one of the
participating Departments. The assessors will be members of Imperial College academic staff. The
project reports and the assessments will also be validated by the Course Director and the External
Examiner, in order to ensure consistency and quality of assessment.
Coursework will be examined in two different formats, designed to test understanding of the course
components while developing key transferable skills.
1) The convenors of the two more quantitative modules (weeks 2-3) will each suggest a piece of
practical work linked to their module, of which the students will choose one. The students will work on
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this assignment during week 4, with support from the module convenors and Course Director, and
hand the assignment in at the end of this week. The practical exercise will be double-marked by the
module convenor and an appropriately qualified member of academic staff.
2) The convenors of each of the four more conceptual taught modules (weeks 5-8) will each suggest
a broad topic. The students will choose one of the four topics within which to produce a science
communication assignment. The assignment will be produced in one of the mediums taught in the
science communication week (week 9), with the choice between the mediums being made by the
student in consultation with the Course Director. This could include a scientific blog, a poster, an
essay, an article for a broadsheet newspaper or magazine, or a video cast. They will work on this
assignment in week 10, directly following the Science Communication module. The assignment will be
double-marked by the relevant module convenor and an appropriately qualified member of academic
staff, with support from the convenor of the science communication module.
The scientific communication assignment and the practical will both be cross-cutting and
interdisciplinary in nature, and enable the student to demonstrate skills in more than one discipline.
The project element will consist of three components: the research dissertation itself, an oral
examination, and a briefing paper for lay readers. The dissertation will be assessed for its scientific
quality as a publishable research paper. The briefing paper, on the other hand, will be assessed in
terms of its demonstration of the real-world implications of the research and the clarity and
accessibility of the student's explanation of the research in lay terms.
The elements and components to be assessed will be weighted as follows:
Element A: Coursework (25%)
Component 1. Practical exercise (12.5%)
Component 2. Scientific communication assignment (12.5%)
Element B: Project (75%)
Project dissertation (60%)
Briefing paper (10%)
Oral Examination (5%)
The three subject-specialist internal markers (two supervisors and an assessor) will mark the
dissertations and briefing papers independently. The Course Director will oversee the process of
moderation of these marks into a single internally agreed mark. The External Examiner will view the
reports of the markers and the internally agreed mark and produce a moderated final mark.
Oral exams and reports:
Halfway through their project the student will have to submit a mid-project report and will be examined
by viva voce by two internal examiners. The viva voce exam will not contribute towards the mark;
instead, it will be an opportunity for the student to get feedback both on the project and their viva
performance.
At the end of the year the student will be examined by viva voce by two examiners including at least
one external examiner. This viva voce exam will count for 5% of the final degree mark. External
examiners will have access to coursework practical write-ups and marks. The viva will normally be no
less than 30 minutes in length. Students will be expected to demonstrate a broad range of knowledge
pertaining to the taught modules as well as to their research areas.
Internal Examiners:
The panel of internal examiners will consist of the Course Director, GCEE Director and the module
convenors.
Visiting Examiners:
There will be one visiting examiner from an academic institution in the UK per 10 students. Their
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principal functions will be a) to ensure that the standards achieved by students on this MRes course
are satisfactory, and that marks awarded are consistent with those awarded for similar courses
elsewhere and b) to assess the students in their viva voce examinations. Accordingly, the visiting
examiners will be chosen for their experience in examining research degrees. The external examiners
will receive copies of the projects and internal assessments in advance of visiting Imperial.
For Master’s programmes:
The Pass Mark for Master’s level programmes is 50%.
Examiners have the discretion to award a result of merit or distinction to candidates who have fulfilled
the requirements for the award of the Master’s degree as specified in the Examination Regulations.
Postgraduate Diplomas and Postgraduate Certificates are unclassified and are pass/fail only.
In order to be awarded a result of merit, a candidate must achieve at least 60 per cent in each
element; in order to be awarded a result of distinction, a candidate must achieve at least 70 per cent
in each element.
Where appropriate, a Board of Examiners may award a result of merit where a candidate has
achieved an aggregate mark of 60% or greater across the programme as a whole AND has obtained
a mark of 60% or greater in each element with the exception of one element AND has obtained a
mark of 50% or greater in this latter element.
Where appropriate, a Board of Examiners may award a result of distinction where a candidate has
achieved an aggregate mark of 70% or greater across the programme as a whole AND has obtained
a mark of 70% or greater in each element with the exception of one element AND has obtained a
mark of 60% or greater in this latter element.
Further information is available in the Academic and Examination Regulations
The marking scheme for this programme is available at: [url not yet available]
b)
Processes for dealing with mitigating circumstances:
For postgraduate taught programmes: A candidate for a Master’s degree who is prevented owing
to illness or the death of a near relative or other cause judged sufficient by the Graduate Schools from
completing at the normal time the examination or Part of the examination for which he/she has
entered may, at the discretion of the Examiners,
(a) Enter the examination in those elements in which he/she was not able to be examined on the next
occasion when the examination is held in order to complete the examination,
or
(b) be set a special examination in those elements of the examination missed as soon as possible
and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of
Examiners concerned. The special examination shall be in the same format as specified in the course
regulations for the element(s) missed.
Applications, which must be accompanied by a medical certificate or other statement of the grounds
on which the application is made, shall be submitted to the Academic Registrar who will submit them
to the Board of Examiners.
The College’s Extenuating Circumstances Affecting Academic Performance: Policy and Procedures
makes provision for Boards of Examiners to use their discretion where extenuating circumstances are
independently corroborated and are judged by the advisory panel to be of sufficient severity to have
substantially affected performance.
c)
Processes for determining degree classification for borderline candidates:
For Master’s programmes: Candidates should only be considered for promotion to pass, merit or
distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless, candidates
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whom the Board deems to have exceptional circumstances may be considered for promotion even if
their aggregate mark is more than 2.5% from the borderline. In such cases the necessary extra marks
should be credited to bring the candidate’s aggregate mark into the higher range. Detailed records of
all decisions should be recorded in the minutes of the meeting of the Board.
d)
Role of external examiners
The external examiner system and Boards of Examiners are central to the process by which the
College monitors the reliability and validity of its assessment procedures and academic standards.
External examiners’ primary duties are to ensure that the standard of the College’s degrees is
consistent with that of the national sector; to ensure that assessment processes measure student
achievement rigorously and fairly and that the College is maintaining the threshold academic
standards set for its awards in accordance with the frameworks for higher education qualifications and
applicable subject benchmarks statements. External examiners gather evidence to support their
judgement through the review of course materials, approval of draft question papers, assessment of
examination scripts, projects and coursework, and in some instances, through participation in viva
voce and clinical examinations. External examiners are members of Boards of Examiners and
participate in the determination of degree classifications and student progress.
External examiners submit their reports to the Provost. The reports are scrutinised by the ViceProvost (Education) and by the Registry QA team to identify any points of concern. These are then
referred to the Head of Department and Chairman of the Board of Examiners, with a request to
comment on the points raised and to explain how any concerns will be addressed. The reports and
departmental comments are subsequently considered by the relevant Faculty Studies Committee or
Graduate School Master’s Quality Committees, which may seek further assurances from a
department on the resolution of a particular problem. The Committees will also consider examples of
good practice raised by the external examiners. Following consideration of the reports, the Registry
provides feedback to external examiners. From 2012-13 external examiner reports, and the
departmental responses to them, are available on the College’s intranet.
23. Indicators of Quality and Standards
Accreditation is not relevant as there is no relevant professional, statutory or regulatory body.
External Examiners’ reports will provide formal indication of whether quality and standards are
acceptable. The Department of Life Sciences periodically reviews all its Master’s degree courses
internally. We will additionally monitor the success of our graduates in pursuing academic or other
careers. We expect there to be highly selective entry due to high demand by prospective students and
excellent reputation.
24. Key sources of information about the programme can be found in:
The course handbook will be available on Blackboard and on the departmental website. Students will
be given a hard copy at the start of their course.
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