ACADEMIC QUALITY ASSURANCE
APPENDIX 11
COLLABORATIVE PROVISION - POLICY AND
PROCEDURES
Academic Quality and Awards
Version 10
July 2015
Page
CONTENTS
1.
INTRODUCTION
1
2.
TYPES OF COLLABORATIVE PROVISION
1
3.
APPROVAL OF A COLLABORATIVE PROGRAMME
2
Step 1 - Outline Proposal
Step 2 - Institutional Approval (only needed for new partners)
Step 3 – Course Business Case
Step 4 – Academic Case
Step 5 - Course approval
4.
FORMAL AGREEMENTS
4
5.
ADVERTISING OF COURSES
4
6.
INTERIM AND PERIODIC COURSE REVIEW
4
7.
OPERATIONAL ISSUES AND SUBJECT STAFF VISITS
5
8.
TERMINATION OR EXPIRY OF PARTNERSHIRS
5
APPENDICES
1
COLLABORATIVE PROVISION QUALITY ASSURANCE - KEY FUNCTIONS
A.
TAUGHT COURSES
B.
POSTGRADUATE RESEARCH
2
FLOW CHARTS SHOWING COLLABORATIVE PROVISION APPROVAL PROCESS FOR
EXISTING AND NEW PARTNERS
3
OUTLINE PROPOSAL FOR EXISTING PARTNERS
4
OUTLINE PROPOSAL FOR NEW PARTNERS
5
THE ACADEMIC CASE FOR COLLABORATIVE PROPOSALS
6
THE COURSE BUSINESS CASE
7
CRITERIA FOR APPROVAL OF DELIVERY OF LEVEL 6, LEVEL 7 OR LEVEL 8 AT A
PARTNER INSTITUTION
8
STAFF VISIT REPORT
9
TERMINATION OR EXPIRY OF PARTNERSHIR – NOTES TO BE USED FOR COMPLETION
OF ACTION PLAN
10
GUIDELINES ON THE DEVELOPMENT OF ARTICULATION AGREEMENTS
11
GUIDELINES ON CREDIT RECOGNITION
12
OFF CAMPUS DELIVERY
13
SCHOOL CHECKLIST
14
DUAL AND JOINT AWARDS
1.
INTRODUCTION
This document outlines the processes for the approval and oversight of collaborative provision, both
overseas and in the UK. It should be read in conjunction with the University’s Academic Quality
Assurance manual, in particular the Course Developer’s Guide and the academic regulations.
The approach adopted by the University for the management of CP is to identify the key functions
which must be fulfilled in respect of each collaborative course. It is the responsibility of Schools to
put in place arrangements to meet these. The key functions are set out in Appendix 1.
All courses are taught and assessed in English with the following exceptions:
2.
(i)
where the learning outcomes are explicitly related to competence in languages other than
English;
(ii)
where the acquisition of competence in English is a declared learning outcome, support
work may be in the learner’s native language.
TYPES OF COLLABORATIVE PROVISION
The University’s commitment to partnership reflects its mission of facilitating access to higher
education and working with the community. Collaborative arrangements allow courses leading to
University awards to be offered in full or in part at a partner institution whilst the University retains
responsibility for the quality and standards. The collaborative arrangements may take a range of
forms. The large majority are franchised courses (or part courses). In some cases the franchised
courses are ‘networked’ (ie operated by several partners working together). In other cases the
franchised course, or modules within it, might be developed by and derived from the partner (this is
indicated by the module coding and is referred to sometimes as a ‘validated’ course or module
There may be a blended approach where there is joint development and/or shared delivery. Dual or
joint awards may also be considered. All University awards are subject to the University’s academic
regulations and quality assurance procedures.
The University also works collaboratively with partners through:



joint supervision of research degrees (where staff of a partner institution are approved to
support and supervise a student registered for a UCLan research degree).
articulation (where the University agrees to recognise specified qualifications offered by a
partner institution for entry, or advanced entry, to specified UCLan awards). Please refer to
Appendix 10.
credit recognition (where formally assessed work-based training is recognised as equivalent to
UCLan credits). Please refer to Appendix 11.
Each collaborative arrangement is underpinned by an agreement signed by the parties involved.
[Note: arrangements for supervision of research students off-campus (ie where the student has no
collaborating institution) are set out in the AQA Manual.]
Approval and management processes for collaborative courses, both taught and research, are
described below, with approval stages shown as a flowchart at Appendix 2.
For all UK collaborations the Partnership Development Team will be the key point of contact;
for all overseas collaborations the International Office will be the key point of contact.
Schools must involve either the International Office or the Partnership Development Team as
soon as they enter into any discussions with a collaborative partner. Where it becomes
apparent that a UK collaboration involves ONLY international students, the key point of
contact will be passed onto the International Office.
1
3.
APPROVAL OF A COLLABORATIVE PROGRAMME
Step 1 - Outline proposal
3.1
As soon as a School wishes, or agrees at the request of a UK or overseas partner, to enter into a
collaborative arrangement for delivery of a Course the relevant School should notify the Partnership
Development Manager (PDM) for all UK collaborative proposals or the Director of International
Partnerships (DIP) for all overseas collaborative proposals. A named contact within the School
should also be provided.
3.2
An Outline Proposal form (for activity with existing partners – Appendix 3) or an Outline Proposal
form for New Partners (for new partners – Appendix 4) should be submitted, to the PDM or DIP (as
appropriate). If the proposal is for an overseas partner, a private provider or a new FEC partner the
owning UCLan School must also submit a draft business case drawn up in liaison with their Finance
Business Partner.
3.3
Proposals will be submitted via the PDM or DIP to the next available Course Planning Committee (or
exceptionally via fast track Chairs Action). The role of the Course Planning Committee at this stage
is to make a preliminary judgment on whether the proposal is in line with University strategies and,
where the proposed partner is a new partner, that the institution is, prima facie, of suitable standing
to support the proposed collaborative activity.
3.4
On receipt of the Course Planning Committee’s authorisation to proceed, the School and Partner
can then move to preparation of an Academic Case. The issues to be addressed are identified in
Appendix 5. The Academic Case and, if applicable, the Course Business Case should normally be
approved by the Dean/Head of School before progressing.
[Note: A Course Business Case is NOT required for existing FEC partners operating under the
standard FEC Financial model. A Course Business Case is required for all other types of
collaboration and for a potential new FEC partner. Schools should contact their Finance Business
Partner in the Business Partner Unit at an early stage for advice on developing Business Cases].
3.5
The Academic Case should be sent to the Secretary of CS-C. CS-C will not consider academic
cases unless Course Planning Committee approval has been received.
Step 2 – Institutional Approval (Only required for NEW partners)
3.6
Institutional approval of a new partner will comprise both financial and academic due diligence.
3.7
Financial Services will carry out financial due diligence by liaising direct with the contact named in
Section 6 of the Outline Proposal for New Partners. Financial due diligence may also be carried out
on existing partners where there have been material/significant changes or where the Partner has
previously been designated as high risk.
3.8
The academic due diligence will be carried out by AQA on the basis of the information contained in
sections 1-5 (inclusive) of the Outline Proposal for New Partners. Where potential new partners are
already in collaboration with other HEIs, references may be obtained to assist with the academic
due diligence process. Approval of the academic due diligence of a new partner will be
recommended to CS-C by AQA, on the basis of perceived risk, on either the submitted ‘Outline
proposal of New Partner’ proposal alone (low risk) or with an additional institutional visit, either
virtual or in person (higher risk). The criteria for waiving a visit will include (non exhaustively): the
status of the proposed partner institution (eg whether the partner is publicly or privately funded and
its degree awarding powers); its experience of collaboration with other HEIs; whether it has robust
QA systems; its resources and its expertise. If required, an institutional visit will be carried out by a
small Panel nominated by AQA, drawing upon University Review Panel (URP) members. The Panel
will be accompanied by a senior representative from the relevant School (e.g. the Dean/Head of
School or nominee).
Academic due diligence may also be carried out on existing partners where there have been
material/significant changes.
2
3.9
The purpose of academic due diligence is to review the quality processes, management and
organisational structures and resource base pertinent to the proposed collaboration. AQA will use
the documentation supplied in support of the Outline Approval for New Partners, but may request
further information if necessary. The institutional visit will normally include meetings with senior
staff, with appropriate teaching staff or research staff (e.g. from the proposed collaborating area), a
representative sample of support staff and a representative panel of students. The programme will
also include a tour of resources/facilities..
[Note: Academic due diligence is NOT course specific and, if granted, is without prejudice to the
outcome of any future Course Approval event.]
3.10
A recommendation on both academic due diligence and initial financial due diligence will be made to
CS-C who will then make a decision with regard to Institutional approval of any new partner. In the
case of a proposed new partner, approval for any academic cases by CS-C will always be subject to
satisfactory completion of Institutional approval.
Step 3 - Course Business Case
3.11
At an early stage of the development of any proposal, the School should liaise with their Finance
Business Partner with regard to the production of a course business case. The Finance Business
Partner will agree a course Business Case with the Dean/Head of School. In the case of an
overseas partner, private provider or a potential new FEC partner the draft business case must be
sent to either the PDM or DIP with the Outline Proposal.
3.12
Financial Services will advise on risk by producing a Financial Recommendation, but the final signoff of the Course Business Case will be the responsibility of the Dean/Head of School. In cases
where Financial Services has identified risk, the Dean/Head must confirm that s/he has considered
the advice and accepted those risks (eg to run a course initially at a loss). Partnership activity is
normally expected to be run on a full cost basis. The funding arrangements for all collaborative
provision are based on the resources required (to be provided by both the partner and UCLan) to
ensure that the learning outcomes can be achieved and that their achievement can be monitored.
Step 4 – Academic Case
3.13
CS-C will consider the Academic Case and determine, for taught courses, whether there is sufficient
evidence of capability to deliver for the proposal to proceed to a Course Approval event. The CS-C
may highlight aspects of the proposal for particular attention by the Panel during the Course
Approval process. For new partners, the Academic Case will not normally be considered until a
recommendation has been made with regard to Institutional Approval.
3.14
In considering the Academic Case the CS-C will take note of the University’s guidance on its
expectations in terms of resources for delivery at level 4 and above (Appendix 7).
3.15
The CS-C will require confirmation of the outline proposal having been approved by the Course
Planning Committee, of the Course Business Case having been considered by Financial Services
and signed off by the Dean/Head of School, and (if a new partner) of Institutional Approval, before it
allows Course Approval to take place.
3.16
Where the Academic Case identifies delivery by the partner institution at level 7 or above CS-C will
then, in turn, make a recommendation to the Academic Standards and Quality Assurance
Committee (ASQAC) for approval of delivery by the Institution at that level.
3.17
For research degree collaborations CS-C will make a recommendation to the Academic Standards
and Quality Assurance Committee (ASQAC). It is expected that Schools will take advice from the
Graduate Research Office in preparing any cases involving research degree supervision.
3.18
Where a proposal involves entry directly onto Level 5 or 6 of a degree programme, the Academic
Case should confirm that there is a match between the course at the partner institution and UCLan
at the point of entry and should confirm that an appropriate mapping exercise has been undertaken.
3
The mapping should also be provided as part of the documentation set for subsequent course
approval.
The proposing School should provide confirmation that the External Examiner has been
consulted on the mapping exercise and has given his/her support.
3.19
Once CS-C have considered the proposal the decision will be notified to the relevant School and
either the PDM (in the case of UK collaborations) or the DIP (in the case of overseas collaborations.
The PDM and/or the DIP will ensure that the partner institution is informed of the CS-C outcome.
Step 5 – Course Approval
3.20
The Course Approval process, including the documentation requirements, is set out in the
University’s Course Developer’s Guide
3.21
Course Approval events are normally held at the partner institution, although for networked
provision, where a number of partners are involved, the event may be held at the University.
4.
FORMAL AGREEMENTS
4.1
Formal agreements are drawn up for all collaborative provision. The agreements are drawn up by
the Partnership Development Team and/or the International Office as appropriate. Where the
agreement is for a research degree or Taught/Professional doctorate then these offices will liaise
with the Graduate Research Office.
4.2
Institutional Agreements and Memoranda of Co-operation can only be signed by the ViceChancellor or the Deputy Vice-Chancellors on behalf of the University, and by their equivalents at
the partner institution. The final signed agreements are held by the International Office for overseas
partners and by Partnership Development Team for UK partners.
4.3
A Memorandum of Understanding can be used as a general expression of interest where a partner
wishes to signify intent to work with the University, but does not represent a formal collaboration.
4.4
Formal agreements with partner Institutions will be reviewed as part of the Periodic Review cycle. In
the year preceding Periodic Course Review of an Institution, AQA will contact either the Partnership
Development Team or the International Office to indicate that a review of agreements with a
particular partner needs to take place.
5.
ADVERTISING OF COURSES
5.1
No new course may be advertised prior to approval of the Academic Case by the Collaborative Subcommittee and (where applicable) by ASQAC. Subsequent to approval of the Academic Case any
advertising must always clearly identify the provision as “subject to course approval”. Publicity
material must be in line with the guidelines issued by Marketing and all partners must clearly identify
the University as the awarding body.
6.
INTERIM AND PERIODIC COURSE REVIEW
6.1
All collaborative provision is subject to the normal annual monitoring processes of the University.
6.2
Interim Review (ie review after the first year of operation) is mandatory for a new partner where an
institutional visit took place. The course approval panel may also set Interim Review as a condition
where there are issues at course approval which they would wish to see reviewed (in particular with
regard to staffing and physical resources and English Language support). The interim review will
normally take place at the partner institution or via video conference. Guidance on the process for
taught courses is available within the Course Developer’s Guide on the AQA website
http://www.uclan.ac.uk/information/services/sas/quality/index.php .
4
6.3
Periodic Course Review is conducted to review and revalidate any taught University provision which
operates at a partner institution on a cycle of normally every 5 to 6 years. Guidance on this process
is contained within a separate document within the AQA Manual and is available from the AQA
website http://www.uclan.ac.uk/information/services/sas/quality/index.php.
7.
OPERATIONAL ISSUES AND SUBJECT STAFF VISITS
7.1
The operational framework for the delivery of the course is provided by the Memorandum of Cooperation. It is the responsibility of the relevant Dean/Head of School to provide guidance and
named contacts to enable the partner institution to discharge its responsibilities for the delivery of
the programme in the areas noted in Appendix 1 (a checklist is provided as an additional aide for
Schools- Appendix 13).
7.2
Visits to and from the partner are an important feature of the University’s management of
collaborative provision. The frequency of the visits may vary according to the nature of the
collaboration (for example, with networked provision there are regular meetings of all partners with
the University on campus). However, for taught courses the University expects that at least three
visits will be made to a new partner in the first year of operation, and thereafter that two visits per
year are made by UCLan staff to each partner, except in situations where UCLan staff are based
overseas or where there has been a visit by staff from the partner to UCLan in that year. In these
situations one visit by UK-based UCLan staff may be sufficient, as agreed with the institution. For
research degrees a minimum of one visit is required.
7.3
The visits will be at key points in the academic year to allow staff from the UCLan teaching team to
have appropriate involvement in the course delivered off campus in order to ensure parity of
academic standards and quality. Whilst the visits may cover a variety of activities it is usual for them
to include some teaching or supervisory activities and a meeting with students.
7.4
Following each visit, staff should complete a visit report within three weeks of their visit (a suggested
proforma is included in Appendix 8). This report should be uploaded onto your School Sharepoint
site and copied to the UCLan Course Leader and Dean/Head of School, with any points of concern
about quality and standards being made known to AQA. All visit reports should be submitted to
AQA with course annual monitoring reports as per the annually agreed deadlines.
8.
TERMINATION OR EXPIRY OF PARTNERSHIRS
Please refer to Appendix 9 for assistance with completing an Action Plan on termination of
partnership. The Partnership Development Team/International Office (as appropriate, for UK or
overseas collaborations) will work closely with Schools in drawing up the Action Plan and will hold
definitive copies.
5
1
APPENDIX 1
University of Central Lancashire
A.
COLLABORATIVE PROVISION QUALITY ASSURANCE – KEY FUNCTIONS - TAUGHT COURSES
The chart below gives an overview of partner institution and host University School responsibilities for the quality assurance of UCLan awards, or credits towards UCLan awards, taught by
the partner. Terminology may vary, and not all processes will apply to all circumstances. The School and partner institution should consult the relevant Memorandum of Co-operation for
specific agreements. The University’s Academic Quality Assurance manual gives full details of the QA policies and procedures referred to here.
Activity
1.
Course Leadership
Partner institution responsibility
Partner institution to appoint Course Leader
2.
Partner institution to review course operation and prepare course leader’s
report for submission within timescale to UCLan Dean/Head of School.
For franchised provision this can be co-ordinated by or jointly written with
the UCLan Course Leader [Fact sheet to be attached – see also 7 below]
(for FECs) College Principal to prepare and submit institutional-level
report within timescales
Annual Monitoring
Action plans to be carried out in liaison with School
3.
Interim Review
4.
Periodic Review
5.
External Review
6.
Staff Student Committees
Partner institution to establish staff student committee and ensure that
these meet twice a year, and to make minutes available to host School
7.
MEQs
8.
Course approval
Partner institution to administer MEQs in line with University requirements
and feedback on outcomes to students
Partnership institution to prepare documents for course approval events in
liaison with UCLan host school
Partner institution to submit documentation and to make arrangements for
review in line with University requirements
Partner institution to submit documentation and to make arrangements for
review in line with University requirements
Partner institution to participate as required in external reviews of UCLan
provision (eg QAA)
University and UCLan host School responsibility
UCLan host School to appoint Course Leader
Clear lines of communication and programme of visits between
partner institutions and UCLan course leaders to be agreed.
UCLan host School to scrutinise partner institution course leader’s
report, identify actions and incorporate into UCLan course leader
and HoS reports [see also 7 below]
Partnership Development Team to scrutinise UK partner institution
course and institutional-level reports (and copy to relevant HoS
and prepare thematic report for ASQAC, keeping colleges
informed through Partnership Forum
International Office to scrutinise overseas partner course leader
reports and prepare thematic report for ASQAC
UCLan host School to monitor partner institution course level
action plan and to address action points for University
course leaders’ reports scrutinised through PCR process
AQ&SU to liaise with partner to manage review and offer support
and advice as required
AQA to liaise with partner to manage review; UCLan host School
to offer support and advice as required
AQA to liaise with partner to manage review; UCLan host School
to offer support and advice as required
AQA to offer support as appropriate for external reviews (eg QAA)
at partner institution
UCLan host School to liaise with partner institution over action to
address issues
minutes scrutinised at PCR
[Note where there are joint or franchised courses the course
committee may be hosted or managed by the UCLan host
School]
UCLan host School to monitor (through AMR) that student
feedback is gathered, used, and reported back on
AQA to organise and report on course approvals for UK and
international collaboration
UCLan host School to provide support and to contribute to course
approval events
APPENDIX 1
Activity
9.
Published materials
College responsibility
Partner institution to prepare publicity materials in line with guidelines
written and issued by the Partnership Development Team/IO.
Partner institution to submit publicity materials to AQA alongside annual
monitoring reports
NB All proposed publicity materials for courses not yet approved must be
clearly marked as “subject to course approval”
Partner institution to prepare Student Handbook annually (in liaison with
UCLan host School for Overseas franchises) with UCLan host School
10.
Student Information
11.
Course delivery staff
Partner institution to seek approval for changes in course delivery staff by
submission of CVs to UCLan HoS
12.
Changes to courses
13.
Assessment
- verification
- moderation
Partner institution to seek approval for changes (by reference to minor
change process) through host School
Partner institution to agree verification process with host School
Partner institution to submit agreed sample of assessed work to host
School for moderation
14.
Assessment Boards
Partner institution representatives to attend Module Boards and, where
agreed with the University, to organise and/or Chair Module Boards
Partner institution representatives to attend Course Boards and, where
agreed with the University, to organise and/or Chair Course Boards
Partner institution representatives to attend UCLan Assessment Board
Briefing if chairing
15.
External Examiners
16.
Appeals
17.
Admissions
Partner institution to liaise with host School over nomination of External
Examiner
Partner institution to receive External Examiner report from UCLan (via
AQA for UK and HoS for overseas), arrange for its consideration and
liaise with host School over response and action
Partner institution to ensure that students are aware of the University’s
appeals procedure and to liaise with UCLan to facilitate any appeal
Partner institution to operate admissions process, in line with
University/School Admissions Policy and entry criteria
University and UCLan host School responsibility
Partnership Development Team/IO to write and issue guidelines on
publicity materials.
Partnership Development Team/IO to check institutional level
publicity materials on an annual basis
UCLan host School to scrutinise course level publicity materials to
ensure accuracy, reliability and completeness
UCLan host School to scrutinise Student Handbook to ensure
accuracy, reliability and completeness
UCLan host School to ensure that students are given appropriate
information, advice and support re further progression on completion
of their course
UCLan HoS to approve changes in course delivery staff with
reference to UCLan guidelines on staffing criteria for levels 4/5/6
(confirmed/re-stated at annual monitoring)
UCLan host School to advise, support and submit changes for
approval through UCLan process
UCLan host School to approve assessments and (where
appropriate) arrange approval by External Examiner
UCLan host School to oversee moderation process (including
sampling where appropriate) and (where appropriate) arrange for
moderation by External Examiner
UCLan host School to establish annual schedule of assessment
boards and advise partner institutions on their membership and
participation
UCLan host School to nominate School representation at Partner
institution Course Boards
AQA to ensure that Partner institution representatives chairing
assessment boards attend Assessment Board Briefing
AQA to ensure that an appropriate External Examiner is nominated
and appointed within the required timescale
UCLan host School to liaise with Partner institution over response to
External Examiner report, copying the formal response to the
Partner institution, and to ensure that any necessary action is taken
UCLan host School and AQA to support and advise
UCLan host School to advise and monitor
Admissions Office to provide support as required
UCLan host School and APL/APEL Co-ordinator to advise and
support applications for APL/APEL
APPENDIX 1
COLLABORATIVE PROVISION QUALITY ASSURANCE – KEY FUNCTIONS - POSTGRADUATE RESEARCH
B.
Activity
Partner institution responsibility
The Partner Institution to ensure that research students are studying and
undertaking research projects in an environment where high quality
research is taking place and where research students have opportunities
to engage with other researchers and present their work.
Partner Institution to co-ordinate approved applications and submit
applications meeting University entry criteria directly to Graduate
Research School Office
University and UCLan host School responsibility
UCLan will ensure that research students have access to facilities
at UCLan where appropriate, including opportunities to engage
with other researchers and attend symposia.
published materials
Partner institution to prepare publicity materials in line with guidelines
written and issued by the Partnership Development Team.
Partner institution to submit publicity materials initially to Graduate
Research School Office then to Partnership Development Team
Partnership Development Team to write and issue guidelines on
publicity materials
Partnership Development Team to check institutional level publicity
materials on an annual basis
Graduate Research School Office to check overseas institutional
materials on an annual basis.
4.
arrangements for the
provision of information to
students, including
enrolment and registration,
their status as students of
the University of Central
Lancashire, academic
regulations, student
handbooks, and
progression
Partner institution key contact to ensure students have access to and are
aware of information such as:

Student Handbook;

Research Degree Regulations;

Code of Practice for Research Students;

Code of Conduct;

Ethical Principles;

Data Protection issues, including UK laws,

Local library facilities.

Available on-line facilities for students to access direct.
UCLan to supply electronically or via the web for issuing to
students:

Student Handbook;

Research Degree Regulations;

Code of Practice;

Code of Conduct;

Ethical Principles;

Data Protection issues, including UK laws,

Library facilities at UCLan campus and on-line access

Available on-line training for students to access direct.
5.
induction of students
Partner institution to ensure students are aware of the requirement to
attend UCLan induction or to complete on-line
UCLan to host Induction events and ensure students are aware of
the requirement to attend.
6.
registration procedures
Partner institution to ensure students are aware of the timescales,
procedures and duration of registration.
Partner institution to ensure students present their work once per annum
in line with University requirements and undertake appropriate skills
training in line with individual training needs analysis.
UCLan to provide details and advice through supervision UCLan to
monitor progress to completion of registration.
UCLan

to provide training both on-line, face to face with
supervisors or via other electronic media.

to monitor the training provision and ensure its
appropriateness
1.
the research environment
2.
arrangements for
application, selection,
enrolment and registration
3.
7.
research and other
skills training for
students, including the
presentation of their
research projects
UCLan, Graduate Research School Office, to operate admissions,
enrolment and registration process. Graduate Research School
Office to liaise directly with partner key contact for admissions.
APPENDIX 1
8.
progression
arrangements,
including the use of
progress files, and the
annual progression
exercise
Partner Institution to ensure their staff and students are aware of the
University’s progression arrangements and criteria, (including the need to
maintain progression files), and annual progression and completion of
documentation.
UCLan

to provide supervision, together with advice and guidance
on supervision and procedural matters to partner
institution supervisors

to co-ordinate annual progression exercise arrangements,

to provide advice and guidance via electronic media
9.
examination
arrangements and
procedures, including
the location
Partner Institution

to liaise with host School over nomination of External Examiner.

to receive External Examiner report from UCLan after completion
of the process.

to agree location of oral examination within Memorandum of Cooperation
UCLan Graduate Research School Office

to ensure appropriate examiners are nominated within
required timescale; and

to draw up arrangements for the oral examination
10.
notification of results
for awards and
arrangements for
awards ceremonies
Partner institution to be aware of the process
UCLan Graduate Research School Office will notify candidate of
outcome. UCLan Exams and Awards will make arrangements for
ceremonies.
11.
procedures for
notifying proposed staff
changes
Partner institution to seek approval for changes to supervisory team by
submission of CV’s to Director of Studies & Graduate Research School
Office
UCLan Graduate Research School Office to advise, support and
submit changes for approval through UCLan processes.
12.
staff development, joint
research links
UCLan

to provide opportunities for Partner Institution staff
to develop their research and supervision skills.

to monitor training and development opportunities.
13.
Appeals
Partner Institution

to require supervisors to engage in development

to equip them to supervise students; and

to provide opportunities for research and supervision skills
development.
Partner institution to ensure that students are aware of the University’s
appeals procedure and to liaise with UCLan to facilitate any appeal
14.
Annual Monitoring
Partner institution to review programme operation and key contact to
prepare report. Report to be confirmed by senior manager at partner
institution for submission within timescale to UCLan Dean/Head of School
(via Graduate Research School Office).
Action plans to be carried out in liaison with School
Graduate Research School Office:

to scrutinise partner institution reports (and copy to
relevant Dean/Heads and International Office, as
appropriate;

to incorporate into central report for RKTC/ASQAC,
keeping partners informed.
UCLan host School to scrutinise partner institution key contact’s
report, identify actions and incorporate into UCLan HoS report(s).
UCLan host School and Student and Academic Support Service,
via Graduate Research School Office, to support and advise
APPENDIX 1
APPENDIX 2
Outline Proposal
(Existing Partner)
Consideration by
Course Planning
Committee
SET/HoS
School preparation
and approval of
Academic Cases
To be sent to AQA
Course Business
Case (for overseas
and private
providers only)
Course Academic
Case
Financial Services
Financial
Recommendation
HoS
Decision and sign
off
Collaborative SubCommittee
Academic Case
Approval
Course Team
(Partner & UCLan)
Course
Development &
Preparation
Course Documents
AQA
Advice and support
and Course
Documentation
Clearance
Course Approval Event
ASQAC
(Approval
of
academic
cases
levels 7
only)
APPENDIX 2
Outline Proposal
(New Partner)
Consideration by Course
Planning Committee
Financial Services
Financial Due Diligence
Institutional
Approval
(New partner)
AQA
Academic Due Diligence
Institutional Visit (if required)
CSC Approval
Course Academic
Case
SET/HoS
School preparation and approval of Academic Case
To be sent to AQA
Course Business
Case
Head of School sign off (in
collaboration with Financial
Services)
High Risk DVC
Decision
CSC
Academic Case Approval
Course Team (Partner & UCLan)
Course Development & Preparation
Course Documents
AQA
Advice and support and Course
Documentation Clearance
Course Approval Event
ASQAC
(Approval of
academic cases
at Levels 7 only)
APPENDIX 3
OUTLINE PROPOSAL FOR EXISTING PARTNERS
This form should be submitted to Jean Hall, Partnership Development Manager (jchall@uclan.ac.uk) if the
proposal is for a UK based partner and to Tim Steele, International Office (tsteele@uclan.ac.uk) if the proposal is
for an overseas partner and/or a UK based partner who will ONLY recruit international students.
Name of UCLan School and School contact:
Name and contact details at partner:
Proposed collaboration (Please ensure this includes the indicative title of course(s),mode and
anticipated numbers, whether they are to be franchise/validated/shared delivery and proposed start
date)
Rationale for collaboration (include fit with existing work; if a replacement for existing provision)
Market Research (include market research undertaken on potential demand and competition, student
feedback, employer feedback)
Discussions so far (indication of any initial discussions between the UCLan School and the
(proposed) partner)
Source of funding/student numbers: (Please add projected student numbers for both FT and PT
and indicate whether these will be UK/EU or full fee international students. For UK partners please
indicate whether the students will be directly or indirectly funded)
Full Time:
Part Time
UK/EU:
International:
SUBMITTED BY:……………………………………………………………………………………………..
APPROVED BY DEAN/HEAD OF
SCHOOL:...................................................................................................
(NB If this proposal is for an overseas partner or a private provider the UClan School MUST
include a draft business case with the outline proposal)
APPENDIX 3
Appendix 4
OUTLINE PROPOSAL FOR NEW PARTNERS
Information to enable the Course Planning Committee to make a preliminary judgement on whether the proposed
activity is in line with University strategies and whether a proposed new partner institution is, prima facie, of
suitable standing to support the collaborative activity. This form should be submitted to Jean Hall, Partnership
Development Manager (jchall@uclan.ac.uk) if the proposal is for a UK based partner and to Tim Steele,
International Office (tsteele@uclan.ac.uk) if the proposal is for an overseas partner and/or a UK based partner
who will ONLY recruit international students. Please also send a copy to Louise Manley in Academic Quality and
Awards Unit (lmanley@uclan.ac.uk)
Name and address of proposed new partner:
Name of UCLan School and School contact:
Details of contact person at partner:
Proposed collaboration (Please ensure this includes the indicative title of course(s),mode and
anticipated numbers, whether they are to be franchise/validated/shared delivery and proposed start
date)
Rationale for collaboration (include fit with existing work; if a replacement for existing provision)
Market Research (include market research undertaken on potential demand and competition,
student feedback, employer feedback)
Discussions so far (indication of any initial discussions between the UCLan School and the
(proposed) partner)
Source of funding/student numbers: (Please add projected student numbers for both FT and PT
and indicate whether these will be UK/EU or full fee international students. For UK partners please
indicate whether the students will be directly or indirectly funded)
Full Time:
Part Time
UK/EU:
International:
NB The UClan School MUST include a draft business case with all outline proposals for new
partners (including a new FEC partner)
1.
LOCATION AND STATUS
Appendix 4
Location
UK
European
Rest of World
University or publicly
funded college
Publicly funded college/
institution UG only
Privately funded
college/institution
Status
Further information: Mission statement or equivalent legal status of partner (NB Please
also provide a copy of the evidence where a private company (rather than a public sector
body) by a copy of Certificate of Incorporation and any relevant change of name certificates),
degree awarding powers, standing, etc. What QAA or professional body (or equivalent)
reports are there on the partner? Any cause for concern?
2.
ENGAGEMENT WITH HE
Collaborative experience
Current/previous collaboration
with HEIs at this level
HEI collaboration but at
different level
No previous HE
collaboration
At lower level, or same
level in related subject
No courses in
this subject
HE expertise in subject
Partner has existing courses in
this subject
Further information: eg what is the partner’s HE strategy, what is the nature/extent of their
HE provision and experience of collaboration? Overall student numbers and HE within that?
3.
RESOURCES
Appendix 4
Physical resources
Large and well
resourced
Small but well
resourced
Limited resources
Small turnover, some
reliance on PT staff
Little expertise and/or
heavy reliance on PT staff
Staffing
Stable largely
permanent staff base
Further information: nature of physical resources including library, teaching
accommodation; equipment; staffing to support the course.
4.
QUALITY ASSURANCE
QA systems in partner
Defined and robust
Adequate
None
Student 2nd language
English (UK based)
Student 2nd language
English (overseas based)
Student English language
Student 1st language
English
Further information: partner’s organisational structure: administrative systems; relevant
roles and committees; experience in monitoring and review of standards and quality;
arrangements for gaining and using student views; provision for staff development. Is the
partner experienced at teaching in English? For PGR degrees, is there evidence that the
partner is able to provide suitable and sustained supervision? You MUST include
information on whether the course requires local in country approval? And if yes
then what is the process and timescale for local in country approval to take place?
Please attach any relevant supporting documentation.
5.
UCLAN SCHOOL AND COURSE
Appendix 4
Course
Established
collaborative course
Established but on
campus only
New course
Proposed level of
delivery – level 4/5
Proposed level of
delivery – level 6
Proposed level of delivery –
level 7 or above
School experienced in
UK collaboration
Little/no collaborative
experience
Level
School experience in collaboration
School experienced in
overseas collaboration
Further information: (If PGR proposal then evidence needed of the School's experience in
PGR supervision)
6.
FINANCIAL INFORMATION
attached
Relevant financial information
In order that a financial risk assessment can be carried out please supply the following
information. The last 3 years financial statements should be provided:
i.
Partner Institution contact name, job title and (if any) School.
ii.
Email address of person identified in (i.) above.
iii.
Telephone number of person identified in (i.) above.
Note: Provided full contact details are completed, Financial Services will make the
necessary arrangements. The UCLan School is asked to explain to its contact that they
need to ask their own administration/finance office to co-operate with Financial Servicesso
that these formalities can be quickly completed.
Appendix 4
SUBMITTED BY: (name/position)
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
APPROVED BY DEAN/HEAD OF SCHOOL:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………..
DATE: ……………………………………………………………………………………………………………
APPENDIX 5
THE ACADEMIC CASE FOR COLLABORATIVE PROPOSALS
Information to be supplied to Collaborative Sub-Committee to inform the decision on whether a
proposed course should go forward for course approval
1.
Exact title and name of the proposed award(s).
2
Names of the University host School, and the equivalent in the partner institution
(including the position of the partner host School within the organisational structure and its
reporting relationship)
3
A description of the existing relationship between the University and the partner
institution (ie any existing approved collaborative arrangements; if the development is in a
new subject area, visits which have taken place by the School). NB if there are no existing
approved collaborative arrangements then the New Partner Profile must be submitted, for
Institutional Approval, and information may be given here about the liaison which has taken
place, visits made etc. A proposal cannot go forward to course approval until the Institutional
Approval has been granted.
4
Exact nature of collaborative proposal. (eg validated, networked, jointly developed),
including mode(s) of study and length of the course, details of which parts/levels of the course
are to be offered at the University and which at the partner institution, and the proportion at
the partner institution to be delivered by the University or the partner institution. If already an
approved course, the date of the original course approval should be given. If an overseas
partner, does the course require local in country approval? Describe this process and
the timescales involved. NB The partner should ensure that Uclan is kept informed of the
outcome of any local in country approval.
5
A statement of the principal admissions criteria for entry to the course (including English
Language requirement and a comparison with an equivalent UK qualification for overseas
partnerships.)
APPENDIX 5
6
Details of proposed teaching/research supervisory staff, (including numbers of full and
part time staff, highest levels of qualifications and prime subject are expertise as well as
evidence that staff employed by the partner are qualified to an appropriate level to
deliver/supervise the proposed course/PGR degree, and (if overseas) are able to deliver and
assess in English). NB You do not need to include CV’s, but must provide sufficient
information to enable CSC to make a decision based on the criteria indicated in Appendix 7.
7
Physical resources available to support the proposed course/research subject area
(library – including English texts – IT facilities, laboratory facilities where appropriate)
8
Evidence that the partner institution is committed to an adequate staff development
policy that would support the proposed course/research active staff in the subject area
9
Evidence that agreement has been obtained with any other University School whose
modules are included in the part of the course to be offered at the partner.
10
Evidence that, where necessary, there is a commitment to providing adequate support
for English language studies for students on the proposed course.
11
Name of Proposer
APPENDIX 6
THE BUSINESS CASE
The Business Case assesses the financial risk of Collaborative Provision (CP) and seeks to ascertain
that the income and expenditure are in line with the University’s requirements.
For partnerships with UK Further Education Colleges operating under the standard Memoranda of
Cooperation for Directly and Indirectly funded provision, no Business Case is required.
For all other collaborative provision, in the UK and overseas, a Business Case should be prepared
with assistance from your Financial Services Business Partner.
For Cyprus campus, new developments which require investment in additional staff/resources should
provide a draft business case.
Please note that course developments cannot proceed to the approval event until the Business Case
has been accepted by the Dean/Head of School.
Business Case Template
An Excel spreadsheet template for the Business Case is available on Financial Services website:
https://intranet.uclan.ac.uk/ou/financial-services/Pages/Finance-Forms.aspx and is called “Overseas
Business Plan Template”. Please contact your Financial Services Business Partner who will assist
with completing this.
The Business Case should project the UCLan income and expenditure for a 5-6 year period. It should
exclude any student years spent on-campus as the viability of these years will be assessed
separately in the same way as other on-campus provision during the budget process. In general,
overseas collaborative provision must not be financed from public resources intended for teaching
and research. This is strongly emphasised in the HEFCE Financial Memorandum to the University
which lays down the conditions of the University’s continued receipt of HEFCE funding.
It is a normally accepted risk that low numbers in the first year(s) of a course together with start-up
costs may produce deficits which will be offset by surpluses once a course reaches maturity.
Business Cases will be reviewed by Financial Services and submitted to the Collaborative Subcommittee together with any Due Diligence report.
Due Diligence
Due Diligence will be undertaken on all prospective new partnership arrangements including any new
arrangements with existing partners which result in significant increases to student numbers.
A Bribery Act Assessment will be carried out by Financial Services and the Dean/Head of School
must ensure that appropriate action is taken in line with the University’s Anti-Corruption and Bribery
Policy.
In order to carry out a Due Diligence and financial risk assessment the following information should be
supplied at the earliest opportunity within the New Partner Profile:




The most recent last three years’ financial statements. This is especially important if the
partner is not a public (state funded) organisation, i.e. if they are a private company.
Details of the bankers including references if available
Draft of Financial Annexe to Memorandum of Co-operation. Full details of the financial
arrangements should be stated.
Confirmation of the legal status of the partner and their address details.
APPENDIX 7
CRITERIA FOR APPROVAL OF FRANCHISE OF LEVELS 4 - 8 TO A PARTNER INSTITUTION
Guidance on evidence relating to the particular level of the part of the course to be undertaken in the
partner institution
The nature of some of the evidence required will depend on the level of the part of the course which is to be
offered in the partner institution. The following grid gives guidelines of what is required at different levels:
Levels 4/5
Level 6
There is evidence of
successful delivery of
levels 4/5 in the relevant
School at the partner
institution.
Level 7
There is evidence of
successful delivery of level 6 in
the relevant School at the
partner institution.
Level 8
Have current experience of
delivery of level 8 in the relevant
School at the partner institution.
Teaching staff are
qualified to the
equivalent of UK
Honours Degree
Level
A significant proportion of
teaching staff involved with
the delivery of the course at
the partner institution are
qualified at the equivalent
of UK postgraduate level.
A high proportion of teaching
staff involved with the delivery
of the course at the partner
institution are qualified at the
equivalent of UK postgraduate
level.
Staff involved with the delivery of
the research degree programme
at the partner institution are
qualified at the equivalent of UK
doctoral level.
Note: where appropriate,
relevant commercial,
industrial experience may
be considered in addition to
academic qualifications.
Note: where appropriate,
relevant commercial, industrial
experience may be considered
in addition to academic
qualifications
Staff will be expected to
undertake higher degrees
or be engaged in research
activity or the development
of knowledge within a
relevant discipline.
A significant proportion of staff
is research active, evidenced
by publications, books,
exhibitions etc.
A significant proportion of staff is
research active, evidenced by
publications, books, exhibitions
etc.
There is evidence of
involvement of staff in the
supervision of
undergraduate
projects/dissertations
(where relevant).
Where supervision is required,
there is evidence of recent
involvement of partner
institution staff in supervision
of postgraduate
projects/dissertations or as
supervisors of research
students (this may be at the
partner institution or at with a
previous employer).
There is evidence of recent
involvement of partner institution
staff in supervision of research
students (this may be at the
partner institution or at with a
previous employer).
There is evidence of the
existence of a research culture
within the School such as a
research seminar programme
and support for staff attending
research conferences.
There is evidence of the
existence of a strong research
culture within the School such as
a research seminar programme
and support for staff attending
research conferences.
Appropriate access to library
and relevant specialist facilities
exist including a wide range of
books and relevant research
journals.
Appropriate access to library and
relevant specialist facilities exist
including a wide range of books
and relevant research journals.
Opportunities exist
(or will exist) for
staff development
relevant to
teaching, learning
and assessment at
these levels.
Appropriate library
facilities exist,
especially a
relevant book stock.
Appropriate access to
library and relevant
specialist facilities exist
including a relevant book
and periodical stock,
particularly for
project/dissertation work.
(Note: this may include
access to e-resources)
(Note: this may include access
to e-resources)
Note: where appropriate,
relevant commercial, industrial
experience may be considered in
addition to academic
qualifications
(Note: this may include access to
e-resources)
For experimental subjects, there
is adequate access to facilities
supporting level 8 work.
Version 3, approved by Academic Board 17 November 2004;
Amended: Academic Standards and Quality Assurance Committee 6 July 2005
Updated: Sept 2012
APPENDIX 8
Collaborative Provision
QUALITY MONITORING REPORT
This form should be used to record visits by all University of Central Lancashire staff visiting
collaborative provision in the UK and overseas institutions. It can also be used to record
collaborative meetings/visits by the Partner to UCLan during the year. Please complete and
upload this report within 3 weeks of the end of the visit to be saved to the school annual monitoring
area on sharepoint. The form should then be added to during the rest of the academic year. This
visit report will contribute to the annual monitoring report.
Name (UCLan staff
member):
School:
Institution being
visited:
Title of Course (s):
Date of visit (s):
(include all visits
including meetings at
Uclan)
Please refer to the following guides when completing this form:
Collaborative Provision- Policies & Procedures
Appendix 1: Collaborative Provision Quality Assurance – Key Functions
Appendix 13: Checklist
http://www.uclan.ac.uk/information/services/sss/quality/cp_policy_procedures.php
Section 1: Teaching & Assessment
1.1
Were you able to review resources available to students for learning at the institution?
Yes ☐
1.2
No ☐
Did you undertake any of the following activities during the visit:
Teaching
Yes
☐
No
☐
n/a
☐
Induction activities
Yes
☐
No
☐
n/a
☐
Admissions
Yes
☐
No
☐
n/a
☐
Assessment Verification
Yes
☐
No
☐
n/a
☐
Assessment Moderation
Yes
☐
No
☐
n/a
☐
Assessment Board
Yes
☐
No
☐
n/a
☐
Student meeting
Yes
☐
No
☐
n/a
☐
APPENDIX 8
Examination (postgrad research)
Yes
☐
No
☐
n/a
☐
Staff development activities
Yes
☐
No
☐
n/a
☐
Section 2: Management of the link
2.1
Did you feel confident that the staffing at the collaborating partner are sufficient to support
the ongoing relationship with the University (course leader and module tutors defined)?
Yes ☐
2.2
No ☐
Is the administrative link between the collaborating institution and the University clearly
defined?
Yes ☐
2.3
No ☐
Is a programme of visits/schedule of agreed operational/assessment deadlines in place for
the current academic year?
Yes ☐
2.4
No ☐
Was there evidence that admissions to the course(s) were appropriately managed
(considering academic background, apel and English language proficiency)?
Yes ☐
2.5
No ☐
Were any changes to the course discussed (minor changes required)?
Yes ☐
No ☐
Section 3: Promotion & Recruitment Information
3.1
Did students have access to information about progression opportunities at the University
of Central Lancashire? (where relevant)
Yes ☐
No ☐
Section 4: Student Information
4.1
Did you review course information provided to students and was the information clear and
accurate (student handbook)?
Yes ☐
4.2
No ☐
Did you undertake any of the following activities during the visit:
Review student feedback (MEQ’s)
Yes
☐
No
☐
Attend student meetings
Yes
☐
No
☐
Review Student Performance Data Yes
☐
No
☐
Undertake Appeals
☐
No
☐
Yes
APPENDIX 8
Section 5: Staff Development & Resources
5.1
Was there evidence that the collaborative institution monitored and took on the
responsibility of developing its staff delivering the course?
Yes ☐
5.2
No ☐
Did you undertake any of the following activities during the visit:
Presentation to teaching staff
Yes
☐
No
☐
n/a
☐
Review of new staff CV’s
Yes
☐
No
☐
n/a
☐
Peer review of teaching
Yes
☐
No
☐
n/a
☐
Review of Library Facilities
Yes
☐
No
☐
n/a
☐
Review of IT provision
Yes
☐
No
☐
n/a
☐
Review of e-Learning Resources
Yes
☐
No
☐
n/a
☐
APPENDIX 8
Record of activities undertaken, staff and students met during visit and issues discussed (please
note actions in action plan)
Good Practice
APPENDIX 8
Actions Agreed
Issue
Activity
Person
responsible and
timescale
Update
(as actions are completed)
APPENDIX 9
TERMINATION OR EXPIRY OF PARTNERSHIP – NOTES TO BE USED FOR COMPLETION OF ACTION
PLAN
The following notes are for assistance when completing an Action Plan on termination of partnership. The
Partnership Development Team/International Office (as appropriate, for UK or overseas collaborations) will
work closely with Schools in drawing up the Action Plan and will hold definitive copies.
1.
Nature of collaboration
Name of partner institution
in full
UCLan School(s) linked with partner
Self explanatory
UCLan course(s) run by partner and number of
students on each year of course
List in full UCLan courses run by partner and
nature of collaborative link (eg 2+1), with number
of students on each year of course
2.
Where UCLan is terminating the arrangement
Formal letter sent to partner
All formal letter terminating a partnership must be
signed by a member of Directorate
If yes, date sent and name of signatory
Self explanatory
3.
Where partner is terminating the arrangement
Formal letter received from partner
If the partner terminating the partnership they must
do so formally in writing
If yes, date received
Self explanatory
Response sent?
A formal response from UCLan must be signed by
a member of the Directorate (copied to Partnership
Development Team/International Office
If yes, date sent and name of signatory
Self explanatory
4.
Termination issues to be addressed
Provision to be made for students (eg run out
transfer). If students are to transfer, see section 5
below)
Have the possibilities been discussed with the
partner and do all parties agree? Consider any
intercalating students, arrangements for referrals
Notification to students required? (eg if
opportunities for transfer)
Direct communication with affected students
should be discussed with the Head of Academic
Quality and Awards. If the course is closing then
there may be no need for them to be informed of
the closure, but the possibility of there needing to
be alternative arrangements for (eg) referred work
or intercalating students should be considered. In
these cases the students must be advised. If
students are transferring then UCLan would
normally write to the students to advise them.
UCLan will liaise with the over any communication
sent to students
Expected final date of all students completing
A date should be given to indicate when the last
students will complete the course and when the
last assessment board is expected to take place
Arrangements for referred/deferred students?
Arrangements for completion of referred and
deferred work, if it isn’t going to be dealt with in the
normal way
APPENDIX 9
External Examiner appointments
ie do these cover the end of the course?
(Particularly important if the course does not run on
campus at UCLan or uses a different external
examiner from the on campus course). It may be
necessary to extend a contract to cover the run-out
Regulatory body implications?
If any PSRBs accredit the course then they should
be advised of the termination.
For overseas courses: International Office to notify
relevant British Council office; any other regulatory
bodies to be notified, eg Ministry of Education in
relevant country?
PBS administrator to be notified re visa
sponsorship implications
Formal Agreement
If the formal agreement is due to expire before the
students complete then an interim contract may be
required to cover the run-out period – including
financial arrangements
Course approval issues?
ie will the course remain in course approval for the
run-out period
5.
If students are transferring
Transfer institution and course?
If the partner institution is entering into a new
partnership with another institution and existing
students have agreed to transfer then details of
institution and course must be given here
Mapping of curriculum completed and by whom?
The new institution should have mapped the
relevant UCLan curriculum onto their own to
confirm that the students are able to progress
Student agreement to transfer?
Have existing students agreed to the transfer?
Evidence of this?
Arrangements for transfer of student data
Student records will need to be passed on to the
new institution. Consider data protection issues if
any visa sponsorship issues then the PSB
administrator must be notified
Agreement signed with transfer institution? Date
and signatory
Self explanatory
6.
Additional information and comments
Plan drawn up by
Date plan drawn up
Copy of completed plan passed to AQA
For entry on CP log, and for notification as
appropriate to CS-C/ASQAC
APPENDIX 10
GUIDELINES ON THE DEVELOPMENT OF ARTICULATION AGREEMENTS
1.
DEFINITION OF ARTICULATION. Articulation is defined as a transfer agreement whereby a specific
course delivered in a specific institution elsewhere has been mapped against and is recognised as
giving advanced standing onto a named course at the University of Central Lancashire.
2.
PURPOSE OF GUIDELINES
3.
(i)
Alignment with the UK Quality Code for Higher Education, Chapter B10: Managing higher
education provision with others
(ii)
Assurance of standards at the point of admission
(iii)
Consistency of approach with partner institutions.
STAGES IN DEVELOPMENT AND APPROVAL OF ARTICULATION AGREEMENTS
STEP
1.
Development
of proposal
PROCESS
OUTCOME
Academic liaison,
usually backed up by
visit(s) and review of
relevant documentation
(see template for the
range of issues that the
School may need to
cover).
Summary report, demonstrating:
(i)
(ii)
credibility of the institution as
an academic partner
level of achievement of
students at the point of
progression
2.
Initial Due
Diligence
School to undertake
some initial due
diligence around status
and standing of
organisation, legal
status and collaboration
with other HEIs.
School to take advice from
International Office/Partnership
Development Team and/or Financial
Services as appropriate and feed in
initial due diligence as part of
consideration of the proposal by
School Executive Team.
3.
Endorsement
at a School
Level
Consideration by Head
of School/School
Executive Team
(including sign off for
plan for ongoing visits
and support)
Acceptance/Rejection of articulation
proposal by Head of School/SET
Written proposal for Collaboration
sub-committee submitted by School
according to template.
4.
Institutional
Approval
Consideration by CS-C
Endorsement (or not).
Signing of Articulation Agreement
5.
Renewal
International
Office/Partnership
Development Team to
monitor expiry dates;
School to review
agreement and update
mapping
Proposal for renewal of approval to
CS-C. Signing of new Agreement
APPENDIX 10
TEMPLATE FOR PROPOSAL FOR AN ARTICULATION AGREEMENT
1.1
Legal status and credibility of proposed partner institution
Include full name and address of proposed partner and information undertaken as part of
initial due diligence as well as the consideration of this by the Head of School/School
Executive Team. Give legal status and details of how quality is assured in the partner
institution, including details of any external examining and/or inspections. Indicate if there
are any other, existing, UCLan collaborative arrangements or collaborations with other UK
HEIs.
1.2
Rationale for proposed articulation
1.3
Title of UCLan award
This should specify the exact title of the UCLan award and any pathways as well as the year
of entry.
1.4
Nature of articulation
This should describe the course of study undertaken in the partner institution and the point
of entry to the UCLan course, specifying the number of credits to be gained through
articulation. [Note: The University’s APL maxima will apply.]
1.5
Admissions
This should specify the qualifications of students at the point of entry to the partner’s
programme. These would be expected to be equivalent to those students entering a similar
award at the same level at UCLan (details of equivalences maybe obtained from the
admissions section at UCLan).
You must include academic achievement required at the point of entry (e.g. minimum
marks/grades/cumulative GPA) together with an IELTS score for overseas proposals.
(The University’s minimum English Language entry requirements are set out in the
Academic Regulations).
1.6
Match of subject teaching
The presenting School should confirm that there is a match between the course at the
partner institution and UCLan at the point of entry and that there has been a scrutiny of
syllabus content. Schools should indicate that a mapping exercise has been undertaken
between both institutions to ensure that students may be granted entry with Advanced
Standing. The output standard of the feeder programme – i.e. that the learning
outcomes/objectives are commensurate with the level of entry at UCLan – must be
evidenced. As a minimum this should be evidenced through the syllabus and a sample of a
range of student assignment briefs and/or examination papers as well as marked student
work (if available). If these are not available then ‘model answers’ or details of successful
progression to comparable courses at comparable HEIs might be considered. Where the
articulating course is a well-recognised award, such as an Edexcel HND, evidence such as
confirmation of appropriate QA processes – see 1.1 above – and/or a report from the
External Verifier for the award would be acceptable.
The proposing School should confirm that the External Examiner for the ‘receiving’
course has been consulted on the mapping process, and has given his/her support
for the articulation.
APPENDIX 10
1.7
Liaison and support for transition
The School should demonstrate that there is an agreed plan for regular on-going effective
liaison between the course team at UCLan and the course team at the partner institution.
Normally, there should be a minimum of 1 academic visit within the period of the agreement
supported by skype, email and other forms of communication as appropriate. Annual liaison
should take place to maintain confidence in the mapping and the School should also monitor
other indicators such as the academic achievement of any progressing students. The
School should also provide evidence of how students will be given support for their
transition to Uclan.
The proposing School should confirm that the International Office or Advancement, as
appropriate, has been informed of the proposal in order that agreements are prepared.
Notes: the formal Agreement will cover University requirements regarding approval of all
marketing and promotional material and the onus on both sides to ensure that the mapping
of curriculum is maintained through the communication/negotiation of curriculum changes by
either institution
APPENDIX 11
GUIDELINES ON CREDIT RECOGNITION
1.
General Principles
1.1
Credit Recognition is the process by which academic credit and level are attributed by UCLan
to a course which is designed, delivered and assessed by an external organisation but does
not lead to an award of the University. The Credit Recognition process is designed primarily
to support and enhance external courses, work-based learning, training and development
activities offered by external organisations. There are other formal collaborative
arrangements available with the University such as articulation of awards, validation of
external courses that then lead to a University award, franchising of University awards (or part
of an award) or jointly developing a course with a partner organisation. The approval
processes for these collaborative arrangements are outlined separately in the Academic
Quality Assurance Manual.
In addition to the formal Credit Recognition of external courses, the University will consider
applications from individuals seeking credit against prior learning (certificated or uncertificated) where the level, content and outcomes of that learning is deemed appropriate to
the course on which the student is registered. This is a separate process which is outlined
within the University’s Academic Regulations under Section E5 entitled Accreditation of Prior
Learning.
1.2
The Credit Recognition process involves University judgement of the students’ learning
experience undertaken within the external course. This will include a mapping of the course
against the University’s credit and level framework to determine equivalence against the
University’s levels of study. The University’s judgement will take into account the Framework
for Higher Education Qualifications (FHEQ) and national Subject Benchmark Statements as
well as the principles set out in UK Quality Code for Higher Education Chapter B10:
Collaborative provision.
1.3
Credit Recognition may be general or specific. General credit refers to the academic level at
which the external course is assessed. Specific credit is applied where there is a direct match
between the content and learning outcomes of the external course and existing provision
offered by the University. The credit rating of a course must be equivalent to at least 10
credits at Level 4.
1.4
External courses which have been awarded credit recognition by the University do not lead to
awards of the University. Students on such courses are therefore not University students and
have no right of access to University resources or services, unless this is specified as part of
individual agreements.
1.5
The relevant University School will issue a certificate that provides a statement of
achievement to those students who successfully complete a course which has received
UCLan credit recognition, and who claim their credit equivalence. The certificate will be
issued in accordance with the University’s template for non-awards of the University which is
available from the Examination and Awards Office.
1.6
Students who have completed courses with credit recognition may, where appropriate, apply
to the University for entry with advanced standing to individual courses through the
University’s procedures for Accreditation of Prior Learning.
1.7
As part of the Credit Recognition process, the University will assure itself of the integrity of a
new partner’s legal and financial standing through the provision of a due diligence report. The
due diligence report will be considered by the Collaborative Sub-Committee.
1.8
Credit rating is normally a full cost activity for the University. Fees will be negotiated
individually by the School responsible for the arrangement and should adequately reflect any
student access to University resources or services. A business case for the proposal will be
drawn up at School level and approved by the Dean/Head of School, in consultation with the
Executive Director of Finance where appropriate.
APPENDIX 11
1.9
The University will also satisfy itself on the effectiveness and appropriateness of the external
organisation’s learning resources and procedures for maintaining the quality and standards of
the course. This will include the processes for quality assurance, admissions, assessment,
moderation, etc, to ensure effective delivery and learning support.
1.10
The specific terms of the University’s Credit Recognition of a course will be set out within the
Memorandum of Co-operation, drawn up by the University’s Knowledge Transfer Service and
signed by the Deputy Vice Chancellor responsible for academic quality and a senior
representative of the external organisation.
1.11
The above principles and the following procedure for the approval for credit rating of external
courses reflect the guidance provided to HEIs by the Higher Education Qualifications Council
Guidelines on the Quality Assurance of Credit-Based Learning (1995) and the more recent
guidance offered by the Quality Assurance Agency for Higher Education (QAA) Code of
Practice for the assurance of academic quality and standards in HE and the QAA Guidelines
on the Accreditation of Prior Learning (2004).
1.12
For the purposes of Credit Recognition, an Institutional Approval visit is not required.
2.
Process for approval of Credit Recognition
2.1
The process for consideration of the approval is as outlined below.
Proposal (see section 2.3 below)
and New Partner Profile
For consideration by
Collaborative Sub-Committee
CS-C decision is reported to
Academic Standards and Quality Assurance Committee
with confirmation that Business Case and draft Memorandum of
Co-operation have been drawn up
Credit Recognition Approval Visit
(draft Memorandum of Co-operation to be available)
Memorandum of Co-operation signed
2.2
The process requires the School to undertake “due diligence” for a new partner organisation,
in the form of a new partner profile (see appendix 6). The new partner profile should be
included within the outline proposal (as described in section 2.3 below).
2.3
The proposal should include:

The exact title and name of the course for credit recognition and organisation offering it.

A brief explanation of the course/programme structure and summary of the subject
content.

What need this learning/training satisfies and how it contributes to the overall aims and
objectives of the organisation.

The names of the University host School and the equivalent for the partner organisation.

A description of the relationship (to date) between the University and the proposed
partner organisation (eg visits which have taken place; any existing approved
collaborative arrangements or staff exchanges relevant to the proposal).
APPENDIX 11

A statement of the learning resources (staffing and physical) available to ensure the
effective delivery of the learning/training and any subsequent learning support. This
should include evidence that the partner organisation’s staff are qualified to an
appropriate level to deliver the course at the proposed level (see appendix 1 for
guidance).

A summary of the outcome of the due diligence in respect of a new partner organisation,
including legal status and reputation.
2.4
In addition, the School is responsible for drawing up a business case for the proposal,
seeking advice from the Executive Director of Finance where appropriate. The Knowledge
Transfer Service has responsibility for drawing up the Memorandum of Co-operation in liaison
with the relevant School and Partner organisation.
2.5
Upon approval of the proposal by the Collaborative Sub-Committee, a Credit Recognition
Panel will be established by the Academic Quality and Standards Unit (AQA). The Panel will
comprise a URP Chair or Vice Chair and one internal panel member. The Panel will be
supported by an external adviser drawn from an HEI and internal adviser from the relevant
School, both with knowledge of the subject area, and a reporting officer normally from AQA.
The Credit Recognition Panel will visit the external organisation to view the learning resources
and meet with representatives of the course to discuss the proposal.
2.6
The documentation setting out the proposed credit rating must be of sufficient detail to allow
the approval panel to make an appropriate judgement of the curriculum content and
standards in relation to UCLan credit and level. In addition, the Panel must be assured that
the quality assurance procedures in place are sufficient to maintain the on-going standards of
the programme. Appendix 7 provides guidance to the Panel in assessing the ability of a
partner institution to deliver external courses at an appropriate level. The documentation
should be submitted to AQA no later than three weeks prior to the date of the visit. The
documentation requirements for the Credit Recognition Panel are as follows:













Educational rationale for the proposal.
Context and background information, including outline proposal.
Staff CVs, including roles undertaken by staff of partner organisation and the UCLan
named contacts in terms of delivery and support for the course.
Staff Development opportunities to support the maintenance and future enhancement of
the course.
The number of employees eligible to undertake the learning/ training, their roles and the
rate at which they will undertake it.
A learning/training schedule that includes direct contact hours, independent study hours
and the overall workload that will be undertaken by the trainees.
Learning resources available at the partner organisation and details of any proposed
access to UCLan resources or services.
Comprehensive details of the partner organisation’s course, including what
learning/training must be undertaken, course aims/learning outcomes that are to be
achieved, the delivery/assessment methods and how these relate to the stated learning
outcomes and the requirements for achieving the named outcome or award.
An explicit mapping of course against UCLan’s modular framework in terms of level and
credit volume (whether general or specific), including any accredited learning against
named University awards and any progression routes identified to named University
awards.
The relationship of the learning/training (if any) to external influences, including
professional qualifications and/or external awards (such as NVQs).
Reference to Subject Benchmark Statements (where appropriate).
Any evidence of student achievement (including examples of assessed work and
completion data) where appropriate.
Information of the certification/documentation received by successful participants upon
completion of the course.
APPENDIX 11




Procedure for external examining of the standard of the award and arrangements for
attendance at the Boards by UCLan representatives.
Arrangements for ongoing quality assurance (including external/UCLan moderation and
the mechanisms for obtaining feedback from participants and UCLan oversight of this),
on-going monitoring and review procedures and mechanisms for continued liaison with
the University. This should include the proposed in-house schedule of quality review
and/or events.
Draft Memorandum of Co-operation.
Any supplementary information as required.
2.7
A formal report on the outcome of the visit will be produced and circulated to the Partner
Organisation, and relevant School. The report will provide a summary of the discussions and
confirm the Panel’s decision and whether any conditions upon the approval have been made
and the deadline for responding to such conditions. The outcome of the visit will be reported
formally by AQA to the CS-C and to the Knowledge Transfer Service.
2.8
The terms of agreement will be specified in the Memorandum of Co-operation and the
approval period will not exceed five years, after which the agreement will be reviewed.
3.
Annual Monitoring, Interim Review and Periodic Course Review
3.1
The quality assurance responsibilities of the University and the external organisation are set
out in the Memorandum of Co-operation, which include responsibility for changes to the
curriculum, teaching learning and assessment methodologies, staffing and resourcing,
appointment of external examiner in line with University’s criteria and on-going liaison with the
relevant UCLan School.
3.2
The Memorandum of Co-operation will also specify use of the University’s name and logo on
any advertising material which must receive approval by UCLan staff prior to publication as
part of UCLan’s annual monitoring process.
3.3
As part of the University’s annual monitoring process, an annual report should be provided
from the external organisation outlining the outcomes of monitoring and evaluation of the
course that has been undertaken during the previous year (including feedback from
participants and external examiner). The report should include any action identified and
progress made on previous issues identified. The University School should ensure that the
outcomes of the report are fed into the Dean/Head of School’s annual report, noting any
salient issues for the attention of the University.
3.4
An interim review of courses that have been awarded UClan credit recognition may be
undertaken
3.5
All courses awarded UCLan credit recognition will be reviewed after five years when the
agreement is due for renewal.
APPENDIX 12
Off campus delivery
There are a number of situations where UCLan credits can be gained through learning which takes place off-campus.
The ‘Collaborative Provision – Policy and Procedures’ document describes those arrangements which are fully
collaborative (franchise provision, articulation agreements and credit recognition). This appendix describes below
further potential off campus delivery arrangements, for which other quality assurance measures are in place as
appropriate.
Work based and placement learning: A planned period of learning outside the University, where the learning
outcomes are an intended part of the course. UCLan staff remain responsible overall but other staff in the location (eg
in a hospital, for health courses) may play a mentoring role, for which they are trained and supported by UCLan. The
course is approved through the University’s normal processes (See Course Developer’s Guide).
‘Flying Faculty’: A situation where UCLan staff deliver a UCLan award, or credits towards a UCLan award, at a
location not owned or controlled by the University, whether in the UK or overseas. The approval mechanism for the
mode of delivery (the course itself having been approved in the usual way), is a Course Resource Audit Form
(CRAF2) signed by the Dean/Head of School with a supporting visit report/evidence in relation to the facilities to
confirm that the resources are appropriate for delivery. The CRAF2 is sent also to the Collaborative Sub-Committee
for its information. The CS-C will normally note the delivery by Flying Faculty, however exceptionally CS-C may
require additional information from the School and/or agreement from the Deputy Vice Chancellor to be provided (for
example when CS-C considers that the proposed delivery site/organisation may pose a risk to the reputation of Uclan
and/or involves countries/organisations not strategically supported by Uclan). In addition the School should produce a
Business Plan for the flying faculty proposal which should be submitted to and approved by Resource Planning.
If the ‘flying faculty’ arrangement seeks to include any level of learning support from a third party or from locally
employed staff, whether employed by UCLan or the third party then the CS-C will consider whether any additional
level of approval is required. If the role of the local staff is, for example, to support students between UCLan teaching
visits or to co-teach during them, but not to teach independently or to assess, then the additional assurance is
normally a requirement for staff CVs to be approved by the Dean/Head of School. To be classified as ‘flying faculty’
all the modules must be led and assessed by UK-based UCLan staff. If the local staff are teaching independently or
assessing then the arrangement would be considered to be a franchise and would require the approvals set out in the
‘Collaborative Procedures – Policy and Procedures’ document
Distance learning: courses which can be undertaken without requiring attendance at classes but where all teaching,
support and assessment are provided by the University at a distance. These courses are approved through the
University’s normal processes (see Course Developer’s guide).
Consultancy/commercial activities: Teaching or other services offered by UCLan staff which do not lead to UCLan
credits or a UCLan award. These are deemed to be commercial activities and are not collaborative provision.
APPENDIX 13
There should be a primary academic point of contact for the Course Team based at a
partner Institution in relation to each particular collaborative programme.
The checklist below is intended to give an indication of activities which need to be
undertaken for each collaborative link. This checklist is intended to act as a guide for
schools and the partner and should be used with the Collaborative provision quality
assurance key function grid (Appendix 1 of the Collaborative Provision- Policies and
Procedures). Regular contact via phone and email as deemed as appropriate is of course
an on-going process.
Partner:
Course:
Activity
Should act as primary academic point of contact
Should ensure that the partner has an annual calendar of activities and
deadlines with regard to operational and assessment issues.
Should maintain regular communication and ensure that 2 visits are made
each year to the partner (3 visits in first year of operation) and that visit
reports are completed and circulated after each visit. (Visit reports should
also be sent annually to AQA with Annual Monitoring Report)
Should provide advice, guidance and support in preparing course
approval and review documentation where appropriate and in ensuring
that any changes to the approved programmes made by Uclan are rolled
out to the partner
Should have oversight of the admissions process, to ensure that students
are admitted with the required entry qualifications and the partner is
supported in relation to decisions about non standard qualifications;
Should ensure an agreed system is in place for the enrolment of students
(including library and blackboard access and induction);
Should agree with the partner organisation a system for approval of
coursework, draft examination papers, moderation of assessment,
sampling methods for examination scripts, coursework etc, submission of
marks to assessment boards and a process for liaison with external
examiner where appropriate;
Should ensure that systems are in place for gathering student feedback
(SSLP and Module level) and for the School to receive and to monitor the
response by the partner to issues raised;
Should provide support to the local course tutor in the preparation of the
annual monitoring report and any follow up actions emerging from the
process;
Should ensure that marketing materials from the partner are checked as
part of the annual monitoring process;
Should assist in identifying staff development needs in relation to the
delivery of the programme and, where appropriate, participate in staff
development activities organised,
Should ensure that the partner undertakes appropriate induction activities
with students and to participate in induction or progression activities as
deemed appropriate
Should ensure that CV’s of new members of staff are sent to the
Dean/Head of School for approval;
Should keep partner organisation up to date in relation to our regulations,
policies and procedures as affecting the collaborative programme;
Should share external examiner reports as appropriate with the partner
and ensure an appropriate response is made to any relevant comments
made in external examiner reports and provide support in relation to
Person (s) responsible
within School
APPENDIX 13
follow up actions;
Should ensure information made available to students is appropriate, up
to date and relevant, for example through review of student handbooks
and module information;
Should take appropriate action where there is concern that the
collaborative programme is not being delivered in accordance with
agreed processes and procedures;
APPENDIX 14
Statement on Dual and Joint Awards
Dual award describes an arrangement where a single programme of study leads to two awards of the
same level, one awarded by the university, the other by a partner institution represented by separate
certificates and transcripts, each referring to the other, and both awarded at the end of the full period
of study concerned.
The University will consider entering into a dual award, where it is seen to be mutually beneficial to
the university and its collaborative partner. In doing so the University will:
 require the collaborative partner to demonstrate that it has the legal capacity to make such
an award;
 ensure that responsibility for its award and its standards remains with the University;
 ensure that the academic standard and quality of its award meets normal University
requirements and is not compromised in any way by the arrangements entered into with the
partner;
 ensure that students are fully aware of what is required of them to achieve the University
award (separate from the requirements of the other awarding body, should those differ in any
way)
The university has a campus based in Cyprus operating as UCLan Cyprus. UCLan Cyprus is
successfully registered as one of the 8 Universities of the Republic of Cyprus and all of our
programmes of study are evaluated and recognised by the Ministry of Education & Culture in Cyprus
through the Evaluation Committee of Private Universities, (ECPU). UCLan Cyprus awards are
therefore classed as dual awards under of definition and lead to the award of the separate certificates
and transcripts.
Joint award describes an arrangement under which the university and one or more awarding
institutions together provide programmes leading to a single award made jointly by both, or all,
participants leading to a single certificate and transcript.
The University will consider entering into a joint award, where it is seen to be mutually beneficial to
the university and its collaborative partner. In doing so the University will
 require that all institutions concerned can demonstrate that they have the legal capacity to
grant awards jointly with other institutions;
 ensure that all institutions agree the regulatory framework that will apply (this framework
normally to be that of UCLan);
 ensure that the academic standard and quality of the joint award is not compromised by any
arrangements entered into with the partner(s);
 ensure that the University has full involvement in the Assessment Boards’ considerations and
decisions
 agree to appropriate arrangements for the issue of transcripts and certificates, and ensure
that, normally, appropriate reference is made to all partners on the certificates and transcripts;
 ensure that there is clarity with regard to the rights and responsibilities of students.