De Montfort University
Student Handbook Guidance
Contents
 Student Handbooks: guiding principles
 Programme Handbooks
 Module Handbooks
 Handbooks for collaborative provision
 Presentation/format of handbooks
 Footnotes
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Student Handbook Guidance
Student Handbooks: guiding principles
All DMU students can expect to be provided with a handbook that is usable, practical and
clear. Student handbooks are a key source of information for students. Each faculty is
responsible for the content and format of their handbooks and how the information is
presented is a matter for faculty staff to decide on to meet the needs of their students.
However, some standardisation of what is included in handbooks is necessary, in order to
satisfy requirements for validation1 and to guarantee a shared University minimum
standard of information provided for students.
The guiding principles are:
 To ensure consistency but not uniformity
 To provide signposting for support
 To provide a usable, practical, accurate and clear document
 To maintain a faculty/subject specific emphasis
 To provide links to University regulations (homepage is http://www.dmu.ac.uk/dmustudents/the-student-gateway/academic-support-office/student-regulations.aspx) but
not to reproduce within the handbook itself.
 To recognise that today’s students prefer to access (and search) the content of
handbooks electronically, and in ‘reference’ mode (i.e., on a need-to-know basis)
rather than reading the handbook sequentially from start to finish, and that much of
the content that was traditionally provided within handbooks is now available in
electronic form within the University’s webpages/e-documents.
Notwithstanding documentary requirements for validation, it should be noted that the following
headings are not intended to impose style or design; rather it should be seen as a guide to
what should be included as a minimum, leaving faculties to produce handbooks aimed at their
students’ specific needs, whilst ensuring that core information is included and is easy to locate.
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Programme Handbooks
The Programme handbook should be included as a key document within the associated
Blackboard Programme shell.
The following list provides the key headings/core information required within a programme
handbook2:

Welcome by the Pro-Vice Chancellor/Dean & introduction to the Faculty

Welcome by programme leader & introduction to the Programme

Table of contents
It is best practice to include page numbers in the table of contents so that students can
quickly reference the information that they need. In order to support ease of navigation
and the publication of online versions, use of bookmarks is also recommended.

List of principal abbreviations

Overview of the handbook
It is very helpful to the students if there is a section explaining what the purpose of the
handbook is, and what it covers.

Contact details of staff
Provide details of all the staff that students will need to be in contact with, including
professional services staff (where appropriate) and the Faculty’s Academic Practice
Officer(s) (who can provide guidance and support to students on Academic Offences,
their tariffs and associated processes). This should include room numbers, telephone
numbers and email addresses.

Communication and Blackboard VLE/MLE
The principal methods by which students communicate with key staff should be
explained, as well as other issues concerning communication, such as how to register a
change of address or an absence from the University due to illness.
Likewise, the principal methods by which relevant staff communicate with students should
also be articulated (the University has defined the default position to be communication
via Blackboard and would expect this position to be adopted by a programme unless
there are exceptional reasons why this is not the case)
The overall role of Blackboard VLE/MLE and how a student may access these facilities
may also be covered.

Programme specific information
This should include information that is specified within the course template3 (in particular,
the outcomes for each qualification need to be clearly stated, and the teaching and
learning strategies need to be articulated and include reference to how e-learning is
utilised on the programme.)
The programme should clearly explain the different routes possible through the
programme of study, where a programme operates either different pathways and/or in
different modes of study.
Students must have access to full module templates4 for all modules. This may be
achieved by providing full module templates as part of the programme handbook (NB:
this information may be best presented as an appendix). Alternatively, module outlines,
covering aspects such as module aims and characteristics, learning outcomes,
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assessment description and weightings, reading lists and/or module leader, may be
provided if the full module template forms part of a module handbook (see section on
module handbooks below), where there is a reference link to an external studentaccessible source containing the full module templates within the programme handbook,
and/or if there is an extensive range of optional modules – e.g., where a range of different
pathways exist. In some cases, module handbooks have been completely incorporated
within the programme handbook; a practice that has been commended by some
validation panels, although this can result in a very lengthy document.
Any Professional, Statutory and Regulatory Body (PSRB) and work–based learning
requirements should also be included and, where appropriate, any programme-specific
regulations.

Student Advice Centre and other student support including disability/learning
difference, local faculty resources, and signposting to student academic support
services
The Departments of Library and Learning Services (LLS) and of Student and Academic
Services (SaAS) have extremely useful information on their websites which can be
referred to within programme handbooks. The Library homepage can be found at:
http://www.library.dmu.ac.uk/Home/Welcome/index.php?page=1#anchor. SaAS’s page to
the Student Gateway (student-facing one-stop shop for various student services including
counselling, disability, careers and finance) can be found at: http://www.dmu.ac.uk/dmustudents/the-student-gateway/student-and-academic-services.aspx. This also contains a
reference to the Academic Support Office, which helps students with regard to appeals
and complaints (see below for more details on these aspects).
This section should also be used to guide students towards Faculty Student Advice
Centres, as well as other resources based locally within the Faculty and/or
School/Department e.g. IT suites, labs, common rooms, etc.

Student assessment and anonymous marking practices
A provisional assessment submission schedule (this could refer to University week
numbers or specific time periods (e.g., beginning, middle or end) within a particular
term/semester) may be provided. Best practice would be to include an indication of the
type of assessment and the weighting of that assessment component for the associated
module. The schedule may also include details of the formative assessment that does not
accrue marks.
The overall process for submission of assessments, including the use of Turnitin for
electronic submissions, should be explained.
The Programme’s adoption of the University’s anonymous coursework marking policy
and how it implements this may be enunciated. Reference may also be made to the
University’s mark descriptors (specified with the appropriate University regulations) and
their implementation within Programme assessment marking.

Management of the programme, including programme boards and the role of the
external examiner
The purpose and composition of both programme assessment and management boards
should be delineated (this may be achieved via specific reference to the appropriate
University regulations). Individual roles (e.g., programme leader, module leader) and
groups of roles (e.g., the programme management team) associated with management of
the programme may also be explained, making use of specific references to University
information sources as relevant.
The name of each external examiner, and his/her position and place of work, must be
clearly stated. A note, such as that provided in the footnote5, should accompany this
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information. A statement as to where the most recent external examiner report can be
found for the Programme should be provided (typically this is made available via the
Programme shell on Blackboard VLE). It is good practice to also include an overview of
the external examiner role in relation to the Programme.

Student feedback processes
This should include information about Staff Student Consultative Committees (SSCCs),
module/programme level feedback (interim and final) and NSS/CLF/PTES (as
appropriate) as formal methods of obtaining student feedback on programmes/modules.
De Montfort Students’ Union (DSU) also has a student feedback form, which is available
at: https://www.demontfortstudents.com/getinvolved/reps/forms/yourissues/; this should
be outlined and signposted from within programme handbooks as another possible
avenue for student feedback.
This should also cover the methods by which students obtain feedback on their
coursework/progress, how this feedback may be presented and how students should use
this. The latest time by which student feedback on coursework is expected to be available
should also be stated, and be in accordance with current DMU Assessment Policy.

Student representation systems, school and programme representatives, and DSU
support
This should include an overview of the student representative system, incorporating:
o the ideal minimum numbers (all reps register so there can be more than the
minimum) and makeup (part time, full time, levels of study, etc.) of representatives
needed for a programme,
o the nomination process, and
o the training that will be provided.
Information may be given on the role of DSU in this regard, which can be referenced at
https://www.demontfortstudents.com/getinvolved/reps/.
 University regulations
Include a link to the full University regulations available from the Academic Support Office
- http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/student-regulations.aspx. Explicit reference to processes for calculating overall
Programme awards should also be included. Many handbooks commended at validation
also cover the processes for:
 how to seek a deferral/extension for a piece of assessed work, and the
circumstances under which one may be granted.
 what constitutes failed work and what the arrangements are for resubmission.
- with reference to the relevant University regulations being made where appropriate.
The types of academic offences that can be committed, and how Turnitin helps to identify
such practices, may also be explained (many handbooks provide a brief explanation of
the key academic offences, and then make reference to the more detailed information
found with the relevant University regulations).
Student complaints and appeals processes may also be outlined, with reference to the
relevant web addresses (currently http://www.dmu.ac.uk/dmu-students/the-studentgateway/academic-support-office/academic-appeals.aspx for academic appeals - a more
user-friendly version to that found within Chapter 8 of the General University regulations and http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/student-complaints/student-complaints-procedure.aspx for student complaints).
Reference may also be made to the support offered by DSU in this regard (web reference
is https://www.demontfortstudents.com/support/
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
Personal Tutoring (PT)
The ‘Statement of Personal Tutor and Student commitments’ with regard to Personal
Tutoring (PT), as referenced from the appropriate DMU website address (e.g.,
http://www.dmu.ac.uk/study/undergraduate-study/student-support/academicsupport/personal-tutor-scheme.aspx for undergraduate students), should be included in
its entirety within the handbook. This should be followed by information clearly explaining
the interpretation and implementation of PT/Personal Development Planning (PDP) within
the context of the Programme/Faculty (which should include a schedule of planned
PT/PDP meetings, together with an outline of the PDP topics to be covered). Any relevant
remaining information on the DMU website regarding PT can be referenced as
appropriate.

Student charter
As a minimum, the student charter should be signposted within the Programme handbook
(found at http://www.dmu.ac.uk/studentcharter). However, the Student Charter could be
included verbatim within programme handbooks: indeed, this has been acknowledged to be
good practice.

•
What to do if? Frequently asked questions
It has been often identified as good practice for programme handbooks to provide a list of
frequently occurring and/or important questions, with answers to help students during
their studies. Some aspects that may be covered include:
o What happens if the student is ill or absent from the University.
o How students can inform the University of any changes to their personal details
such as term time address.
o What students need to do if they lose their student ID card or have forgot their
single sign on login and/or password.
o What students should do if they need advice regarding personal issues or on
academic progress.
o What students should do when they are thinking of leaving the Programme or
interrupting their studies.
A referencing guide
Information on how a student is expected to reference work correctly may be provided,
including links to relevant library guides (found at
http://libguides.library.dmu.ac.uk/referencing).
Module Handbooks
The Module handbook should be included as a key document within the associated
Blackboard Module shell.
Whilst the presentation and/or structure of how information is conveyed may vary between
modules (although there may be Faculty/School/Department/Programme-specific guidelines
to ensure some consistency in approach), the total content of a module handbook should
cover:
• A welcome to the module by the module leader
• Introduction to the module
• Table of contents
• Contact details of all module teaching staff
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• Module-specific information
For example, this should include information with regards to learning outcomes, assignments
and their use (or not) of anonymous coursework marking (including the rationale behind any
opt outs), assignment submission dates and times, module calendar, marking system
breakdowns (and how these breakdowns each link with the University’s generic marking
descriptors), the week during which students are expected to receive the marks for each
assessed component, and, where relevant, specific work-based learning information. Some
of this may be provided as part of a module template. The full module template may form
part of the module handbook if it has not already been provided, or referenced from, within
the relevant programme handbook.

Information on Academic Offences and the Academic Practice Officer
Reference should at least be made to the information on academic offences found within the
relevant University regulations. The contact details of the Faculty’s Academic Practice
Officer(s) should also be stated.
• A guide to the module’s use of the Blackboard VLE and Turnitin.
This section should include a guide to what kind of information will be available on the VLE
as well as why it is used. Modules should conform to the minimum standards of VLE use, as
stated within the Enhancing Learning through Technology (ELT) programme development
tool found at http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academicquality/programme-approval-and-management/prog-dev-validation-forms-templates/progapprov-manage-forms-homepage.aspx. This tool also states a minimum use of Turnitin.
However, DMU assessment policy requires that written coursework at all levels should be
checked for originality using Turnitin (or other appropriate software) where this is appropriate
to the learning outcomes and assessment design. This includes both dissertations and major
projects.
• Module specific references including key texts and library information
• Any further information that is considered particularly relevant to the module.
• Overview of student feedback received from previous years, including how any
problems have been resolved.
Handbooks for collaborative provision
For collaborative provision at partner institutions or where provision is delivered through
distance learning or as joint degrees, etc., the handbooks should follow the guidance above
but adapted to account for these differences.
Collaborative handbooks make a clear reference to the fact that students are studying for a
DMU award and thus are subject to DMU regulations; this should be supplemented with a
web link to the appropriate Regulations. The collaborative handbook might also refer to
customised materials produced by the University for collaborative students. The following
text is suggested:
As a student enrolled on a De Montfort University validated programme, [partner] will apply
the University’s General Regulations and Procedures Affecting Students, as these
regulations apply to all De Montfort University students, regardless of their location of study.
[Partner] has a copy of the Regulations but you can also find them at:
http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-support-office/studentregulations.aspx
This programme/module handbook has been produced to provide students with specific
programme/module information and guidance. More general advice about the range of
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support and resources students can access from the University are available via the DMU @
Your Local College section of the DMU website (http://www.dmu.ac.uk/dmustudents/student-resources/local-college-learners/local-college-learners.aspx) including a
range of study support materials and progression information.
Some additional aspects that handbooks of programmes that are delivered at collaborative
partner institutions should cover include:
-
the student support and facilities available at the local site.
specific details about the local infrastructure/facilities and map.
any procedural matters with respect to local resources e.g., how to book local
classrooms/labs and any policies regarding their correct use, how to use local IT help
desk support services, how to use the local library and library loan system, and how
to observe local health & safety procedures.
It is also recommended that a separate section on DMU Library and Learning Services is
included (see separate guidance on this).
The process of producing collaborative programme/module handbooks is undertaken by the
partner but endorsed/monitored by the Faculty. Often this collaborative handbook is a
modified version of the Faculty information, especially where the programme is also run inhouse. It is therefore important that there is systematic liaison between the faculty Link Tutor
and the appropriate contact at the collaborative partner institution to ensure information,
including reading lists, is current. This should be undertaken as part of the annual calendar
of collaborative monitoring activities.
Presentation/format of handbooks
It is recommended that to enhance accessibility for all students, including those with learning
differences, handbooks are written using 12 point sans serif font and, if hardcopy, printed on
pastel coloured paper. To be fully inclusive, a 14 point font size version may also be offered,
if the handbook is provided in hardcopy: however, downloadable electronic handbooks
should serve to provide such customisation to suit individual requirements. Use of diagrams
or pictures to draw attention to certain topics and key points and/or to aid explanation of
important structures/processes (e.g., taught programme structure over the programme
duration) may also serve to break up text and make handbooks more visually engaging.
Professionally presented handbooks are consistent in heading style and presentation, within
the same level (e.g., at the level of section, subsection, sub-subsection, etc..). They make
good use of space lines and spacing, and many make consistent use of icons to represent
types of information or information sources, such as telephone numbers and electronic
sources of further information. They are concise and clear, and explain aspects to the
students in a style that is accessible to them: effective programme handbooks are often
written in second-person narrative and reflect the effort input into making the handbook as
easy to read/use as possible. Terms/phrases to be abbreviated are written in full on their first
use within the narrative, followed by the abbreviation provided in brackets: the abbreviation is
then solely used thereafter. Indexing, cross-referencing and links to appropriate web content
and other e-documents, are expected to maximise accessibility of relevant information to
students. With regard to e-handbooks, the use of bookmarks is also recommended to
support ease of navigation.
Footnotes
1
The student handbook is considered to be a key source of information at validation and, taken together with the
validation document, forms the basis on which the validation panel reaches a judgement about the nature and
quality of the programme/student experience.
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Many handbooks also include a ‘caveat’ statement somewhere towards the beginning of the handbook that
indicates that the content therein is potentially subject to change, and that nothing in the handbook overrides or
supercedes the University’s official policies and regulations.
2
3
Blank course template proforma is available from the DAQ website at http://www.dmu.ac.uk/aboutdmu/quality-management-and-policy/academic-quality/programme-approval-and-management/prog-devvalidation-forms-templates/prog-approv-manage-forms-planning.aspx
4
Blank module template proforma and associated guidance on producing module templates is available from the
DAQ website at http://www.dmu.ac.uk/about-dmu/quality-management-and-policy/academicquality/programme-approval-and-management/prog-dev-validation-forms-templates/prog-approv-manageforms-planning.aspx
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Note for students: The details provided relating to external examiners appointed to this module/programme
are for information only. You must not contact external examiner(s) directly, and particularly with respect to
your individual performance in assessments. If you wish to make a complaint or an appeal regarding your
assessment you should follow the University’s procedures for Academic Appeals, guidance on which is available
via the following link: http://www.dmu.ac.uk/dmu-students/the-student-gateway/academic-supportoffice/academic-appeals.aspx
End note
This guidance builds on, and updates, the previously available guidance. The development process
has been undertaken by the Head of Quality (Faculty of Technology) as follows. A range of student
handbooks from different faculties (including at least one from a collaborative partner), considered to
be examples of good practice, were first studied. Information garnered from these documents,
together with knowledge gained from experiences on validations panels, informed the first draft of the
revised guidance. This was disseminated to key members of academic staff across the University, and
to the DSU Vice-president Education and the Pro-Vice Chancellor Teaching & Learning. A
representative of the Faculty Disability Co-ordinators provided feedback. The second draft, developed
from the feedback attained from this consultation process, was then presented to the Heads of Quality
group meeting on the 18th June 2014. The draft was endorsed by the Group subject to minor
amendments (including input from Educational Partnerships (EP)). This guidance was approved at the
Quality Assurance and Enhancement Committee in July 2014 where it was agreed that as some
student handbooks had been completed for 2014/15 there would need to be a phased introduction of
the guidance. It was also agreed that the guidance would be regularly reviewed. Please send
feedback to ssolomon@dmu.ac.uk, Quality Officer, Department of Academic Quality.
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