3-1
Good practice in
entry, transition, progression and exit
should:
Provide flexible learning pathways including
options for negotiated curricula
• To what extent do curricula offer learners flexibility in learning pathways, learning
approaches and choice in topics of study and assessment approaches?
• To what extent do curricula offer greater customisation to learner needs through more
flexible pedagogic and assessment approaches eg curricula based around specific
values and processes?
• To what extent do curricula incorporate the academic, personal and professional
development of learners throughout a programme?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc022
Provide flexible learning pathways including
options for negotiated curricula
• Curricula are based around specific values and
processes rather than specific content and
activities, allowing learning to be customised to
suit learner and learner cohort needs.
• Highly modular curricula are designed which
can be flexibly recombined to suit the personal
needs and interests of learners ('pick and mix'
approach).
• Programmes provide choice about topics of
study, orientation (eg theoretical, practical,
vocational) and learning pathways to defined
learning outcomes.
• PDP (Personalised Development Planning) is
a key element of programmes for each
learner.
• Approaches such as inquiry-based learning,
coaching and reflective practice form core
elements of negotiated curricula design.
• Cross-institutional frameworks are adopted
(eg repurposing modules from other faculties,
departments, courses) to maximise use of
modules of learning.
• E-Portfolios are used by learners, tutors and
mentors to support academic, professional and
personal development.
• Assessment criteria and methods are negotiable
with flexibility in completion routes.
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-2
Good practice in
entry, transition, progression and exit
should:
Provide flexible learning pathways including options
for negotiated curricula - additional considerations
relating to work-based learning contexts
• To what extent do curricula offer flexibility and choice for both learners and employers in
terms of customising curricula for work-based learning?
• To what degree can WBL (work-based learning) programmes be efficiently and costeffectively customised to suit different employer/needs?
• To what extent do curricula align with employer/learner contexts and needs?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc023
Provide flexible learning pathways including options for negotiated curricula
- additional considerations relating to work-based learning contexts
• There is a flexible accreditation framework for
design of WBL courses which allows rapid and
flexible curriculum design and customisation of
existing work-based learning modules.
• Assessment of learning outcomes is negotiated
in terms of type, format, timing and deadlines
and involves employers in both design and
delivery of assessments.
• Generic frameworks are adopted which can
include eg (a) pre-validated core modules
to develop work-related generic skills (b)
pre-validated template or 'shell' modules
emphasising experiential learning and (c)
modules for developing job-related skills.
• Contingencies are in place to account for
interruptions to learner progress eg for learners
who cease employment or the employer
becomes bankrupt.
• Curricula are designed to be relevant to
employer contexts and aligned with learner’s
work and project-related activities.
• Learning contracts are developed, agreed and
signed between learner(s), institution, employer
and other educational providers - which set out •
needs, objectives, learning outcomes,
modes of assessment, obligations,
responsibilities for all parties.
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-3
Good practice in
entry, transition, progression and exit
should:
Provide flexibility in programme
timing and progression
• To what extent do curricula offer learners flexibility in start/end dates, sequence and
pace of learning?
• To what extent do curricula offer greater choice in locations for face-to-face teaching
and/or virtual options?
• To what extent do curricula offer learners onward progression opportunities?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc024
Provide flexibility in programme timing and progression
• Programmes allow for flexible start dates, though •
the degree of flexibility is optimised to balance
with the pedagogical approach, delivery
model and institutional processes and
•
systems.
Programmes provide flexibility in timings
of undertaking and submitting
assessments.
Programmes allow flexibility in the sequence
of delivery eg sequence of modules.
• Programmes provide flexible options in terms
• Programmes provide flexible onward
of length of course, pace of learning (eg
progression opportunities.
accelerated, decelerated, fast-track degrees) and
roll-on/roll-off enrolment.
•
• Programmes allow for flexible exit points, to
enable learners to leave before fully
completing a programme (eg circumstances
change) but with some credits.
• Programmes provide options such as day/block
release, teaching at remote locations, residential
study (that may include weekend delivery)
as alternatives to campus-based face-to-face
sessions.
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-4
Good practice in
entry, transition, progression and exit
should:
Provide flexible learning pathways through
RPL (Recognition of Prior Learning),
articulation and credit transfer
• To what extent do curricula offer learners the flexibility to accredit and/or previous
formal/ informal/non-formal learning?
• To what extent do curricula offer flexibility for FE learners to articulate into HE study
with advanced standing?
• To what extent do programme teams collaborate with FE providers and other stakeholders
to facilitate easy and cost-effective entry and progression for HE study?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc025
Provide flexible learning pathways through RPL
(Recognition of Prior Learning), articulation and credit transfer
• New frameworks include opportunities for
RPL within an agreed proportion of the overall
credits.
• Costing of RPL is set at an appropriate level to
make it attractive to learners and there is a clear
policy on how much of a programme (and partmodules) can be via RPL.
• There are articulation pathways for progression
from pre-HE programmes into HE programmes
(ie some units in colleges can be RPL’d to HE
modules).
• Institutional RPL policies and processes
enable credit transfer to be used to underpin
progression and these link to assessment policy.
• HEIs and colleges have progression/entry
criteria/RPL agreements and collaborate on
curriculum design to support learner transition
from vocationally oriented study to study for
mixed vocational/academic work-based degrees.
• HEIs and colleges ensure common approaches
to recruitment where progression routes and
life-long learning potential are fully explained
to candidates.
• There are tools (eg e-portfolios) for learners to
collate and manage evidence for RPL.
•
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-5
Good practice in
entry, transition, progression and exit
should:
Provide pre-entry information and guidance
• To what extent does pre-entry information and guidance help potential learners gain an
accurate understanding about flexible curricula and the requirements for HE study - and thus
make informed choices?
• To what extent does pre-entry information and guidance help learners to
experience/visualise what flexible HE study could like for them and its realities?
• To what degree does technology support flexible learner access to pre-entry
information, guidance and enrolment?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc026
Provide pre-entry information and guidance
• Programme information is comprehensive and
• Progression routes from relevant lower level
qualifications (or equivalents) are clearly
maintains its currency and relevancy to target
expressed, together with advice on any potential
markets (including nationally and internationally)
bridging courses that may be necessary and
and takes account of and provides for students
potential for life-long learning.
studying part time, at a distance or on split sites.
• Advice is provided in relation to opportunities to
• Promotional literature and materials set out the
engage with employers eg through placements,
programme content, structure, flexible start dates,
consultancy, year in industry, internships.
flexible programme delivery methods, learning
and teaching approaches, expectations and
• Totally online programme registration
anticipated study commitments from applicants.
ensuring fast access to institutional VLE and
e-documentation is provided, allowing learners
• Details of subject knowledge and competencies
to make online payments, including on a perthat are necessary for success at degree level are
module basis.
provided, including explaining what studying a
particular subject at university entails and how
• Learners have access to online systems,
the approach to learning differs from school,
guidance, tools & resources to inform decisioncolleges and different international contexts.
making eg VLE, study skills, learning contracts,
RPL (recognising prior learning) documents
and PDPs (personal development plans).
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-6
Good practice in
entry, transition, progression and exit
should:
Provide pre-entry support
• To what extent are potential learners supported in making choices about addressing their
needs and identifying flexible study options, through access to a range of stakeholders including
tutors, administrators and past learners.
• To what degree have potential learners access to tools and resources to help them assess
their academic, personal and professional skills and address any skills deficits?
• How can pre-entry support help programme teams to drive high retention rates?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc027
Provide pre-entry support
• Learners have access to the institutional VLE
prior to arrival and tools are available to enable
applicants to assess their academic, personal
and professional skills, address skills deficits and
prepare for embarking on study at degree level.
• Support, liaison and advice are provided to
schools, colleges and area learning networks.
• Support and advice to potential learners is
provided through social media and student
sites eg The Student Room, UCAS forums,
LinkedIn, Twitter, including the potential to setup institutional social media sites.
• Applicants have opportunities to discuss and
agree development needs and additional
learning support needs.
• Applicants have access to past learners to
determine if a programme is relevant to
their development needs.
• Applicants have opportunities to engage with
programme teams prior to application to start
negotiations on individualised development
plans that recognise and accredit prior learning
and qualifications and offer exemptions and
accelerated routes through course structures.
• Mechanisms for gaining feedback on the
usefulness of pre-entry information, resources
and support are provided.
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-7
Good practice in
entry, transition, progression and exit
should:
Provide integrated flexible induction
• To what extent is programme induction personalised in terms of timing, access and
alignment with personalised curricula?
• To what extent does programme induction focus on preparing learners for the
demands, learning models and assessment practices of flexible HE study?
• To what extent is technology used to help learners prepare for HE study?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc028
Provide integrated flexible induction
• Tailored programme induction that can be
delivered and accessed flexibly throughout
the year in accordance with individual start
dates is provided and, where relevant, is
based on learner agreements and personal
development plans.
• The process of personal tutoring starts at
induction as well as potential learner mentoring
to provide peer support.
• Learners are helped to develop accurate
expectations and understanding about the
demands of higher education, as well as the
importance of peer collaboration, employability
skills, digital literacies and how to benefit from
personal, academic and professional tutoring.
• Access to online services (eg VLE, e-tools,
learning resources, e-portfolios) is provided to
learners before they arrive.
• Learners have access to skills audit/self-review
diagnostics tools to support the process of
reflecting on their academic, professional and
personal skills, strengths and weaknesses.
• Induction is not a one-off event but starts prearrival and continues through the first year and
aims to integrate academic, social, technology
and employer-related aspects.
• Opportunities for students to do group activities
and use these same groups for projects
throughout the semester are provided.
• Full use of digital media (eg social networking) is
made to support induction activities, particularly
for distance learners.
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-8
Good practice in
entry, transition, progression and exit
should:
Provide effective support for learner
progression and retention
• To what extent do learners have access to flexible support mechanisms in order to
maximise the benefits of their study, address any learner problems and facilitate their
progression?
• To what extent do learners and staff have access to data and reports on learner engagement
and progress with flexible curricula (at module and programme levels)?
• To what extent do learners have access to flexible support mechanisms to help them
progress into employment?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc029
Provide effective support for learner
progression and retention
• Personal tutoring is provided to all learners
focusing on their academic, personal and
professional development throughout the
programme.
• Peer collaboration mechanisms are built into
learning activities such as peer support, peer
mentoring and peer assessment, feedback and
marking.
• Student engagement with learning/study
activities and online resources is monitored in
order to provide data and warning alerts on
potential problems.
• Mechanisms for support from alumni and access
to previous cohort’s work are integrated into
programme learning activities and support.
• There is effective signposting and mechanisms in
place to enable learners to enter into dialogue
with tutors, career departments and employers
about progression and career choices.
• Awards and support for extra-curricular activities
that require learners to use their academic,
personal and professional skills are in place,
including potential accreditation for such work.
• Digital media (eg social media) are used to
• Learners have access to timely reports about
support learner progression and retention.
their engagement and performance for
individual modules and throughout the
•
programme, around which they can self-regulate
and engage with their personal tutors to plan
actions and support activities.
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home
3-9
Good practice in
entry, transition, progression and exit
should:
Develop graduate attributes and employability
skills to prepare learners for working
and learning in employment
• To what extent are graduate attributes and employability skills embedded into
programmes?
• To what extent do learners have opportunities to put into practice their graduate
attributes and employability skills in authentic contexts relevant to their learning needs?
• To what extent do programme teams engage with employers to identify graduate
attributes and employability skills?
QAA Enhancement Theme: Flexible Curricula
http://tiny.cc/qaafc030
Develop graduate attributes and employability skills to prepare
learners for working and learning in employment
• Employability and graduate attributes are
made defined and made explicit through
validation processes and module/programme
learning outcomes.
• Employability is fostered through
experiential learning which emphasises
exploration, learning by doing and reflection
in authentic learning contexts.
• Curricula provide opportunities for learners to
put into practice and apply graduate attributes
and employability skills in different contexts
such as scholarship, learning and employer
contexts, which are assessed formatively and
potentially summatively.
• Employability skills and graduate attributes are
developed and supported on an on-going
basis and are a key feature of learner personal
and professional development planning
activities.
• Competences from employers and
professional bodies are mapped to modules
and learning outcomes (at module and
programme levels).
• Curricula include work experience for
learners that is pedagogically supported eg
through reflection.
• Learners have opportunities to develop their
graduate attributes and employability skills
through acting as partners, co-creators,
co-researchers and change agents in
educational innovation.
• Digital media are used to underpin authentic and
professional work-based learning activities.
•
QAA Enhancement Theme: Flexible Curricula
Based on the Viewpoints model: http://wiki.ulster.ac.uk/display/VPR/Home