“By creating we think, by living we learn” Patrick Geddes
Templates for documentation required for the approval process can be downloaded from the links immediately below. Guidenotes on each stage of the process including the content of each table, is provided in the sections that follow:
Plans for new modules should comply with the University Policy on Modules and Semesters. Those for jointly taught provision should comply with the University Policy on the Quality Assurance for Joint Degrees and Jointly Taught Programmes and Modules
The aim of the new Programme Market Research Request Form is to give as much information as possible about the proposed programme to allow the Management Information Team in Admissions & Student Recruitment to undertake market research on the potential demand and existing competition for the proposed programme. These are separate forms for undergraduate and taught postgraduate programmes. The results of this market research will feed into the New Programme rationale (see Programme Approval).
The following table provides a template for the New Programme Rationale with headings for the document in the left hand column, and guidance on content in the right hand column. The latter includes relevant contacts within Student and Academic Support Services. Short, simple responses such as 'None' or 'Not applicable' may be appropriate for certain elements, marked *, otherwise all elements should be completed.
University of Dundee: Programme Development: New Programme Market Research Request Form
| Section heading | Information to be provided |
|---|---|
| Proposed programme title keywords | Proposed programme title and/or main keywords |
| Mode of Delivery | For example, Full Time/Part Time/Distance Learning |
| Length of Programme | For example, 1 year, 2 years, 3 years, 4 years, 5 years |
| Programme Designation | Choose from list of Approved designations for example, BA, BAcc, MSc, etc |
| Honours Level (Undergraduate only) | Choose from Honours degree/Non-Honours degree/ both |
| Registration level (Nursing & Midwifery only) | Choose from Pre-Registration/ Post-Registration |
| School/Unit responsible for the programme | For example, School of Humanities/ Careers Service etc, |
| College responsible for the programme | For example, College of Arts & Social Sciences |
| Proposed date for first student intake | For example, September 2011 |
| Expected possible intakes | For example, September and/or January |
| Target student numbers in Year 1 | For example, 6 Home, 4 Overseas |
| Target student numbers in subsequent years | For example, 10 Home, 10 Overseas |
| Target Market(s) | Who is the programme aimed at? Choose from list of options covering geography and academic level/background |
| Proposed Programme Outline | A detailed description of the proposed programme content which includes the following information
|
| Career prospects for graduates | What might the employment prospects be for graduates of this programme? Does the programme lead into any specific industry, etc? |
| Details of any known competitor programmes | If you aware of any similar competitor programmes running in the UK or overseas institutions, please provide the name of the institution and programme. |
| Contact for further information | Please provide a contact for the proposed programme in case further information is required |
| Authorisation | This market research form should be authorised by the relevant School or College Secretary before submitting it to the Management Information Team in Admissions & Student Recruitment. Where the market research incurs a cost (eg that done through UCAS) the Management Information Team will provide a quotation prior to proceeding with the research. |
New Programme Rationale
The aim of the New Programme Rationale is to explain and justify the academic and business case for introducing the proposed new programme and to include a plan which sets out how and when the detailed development and preparation for commencement of the programme will occur. It should be written and read with reference to the following related documents:
These three documents should be considered together by the School Board when arriving at a decision whether or not to approve the proposal. The Board may make recommendations or suggestions in relation to the proposal. The finalised documents will inform activities carried out by Admissions and Student Recruitment and Registry.
The New Programme Rationale should be concise. It may include references to other documents, for example, additional papers prepared at school level, and/or appendices, such as a business plan prepared in collaboration with Admissions and Student Recruitment. For new Masters degrees, reference should be made to the QAA Guidance booklet 'Master's degree characteristics'.
The following table provides a template for the New Programme Rationale with headings for the document in the left hand column, and guidance on content in the right hand column. The latter includes relevant contacts within Student and Academic Support Services. Short, simple responses such as 'None' or 'Not applicable' may be appropriate for certain elements, marked *, otherwise all elements should be completed.
University of Dundee: Programme Approval: New Programme Rationale
| Section heading | Information to be provided |
|---|---|
| The programme |
|
| Proposed date for first student intake | For example, 'Semester 1, Session 2008-09' |
| Responsibilities and contacts |
|
| *External organisations associated with the programme | Any external organisations associated with the programme, with a description of their role(s), for example, a professional statutory body (PSB) accrediting the programme; or joint provision involving another university providing modules in a collaborative arrangement Contact for advice: Director of Quality Assurance |
| Description of the Programme | This should complement the Programme Specification and should cover:
|
| Reason(s) for introduction of the programme, and planned benefits to the University | This should summarise the academic and business rationale for introducing the programme and should refer to the 'business plan' for the development, which may be attached as an appendix (Amongst other areas, the Business Plan should include: target student market; target student intake for the first five years of operation; evidence of students demand for the programme; and any specific induction or support that will be required eg for cohorts of overseas students or students entering at Level 2). |
| Reference points for academic standards and quality | List of key benchmarks used in the design of the programme, together with an explanation how the programme aims and intended learning outcomes relate to these - for example, in an appendix which maps programme aims and outcomes onto the reference points. Examples of reference points are: SCQF, QAA Subject Benchmark Statements, PSB statements, HE Academy information, guidance produced by subject, professional or employer organisations Contact for advice: Director of Quality Assurance |
| Approach to learning, teaching and assessment, including any distinctive features | The educational philosophy underpinning the programme - that is, the broad approach to learning, teaching and assessment that is planned. Any distinctive features should be highlighted |
| *Open and distance learning | If the programme will be provided entirely, or predominantly, off-campus, discuss the approach and systems for managing this. Include comments on the experience of the staff group in managing open or distance learning (and cross-reference to comments on staff development needs below, if relevant) Contacts for advice: Convener of Distance Learning Forum; Learning Centre |
| Employability and benefits for graduates | Outline how the programme will benefit graduates and the ways in which the programme will promote employability of graduates, e.g. via PDP activities Contact for advice: Careers Service |
| Staff and staff development |
|
| *Library resources | Outline the nature of library resources required, and the budget allocation for these. Contact for advice: relevant Subject Liaison Librarian. |
| *VLE and IT resources |
|
| Teaching accommodation | Outline the broad nature of teaching accommodation required Contact for advice: Room Bookings and Central Timetabling |
| *Placements | If the programme will involve student placements outside the University, discuss the nature of these, and explain how they will be managed (see: Policy on Student Placements) |
| *Other resources, including any specialist equipment or facilities | Outline any other resources required, e.g. laboratory or technical faculties, and how they will be provided |
| Accessibility for disabled students | Outline how the programme and planned support for students anticipates the likely needs of disabled students. This should normally refer to an appended report from a 'Teachability' audit of the programme. Note: the University's Disability Services will coordinate and support internal audits of accessibility for disabled students using the Scottish 'Teachability' resources http://www.teachability.strath.ac.uk/ Contacts for advice: relevant Disability Support Officer; Disability Services |
| *Income and student fees | Outline the income streams associated with the programme including the basis of fees to be charged and proposed scholarships to be offered. Contacts for advice: relevant College Secretary; Admissions and Student Recruitment; Registry |
| Opportunities and risks | Consider any significant opportunities, risks or threats related to the start-up and development of this programme, and how they could be managed. For example, is the programme dependent on one key member of staff, and what would happen if she/he left? Contact for advice: Director of Quality Assurance |
| Programme development plan | Details of how and when the detailed development and preparation for commencement of the programme would be completed, presented in a way that provides evidence to the School College boards of effective planning and management:
|
The purpose of the Programme Specification is to provide a concise description of key points of academic standards and quality assurance for the programme. This definitive statement is a primary document for approval and award purposes. The format detailed below complies with European Diploma Supplement (EDS) requirements and as such will be included with the full transcript to be provided to successful students. It must be approved by School Board and College Board, and any future changes must also be approved and reported to Admissions & Students Recruitment and the Registry (see Changes to Taught Provision).
Inevitably the requirement to be concise will mean that some descriptions will be condensed, for example, regarding intended learning outcomes and structure of the programme. The end section 'Further information' can be used to provide URLs for more detailed information.
Information should be provided under all the headings in the left-hand column of the following template, following the advice given in the right hand column (Note: The Registry may require this information to be entered onto an online proforma following approval of the programme).
University of Dundee: EDS Compliant Programme Specification
| Heading | Details | |
|---|---|---|
| Information identifying the qualification | ||
| EDS Heading | Information required | Example |
| Name of Final Qualification and Title Conferred | Final award Degree designation and name of award. | Master of Arts |
| Main Fields of Study | Main field(s) of study for the qualification Name of subject Short, simple description of the subject area of the programme |
History Note: this may be provisonal at the tiem of approval and should be confirmed following verification by the Registry. |
| Awarding Institution | Default=University of Dundee. If the programme leads to a joint award with another university or universities: Joint award of University of Dundee and University of X (or Universities of X, Y, Z) | University of Dundee |
| Administering and Teaching Institution | Default=University of Dundee. If other organisations involved in teaching, e.g. providing modules: University of Dundee and University of X | - |
| Language of Instruction / examination | Default = English | English |
| Information on the level of the qualification | ||
| Level of Qualification | UG, PG + cert, dip etc + SHE and SCQF Levels | Undergraduate SHE level H, SCQF level 10 |
| Normal Duration of Programme | Normal duration of study for the full programme. Include notes regarding any part-time options. | 4 years full time, 6 years part time |
| Total Credit Requirement of Final Award | Expressed in terms of 'total student effort' so translation into both SCQF/ECTS credits | SCQF 480 credits (including minimum of 120 SCQF credits at Level 10) ECTS 240 credits |
| Admissions Requirements | Concise statement of indicative entry requirements including English Language requirements | Level 1 entry SQA Higher BBBB; GCE A-Level BCC; ILC Higher BBBB; IB diploma 30 points incl 5,5,5 at Higher level Level 2 entry SQA Advanced higher BB + BB at Higher; GCE A-Level ABB; IB diploma 34 points with 6,6,5 at HL IELTS 6.0 (Note: minimum of 5.5 in any one 'skill') |
| Information on the contents and results obtained | ||
| Aims of Programme | Concise statement of broad aims of the full programme, considering the final award. More detailed information can be linked via 'Further information' (see below) | |
| Intended Learning Outcomes of the Programme | Concise statement of broad intended learning outcomes of the full programme, considering the final award. More detailed information can be linked via 'Further information' (see below) | |
| Structure of Programme | Concise statement of the structure of the programme. More detailed information can be linked via 'Further information' (see below). | |
| Information on the function of the qualification | ||
| Access to Further Study | This section is completed by Registry- leave blank | |
| Professional, Statutory or Regulatory Body Accreditation | If programme is, or may lead to accreditation by a PSB, provide general details, and note contact or link for further information. The dates that are applicable to the accreditation should be supplied | Programme designed to meet the accreditation requirements of [Name of PSB] 2006-10. See 'Further information' for current accreditation status. |
| Additional Information | Further information relevant to assessing the qualification | See http://www.dundee.ac.uk and http://psb.co.uk |
| Date of Approval | Date on which this version of Programme Specification was approved by Senate | February 2006 |
| Applicability of Programme Specification | Cohorts of students to which this Programme Specification applies | Students first matriculating from session 2006-07 |
| Further Information | Indicate a link or contact for further information. Normally this should include a URL that is relatively 'fixed' e.g. college or school home page | |
The purpose of the Schedule is to list details of modules associated with the programme, the units or organisations responsible.
The following template should be completed, with content as described in the list immediately below
University of Dundee: Programme Approval: Schedule of Modules
| Schedule of modules | ||||
|---|---|---|---|---|
| Programme: | ||||
| SHE / SCQF Level: | ||||
| Compulsory modules: | ||||
| Code and title | Level | Credits | Existing or New |
School or organisation |
| Optional modules (as approved by Adviser of Studies) | ||||
| Code and title | Level | Credits | Existing or New |
School or organisation |
| Comments: | ||||
SHE/ SCQF Level: insert credit definition of final award in standard format (for example, for an undergraduate honours programme: SHE Level H (SCQF Level 10), total 480 SCQF credits (= 240 ECTS credits), including minimum of 120 SCQF credits at Level H) and if intermediate exit awards are available, describe each in similar way to final award. For further details, see http://www.scqf.org.uk/
Compulsory modules: include details of all 'core' modules that all students must normally take
Optional modules: include details of optional modules that may be taken alongside compulsory modules.
Code: for existing modules, insert Registry code. For new modules, leave blank.
Title: existing modules, insert Registry title. For new modules, insert preferred title.
Level: insert one of the following, in format shown: SHE 1 (SCQF 7) or SHE 2 (SCQF 8) or SHE 3 (SCQF 9) or SHE H (SCQF 10) or SHE M (SCQF 11)
Credits: insert no. of SCQF credits (for example, 60) see the University Policy on Modules and Semesters and the Guidance Note on Credit Rating and Modularisation
Existing or New: confirm whether the module already has a Registry code ('Existing') or requires one ('New')
School or organisation: Name of school or other organisation responsible for the module. An 'other organisation' might be another university e.g. in a collaborative programme.
Comments: Add any general comments regarding modules. For example, if the proposed programme will involve modules from outwith the school considering approval of the programme, this section should summarise the agreements with the other units or organisation regarding availability of their modules for this programme.
The purpose of the Student Recruitment Summary is to detail the required information to enable Admissions & Student recruitment to create a programme webpage on:
Programmes can be promoted on the University's own website 'Subject to Academic Approval' and details of potential applicants can be gathered during the approval process. Once the programme has been approved by School and College Boards and Senate, profiles and listings on external promotional sites (such as UCAS, UKPASS and Prospects) can be made 'live' and applications can be received - see 5. Launch and review of programme for details.
| Section heading | Information to be provided |
|---|---|
| Subject area | For example, 'Accountancy' similar to that used in the Undergraduate prospectus |
| Degrees available | Please list all single and joint degrees available including the designation of each |
| Professional Accreditation | Give details of any professional accreditation |
| Academic School | For example, ' School of Accounting & Finance' |
| How to apply | Choose from UCAS/paper application form |
| Useful links | This can include URLs to:
|
| Why study at Dundee? | A paragraph or two to explain what is unique about this degree at Dundee and what its particular strengths are. |
| Employability | Outline how the programme will benefit graduates and the ways in which the programme will promote the employability of graduates. Where relevant, give examples of possible employment routes. Once established, add information about where graduates have progressed to. |
| Teaching and Assessment | Give details of how the programme will be taught (eg approximate number of contact hours each week, lectures, practicals, seminars, etc) and what forms of assessment will be used. |
| Special features | What makes this programme stand out from the rest? |
| Programme content (table) | For each level, give the module names available, specifying what is core and optional. See current online course pages for examples of layout. |
| Entry requirements | Include any exceptions to the standard IELTS 6.0 and details of additional information to be submitted with the application. Explain any interview arrangements here. |
| Your application | Give details under the following two headings to help potential applicants identify whether this programme is for them:
|
| Advanced Entry | Let us know if advanced entry is possible for this programme or not |
| Contact details | Person who can be contacted by ASRS for further information if required. ASRS will enter the relevant Admissions Information Assistant's details here. |
| Where possible please also include |
|
| Section heading | Information to be provided |
|---|---|
| Programme title | For example, 'Accounting & Finance (MSc) |
| Degrees available |
|
| Professional Accreditation | Give details of any professional accreditation |
| Academic School | For example, ' School of Accounting & Finance' |
| How to apply | Choose from UKPASS/paper application form/other eg GTTR |
| Tuition fees | Give approved tuition fee rates for Home (UK/EU) and Overseas |
| Useful links | This can include URLs to:
|
| Overview | A paragraph or two to explain the title, why study the programme at Dundee, the context in which the programme is studied and a summary of the employment prospects. |
| Aims of the programme | For example, 'This degree programme is designed to provide you with an understanding of the operation of modern business organisations, the role of financial institutions and the capital markets in the global economy. You will be encouraged to think critically about the ways in which modern business organisations interact with the financial markets and you will develop an understanding of the knowledge creation process'. An additional aim for our overseas students is to provide them with educational and cultural experiences which are unique to the UK. |
| Career Prospects | Outline how the programme will benefit graduates and the ways in which the programme will promote employability of graduates. Where relevant, give examples of possible employment routes. Once established, add information about where graduates have progressed to. |
| Programme content | By semester, showing core and optional modules, explain the role of the project/dissertation. |
| Methods of teaching and /or assessment | For example, 'A variety of teaching methods will be used including small group teaching, supervised study, tutorial sessions, seminars, presentations, invited speakers and discussion groups, lectures, practical classes and demonstrations. One-on-one supervision of a literature review, a mini-project and a dissertation by a single tutor is designed to promote continuity in the learning experiences provided. Learning methods will include oral and written presentations, peer assessments of oral presentations, problem-solving assignments and feedback and interactive computer assignments. |
| Entry requirements | Class of undergraduate degree to be held. Include any exceptions to the standard IELTS 6.0 and details of additional information to be submitted with the application. Explain any interview arrangements here. |
| Sources of funding | Give details of any scholarships which are available, external support, etc |
| Contact details | Person who can be contacted by potential students who have queries. ASRS will also include PG Admissions details here. |
| Where possible please also include |
|
The purpose of the Approved New Programme - Admissions and Registry Requirements form is to detail the required information to enable Admissions & Student Recruitment and Registry to create the admissions process, and to setup the programme in both internal (SITS, COGNOS, etc) and external systems (UCAS, GTTR, UKPASS, SLC, SAAS, etc). Applications can only be processed and offers made to applicants once this has been done.
The following table provides a template for the Approved New Programme - Admissions and the Registry Requirements form with headings for the document in the left hand column and guidance on content in the right had column. See also the Admissions Framework Considerations document for further information. Please ensure that the programme information provided on this form is the same as that which was formally approved by College Board and Senate.
University of Dundee: Approved New Programme - Admissions and Registry Requirements
| Section Heading | Information required |
|---|---|
| Full approved programme title | eg Bachelor of Midwifery or MSc Photoelectronics |
| Level of study title | eg CPD (UG) or postgraduate |
| Mode of delivery | of programme (not of students) eg work-based or full-time |
| Degree designation | eg BM or MSc (use ROA - record of attendance, where no award is relevant) |
| SCQF exit level | eg SCQF level 9 or SCQF level 11, etc |
| Graduating level | eg graduating or non-graduating |
| Honours level | eg Honours or non-Honours (UG only) |
| Registration level | eg Post-registration (Nursing only) |
| School/Unit responsible for programme | eg School of Nursing & Midwifery |
| College (or other) responsible for programme | eg College of Medicine, Dentistry & Nursing |
| Lead School and College | where relevant |
| Approval status |
|
| Subject to approval | If not approved, provide expected approval dates |
| Suggest abbreviated name | eg IMD, IPD, APCP (useful for reports, etc), if relevant |
| Default entry level | eg UG Level 3 |
| Default Entry degree (PG only) | eg Masters |
| Expected first admissions cycle | eg 2011/2 entry |
| Exact start date for first cycle (DD/MM/YYYY) | eg 5th September 2011 |
| Exact finish date, if relevant, for first cycle | eg 4th September 2013 (2 year programme) |
| Number of intakes per academic year and when | eg 2 intakes September for first year and September and January intakes from 2nd year onwards |
| Home/EU fees for first intake | eg £3150 for year 1 - fees approved by School and College Boards |
| Overseas fees for first intake | eg £11500 for year 1 - fees approved by School and College Boards |
| Will students be eligible for standard University scholarships and which? | eg University Overseas Scholarship or Carnegie award |
| Will students be eligible for School/College Course specific scholarships or bursaries and which | eg new School of Nursing & Midwifery named scholarship called the 'Florence Nightingdale Midwifery' bursary: value - £2000 each year details to follow |
| Which admissions area will handle admissions for this course? | eg Nursing & Midwifery Post Registration Admissions Office |
| Entry requirements |
|
| Will admissions be done through a standard national admission system? | eg no - direct applications only at present |
| Course Code(s) (only if known)? | eg No |
| Is this programme likely to come under the ATAS Scheme? | eg No |
| Which application form is to be used by Direct applicants (non-UCAS/GTTR/UKPASS) only? | eg
|
| If non-UCAS application forms are used, to whom should the applicant return the application form? | eg Standard Post-registration for to be returned to existing contact: Mrs Amanda Fielding, Admissions Assistant, School of Nursing & Midwifery, 11 Airlie Place, University of Dundee, Dundee DD! 4HN Telephone 01382 38888, email a.fielding@dundee.ac.uk |
| Who will handle enquiries for this programme? | eg
|
| Admissions tutor/Selector details? | eg
|
| Interviews? |
|
| Other selection tools? | eg None - must be interview |
| Who will handle inviting applicants to interview or to complete section exercises? | eg
|
| Distribution of Application forms? | eg 1st signatory first |
| Targets? |
|
| Funding? | eg NHS Scotland |
| Are applicants to this programme eligible for SAAS funding? | eg No |
| Reporting/Course Group? | eg add existing reporting group for Post-registration Nursing |
| Collaborative Programme (with other HEIs)? | eg no |
| Programme with a 'year in industry' or 'work experience/placements'? |
|
| Confirmation from School or College Secretary? | eg signed by School or College Secretary |
The aim of the New Module Rationale is to explain and justify the case for introducing a proposed new module. A single rationale document may refer to several related proposed new modules, for example, in the case of a new programme. In such cases, text within each section should make clear whether comments relate to all the modules, or to specific modules.
The New Module Rationale is intended to be written and read with reference to the following other documents:
These three documents should be considered together by the School Board when arriving at a decision whether or not to approve the proposal. The Board may make recommendations or suggestions in relation to the proposal.
The New Module Rationale should be concise. It may include references to other documents e.g. papers prepared at school level.
The table below provides a template for the document, with headings in the left-hand column and guidance on content in the right hand column. The latter includes relevant contacts within Student and Academic Support Services. Short, simple responses such as 'None' or 'Not applicable' may be appropriate for certain elements marked *, otherwise all elements should be completed.
University of Dundee: New Module Rationale
| Section heading | Information to be provided |
|---|---|
| The module(s) |
|
| Responsibilities and contacts |
|
| *External organisations associated with the module | Any external organisations associated with the module(s), with a description of their role(s) – for example, joint provision involving another university providing modules in a collaborative arrangement. Contact for advice: Director of Quality Assurance |
| Reason(s) for introduction of the module(s) | In each case, insert one of the following entries, followed by any comments regarding reasons or benefits:
|
| When is/are the module(s) planned to start? | For example 'Semester 1 Session 2006-07' |
| Number of students | Indicate the target student intake for the module(s) and the upper limit on number of students, if relevant |
| Module Leader | Indicate who is the module leader/co-ordinator |
| Teaching Split | Indicate School or Schools responsible for teaching the module in percentage terms ie 50% to School X and 50% to School Y |
| Replacement module | Is this a replacement module? If so, please indicate which module(s) this replaces. |
| Core/Optional module | Is this a core or optional module? If so please indicate which degree programme this is relevant for eg Year 1 MA English |
| Reference points for academic standards | List of key benchmarks used in the design of the module(s), together with an explanation how each module's aims and intended learning outcomes relate to these - for example, in an appendix which maps programme aims and outcomes onto the reference points. Examples of reference points are: SCQF, QAA Subject Benchmark Statements, PSB statements, HE Academy information, guidance produced by subject, professional or employer organisations Contact for advice: Director of Quality Assurance |
| Approach to learning, teaching and assessment, including any distinctive features | Describe the approach to learning, teaching and assessment that is planned. Include comments on:
|
| *Open and distance learning | If the module(s) will be provided entirely, or predominantly, off-campus, discuss the approach and systems for managing this. Include comments on the experience of the staff group in managing open or distance learning (and cross-reference to comments on staff development needs below, if relevant) Contacts for advice: Convener of Distance Learning Forum; Learning Centre |
| Staff and staff development | For the module, or modules as a group:
|
| Library resources | Outline the resources required (in format required by Library and Learning Centre). Contact for advice: relevant Subject Liaison Librarian. |
| *VLE and IT resources |
|
| Teaching accommodation | Outline the broad nature of teaching accommodation required. Contact for advice: Room bookings. |
| *Placements | If the module will involve student placements outside the University, discuss the nature of these, and how they will be managed (see: Policy on Student Placements) |
| *Other resources, including any specialist equipment or facilities | Outline any other resources required, e.g. laboratory or technical faculties, and how they will be provided. |
| Accessibility for disabled students | [Standard Text: "All staff are committed to providing access to a full teaching and learning programme for disabled students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices "]
This should normally refer to an appended report from a 'Teachability' audit of the module. Note: the University's Disability Services will coordinate and support internal audits of accessibility for disabled students using the Scottish 'Teachability' resources http://www.teachability.strath.ac.uk/. Contacts for advice: relevant Disability Support Officer; Disability Services. |
| Income and student fees (stand-alone modules only) | Outline the income streams associated with the module including the basis of fees to be charged and proposed scholarships to be offered. Contacts for advice: relevant college secretary; Admissions and Student Recruitment, Registry |
| Opportunities and risks | Consider any significant opportunities, risks or threats related to the start-up and development of this module, and how they could be managed. Example: is the module dependent on one key member of staff, what would happen if she/he left? Contact for advice: Director of Quality Assurance |
The purpose of the Module Specification is to provide a concise description of key points of academic standards and quality assurance for the module. This definitive statement must be approved by School Board and College Board, and any future changes must also be approved and reported to Registry (see Changes to Taught Provision).
The Module Specification should be concise, and in a standard format to enable incorporation into Registry systems.
Inevitably the requirement to be concise will mean that some descriptions will be condensed. The end section 'Further information' can be used to provide links to more detailed information.
University of Dundee: Module Specification
| Section Heading | Information required |
|---|---|
| Code | Reference code: leave blank, as it will be allocated by the Registry |
| Module title | Reference title |
| College | College responsible for the module |
| School | School or other unit responsible for the module |
| Credit rating: level, no. of credits | Insert one of: SHE 1 (SCQF 7) or SHE 2 (SCQF 8) or SHE 3 (SCQF 9) or SHE H (SCQF 10) or SHE M (SCQF 11) followed by no. of credits in both SCQF and ECTS tariffs (divide SCQF credit by 2 get ECTS e.g. 20 SCQF credits = 10 ECTS credits). |
| Aims | Concise statement of broad purposes of the module – that is, what the School expects a successful student to have achieved on completion of the module. |
| Intended learning outcomes | Concise statements of what the student should know, understand and be able to carry out as a result of learning in the module. They may be grouped under the following headings, or combinations of these headings:
|
| Indicative content | Brief listing of syllabus topics. |
| Modes of delivery and student participation | Indicate how students can study the module e.g. on-campus OR by distance-learning. |
| Teaching, learning and assessment | Concise statement of approach to teaching, learning and assessment. This should include an indication of how students will be provided with academic support, including through formative assessment. |
Summative assessment:
|
|
| When taught | When the module is taught during academic year e.g. S1 (for semester 1 only); S2 (for semester 2 only); S1+S2 (for a Y-type module extending over both semesters; Other (note indicative dates). |
| Pre-requisites or entry requirements | What a student is required to have achieved or completed before commencing the module. |
| Co requisites | What a student is required to do along with this module: in a particular semester, or within a particular academic year. |
| Anti-requisites | What a student is not allowed to do along with this particular module, normally because of overlapping content. |
| Further information | Indicate a link or contact for further information. Normally this should include a url that is relatively 'fixed' e.g. college or school home page. |
| Date of Approval | Date on which this version of the Module Specification was approved by Senate - for example: 'February 2008' |
| Applicability of Module Specification | Cohorts of students to which this Module Specification applies – for example: 'Students first matriculating from session 2008-09' |
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