POLICY: Academic Experience Policies - Programme and Module Modification Policy POLICY URL: https://lsi-ac.uk/policy/f7c33b30-c5f2-4ccd-abb8-ae96725625bc POLICY STATEMENT: The School is committed to maintaining the highest educational standards through continuous programme and module improvement. The Programme and Module Modification Policy, supporting the New Programme and Module Approval and Modification Regulations, explains a structured, transparent process for making changes to our offerings. POLICY PRINCIPLES: ------------------ - Student-Centred : Prioritising the impact on student learning and experience with any programme or module modification; - Transparency : Maintaining clear and open communication with all stakeholders regarding changes; - Rigour : Ensuring academic rigour is maintained throughout the modification process; - Consultation : Engaging in meaningful consultation with relevant subject matter experts; - Equity : Considering the diverse needs of all student populations in any proposed changes; - Quality Assurance : Using modification as a means of enhancing the overall quality of programmes; - Accountability : Holding individuals and committees responsible for the decisions made during the modification process; - Sustainability : Ensuring that changes are sustainable and beneficial in the long-term; - Clarity : Communicating the rationale for changes clearly to all affected parties; - Continuity : Preserving the integrity and learning outcomes of the programme throughout the modification process; - Innovation : Encouraging innovative approaches to curriculum design and content delivery; - Review : Regularly reviewing the policy to ensure it remains effective and reflects best practice. REGULATORY CONTEXT: ------------------ This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following: R1. Office for Students (OfS): Regulatory framework for higher education in England - This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money. R2. Office for Students (OfS): Sector-recognised standards - The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions. R3. Quality Assurance Agency (QAA): Advice - Learning and Teaching - R4. Quality Assurance Agency (QAA): The Quality Code - This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality. R5. Quality Assurance Agency (QAA): Advice - Enabling Student Achievement - R6. Quality Assurance Agency (QAA): Advice - Course Design and Development - METRICS AND KPIS: ------------------ The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations: M1. Average Module Performance Improvement: Achieve a 5% improvement in module performance scores (based on student assessments and feedback) within a year of modification implementation. Directly measures the impact of modifications on educational outcomes, ensuring improvements are effective. M2. Increase in Programme Enrolment: Achieve a 10% increase in student enrolment in modified programmes within two academic years following the changes. Indicates the attractiveness and relevance of modified programmes, reflecting their perceived quality. M3. Percentage of Modules Reviewed Annually: Achieve a 100% review rate for all modules annually to identify areas for improvement based on academic feedback, student performance data, and industry standards. Ensures all modules are regularly assessed for quality and relevance, aligning with continuous improvement goals. M4. Stakeholder Satisfaction Rate: Achieve at least 90% satisfaction among students, faculty, and external stakeholders with the programme and module modification process by year-end, measured through surveys. Gauges the effectiveness of the modification process in meeting the needs and expectations of all involved parties. M5. Time to Approval for Modifications: Reduce the average time to approve programme and module modifications to less than 30 days by the end of the academic year Speeds up the modification process, ensuring timely implementation of changes to maintain high educational standards. SECTION 1: Curriculum Framework and Approval Standards ------------------ 1.1. Definitions and Approval of Programmes and Modules: A 'programme' is a structured body of teaching and learning that leads to an award, as approved by the School. It must meet the OfS sector-recognised standards for credits and descriptors. Programmes consist of modules related to the discipline and may include multiple levels. Each 'module' is assigned credits, defined learning outcomes, and specific summative assessments. These credits contribute towards the programme award, provided students successfully complete the assessments and demonstrate the required learning outcomes; All undergraduate and postgraduate programmes and modules must adhere to strict approval rules to ensure high standards and quality. Any modifications to programmes and modules are subject to specific regulations; Defining programmes and modules clearly ensures alignment with sector-recognised standards and maintains academic integrity. Following established approval and modification processes helps to uphold the quality of education and ensures that programmes remain relevant and effective. SECTION 2: Programme and Module Approval ------------------ 2.1. Programme and Module Approval Compliance (by Director of Technology ): The School’s Automated Governance System (AGS) ensures that all programmes and modules meet regulatory standards before delivery. Programme and Module Approval Rules within the AGS adhere to Sector-recognised standards, ensuring compliance with necessary regulations; The AGS provides a structured framework to uphold the quality and integrity of academic offerings. By following these rules, the School guarantees that all programmes and modules are compliant with recognised standards and regulatory requirements before being offered to students. SECTION 3: Monitoring and Evaluation of Programmes and Modules ------------------ 3.1. Module and Programme Evaluation Reports (by Academic Board): The School mandates that module leaders and programme leaders produce detailed reports as part of the Monitoring and Evaluation Regulations. Module leaders must assess the module’s performance, including teaching quality, student engagement, and assessment outcomes. They should also review external examiner reports, progression, and propose improvements for the next academic year. Programme leaders are required to report on programme marketing, recruitment, satisfaction surveys, assessment results, retention, progression, and any necessary changes to programme specifications. Both types of reports must reflect student engagement and contribute to ongoing quality enhancement; These comprehensive reports provide a structured approach for evaluating and improving teaching, learning, and assessment. They ensure that modules and programmes are continually assessed against established standards, incorporate feedback, and remain aligned with quality expectations. By integrating student engagement and external examiner insights, the School fosters continuous improvement and maintains high educational standards. SECTION 4: Procedures for Programme and Module Changes ------------------ 4.1. Programme and Module Change Process (by Academic Board): If a module or programme leader identifies a need for enhancement, the School's Academic Regulations permit changes. The New Programme and Module Approval and Modification Regulations outline the process for implementing changes, which varies depending on whether the change is major or minor; This rule ensures that any modifications to programmes or modules are handled systematically and in accordance with established regulations, maintaining the integrity and quality of the educational offerings. 4.2. Consultation (by Programmes and Module Leaders Team): Stakeholders, including students and staff, should be consulted during the modification process and how changes will be communicated to affected parties. There should be open communication regarding proposed changes, including rationales and potential impacts, to foster trust among students and staff; Consulting stakeholders, including students and staff, during the modification process fosters collaboration and inclusivity, ensuring changes are relevant and beneficial. Open communication regarding rationales and impacts builds trust, mitigates concerns, and prepares all parties for adjustments, enhancing the educational experience. 4.3. Definitions of Major and Minor Changes: ; A 'major change' to a programme or module includes any alteration that:; Affects the School's strategic goals; Impacts the School’s operations or the delivery of the programme or module; Changes the level, credit value, descriptor, teaching methods, assessment, or significantly alters what was originally communicated to students; ; A 'minor change' is any modification that does not meet the criteria for a major change; These definitions ensure clarity in categorising changes, helping to determine the appropriate approval process and maintain the integrity of the School's academic offerings. 4.4. Determining Change Categories and Processes (by Academic Board): The Academic Board will decide if a proposed change is major or minor. The New Programme and Module Approval and Modification Regulations outline the procedures for discontinuing programmes and withdrawing modules. Adherence to the established processes and criteria for all modifications ensure fairness and equity across programmes and modules. Thorough documentation of all modifications and their justifications should be kept to maintain a clear record for future reference and review; The Academic Board will decide if a proposed change is major or minor. The New Programme and Module Approval and Modification Regulations outline the procedures for discontinuing programmes and withdrawing modules. For detailed information on programme and module enhancements, refer to these regulations. 4.5. Timeliness (by Programmes and Module Leaders Team): There must be efficient processing of modifications to minimise disruption to students' learning experiences; Efficient processing of modifications is essential to minimise disruption to students' learning experiences. Timely implementation ensures that students can adapt smoothly to changes, maintaining their academic progress and engagement, while also upholding the integrity and quality of their educational experience. SECTION 5: Accuracy of Information ------------------ 5.1. Marketing Team Protocol for Information Updates (by Marketing Team): The Marketing Team will maintain a protocol with programme and module teams to ensure the following:; Information published on the AGS, website, and other platforms is current; Information is regularly reviewed; Any changes to programmes and modules are promptly communicated to the Marketing Team, which will then notify all School Directors and students of these changes; Information is widely disseminated and easily accessible; The Marketing Team will collaborate closely with programme and module teams to ensure accuracy; This protocol ensures that all programme and module information is accurate, current, and effectively communicated to all relevant parties, thereby maintaining transparency and consistency across the School's platforms.