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4.1 Before the FAESC or FAESC sub-group confers an approval decision, programme approval panels must gain evidence - from the documentation submitted and during discussions with the programme team - that the criteria set out in 4.2-4.8 below (reproduced separately in G6.1 for ease of reference) have been met, or may be met within a reasonable period from the panel event, such that conditional approval may be given.
The approval process should establish that the team have taken account of the outcomes of internal and external consultation and engaged with relevant reference points, including:
The approval process should confirm that the curriculum presented for approval:
4.4 Recruitment and admissions
The approval process should ensure that the admissions criteria are consistent with the programme’s aims, learning outcomes and level, taking account of the University’s standard admissions requirements, target market and the requirements of any PSRB requirements or relevant legislation. It should also consider the means by which the team intend to assess candidates against the admissions criteria.
4.5 Learning, teaching and assessment
The approval process should confirm that the team’s strategy for learning, teaching and assessment:
4.6 Programme management
The approval process should establish that the programme management structures, including those concerned with academic and pastoral support for students, will meet the needs of the expected students, including the provision of support for students with disabilities. The approval process should also confirm that appropriate quality management arrangements are in place for assuring the academic standards and enhancing the quality of the provision, including systems for seeking and responding to feedback from students.
4.7 Learning resources
The approval process should confirm that sufficient resources (including teaching staff) are in place, or are planned, so that the delivery team may provide appropriate learning opportunities to enable students to achieve the programme learning outcomes. Systems should also be in place, or planned, to provide reasonable adjustments for students with additional needs.
4.8 For programmes being delivered by distance or e-learning:
The approval process must confirm that the proposal fulfils the expectations set out in the UK Quality Code for Higher Education and meets the expectations of the University, in respect of the security and reliability of the delivery and assessment systems, assuring the quality of study materials, the skills and expertise of the staff delivering on the programme, and the mechanisms for providing timely academic support and feedback.