ࡱ> ?A<=>} CbjbjJJ :(j(j;%l l eeeeeyyy84y"("l8"$$$$$$u$e888$ee9(<"<"<"8Fee"<"8"<"<"Uv P0Ϟ ~*`}Ha<} PPneP88<"88888$$l!8888888888888888l +:   PUTTING TOGETHER A PROGRAMME REVIEW DOCUMENT A guide for programme teams (September 2025) This document provides a suggested structure to help you put together your review document. It is NOT intended to be prescriptive. You may approach your review document any way you like, provided it offers a clear and critical evaluation of the success of the programme since the last time it was reviewed. You should use the review process to reflect on what has worked well (or not) and to decide what changes (if any) you wish to make for the future. The review document should provide the evidence on which such decisions are made. The following suggested format is a guide to help you check you have covered all the important areas. Feel free to change the order and add or delete sections. The information to be included is the information that is important to your programme. Division of Governance and Quality Enhancement Suggested title page: [NAME OF SCHOOL] [NAME OF DIVISION] PROGRAMME REVIEW [TITLE OF PROGRAMME] [DATE OF REVIEW] [TITLE OF PROGRAMME] REVIEW DOCUMENT Contents 1. Introduction 2. Response to previous validation 3. Extent to which the programme has achieved its objectives 3.1 Aims and purposes 3.2 Review of student/ employer experience 3.3 Review of feedback from external examiners 4 Developments during period of review 4.1 Changes 4.2 Student statistics 5. Programme operation 5.1 Learning and Teaching  PAGEREF LTA \h 5.2 Student Support 5.3 Other Aspects of Operation 6. Staff Development and Resources 7. Conclusions and recommendations References List of Tables and Figures Appendices Appendix One: Membership of the Review and Planning Group Appendix Two: Data from surveys or focus groups (if applicable) The following additional information is normally supplied by Governance and Quality Enhancement: Previous validation report and response Previous two years annual monitoring reports Annual monitoring statistics Previous two years external examiner reports and responses NSS / QSS / POSS results (if available) 1 INTRODUCTION Summarise the history of the programme (e.g., when was it first validated and how it has evolved over time) and how it fits in with the School or Divisions other provision. If the award leads to any professional recognition state that here. If the award is delivered wholly or in part by an institution other than Ĺ this should be stated here. Describe the programme briefly, ideally in a couple of sentences, e.g.: The MSc Quality Assurance programme is a modular programme suitable for QA professionals wishing to update and enhance their practice. It may be studied in one year full-time, or up to seven years part-time. The Curriculum Planning undergraduate degree scheme offers students the choice of five different named awards. The scheme is based on a common core programme at levels one and two with increased specialisation at levels three and four. This should be a very brief description to avoid overlap with the main validation document. Include only enough basic information to allow the review panel to understand the context of the programme as they read the rest of the document. List the sources of evidence to support the review. These are likely to include: Annual programme monitoring reports and associated statistical appendices. Student satisfaction survey results (National Student Survey, Ĺ Student Survey, Ĺ Entrants Survey as applicable). External Examiner reports. Module evaluations. External professional body reports You may wish to send questionnaires to graduates, present students, and employers for further evidence, or to gather feedback from these groups through focus groups or other means. Service users and carers are also important stakeholders. For healthcare programmes, the relevant regulatory or professional body may have particular expectations for engaging with this group. 2 RESPONSE TO PREVIOUS VALIDATION OF [date] Include the conditions and recommendations from the previous validation with a short description of the extent to which these have been met. If any recommendations have not been met, say why not. Some recommendations are developmental in nature to be addressed over a period of time. Please indicate actions you have taken and/or plan to take in response to such recommendations. If any outstanding recommendations remain, you should consider the next steps. Some recommendations are for the School or institution. If this applies to the programme under consideration it is suggested that you consult the Dean of School or other appropriate staff member(s) in preparing your response. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 3 EXTENT TO WHICH THE PROGRAMME HAS ACHIEVED ITS OBJECTIVES 3.1 AIMS AND PURPOSES This section should be reflective and as honest as possible. Refer to the external context and the overall philosophy of the programme. Re-examine the original aims of the programme. Were they all met? 3.2 REVIEW OF STUDENT/EMPLOYER EXPERIENCE It can be very helpful to ask students and employers to provide feedback on the programme as a whole. Did students feel it met their needs? Are employers happy that graduates have the skills they are looking for? Is there anything about the programme that should be changed? Is the curriculum still current and relevant? What changes would they make and why? If you have had any positive feedback from employers and/or or external bodies you should include that here, as well as any less positive feedback that has informed your thinking. List the mechanisms used to gather feedback from students and employers. If you have had any difficulty gaining feedback from students, discuss why. The Panel will expect you to have consulted widely with students and, if possible, recent graduates. 3.3 REVIEW OF FEEDBACK FROM EXTERNAL EXAMINERS A summary of comments from external examiners should be included. The Panel will be provided with copies of the most recent two years reports plus your response. However, you may wish to summarise comments from the full period of review. (NB the phrase period of review refers to the time from the last validation to now.) If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 4 DEVELOPMENTS OVER PERIOD OF REVIEW 4.1 CHANGES Describe any major changes or developments that have taken place since the programme was last validated. These might include: Changes to the order of modules. Changes to assessments. Removing some modules and adding others. Changes to programme specific regulations. (The above changes should all have been approved by the relevant University committees.) Changes of premises or facilities. Change to programme leader or management structures. Changes in the external context. Usually, reviewing the annual programme monitoring reports for the period of review will quickly highlight the main changes worthy of noting. The panel will be interested in the rationale for, and success of , any changes implemented during the period of validation. It would therefore be important to provide a short evaluation of each change. 4.2 STUDENT STATISTICS As far as possible, include: Numbers admitted to the programme. Numbers withdrawing or failing. Numbers graduating. This information should be available from the annual programme monitoring statistics and should cover the entire period of review. If you have any other information on the types of students joining the course, you may wish to include this here. For instance, a multidisciplinary health programme might wish to provide data on the different professional backgrounds of the students. Information on graduate employment is also very useful. Information is available for some programmes from the Graduate Outcomes data included within Annual Monitoring, but Teams may also undertake their own research into this. If you have found it difficult to gather this information, discuss why. The Panel will also be interested in statistical information relating to protected characteristics and other student demographics, for example care experienced students. You should comment on any noticeable trends during the period of validation. This might also include trends on a Division, School, or if known, national level. 5 PROGRAMME OPERATION This section should be one of the most substantial. Highlight the key successes and challenges that have arisen during the review period. These should be easily identified, including from programme committee minutes and annual programme monitoring reports. Discuss how the programme team responded to challenges and how successful this was. Where there were difficulties, be reflective and critical. Remember, the review team will be able to see the full set of statistical data and External Examiner reports and will be surprised if any serious issues are not discussed in the review document. Within this section, you should consider the following. 5.1 LEARNING AND TEACHING STRATEGIES Discuss your approaches to learning and teaching any changes to delivery methods during the review period. Highlight any particularly good practice. Has your thinking evolved at all as to the best way of delivering this programme? Have you introduced any changes to make learning more student-centred? How have you developed approaches to inclusivity? Has your approach to formative assessment been successful? In preparing this section and the documentation in general, it is expected that you refer to the priorities, activities and actions within the HYPERLINK "/about-the-university/quality/committees-regulations-policies-and-procedures/regulations-policies-and-procedures/student-experience-strategy/"Student Experience Strategy (2021-26). In this section you may wish to comment on the kinds of issues often raised by external examiners: Encouraging students to develop critical skills. Improving students academic writing skills. Encouraging students to become independent learners. Preventing plagiarism and improving reading and referencing. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 5.2 STUDENT SUPPORT Discuss the student support mechanisms in place and any issues that have arisen. Consider whether the nature of the student cohort requires any particular approach to student support, e.g., if students are working, if students tend to have been out of academic study for some time. This section may cover: Personal Academic Tutors. English language support. Support for students with disabilities. Support for direct entrants. Additional classes for e.g., writing skills. Provision of information and handbooks. Any specialist support staff required, such as counsellors, careers guidance advisers. In this section, you may also wish to comment on student representation. How well has this worked for your programme and how have you supported students in their role as Class Reps? If this section highlights any changes you now wish to make to the management of the programme, you should list these recommended changes here. 5.3 OTHER ASPECTS OF PROGRAMME OPERATION Other aspects of operation include, but are not limited to, the following: Marketing, recruitment and admissions. Pathways through the programme (part-time/full-time and other routes). Effectiveness of placement/work-based learning arrangements. Staffing levels and administrative support. Some programme teams find it useful to separate out more operational issues for inclusion in this section, and discuss more strategic developments (such as learning and teaching philosophy) in later sections. However, how you divide up these sections is up to you as long as you cover everything. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 6 STAFF DEVELOPMENT AND RESOURCES This is an important section. List the staff development activities that have taken place over the period of review and any plans for the future. Reflect on what training and development needs staff may currently have, as well as any such needs that you anticipate might evolve in future. Examples of staff development that could be covered here include: Engagement with the UKPSF and the Ĺ LEAD Centre Accredited Provision. Training sessions on new platforms/forms of delivery (e.g., CANVAS) Support for embedding wider thematic priorities such as sustainability, EDI and decolonisation) Workshops on use of marking criteria Workshops on the prevention and detection of plagiarism Support for engaging with ChatGPT and other artificial intelligence generative models. Research activity that informs learning and teaching Professional body activity If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. Discuss briefly whether there have been sufficient resources to support the programme delivery. Where resources have been lacking, discuss why. These may be institutional issues beyond the immediate control of the programme team. Highlight any changes over the period of the review. In preparing this section, it is recommended that you consult the Head of Division, Dean of School or other staff with responsibility for resources. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes. 7 CONCLUSIONS AND RECOMMENDATIONS Summarise how effective the programme has been. Restate any recommended changes listed in the previous sections. You will be expected to follow through on these recommendations in the design of the revised programme for revalidation. Be clear about which changes the panel is being asked to approve as opposed to changes which have been implemented over the period of validation and approved through the Universitys committee structure. It may be helpful to include a table here listing the key changes proposed and presented for approval at the event. An example of this is given below: Proposed changeRationale/evidence base/reference in Review DocumentReferences in other documentationRemove part-time routeLack of demand (AMR Statistical Appendices and p.19) Transitional arrangements outlined on p.4 of Validation DocumentIntroduce a greater variety of assessment types. Student and External Examiner feedback (evaluation on p.15; External Examiner reports provided as Appendices) Summary of assessment on p.16 of Validation Document; module descriptors Add new information on the role of service users and carers in programme design and delivery. Changing professional body expectations (p.16)Information in Validation Document p.28 and Student Handbook p.30 References If you have referred to any publications, list them at the end of the document. Appendices As listed in the contents section.     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