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Regulation 6 Appendix B - Review Panel Process and Reporting

Constitution
A Review Panel is constituted by the Academic Board when a new program or amendment to an existing program is proposed. See also Regulation 6.

The Review Panel consists of a number members of faculty linked to the Department under which the program is run/to be run. Members of the Review Panel must not be in other ways engaged with the program to be reviewed.

Procedure
i) the program proposal is passed to the Review Panel by the Academic Board. At this stage, the proposal will usually consist of the Program Outline and Appendix A to Regulation 6.

ii) the Review Panel will then examine the available information, and as result recommend the next stage of the examination, or suggest changes/amendments. If not already documented, comments will be solicited from external experts.

iii) Review Panel members will receive the documentation in the format most conducive to speed and accuracy, preferably via e-mail attachment.

iv) each Review Panel member will prepare their own report on the basis of the forms annexed to this Appendix.

v) the individual reports will be submitted directly to the Academic Board. Recommendation to approve must be unanimous.

vi) where program designers are required to make amendments to the proposal, they will be given a set date on or prior to which they must submit the amended proposal. This date must be set not less than 3 months after the review to give the designers sufficient time to incorporate suggestions and requirements.

vii) the re-submission is, if appropriate, approved by the Chair of the Review Panel, with agreement of the other members of the Review Panel, prior to submission to the Academic Board.

vii) The process may be divided into 3 stages, using form NP (1-2-3) or combined into one submission, using form NP (Comb). In either case, a preliminary outline must be presented to the Academic Board before program development and documentation may commence.

REGULATION 6 - PROGRAM APPROVAL AND AMENDMENT FORM NP(1-2-3)

APPROVAL PROCESS

First Stage
Completed by: Program Designer(s)
Submitted to: The Academic Board
All sections must be completed

General guidance on program specifications, along with examples of completed forms from British institutions, may be perused at www.qaa.ac.uk/crntwork/progspec/contents.htm.

Refer to right hand column for guidance notes.

1. Awarding institution/body	Normally European-American University
2. Taught at	Normally European-American University, but could be an affiliated school
3. Department responsible for the program
4. Program accredited by	Detail professional bodies which give exemptions, professional standing or recognition. N/A if no body.
5. Award	e.g. M.Sc., M.A. For Master's programs include all exit points, e.g. P.G.Cert./P.G.Dip./M.A.
6. Program title	Title in full
7. Length of program	Expected normal completion time, e.g. 3 years part-time. The value of credits is not limited by time unless a special case based on sound academic reasons has been made, in writing, and approved by the relevant Department
8. Mode(s) of attendance/delivery	e.g. part-time distance learning. Please specify if mixed.
9. Year of commencement	Academic year in which the program will start
10. Funded by	e.g. employer, fee-paying student

This form to be submitted with Program Outline and any other items described elsewhere.
Date of submission to Review Panel: ____________________________________________

REGULATION 6 - PROGRAM APPROVAL AND AMENDMENT FORM NP(1-2-3)

APPROVAL PROCESS

Second Stage
Completed by: Program Designer(s)
Submitted to: The Review Panel
All sections must be completed

General guidance on program specifications, along with examples of completed forms from British institutions, may be perused at www.qaa.ac.uk/crntwork/progspec/contents.htm.

Refer to right hand column for guidance notes.

11. Coding system if relevant	Leave blank for new program
12. Subject benchmarking statements and any other reference points	e.g. name of relevant benchmarking statement(s) (for full list in UK system see www.qaa.ac.uk/crntwork/benchmark/benchmarking.htm
13. Program aims	Aims should be concise. Refer also to http://www.qaa.ac.uk/public/cop/copapproval/annex3.htm for guidance
14. Entry requirements	Refer to existing guidelines
15. Responsibility for administration of program (where more than one Department is involved in provision)	All responsibility areas to be specified, if split up
16. Program structure	Detail core and electives by level. Can be shown in diagram.

Provide also:

Reasons for proposal - e.g. new field of study, market niche, student demand
Resource implications - in broad terms
Information on consultations having taken place with professional bodies (where applicable) and with other Departments with a legitimate interest in the program
Comments on the program rationale from external experts - should evidence comments from external parties (e.g. subject specialists, prospective employers) on the relevance and appropriateness of the program

Date of submission to the Review Panel: _________________________________________

REGULATION 6 - PROGRAM APPROVAL AND AMENDMENT FORM NP(1-2-3)

APPROVAL PROCESS

Third Stage
Completed by: Program Designer(s)
Submitted to: The Review Panel
All sections must be completed

General guidance on program specifications, along with examples of completed forms from UK institutions, may be perused at www.qaa.ac.uk/crntwork/progspec/contents.htm.

Refer to right hand column for guidance notes.

17. Program content	Specified by module. Samples of existing content descriptions may be supplied on demand. The response to this section can be 'See attached module specifications'
18. Intended learning outcomes	What a student should know and be able to do on completion of the program in terms of knowledge and understanding, key transferable skills and other attributes. Precede knowledge and understanding with the statement: 'On successful completion the student will be able to: Key skills outcomes are required for undergraduate and postgraduate proposals. Precede key skills with either the statement: 'On completion the student will have had the opportunity to:' OR 'On completion the student will be able to:' dependent upon whether key skills are specifically assessed within the program
19. Teaching, learning and assessment strategies	Teaching and learning strategies should demonstrate how learning outcomes will be achieved and measured. Care should be taken to ensure that the strategy is consistent with the level of student (i.e. M level work should place emphasis on analysis of case studies, reflection on practical applications, etc.). Assessment methods should match the stated learning outcomes and be able to measure their achievement. The Q.A.A. Code of Practice on Assessment and Guidelines on Program Specifications (www.qaa.ac.uk) can be useful in this context. For distance learning programs full information should be given on the manner in which learning resources and teaching materials will be provided; access to tutors; monitoring of student progress and feedback; arrangements for keeping materials up to date; how student assessment is managed.
20. Special features of the program	e.g. field programs, residence periods, projects, period of professional training. For distance learning programs, specify: - the manner in which learning resources and teaching materials will be provided. Include information on minimum level of equipment required by the student; access to appropriate library facilities. - access to tutors/expected communication (include information on manner of contact, e.g. phone, e-mail, and maximum return times, e.g. if a communication is by e-mail a response will be made within 48 hours of receipt; feedback on coursework will be within 3 weeks of submission) - monitoring of student progress - arrangements for keeping materials up-to-date - how is student assessment managed? (when, where and how does the assessment take place? Arrangements for ensuring the student's work is authentic (e.g. relating it to their own area of work; requiring involvement in discussion group; use of proctored exams).
21. Requirements for progression at each level, plus the criteria on which the final award is based	e.g. 'Progression to level 2 requires completion of all coursework at level 1'; Progression to the dissertation stage requires completion of all coursework for modules X-Y'.
22. Arrangements for student support	A standard statement can be inserted here: 'All students have access to a member of staff who can provide personal guidance and suggest other sources of help'. The standard statement can be extended to cover relevant issues. For distance learning programs, full information is required on: the extent of educational and personal guidance and the manner in which it will be given - e.g. how is the program team made known and personal to the student? (e.g. via photos and personal information on web-site or in program handbook). Is there a minimum contact frequency from tutor? Is there a follow-up frequency where student's have not made contact for a certain period? Will the program handbook hold the same minimum content as that of other University programs? What access will the student have to support services, such as download sections of the University web-site? What peer group contact is planned and established for the program (e.g. discussion groups, web-site space for posting of personal information). For student feedback in addition to the evaluative questionnaire for each module, how is student feedback gathered and response made?

Provide evidence also of comments on the syllabus from external experts.

Date of submission to the Review Panel: ________________________________________

REGULATION 6 - PROGRAM APPROVAL AND AMENDMENT FORM NP(COMB)
APPROVAL PROCESS

Completed by: Program Designer(s)
Submitted to: The Academic Board
All sections must be completed

General guidance on program specifications, along with examples of completed forms from British institutions, may be perused at www.qaa.ac.uk/crntwork/progspec/contents.htm.

Refer to right hand column for guidance notes.

1. Awarding institution/body	Normally European-American University
2. Taught at	Normally European-American University, but could be an affiliated school
3. Department responsible for the program
4. Program accredited by	Detail professional bodies which give exemptions, professional standing or recognition. N/A if no body.
5. Award	e.g. M.Sc., M.A. For Master's programs include all exit points, e.g. P.G.Cert./P.G.Dip./M.A.
6. Program title	Title in full
7. Length of program	Expected normal completion time, e.g. 3 years part-time. The value of credits is not limited by time unless a special case based on sound academic reasons has been made, in writing, and approved by the relevant Department.
8. Mode(s) of attendance/delivery	e.g. part-time distance learning. Please specify if mixed.
9. Year of commencement	Academic year in which the program will start (assumed to be a September start if not otherwise stated).
10. Funded by	e.g. employer, fee-paying student
11. Coding system if relevant	Leave blank for new program
12. Subject benchmarking statements and any other reference points	e.g. name of relevant UK Q.A.A. benchmarking statement(s) (for full list see www.qaa.ac.uk/crntwork/benchmark/benchmarking.htm
13. Program aims	Aims should be concise. Refer also to http://www.qaa.ac.uk/public/cop/copapproval/annex3.htm for guidance
14. Entry requirements	Refer to existing guidelines
15. Responsibility for administration of program (where more than one Department is involved in provision)	All responsibility areas to be specified, if split up
16. Program structure	Detail core and electives by level. Can be shown in diagram
17. Program content	Specified by module. Samples of existing content descriptions may be supplied on demand. The response to this section can be 'See attached module specifications'
18. Intended learning outcomes	What a student should know and be able to do on completion of the program in terms of knowledge and understanding, key transferable skills and other attributes. Precede knowledge and understanding with the statement: 'On successful completion the student will be able to:' Key skills outcomes are required for undergraduate and postgraduate proposals. Precede key skills with either the statement: 'On completion the student will have had the opportunity to:' OR 'On completion the student will be able to:' dependent upon whether key skills are specifically assessed within the program.
19. Teaching, learning and assessment strategies	Teaching and learning strategies should demonstrate how learning outcomes will be achieved and measured. Care should be taken to ensure that the strategy is consistent with the level of student (i.e. M level work should place emphasis on analysis of case studies, reflection on practical applications, etc.). Assessment methods should match the stated learning outcomes and be able to measure their achievement. The Q.A.A. Code of Practice on Assessment and Guidelines on Course Specifications (www.qaa.ac.uk) can be useful in this context. For distance learning programs full information should be given on the manner in which learning resources and teaching materials will be provided; access to tutors; monitoring of student progress and feedback; arrangements for keeping materials up to date; how student assessment is managed.
20. Special features of the program	e.g. field programs, residence periods, projects, period of professional training. For distance learning programs, specify: - the manner in which learning resources and teaching materials will be provided. Include information on minimum level of equipment required by the student; access to appropriate library facilities. - access to tutors/expected communication (include information on manner of contact, e.g. phone, e-mail, and maximum return times, e.g. if a communication is by e-mail a response will be made within 48 hours of receipt; feedback on coursework will be within 3 weeks of submission) - monitoring of student progress - arrangements for keeping materials up-to-date - how is student assessment managed? (when, where and how does the assessment take place? Arrangements for ensuring the student's work is authentic (e.g. relating it to their own area of work; requiring involvement in discussion group; use of proctored exams).
21. Requirements for progression at each level, plus the criteria on which the final award is based	e.g. 'Progression to level 2 requires completion of all coursework at level 1';Progression to the dissertation stage requires completion of all coursework for modules X-Y'.
22. Arrangements for student support	A standard statement can be inserted here: 'All students have access to a member of staff who can provide personal guidance and suggest other sources of help'. The standard statement can be extended to cover relevant issues. For distance learning programs, full information is required on: the extent of educational and personal guidance and the manner in which it will be given - e.g. how is the program team made known and personal to the student? (e.g. via photos and personal information on web-site or in program handbook). Is there a minimum contact frequency from tutor? Is there a follow-up frequency where student's have not made contact for a certain period? Will the program handbook hold the same minimum content as that of other University programs? What access will the student have to support services, such as download sections of the University web-site? What peer group contact is planned and established for the program (e.g. discussion groups, web-site space for posting of personal information). For student feedback in addition to the evaluative questionnaire for each module, how is student feedback gathered and response made?

Date of completion of this version of program specification: ________________________
Date of submission to the Review Panel: _________________________________________
Date of approval by the Review Panel: ___________________________________________
Date of submission to the Academic Board: _______________________________________

For approval purposes, the following evidence must be provided alongside the program specification:

a) Reasons for proposal - e.g. new field of study, market niche, student demand
b) Resource implications - in broad terms
c) Information on consultations having taken place with professional bodies (where applicable) and with other Departments with a legitimate interest in the program
d) Comments on the program rationale from external experts - should evidence comments from external parties (e.g. subject specialists, prospective employers) on the relevance and appropriateness of the program
e) Comments on the syllabus from external experts - i.e. comments on the content rather than the rationale, as covered under point d.

For program amendment purposes, a full description of the amendments proposed must be submitted alongside the revised program specification.

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