Birkbeck College Students’ Union (BCSU) Provides Services for Students by Students by Focusing on Representation, Resources, and Recreation (The 3 R’S)

BIRKBECK (UNIVERSITY OF LONDON) PROGRAMME PROPOSAL / SPECIFICATION -- Date Received by PDP TQEC ABExCo Code QEV

Please note that for all proposed new programmes sections A, B and C of the form must be completed. This form should be completed with reference to the attached Guidance Notes. It is the responsibility of the author of the proposal to draft and lead on this matter with the support of the Head of Department (or Executive Dean for School held programmes).

The College’s ‘Programme Approval Guidance Notes’ and ‘Guide to Developing Degrees’ should also be consulted when completing this form. These can be found at: http://www.bbk.ac.uk/reg/regs.

SECTION A PROGRAMME SPECIFICATION 1 Award Title(s) MA Film Curating (entry points) (See Guidance Note 1) 2 Intermediate-Awards

(See Guidance Note 2) 3 Department/School responsible for the Programme (Indicate if School held London Consortium programme) 4 Other Department(s)/School(s) contributing to the Programme 5 Other Institution(s) contributing to the London Film School Programme (See Guidance Note 5) 6 Mode of Study (tick if offered) FT PT DL NL (See Guidance Note 6) 7 Duration (years) 1 8 Student Numbers in each year (Max/ 15/8 / / / min) 9 Programme Director Prof Steven Connor/Dr Nick Roddick

10 Proposed Start Date and location 1.10.10 Bloomsbury (See Guidance Note 10) (delete as appropriate) 11 Credit Transfer Arrangements For undergraduate programmes, the following wording should be inserted into this section, where relevant: "Credits obtained at another Higher Education institution or from another Birkbeck programme may be taken into account, subject to College approval." Where there are specific transfer proposals these should be detailed here.

12 Main Aims and Distinctive Features (See Guidance Note 12)

 unique course offering  collaboration with London Film School, internationally-recognised film training institution  interaction with London Consortium multidisciplinary programme  privileged access to Cannes Film Festival organisation  practical, project-based training, combined with academic foundation

13 Entry Requirements and Admissions Policy (See Guidance Note 13)

 2.1 in UK undergraduate degree, or equivalent  All applicants will submit a sample piece of written work or portfolio.  Offers of places will be made following interview by at least 2 members of the programme. mafilmcuratingprogspec - 1 -

14 Learning Outcomes

Please note: The learning outcomes for approved modules in the programme and for the programme as a whole should relate to the overall aims of the programme and should be measurable and achievable. To gain the qualification the student will have demonstrated the skills specified in the learning outcomes for approved modules in the programme and for the programme as a whole. Learning outcomes may relate to some, or all, of the following categories: Subject Specific, Intellectual, Practical, Personal and Social. Please number the learning outcomes (L.O.) for cross-referencing to the modules in section 17 of this form. On successful completion of this programme it is expected that a student will:

1. have a strong understanding of the nature of film as an art-form 2. be able to demonstrate an understanding of curating theory and practice 3. be aware of relevant areas of legal and cultural theory 4. have an understanding of professional standards and expectations in the film industry 5. understand the principal features of film production and distribution 6. be competent in the projection, maintenance and reporting of budgets 7. have an appreciation of the changing technological conditions bearing on film 8. have had experience of all aspects of film programming in different contexts 9. have developed powers of critical reasoning 10. be able to form and express individual arguments 11. be able to think collectively through problems 12. be able to apply theoretical concepts to particular issues 13. have skills of written and oral communication 14. have skills of information and time management 15. understand different forms of research source and method in the humanities

15 Internal and External Factors Considered in Developing the Programme (to be completed by the Head of the proposing Department or Chair of the School’s Teaching and Quality Enhancement Committee (See Guidance Note 15) This section should detail the internal and external factors which led to the programme being developed and how these informed the development of the learning outcomes. Please see the Guidance Notes for examples. Since the British Film Institute withdrew from the London Consortium in 1997, there has been a desire to restore the prominence of film studies in the students and programme. The steady increase in prominence of curating, both as a concept and a career path, has created a strong market for theoretical and vocational Masters courses in this area, which is now well-served in the sphere of visual arts. But the rapid spread and diversification of moving image formats, as well as the multiplication of different kinds of venue for viewing film has created a conspicuous gap in the market, for a degree that would train students in all the aspects of film programming and presentation. Even though we have never aimed to offer vocational training, the institutional partnerships of the London Consortium, (in particular the involvement of Tate, the Institute of Contemporary Arts and the Science Museum) has made its programmes highly attractive to students who either already occupy curatorial positions or wish to have careers in this area.

We are confident that our proposed collaboration with the London Film School will enable us to address the need for a specific training and career path in film curating, while also helping to restore the prominence of film in our programmes as a whole, and exploiting the reputation that the London Consortium already has.

16 Teaching and Learning Methods (See Guidance Note 16) Lecture; seminar; screening, practical workshop.

The modules offered in the course have slightly different levels of provision in terms of lecture and seminar hours between Film History and Film Style and Directing Strategies: this reflects the variation in the amount of screening time needed for the films that are studied in the courses.

17 Programme Requirements (See Guidance Note 17) (list all core and compulsory modules, and indicate where option modules may be taken (details of options to be listed below) Level Yr Code Title Credits Status L.O. Ref. 7 1 Film History and Film Style 30 M-level CORE 1, 9-14 mafilmcuratingprogspec 2 7 1 Directing Strategies 30 M-level CORE 1, 9-14 7 1 Production, Distribution, Exhibition 60 M-level CORE 2-8, 13, 14 7 1 Curating Theory and Practice 30 M-level CORE 2, 9-14 7 1 Research Methods in the Humanities 30 M-level CORE 9-15

Please note for new programmes only: If the programme includes new module(s) the appropriate module proposal form(s) must be submitted with this proposal. Option Modules List (group by Level if appropriate) (This should be an indicative list. Other suitable options may be included with the approval of the Programme Director.) Level Code Title Credit L.O. Ref. s

18 Assessment strategy and methods (See Guidance Note 18) Methods of assessment need to be delineated here and the balance between coursework and examination identified. Minimum pass marks should be made clear as should the number of resits/re-assessments allowed in any one year (full-time and part-time modes). Barriers to academic progression, such as a failure in specific modules should be made explicit. Where appropriate the weighting between levels for final degree classification should be made clear. This will be especially important at Bachelors level. Marking and moderation and feedback procedures should also be provided. The assessment strategy, including the rationale for the assessment methods utilised, should be provided (see the guidance notes for advice here). Before completing this section you should consult the College Regulations (http://www.bbk.ac.uk/reg/regs) as well as the QAA Code of practice, section 6 ‘Assessment of Students’ (see: http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section6/default.asp). We propose to assess the students on this programe by two principal methods. The first is coursework essay, which will be the form of assessment applied in the following four modules: Film History and Film Style, Directing Strategies, Curating and Research Methods. The form of assessment of Production, Distribution, Exhibition will be two programmes of film screenings, accompanied by a journal and evaluation written by the student. Students will be required to show understanding of the processes of planning, acquisition, copyright and promotion. The first of these exercises will be virtual – that is, it will be the projection of a notional programe of film, conceived for a particular location in London. The second will be actual, and will result in an actual programme of film that will be screened at some point during the summer months.

The marking scale employed will be the standard one for Masters courses – that is, a pass mark of 50, with marks from 50-59 indicating a pass, 60-69 a merit and 70 upwards a distinction.

19 Methods for Evaluating and Enhancing Quality and Standards of this Programme These should include consideration of external examiners' reports and the independent moderation of assessed essays/dissertations, use of double marking etc; accreditation by any relevant professional/statutory/regulatory body as well as any industrial input; how research work/culture interacts with teaching activity including the RAE rating or if the School contains a specialist Research Centre. Other indicators would include analysis of student evaluation questionnaires; teaching team meetings; team and joint teaching; staff appraisal; peer observation; end-of-year reviews; student-staff exchange committee meetings; College internal reviews and annual programme reporting; analysis of entry and exit qualifications, progression and completion rates, measured against the profiles of students. This section should include reference to the processes through which good practice is disseminated. The suggested wording below may be used and items added or deleted as appropriate.

mafilmcuratingprogspec 3 Procedures for maintaining standards include:  the annual review of the programme by London Consortium Steering Committee;  consideration of relevant external examiners’ reports, comments on individual examination papers and contributions at the examiners meeting;  use of double marking and the independent moderation of all examination elements;  analysis of entry and exit qualifications, progression and completion rates, measured against the profiles of students;  scrutiny of standards by the College Teaching and Quality Enhancement Committee (TQEC) via annual programme reporting, required responses to external examiners’ reports and internal review visits by a TQEC Quality Monitoring Working Group;  input from employers via students and their projects;  student feedback from questionnaires, comment forms, student representatives, student-staff exchange committee meetings;  procedures facilitating the spread of good practice via peer observation, team and joint teaching, teaching team meetings, staff appraisal, second examining at other institutions, participation in Quality Monitoring Working Groups, attendance at events and courses organized by relevant bodies such as Birkbeck’s Centre for Learning and Professional Development (CLPD) and the Higher Education Academy’s (HEA) Subject Centres.

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20 Student Support and Guidance Arrangements Programme Specific: The strategy for academic and pastoral support for students should be outlined here explaining how this is consistent with the profile of Birkbeck students and the overall aims of the programme. Details of induction arrangements should also be given and how any special learning needs are identified e.g. study skills sessions and provision for disadvantaged groups (low-income; low linguistic/numeric skills; students with disabilities). Details should be provided of the tutorial arrangements on the programme. The wording below should also be included in this section.

Students on the MA Film Curating will have the same range of academic and pastoral support facilities as students on the existing London Consortium programmes. They will have access to the staff teaching their modules – both London Consortium faculty and London Film School staff – for advice and consultation outside the timetabled classes. They will also have access to the Course Director Dr Nick Roddick, who will make himself available for appointments one day a week, and the Academic Director of the London Consortium programme as a whole, Steven Connor, who makes himself available on similar terms for student consultations. The London Consortium’s Programme Manager and Admissions Tutor will also be available to give advice and support. All students will be assigned a supervisor from the staff of the London Film School to oversee their project development work. There will be an induction week at the beginning of the course during which students will be made acquainted with the participating institutions and the academic resources (including libraries, archives, databases, computer facilities) available to them. Students will be invited during the application process to indicate any disabilities that will require support and, if necessary, put in touch with the Disability Office. The seminars and workshops accompanying the Programing Project (1) will ensure that students develop any necessary skills and will provide remedial support as necessary. Birkbeck College Students’ Union (BCSU) provides services for students by students by focusing on Representation, Resources, and Recreation (the 3 R’s). BCSU provides a variety of resources ranging from photocopying to the Union Shop. It maintains the Television Room, and holds a file of useful contacts for Clubs & Societies. BCSU operates an Advice Centre 3 nights a week so that students don’t have to take time off work when they have a problem and need to find helpful information quickly, and the Counselling Service has been expanded in order to offer help to more students. The Union has also expanded the range of courses offered by its ‘Skills for Study’ programme to include Saturday workshops (see: http://www.bbk.ac.uk/su/). Birkbeck Evening Nursery is available between 5.30pm and 9.00pm (Monday to Friday) during Term Time for students and current members of staff and accepts children aged 2 years - 10 years. In exceptional circumstances, children up to 12 will be accepted (see: http://www.bbk.ac.uk/hr/policies_services/nursery). The Disability Office provides detailed information on the provision for students with disabilities at the College. It advises on applying to the College and outlines the support available from the College Disability Co-ordinator, Library Services, Information Technology Services (ITS), Students' Union and the Disability Liaison Officers within each School. It also provides details of special examination arrangements and additional financial support for disabled students (see: http://www.bbk.ac.uk/disability). Financial support is available for those on low incomes who would otherwise be prevented from participating in higher education. This is coordinated by the Student Financial Support Office, which deals with the Government’s new part-time student support arrangements as well as supporting the College’s own initiatives to provide targeted bursaries, scholarships and awards from donors (see: http://www.bbk.ac.uk/reg/finance). Government statutory funding is only available for undergraduate programmes. Careers guidance, information and advice is available to all Birkbeck degree students via the University of London Specialist Institutions' Careers Service (SICS). Information about careers and occupations events, graduate destinations, full and part-time vacancies, employer talks, further study and training, working abroad, vacation jobs is displayed on School notice boards, web pages and WebCT (see: http://www.careers.lon.ac.uk/output/Page358.asp). Personal Development Planning opportunities have been introduced for all Birkbeck undergraduate students and the locus and provision of both this and other services such as study skills, academic English provision, counselling and advisory centre, is coordinated by the Centre for Learning and Professional Development (CLPD) located in the new foyer space in the Malet Street building. The Centre works with Faculty-based learning support officers to support Schools in providing student learning support and coordinates that provided by the Library, ITS and the Students’ Union (see: http://www.clpd.bbk.ac.uk/). 21 Programme Regulations (See Guidance Note 21) Programme regulations conform to the standard postgraduate regulations. See the following link to the CAS regulations: http://www.bbk.ac.uk/mybirkbeck/services/rules.

22 Prospectus Entry Please include a link to the web site here. This course examines theoretical and practical aspects of film curating. Core modules give students an understanding of film production and the structure of the film industry, as well as a grounding in the theory and practice of curating more broadly. A core course on Production, Distribution and Exhibition of Film introduces students to the development of industrial models of film distribution and modern festival programming. Students will gain practical experience of curating, both within the context of existing institutions such as film festivals (Cannes and Rotterdam) and repertory cinemas such as the ICA and the BFI Southbank, and through the practical curation of a film or film/related event.

23 Teaching Staff (See Guidance Note 23) Name (incl. academic title) FT or Department/School (for Birkbeck staff) PT External Institution (for external staff) Dr Nick Roddick PT London Film School Programme Director

Professor Colin MacCabe FT Department of English and Humanities Birkbeck/external teaching staff Dr Barry Salt FT London Film School Alan Bernstein FT London Film School Sessional teaching staff * please supply an up to date c.v. of all sessional teaching staff mafilmcuratingprogspec 5 Include details of any technical staff

mafilmcuratingprogspec 6 SECTION B PROGRAMME PROPOSAL DETAILS 1 Rationale (To be completed by the Head of the proposing Department or Chair of the School’s Teaching and Quality Enhancement Committee) (See Guidance Note 1) This section should expand upon information provided in the Outline Programme Proposal approved by the College Programmes Committee. The rationale should include developments in the marketplace, current research, employer needs, professional, statutory or regulatory body requirements, as well as the subject team’s expertise in the specified level and subject. Information is required to support the view that there is not only a present demand for the programme but there will continue to be a demand for the programme in the future. The evidence for this may be in terms of national/local manpower trends, growth areas in the economy, or identified shortfalls in certain areas of expertise. It may take the form of a member of staff's experience from another institution. It could also be monitored from requests for programmes by potential students. Details of target student groups should therefore be provided and any marketing information that indicates a strong student demand for this programme including for overseas students, where appropriate. If the proposal relates to an existing programme the title and code of the related programme(s) should be given together with an explanation of how this relationship will work. A draft full memorandum of agreement should be attached to the form for programmes which collaborate with other institutions. This should detail resource sharing, fee arrangements, teaching accommodation, enrolment sharing, pastoral care of students and any other relevant details. Film Curating is similar to more traditional forms of curating: it involves the selection, organisation and exhibition of art objects in a particular context. However, film is distinguished from other art forms in that it can rarely be separated from its industrial or commercial context. The MA Film Curating will focus on the most common point of contact between the cinemagoer or film researcher on the one hand, and between film culture and the film industry on the other: that is, the specialised curation of film events and the programming of seasons at various institutions. The changes currently taking place within the commercial film distribution sector as a result of shifting economic paradigms and, most particularly, technological developments, suggest that, in the very near future, curatorial skills will be equally relevant to those working outside the institutional sector. As traditional methods of film distribution are replaced by those mandated by digital technology, film programming is likely to become a far more sophisticated and intellectually challenging activity than the kind of work done by the film ‘buyers’ of the traditional cinema chains. The MA Film Curating seeks to make students aware of these changes and to develop skills backed up by a fund of knowledge that will enable them to operate effectively in either sector.

Currently, many, if not most of those who are in charge of devising programes of film and associated events, in places such as galleries, museums, arts centres and educational institutions, as well as traditional cinemas, do not have a qualification that equips them specifically for this role, but have arrived in it from backgrounds in academic film studies or more traditional kinds of visual arts curation and administration. This proposed degree would be the first academic and vocational qualification aimed specifically to provide the skills required for this new and significant area of cultural production and management. We believe that there is a substantial need for a course of this kind, a need that can only grow as both the technological vehicles and the physical venues of in which film and moving image can be seen diversify.

Evidence for this gap in provision comes from consultations with representatives of relevant institutions, such as the London Film School itself and the Institute of Contemporary Arts; while students applying for the London Consortium MA in Humanities and Cultural Studies regularly enquire about the possibility of focussing on the curation of film in their courses.

2 Supersession Does the programme supersede an existing programme? No If Yes please specify

3 Proposed fee (See Guidance Note 3) Standard or other: If other please state proposals for FT (Home), PT, Distance, NL, FT/PT Overseas as appropriate and reasons.

Other: £10,000 p.a. The course will be provided on a full-time basis only, and the same fee will be charged for both EU/UK and overseas students.

4 Suggested advertising media Guardian media; Sight and Sound; Film trade journals; film and visual art mailing Lists (eg e-flux); Tate, ICA and Science Museum members mailing lists

5 Staff Development (See Guidance Note 5)

6 Resources (See Guidance Note 6)

mafilmcuratingprogspec 7 Please note that the teaching and learning must be sufficiently flexible to enable all reasonable adjustments to be made in accordance with the Disability Discrimination Act (DDA) (please see the Guidance Notes for further details).

Are additional resources required for this programme? NO (Delete as appropriate) If YES, please give details of additional resources required and confirm that consultation has taken place with relevant colleagues supporting these services (detailed below) to indicate agreement, ensuring that the full costs of providing these have been taken into account. This consultation should be evidenced by covering emails.

Accommodation – additional resources required: None

Consultation with Room Bookings: NO

Library (Please attach an indicative bibliography) Have you discussed library provision for the programme with your subject librarian? No

ITS Have you discussed any requirements for the use of specific software packages or IT facilities (including workstation rooms) with Information Technology Services (ITS) technical support staff? No

Other Please state requirements for any other resources and give details of any external funding.

7 Agreement (See Guidance Note 7)

Name Signature Date Steven Connor Author of this proposal*

Programme Director (or indicate Nick Roddick if the same as above) Head of Department (or Steven Connor Executive Dean for School held programmes)* Executive Dean Hilary Fraser

Programme Approval Form for an External Subject Specialist completed and attached?** Yes / No Date of School Teaching and Quality Enhancement 8 Committee at which Full Proposal Approved (See Guidance Note 8)

Following endorsement of an Outline Programme Proposal by the College Programmes Committee to proceed to consideration by a Programme Development Panel a full Programme Proposal Form must be submitted to the Head of Quality Enhancement and Validation (Registry Services). This should be in line with the deadline agreed with the School Teaching and Quality Enhancement Committee. The agreed dates should allow for consideration and approval to be given during the academic year preceding the session in which the new degree would begin. YOU MUST OBTAIN ALL OF THE ABOVE SIGNATURES AND MUST ALSO ENSURE ALL OF THE ABOVE CONSULTATION HAS TAKEN PLACE AND IS EVIDENCED BY COVERING EMAILS BEFORE THE FORM MAY BE SUBMITTED.

* In signing this form the author of the proposal and the Head of Department (or Executive Dean) confirm that all contributing Departments/Schools, including relevant Module Leaders, have been consulted regarding the proposal and are in agreement with this.

** An appropriate External Subject Specialist must complete the form attached overleaf before it may be submitted for consideration.

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SECTION C EXTERNAL SUBJECT SPECIALIST FORM

External Subject Specialists will be asked to take part in a relevant Programme Development Panel either through attendance at a meeting to discuss the proposal or by correspondence.

1. Title of proposed programme

MA Film Curating

2. Name of External Subject Specialist (Professor/Dr/Mr/Ms)

Professor Dina IORDANOVA

3. Present post and place of work

Director, Centre for Film Studies

99 North Street University of St. Andrews St. Andrews, Scotland KY16 9AD

Tel: Email: 01334467474 [email protected]

4. Area of subject expertise

International/transnational cinema, global film industries, film festivals, film programming, distribution, exhibition, creative industries

5. Details of any current or previous involvement with cognate programmes or with the College

No current/previous involvement with this particular academic set-up except individual exchanges with individual academics affiliated with the London Consortium

6. Comments on the proposed programme 6a appropriateness of the proposal in relation to the national Framework for Higher Education Qualifications, Higher Education Credit Framework for England, relevant QAA Subject Benchmark Statements and, where appropriate, Professional, Statutory or Regulatory Body requirements (see ‘Academic Infrastructure’ at: http://www.qaa.ac.uk/academicinfrastructure/default.asp)

The proposal is in line with the existing benchmarking documentation for MA degrees. The proposed credit weighting fully corresponds to the standard practice within the system of UK’s HE. The quality monitoring procedures in place will ensure that the work is carried out in compliance with the existing documentation.

6b. overall philosophy, aims and learning outcomes of the programme

These are articulated persuasively and robustly. The learning outcomes are simultaneously concrete and all-encompassing, thus providing an optimal balance between the practical and abstract/theoretical aspects that the programme will be aiming to bring together in the context of teaching for the degree.

mafilmcuratingprogspec 9 6c. admissions policies

Very thorough and robust. The planned interviewing by two faculty members will be a strain if applicant numbers prove high. It is currently not clear how the portfolio/writing sample will be weighted toward admission; nor how the outcome of the interview will relate to the other admission criteria. It would be useful to attach some weighting to these before the programme is advertised, so that applicants have clarity on what is expected of them. It would be useful to make a statement on how applications from people who have not completed a first degree will be treated.

6d. curriculum content, balance and relevance of the programme

The curriculum appears to build on existing modules offered in the context of the London Film School and Birkbeck. 90 credits will come from modules which are of direct relevance – the 60-credit module on Production, Distribution, Exhibition and the 30-credit module on Curating Theory and Practice. This secures an adequate balance for the programme, half of which will be dedicated to matters of direct relevance.

The prospectus entry makes a mention of access to the activities of Cannes and Rotterdam festivals, as well as to programming opportunities at the ICA and BFI’s Southbank cinemas, but these planned activities are not developed sufficiently to allow me to judge how will they be worked into the proposed programme of activities. It is not clear how/when are these important practical aspects will be factored into the programme, and how will the extra costs associated with them be covered for.

6e. teaching and learning strategies

These appear adequately outlined.

6f. assessment criteria and methods and award specific regulations

These would benefit from some further clarification. There is no information on the number and word length required for the essays that students will write toward four of the modules. One of the practical exercises is described as ‘vital’, the other one as ‘actual’. It would be good to see what weight will be attached to each one of these in the overall context of the programme.

The student support and guidance arrangements are adequate.

6g. expertise, leadership and development of the teaching team

Prof. Connor is clearly experienced in running this type of programmes through his involvement with the London Consortium. I am familiar with the work of Nick Roddick of whom I have really high esteem; he will make an excellent director. Colin McCabe’s involvement will definitely be an asset. I know that a colleague based at Birkbeck, Dr. Dorota Ostrowska, teaches very similar material and has students involved with the activities of Berlinale. It is a surprise not to see her name listed here – perhaps the London consortium should consider approaching a more diverse group of colleagues in this respect. A young academic woman who has published on European film industries would most certainly be an asset to the programme and would strengthen its academic credibility. There seems to be no provision for visiting/guest teachers. Perhaps this could be considered at a later point, as there is expertise on these matters beyond the immediate London consortium that MA students can only benefit of.

6h. resource provision and facilities for the programme

There is no clarity on this as the proposal states there is no need of further resources. As I am not familiar with the existing resource base, I am unable to comment. I assume it is adequate. Library provision, IT requirement s, staff development, external funding are not addressed.

6i. programme management and student feedback and support arrangements

These seem to be properly planned.

7. Agreement Signature: Date:

Prof. Dina Iordanova 10 December 2009 mafilmcuratingprogspec 10 Guidance Notes for Departments/Schools selecting an appropriate External Subject Specialist

1. External subject specialists should provide experience of at least one of the following:  Higher Education in the subject and at the appropriate level  Professional, statutory or regulatory bodies, where programmes involve such accreditation or recognition  practice in the relevant profession or area of specialism

2. The following criteria should be taken into account in selecting an appropriate External Subject Specialist:  the depth and relevance of their subject knowledge  impartiality - External Subject Specialists should be able to offer constructive criticism of the proposal and must not be either current or recent (i.e. within the previous three years) staff of the College

3. For reasons of impartiality, currently approved External Examiners will not usually be used as External Subject Specialists, unless a case can be made for them being the most appropriate person.

4. The involvement of an External Subject Specialist would only be deemed unnecessary in cases where a Department/School can demonstrate that its own specialist external advisory group has already provided effective external and appropriately critical scrutiny of the programme proposal. This might, for example, take the form of minutes of an Industrial Liaison Panel which should be appended to the proposal form.

5. External Subject Specialists will be paid £50 for each proposal considered by correspondence only and £100 (plus travel expenses) for each proposal considered by attendance at a meeting of a Programme Development Panel. This fee may be increased where a number of cognate proposals are considered at the same time.

mafilmcuratingprogspec 11 BIRKBECK (University of London) Programme Proposal/Specification Form Guidance Notes

INTRODUCTION The programme proposal/specification form attempts to bring together, into a coherent whole, the planning work with regard to academic content, resource allocation, academic regulations and marketing prior to consideration by a Programme Development Panel of a new programme. Consequently, although it looks like a lot of work at the start it should certainly save work in the long run. The form also covers the requirements of a programme specification which shows how a student progresses through a programme and outlines the benefits that, on completion, the student should have derived from the programme. Programme specifications are required by the QAA and should provide public information to a range of bodies including current and potential students, employers, professional and statutory bodies, institutions and teaching teams, academic reviewers and external examiners. They should therefore provide short and concise information which may be used by all potential stakeholders.

GENERAL MATTERS  The form should not refer to individuals by name except where details are requested regarding the academic and technical staff who contribute to the programme. Where this is the case, the academic titles of these staff should be given.  Abbreviations should only be used once the full wording has already been provided.  The form should be proof read and checked for consistency e.g. with information found on the web.  The format should be kept to the standard fonts used without any unnecessary formatting being added e.g. bold or underlining.  Where possible, web links should be given to key documents rather than appending these to the specification e.g. standard programme regulations, prospectus entry etc, and the URL addresses should be checked to ensure they are working.  Proposals for joint/interdisciplinary programmes should include full details of all contributory components of the awards.

The College’s ‘Programme Approval Guidance Notes’ and ‘Guide to Developing Degrees’ should also be consulted when completing this form. These can be found at: http://www.bbk.ac.uk/reg/regs.

In developing a new programme, account should be taken of the College’s Quality Assurance/Quality Enhancement Code of Practice and Common Awards Scheme, the national Framework for Higher Education Qualifications, Higher Education Credit Framework for England relevant QAA Subject Benchmark Statements, and, where appropriate, the requirements of Professional, Statutory and Regulatory Bodies, taking particular note of the specialized features of programmes, such as the Foundation degrees and those involved with collaborative provision or flexible and distributed learning (including distance and e-learning). See:  http://www.bbk.ac.uk/qa/strategies/collegeqaecodeofpractice  http://www.bbk.ac.uk/reg/regs  http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp  http://www.qaa.ac.uk/england/credit/default.asp  http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp  http://www.qaa.ac.uk/reviews/foundationDegree/benchmark/FDQB.asp  http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section2/default.asp

SECTION A. PROGRAMME SPECIFICATION

Section Note 1 This section should detail all awards that students can directly enrol on (and will therefore be advertised in the Prospectus). 2 A student who successfully completes part of their programme of study but is not eligible, or able, to complete the full programme may be eligible for an intermediate-award, also called an exit award. For example a student who only partially completes an MA programme may be eligible for a Pg Dip or Pg Cert award. Please note that certain awards may be offered as entry points to programmes of study and may also be available as intermediate-awards and could therefore be listed in both boxes 1 and 2 of this form. 5 Attach a draft full memorandum of agreement between Birkbeck and the collaborating institution. 6 Mode of study may be: full time; part time; distance learning; network learning. 10 This section should indicate where the programme will be offered: either Bloomsbury or Stratford or both. 12 Here the requirement is to identify the main aims of the programme i.e. what the purpose of the programme is. These should relate to the College’s mission and would include the imparting of a certain body of knowledge, and the development of relevant, necessary skills both specific i.e. appertaining to the programme and generic e.g. learning skills. If the programme has any distinctive features that mark it out from other programmes they should be mentioned here. These might include the opportunity to engage in relevant extra-curricular work, recognition by one of the research councils or accreditation by a professional, statutory or regulatory body. All part-time programmes should state "part- time, evening, face-to-face study" as a distinctive feature. 13 In most institutions the entry requirements would usually be academic indicators such as, at undergraduate level, A' Level scores. These tend to be less relevant in the Birkbeck undergraduate setting but if they are relevant as appropriate benchmarks they should be mentioned. For example, the following wording may be stated here: "Students under 21 require a minimum of two A' Levels or equivalent. All other students may be admitted as mature students on the basis of other indicators such as employment criteria, skills required or relevant experience." At postgraduate level academic entry requirements are specific and should be referred to as a matter of course. The Regulations stipulate at least 2nd class honours for entry to a Master's degree programme. Any other additional entry requirements which are specific to the programme in question or which are considered essential should be stated here. They might include employment criteria, skills required or relevant experience.

Details should also be provided of any special arrangements for candidates who do not meet the normal entry requirements for the programme, such as those with relevant professional experience or qualifications. mafilmcuratingprogspec 12 15 This section is to be completed by the Head of the proposing Department or Chair of the School’s Teaching and Quality Enhancement Committee and the factors involved should include several of the following:  Birkbeck’s mission and policies on the development of general skills such as communication, IT, team working, career management  relevant QAA Subject Benchmark statement(s) for undergraduate programmes and for some Masters degrees (see: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp)  qualification descriptors used in the Framework for Higher Education Qualifications (see: http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp)  Higher Education Credit Framework for England (see: http://www.qaa.ac.uk/england/credit/default.asp)  research activities/views and requirements of research bodies  subject developments  recent developments or changes in the following: teaching and learning techniques; levels of knowledge and understanding; professional/occupational standards and other employment factors; further study; personal and academic developments; skills for employment or further study; employer needs; requirements of public, professional, statutory and regulatory bodies appropriate to the discipline;  considerations specific to teaching students by flexible and distributed learning (including distance and e-learning), in partnership with other institutions, or on Foundation degrees. The form should detail those items which are of relevance to the programme and should include additional items, where appropriate. All programmes must demonstrate how they align with the Common Awards Scheme, Framework for Higher Education Qualifications, Higher Education Credit Framework for England and relevant QAA Subject Benchmark statement(s). Currently benchmark statements exist at Honours degree level although they have also been developed at Masters level in some areas. Programmes which cover more than one subject benchmark should illustrate coverage of all relevant benchmark statements. 16 This section should outline the range of teaching and learning methods employed on the programme and their appropriateness to the programme. 17 The programme requirements should be in line with the College’s Common Awards Scheme. Details of the approved degree structure for undergraduate and postgraduate awards can be found at: http://www.bbk.ac.uk/reg/regs.

Level: either 4 (C ), 5 (I) or 6 (H) for undergraduate modules; Level 7 (M) for postgraduate modules Level descriptors are described in the Framework for Higher Education Qualifications: http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp If a programme has a stopping off point e.g. a Postgraduate Diploma on a Masters programme this should be identified here. If the programme offered contains a number of pathways through it then these should be identified and the modules that are distinctive to the pathway should be grouped underneath it. The organisation of the curriculum should show progression from one level to another, to employment and/or further study as well as flexibility, coherence and student choice. 18 The assessment strategy and methods should be detailed here taking into account the following:  How the assessment exercise measures the relevant learning outcomes that have been stated; its appropriateness; the forms of assessment at different levels of the programme (including the incorporation of project/dissertation work at Honours and Master’s level); how the assessment discriminates between different levels of achievement and what form of interaction there is with external examiners.  How and in what ways the assessment strategy relates to the needs of the particular students on the programme.  How the balance between different types of assessment is arrived at and the student workload is to be managed. For example timetabling of essay submission deadlines; tutorial advice on time management; College procedures for dealing with late submission and mitigating circumstances.  How the assessment procedures provide students with prompt and sufficient feedback and assist them in the development of their intellectual skills and any other ways in which they perform a formative function.  The existence of clear criteria for assessment that enable internal and external examiners to distinguish between different categories of achievement and how these have these been chosen. 21 These follow the standard form presently used in the College as detailed in the College’s Common Awards Scheme Regulations (http://www.bbk.ac.uk/reg/regs). 23 The staff profile should show that there are sufficient and appropriate staff to match the requirements of the programme e.g. effective delivery and breadth of the curriculum; teaching, learning and assessment; student achievement.

SECTION B. PROGRAMME PROPOSAL DETAILS

Section Note 1 This section is to be completed by the Head of the proposing Department or Chair of the School’s Teaching and Quality Enhancement Committee. 3 If it is intended that the fee should differ from the standard fee then early consultation with the Academic Registrar is advised before completing this box. 5 The Department/School staff development policy should be outlined here e.g. induction and mentoring of new full-time, part-time and sessional staff and any training undergone for these; peer observation and analysis of outcomes; attendance at conferences and on courses; staff discussions; relevant committee activity; teaching and learning groups; team and joint teaching; appraisal; research activity; engagement with the College’s Centre for Learning and Professional Development (CLPD) and the Higher Education Academy’s Subject Centres. This section should also state that initial training for academic staff without substantial previous teaching experience is achieved through the PGCE: Higher Education, a bespoke Birkbeck programme which qualifies graduates for membership of the Higher Education Academy. More experienced new staff are given exemption through an accreditation of prior learning procedure. Graduate Teaching Assistants and other postgraduate students involved in teaching have the opportunity to attend the Fundamentals of Teaching Programme, intended to support academic staff new to the classroom. The form should detail those items which are of relevance to the programme and include additional items, where appropriate. mafilmcuratingprogspec 13 6 This must be filled in completely so that Room Bookings, the Subject Librarian and relevant Head of Information Technology Services (ITS) section can properly assess the resources required and in the case of the Library where University of London Library tickets are required this should be clearly stated. Such consultation should be evidenced by covering emails. If the programme proposer is unsure of specific requirements to comply with the DDA they should consult with their School Disability Liaison Officer and/or the College Disability Coordinator. 7 An appropriate External Subject Specialist must complete the pro-forma attached to the Programme Proposal Form. All relevant signatures, indicating the postholders' support for the programme, must be obtained and relevant consultation (evidenced by email) before returning the form to the Head of Quality Enhancement and Validation (Registry Services). The author of the proposal (or a nominated substitute) should be prepared to speak to this at a meeting of a Programme Development Panel convened by Quality Enhancement and Validation in liaison with the School Teaching and Quality Enhancement Committee. They should provide a summary of the discussion that has taken place at the Department/School level regarding the proposal by expanding upon Section A, point 15 of the proposal form (‘Internal and External Factors Considered in Developing the Programme’) and Section B, point 1 (‘Rationale’) and should respond to any matters raised including resourcing. If the proposer feels that they would not be able to address such specific matters, they should be accompanied to the meeting by appropriate colleagues. This may also be achieved, where appropriate, by correspondence. 8 All programme proposal forms must indicate at which meeting of the host School Teaching and Quality Enhancement Committee the proposal was discussed and approved.

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