Expert Programme

HE in FECs Expert programme

Staff development materials

Title and type of material: Mapping Codes of Practice Activity – Engagement with Codes of Practice A template containing the precepts for each section of the Code of practice was created. A code of practice was assigned to 10 groups of staff from across the institution (two/three individuals per group) who worked together to provide a college response in terms of quality processes, procedures and related documentation to each section of the Code of practice.

Contributing institution: Newcastle College Group (the institution), established under the Further and Higher Education Act 1992, is a national provider of education, skills, training and employability. The institution has grown from being a sub-regional college based in the North East with an income of around £30m in 2001 to a multi-regional, multi- business organisation with a total forecast income of over £180m for 2008-09. This increase has been realised through strong organic growth in core Further Education (FE), Work Based Learning (WBL) and Higher Education (HE) business in the NE region since 2001; contracts in offender and custodial learning; the merger with Skelmersdale and Ormskirk College in 2007; expansion of employability and employer facing activity through the acquisition of TWL Training Ltd in 2007; and the formation of the Intraining Group Ltd through the acquisition of major segments of the previous Carter and Carter business in March 2008.

Brief description of materials: A template was created for each section of the Code of practice to carry out a mapping exercise within the institution. The exercise was used to ensure that processes and procedures within the institution adhered to the requirements of each code. Each group was assigned one section.. The group worked together to identify how the institution complied with the Code of practice section making reference to the related institution and awarding body documentation and processes.

Purpose:  To familiarise staff with the academic infrastructure and codes of practice  Identify how the codes of practice map onto quality processes and procedures used within the institution  Identify documentation and evidence used to demonstrate how codes of practice are implemented  Highlight areas where further development is required to ensure all programmes comply to codes of practice Target audience: Staff from across the institution who are involved in higher education programmes.

Other materials that could be used alongside: Institutions and awarding body documentation.

How has the material been used? Templates were shared with members of staff from across the institutions for feedback and further input. Information collated has been used to highlight areas for further development and enhancement in relation to higher education documentation and processes.

How was it received? Activity acted as a platform for staff to embedded higher education processes and procedures alongside enhancing their knowledge and understanding of academic infrastructure and how it fits into their day to day delivery.

Suggestions about how to maximise its effectiveness Having developed the mapping exercise against each code of practice institutions can you use the document to support staff within their college who are new to delivering higher education to ensure they understand and how the academic infrastructure relates to their own delivery.

Benefit to the College Community of staff delivering higher education have developed a greater understanding and knowledge of the academic infrastructure and how the codes of practice directly relate to their higher education programmes.

Any further comments: Newcastle College Group Mapping Activity: Engagement with Codes of Practice 1 Assessment of Newcastle College Documentation/Evidence students Post Group Response Graduate Research programmes PRECEPT 1 Newcastle College Institutions will put in Group has a place effective comprehensive set arrangements to of procedures and maintain appropriate regulations for academic standards Higher Education and enhance the These are reviewed quality of and updated Newcastle College Group postgraduate research annually and are procedures and Awarding programmes. issued to students. Bodies regulations An Assessment Assessment Policy Policy is available. Module moderation records Annual Review process This policy outlines Consistency Panel university regulations on assessment and the procedures adopted by the institution to ensure that these CPD regulations and standards are adhered to. Staff Development on Rigorous moderation Assessment and Dissertation strategies are in supervision place to monitor the module level, assessment criteria, student submission and assessment in line with national benchmarks. Assessment strategies are reviewed and their implementation are reviewed at school level during annual review CETTnet

These strategies are supported by a thorough CPD programme of staff updates and training cross college and institution. These events are designed to induct new members of staff and ensure that new developments are communicated to all staff in a timely fashion.

A dissertation module designed to developed reflective practice and critical thinking skills ‘runs long’ and thin to support learners development leading into the research phase of individual dissertations All staff and students are invited to participate in a research net work in which they can collaborate on research projects.

Internal moderation pairings are changed every year to ensure impartiality and cross-pollination of best practice between diverse subject areas.

PRECEPT 2 Institutional On commencing regulations for study each learner is postgraduate research given Dissertation Handbook degree programmes  Dissertation will be clear and Handbook which readily available to outlines the students and staff. processes and Where appropriate, procedures for regulations will be submitting a supplemented by proposal for an Student handbook similarly accessible, area of study subject specific together with guidance at the level ethical guidelines Module Handbooks of the faculty, school and protocol for or department. submission of the final dissertation ( University CPD timetable regulations)  Student handbook  Module Handbooks which outlines key dates and requirements for the research programme.

All staff trained on rules & regulations for progression and qualification.

PRECEPT 3 See Precept 2. Institutions will develop, implement HE Quality and keep under Reference Manual review a code or codes of practice applicable across the institution, which include(s) the areas covered by this document. The code(s) should be readily available to all students and staff involved in post graduate research programmes. PRECEPT 4 Business and Business Plans Institutions will monitor operational plans Quality Review the success of their have been Documentation postgraduate research developed to expand Internal Audits programmes against and widen Annual Review appropriate internal participation. Learner forums and/or external Effective Student surveys indicators and targets. performance management through the analysis of Business Plans and termly Quality Review meetings ensures early identification and review of underperforming provision. There is effective analysis and use of quantitative data.

Courses are run in accordance with rules and regulations of the validating university.

PRECEPT 5 Institutions will only Programmes include Staff CV accept research a variety of post Module Guides students into an doctoral lectures Dissertation Handbook environment that delivered by CPD provides support for experienced doing and learning dissertation CETTnet minutes about research and supervisors. where high quality e.g. In Access to research is occurring. Learning the institution receives private and public funding for a range of research initiatives reflecting the diversity within and the institutions national profile. CETTnet fosters a growing interest in research for both staff and external candidates. PRECEPT 6 The International Admissions policy, Admissions Recruitment team Complaints policy, CRB procedures will be and Admissions Disclosure checks for clear, consistently Committee recruit students policy, take up of applied and will and enrol learners in references for prospective demonstrate equality line with policies and students, valuing diversity of opportunity. procedures. and associated documents and International office

PRECEPT 7 The International Student services guidelines Only appropriately Recruitment team and procedures, Training qualified and prepared and Admissions records, Attendance at students will be Committee recruit conferences, liaison with admitted to research and enrol learners in course leaders/ lecturers programmes. line with policies and procedures. Application procedures invariably include interviews, assessment tasks, consideration of previous experience and learning.

PRECEPT 8 Admissions decisions Each curriculum area Minutes of Meetings will involve at least or school holds an Development of International two members of the admissions panel. Sub Group of Learning institution's staff who Applications are Teaching and assessing will have received submitted to the committee instruction, advice and panel for review by guidance in respect of course leaders. selection and Panel members are admissions suitably trained to TDC timetable 09 procedures. The ensure consistent decision-making valid and transparent process will decisions. enable the institution to assure itself that To support balanced and applicants who have independent not studied at this admissions decisions level before or who have been made, that are applying from support its admissions non-traditional routes policy. the institution hosts a series of preparatory workshops to enable candidates and staff to make an informed decision on individual candidates PRECEPT 9 See Precept 2. Dissertation Handbook The entitlements and responsibilities of a research student undertaking a postgraduate research programme will be defined and communicated clearly. PRECEPT 10 Institutions will provide Information is Minutes of Meetings research students with provided in the sufficient information Dissertation to enable them to Handbook. Research CETTnet mins begin their studies proposals are with an understanding validated by the of the academic and Ethics Committee. social environment in which they will be working. PRECEPT 11 Staff are well Staff CVs Institutions will appoint qualified for the roles supervisors who have they undertake and the appropriate skills have high levels of and subject experience in knowledge to support, appropriate encourage and academic and monitor research vocational students effectively. disciplines. All supervisors have subject specialism’s which are matched to individual dissertations to provide an appropriate support and monitoring. Records of HE staff qualifications are reviewed annually and records stored with the school’s Quality Manager.

PRECEPT 12 See precept 11. Minutes of Meetings Each research student will have a minimum The Post Graduate of one main Research Leader supervisor. He or she holds regular will normally be part of meetings with the a supervisory team. dissertation team. There must always be one clearly identified point of contact for the student. PRECEPT 13 Institutions will ensure All staff trained on Training Records that the rules and regulations Teaching and learning responsibilities of all for research and observations research student supervision. Dissertation handbook supervisors are clearly Responsibilities of communicated to the supervisor role supervisors and are included in the students through Dissertation written guidance. handbook

PRECEPT 14 Institutions will ensure The work allocation University Guidelines that the quality of of dissertation supervision is not put supervisors adheres at risk as a result of an to the guidelines of excessive volume and the validating range of University. responsibilities assigned to individual supervisors. PRECEPT 15 Institutions will put in The Dissertation Dissertation Handbook place and bring to the Handbook illustrates Annual Review attention of students milestones designed Quality Review and relevant staff to monitor and Tutorial records / progress clearly defined support student review records mechanisms for progress. Dissertationdiary monitoring and Progress review supporting student sheet progress. PRECEPT 16 See Precept 15. Institutions will put in place and bring to the attention of students and relevant staff clearly defined mechanisms for formal reviews of student progress, including explicit review stages. PRECEPT 17 See Precept 2. Institutions will provide guidance to students, supervisors and others involved in progress monitoring and review processes about the importance of keeping appropriate records of the outcomes of meetings and related activities. PRECEPT 18 School or curriculum Group VLE postings Institutions will provide areas responsibility. Dissertation diary research students with Research students appropriate are notified of opportunities for possible personal and opportunities for professional personal and development. professional development through their membership of the group VLE

PRECEPT 19 Each student's The induction period PPD records development needs includes preparatory Personal Tutorial Records will be identified and workshops and initial Dissertation Records agreed jointly by the assessments which student and will inform staff and appropriate academic students of individual staff, initially during development paths , the student's induction which are recorded period; they will be and reviewed regularly reviewed regularly. Personal during the research and dissertation programme and tutorials support the amended as development of appropriate. learners. PRECEPT 20 Students are PPD records Institutions will provide required to document IfL records opportunities for their development Dissertation diary research students to through their PPD maintain a records. record of personal In addition, a progress, which research diary is includes reference to expected to track the the development period of the of research and other dissertation from skills. proposal to submission PRECEPT 21 See Precept 19 Institutions will put in Group and individual Minutes of MEC, PEC place mechanisms to tutorial, student fora, Tutorial documentation collect, review and, MEC and PEC On-line student evaluations where appropriate, meetings are held respond to feedback regularly to monitor from all concerned student performance with postgraduate and satisfaction research programmes. They will make arrangements for feedback to be considered openly and constructively and for the results to be communicated appropriately. PRECEPT 22 The criteria is Validating University Institutions will use available from the Guidelines criteria for assessing validating University Dissertation Handbook research degrees that Guidelines and enable them to define Dissertation the academic Handbook . standards of different research programmes and the achievements of their graduates. The criteria used to assess research degrees must be clear and readily available to students, staff and external examiners. PRECEPT 23 The assessment Validating University Research degree procedures adhere Guidelines assessment to the Validating Dissertation Handbook procedures must be universities External Examiner Reports clear; they must be guidelines including operated rigorously, appointment of fairly, and appropriate external consistently; include examiners. input from an external examiner; and carried out to a reasonable timescale. PRECEPT 24 The procedures Blackboard Institutions will adhere to the Student Handbook communicate their validating Validating University assessment universities Guidelines procedures clearly to guidelines which are all the parties available to students involved, ie the in a variety of students, the formats. supervisor(s) and the examiners. PRECEPT 25 Complaints Complaints policy and Institutions will procedure. Student procedure on DTC Representative and Minutes of Meetings put in place and Staff Committee publicise Meetings. procedures for dealing with student representations that are fair, clear to all concerned, robust and applied consistently. Such procedures will allow all students access to relevant information and an opportunity to present their case. PRECEPT 26 Complaints Complaints policy and Independent and procedure. procedure on DTC formal procedures will exist to resolve effectively complaints from research students about the quality of the institution's learning and support provision. PRECEPT 27 The Admissions Institutions will put in Committee responds place formal to appeals in procedures to deal accordance with with any appeals College policy. made by research students. The acceptable grounds for appeals will be clearly defined. Newcastle College Group Mapping Activity: Engagement with Codes of Practice

4 External Examining Newcastle Documents/Evidence College Group Response PRECEPT 1 An institution should ask its external External List of External examiners, in their expert judgement, to report Examiners are Examiners by Scheme on: appointed by and Pathway i whether the academic standards set for its relevant awarding awards , or part thereof*, are appropriate HEI External examiners ii the extent to which its assessment reports and action processes are rigorous, ensure equity of As part of the plans treatment for students and have been fairly regulations a conducted within institutional regulations and report is guidance; produced by the iii the standards of student performance in the External programmes or parts of programmes which Examiner using they have been appointed to examine; the template iv where appropriate, the comparability of the provided by the standards and student achievements with awarding bodies those in some other higher education which addresses institutions; questions 1i, 1ii, v good practice they have identified 1iii, 1iv and 1v. Action Plans are then produced by each Pathway and a copy sent to the HE Directorate.

PRECEPT 2 Institutions should state clearly and Leeds Met External Examiner communicate to all concerned the various External Handbook roles, powers and responsibilities assigned to Examiner websites their external examiners, including the extent Handbook state of their authority in examination/assessment clearly that the Training examples boards External provided by HE of HE Examiner training Curriculum is provided by Newcastle College. Guidance for External Examiners for Newcastle University, Sunderland University and University of Wales on respective websites

PRECEPT 3 Prior to the confirmation of mark lists, pass External External Examiner lists or similar documents, institutions will moderation takes gives a verbal report expect external examiners to endorse the place prior to all to the Pathway Team outcomes of the assessment(s) they have examination as part of the been appointed to scrutinise committees examination committee process PRECEPT 4 Institutions will make every effort to ensure External External Examiners that their external examiners are competent to Examiner application forms and undertake the responsibilities defined in their completes and CVs Held by HE contract application form Directorate and within and a CV which Schools is then processed through the relevant processes for each Awarding Body PRECEPT 5 Institutions should define explicit policies and Awarding Bodies Leeds Met website regulations governing the nomination and publish Newcastle University appointment of external examiners, and procedures and website premature termination of the contract by guidance for University of either party appointing Sunderland website external University of Wales examiners website PRECEPT 6 Institutional procedures should ensure that Awarding bodies External Examiners potential conflicts of interest are identified and regulations and process and related resolved prior to the appointment or external screening Application forms examiners process PRECEPT 7 The institution Awarding body Institutions should ensure that, once provides regulations appointed, external examiners are provided appropriate Assessment with sufficient information and support to information for guidelines enable them to carry out their responsibilities Examiners. Student and effectively. Specifically, external examiners programme must be properly prepared by the recruiting handbooks institution to ensure they understand and can The institution fulfil their responsibilities provides Workshop and guidance on what External Examiner is expected from Handbook External Leeds Met External Examiners Examiner Training Mar 2009 PRECEPT 8 Institutions should state clearly, and External Emails/Recorded communicate to all concerned, the Examiners delivery proof programmes and awards, or parts or receive Minutes of Ext programmes, to which each external programme Examiners meeting examiner is appointed validation held within schools documents and module guides PRECEPT 9 Institutions will wish to agree with their HE Assessment Samples of student external examiners the evidence each Policy and HE work conforms to the considers necessary to ensure the effective Directorate institutions discharge of external examining guidance requirements for responsibilities, and will provide them with a moderation; module range of relevant information guide. Turnitin reports included with some student assessment PRECEPT 10 Institutions should require external examiners Awarding Bodies External examiners to submit at agreed times a written report that Regulations for reports provides comments and judgements on the External assessment process and the standards of Examiners student attainment

PRECEPT 11 Leeds Met University Pro- Institutions should indicate the required form forma and coverage of external examiners' reports Newcastle University Pro- forma University of Sunderland Pro- forma University of Wales Pro-forma PRECEPT 12 Institutions should ask external examiners to Reports sent to Emails to confirm send their reports to the head of the HE Directorate. reports have been institution, or named person(s) designated by Verbal report sent to HE Curriculum the head of the institution to exercise given at final responsibility for the handling of these reports. exam committee. External examiner Institutions should ensure that the reports are report considered within the institution at both Action Plans to subject and institutional levels. show action from reports Action Plans Award Meetings produced. Award discuss and track Meeting minutes comments and actions from reports at course level

PRECEPT 13 Full and serious consideration should be Annual Review HE team meetings, given by the institution to comments and Reports include Award Meetings, recommendations contained within external outcome from Pathway meetings, examiners' reports, and the outcomes of the external Annual Review consideration, including actions taken, should examiners visits Reports (School and be formally recorded and subsequent course) actions. Pathway and Award meeting track the progress made throughout the academic year. PRECEPT 14 Institutions should ensure that external Individual schools Minutes from External examiners are, within a reasonable time, and curriculum Examiners provided with a considered response to their areas liaise with Developmental comments and recommendations, including their own Meeting information on any actions taken by the External Email exchanges institution Examiner(s) in between School response to comments and recommendation s as part of the external examiners visit. HE Directorate will review actions from external examiner reports and consider actions that require a cross college approach as part of the annual review process.

Newcastle College Group Mapping Activity: Engagement with Codes of Practice

5 Academic Appeals and Complaints Newcastle Documents/Evidence College Group Response PRECEPT 1 There is a Complaints procedure General principles: Institutions have fair, comprehensive is located on Desk effective and timely procedures for handling complaints Top College under students' complaints and academic appeals procedure “College Policies communicated to all staff and students Awarding Body details through the located on DTC under student guide Higher and handbook Education>Higher In addition, Education Curriculum academic appeals can be made in accordance with the Awarding Body regulations. PRECEPT 2 Complaints Complaints policy and Institutions' complaints and appeals procedure procedure located on procedures are approved and overseen at the overseen by DTC as above. highest level Vice Principal Newcastle College Group - Students

PRECEPT 3 The institute Minutes from HE Institutions ensure that those studying at all provides many Learner Forum, levels have the opportunity to raise matters of opportunities Pathway and Award concern without risk or disadvantage for students to meetings. voice their Data from surveys and concerns with module reviews. out risk or disadvantage these include Learner Forum, Module Review, Pathway and Award meetings. Students also take part in entry, on- programme, and exit surveys as well as the National Student Survey. This data is fed into the quality review process.

Both the complaints procedure and the HE Regulations are reviewed regularly PRECEPT 4 The Appeals Both complaints and Information: Institutions make publicly regulations appeals procedures available easily comprehensible information and are accessible via the on their complaints and appeals procedures procedures are Student Handbook. contained within the awarding body Induction checklist – regulations desk top college. and these are Signed copy retained available to by tutor on the tutorial students. file.

As part of the The institute produces induction a leaflet entitled programme all “Something to Say” students are that describes the made aware of procedure in a complaints and straightforward way. appeals The leaflet is processes. displayed prominently on notice boards throughout the institute PRECEPT 5 The awarding Student Handbook Internal procedures: design and conduct: body The current Clear design of institutions' complaints and regulations are regulations are also appeals procedures enables them to be available to all available on conducted in a timely, fair and reasonable new students BlackBoard>Student manner, and having regard to any applicable and referred to Information>Partner law in the student Universities handbook. PRECEPT 6 The institution Records retained by Institutions ensure that appropriate action is has in place Directors of taken following a complaint or an appeal clear School/Service and procedures for Vice Principal tracking and Newcastle College recording of Group - Students complaints to ensure that they are dealt with in a timely manner. Principals, Directors of School and Service are required to complete tracking reports. These reports record the nature of the complaint, as well as associated actions and outcomes and deadlines. PRECEPT 7 For off-site The entry and on- Access to support and advice: Institutions provision programme student satisfy themselves that appropriate guidance students can surveys measures and support is available for persons making a access student knowledge complaint or an appeal, including those taking information via about the complaints advantage of learning opportunities provided BlackBoard. and appeals away from institutions and/or through flexible The tutorial processes. and distributed learning process Tutorial record sheets provides held in award files in contact schools. opportunities at the students’ request. PRECEPT 8 Students are In documentation on Institutions make provision in their procedures informed in DTC. for those making a complaint or an appeal to writing of their be accompanied at any stage, including entitlement to formal hearings be accompanied at any stage, including formal hearings PRECEPT 9 Policies and Complaint reports. Institutions have effective arrangements to procedures monitor, evaluate and improve the have clear effectiveness of their complaints and appeals dates for procedures and to reflect on their outcomes review. for enhancement purposes The Vice Principal Newcastle College Group evaluates and analyses complaint reports and compiles a report for consideration by the governors in the case of non-academic complaints or the Academic Board in the case of Academic appeals. PRECEPT 10 All staff and Staff/student Institutions ensure that suitable briefing and students are induction. support is provided for all staff and students routinely Signposting to involved in handling or supporting complaints provided with appropriate and appeals information on documentation. all college Advice on procedure policies and via award leaders/tutor procedures as as appropriate. part of their induction. Any changes to policies are communicated to Principals, Directors of School and Service via senior management team meetings; the information is then cascade within their respective areas.