Annual Programme Review

Academic Quality and Standards - Code of Practice on Annual and Periodic Review: Annual Programme Review

The University requires each academic school to conduct an annual review of its teaching provision (undergraduate and taught postgraduate programmes). Each school produces annually a written evaluation report for scrutiny at School and College-level by the School and College Education Committees. A summary of the College Education Committee's discussions and any recommendations it makes are reported to the University's Quality and Standards Sub-Committee. This Committee has overall responsibility for the management of the Annual Programme Review process and the assurance and enhancement of academic quality and standards across the University.

See Section A of the Code for more information about the Annual Programme Review.

Review objectives:

Annual Programme Review ensures that the University regularly reflects on programme delivery and the student experience at programme level to continuously improve the quality of our education.  The process supports the University to meet the Ongoing Conditions of Registration set by the Office for Students (specifically conditions B1 to B5) and also the best practice set out in the UK Quality Code.

Annual Programme Review is a process designed to:

  • Provide an opportunity for reviewing and improving the quality of the student learning and teaching experience and assuring academic standards and quality;
  • Strengthen school processes of annual review and monitoring;
  • Include a specific focus on enhancement;
  • Play a central role in informing the additional review process;
  • Report external monitoring and accreditation activities that occur alongside APR
  • Incorporate National Student Survey (NSS) Action Planning.

Annual Developmental Review complements Periodic Developmental Review. These processes are one of the main ways that the University satisfies itself that academic standards are being maintained across the institution.

The Review Process:

Step 1. The school monitors its teaching provision through mechanisms such as module review, student feedback and external examiners' reports
Step 2. The school receives the APR template along with relevant data sources, completes the report and produces an action plan
Step 3.

The report and action plan are approved by the School Education Committee before submission to the College Education Committee

Step 4.

The Quality and Standards Sub-Committee receives a summary of the issues discussed

Step 5. University Education Committee and Senate will receive a summary of the outputs of the process.
Step 6. Actions are identified at stages 1, 2, and 3 and implemented and monitored by the School and College Education Committees

Annual Programme Review Reports and Templates:

The University's Guidelines on Annual Programme Review when preparing your School report.

Annual Developmental Review Reports

Templates for Annual Developmental Review

  • Guidance on ADR (PDF) (to be published shortly)

 

  • Template for ADR (Word) (to be published shortly)

Presentation:

Schools are required to complete the reviews on the template.

Report Statistics:

Statistics for inclusion and analysis in reports are available from the Data Insights dashboards. The Planning Office is able to provide further advice and support on how to use this.

Consideration of Reports:

Schools should ensure the sections of their APR reports are ready in time for the School and College Education Committee meetings designated for consideration of Annual Programme Review sections.

At the meeting, each school representative gives a short verbal accompaniment to their school's written report. This is followed by a general discussion by the Committee of any issues raised.

The Quality and Standards Sub-Committee considers a summary of the issues discussed by each College Education Committee.

Contact your College Academic Advisor, who is based in the Education Services if you would like advice on the Annual Developmental Review process.

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