This document establishes the University of Manchester’s procedure for managing Transnational Education (TNE) activities, covering all credit-bearing programmes delivered outside the UK.The policy ensures proper approval, monitoring, and review of international collaborations. 

This policy outlines the use and creation of “recording” material such as audio, video, and multi-modal recording of taught sessions. It applies to all forms of recordings, including lecture captures, pre-recorded material, and online broadcasts. Recordings aim to enhance learning by supporting revision, accessibility, and inclusion, they supplement rather than replace taught sessions. 

This Policy must be read in conjunction with the University’s Intellectual Property Policy (the“IP Policy”). 

Frequently Asked Questions:

1. What types of teaching and learning activities does the policy cover for recording? 

The policy applies to all audio, video, and multi-modal recordings of taught sessions, which include any on campus activities captured via the University’s automatic lecture capture system, pre-recorded materials, live online broadcasts, and any other type of recording along with their associated materials such as transcripts.  

2. How does the University ensure that recordings are accessible and useful for students? 

Staff receive training, equipment and support to ensure that recordings adhere regulatory and legal requirements for accessibility and the protection of intellectual property. Recordings are made available in accessible formats via the University’s digital learning environment and recordings are maintained as supplementary resources, not replacements, to help with revision, flexibility and support for disabled students. 

3. In what ways are recorded activities intended to complement my learning experience? 

Recordings are meant to be supplementary to, and not replacements for, taught sessions. They support study and revision of complex material, helping students for whom English is not their first language, provide flexibility and accessibility to students who are unable to attend at the time and/or facilitate distance learning and assist some students who are considered to be disabled within the meaning of the Equality Act 2010.  

This document provides guidance on the application of the accreditation of prior learning in relation to the University’s Taught Degree Regulations and Credit Framework. The Accreditation of Prior Experiential Learning (APEL) is the formal recognition of prior learning gained through other experience, including paid or unpaid work, self-directed study or through leisure pursuits. AP(E)L is used by the University to encourage wider participation of students, with varying educational experiences and open access to its programmes of study. 

Frequently Asked Questions:

1. What does Application of the Accreditation of Prior Learning (AP(E)L) means? 

‘AP(E)L’ stands for the award of credits based on learning that has already taken place. AP(E)L credits can exempt a student from parts of their academic programme if they can show that their existing knowledge and skills meet the necessary requirements.  

2. What types of prior learning are eligible for accreditation under this policy? 

 It includes both APL (Accreditation of Prior Experiential Learning), which covers formal, assessed education or training, and APEL (Accreditation of Prior Experiential Learning) which recognises relevant learning from experience such as paid or unpaid work, self-directed study or through leisure pursuits. 

3. Can I apply for accreditation of prior learning if I’ve gained relevant experience outside of formal education? 

Yes, under AP(E)L, the University considers prior experiential learning from paid or unpaid work, self-directed learning, or other life experiences. These experiences must be documented and shown to align with the learning outcomes of the relevant course units, The decision is based on academic judgment and includes criteria such as subject content, learning volume, and evidence of achievement.  

This policy ensures the delivery of high-quality timetables that support teaching and enhances the student experience. The policy aligns with relevant equity, diversity, and inclusion policies to ensure fair consideration of staff and student needs. The timetable is created using a common institutional process that considers practical constraints such as teaching facilities, programme structures, pedagogy, flexible working, and teaching availability. 

Frequently Asked Questions:

1. What is the main purpose of the Timetabling Policy and how does it impact students and staff? 

The main purpose of this policy is to create a high-quality timetable that supports excellent teaching and an excellent student experience. It ensures that scheduling is transparent, fair, and inclusive, considering both pedagogical and operational needs. For students and staff, it means having structured, predictable schedules that reflect requirements and support effective learning. 

2. How does the University of Manchester ensure that timetable accommodates the diverse needs of students and staff? 

The University ensures inclusivity by adhering to all relevant People and Organisational and Equality, Diversity, and Inclusion policies to ensure any additional requirements of staff and students are considered fairly and transparently as part of the timetabling process.  

3. What factors are considered when constructing the timetable to ensure it supports an excellent teaching and learning experience? 

Timetable construction considers things like room capacity, clash free schedules, and travel time between classes. Soft constraints such as preferred teaching slots and pedagogical preferences are taken into account where possible. 

Lecture “shout-outs” are announcements made before, during, or after lectures by students or staff, intended to share information relevant to the majority of students attending the lecture. 

This guidance sets standards for appropriate content which should be directly related to University teaching and learning matters such as student events, student representation activities, meetings relevant to students, etc. Individuals must request permission from the lecturer in advance, detailing the content, audience, and length of the shout-out. Lecturers can decline requests if they consider the announcement is irrelevant to most attendees.