Programme specifications - List of contents
A programme specification document MUST contain information on the following topics:
Summary
Awarding body/institution
This is the University of Manchester or, in the case of collaborative programmes where the degree is awarded jointly, the University of Manchester and XXX institution or organisation
Teaching institution (if different)
For programmes that are taught wholly (e.g. validated programmes) or partly (e.g. joint programmes) at a site other than the University of Manchester, please give the name of the institution/s or organisation/s where this teaching will take place.
Details of accreditation by a professional/statutory body (if any)
Where applicable, please give the name of the professional/statutory body and a summary of the accreditation provided.
- Name of the final award (e.g. BA or BSc, include details of any exit awards, if relevant)
- Programme title (e.g. Mechanical Engineering or, French and German)
- UCAS code
- For undergraduate programmes only
Subject benchmark (not applicable for research degrees)
The name of the QAA subject benchmark statement(s) to which the programme is linked should be given here. Benchmark statements mainly apply to undergraduate programmes but there are also a small number of statements for Masters programmes. It may also be helpful to provide the following link to the QAA website where further information on subject benchmark statements can be found.
Staff will find the benchmark statements of use as a reference document when developing aims, learning outcomes and content.
Framework for Higher Education Qualifications
The level of the programme within the Framework for Higher Education Qualifications (FHEQ) should be given here. It may also be helpful to provide the following link to the QAA website where further information on the FHEQ can be found.
Staff will find the FHEQ of use as a reference document when developing aims, learning outcomes and content.
The role of the programme specification
Generic statement aimed at the students on the role and purpose of a programme specification.
Date at which the programme specification was written or revised
This aids version control.
Further links
Other relevant information such as programme handbooks, School homepage plus University central support services;
Student support microsite: http://www.studentsupport.manchester.ac.uk/
Aims and intended learning outcomes
It may be helpful in terms of both aims and intended learning outcomes to refer to the development of discipline-specific skills, knowledge and understanding, intellectual and practical skills, and personal qualities, though this need not be done under separate headings.
Aims of the programme
- This section should act as a “mission statement” for the programme and should be written to enthuse students about studying this particular programme. What is the programme’s overall purpose? What makes it distinctive? Why have these aims been settled on?
- The aims are for the programme as a whole. It may be helpful to refer to links with current research and scholarship, and the employability of graduates.
- Items mentioned in the ‘Aims of the programme’ should be able to be demonstrated through a combination of learning outcomes in the next section.
- It is accepted that aims may be quite general and may not cover all aspects of the programme. It is not advisable to state too many aims.
- A useful guide to writing aims and intended learning outcomes can be found in the resources listed below.
Intended learning outcomes
The learning outcomes should set out what students should be able to do on successful completion of the programme. They should be determined by considering what the typical student might reasonably be expected to achieve if full advantage is taken of the learning opportunities.
Programme learning outcomes will often be different from unit learning outcomes; they will be more than the sum of the unit learning outcomes. It should however be possible to evidence the programme learning outcomes through a combination of unit learning outcomes.
It is not expected that the programme specification will list every learning outcome associated with the programme. The specification is a concise summary rather than an exhaustive description. However, students may find it helpful if this section of the programme specification includes a cross-reference (a web link if possible) to unit specifications. It may also be helpful to specify some learning outcomes relating to the choice of optional units, e.g. “You will have the opportunity to acquire skills in XXX based on the selection of appropriate optional units”.
For undergraduate programmes, intended learning outcomes should be listed for each year of the programme as markers for student progression. Outcomes for the programme as a whole should also be provided.
For postgraduate taught and research programmes, aims and intended learning outcomes should be provided for the complete programme. Separate outcomes for exit awards at postgraduate level are not required.
Staff setting up a new programme or revising an existing programme may wish to discuss with potential employers, the Careers Service or accreditation bodies the intended learning outcomes that employers are particularly looking for. Where the Manchester Leadership Programme may be taken as credits contributing to the general programme, learning outcomes associated with the MLP can be referred to.
For undergraduate programmes it may be useful to provide a link to relevant benchmark documents and for UG and PGT/R alike, there may be other similar statements which are of relevance.
Resources:
Teaching, Learning and Assessment methods
A summary of teaching, learning and assessment methods for the programme
The particular approaches to teaching, learning and assessment for the programme as a whole should be noted, including any distinctive or innovative features such as major independent work or unique project work. Students should also be made aware of the breadth of types of assessment involved in the programme. Statements could be added such as “You will have the opportunity, based on your selection of units, to be able to…..” followed by a list of any particular areas of teaching, learning and assessment methods distinctive to the programme.
Programme specifications are not required to contain lists of every teaching, learning and assessment method for every unit; the exact assessment will depend on the students’ selection of units. Students may therefore find it helpful if this section of the programme specification includes a cross-reference (a web link if possible) to unit specifications.
A cross-reference to the University’s degree regulations should be included.
Support for student learning and development
Provide an overview of sources of support for students on the programme.
Detail any School specific support including support for part-time, disabled, overseas students, skills support, PDP, English Language, supervision for research degrees and generic and subject skills training.
Link to the Student Handbook regarding disability, etc. for University-wide support.
Programme structure
A summary of the programme structure and requirements
For each year or component of study, a list of the mandatory units and the credit rating for each of these units should be noted. Also the total amount of credit that can be taken as optional units should be listed and cross-referenced (by a web link if possible) to the appropriate unit specifications.
Requirements for exit awards and any specified pathways should also be made clear.
A curriculum (or skills) map of units and learning outcomes is not required but it may be included if the Programme staff believe that students will find it useful. If a skills map is not included then particular care should be taken to ensure that a narrative is provided that explains how the programme fits together. The QAA website provides examples of how partial skills maps can be used.
Mechanisms for programme revision
A summary of what the procedures are for revising the programme and in particular how feedback from students feeds into this process.
This might involve reference to annual monitoring, the procedures for dealing with the outcome of unit questionnaires and what use is made of other methods for gaining student feedback.