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The Committee will meet once a term, or more frequently if necessary. It will be responsible for:
i the maintenance and enhancement of the academic standards of the programme
ii the monitoring and evaluation of the programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs
iii ensuring the programme operates in accordance with the approved programme scheme
iv agreeing recommendations for changes to the programme (content and structure) and on any matter affecting the operation of the programme
v considering and implementing at programme level such policies as may be determined by the Academic and Faculty Board in relation to:
vi advising the Academic Board on such matters as v above
vii ensuring the academic development of the programme
viii advising the relevant Head of Department/Dean through the Programme Leader on the resources needed to support the programme
ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the programme or as may be referred to the committee by Faculty or Academic Board.
4.2 Board of Examiners
The Board of Examiners shall comprise:
The Board’s functions shall include:
i recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award;
ii determining the award, including the level of Honours where applicable, to be recommended under (i) above.
iii applying the University’s examination and assessment regulations to the programme;
Iv considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating to the programme;
v consider and approving and assignments or projects which form part of the scheme of assessment;
vi assessing written or oral examinations;
vii assessing any project or coursework which forms part of the scheme of assessment;
viii receiving and considering any communication relevant to tits functions;
ix reporting matters of policy and significance to the Academic board;
x such other functions as the Academic board shall determine.
The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities of individual examiners.
4.2.5 Subsidiary Examination Committees
The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.
4.2.6 Duties of Board Members
4.2.7 Treatment of Extenuating Circumstances
Following is the specific current procedure for the Faculty of Health, Psychology and Social Care for the consideration of exceptional factors affecting submission of assessments. It should be read in conjunction with the University’s Regulations for Postgraduate Programmes of Study. This procedure will be amended in line with any new guidance or policies issued by the University and students advised of changes accordingly.
If students feel that exceptional factors have prevented them from handing in an assessment by the submission date, they should complete a Disclosure of Exceptional Factors Affecting Submission of Assessments form (available from the Departmental Office). Students should attach appropriate documentary evidence.
Students must submit the form to the Departmental Office for the attention of the Programme Administrator. The form and evidence should be placed in a sealed envelope with name, registration number, programme and year on the envelope. The procedures for the programme will require the student to submit the disclosure form with other documents, e.g. Late Assessed Course Work (ACW) hand-in form.
Students should submit assessments as soon as possible, and follow the procedures specified by the programme for the submission of late work.
The Exceptional Factors Group for the programme will consider the information and evidence submitted on the disclosure form. The group will prepare a report for consideration by the Chair of the Board of Examiners, which will include a recommendation regarding the acceptance of the evidence and a proposal for the Chair regarding submission/penalty to be applied/acceptance of late work.
The Board of Examiners, or the Chair acting on its behalf, will make the final decision on whether late work should be accepted without penalty or recorded as a late submission and the associated penalties applied. Further information on the penalties applied for work submitted late can be found in the Regulations for Postgraduate Programmes of Study. Correspondence after the meeting of the Board of Examiners will indicate whether the exceptional factors were accepted.
4.3 Programme Leader
The appointment and duration of office of a Programme Leader shall be determined by the Head of Department in consultation with the Dean of Faculty. Programme Committee recommendations shall be addressed through the Programme Leader to the Head of Department who, in turn, shall report to the relevant Dean of Faculty.
The Programme Leader carries significant responsibility and is supported in their role, not only within the Department of Continuing Professional Development and Postgraduate Studies, but also through Faculty and institutional activities and guidance. For example, the Human Resources Division runs an annual two-day staff development programme for new Programme Leaders.
The Programme Leader has the overall responsibility for ensuring the quality and appropriate development of the programme. The Programme Leader has strategic oversight of all issues that contribute directly or indirectly to the organisation of the entire programme and curriculum development within the programme and the quality enhancement of the programme, including:
4.4 Other Staff Responsibilities
Each unit has a named leader who is responsible for co-ordinating the teaching, learning and assessment of the unit. Unit Leaders ensure that teaching, learning and assessment is appropriate to student needs and meets the criteria for the programme. They co-ordinate the first marking of assessments. They are also responsible for monitoring student progression and attendance and providing an appropriate level of student support. Unit Leaders will refer students to Academic Tutors as necessary. The main responsibilities of the Unit Leaders are to:
Each student will be given a named dissertation supervisor at the beginning of Phase 2 of the programme who will support the student through the final phase of their studies. They are in a position to offer one-to-one dissertation support.
4.5 Student Support Strategy
Students will receive academic, pastoral and practice support. Academic support pertaining to programme, unit and assessment guidance will be provided together with pastoral support in issues of a personal/professional nature. Support may be provided by both named academic staff (see above for detail of the roles) and by Manchester Metropolitan University Student Services.
All parties involved in supporting this student population are committed to promoting equity, equality and the promotion of anti-discriminatory legislation and policy.
The Programme Team believe that effective student support is fundamental in promoting a quality learning experience for the student and as such are committed to providing timely and appropriate guidance. The network of support available to the student will be made clear so that the student feels able to access an appropriate person for support. The supporter will liaise with the Programme Leader as appropriate on pertinent issues related to the student’s progression and development.
Whilst students on the programme will be accessing units via different routes, parity of learning experience and access to resources will be assured in negotiation with these adult learners. Some students will experience more face to face contact in study groups whilst others will have an increased web based focus with on line tutorial and study groups. This split may be geographical but may also be of personal choice. All students will continue to be supported by their mentors in practice and unit and personal tutors from the programme team.
All tutors will be aware of the more formal areas of support and will provide advice regarding referral to student services as required.
The Masters Programme Strategy for Providing Student Support includes:
4.5.1 University Based Student Support
Students have access to the university’s well developed student support systems. Such facilities include on-site libraries, computing/information technology equipment, counselling services, careers advice, chaplaincy, learning support and the Students’ Union. The services available to students are discussed and literature is distributed at the beginning of the programme so that all students are aware of these services.
Libraries at MMU sites are well stocked and texts are available on the web-site. There is access to other linked Manchester and Salford university libraries as well as the opportunity to utilise local (non-university) libraries. Students will be encouraged to use other appropriate libraries such as those of their employers and the national electronic library for health.
There are many computing facilities for personal study use for students who are able to access university campuses. Facilities are generally also available to students through their employers.
Educational support services, such as video recording equipment, tape-recording and acetates are available on-site and, also on NHS sites.
In promoting equal opportunities, students who experience individual learning needs can self-refer, or be advised to gain support from the MMU Learning Support Unit (LSU). The variety of support strategies utilised by the LSU ranges from practical guidance on managing time, revision techniques and the running of study skills workshops, to advice on changing programmes. Individual support for students with disabilities or who have special educational needs is provided in line with current legislation and, where reasonably practicable, support will be provided to meet students’ needs in achieving the programme learning outcomes.
A Student Support Officer is available in each Faculty to work with students on particular issues and also to advise Programme Leaders of specific programme issues, Heads of Department or the Dean of Faculty of more general student issues.
4.6 Student Evaluation
Student feedback is valued by the programme team as a mechanism of promoting quality assurance. All students are asked to provide feedback on their programme at the end of each unit of academic study. Students also provide an end of programme evaluation. This feedback will, of necessity, be remote, with students being encouraged to submit feedback and evaluation on line and by email for inclusion in programme committee meetings.
Representatives are sought for each intake of students to act as ‘the voice’ of the student population. These students attend and contribute to Programme Committees on behalf of their cohort. The Programme Leader ensures that student representatives are fully aware of their role and responsibilities, and is available to support them in the fulfilment of their duties. The MMU Students’ Union offers training for student representatives to help them to better undertake their role.
The role of the student representative is:
4.7 Engagement with Employers
The programme team have engaged with those bodies that regulate the education of doctors in training and will continue to do so in order to ensure the continuing relevance of this academic programme to the emergency care setting.
PART THREE – CURRICULUM CONTENT
|Faculty of health, psychology and social care||Century Department of Social Work, College of Professional Studies, University of West Florida|
|Faculty of Health Sciences: Anaesthesia and Intensive care||Topic 2: Confidentiality in health and social care|
|Faculty of Health Sciences Anaesthesia and Intensive Care Journal Article||University of the West of England School of Health and Social Care|
|Department Of Care, Social Sciences and Early Education||The Department of Social Studies|
|Faculty of Humanities and Social Sciences Centre for Australian Indigenous Research and Studies||Postgraduate Studies in Sociology Department of Sociology University College Cork|