The first stage in seeking approval for a new TU Dublin Programme is to complete and submit the Programme Proposal Form
- School requests Programme and Module codes by completing the online code request form at https://forms.office.com/e/ZYAyed8iuR for the new programme.
- The Curriculum Management Team issues codes.
- Programme Co-ordinator / Module lead starts to populate PMC.
- School completes a Programme Proposal Form and submits it to Faculty Board for approval. (Prior to submission the Head of School confirms the costings with the Faculty Finance Advisor prior to approving the form)
- Faculty Board approves the Programme Proposal Form and submits it to the University Programmes Board (UPB) for approval for noting.
- UPB approves/notes the Programme Proposal Form (PPF).
- Academic Affairs circulates a report from UPB within 5 days of the meeting to:
- Registrar
- Faculty Deans
- Head of the Graduate Research School Board
- Heads of Learning Development
- Head of Student Services & Wellbeing
- Head of Recruitment, Admissions and Participation
- All Academic Affairs Senior Managers and to CMT / QFT
Forms for Major awards should be submitted prior to November each year, so they can be included in the University's Operational Plan which is submitted annually to the HEA.
After approval of the Programme Proposal Form the Programme can be further developed and full documentation submitted for validation.
School continues to develop the required programme information (including module information) and adds it to the PMC. Note that:
Modules should be approved on the PMC by the appropriate School before being attached to the programme on the PMC. Module must have a module code before approved on PMC.
Programme information shall be approved by the Head of School or Discipline on the PMC before the validation.
Staff can log in to the catalogue using their TU Dublin Single Sign On Login Credentials.
Details on how to Enter a Programme in the Programme & Module Catalogue.pdf are available on this link.
School nominates externals for the validation panel using the External Panel Nomination Form.
Heads of Learning Development in the Faculty facilitates the programme validation process in consultation with the Academic Quality Advisor. The validation process is only complete when the School has appropriately responded to conditions and recommendations identified in validation report to the satisfaction of the validation panel and updated the PMC. Changes and recommendations should be recorded on review form in PMC.
Faculty AQAC and Board considers the validation report and School response and:
- Approves and submits to UPB for noting.
- Submits to UPB with a recommendation for approval.
- HoLD Approves on PMC
UPB approves/notes the validation report and School response.
Academic Affairs circulates a report from UPB within 5 days of the meeting (as per point 7 above).
AQA approves programme on PMC.
Academic Affairs sets up the programme on Banner and details are forwarded to the Timetabling Team for set up in the timetabling system.
Is the proposed award title in accordance with the University’s naming conventions for awards and does it align with the stated ECTS, duration and NFQ level for the programme?
Are the stated access, transfer and progression arrangements in accordance with the University’s policy?
For collaborative provision only: are the proposed Protection of Enrolled Learner (PEL) arrangements appropriate?
Is the programme compatible with the University’s Strategic Plan and Core Mission, Vision and Values?
Does the programme align well with the University’s existing programme portfolio and research themes?
Does the programme align with national priorities in Education and Skills and key objectives for Higher Education Institutions as set out by the HEA in the Systems Performance Framework?
Has there been sufficient consultation and collaboration with other relevant Schools?
What is the impact of the addition of the programme on the University’s professional and support services?
A programme learning outcome is a statement of what the learner is expected to know, understand or be able to do upon successful completion of the entire programme.
Start programme learning outcomes with the phrase:
On successful completion of this programme the graduate will be able to or equivalent phrases
Such phrases are inherently broad as they recognise the learning outcomes of an entire programme. They differ from module learning outcomes in that module-learning outcomes are written to clearly indicate how the students will demonstrate their knowledge, understanding, skill and competence.
Example
On successful completion of this programme the graduate will be able to analyse business problems and propose solutions
Programme Learning Outcomes need to be aligned to relevant level on the National Framework of Qualifications
Level 6: Learning outcomes at this level include a comprehensive range of skills which may be vocationally specific and/or of a general supervisory nature and require detailed theoretical understanding. Occupations at this level would include higher craft, junior technician and supervisor.
Level 7: Learning outcomes at this level relate to knowledge and critical understanding of the well established principles in a field of study and the application of those principles in different contexts.
Level 8: Innovation is a key feature of learning outcomes at this level. Learning outcomes at this level relate to being at the forefront of a field of learning in terms of knowledge and understanding. The outcomes include an awareness of the boundaries of learning in the field and the preparation required to push back those boundaries through further learning.
Level 9: Learning outcomes at this level relate to the demonstration of knowledge and understanding, which is the forefront of a field of learning. The outcomes relate to the application of knowledge, understanding and problem-solving abilities in new or unfamiliar contexts related to a field of study.
Level 10: Learning outcomes at this level relate to the discovery and development of new knowledge and skills and delivering findings at the frontiers of knowledge and application.
Programme Learning Outcomes should also be consistent with the relevant award type. The relevant NFQ Award Type Descriptors should be utilised for guidance.
Further guidance is available on LTA-CurriculumManagementToolkit (Internal Access Only)
When developing new programmes schools need to consider, the totality of the student experience, ensuring that both the discipline specific knowledge, know-how, competence and skills is developed through the module choice, but also that there is sufficient variety in learning, teaching and assessment practices that students can develop a range of traversal skills and that students with different learning styles are supported to succeed.
Programme Design should align with the University’s:
Programmes should fulfils and enhance the University mission, vision and TU Dublin Strategic Intent including EDI Principles and Sustainability Objectives
Each programme should:
- Have a strong programme Identity, value and philosophy.
- Have clear aims, objectives and outcomes that align to the relevant NFQ level;
- Have the appropriate academic breadth and depth, and with learning outcomes that are consistent with the levels of knowledge, know-how, skills and competences as prescribed in the relevant NFQ Award Type Descriptors
- Fulfil an identifiable industry and/or society need;
- Be informed by external stakeholders and benchmarked against similar programmes nationally and internationally;
- Provide each student, irrespective of the nature of the programme with the best educational experience that the University can provide, recognising that this experience will be delivered through a curriculum (formal/informal) that has been developed in a collaborative process ensuring appropriate inputs from all stakeholders;
- Has a strong Learning, teaching and assessment strategy which are appropriately aligned with each other and with the learning outcomes, and will enable the students to reach the appropriate standard to qualify for the award.
- Includes an appropriate mix of assessment methods that provides opportunities for timely and effective student feedback, and enable the students to demonstrate that they have met the module and programme learning outcomes and the TU Dublin Graduate Attributes;
- Reflect the most appropriate educational pedagogy to achieve the learning outcomes and the TU Dublin Graduate Attributes;
- Ensure all students are included equitably in the learning environment, through the Universal Design of teaching, learning and assessment activities and the physical environment;
- Use appropriate learning and online technologies to support the student learning experience and the VLE Baseline Checklists (or Baseline Plus VLE Checklist) and where applicable the Checklist for the Design of Modules for HyFlex Delivery has been appropriately applied and completed;
- Provide pathways to qualifications that maximise opportunities for access, transfer and progression, as per the University Access, Transfer& Progression policy;
- Provide the students with sufficient and appropriate support through their studies, including adoption of the TU Dublin First Year Framework for Success checklist