Master of Research (MRes) generic framework

Transcription

1 s Master of Research (MRes) generic framework Revised May 2010 RDC10-26 June 2010, ASC October 2010 Approved by AB December 2010

2 Contents Section Page 1 Introduction Background to the MRes award Purpose of this document Title of awards Academic level and classification of award Regulatory framework Academic location ELQ 3 2 Course aim and generic objectives Aim Objectives 3 3 Admissions criteria Honours degree English Language requirements Accreditation of prior (experiential) learning 5 4 Course structure Modes of study Duration of the course Structure and curriculum Intermediate awards 7 5 Teaching and learning Teaching and learning strategy Attendance requirements 7 6 Assessment Taught component Research component 8 7 Research project Supervision Submission of research project Extension of research project submission deadline Assessors Vive-voce (oral) examination 11 8 Examination boards, stages of study and progression within the course 11 9 Award Support and guidance Course management Quality assurance Course External Examiner Course monitoring and evaluation 14

3 Annex 1 URTF modules (2010/11) 15 2 Template for the appointment of an external assessor 16

4 Master of Research (MRes): generic framework 1 Introduction 1.1 Background to the MRes award The Masters of Research (MRes) award title was approved by Academic Board in December The original framework for university-based MRes courses was approved by ADC and ASC as part of the ongoing development of the University Research Training framework (URTF) in The MRes was recognised as a taught postgraduate degree comprising 90 M level credit research project and 90 M level credits taken from the URTF approved modules with a single Course external examiner. This led to the validation in May 2004 of an MRes in Pharmaceutical and Biomedical Sciences based on a 90 credit research project. In December 2004 the MRes Working Group of RDC reviewed options for the development of other MRes degrees and proposed the development and validation of a generic MRes programme within the URTF. This would minimise the requirements for validation of each individual MRes degree. In February 2005 RDC agreed that this proposal should be submitted to ADC and, in addition, the Committee would be asked to consider whether it would be advantageous to modify the existing framework to allow the research project to consist of up to 120 credits. In May 2005, ADC whilst approving the development in principle noted that if the credit value of the research project was to be variable this would be problematic in terms of approving new awards without full validation. In September 2005, the MRes working group of RDC agreed to allocate 100 credits for the research project with students examined by both internal and external examiners, using the existing research degree examination processes. As such the course would be recognised as a research degree rather than a postgraduate taught degree. In February 2006, ASC received the generic MRes degree course outline for consideration. The revised framework proposed a research project of 100 credits and 80 credits taken from existing URTF approved modules. The generic course outline was approved to proceed to a university validation along with a number of individual titles within the framework. The event was never held and as such the revised framework was not approved at validation. At its meeting in January 2007, ADC endorsed the move towards developing further MRes awards, but noted a need for further discussion at institution-level on the final MRes framework to be adopted. It was agreed that the Chair of the Research Degrees Committee would lead further discussion to ensure that a single common model was in place, and to guard against the proliferation of differential award structures. In particular that the university did not develop some MRes courses which were effectively postgraduate taught courses and others which were postgraduate research programmes. In March and April 2007, following discussion with course leaders for new and existing MRes programmes and at RDC, ASC received a series of proposals for changes to the existing MRes framework and approved these. University of Brighton: MRes generic framework 1

5 1.2 Purpose of this document This document aims to update the original MRes course outline (2002) with all subsequent approved changes and additions to the framework to date. It clarifies the course as a research degree within the regulatory framework of the University s General Examination and Assessment Regulations for taught courses and the role and appointment of assessors for the course. It has been developed in consultation with Course Leaders for existing MRes programmes, Assistant Faculty Officers and staff from Research Support and Academic Standards and Partnership. As such it includes areas of good practice on current validated courses. The framework is generic. It is intended to support course development teams when developing individual MRes courses in their subject areas and to ensure that the University s MRes courses are consistent in their nature as research courses and distinct from postgraduate taught courses. In this way a single common model across individual MRes courses can be maintained which guards against the proliferation of differential award structures. As such, MRes courses should ensure that they align to this generic modular framework and course development teams should include the subject-specific requirements in their course development documentation and programme specification. 1.3 Title of awards The title of the award is: Master of Research (subtitles to be approved by ADC), e.g. MRes (Linguistics). Individual titles should be proposed by the School and/or Faculty and are subject to approval by ADC. Examples of current awards offered by the University are: MRes (Linguistics) MRes (Clinical Research) MRes (Biosciences) MRes (Pharmaceutical and Biomedical Sciences) MRes (Medical Research) Academic level and classification of award The MRes course is an academically and research-based modular postgraduate course. It sits within the University s Academic Common Framework at FHEQ level 7 with a total credit value for the qualification of 180 and a minimum of 150 credits at level 7. Courses should be designed so that the learning outcomes meet the qualification descriptor at level 7: Master s degree. The MRes degree is classified as a postgraduate research qualification 2. Within the course structure, the research component (including a requirement to produce original work) is larger than the taught component when measured by student effort and assessed by two appropriately qualified assessors, an internal and an external assessor. 1 joint programme of University of Brighton and University of Sussex 2 Alignment with the QAA Code of practice for the assurance of academic quality and standards in Higher Education Section 1: Postgraduate research programmes (September 2004) University of Brighton: MRes generic framework 2

6 The QAA Master s degree characteristics (March 2010) provides further benchmarking programme characteristics for this specialised/advance study master s degree, as well as characteristics of graduates. 1.5 Regulatory framework The University General Examination and Assessment Regulations for Taught courses (GEAR) forms the basis of the regulatory framework for these courses 3. This includes procedures for mitigating circumstances, extensions to deadlines, examination boards, academic misconduct and academic appeals. 1.6 Academic location (subject to Doctoral College developments) The administration for MRes students will be School or Faculty based. However MRes students would be considered affiliated members of a Brighton Doctoral College which would provide a broader infrastructure of research support for both doctoral and master s students. Doctoral college activities would enhance opportunities for MRes students to interact with a broader research environment and improve the breadth of their exposure to alternative research cultures and methods. 1.7 Equivalent and Lower Qualifications (ELQ) An MRes award is funded as a postgraduate research course and home and EU students who wish to study for the qualification may be affected by the ELQ policy for funding purposes. For further details refer to current guidance on ELQs on the SPO website. 2 Course aim and generic objectives 2.1 Aim An MRes course is an integrated research training programme designed to provide graduates with a foundation for a career in research in industry, the public sector or in academic life. Its purpose is to offer high quality postgraduate training in methods and practice of research in relevant transferable skills that are not normally offered in conventional taught Masters courses. An MRes award serves as a qualification in its own right for entry to a research career in industry, or a platform for entry to a PhD programme. The successful completion of an MRes will not however automatically lead to progression to MPhil/PhD Research degree programmes. 2.2 Objectives The generic objective of an MRes course is: to develop the skills and the knowledge of graduates to enable them to carry out research in a manner that maximises their personal and professional potential. 3 Except MRes (Medical Research) which is subject to the Joint Taught Postgraduate Credit and Regulatory Framework University of Brighton: MRes generic framework 3

7 On completion of the course, students will be expected to demonstrate the following generic skills: i. a critical appreciation of the research process relevant to advanced research in the individual s field of study; ii. an extensive understanding of research methodology relevant to individual field of study; iii. the capacity to independently design and undertake a substantial research project; iv. an awareness of the specialist research methodologies appropriate to their research project; v. the ability to select and provide a rationale for the selection of particular methodological approaches. Throughout the course the student will have the opportunity, with guidance from the University, to assess his/her suitability for a career in industry or further research training. The research project will provide a substantial intellectual challenge and this enables the student to demonstrate creativity and initiative and, where appropriate, provides a foundation for doctoral study. Course specific aims and learning outcomes should be included in the programme specification. 3 Admissions criteria The admissions criteria for each MRes course will be specified in the programme specification and approved at the validation of the course. 3.1 Honours degree Applicants for admission to the degree of MRes will normally be required to have a good undergraduate honours degree in a subject relevant to the individual s field of study. Specifically applicants will normally have: i. a first or upper second class Honours degree, or other qualification which is regarded by the University of Brighton as being equivalent and which is normally relevant to the programme of study proposed; or ii. appropriate research or professional experience at postgraduate level. An application made by someone with this experience will be considered on its merits and will normally require independent academic references. Practice-based courses may also require, in addition to a degree at least one year of clinical practice experience from applicants. 3.2 English Language requirements All applicants must meet the minimum English language requirements of their chosen course as specified in the programme specification and approved at the validation of the course. University of Brighton: MRes generic framework 4

8 3.3 Accreditation of prior (experiential) learning (AP(E)L) The award of AP(E)L should be in accordance with the University s General Examination and Assessment Regulations for taught courses. Proposals for AP(E)L should be considered and decisions approved by at least two appropriate members of staff from: the Head of Research, Admissions Officer, and Programme Director. For MRes courses AP(E)L may be awarded in up to 80 credits at level 7 (taught modules only). 4 Course structure 4.1 Modes of study The course can be taken in either full-time or part-time modes of study. Different forms of delivery will be used to cater for part-time and full-time students including those working in industry. 4.2 Duration of the course A full-time MRes degree will normally take one year (12 months) but can extend for up to 15 months. The date for submission of the research project will be published in the course handbook. A part-time MRes student will complete the course over a more extended period of time which can be up to 30 months. Course development teams should ensure that the programme development and timetabling reflect the need for flexible study, with appropriate use of e-learning to complement part-time students study patterns The maximum period of registration on an MRes course (unless otherwise determined by PSRB requirements) is 6 years. 4.3 Structure and curriculum A Master of Research (MRes) degree will consist of 180 (level 7) credits in total with each course structured to include a significant research component comprising at least 50% of the total credits of the award and a series of supporting taught modules. The course structure is based upon an integration of 80 credits of taught modules, (including generic modules, contextual modules dealing with the interface of research and professional contexts and specialist methodological and analytical modules) and a 100 credit research project. The taught component of the course provides the necessary structured training in associated research methods and skills required to undertake the research component. The research project is designed to prepare students to undertake further research both within academia and/or other relevant field of employment. University of Brighton: MRes generic framework 5

9 4.3.2 The generic structure of each course consists of two components: Component Credits Description Taught 80 Taught modules taken from the University Research Training Framework (URTF) 4 or subjectspecific postgraduate taught modules Research 100 Research project Course total = 180 credits students must take: a 20 credit research methods module 5 a further 60 credits from modules taken from URTF or other coursespecific modules approved at the validation of the course The MRes course can utilise modules from the University Research Training Framework (URTF) which recognise research-based modules of existing Master s programmes and elements of research-training support already provided by specialist research centres/research student divisions (RSDs). Each MRes course can however determine whether to include in the taught module element of the course, modules from within the School s/faculty s level 7 provision in addition to those of the URTF, As such, the taught module combinations for students on the course will vary according to specialist research training needs and area of expertise. The only requirement is that all students must take a 20 credit research methodology module and this could include RMM17 Overview of research methods (of the URTF). Validation panels should assure themselves that the Research Methods Training offered is appropriate for the particular MRes course. Any MRes course which is looking to include RMM17 or any other module from the URTF which is owned by Research Support, Registry should include a member of the Research Support team on the Course Development Team. All taught modules approved for inclusion in a MRes programme should automatically be taken for approval for inclusion as part of the University Research Training Framework, in order to allow other such programmes across the University to access the modules, subject to timetabling constraints Where options for the taught modules are available, students will be provided with guidance from the Course Leader on the most appropriate modules for their particular career aspirations or chosen research project Further details of the research project can be found in section 7. 4 Refer annex 1 5 For example, module RMM17 (from URFT) and validation panels should assure themselves that the Research Methods Training offered is appropriate for the particular MRes course University of Brighton: MRes generic framework 6

10 4.4 Intermediate awards Master of Research (MRes) degrees may have exit points for the award of: Postgraduate Certificate PGCert (course-specific title) - 60 credits Postgraduate Diploma PGDip (course-specific title) credits The Postgraduate Diploma would only be available for a course where students were able to study for additional taught modules to achieve 120 credits and this was approved at the validation of the course. The intermediate awards will be clearly defined in terms of level of achievement in the programme specification. 5 Teaching and learning 5.1 Teaching and learning strategy The teaching and learning strategy for the course includes the: i. taught component this will be delivered through, for example, workshops, practical hands-on sessions in laboratories and studios, tutorial reading groups and seminar/group discussion sessions. Some students attend general tutor led lectures in specialised fields, but the defining style of teaching and learning will be small group-based and participatory, and could include video sources and other audio-visual inputs. This style is designed to generate investigative tasks and practical research outcomes from appropriate exercises. Teaching in these modules may be supported by additional information, discussion boards and supplementary online learning via Studentcentral. Students are encouraged to maintain a personal development portfolio of their overall learning experience. ii. research component the majority of the research project will be independent study and students are encouraged to become part of the University s research community and engage in research seminars and other network activities as well as with postdoctoral and other postgraduate researchers. The student will be assigned a research project (academic) supervisor(s) (and in some cases a clinical advisor) to help guide the project. The research project will be marked by assessors and not by the project supervisor(s). 5.2 Attendance requirements Attendance requirements will be specified in the course requirements, and could include attendance at course progress reviews. University of Brighton: MRes generic framework 7

11 6 Assessment The assessment criteria for each module enable students to demonstrate that they have fulfilled the relevant learning objectives and have achieved the standard required for a level 7 award. Assessment for each of the components of an MRes award is as follows. 6.1 Taught component The taught component of the course (80 credits) consists of a number of taught modules which will be assessed by a range of assessment methods e.g. essays, report, oral presentations and examination according to the programme specification. All taught modules are assessed using the assessment criteria detailed on the individual module descriptor, which are linked to the learning outcomes for that module. The marking/grading of assessed work for taught modules will be in accordance with the University s General Examination and Assessment Regulations for taught courses (GEAR). This includes: i. taught modules are assessed on a percentage basis. The pass mark for a module is 50% with a threshold mark for each assessment task of 40%. ii. compensation cannot be awarded for any taught module. iii. taught modules may be referred at the discretion of the examination board. 6.2 Research component The research component of the course (total 100 credits) consists of a significant research project providing the opportunity for the student to undertake an in-depth investigative project in a relevant academic discipline, field of study or area of professional practice. In order to meet the requirements of this component, the student must demonstrate an understanding of research methodologies and their application. The research component can be sub-divided into a number of modules which could be assessed separately. The project title should be agreed between the student the module leader. The word length for the written research project will be specified in the programme specification. The student is also required to defend the research component of the course (ie 100 credits in total) at an oral examination (viva voce) to the satisfaction of the assessors. The module descriptor should contain details of percentage the allocation of marks from the written dissertation and viva voce linked to the assessment criteria and learning outcomes. The research component should be assessed by two independent assessors; an internal assessor and an external assessor (refer section 7). University of Brighton: MRes generic framework 8

12 In assessing the research project and allocating marks the assessors will consider the following: i. overall structure, organisation and presentation of contents (ie coherence of the overall submission); ii. where appropriate, the relevance and utilisation of methodologies and techniques; iii. the ability to develop and elucidate an argument/hypothesis both logically and clearly, to present ideas at a conceptual level and to integrate theory with sometimes empirical evidence; iv. demonstration of critical evaluation of literature and secondary sources; v. evidence of originality and independence of thought in terms of scholarship and academic debate; A student may be referred once in the research project module comprising the MRes award after initial failure. This is at the discretion of the examination board. If the student is unable to meet the requirements of the research project module after referral, they may, at the discretion of the examination board, be offered the opportunity to repeat (refer to course-specific regulations). Students will be required to include a statement in their research project to declare that the project, unless otherwise formally indicated within the text, is their original work, has not been previously submitted to this or any other University for a degree and does not incorporate any material already submitted for a degree. 7 Research project 7.1 Supervision Students will be allocated a research/academic supervisor and, on some courses, a clinical advisor/industrial supervisor for the duration of their research project, who will provide support. The supervisor is responsible for mentoring the student, advising on the student s project proposal and overseeing the adherence to the University/ industrial regulations and requirements. Research supervisors are not permitted to act as assessors or to mark their student s research project. 7.2 Submission of research project The research project should be submitted in accordance with the information set out in the course handbook. 7.3 Extension of the research project submission deadline Extensions may be granted in line with the policy on extensions to deadlines set out in the University s General Examination and Assessment Regulations for taught courses (GEAR). University of Brighton: MRes generic framework 9

13 7.4 Assessors The research project is assessed by two independent assessors who are independent of the supervision of the research. The Faculty approves and appoints an internal and external assessor for each student. The research project is marked and a viva-voce examination (oral) forms part of the assessment Internal Assessor The MRes Course Leader or designate will act as the internal assessor. The internal assessor must not be part of the student s supervisory team External Assessors Sufficient external assessors should be appointed to be able to satisfactorily assess all the subject areas of the research component within the MRes programme. It is envisaged that an external assessor will assess a number of students on the MRes award (thus avoiding the impracticality of having to identify a separate assessor for each student). Application for approval of an external assessor should be made on the template provided in annex 2. Schools are responsible for the appointment of the external assessor and for ensuring that appropriate documentation is provided at the start of the appointment. a) Criteria for appointment External assessors will normally be appointed for a period of three years by the relevant Faculty Academic Board (or sub-committee) on the recommendation of the appropriate School Board of Study using the following criteria 6 : i. the assessor s qualifications and experience will be appropriate to the level and specialist subject area to be examined; ii. iii. iv. the assessor will be experienced in research in the general area of a student s research project; the assessor will have appropriate standing, expertise and experience to maintain academic standards; the assessor will have sufficient recent experience of examining research degrees or comparable related experience to indicate competence in assessing students. There are a number of categories of person who may not be appointed as external assessors, including: i. an individual who has had a substantial direct involvement in the student s work or whose work is the focus of the research project; 6 Adapted from those for the appointment of external examiners for taught courses (GEAR section E) and for the appointment of Research Degree Examiners for University Research Degrees University of Brighton: MRes generic framework 10

14 ii. iii. an individual who has acted previously as the student s supervisor or adviser, or a supervisor of another student registered at the University. an individual who has in the last two years acted as an external examiner on a taught course or has been employed by the University. Details of fees and expenses payable to external assessors can be found in the External Examiners Handbook. Registry is responsible for the payment of fees and expenses to external assessors, which should be submitted on the appropriate forms. The current fee is 202 minimum for reviewing and assessing up to 3 students research projects and 60 per additional student. b) Report Assessors submit separate, independent written reports before the viva and a joint report after it. 7.5 Vive-voce (oral) examination The viva-voce (oral) examination is conducted by the two independent assessors. The student s research supervisor is not permitted to be present at the viva. Each oral examination will normally be chaired by a member of the University of Brighton staff who has had no association with the specific MRes award, no prior involvement with the research project or any association with the student. This person will advise the internal and external assessors on the regulations of the University but will take no part in the final academic judgement of the assessors. 8 Examination boards, stages of study and progression within the course 8.1 The procedures and constitution for Examination board(s) will be in accordance with the University s General Examination and Assessment Regulations for taught courses (GEAR) An Examination board(s) will meet, at least once a year, to confirm marks for the modules, consider each student s progress through the award/stage of study, and where appropriate recommend final awards. 8.3 Where the course comprises 2 stages, progression onto the research project is dependent on successful completion of the taught stage. 9 Award 9.1 The award of MRes will only be made on successful completion and defence of the research component of the course. 9.2 The award will be determined in accordance with University s General Examination and Assessment Regulations for taught courses (GEAR). 7 Separate Programme Examination Board terms of reference and constitution have been established for the MRes (Medical Research) course with the authority to consider student progression and make recommendations to both Universities for student awards (University of Brighton and University of Sussex) JARB/22/06). The PEB has been constituted in accordance with the requirements for examination boards as set out in the Joint Taught Postgraduate Credit and Regulatory Framework. An AEB of the UoB will consider results of those modules on the programme that for part of the Graduate Programme in Health and Social Science University of Brighton: MRes generic framework 11

15 9.3 MRes degrees are awarded as a pass, with merit and with distinction. The algorithm used to determine merit and distinction classification is as follows: Merit will be awarded to students for the Masters award who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of at least and a mark of at least 60 in the research project. Distinction will be awarded to students for the Masters award who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from all modules across the award of at least and a mark of at least 70 in the research project. 9.4 There are no borderline criteria for Masters awards. 9.5 Where an exit award of a PGCert or PGDip is recommended by an Examination Board, the regulations for the classification of these awards will be in line the University General Assessment and Examination Regulations for taught awards (GEAR). 10 Support and guidance 10.1 In addition to the personal research supervisor, students on the MRes course benefit from: a personal mentor for advice and guidance (usually the Course Leader) membership of a specific Research Student Division 10.2 Students will also be able to access the networked library facilities, IT facilities, careers and welfare services and language support through the University English Language Support Programme and Writing Advisory Service. 11 Course management 11.1 The formal management structure of the course should be determined by the School/Faculty. Each Master of Research award will have a Course (or Programme) Leader who will be responsible for all students on that award Both components of the course (taught modules and research project) should be managed by a Course Board. University of Brighton: MRes generic framework 12

16 11.3 A summary of key responsibilities is as follows: Individual Responsibility Additional information Course Leader Research project supervisor Internal assessorappointed by the Faculty External assessor Chair of viva panel (optional) Course External Examiner Overall management and Quality Assurance for the course and responsibility for preparing the annual course monitoring report May act as internal assessor for research project(s) May act as students personal mentor Provides guidance on the management of the student s research project and research techniques Prepares students for examination Marks the student s research project and conducts viva along with the external assessor Marks the student s research project and conducts viva along with the internal assessor Acts as chair for the student s viva, as organised by School. Advises the internal and external assessors on the regulations of the University Considers academic standards of the course (ie both taught and research components) and writes annual report to the Academic Board Takes no part in the marking of the student s research project Is not permitted to attend the vive-voce (oral) examination of the research project Usually the MRes Course Leader or designate Appointed for three years by the Faculty on the recommendation of the School (refer 7.4.2) A member of staff having had no prior involvement with the student s research project or any association with the student. Takes no part in the final academic judgement of the assessors Should not act as an external assessor for the student s research project during their period of tenure Appointed for four years by the Academic Board on the recommendation of the Faculty (refer 12.1) University of Brighton: MRes generic framework 13

17 12 Quality assurance 12.1 Course External Examiner An independent Course External Examiner will be appointed for each MRes programme with established expertise in research training at postgraduate level. The Course External Examiner will normally be appointed for a period of four years on the recommendation of the appropriate School Board and Faculty Academic Board (or sub-committee), by the Sub-committee for External Examiner Nominations (SCEEN) and based on the criteria included in the University General Examination and Assessment Regulations (GEAR) 8. Registry is responsible for the appointment of the Course External Examiner and for receipt of annual reports. The Course External Examiner should not act as an external assessor 9 for any student s research project at the University during their period of tenure. The Course External Examiner will not normally in the last two years have acted as an external examiner on a taught course or have been employed by the university. Details of fees and expenses payable to Course External Examiners can be found in the External Examiners Handbook. Registry is responsible for the payment of fees and expenses to Course External Examiners, which should be submitted on the appropriate forms Course monitoring and evaluation The course will follow the current mechanisms for annual monitoring and evaluation of postgraduate (taught) provision i.e. annual Academic Health process 10 in the School and Faculty, namely: i. evaluation and feedback from: students on modules and feedback from student representatives at Course Boards, where appropriate Course External Examiner comments ii. evaluation of the course through Course Boards, School Board of Study and relevant Faculty Academic Boards. 8 The Programme External Examiner for the MRes Medical Research course is a joint appointment between the University of Brighton and University of Sussex. External examiners for each module are appointed by the University of Brighton and report to the AEB. 9 Only permitted in exceptional circumstances 10 Refer Academic Health Handbook on Staffcentral University of Brighton: MRes generic framework 14

18 Annex 1 University Research Training Framework (URTF) - modules 2010/11 Analytical techniques for pharmaceutical and biomedical sciences Applications in Geographical Application Systems Bioanalytical techniques for pharmaceutical and biomedical sciences Complementary study Conceptualising & designing research projects Doing qualitative research Evidence-based practice Interrogating research knowledge Introduction to Statistics using Excel and Minitab Knowledge management in health and social care Overview of research methods Principles of social research Qualitative research Quantitative research methods in the social sciences Research design and analysis for sport and exercise sciences Research ethics Research in context Research methods (Arts and Humanities) Research methods (Sciences) Research methods and critical appraisal Research methods for socio-cultural studies in sport and leisure Research methods workshop (Sciences) Research placements Research practices in visual art Statistical analysis using SPSS PBM11 GYM02 PBM12 RMM14 RMM05 SSM42 MDM34 APM02 MSM03 MDM05 RMM17 SSM48 NAM13 SSM49 SRM02 HCM61 KVM51 HCM15 BYM35 MDM10 SRM03 BYM36 RMM13 APM01 MSM01 University of Brighton: MRes generic framework 15

19 Annex 2 UNIVERSITY OF BRIGHTON FACULTY: Application for approval of External Assessor for Master of Research (insert title) student(s) in the subject area(s) of: Name and title of proposed assessor: Title: Forename: Surname: 2. Place and address of work: 3. address 4. Tel: 5. Position held: 6. Fax: 7. Qualifications 8. Details of experience of examining research degrees (MRes/MPhil/PhD): 9. Please state if this proposed external assessor has previously examined at the University of Brighton and if so, give details, including dates: 10. Please indicate the reasons for the choice of this external assessor, including references to areas of specialism, relevant publications and experience etc. 11. Proposed period of tenure (normally 3 years): From: To: Please attach a copy of proposed assessors CV I confirm that the Faculty Academic Board/Faculty Academic Standards Committee approved the above external assessor at its meeting held on: Date... Signed... Date... (Chair/Secretary of FAB/FASC) University of Brighton: MRes generic framework 16