Programme Specification Postgraduate

Transcription

1 Programme Specifcation PG Programme Specification Postgraduate Applicable to postgraduate programmes Please click here for guidance on completing this specification template. Part A: Programme Summary Information 1. Title of programme: Master in Public Administration Online (in partnership with Laureate Online Education) 2. Programme Code: TBC 3. Entry Award(s): Credit: Level: MA MSc PGDip 120 Level 7 PGCert 60 Level 7 MPA PG Award DPS CPS Other (please specify below: 180 Level 7 4. Exit Awards: Credit: Level: PGDip 120 Level 7 PGCert 60 Level 7 PG Award 30 Level 7 CPS Exit awards will automatically bear the name of the entry award. If an exit award is to be unnamed (i.e. it will show only the qualification achieved) or if it is to have a different name from the entry qualification you must indicate this below: Public Administration 1 of 16

2 5. Date of first intake: June Frequency of intake: Ongoing 7. Duration and mode of study: A minimum period of 2 years (part-time study) to a maximum period of 6 years (parttime study) 8. Applicable framework: University Framework for Full-time and Parttime Postgraduate Programmes Framework exemption required: Please indicate the applicable boxes: No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 42 General Ordinance for Modular Master s Degrees, Postgraduate Diplomas and Postgraduate Certificates New/revised Ordinance required: Please indicate the applicable boxes: No (please go to section 10) Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Humanities and Social Sciences 11: Level 2 School/Institute: The University of Liverpool Management School 12. Level 1 unit: 13. Campus: 14. Other contributors from UoL: 15: Teaching other than at UoL: NA This programme will be delivered in partnership with Laureate Online Education 16: Director of Studies: Dr Dominique Lelievre lelievre@liverpool.ac.uk 17: Board of Studies: Board of Studies for Online Programmes in Management 18: Board of Examiners: Board of Examiners for Online Programmes in Management 2 of 16

3 19. External Examiner(s): Name Institution Position 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): TBC NA Business and Management 22. Other reference points: AACSB EQUIS 23. Fees: Fees charged by Laureate Online Education, within the terms of the institutional agreement between Laureate and the University Additional costs to the student: NA 25: AQSC approval: Part B: Programme Aims & Objectives 26. Aims of the Programme No. The overall aim of the programme is to provide a comprehensive and high level education in the subjects of public policy, administration and management. The programme will be aimed at those who are currently in employment in the public services (broadly understood, and including NGOs and other non-state actors) and who seek to develop the required knowledge and skills in order to advance their careers. More specifically, this programme will facilitate students career development by: Aim: 1 Providing students with knowledge of the principles and current issues relevant to public administration; 2 Supporting the development of subject-specific and key transferable skills necessary for career development within the public administration context; 3 Providing opportunities for students to acquire a range of analytical tools and techniques required for the effective management of public administration; 4 Supporting students in their personal and professional development; 5 Developing and enhancing students capacity to communicate and cooperate at an international level. 27. Learning Outcomes No. Learning outcomes Master s degree 1 Critically analyse the patterns of development of public administration and 3 of 16

4 public management in an historical, international and comparative context. 2 Evaluate the interplay of political, governmental and administrative influences in the making of public policy and its implementation. 3 Demonstrate critical and analytical skills relevant to the study of public policy, administration and management. 4 Demonstrate an understanding of the application of appropriate management styles and techniques applied in the public services. 5 Demonstrate advanced conceptual understanding of the management discipline in order to be able to analyse and critique management theory and practice. 6 Investigate systematically, and evaluate critically, a wide range of managerial issues and problems, and develop a range of realistic and relevant solutions. 7 Analyse data and evidence in order to be able to respond effectively to changing contexts. 8 Apply theories, models and techniques in financial management to help manage resources in public and non-governmental organisations. No. Learning Outcomes Learning outcomes Postgraduate Diploma 9 Critically analyse the patterns of development of public administration and public management in an historical, international and comparative context. 10 Evaluate the interplay of political, governmental and administrative influences in the making of public policy and its implementation. 11 Demonstrate critical and analytical skills relevant to the study of public policy, administration and management. 12 Demonstrate an understanding of the application of appropriate management styles and techniques applied in the public services. 13 Demonstrate advanced conceptual understanding of the management discipline in order to be able to analyse and critique management theory and practice. 14 Investigate systematically, and evaluate critically, a wide range of managerial issues and problems, and develop a range of realistic and relevant solutions. 15 Analyse data and evidence in order to be able to respond effectively to changing contexts. 16 Apply theories, models and techniques in financial management to help manage resources in public and non-governmental organisations. No. Learning Outcomes Learning outcomes Postgraduate Certificate 17 Critically analyse the patterns of development of public administration and public management in an historical, international and comparative context. 18 Evaluate the interplay of political, governmental and administrative influences in the making of public policy and its implementation. 19 Demonstrate critical and analytical skills relevant to the study of public policy, administration and management. 20 Demonstrate an understanding of the application of appropriate management styles and techniques applied in the public services. 21 Demonstrate advanced conceptual understanding of the management discipline in order to be able to analyse and critique management theory and practice. 4 of 16

5 No. Learning Outcomes Learning outcomes Postgraduate Award 22 Critically analyse the patterns of development of public administration and public management in an historical, international and comparative context. 23 Evaluate the interplay of political, governmental and administrative influences in the making of public policy and its implementation. 24 Demonstrate critical and analytical skills relevant to the study of public policy, administration and management. 25 Demonstrate an understanding of the application of appropriate management styles and techniques applied in the public services. 26 Demonstrate advanced conceptual understanding of the management discipline in order to be able to analyse and critique management theory and practice 27a. Mapping of subject-based learning outcomes: Learning outcome No. Module(s) in which this will be delivered 1 KMPA100; KMPA101; 2 KMPA100; KMPA101; KMPA102; KMPA650; 3 KMPA100; KMPA101; 4 KMPA103; KMPA104; KMPA105; KMPA106 5 KMPA103; KMPA104; KMPA105; KMPA106; KMPA107; KMPA KMPA103; KMPA106; 8 KMPA103; KMPA650; 9 KMPA100; KMPA101; Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) 5 of 16

6 10 KMPA100; KMPA101; KMPA102; KMPA650; 11 KMPA100; KMPA101; 12 KMPA103; KMPA104; KMPA105; KMPA KMPA103; KMPA104; KMPA105; KMPA106; KMPA107; KMPA KMPA103; KMPA106; 16 KMPA103; KMPA650; 17 KMPA100; KMPA101; 18 KMPA100; KMPA101; KMPA102; KMPA650; 19 KMPA100; KMPA101; 20 KMPA103; KMPA104; KMPA105; KMPA KMPA103; KMPA104; KMPA105; KMPA106; KMPA107; KMPA KMPA100; KMPA101; 23 KMPA100; KMPA101; KMPA102; KMPA650; 24 KMPA100; KMPA101; 25 KMPA103; KMPA104; 6 of 16

7 KMPA105; KMPA KMPA103; KMPA104; KMPA105; KMPA106; KMPA107; KMPA Skills and Other Attributes No. Skills and attributes: 1 Communication Skills: Students will have opportunities to develop written and oral communication skills through group discussions, presentations and coursework. This will be assessed by written assignments, reports, the dissertation and short individual and group presentations. 2 Problem Solving and Decision Making: Students will be challenged to think critically about organisational issues and dilemmas. They will do this by gathering and synthesising information, analysing alternative perspectives and options and presenting a considered opinion or course of action in their course assessment. 3 Numeracy Skills: Students will learn financial and statistical techniques. These are developed as part of the module covering finance and in the coverage of research methods. Students will have the opportunity to analyse and use financial and statistical data to support business decisions through their course work and on appropriate assignments. 4 Information and Communication Technology Skills: Students will have opportunities to improve their ICT skills. Students will demonstrate skills in the use of software applications including word processing, visual presentations, data bases, spreadsheets and using the internet for information searches in the course of researching and presenting coursework. 5 Group Working Skills: Some assessed work will require students to work in groups and manage the interaction and relationships with other group members. In doing so, they will gain experience in negotiation, persuasion, influencing and managing conflict. 6 Personal Effectiveness: This applies to all modules where students will be encouraged to think critically about theory and practice, and to challenge and critique assumptions about the management of people and organisations. In doing so they will be able to recognise and consider issues such as ethical dilemmas, corporate social responsibility, organisational values, leadership approaches and styles. This will be assessed through attaining the appropriate level of critical engagement with theory and practice in programme assignments. 7 Time management: This applies to all modules of the programme and is relevant for planning scheduled work and meeting assessment deadlines. This will be evident in the students independent management of their assignments and coursework and by meeting coursework deadlines. 28a. Mapping of skills and other attributes: Skills and other attributes No. Module(s) in which this will be delivered and assessed 1 KMPA100; KMPA101; Learning skills, research skills, employability skills Essay writing; discussions; Mode of assessing achievement of the skill or other attribute 7 of 16

8 2 KMPA107; KMPA650; 3 KMPA103; KMPA107 4 KMPA100; KMPA101; 5 KMPA100; KMPA101; 6 KMPA100; KMPA101; 7 KMPA100; KMPA101; reports. Discussions and interaction; researching and analysing data; consulting skills, report writing. Critical understanding of alternative financing options, and of budget management. Understanding of statistical tools in policy analysis and research. Use various software applications to prepare presentations and coursework. Data searches using the internet and the electronic library catalogue. Managing groups dynamics and interaction processes. Critical thinking about theories, models and different approaches to practice. Elaboration of Personal Development Plan. Undertaking of research project. Management of data searches, analysis and writing of assessment, Dissertation or Consultancy Project Dissertation or Consultancy Project Personal Development Plan Dissertation or Consultancy Project Dissertation or Consultancy Project 29. Career opportunities: MPA graduates should have enhanced access to a range of managerial and leadership positions in the various areas of the public and not-for-profit sectors, including different levels of government. 8 of 16

9 Part C: Entrance Requirements 30. Academic Requirements: Route* Route 1 Route 2 Route 3 Qualification Masters Degree or Bachelors (Hons) Degree in any discipline OR Bachelors (Ordinary) degree, NVQ5 or equivalent professional qualification in a relevant discipline HND / HNC, Certificate in HE, Diploma in HE, NVQ4 or equivalent professional qualification in a relevant discipline No formal academic qualifications matching the above * - please refer to corresponding route in Work experience section 31. Work experience: Route* Experience Route 1 A minimum of two years relevant work experience 1 Route 2 A minimum of three to five years relevant work experience (see 1 below). Route 3 A minimum of three to five years significant experience (see 2 below), or five to seven years relevant work experience (see 1 below). 1 - Relevant work experience requires means professional/managerial experience working within the fields of public administration, policy development, social work, public service, NGO work, or other fields where candidates can show they have worked towards advancing policies and management in the public interest. In the case of voluntary work experience, candidates must demonstrate roles of influence, impact on policy and the operationalization of policy. 2 - Significant work experience would require a senior managerial role (e.g. running a business or department which provides an impact on developing public policies, working as a consultant on public policy related projects, senior leadership roles. 32. Other requirements: Applicants whose first language is not English must be able to demonstrate English proficiency comparable to a minimum of IELTS 6.5, TEEP 6.5, TOEFL 600 or GCSE C. Part D: Programme Structure 33. Programme Structure: This programme will provide students with both a thorough understanding of generic management concepts as well as a detailed knowledge of public administration in theory and practice. The MPA has a total credit value of 180 credits. The programme will consist of 8 core required modules, each of 15 credits. It is concluded by 60 credits of individual study. 9 of 16

10 Master in Public Administration Programme Structure KMPA100 The Individual, Civil Society and the State (15 credits) KMPA101 Culture, Politics and Power (15 credits) KMPA102 Policy and Implementation (15 credits) KMPA103 Managing Finance in the Public and Non-Governmental Sector (15 credits) KMPA104 Managing People, Performance and Development (15 credits) KMPA105 Working Across Boundaries (15 credits) KMPA106 Delivering Outcomes in Public and Non-Governmental Organisations (15 credits) KMPA107 Policy Analysis and Research (15 credits) KMPA 650 Dissertation or Consultancy Project (60 credits) PGDip in Public Administration Programme Structure KMPA100 The Individual, Civil Society and the State (15 credits) KMPA101 Culture, Politics and Power (15 credits) KMPA102 Policy and Implementation (15 credits) KMPA103 Managing Finance in the Public and Non-Governmental Sector (15 credits) KMPA104 Managing People, Performance and Development (15 credits) KMPA105 Working Across Boundaries (15 credits) KMPA106 Delivering Outcomes in Public and Non-Governmental Organisations (15 credits) KMPA107 Policy Analysis and Research (15 credits) PGCert in Public Administration - Programme Structure KMPA100 The Individual, Civil Society and the State (15 credits) KMPA101 Culture, Politics and Power (15 credits) KMPA102 Policy and Implementation (15 credits) Plus any one of the following modules: KMPA103 Managing Finance in the Public and Non-Governmental Sector (15 credits) KMPA104 Managing People, Performance and Development (15 credits) KMPA105 Working Across Boundaries (15 credits) 34. Industrial placement/work placement/year abroad: NA 35. Liaison between the Level 2 Schools/Institutes involved: NA Part E: Learning, Teaching and Assessment Strategies 36. Learning, Teaching and Assessment Strategies: 10 of 16

11 The Learning, Teaching and Assessment strategy for the programme ensures that the subject-based learning outcomes (section 26, above) are delivered and that students have the opportunity to develop the key skills (section 27, above) during their year of study. The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Studies in relation to both the programme s requirements and the AACSB requirements. The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities for students to develop essential learning and employability skills, including teamwork, presentation skills, independent learning and written communication. Secondly, the School recognises the diversity of its student body and that some students may perform better in some types of assessment than others. By offering a range of assessment methods, the School ensures that all students have opportunities to excel as well as opportunities to develop their skills in assessment areas where they feel less confident. 36 a. Learning, Teaching and Assessment methods: The mode of delivery of taught modules is by online learning. This mode of study enables students to pursue modules via home study. Module delivery involves the establishment of an online classroom in which a relatively small group of students (usually 15-20) work under the direction of the module instructor, using an internet-based distance learning package. Module delivery proceeds via a series of one-week online seminars, each of which typically includes: An online lecture, and other learning materials, posted electronically to a public folder in the online classroom. assignments, which may include both reading assignments and practical work, results from which are posted to closed folders in the online classroom. Class discussions and group-based project assignments, facilitated and moderated by the class instructor, carried out within open folders. Communication within the online classroom is asynchronous, preserving the requirement that students are able to pursue the module in their own time, within the weekly time-frame of each seminar. Two broad principles inform the teaching and learning strategy: constructivism, and collaborative enquiry. Constructivism describes a view of learning in which students construct their own unique understanding of a subject, through a process which includes social interaction so that the learner can explain understandings, receive feedback from teachers and other students, clarify 11 of 16

12 meanings, and reach a group consensus. Collaborative enquiry via internetmediated communication provides a framework for this mode of learning. The aim is to use the medium to foster the creation of a learning community which will enable dialogue between participants, sharing of information, and collaborative project work. This mode of learning is particularly appropriate when, as in this case, the students themselves will often bring to the class knowledge and expertise that is outside the experience of the module teacher, and which can be shared with the group. A key feature of the approach is the use of moderated discussions of material introduced in the online classroom. Every taught module includes, each week, a discussion of topics specified by the instructor. Participation in these discussions is a requirement for students attending, and forms part of the basis for assessment. This requirement ensures a continuing commitment from the students to the learning process. Assessment is entirely based on work carried out in the online classroom, including contribution to discussions, weekly assignments, and longer individual or group-based projects. The weighting assigned to each component is prescribed separately for each module. The main aim of the assessment strategy is to verify the achievement of learning outcomes within the broad framework of the degree classification, i.e. at Pass (threshold), Merit and Distinction levels, rather than to produce a fine-grained classification. Projectbased modules, including in particular the concluding major dissertation or consultancy project, are also carried out online, normally via individual supervision. All communications that take place within the online classroom, including all assignments carried out by students and assessments by instructors, are recorded and are available for scrutiny by staff with appropriate access permissions. This enables two aspects of quality control: Module delivery is monitored by staff of the University of Liverpool Management School e-learning Unit to ensure that defined syllabi, procedures, and assessment processes are followed, appropriate standards are maintained, and to check for plagiarism. All assessment is subject to moderation both by the Management School e-learning Unit and by the external examiner. All students, at the start of the Programme, complete a (non-assessed) online induction module to gain familiarity with the learning system and software being used. This serves an additional purpose of verifying the English Language skills of any students for whom this is not their first language, before the start of the Programme proper. The methods of assessment to be used on the online programme include: collaborative activities that take into account theoretical understanding of management, quality of dialogue with peers, contribution to debate; coursework assignments that include individual written work that relate theory to practice; project work that may be individual or group-based and cumulative over the time of study in the class. Over an eight-week period during which a class would normally run, 15 points of assessment usually occur. The following table provides the typical assessment model for all MPA modules apart from the intake module which runs over 12 weeks: 12 of 16

13 Seminar: initial response Wk1 Wk2 Wk3 Wk4 Wk5 Wk6 Wk7 Wk8 Weight 5% 5% 5% 5% 50% (seminar overall) (X) (X) 5% (X) 5% (X) 5% 6% Seminar: collaboration Seminar: individual synthesis Module project Personal Development Portfolio (PDP) Assessment Points Key: X Feedback and grade provided (X) Formative feedback provided 3% 3% 3% (X) 15% 20% 35% (X) 5% 10% 15% The MPA requires students to work on key, high-level topics. Each module seminar will consist of examining key topics, providing a high level of integration across modules. The Programme of Study is broken down into three seminar sets delivered, over two weeks each, to help cluster knowledge and application skills throughout the course of study. The seminars will employ critical thinking strategies, argument building skills, and academic discussion to strengthen students critical thinking skills, problem solving, and to help students begin to ask the right questions when faced with an issue or an obstacle in the professional arena. Faculty will set the initial topic for discussion and encourage the students to bring to the conversation elements from the module in which the seminar resides, as well as the preceding modules in the course. Students will be graded for their initial response and will receive both formative and summative feedback for their participation in the follow-on seminar discussions, aimed at developing the above-mentioned skills. The seminar individual synthesis will be a reflective paper that requires students to integrate what they have learnt at the conclusion of each seminar set, seeking to compare, contrast and critically reflect on contextual variations and different approaches to the concepts explored. As students move from one module to the next, they will also be required to integrate in their reflective synthesis the learning achieved in previous modules with the content and topics of the current module. Students will be required to apply the key concepts learnt on the module and to integrate the learning gained from the seminars by undertaking an individual project based on a topic of their choice. A Personal Development Portfolio (PDP) will provide students with the opportunity to actively record their reflection on the development of their learning on the programme and its perceived relevance in the context of their evolving practice. At several points within the module, students will contribute 13 of 16

14 some assessed work to their PDP. As they reach the last stage of their studies, the PDP will feed into their approach to the programme capstone (dissertation or consultancy project). 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The framework for modular, postgraduate programmes; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your University handbook. Marking criteria: Each student's work in a module is assessed to provide an end-of-module grade that should represent work which typically has the characteristics described below: Grade Description A* High Distinction-level work [Exceptional work Instructor is intellectually challenged by the student s contribution]: Factually almost faultless; authoritative coverage of topic; strong evidence of outside reading/research; substantial elements of originality and independent thought. Extremely well structured; perceptive; aptly focused; very well written and directed. Exceeds all requirements. A Distinction-level work: Displays in-depth understanding of material; comprehensive coverage of topic; good evidence of outside reading/research; originality of thought or approach. Very well structured; enlightening; well focused; very well written and directed. Exceeds most requirements. 14 of 16

15 B Merit-level work: Factually sound (few, if any, minor factual errors); thorough understanding of material; evidence of relevant outside reading/research; some originality of thought or approach. Regular use of effective logical thinking, critical analysis and judgment. Well structured, suitably focused; well written and directed. Meets all requirements. C Pass-level work [Satisfactory work Worthy effort but undistinguished outcome]: Essentially correct, possibly missing important points, but no serious errors; reasonable understanding of material but tending to be descriptive in approach; limited evidence of outside reading/research. Competently structured and reasonably well focused, but some weaknesses in expression / presentation. Possibly using large amounts of quotations. D Marginal work: Displays only limited understanding of material; incomplete coverage of topic; some significant factual errors and/or irrelevancies. Entirely descriptive in approach. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. F Unsatisfactory work: Evidence of inadequate effort. Many serious errors / misconceptions / omissions / irrelevancies. Poorly directed at targets. Poorly structured; lack of coherent argument; difficult to follow. Substantially above or below the word limit. Possibly using excessive amounts of quotations. The majority of taught modules last for 8 weeks (the first module lasts for 12 weeks), and students receive grades for several items of work carried out each week. All these grades, whatever the weight of the individual assessment, will be based on the six-point scale: A*, A, B, C, D and F. The steps are as follows: a. For the purpose of averaging, the letter grades are replaced by numerical values as follows: A*=84, A=74, B=64, C=54, D=44, F=0. b. The series of weekly grades, now represented by the values noted above, are averaged separately for each component of assessment to produce the average component marks. c. The contribution to total mark is obtained by multiplying each component average by the corresponding weight shown in the final column 1. It should be noted that the weights are prescribed separately for each module, and can be found in the module specification. d. The total of the contributions calculated above produces (after appropriate rounding) the final mark for the module. It is this mark that will be used to determine the degree award and for inclusion in the Transcript. 38. Student representation and feedback: A Staff-Student Consultation Committee is established in accordance with the University Code of Practice on Student Representation. The Staff-Student Committee will normally meet three times per year. The membership of the Staff-Student Committee, its terms of reference, and the manner in which it conducts its business will conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the Staff- Student Committee will be carried out within the structure determined by the 1 These individual contributions need to be available explicitly and will be extremely relevant when students are allowed to resit one component rather than having to resit the whole module. 15 of 16

16 University Student Representation Steering Group. The Director of Studies will forward the student views and feedback to the Board of Studies and if appropriate to the module coordinator concerned. Actions and recommendations for actions by the board of studies resulting from the student feedback will be communicated back to the students through the Staff-Student Committee and informal channels ( , online notice boards etc.) One student will be elected by his/her fellow students on the course to act as the spokesperson to liaise with the Director of Studies on any general course issues which may arise during the course. In addition, this student will be co-opted onto the Staff-Student Committee and will liaise back to the student cohort. At the completion of the programme each student is requested to fill in an evaluation form covering the overall structure, delivery and perceived benefit to the student. Results of the evaluation are fed back to the programme team and the Board of Studies. Part F: Status of Professional, Statutory or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: NA Part G: Diversity & Equality of Opportunity and Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University s Diversity and Equality of Opportunity Policy. ANNEX 1 Annex Of Modifications Made To The Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) Minor or major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected 16 of 16