Titles of Counselling and Psychotherapy Health Care Health Promotion Midwifery Nursing Occupational Therapy Pharmacy Physiotherapy Podiatry

PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Course summary Final award Professional Doctorate Health and Social Care. Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) Titles of Counselling and Psychotherapy Health Care Health Promotion Midwifery Nursing Occupational Therapy Pharmacy Physiotherapy Podiatry MRes Professional Research PGDip Professional Research Studies PGCert Professional Research Studies Validated University of Brighton Health Sciences Darley Road, Eastbourne Name of institution Host department Course status 1. SELECT 2. 3. Admissions Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course. Applicants will normally be expected to: hold a first or upper second class honours Bachelor degree in their professional practice or a relevant qualification at Master s level; have undertaken academic study in the past 5 years; hold a current state registration in their professional discipline to practice in the UK (with no conditions or registrations on practice), or be registerable if not currently registered in the UK. Applicants for the generic award (Health Care) will have suitable registration with the appropriate statutory bodies. Applicants will be considered on an individual basis and in line with normal country governance arrangements. to be registered in their professional discipline to practice in their own country (if overseas); have successfully completed a general Level 7 research methods module (covering both qualitative and quantitative approaches) prior to enrolment onto the programme. In the absence of appropriate research methods training, applicants will normally be advised to defer entry for a year to enable them to successfully complete a research methods module prior to enrolment onto the programme. The following University of Brighton general research methods modules are available for these applicants: NAM 69 Research Theory and Practice MDM 10 Research Methods and Critical Appraisal HEM 07 Research Methods in Healthcare These generic research modules are excluded as optional modules within the MRes programme. have a minimum of 5 years professional experience; for the ProfD applicants, they need to be working in a practice setting (in the UK or abroad) that is prepared to maintain a relationship with the student during the programme in order to support practice-based research; for applicants whose first language is not English the minimum standard of English competence accepted is equivalent to an International English Language Testing System (IELTS) Score of 7 overall and 7 in writing. Where applicants have not previously completed a degree course with the University of Brighton or any other British University, or where there has been a gap of three years or more between the completion of the degree course and the start of the MRes/ProfD programme, students will be required to provide evidence they fulfil the minimum standard of English competence. Applicants who need to develop their English language skills will be directed to the Extended Masters Award. There are two Extended Masters routes for those applicants who meet academic entry qualifications, but who do not meet the minimum English Language requirements: 12 Week Extended Masters option (30 CATS at level 6 in total) 8 Week Extended Masters option (30 CATS at level 6 in total) Further information can be found in the Faculty of Health and Social Science Extended Masters programme specification or by visiting the Language Institute webpage: http://www.brighton.ac.uk/learnenglish/extended-masters/ Once the student has successfully completed the extended period of study, they can automatically proceed to a Master s course. It also allows students to obtain a single UK visa to cover both parts. Depending on their current language level, they will study English for between two and four months before starting their masters course. Accreditation for Prior Learning (APL) Applicants who have studied Masters level modules or started Doctoral level studies at the University of Brighton or at another approved institution may wish to apply for AP(E)L and transfer these credits towards the Postgraduate Certificate/Postgraduate Diploma in Professional Research Studies or the MRes in Professional Research. Normally accreditation will be for modules completed within 5 years. This will be explored with the programme leader at first enquiry and again at interview. The request will be considered by a subgroup of the MRes/ProfD Programme Board. For credits to be transferred, the applicant must present a University transcript of coursework completed with appropriate levels of credit. Recommendation will only be made if the coursework successfully completed is deemed to be equivalent to a mandatory or optional module for this programme. On approving an APL/APEL request the Graduate Programme Management Group will also determine the maximum period of registration for that student. 14.5 Advanced Standing Applicants with an MRes, normally completed within 5 years, may apply for advanced standing for entry to stage two of the programme. Applicants will be interviewed and their prior learning will be assessed on an individual basis and this information will determine what stage they enter the Professional Doctorate programme. Applicants who have started doctoral level study at the University of Brighton or at another approved institution may wish to apply for advanced standing. Applicants will be interviewed and their prior learning will be assessed on an individual basis and this information will determine what stage they enter the Professional Doctorate programme. Intellectual property of the applicant s research will need to be considered. The request will be considered by a subgroup of the MRes/ProfD Programme Board in consultation with registry. On approving an advanced standing application, the Programme Board will determine the maximum period of registration for that student. There is no current regulation in place in relation to this in the University Code of Practice for MPhil, PhD and Professional Doctorates. Start date (mmm-yy) Normally September The course has been withdrawn, so no applicants are being processed. 2

Mode of study Mode of study Duration of study (standard) Maximum registration period Full-time 3 years 5 years Part-time 5 years 6 years Sandwich Select Select Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment N/A Dr Nikki Petty External Examiner(s) Name Place of work Date tenure expires Examination Board(s) (AEB/CEB) MRes Approval and review Approval date Review date Validation June 2003 1 March 2012 2 Programme Specification Republished Sept 2012 with Sept 2016 4 EMA updates 3 Republished Sept 2013 with addition of f/t route and additional optional module NA7124 Republished Sept 2014 with no changes Republished Sept 2015 with minor updates Professional, Statutory and 5 Regulatory Body 1 (if applicable): N/A Professional, Statutory and Regulatory Body 2 (if applicable): N/A Professional, Statutory and Regulatory Body 3 (if applicable): N/A 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. 3

PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the ProfD programme are to enable professionals to: 1. gain a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an area of professional practice 2. develop the ability to critically evaluate and challenge, in an innovative, substantive and original manner, current professional health and social care policies and practice; 3. conceptualise, design and implement a research study for the generation of new knowledge, application or understanding at the forefront of the profession, and to adjust the project design in the light of unforeseen problems 4. gain a detailed understanding of applicable techniques for research and practice-based enquiry 5. make an original contribution to practice knowledge that extends the forefront of the discipline and merits publication 6. disseminate research outcomes clearly and effectively to specialist and non-specialist audiences to inform innovation and better ways of working within their professions, and foster research activity; 7. continue to undertake and lead on practice-based research and development at an advanced level, contributing to the development of professional knowledge and practice for the benefit of their clients. Learning outcomes Knowledge and theory Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. QAA subject benchmark statement (where applicable) 6 1. examine their professional knowledge, attitudes and skills through questioning, critical reflection and debate; 2. critically evaluate innovations and policy initiatives affecting professional practice in general and specific contexts; 3. inform the practice of their own profession with the best of current knowledge and practice in their discipline; 4. provide an original and innovative contribution to the knowledge base of their professional discipline; 5. contribute to the advancement of practice within their areas of professional responsibility, through dissemination of their work, and the planned implementation of change; 6. design and use methodologies appropriate for use in the work-based setting; 7. respond ethically, reflexively and reflectively to their role in the research process; 8. provide professional leadership and to model autonomous research practice within their own discipline. Doctoral degrees are awarded to students who have demonstrated: the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication 6 Please refer to the QAA website for details. 4

a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems a detailed understanding of applicable techniques for research and advanced academic enquiry. (QAA 2008 p24) PROFESSIONAL, STATUTORY AND REGULATORY BODIES N/A LEARNING AND TEACHING This course takes into account the University s Learning and Teaching strategy and e-learning strategy. Some examples of how the course contributes to achievement of the strategy are listed below. The curriculum for this course is delivered by researching academics in health and social care ensuring content is relevant and up to date; The programme has direct relevance to the day to day practice of the clinicians undertaking it and this has been evidenced consistently from student feedback; This programme supports the development of a research culture not only in the students undertaking the programme, but also by engaging external practitioners in research supervision and providing further research links and supervision experience for University staff. The multidisciplinary nature of the course provides a stimulating environment for staff and students. Many of the modules from the URTF and GPHSS include students from other backgrounds, making this an opportunity for inter-professional learning. The relationship between teaching and learning and social engagement is fostered through workbased research. This activity also fosters new links between the University and the community. The programme is able to support the University s aim of widening participation by guiding students who have not studied in higher education for some time through the Developing Professional Learning 2 module. This module aims to develop IT, literature searches, essay writing and references, presentation, time management and reflection, to enhance the students management of their own learning. These students are identified well in advance of the start of the programme as this module runs annually in June and July. Student Central is the primary vehicle and authoritative source for all programme communication; this is made explicit to students in the student handbook and attendance for induction and study days. It is the aim of the programme team to maintain a cohort of students to allow peer support throughout this programme. Students undertaking the programme come from a broad range of professional backgrounds and bring a variety of practice-based expertise and research experience with them. The level and scope of each individual s practice varies and this wealth of experience is utilised to support the collective learning experience in the mandatory modules. The research study day workshops have been designed to provide peer and academic support to the students as they develop their research proposal and ethics submission. Lectures are used as appropriate within the taught modules, with a combination of seminars, workshops, 5

tutorial discussions, practical data collection and analysis. The research study is supported by tutorials with two academic supervisors, and these will be both in person and virtually through skype and/or telephone. Student Central has enhanced the ability to communicate with each module cohort. The pre-module preparatory work and introductory letters are posted on Student Central and this allows notices to be disseminated quickly and reliably. Students are encouraged to use module and programme discussion boards to discuss issues, give feedback, share experiences and help each other in the learning process. The use of discussion boards is encouraged to maintain peer support and the continuity of the cohort. Each 20-credit level 7 module is equivalent to a notional 200 hours of student effort. Modules will normally have some required preparatory work, a period of attendance (extensive or intensive) and a period of independent study prior to submitting the module assignment. As modes of attendance vary for different modules, individual module outlines in Appendix 2 provides further details. During stage one each student will have the support of two experienced supervisors. There are an allocated 15 hours of supervisory support, (this includes both face to face, skype or telephone meetings and time to read draft sections of the transfer document. The 4 days of workshops over the two years will provide further peer support and learning as well as an opportunity for research workshops and seminars. The research dissertation (for students who wish to exit with an MRes award) is a 100 credit module, equivalent to 1000 hours of student effort. The 4 days of workshops over the two years constitute approximately 28 hours of student effort. There are an allocated 15 hours of supervisory support, (this includes both face to face, skype or telephone meetings and time to read draft chapters), and the remainder of the student effort (957 hours) will be through independent study. A key feature of the programme is the development of the student as a critical and reflective researcher. Within the programme these reflective elements include: critical reflection - the exploration and consideration of professional practice from the view of researcher as well as insights from outside that practice and from alternative perspectives; and : reflexivity - in any research practice, the accounting for the researcher s involvement and effects on the research/action process. These reflective elements are introduced in the research study days and expected within the final ProfD thesis (and research dissertation if completed for the MRes award). Some of the seminars are presented by researching academics and practitioners whose brief is to distil and apply the key lessons from their own research experience for the benefit of students. The student is encouraged and advised to maintain and develop a reflective journal throughout the Programme and required to include evidence of critical reflection and reflexivity within his/her thesis. It is a responsibility of the supervisors to ensure that the student has been introduced to reflective concepts, that the student demonstrates reflective elements during the programme and integrates the reflective elements in written work. The examiners for the thesis will be required to include comments and judgements on the student s critical reflections and originality within their summary of the quality of the thesis, and to consider these reflective elements within the viva questioning. A fundamental principle underpinning the educational philosophy of the programme is action learning. Action learning is a change management method involving learning from cycles of action and reflection and including dialogue with others also engaged in cycles of action and reflection. Action learning involves action learning sets which meet at regular intervals to engage in dialogue about the problems that they are each encountering with a 'real business or management' problem that they are trying to manage. One of the benefits this programme offers to students is a group of other experienced professionals as a resource for learning. On this programme the inter-professional action learning sets provide a vital forum for interaction between the experienced practitioners who are the participants on the programme. Action learning sets provide support for students and a challenge to their thinking in a way that advances their work and encourages reflective practice. Students will join an action learning set of five or six members from different professions at the first research study day to explore practical concerns and use problem-solving approaches to explore issues around their research study. The structured process of critically reflecting upon the relationship between workplace, practice and 6

research, with the support of peers, is a powerful tool for learning. For the first year, each set is facilitated by a set advisor from the programme team; thereafter it becomes self-managing. It will be used within the research study days during stage one and within the eight research study days in years 3 and 4 in stage two. Students will be encouraged to meet virtually between the study days. These teaching and learning strategies for health care practitioners help develop the skills considered essential to education for sustainable development (Tilbury and Wortman 2004), namely: Envisioning being able to imagine a better future. The premise is that if we know where we want to go, we will be better able to work out how to get there. Critical thinking and reflection learning to question our current belief systems and to recognize the assumptions underlying our knowledge, perspective and opinions. Critical thinking skills help people learn to examine economic, environmental, social and cultural structures in the context of sustainable development. Systemic thinking acknowledging complexities and looking for links and synergies when trying to find solutions to problems. Building partnerships promoting dialogue and negotiation, learning to work together. Participation in decision-making empowering people. Learning and Teaching Method % of Student Effort Face to face lectures, seminars and workshops on modules & 216 hours 4% study day seminars in year 1, 2, 3, 4 Doctoral student conference in year 1, 2, 3, 4, 5 60 hours 1 Supervision contact time (assumes 5 years to completion) 95 hours 2% Independent study & practice based research 5029 hours 93% Total hours 5,400 hours 100% 7

ASSESSMENT Module code Module title Assessment HEM 787 mandatory Principles of research 3000 word essay exploring principles of research Mandatory NAM 112 mandatory Taking research forward in health and social care 2000 word research outline 30 minute presentation of research project Modules HEM 797 (mandatory for MRes award) Research dissertation 16,000-20,000 research dissertation & viva voce examination NAM 114 mandatory Research ethics and governance in the NHS 2500 research ethics application 500 word reflective account and social care sector NAM 13 Qualitative research 3000 word essay to be negotiated Qualitative Research Modules SSM 48 NA7124 Principles of social research Critical thinking in A 2000 word and a 3000 word assignment A 3000 word assignment Qualitative Research SSM 49 Quantitative research methods in the social 1500 research proposal 1500 research report sciences Quantitative Research Modules MDM 12 Epidemiology Online examination acts as pre-requisite for summative assessment. 3000 word analytical discussion of advantages and disadvantages of epidemiological studies. MDM 66 Essential statistics in 6 short statistical reports health and medical research MSM 01 Statistical analysis using SPSS 3000 word mini-project MSM 03 Introduction to statistics using Minitab 2000 word report The varied module content and method of delivery necessitates varied assessment strategies and a uniform approach to assessment is inappropriate. For each module, the methods of assessment reflects the module content and style of delivery and ensures that whenever possible students will benefit from shared learning experiences. 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. The Table below outlines the assessment method for the mandatory and optional modules. 8

The following Table maps the learning outcomes of the MRes/ProfD programme with the modules (and final ProfD thesis and viva), assessment methods and credits. Learning Outcome Assessment method Module Number of credits 1. examine their professional knowledge, attitudes and skills through questioning, critical reflection and debate; 2. critically evaluate innovations and policy initiatives affecting professional practice in general and specific contexts; 3. design and use methodologies appropriate for use in the work-based setting; 4. respond ethically, reflexively and reflectively to their role in the research process; 5. inform the practice of their own profession with the best of current knowledge and practice in their discipline; 6. provide an original and innovative contribution to the knowledge base of their professional discipline; Essay, dissertation & viva voce, proposal & presentation, ethics application & reflection, essay, essay or proposal, essay, project & test, two essays, proposal & report, essay, online work & essay, six reports, MCQ & reflection, ProfD thesis and viva. Essay, dissertation & viva voce, proposal & presentation, ethics application & reflection, essay or proposal, two essays, proposal & report, essay, online work & essay, MCQ & reflection, ProfD thesis and viva. Essay, dissertation & viva voce, proposal & presentation, ethics application & reflection, essay, essay or proposal, essay, project & test, two essays, proposal & report, essay, online work & essay, six reports, MCQ & reflection, ProfD thesis and viva. Essay, proposal & presentation, ethics application & reflection, essay, essay or proposal, essay, project & test, two essays, proposal & report, ProfD thesis and viva. Essay, dissertation & viva voce, proposal & presentation, ethics application & reflection, essay, essay or proposal, essay, project & test, two essays, proposal & report, essay, online work & essay, six reports, MCQ & reflection, ProfD thesis and viva. HEM787, HEM797, NAM112, NAM114, NAM13, NA7124, SSM48, SSM49, MDM12, MDM66, MSM01, MSM03, ProfD Stage 2. HEM787, HEM797, NAM112, NAM114, SSM48 SSM49, MDM12, ProfD Stage 2. HEM787, HEM797, NAM112, NAM114, NAM13, NA7124, SSM48, SSM49, MDM12, MDM66, MSM01, MSM03, ProfD Stage 2. HEM787, NAM112, NAM114, NAM13, NA7124, SSM48, SSM49, ProfD Stage 2. HEM787, HEM797, NAM112, NAM114, NAM13, NA7124, SSM48, SSM49, MDM12, MDM66, MSM01, MSM03, ProfD Stage 2. ProfD thesis and viva ProfD Stage 2. 360 20, 100, 20, 20, 20, 10, 360. 20, 100, 20, 20, 360. 20, 100, 20, 20, 20, 10, 360. 20, 360. 20, 100, 20, 20, 20, 10, 360. 7. contribute to the advancement of practice within their areas of professional responsibility, through dissemination of their work, and the planned implementation of change; 8. provide professional leadership and model autonomous research practice within their own discipline. ProfD thesis and viva ProfD Stage 2. 360 Proposal & presentation, ethics application & reflection, essay, essay or proposal, essay, project & test, two essays, proposal & report, essay, online work & essay, six reports, MCQ & reflection, ProfD thesis and viva. NAM112, NAM114, NAM13, NA7124, SSM48, SSM49, MDM12, MDM66, MSM01, MSM03, ProfD Stage 2. 10, 360. 9

SUPPORT AND INFORMATION Institutional/ University All students benefit from: University induction week University Student Handbook Course Handbook Brighton Doctoral College Researcher Development Framework Extensive library facilities Computer pool rooms E-mail address Welfare service Personal tutor for advice and guidance Course-specific Student handbook The cohort and peer support Supervision throughout the programme Support for research governance Action Learning meetings Studentcentral Regular presentations by students Reflective Journal Research Student Administration In addition, students on this course benefit from: An induction session is held at the beginning of each academic year, which all students registered for stage one are expected to attend. The programme leader and supervisors will discuss the module choices in view of the proposed research study at the start of the course. Students are able to seek academic advice with regard to specific module content and assessment from the relevant Module Leader. peer support from a multi-professional cohort; structured development of research knowledge and skills through written assignments; a structured programme which assists students in meeting deadlines and achieving a doctorate within a realistic timescale. two appropriately experienced academic research supervisors as they start the course. Tutorials will be arranged at mutually convenient times and may be a combination of face to face or virtual meetings. A thesis Panel is convened at the start of stage one to oversee the student s progress throughout the programme; Use of Student Central to foster peer support and discussion of ideas. The support and challenge of peer learning ensures that reflection on both learning and practice are features of their experience. honorary membership of the Brighton Doctoral College in stage one and full membership in stage two. become part of the University research community and engage in research seminars and other network activities as well as with postdoctoral and other postgraduate researchers; opportunities to attend research seminars, methodology special interest groups, professorial inaugural lectures, talks etc. a set of face to face, online, video and web linked units of study related to research 10

PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. For the entire programme students will participate in the annual two day Doctoral Student Conference in Eastbourne. Stage one Stage one is equivalent to 180 credits at level 7 and is made up of four 20 credit modules. All students undertake three mandatory modules (HE787 Principles of Research, NAM112, Researching in Health Social Care and NAM114 Research Ethics and Governance in the NHS and Social Care Sector). In order to maintain a focus on research, students select one further module from a list of optional modules given below. Two, two-day study days will be held at 6 monthly intervals in year one and two to support the research study, alongside supervisory support. Modules Level 7 Module Status Module title Credit code 7 HEM 787 M Principles of research (New module) 20 7 NAM 112 M Researching in Health and Social Care 20 7 NAM 114 M Research Ethics and Governance in the NHS and Social Care 20 Sector 7 NAM 13 O Qualitative Research Methodology 20 7 NA7124 O Critical Thinking in Qualitative Reseach 20 7 SSM48 O Principles of Social Research 20 7 SSM49 O Quantitative research 20 7 MDM66 O Essential statistics for Medical Health and Health Research 20 7 MDM12 O Epidemiology 20 7 MSM01 O Statistical analysis using SPSS 20 7 MSM03 O Introduction to statistics using Minitab 10 7 HE797 M (for MRes) Research Dissertation 100 7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. 11

Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) Modules titles PGCert PGDip MRes ProfD Principles of Research (M) 20 20 20 20 Researching in Health and Social Care (M) 20 20 20 20 Research Ethics and Governance in the NHS and Social Care Sector (M) 20 20 20 20 One optional module 20 20 20 One optional module 20 One research related module from GPHSS/URTF Research Dissertation 20 100 Research study (65,000 words), thesis & viva 460 Total credits 60 (Level 7) 120 (Level 7) 180 (Level 7) 540 (80 Level 7 + 460 Level 8) Students may either chose to exit with an MRes or undertake Stage one transfer viva for progression to ProfD. Stage two In year 3 and 4 there will be our, two-day joint study days evenly spread throughout the year. In stage two, part time research students are entitled to 22½ hours of each of two supervisors time each year; a minimum of one third of this (7.5 hours) should be consultation time per year. Stage two culminates in submission of a thesis and viva. 12

AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 8 Minimum credits 9 Ratio of marks 10 : Class of award Intermediate PGCert Professional Research Studies 7 Total credit 60 Minimum credit at level of Level 7 marks Postgraduate degree award 40 Intermediate PGDip Professional Research Studies 7 Total credit 120 Minimum credit at level of Level 7 marks Postgraduate (taught) d award 90 Intermediate MRes Professional Research 7 Total credit 180 Minimum credit at level of Level 7 marks Postgraduate (taught) d award 150 Final Doctor Counselling and 8 Total credit 540 Minimum credit at level of Select Select of Psychotherapy; Health Care; Health Promotion; Midwifery; Nursing; Occupational Therapy; Pharmacy; Physiotherapy; Podiatry award Other: 460 Select Select Total credit Select Minimum credit at level of Select Select award Select *Foundation degrees only Progression routes from award: Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 11 degree (excludes PGCE and M BS) 70% - 100 Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Mer t 5 5.99% Lower second (2:2) Pass Pass 40% - 49.99% Third (3) 8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 11 Refers to taught provision: PG Cert, PG Dip, Masters. 13

EXAMINATION AND ASSESSMENT REGULATIONS The University's General Examination and Assessment Regulations for Taught Courses (GEAR) will form the basis of the regulatory framework for stage one of the programme. This includes procedures related to mitigating circumstances, extensions to deadlines, examination boards, academic misconduct and academic appeals. The University Code of Practice for MPhil, PhD and Professional Doctorates will be the regulatory framework for stage two of the programme. Programme regulations Students may be referred only once in the research dissertation module (stage one); this is at the discretion of the examination board. Students will not normally be allowed to progress to the Masters award if they have been referred in more than 60 credits at first attempt in the taught modules. Students would be unable to progress from MRes to ProfD if they have been referred in more than one module assignment (accrued more than 20, level 7 credit, referral). In coming to this recommendation, the Examination Board may wish to take into account mitigating circumstances related to the quality of the initial submission of assignments (mitigating circumstances may include health, change of position, etc. but are considered only if the student submits evidence of these circumstances). GEAR allows the student who has failed an assessment the potential opportunity to re-take the relevant section of the course, as if for the first time. Students who do not achieve a mean mark of 60% or above for three of their four modules will not normally be permitted to progress to stage 2 of the ProfD programme. Following successful completion of four modules, and stage one transfer viva, students would formally transfer to stage 2 of the programme and be registered for a ProfD. In stage two of the programme, progression is dependent on a successful annual progression review panel (PRP). It is the responsibility of the student to enrol as a continuing student with the University each year during her/his period of registration for the MRes/ProfD. Examination boards normally allow for the reassessment of any of the summative assignments in stage one. Permission for reassessment is granted in the following manner: resubmission must take place by the agreed date (unless an extension has been granted); reassessed assignments normally take the same form as the original assignment that was graded as Refer, and are assessed by the normal process of two internal examiners; while re-writing an assignment for reassessment, a student is offered tutorial support normally associated with the initial assessment submission. Chair's action is used for dealing with referrals whenever waiting for the next Examination Board meeting may impede student progress during stage one and from stage one to stage two. When re-submission is required, the relevant date is agreed at

the Examination Board and in consultation with, and approval of, the External Examiner, the Chair of the Examination Board may confirm the result once the assignment has been double marked and moderated internally. Submission of assignments Students are required to submit all work for assessment in the manner and by the date previously notified to them, unless an extension of time has been granted. The module leader is designated as having responsibility for granting extensions to deadlines for submission of assessed work. Applications for extensions to deadlines should be made in writing using the University pro forma (available from the RSDA) and are only granted on production of acceptable reasons. Where extensions have been granted, copies of the pro forma are available to inform decisions of the MRes/ProfD Programme Examination Board. The Examination Board need only take account of this information when it is relevant to eligibility for progression or awards. Failure to submit assessed work by the due time and date (including any extensions granted) are deemed to constitute failure in that work. Any work submitted after the deadline has a fail grade recorded for it, although informal feedback is given to the student on the actual level of performance. The member of staff recording the work submitted late attaches to the work a University pro forma and a copy of this is made available to the Examination Board. In exceptional circumstances, an extension may be given for the stage one transfer document submission, up to a maximum of three months. Intercalation or Suspension of Studies Provided that the student meets the requirements of the Programme Examination Board at assessment, and any attendance or other requirements under the Programme regulations, he/she is allowed to continue his/her studies without interruption until the final assessment. This does not prevent the Programme Leader or the Examination Board from counselling the student (where appropriate) that in his/her own interests he/she should withdraw from the programme. A student failing to meet the requirements of the Programme Examination Board or programme regulations may be excluded. The authority of the Vice-Chancellor to suspend or exclude students for disciplinary reasons is not affected by this regulation. If a student wishes to intercalate or suspend his/her studies on the programme, he/she shall apply in writing to the Programme Leader who shall decide whether such a request can be granted. Any intercalation or suspension of studies can be permitted only at an appropriate stage of the programme (as determined by the Programme Leader). The Programme Leader shall have discretion to impose appropriate conditions on the student's readmission to the course after intercalation or suspension of studies. In particular, the student's academic programme cannot be guaranteed to resume following readmission as if no interruption had occurred, and the timing and modes of the various assessments following readmission may be varied at the 15

Exceptions required by PSRB discretion of the Programme Examination Board. However, the student shall maintain any credits achieved. 16