1. Quality Assurance at Aberystwyth

A pdf copy of this section is available for download: Section 1 PDF

• 1.1 About the Handbook

  1. The Academic Quality Handbook (AQH) provides an accessible source of the policies, regulations and procedures which support the management of academic standards and quality at Aberystwyth University. It is for use by university staff, external examiners, external reviewers and collaborative partners. The Handbook is published online but its individual sections can also be downloaded as a pdf and printed. It also contains a link to the University’s Rules and Regulations and Examination Conventions.

  2. Every member of staff has a responsibility to ensure that the reputation of Aberystwyth University is maintained and enhanced wherever possible, and that our quality assurance procedures remain rigorous and transparent.

  3. Additional information and electronic copies of forms and templates (including forms for external examiners) can be downloaded from the relevant section of the AQH.  As forms are updated regularly, they should always be accessed via the Handbook rather than saved and re-used from previous years.

• 1.2 Quality Assurance Systems

  1. Aberystwyth University prides itself on the high standards of learning and teaching opportunities offered to its students.  These are underpinned by effective quality assurance systems developed over many years and refined in light of the QAA frameworks and guidance. The University’s quality assurance systems have four main roles:

  (i) To ensure the currency, validity, standard and quality of our schemes of study, and that these are properly planned, delivered, modified, and monitored

  (ii) To maintain the highest standards of academic quality and continuous enhancement, in compliance with the expectations outlined in the UK Quality Code for Higher Education

  (iii) To enhance quality by promoting continual critical reflection, so that we are always seeking ways of improving the quality of the student experience that we offer

  (iv) To underpin the strategic development of the schemes and academic disciplines that we offer.

  2. The UK Quality Code for Higher Education gives all higher education providers a shared starting point for setting, describing and assuring the academic standards of their higher education awards and programmes and the quality of the learning opportunities they provide. It is the core reference point used in all QAA review activity: https://www.qaa.ac.uk/quality-code

  3. The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies provide important reference points for higher education providers, assisting them in setting and maintaining academic standards. The frameworks are central to the Expectation in Chapter A1: The National Level of the UK Quality Code for Higher Education that degree-awarding bodies use external UK and European reference points to secure threshold academic standards across the higher education sector: https://www.qaa.ac.uk/quality-code/the-existing-uk-quality-code/part-a-setting-and-maintaining-academic-standards

  4. Subject Benchmark Statements are part of the Quality Code. They set out expectations about standards of degrees in a range of subject areas. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject: https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

  5. QAA also provide a range of other guidance material, for example covering topics such as the award of academic credit, the equivalence of qualifications throughout the countries of the UK, and how contact hours and assessment contribute to the quality of your education.

• 1.3 Academic Committees

  1. In accordance with Aberystwyth University’s Supplementary Royal Charter the Senate is ‘the academic authority of the University and shall be responsible to the Council for the academic functions of the University in teaching and research and the regulation of the academic interests of the students’. The Senate’s constitution, powers and functions are provided by Ordinances. Further details on the Senate’s responsibilities, membership and decisions can be found on the relevant sub-pages.

  2. Senate has overall responsibility for ensuring that the University adheres to the UK Quality Code, and delegates responsibility for individual sections to the following boards: Academic Board, Marketing, Recruitment and Admissions Board, Research Board, and the Collaborative Provision Board. The terms of reference and membership of these bodies are published online, together with a chart of academic committee structures: https://www.aber.ac.uk/en/governance/sub-committees/. Staff at Aberystwyth can also access terms of reference, templates for minutes and committee papers, and details of committee meetings through Academic Registry webpages.

• 1.4 University Officers with responsibility for Quality Assurance

  1.The Vice-Chancellor is the chief academic and administrative officer of the University with responsibility for its overall performance, and is the Chair of Senate.

  2. The Pro Vice-Chancellors, Learning & Teaching and Research, are key members of the University Executive Group and report to the Vice-Chancellor on their specific areas of responsibility.

  3. Responsibility for the conduct of a Faculty is vested in the Faculty Pro Vice-Chancellor, who is accountable to Council, via the Vice-Chancellor. Faculties facilitate the organisation and academic work of the University.

  The Faculty Pro Vice-Chancellors perform a crucial co-ordinating role between the departments operating within their respective spheres of interest. They are also empowered to take executive action on issues of concern, subject to reporting to their faculties, the Academic Affairs Committee, Pro Vice-Chancellors Learning & Teaching and Research, and Vice-Chancellor as appropriate. The Faculty PVCs co-operate closely in their areas of responsibility and organise, via the Academic Registry, to discuss and make recommendations on items common to the faculties. In this they are greatly assisted by key Registry support staff. They also meet regularly to ensure that the faculties deal with student issues in a consistent way. They are supported in their roles by Associate Deans, who have specific responsibilities for Learning & Teaching, Research, and Welsh Language provision.

  Each academic department within a faculty has a Head with designated roles and responsibilities, which include oversight of academic programmes and structures. The Faculty Pro Vice-Chancellor and Associate Dean of Faculty are supported by a Faculty Manager and advised by an Executive Committee, which includes staff with responsibility for key areas such as Learning and Teaching and Quality Assurance and Enhancement. All faculties are required to have an Academic Affairs Committee. This is set out in University Ordinances and Regulations.

  Heads of Department are charged with the day-to-day management of the teaching and research within their departments within the guidelines established at University level, including the Academic Quality Handbook. Departments have designated Directors of Learning and Teaching and Directors of Research reporting to the Head of Department on these issues. Each department is required to hold departmental meetings involving all academic staff at least once a term to discuss academic issues. The functions of the meeting include:

  (i) To serve as a medium of consultation with and provide advice to the Head of Department on the conduct of departmental affairs

  (ii) In furtherance of the above to discuss the following:

  • the nature and content of courses
  • the allocation of teaching and other departmental duties
  • the allocation of departmental funds and accommodation
  • the use of secretarial, research and technical assistance.
    
    

  As part of the above, they receive the reports from Departmental Learning and Teaching Committees, of formal programme monitoring undertaken in the department annually and also formally log in the reports of the departmental Staff-Student Consultative Committees which serve as a useful feedback mechanism between staff and students.

  4. The Head of the Graduate School is responsible for the provision of Researcher Development training within the University as a whole, and also has a co-ordinating role in the development of policy on postgraduate matters, the provision of facilities for postgraduates, and for monitoring the recruitment and academic progress of postgraduate students. The Head of the Graduate School also approves nominations for external examiners on research degrees.

  5. A number of senior Academic Registry staff are involved in the operation of Quality Assurance procedures reporting to the Academic Registrar. The Academic Registry also provides support at faculty level.

• 1.5 Levels of responsibility at University and Faculty level

  1. To reflect the structure of the University and recognise the role of the faculties in quality assurance and enhancement, some quality functions are delegated to faculties whilst others remain at University level.

  University level processes

  2. Responsibility for the following quality assurance processes and procedures is retained by the University’s Senate, Academic Board and other sub-committees:

  (i) Development and approval of academic frameworks, regulations and procedure

  (ii) Departmental Periodic review, including periodic revalidation of provision

  (iii) Approval of new and major restructuring of schemes

  (iv) Approval of External Examiner appointments.

  Faculty level quality procedures

  3. Responsibility for the following procedures and processes is delegated to faculties and exercised through faculty committee structures:

  (i) Implementing policy and procedures for quality assurance and enhancement in schemes of study, including for their design, approval, monitoring and review

  (ii) Consideration of Annual Monitoring of Taught Schemes

  (iii) Scheme suspension, withdrawal, and changes to titles

  (iv) Module approval (process overseen by Academic Board)

  (v) Considering student feedback (through feedback processes and student representation)

  (vi) Accreditation of schemes by Professional, Statutory and Regulatory Bodies (PSRBs).

• 1.6 Family and Personal and/or Professional Relationships

  1. This policy applies to any personal and / or professional relationships that could, or be perceived to impact on the integrity of the working relationships within the University.

  2. Where a student or applicant is:

  (i) The sibling, parent, child or other family relation of a member of staff

  or

  (ii) The partner or is in a relationship with a member of staff.

  Then the member of staff must play no part in the admission, supervision or assessment of that applicant/student. This is primarily to ensure impartiality in the treatment of the applicant/student, including the possibility that they would be assessed more strictly in order to emphasise the intention not to show favouritism. It is also to protect staff from accusations of favouritism and to avoid any perception of favouritism in third parties.

  3. Members of staff must declare any such relationships to their line manager as soon as a potential conflict becomes apparent, so that arrangements can be made to ensure they are not involved in any activities where there is a conflict of interest. In this context, ‘members of staff’ includes anyone contracted to undertake teaching and related activities, including students with part- time contracts, and ‘applicants/students’ encompass all levels of study up to and including research students.

  4. Members of staff may also consult the Management of Conflict of Interest in the Workplace Policy https://www.aber.ac.uk/en/hr/policy-and-procedure/managingofconflict/

• 1.7 Monitoring and Review

  1. Academic Board retains overall authority for reviewing the effectiveness of the University’s quality assurance and enhancement processes as set out in the QAA Quality Code. Detailed consideration of these processes may be delegated to its sub-committees as appropriate. It will also publish a revised version of the AQH at the beginning of each academic session.

  2. The Academic Registry welcomes comments on the content and presentation of this Handbook from all users as part of the continuing process of improvement and for the development of future versions. Any comments should be sent to: quality-assurance@aber.ac.uk

• 1.8 Academic Quality Handbook 2022/23: Summary of Key Changes

  The following table provides a list of changes which have been made following the publication of the 2021/22 version of the AQH in September 2021.                                                                                                  

  Section	Change	Date
  2.7 Development and Review (Scheme withdrawal)	5. The Portfolio Planning Committee may propose the suspension or withdrawal of schemes on an annual basis based on recruitment trend data and market intelligence. PPC will invite departments to take action on the basis of this report to withdraw or suspend schemes as appropriate. Faculties will be invited to provide a robust rationale to PPC for retaining any schemes identified in the report. Faculties should consider compliance with the Welsh Language Standards, in consultation with the Faculty Associate Dean (Welsh-Medium Academic Provision) who will be responsible for consulting with the Welsh Medium Studies Committee, and confirm any impact on provision. PPC will have the authority to make final decisions taking account of this feedback. No further approval documentation would be required and the decision will be recorded in the PPC minutes.	Academic Board – March 2022
  2.14 Development and Revew - Template Forms	New - Timeline for suspension/withdrawal of a scheme proposed by PPC following annual review of recruitment trend data and market intelligence	Academic Board – March 2022
  3.2 Assessment policy and procedures	28. The University has established a policy on the translation of assessed work aimed at ensuring the integrity of the process (i.e. that students are not unfairly advantaged or disadvantaged by the marking of translated work). Students who wish to submit examination scripts or assessed coursework in Welsh on English medium modules are not required to give prior notification of their intention to do so. Where students request oral assessments through the medium of Welsh, these should be assessed in Welsh wherever possible, without simultaneous interpretation. Otherwise, departments should consult with the Centre for Welsh Language Services on a case by case basis. Where simultaneous interpretation is provided, it would be helpful to provide a script or written summary to the interpreter in advance.	Academic Board – March 2022
  3.6 Academic Practice	Chapter updated to clarify that Turnitin similarity score thresholds should not be specified (para 19) and additional evidence may be requested (para 22)	Academic Board – Sept 2022
  4.2 Bachelor's Degree: Rules for Progression	4.2.4 (para 4.)  Students who have failed 80 credits or fewer will be required to take the first resit opportunity for all assessments in the summer resit assessment period in August. The second resit opportunity for any failed modules must take place during the following session, in the semester the module is being, or had previously, been taught. Students on a sandwich or abroad placement will not lose a resit opportunity if they have placement commitments which prevent them from taking their first resit during the August resit period of the second year, neither will they lose a resit opportunity if they are unable to resit during the placement year either.  Students who cannot take resits because of placement commitments will be offered resits during their final year.	Academic Board – June 2022
  4.3.3 Examination Conventions	Students starting Part One on MComp and MEng Integrated Master’s Schemes FROM September 2022 As set out under 4.3.2, with the exception of point 2, students may fail no more than 20 credits in total across Level Two, Level Three and Level M, which contribute to the final award classification.	Academic Board – July 2022
  4.5  Examination Conventions	Change to section heading 4.5 Degree Schemes with Sandwich Year, or Integrated year Studying Abroad non-language schemes	Academic Board – June 2022
  4.7 Examination Conventions	BA Early Childhood Studies (with Early Years Practitioner Status) - Progression Rule 1. A candidate who achieves an overall mark of 40% or more in year 1 but does not successfully complete the observation placement, will be required to repeat the year. Exit Awards 2. A candidate who is out of resit opportunities in Part One may be eligible for the award of  a Certificate of Higher Education (CertHE) (Early Childhood Studies). 3. A candidate who achieves an overall mark of 40% or more in year 1 but does not proceed with study will be eligible for the award of a Certificate of Higher Education (CertHE) (Early Childhood Studies). 4. A candidate who is out of resit opportunities in Part Two will be eligible for the award of  a Diploma of Higher Education (CertHE) (Early Childhood Studies) or the Ordinary Degree (Early Childhood Studies). 5. A candidate who achieves an overall mark of 40% or more in year 2 but does not proceed with study will be eligible for the award of a Diploma of Higher Education (DipHE) (Early Childhood Studies).	Academic Board – July 2022
  4.8 Examination Conventions	4.8 BSc Nursing (Adult) and BSc Nursing (Mental Health)  (Applicable to all students starting in September 2022) Progression rules 1.      The module pass mark is 40% and students are required to pass all component assessments in all modules. All modules, i.e. 120 credits, must be passed to progress to the next year of study. 2.      Students will be required to resit and/or resubmit the failed component(s) in each semester. Students will have TWO opportunities to resit a failed module or component (apart from the Professional Practice component where there is only ONE resit opportunity at the end of the placement)  The first opportunity will be an in-semester resit. If the in-semester resit is failed, funding is suspended for one year and students will have one final opportunity to resit externally within 12 months. After an external resit a student will re-join the main cohort during the next academic session. Exit awards 3.      A candidate who achieves an overall mark of 40% at Part One but does not proceed with study will be eligible for the award of a Certificate of Higher Education (CertHE) Healthcare Studies (120 credits at Level-4) 4.      A candidate who achieves an overall mark of 40% or more in year 2 but does not proceed with study will be eligible for the award of a Diploma of Higher Education (DipHE) Healthcare Studies (120 credits at Level-5)	Sept 2022
  4.10 Examination Conventions	Change to sub-section heading in 4.10 Conventions for the classification of modular degrees/ 4 Year schemes with 2 years in Aberystwyth after Part One plus Sandwich Year or Year Abroad  including integrated year Studying Abroad non-language schemes	Academic Board – June 2022
  5.2 External Examining	4. The appointment of internal and external examiners who are linguistically and academically competent to make judgements on the original Welsh language text should be regarded as a first principle. If it is not possible to appoint an external examiner to act through the medium of Welsh, the option of translating must be considered, noting that this carries a higher risk. For further guidance, please refer to the QAA guidance on effective practice in examining and assessing through the medium of Welsh guidelines-for-higher-education-providers-on-effective-practice-in-examining-and-assessing-in-welsh-within-wales.pdf	Academic Board – June 2022
  5.6 External Examining	5. (v)  PGCE Primary/Secondary with QTS programmes of study - attend a number of placements each year as agreed in advance with the Head of Department/Programme Director. (vi)  Undertake other in person engagements/visits as necessary as agreed in advance with the Head of Department, for example for schemes with a practical element or professional body requirement.	Sept 2022
  5.8 External Examining	1. (v) The PGCTHE external examiner is required to submit an annual report after the main PGCTHE Examining Board in February, unless requested to do otherwise by the Chair of the Examining Board.	Sept 2022
  6.6 Personal Tutoring	4. Full time undergraduate students will be given the opportunity to meet their Personal Tutor at least four times during the first year, at least three times in the second year, and at least two times in the third/fourth year. Full time postgraduate taught students will have a minimum of three meetings during the course of their studies. Some tutorial sessions may be group meetings. The University will provide additional guidance to Departments on the timing and content of the meetings.	Academic Board – March 2023
  9.2 Criteria for the Award  of Degrees, Diplomas and Certificates	Reference added to QAA Annex D: Outcome classification descriptions for FHEQ Level 6 and FQHEIS Level 10 degrees	Sept 2022
  Regulation on Unacceptable Academic Practice	Regulation updated to include a new category under collusion, to clarify that where possible, panel members should not have been involved with previous cases of UAP for the same student, and that the student should be notified as to the identities of panel members in advance of the meeting to enable them to raise conflicts of interest prior to the meeting.   Previous allegations of UAP should not be taken into account when determining if UAP has occurred and panels should not be made aware of previous allegations of UAP until it has been determined if the allegation is substantiated or not. Once a decision has been made the panel may consider prior substantiated cases of UAP in demining the penalty as set out in the points-based system. Recommendations to reduce penalties on grounds of special circumstances will now be considered by the Academic Registrar (or nominee).	Academic Board – Sept 2022
  Regulations for Modular Initial Degrees	22. Bachelor degree students may fail no more than 20 credits which contribute to the final award classification (excluding Level S Modules). Integrated Master’s degree students may fail no more than 20 credits across Level Two (Second Year) and Three (Third Year) and may fail no more than 20 credits at M Level (Fourth Year), with the exception of students commencing MEng and MComp Integrated Master’s degrees FROM September 2022 - see below. 22a. Students commencing MEng and MComp Integrated Master’s degrees FROM September 2022 may fail no more than 20 credits across Part Two as a whole.	Academic Board – July 2022
  Regulations for Modular Initial Degrees	Additional Regulations – special provision relating to the following degrees BA Early Childhood Studies (with Early Years Practitioner Status) Students who are admitted to the BA Early Childhood Studies (with Early Years Practitioner Status) scheme will be subject to the Regulations for Modular Initial Degrees with the following exception. If they are subsequently unable, or not permitted, to progress to completion they may, depending upon the number of credits attained at the appropriate levels at the time of exit, qualify for one of the following awards with ‘Early Childhood Studies’ as the scheme title (no Early Years Practitioner Status): •         Certificate in Higher Education (HE Level 1/CQFW 4 •         Diploma in Higher Education (HE Level 2/CQFW 5 •         Ordinary Degree (HE Level 3/CQFW 6)	Academic Board – July 2022
  Regulations for Modular Initial Degrees	22b BSc Nursing schemes - all 360 credits must be passed in Part One and Part Two, i.e. no failed credits are permitted. (September 2022). Additional Regulations – special provision relating to the following degrees: BSc Nursing (Adult) and BSc Nursing (Mental Health)  Students who are admitted to the BSc Nursing (Adult) and BSc Nursing (Mental Health) schemes will be subject to the Regulations for Modular Initial Degrees with the following exception. If they are subsequently unable, or not permitted, to progress to completion they may, depending upon the number of credits attained at the appropriate levels at the time of exit, qualify for one of the following awards with ‘Healthcare Studies’ as the scheme title: •         Certificate in Higher Education (HE Level 1/CQFW 4 •         Diploma in Higher Education (HE Level 2/CQFW 5	Sept 2022
  Regulations for Modular Taught Postgraduate Awards	10. Students registered on the MA International Politics (Dual Degree) and who successfully complete 120 credits at Aberystwyth but do not go on to the second year of the scheme would be eligible for the award of MA International Politics.	Sept 2022
  Regulation for Doctoral Degrees by Examination and Thesis or Portfolio [DProf]	8. A candidate who has successfully completed Part One but does not wish to continue or is unsuccessful in their candidature for the DProf, will be eligible for the award of an MProf, MRes or other Master’s award forming Part One of their programme of study.	Academic Board – June 2022

  Updated: Sept 2022