ࡱ; JI  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHKRoot Entry   FMicrosoft Word-Dokument MSWordDocWord.Document.89qOh+'0  X` 'Microcredentials Approval Process Form Dawn MartinNormalHartley, Heather2@@@@nf8@@nf88 [ttDefault# & Fdd1$5$A$*$/B*OJQJCJPJnH ^JaJsH sH _HtH<<Default Paragraph FontJUJ Internet Link B*phsHsH>*nH_HtHBB Header CharOJQJCJPJnH ^JaJP!PBody Text 2 CharOJQJCJ6PJnH ^JaJ*1* normaltextrunAeopZQZBody Text Indent 2 CharOJQJCJPJnH ^JaJPaPFootnote Text CharOJQJCJPJnH ^JaJ8q8footnote referenceH*@@annotation referenceCJaJNNComment Text CharOJQJCJPJnH ^JaJZZComment Subject Char"OJQJCJ5PJnH ^JaJ\NNBalloon Text CharOJQJCJPJnH ^J aJ88 ListLabel 1B*phCJaJ** ListLabel 2^J :: ListLabel 3B*phCJ5aJ:: ListLabel 4B*phCJ5aJHH ListLabel 5!B*phS*7CJ>*5Y(aJ** ListLabel 65.!. ListLabel 7PJ^J*1* ListLabel 8CJ:A: ListLabel 9B*ph CJ5aJ6Q6Footnote Characters2&a2Footnote anchorH*0*q0Endnote anchorH*44Endnote CharactersFFHeading )x$OJ QJ CJPJ ^J aJ.B. Text body *x/List+<<Caption ,xx $CJ6aJ]""Index- $BBHeader. & F ! $ OJQJCJHH Body Text 2/ & F$a$OJQJCJ6DDList Paragraph0 & F^]`<< paragraph1 & F5$ddaJZ"ZBody Text Indent 2#2 & Fd^]`xB2B footnote text 3 & F OJQJCJ>B>annotation text 4 & FCJFARFannotation subject 5 & F5\HbH Balloon Text 6 & FOJQJCJ^J aJ<r<Footnote7^]` $CJaJ s"b Q!s"^2^d^25L'(!/<IL)*+,-.UnknownStevenson, David   ^8`OJ QJ  ^`OJQJ^J o^ `OJQJ^ `OJ QJ  ^x`OJQJ^J o^H`OJQJ^`OJ QJ  ^`OJQJ^J o^`OJQJ^`<PJ^J^8`.^`L..^ `...^ `.... ^x`L ..... ^H` ...... ^`....... ^`L........^8`OJ QJ  ^`OJQJ^J o^ `OJQJ^ `OJ QJ  ^x`OJQJ^J o^H`OJQJ^`OJ QJ  ^`OJQJ^J o^`OJQJ^p`pOJ QJ B*ph CJ5aJ ^`OJQJ^J o^p`pOJQJ^@ `@ OJ QJ  ^`OJQJ^J o^`OJQJ^`OJ QJ  ^`OJQJ^J o^P`POJQJ^`0^8`.^`L..^ `...^ `.... ^x`L ..... ^H` ...... ^`....... ^`L........^8`0^`.^p`L..^@ `...^`.... ^`L ..... ^` ...... ^`....... ^P`L........^8`OJ QJ  ^`OJQJ^J o^ `OJQJ^ `OJ QJ  ^x`OJQJ^J o^H`OJQJ^`OJ QJ  ^`OJQJ^J o^`OJQJ^8`OJ QJ  ^`OJQJ^J o^ `OJQJ^ `OJ QJ  ^x`OJQJ^J o^H`OJQJ^`OJ QJ  ^`OJQJ^J o^`OJQJ^`^`.^p`L..^@ `...^`.... ^`L ..... ^` ...... ^`....... ^P`L........^`P^@`@^`0^```^`^`^`^``^0`0  WWNum11WWNum12WWNum18WWNum19WWNum20WWNum21WWNum22WWNum23WWNum25s"s"PGTimes New Roman5Symbol3&ArialGTimes New Roman7Calibri3Arial3ArialGTimes New Roman9Segoe UI9Segoe UI?Courier New3&ArialIArial Unicode MS5Symbol?6Courier New;Wingdings"h{G{G%7"88%7"88' 0 0M 0LCaolan80 ^ ')   4 db v 4#"&b" 8 !V"" Micro-credentials: approval, review and monitoring Approval The term micro-credential is an overarching description for stand-alone and self-contained units of study that may also be referred to as short courses. At QMU micro-credentials can take the form of new, purpose designed modules or existing modules that are part of a larger programme of study. Where micro-credentials take the form of modules that have been validated previously through the standard procedure, in order to be offered as micro-credentials, they are subject to additional scrutiny against a defined set of criteria. QMU micro-credentials should normally only be offered as 0, 10 or 20 credit modules. They will typically be offered at SCQF levels 10 and 11 to support skills development, but may also be offered at levels 7, 8 and 9, where there is an identified demand. Students who successfully complete a credit-bearing micro-credential will be provided with a Certificate of Study. Students who successfully complete a 0 credit micro-credential will be provided with a Certificate of Attendance. Micro-credentials are typically approved for five years, whereupon they are subject to review. Micro-credentials are approved by the School Academic Board. Exceptionally, the School Academic Board may approve a micro-credential for a shorter timeframe than five years. The reasons for this must be recorded in the minutes of the meeting at which the micro-credential is presented for approval. 4 Micro-credentials must normally be presented for approval no later than four months prior to the date of the first intake. This ensures sufficient time to address any conditions prior to the next intake. 5 The documentation required for micro-credential approval is proportionate to the scale of the provision. For each module presented as a micro-credential to the School Academic Board, the following documentation is needed: Micro-credential approval form Module descriptor 6 The School Academic Board will consider each micro-credential against the following criteria. There are different criteria in place for micro-credentials that have been newly developed and micro-credentials that have been validated previously for inclusion within a named QMU award. Criteria for all micro-credentials The micro-credential supports skills and/or personal and professional development; The micro-credential can operate effectively as a stand-alone module - in the event that there are pre-requisites, these should not present a barrier to access; The micro-credential has an identified and realistic target market; There is sufficient demand and support for the micro-credential from key stakeholders, including employers and prospective students; The delivery pattern for the micro-credential meets the needs of the intended students; There is appropriate academic expertise and sufficient non-academic resource within the University to support the delivery of the micro-credential as a stand-alone unit of study; The micro-credential is financially viable based on expected student numbers and assumed fee (or other) income. Additional criteria for micro-credentials that have not already been validated as a module The micro-credential contributes to the delivery of the key institutional priorities as set out in QMU s Strategic Plan. The proposed SCQF level, aims and outcomes are appropriate; Content, learning, teaching and assessment patterns are appropriate and consistent with the proposed SCQF level. It is open to the School Academic Board to set conditions and/or request further information, should this be deemed necessary, before confirming approval. The School Academic Board may also identify recommendations and/or commendations. The decision of the School Academic Board will be recorded in the minutes of the meeting at which the micro-credential is presented for approval and reported formally to the University Senate. The Division of Governance and Quality Enhancement will maintain a record of approved micro-credentials. Monitoring Micro-credentials will be subject to module evaluation. Due to the small scale of micro-credentials, a separate Annual Monitoring Report is not required. Micro-credential co-ordinators will submit a short, written report annually to the Dean and Head of Division. A standard template is available for this purpose. An overview of the operation and impact of micro-credentials will be included within the composite School Annual Monitoring Report. All credit-bearing micro-credentials must be externally examined. An External Examiner will be identified for each credit-bearing micro-credential after their approval. This could be the existing External Examiner for those micro-credentials that are also part of a larger award, or a new External Examiner for micro-credentials that have been newly developed. External Examiners for stand-alone micro-credentials will be invited to complete a short online report annually. An External Examiner will not be appointed for micro-credentials delivered at 0 credits. Review The Division of Governance and Quality Enhancement will alert Deans, Heads of Division and micro-credential co-ordinators, in good time, to micro-credentials that are due for review. Micro-credentials are reviewed by the School Academic Board, no later than four months prior to the end of the approval period. This ensures sufficient time to address any conditions prior to the next intake. The documentation required for micro-credential review is proportionate to the scale of the provision. For each module presented as a micro-credential to the School Academic Board for review, the following documentation is needed: Micro-credential review form Annual micro-credential reports External Examiner reports Updated module descriptor The School Academic Board will review the operation of each micro-credential against the following criteria. There are different criteria in place for micro-credentials that operate as stand-alone modules and micro-credentials that are subject to review through a named QMU award. Criteria for all micro-credentials The micro-credential has demonstrably supported skills and/or personal and professional development; There continues to be sufficient demand and support for the micro-credential from key stakeholders, including employers and prospective students; The micro-credential has met the needs of students as evidenced through module evaluation and other channels; The content of the micro-credential remains current and had been enhanced through reflection on feedback received from students, external examiners and other key stakeholders; The delivery pattern for the micro-credential continues to meet the needs of the intended students; There continues to be appropriate academic expertise and sufficient non-academic resource within the University to support the delivery of the micro-credential as a stand-alone unit of study; The micro-credential continues to be financially viable, as evidenced through fee (or other) income. Criteria for micro-credentials not contributing to a named QMU award The micro-credential continues to contribute to the delivery of the key institutional priorities as set out in QMU s Strategic Plan. The SCQF level, aims and outcomes continue to be appropriate: Content, learning, teaching and assessment patterns continue to be appropriate and consistent with the proposed SCQF level. In the case of micro-credentials contributing to a named QMU award, the School Academic Board will receive an overview of any changes agreed through the review process for the award and determine whether the changes have any impact on the suitability of the module for delivery as a stand-alone micro-credential. In the case of micro-credentials not contributing to a named QMU award, the School Academic Board will be required to consider the validity of any proposed changes, which should be clearly identified on the review template. It is open to the School Academic Board to set conditions and/or request further information, should this be deemed necessary, before confirming approval. The School Academic Board may also identify recommendations and/or commendations. The decision of the School Academic Board will be recorded in the minutes of the meeting at which the micro-credential is presented for review and reported formally to the University Senate.   i.e. a module that has not been validated previously for inclusion within a named QMU award.   The School Academic Board will consider only the experience of those students who have taken the micro-credential as a stand-alone module. For micro-credentials contributing to a full award, the experience of all other students will be considered through the standard review process. dhx| nr&*.(LP|FPhH L !!!!n"R#V#.%2%&&''''((* *&+*+////116122444425ѿܽܳܫܫܳCJ6^JaJCJ65^JaJ] jU0J&CJ^JaJOJQJCJ65^JaJ\CJ6^JaJ CJ6aJCJaJ CJ^JaJCJ5^JaJ\C25h5l5777789<:>::<<`>*?.?0???@@A:B>BpFtFLHPHIIIIIIIIIIJJJJLǼ0JjU0J%OJQJCJ5^JaJOJQJCJ65^JaJ\CJ65^JaJ\WGCJ6^JaJ] jU0J&CJ65^JaJCJaJCJ6^JaJ*fhz| pr(*~/^]`;//^]`<.$a$ ^]`.$a$ .$a$ ^]` . & F$a$ .$a$ ^]`;.$a$ ^]`;.$a$ ^]`;.$a$ ^]`; *NP~HRjJ L !!/^]`/^]` /^]`2 & Fdd$a$ 8/ & F/^]`0/^]`0/^]`0/^]`0// & F/^]`;!!p"T#V#0%2%&&''''((* *(+*+///^]`000// & F/^]`0/^]`0/^]`0// / & F ^]`0// & F n^]`///1122444545j5l5777789:<</ & F//^]`// & F/^8]`0/ / & F^]`;/^]`0/^]`0<b>,?.???@BrFtFNHPHIIIIII.$a$  5$^]`0///^]`/^]` / & F^]`;/^]`/ & F n^]`//0/ & FIIIJJLLL13310. A!"#$2P1h0p3P(200/ =!"#$2P10p3P(200/ =!"#$2P10p3P(20՜.+,D՜.+,\D P$,4< AppVersionCompany DocSecurityHyperlinksChangedLinksUpToDate ScaleCrop ShareDoc16.0000鶹ԭ Root Entry FCompObjjOle 1Table;)SummaryInformation(<WordDocument^DocumentSummaryInformation8