ug/conv/msci visit seq - bps.org.uk u… · web viewug/conv/msci visit seq. the bps is committed...

PRE-VISIT SUBMISSIONSelf-evaluation questionnaire (SEQ) for undergraduate, conversion and integrated Masters programmes

You should complete this self-evaluation questionnaire (SEQ) if you are submitting your accredited provision ahead of a partnership visit.

The questionnaire is split into two sections:

Section A asks for key information about the award(s) you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme(s) against each of our eight programme standards.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

http://www.bps.org.uk/privacy-policy

UG/conv/MSci visit SEQ

Preparing your submissionTo allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University name, with a sub-folder then created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth, each of these folders will sit in your main folder.

Please keep file names and folder structures as short as possible as files and structures that are too long may affect the documents being downloaded by our reviewers. The structure should be no more than 3 levels, for example:

University of xx – Programme Standard x – 2.2 Programme Guides – files

We advise that file names be kept at 50 characters with spaces, and label each piece of supporting evidence sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3.

2) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder. Please note that we only require one SEQ for all Undergraduate Programmes.

3) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

4) Include a proposed timetable within the SEQ folder. Our standard timetables can be found on our website using the download link below. Our timetables provide a guide for education providers planning for a partnership visit, therefore we are keen for you to propose a timetable that best meets your needs.

For further guidance on the submission process please refer to ‘Accreditation through Partnership: Preparing for a partnership visit’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads

Please Note that your submission will be returned if the structure does not follow these guidelines.

Sending your submissionYou should provide your completed submission via our secure online sharing platform – Hightail:

1) Compress all of your Files into one Zip File2) Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3) Add your compressed Zip File to the screen as requested.4) Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your submission, please contact [email protected]

2

https://spaces.hightail.com/uplink/BPSPAcT

http://www.bps.org.uk/accreditationdownloads

mailto:[email protected]


Section A: about your provision1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s) or Co-ordinator(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising arrangements:

Is the provision franchised for delivery by a partner institution? Y/N

If yes, please state the name of the partner institution.

2. The application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

3


3. The programme(s)

Full name of programme

(as it appears on award certificate)

Programme type (tick one) Mode of study (tick all that apply)

Is the award

validated?

Date of first intake

Intake from w

hich accreditation sought

Single H

onours

Joint Honours

Com

bined H

onours

Conversion aw

ard

Integrated M

asters

Full-time

Part-tim

e

Blended learning

Distance learning

Yes

No*

If your submission covers more than one programme, please add further rows to this table as required.

4


4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Y/N

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a link

Recognition of Prior Learning Policy (if applicable).

Please provide a link

Programme standard 5: Student development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.3.

Programme standard 7: Discipline specific resources


N/A

Programme standard 8: Quality management and governance An overview of any additional feedback

collected by the programme in relation to quality matters (e.g. internal programme review document).

Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual student information should be redacted.

5


Copies of the most recent report by your external examiner(s), and your response, detailing any actions taken if available.

Responses to the report by your external examiner(s) detailing any actions taken, if applicable.

(international/franchised provision only) Outline of the arrangements in place to support the collaborative delivery of the programme by external partner(s)

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

6


Section B: self-evaluation against our standardsIn this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

How does your provision contribute to the strategic aims of your institution?

Please provide a brief outline.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to the provision, the academic unit in which it is based, or the education provider more generally.

How has the provision changed since the last review undertaken by the Society?

Please briefly outline any significant changes to your programme(s) (e.g. content, assessment, structure) or the resources underpinning delivery (e.g. staffing, discipline-specific resources, quality management).

7

http://www.bps.org.uk/accreditationdownloads


Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Credits Assessment task(s)

Mandatory/ optional

Name of module leader

Assessment

1.2 You must include a statement in your programme handbook(s) advising students that, in order to be eligible for the GBC, they must pass the empirical psychology project, and gain at least a Lower Second Class Honours degree, or its equivalent (i.e. an overall pass mark of at least 50% for conversion programmes). Please tell us where these statements are located. If students are advised of these requirements via an alternative source, please provide further information below.

Where your institution’s regulations allow students to achieve the award without passing the empirical project, please advise us of the steps you have taken to seek exemption from this regulation on the grounds of accreditation requirements.

For conversion courses, if your institution does not use a percentage-based marking scheme, please provide brief details of how your scheme will enable the Society to identify those graduates who have achieved a minimum of 50% overall (as required for the GBC).

Statement Document/source Page reference

8


Empirical project must be passed

Minimum 2ii (or equivalent) required for GBC

1.3 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall student experience, or on other aspects of delivery.

Evidence Requirements

For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

Preparation for visit

Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other members of the visiting team, and subsequently with the education provider and their stakeholders.

9


Matters for discussion with students

Matters for discussion with programme team

Matters for discussion with senior management

10


Programme Standard 2: Programme Content (learning, research and practice)

Curriculum

2.1 Please complete the table below which sets out each of the core domains associated with the GBC curriculum, and the minimum level at which each should be delivered (taught and assessed).

Where core areas are delivered at Level 4 (Level 8 in Scotland), this must be supported by additional coverage (teaching and assessment) at Level 5 or Level 6 (Level 9 or Level 10 in Scotland) that progresses students’ knowledge and understanding in relation to those core areas.

Core domain Minimum level required

Module codes and titles Module(s) in which each core domain is assessedFHEQ SCQF

Biological psychology

4, 5, or 6

8, 9, or 10

Cognitive psychology

4, 5, or 6

8, 9, or 10

Developmental psychology

4, 5, or 6

8, 9, or 10

Individual differences

4, 5, or 6

8, 9, or 10

Social psychology

4, 5, or 6

8, 9, or 10

Conceptual and historical issues in psychology

4, 5, or 6

8, 9, or 10

Research methods

5 and/ or 6

9 and/ or 10

Empirical project 6 10 Must be separately assessed

11


Programme structure

2.2 Please indicate which module(s) are required for students to complete the award, and which modules are required in order to meet the requirements for GBC.

This will enable our reviewers to evaluate the breadth and depth of coverage of GBC curriculum areas. In addition it will enable them to identify any potential distinctive or positive practice in connection with the design and delivery of your provision.

Module code

Module title Year of delivery

Level Required for award (Yes / No)

Required for GBC (Yes / No)

Practical work

Information required Commentary

2.3 You should describe your approach to ensuring that students engage in practical work across the GBC curriculum that enables them to develop subject-specific skills outlined in our standards.

2.4 If relevant to your provision, you should additionally describe the ways in which practical work is supported for students undertaking psychology programmes via distance learning.

12


2.5 Please outline in the table below the practical work undertaken across the GBC curriculum domains, the nature and type of the practical work students will complete, the variety of methodologies and techniques covered in practical sessions, opportunities for data collection, and details of any assessments.

Core domain Approaches (tick) Overview of:

practical work undertaken

techniques covered opportunities for data

collection assessments

Quantitative methods

Qualitative methods

Biological psychology

Cognitive psychology

Developmental psychology

Individual differences

Social psychology

Research methods

Research and the empirical project


2.6 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited undergraduate and conversion programmes?

Yes / No (delete as appropriate)

2.7 Please describe how you approach project supervision across your staff team, including who undertakes supervision, how students are supported in developing their project ideas, and how supervisory workload is

13


allocated across the team.

You should also outline how these arrangements operate where programmes are offered jointly or in combination with other Departments where there is potential for supervision to be shared.





Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.




Good Practice





14







15


Programme Standard 3: Working ethically and legallyInformation required Commentary

3.1 Please provide a brief overview of how you introduce students to ethics and ethical practice.

You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.

3.2 How is students’ understanding of ethics evaluated?

You should indicate assessment of ethics in relation to the submission of ethics applications for research projects and beyond.

3.3 What procedures are in place for gaining ethical approval for students’ research?

3.4 How are students made aware of ethical and professional practice frameworks (as appropriate to their level of study)?

3.5 Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology education?


16





There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.



Good Practice










17


Programme Standard 4: Selection and admission


4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme(s) that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.


4.4 For conversion programmes only: What admissions criteria apply to your programme?




18



A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)




Good Practice










19


Programme Standard 5: Student development and professional membership


5.1 Please outline your approach to personal tutoring (specifically, ensuring that students have access to academic and pastoral support).

5.2 Please provide a brief overview of any specific actions you take to support the employability of psychology graduates that go beyond the education provider’s overall provision for employability support.

5.3 How are students supported in developing and articulating the key transferable skills outlined in our standards?

5.4 Please provide an overview of how you ensure that students have access to up to date information on progression to the next stage of their professional training in psychology.

5.6 Please signpost where and how you provide trainees with information on the benefits of Society membership:

e.g. Programme Handbook, p. x

20








Good Practice










21


Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

6.2 Have there been any changes to the programme directorship since the last review or visit was undertaken by the Society?


Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.3 Please complete the following table detailing staff contribution to the delivery of the specific programme(s) to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name Post Department FTE contracted to psychology

Main responsibilities in relation to the programme(s)

Please add rows as required

22


Total FTE A

Graduate teaching assistants

Name Post Department FTE contracted to psychology

Main responsibilities in relation to the programme(s)


Total FTE B

Other hourly paid staff

Total FTE delivering on psychology programmes/modules

C

Total FTE for all academic staff (A+B+C) D

6.4 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.5 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in relation to the programme(s)


Total FTE

Student numbers

6.6 Please complete the table below.

The figures in boxes E-J should represent all students that draw on the psychology staff and resources outlined in boxes A-C outlined above, including undergraduate, postgraduate and

23


research students. Full-time undergraduate psychology students should be returned as 1 FTE.

The FTE of combined or joint honours students, or students from other disciplines participating in modules that contribute to the provision for which accreditation is sought, should be based on the number of psychology modules/psychology credits to be completed as a fraction of their overall degree.

Students on Psychology programmes/ modules submitted for accreditation

Students on other Psychology programmes/ modules/research

UG PG

Psychology students FTE

E G I

Non-Psychology Students FTE

F H J

Total Student FTE

K L M

Total FTE for all Students (K+L+M)

N

6.7 Please provide any additional comments on how you have calculated your student FTEs, and any other relevant information, here.

Overall staff: student ratio

6.8 Please complete the table below.

The staff: student ratio (SSR) is a calculation that represents the overall SSR for the psychology provision. It is calculated by taking the overall student FTE (N) and dividing it by the overall staff FTE (D). Using the information provided in the tables above, please calculate the staff student ratio for your provision.

Staff FTE (D) Student FTE (N) = SSR (N ÷ D)

24


Support Staff

6.9 Please indicate below the total dedicated and shared support staff resources that are in place for the provision:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Psychology technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)


6.10Have you reviewed the support staff resources listed in 6.9 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?


6.11 Please provide a brief overview of the activities undertaken by the support staff referred to in 6.9 above in relation to supporting the student learning experience, and in providing support to academic staff.

6.12Please provide an overview of your approach to ensuring that

25


academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.





Staff CVs from 6.3. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.

Staffing plan (academic and support staff) from start to steady-state.

Plan for investment in dedicated laboratory/experimental space from start to steady-state.




Good Practice





Preparation for visit26






27


Programme Standard 7: Discipline-specific resources


7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this provision.

7.2 What dedicated and shared laboratory and practical facilities are in place? E.g. to support large class, small group and individual project work.

7.3 What IT facilities are available? (Including software and statistical packages).

7.4 What specialist Psychology research equipment is available?

7.5 How do students access these facilities on campus? (as appropriate).

7.6 Please outline the access students have to resources when off campus.

7.7 How many books and journals are available to students?

7.8 What psychology databases do students have access to? Is full text or abstract only access provided?

28





For this programme standard we expect you to submit the following evidence resources:

Plan for investment in library, equipment, and IT hardware/software, from start to steady-state.


Standard met in full Yes No

Good Practice










29


Programme Standard 8: Quality Management

External Examiners

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office


8.2 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.





Most recent External Examiner Report

30


Responses to the External Examiner’s Report, detailing any actions taken

An overview of any additional feedback collected by the programme in relation to quality matters (e.g. internal programme review document)

Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual student information should be redacted.




Good Practice










31

ug/conv/msci visit seq - bps.org.uk u… · web viewug/conv/msci visit seq. the bps is committed...

Documents