Project Aims

�� to develop a comprehensive database of undergraduate programme information

�� to permit extraction of data in a standard format (XCRI-CAP)

�� suitable for a range of purposesincluding:

�� programme or module approval and review;

�� provision of information toprospective and current students;

�� data returns to external agencies;

�� other purposes including the Key Information Set (KIS) and the Higher Education Achievement Report (HEAR);

�� integrate the database into onlineprocesses for approving and modifying programmes and modules:

�� draw on the database (efficiency)

�� secure its currency (accuracy)

Vision Core elements

�� A cross-functional team

�� Led by quality practitioners so that need drives the system

�� Wider contact with all faculties

�� Support from Tribal

�� A clear vision engaging all main stakeholders

�� Early exploration of the options and selection of a solution

�� This has many of the key features of change management including:

�� a sense of urgency

�� a guiding coalition

�� a clear vision including articulation of the benefits

�� champions and supporters atinstitutional level and in relevantservices and faculties

�� broadening of the support base as the project evolved to increaseunderstanding and buy-in

�� on-going support to reinforce and adjust in terms of both process and culture

Functionality required (extract)

1. Multiple fields

2. Drop down menus

3. Standard text

4. Web links—some standard and pre-set, others to be set by the programme leader

5. Set maximum words for sections

6. Require fields to be completed before the document can be accepted

7. Facility to pull off any combination of fields for a particular purpose electronically or in hard copy (eg for handbooks)

8. Match of relevant field information to individual student data for ‘publication’– eg award titles on parchments, learning out-comes for the HEAR

9. Robust management of students changing programmes so that the transcript can show (eg) Stage 1 marks from one set of modules but Stages 2 and 3 from the final award with the learning outcomes and award title from the final award.

Extract from process mapping

Options analysis (extract) Extract from edited programmespecification(Plain English with student-friendly headings)

How will I be taught?

All modules will allow the tutor to explain to the whole class, a concept, to take questions, to outline areas of knowledge, indicate methods of tackling a problem and demonstrate methods of analysis and synthesis of materials. Audio-visual aids will be used as appropriate. You will be expected in the course of all modules to interact with each other and/or with the teacher to develop ideas, work on tasks, practice skills or explain material. At Stage 1, this might focus significantly on ensuring that a common understanding of basic principles and procedures exists amongst the student body. By Stage 3, the focus will become much more critical and will reflect the body of legal research which you will undertake in preparation for the session. All modules require you to engage in the research of both primary and secondary sources. The level, breadth and depth required for the completion of modules will increase as you progress. You will also engage in directed private study including reading, preparation for class or for assessment, group activities, revision, and carrying out assessment work. Case studies are common throughout and are intended to enable you to: identify accurately the issues in need of research and to bring that information together; apply subject specific legal knowledge to a realistic and/or practical context; make critical judgments of the merits of a particular argument; present and make reasoned choices between alternative solutions; and present that information in an appropriate manner according to the intended audience.

Approval and Review

Processes

Additionalfields in

database(s)

Handouts and

handbooksfor students

SITScore

information

C.M.I.S.(timetabling)

V.L.E. Transcript /

H.E.A.R.

Externalfacing

Website(s)

1.Academic Services

adds Quality Assurance record

2. Academic Services checks and requests any clarification, via

Chair of Faculty ADC ‘request amendment’ reset to A11

6.

Amendments to documentation as required. Sign off by Chair of FADC

4. Chair of FADC to

request clarification

5. Secretary of FADC for info/chase up

3.ADC considers

- Reject

- Approve

- Request amendment reset to A11

Academic Services needs access to amend form if

requested by the Faculty and email

back to Chair FADC to confirm

Documentation amendments may be by one of a number

of people

Consultation by Chair of FADC as required but

off line

Academic Services needs access to respond on

behalf of DVC

Faculty action Academic Services Academic Development

Committee

Solution right /

requirement

Totally within SITS Within SITS plus external specialist

database

Totally outside SITS (home-built, probably

MySQL)

1 Stores and supportsprogramme information

Not possible in current SITS core but can be done via tables in Document Manager which we already have. Having it in one system would ensure that a set of programme information can be printed / accessed as a single document / report.

The programme information which would need to be held in a separate database is probably marketing information in particular formats (images, videos) in which case the requirement to ‘link up’ with the fields in SITS is negligible and could be addressed individually when needed.

System could be built to provide for this.

Main problems would be interface with SITS to prevent duplication of data already held; provision of workflow management (cf 12, 13 below) as well as on-going maintenance and development (cf 15).

2 Stores and supports module information

Much already within SITS. Space for text fields believed to be available to cover the rest of theinformation required (but see 14). Complete coverage within SITS would ensure that the module outlines can be printed or accessed electronically as a single report which can be presented as a document.

The module infor-mation which would need to be held in a separate database would probably be the reading lists (in the library system). If so could module information includ-ing the reading list be printed/accessed as a singledocument / report? It is particularlyimportant that reading lists can be accessed when needed as ‘part of’ the module.

System could be built to provide for this.

Main problem would be interface with SITS to prevent duplication of data already held; provision of workflow management (cf 12, 13 below) as well as on-going maintenance and development (cf 15).

Systembuild

Databasepopulated

Qualityprocesses

implementedonline

(targetAugust 2013)

UNIVERSITY OF SUNDERLAND JISC COURSE DATA PROJECT

Project website http://projects.sunderland.ac.uk/xcri Contact project manager beatrice.ollerenshaw@sunderland.ac.uk

On-going development

�� Faculty briefings

�� Testing system build

�� Discuss reports needed

�� Edit programme specifications

�� Update module outlines

�� Review quality process guidance