Regulations

Contents

Section A

• General Regulations for First Degrees, Diplomas and Certificates for Students pursuing modular programmes of study at the University of Surrey

• General Entry Requirements for Undergraduate Degrees

Section B

• Regulations for Taught Modular Programmes leading to Higher Awards

Section C

• Regulations for the Degrees of Master of Philosophy (MPhil), Doctor of Philosophy (PhD) and Doctor of Medicine (MD) by Research and Thesis

• Regulations for the Degrees of Doctor of Philosophy (PhD) to Members of the Staff of the University and Associated Institutions on the Basis of Published Works

• Regulations for Practitioner Doctorate Degrees

• Regulations for the Award of the Degrees of Doctor of Letters (DLitt) and Doctor of Science (DSc)

Section D

• General Regulations Governing Fitness to Practice

• Regulations for the Arrangement of Professional Training

• Regulations for the Assessment of Professional Training and Credits for Professional Training

Section E

• Regulations for Academic Integrity

Section F

• Regulations for Extenuating Circumstances

Section G

• Regulations for Academic Appeals

• Procedure for Complaints about Learning Opportunities

• Regulations for Hearings by Panel

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Section H

• Regulations for the Conduct of Examinations and Other Forms of Assessment

• Regulations for Boards of Examiners

• Regulations for External Examining

• Regulations for Boards of Studies

• Regulations for Academic Dress of the University

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Miscellaneous Changes to 2010/11 Regulations

Reassessment for students taking deferred assessments Clarification of the 2010 Regulations is required 1 Where a student has not completed all the units of assessment for one or more modules, and it has been confirmed that extenuating circumstances apply, they are allowed to be assessed in the relevant units of assessment for the module(s) as if for the first time through a 'deferred assessment', to be taken in the next available assessment period.

2 Where a student has taken a deferred assessment in one module and failed that module (but achieved a mark of more than 30 per cent [40 per cent for a Level M module; 30 per cent for a Level 3 module] the University will, exceptionally, and for deferred assessments only, allow compensation to be applied.

3 When the student passes the deferred units of assessment and therefore the relevant module(s) they may progress to the next level or stage of their programme. In this case the mark recorded is the mark the student has achieved. When deferred units of assessment in one or more modules are failed and the student is not eligible for compensation, they must submit for reassessment in those units of assessment at the next opportunity, subject to the limits on progression set out in paragraphs xx-yy [of the 2010-11 Regulations]. In such a case the student may follow the University's procedure for reassessment without attendance. This is set out here [insert URL]. Access to email, Library and VLE facilities for such students is available subject to the payment of the appropriate fee which is refunded when the student passes their reassessment.

Grading of University CertHE, DipHE and Foundation Degree awards for programmes provided by Associated and Accredited Institutions The principles are stated in paragraphs 132 and 133 of the 2010 Regulations. For programmes where the award is a Certificate of Higher Education, grades are determined on the basis of all modules. For programmes where the award is a Diploma of Higher Education or a Foundation Degree grades are determined solely on the basis of the student's performance in their Level 2 modules.

Taught Modular Programmes leading to Higher Awards Submission schedule for dissertations Subject to its duty of fairness to full-time taught postgraduate students, the University will not grant extensions to the deadline for the submission of dissertations that would cause the student to complete their programme more than 13 months after the date they registered. Allowing for marking, moderation and assessment board processes, extensions will not normally be granted that would cause a dissertation to be submitted more than 12.5 months after the date on which the student registered.

For part-time taught postgraduate students following a structured two-yeat programme and undertaking dissertations, the University will not normally grant extensions to the submission deadline for the dissertation that would cause the student to complete their programme more than 23.5 months after the date of registration.

This recognises that the University will not receive funding for students on a 'one year masters' programme who complete more than 13 months after first registering.

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Compensation in Taught Modular Programmes leading to Higher Awards where the failed module is at Level 3 rather than M-Level Compensation is only available following reassessment. Compensation is not available for failure following reassessment in a core module.

Where, after reassessment, a student following a taught postgraduate programme has failed module(s) with a value of 15 credits or fewer and

• the weighted level aggregate of all the student's module marks (including the failed module(s)) is 55 per cent or higher

• the lowest overall mark achieved in a failed module is 40 per cent or more (30 percent in a failed Level 3 module)

the student is eligible for compensation.

Where, following reassessment, a student is eligible for compensation and it is applied, the mark recorded (and that is used in calculating the module mark overall) is the mark achieved in the reassessment, capped at the pass mark. Where a student has passed a module through the application of compensation following reassessment their transcript shows this. A student can not choose to reject compensation.

Draft amendment to Current Academic Regulations General Regulations for First Degrees, Diplomas and Certificates for Students pursuing modular programmes of study at the University of Surrey Admissions

Insert new paragraph 14 and renumber

New paragraph to read

'The University will not admit former students whose registration has been terminated for academic misconduct to programmes or modules that lead to its awards.'

Regulations for Taught Modular Programmes leading to Higher Awards Admissions

Insert new paragraph 16 and renumber

New paragraph to read

'The University will not admit former students whose registration has been terminated for academic misconduct to taught postgraduate programmes that lead to its higher awards. '

Paragraph 102 (pp 20-21) Amend existing paragraph 102 to read as follows

102 The procedure for determining compensation when a student has failed modules with a value of 30 credits or fewer in their first year (15 credits or fewer in subsequent years) is to check whether

• the weighted level aggregate of all the student's module marks at that level or stage (including the failed modules) is 45 per cent or higher (55 per cent or higher for Level M modules on Integrated Masters’ programmes)

• the lowest overall mark achieved in a failed modules is 30 per cent or more (40 percent in a failed Level M module on Integrated Master’s programmes).

103 ...

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Student seeking to decline award in order to re-register in order to seek to achieve an improved award (new) Where a student who has achieved their award requests the University to rescind it, so that they may apply to re-register in order to improve their classification or grade, the University will not rescind the award in the absence of extenuating circumstances.

Registration for Modules In the General Regulations for First Degrees.... paragraph 38 and paragraph 78 in the Regulations for Taught Modular Programmes leading to Higher Awards it is stated that:

“Full-time and part-time taught postgraduate students may change their module registrations, having taken academic advice and with the approval of the programme director, within the first four weeks of the delivery of a module.”

Feedback received following the first year of implementation of the new regulations suggests that this regulation needs revision, as the intention (to stress the restrictions to module changes) has been misinterpreted, generated unrealistic expectations and a negative impact on the student experience.

While this regulation was not intended to represent a change in existing practice it has been read by students and staff as encouraging the availability of ‘taster’ modules (sampling modules in the first few weeks) and the flexibility to change modules. This has caused problems in timetabling rooms of adequate size. Such late changes may also academically disadvantage the individual and other students (e.g. where group work is set and there are changes in the group). For the future, in the context of integrated timetabling and ensuring correct registration for the Virtual Learning Environment, it will be essential once teaching on a module has started for changes to be kept to a minimum to protect the student experience.

It is therefore proposed to change this regulation to:

"Full-time and part-time taught students may not normally change their module registrations once the module has started and may only do so with the approval of the programme director and where timetabling permits. After the second week following the commencement of a module changes to module registrations will only be permitted where the student has confirmed extenuating circumstances."

Paragraph 81 in the 2010 General Regulations for First Degrees.... and 78 in the Regulations for Taught Modular Programmes leading to Higher Awards In its March and June meetings ULTC discussed and agreed to recommend to Senate the introduction of a common University-wide system for submitting work for assessment and a system of penalties to be applied to work submitted for assessment after the stated deadline. The principles on which these arrangements are based is that across the University there should be agreed and specified deadlines for the submission of work for assessment and that penalties should fall within the working week and not extend into the following week.

The current regulation states:

'Where a student has not submitted a coursework unit of assessment by the deadline specified, and there are no confirmed mitigating circumstances, the mark given by tutors for that unit of assessment will be reduced by 10 percentage points for each working day after the deadline, up to and including the fifth day. Penalties are applied after the assessed work is marked and marks are deducted until zero is reached. The mark recorded for assessed work submitted after five working days (or not submitted at all) is zero.' [emphasis added]

ULTC proposes that the penalty be applied on a 24 hour basis which requires a change to the regulation in order to ensure that the penalty should not extend into the second week.

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It is therefore proposed that the regulation be amended to:

'Where a student has not submitted a coursework unit of assessment by the deadline specified (which shall either be a Monday at 4pm or Tuesday at 4pm), and there are no confirmed mitigating circumstances, the mark given by tutors for that unit of assessment will be reduced by 10 percentage points for work submitted for each 24 hour period after the deadline, up to and including the third day after the submission (30 percentage points). Penalties are applied after the assessed work is marked and marks are deducted until zero is reached. The mark recorded for assessed work submitted after 4pm on the third day after the deadline (72 hours), or not submitted at all, is zero and will not be marked.' [emphasis added].

For example

Deadline: Hand in date Monday 4 pmSubmission time (deduction)

Deadline: Hand in date Tuesday 4 pm Submission time (deduction)

Monday 4.01 pm (10%) Tuesday 4.01 pm (10%) Tuesday 4.01 pm (20%) Wednesday 4.01 pm (20%) Weds 4.01 pm (30%) Thursday 4.01 pm (30%) Thursday 4.01 pm (zero Friday 4.01 pm (zero)

[Further information and background in ULTC 11:33, Agenda Item 8]

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General Regulations for First Degrees, Diplomas and Certificates for Students pursuing modular programmes of study at the University of Surrey

Approved by Senate 12 July 2010

Revised 5 July 2011

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Contents

Contents .................................................................................................................. i

Tables ...................................................................................................................... i

Glossary of terms .................................................................................................... ii

Principles and regulations for taught modular programmes of study leading to Diplomas, Certificates, Foundation Degrees, first Degrees, and integrated Master's awards ................................................................................................................. xiv

Programmes of study, modules and awards ............................................................. 1

Admission and registration of students following taught programmes leading to first awards .................................................................................................................... 3

University regulations for taught modular programmes ........................................... 11

Participation by students in the work of their programme ........................................ 13

Student progression .............................................................................................. 14

Taught awards of the University of Surrey .............................................................. 25

Tables Table 1. University of Surrey Higher Education Qualifications Map ................................... xii Table 2. Indicative maximum periods for registration for taught programmes ...................... 8 Table 3. Credits and awards ......................................................................................... 12 Table 4 Intermediate exit awards ................................................................................... 13 Table 5 Award classifications for undergraduate honours degrees ................................... 25 Table 6 Award classifications for integrated Master's degrees .......................................... 25 Table 7 Undergraduate honours awards and integrated Master's awards: weightings for module marks at HE Level 2 and HE Level 3 .................................................................. 26 Table 8 Mark thresholds for taught honours and integrated Master's awards ..................... 27 Table 9 Mark thresholds for grading the Master of Engineering for those entering HE Level 2 in 2008-9 and earlier .................................................................................................... 27 Table 10. The minimum number of credits that must be taken at the University to achieve its award ......................................................................................................................... 30

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Glossary of terms

Academic judgement A judgement that is made about a matter where only the opinion of an academic expert will suffice, for example, a judgement about assessment, a degree classification, research methodology or course content or outcomes.

Academic misconduct Academic misconduct is the term used by the University to refer to acts by a student seeking an unfair advantage in assessments. It includes personation, copying from another student in an assessment; the use of unauthorised reference material, texts, or equipment in an assessment; plagiarism; collusion between students in assessments in order to gain an advantage, and fabricating results. The University's procedures for dealing with academic misconduct can be found in paragraphs 11-18 of its Regulations for the Conduct of Examinations and Other Forms of Assessment and the University's Academic Standards Guidelines, Section V, paragraphs 3.1-3.9.

Academic year A 12 month period, normally spanning two calendar years that is used by the University to organise the delivery of the curriculum and associated assessments. It comprises two semesters or, in some circumstances, three terms and normally begins in autumn and ends the following calendar year after late summer resits. An academic year is sometimes referred to as an 'academic session'.

Accreditation In higher education accreditation is a process through which the value of academic or practice-based achievements is established and recorded in order to enable that value to be made available for the purposes of the University, another University or a body such as a Professional Statutory or Regulatory Body (PSRB).

Accreditation of Prior Experiential Learning (APEL)

The process whereby the University evaluates an applicant's previous achievements outside formal education in order to determine whether they are eligible to enter a university programme of studies.

Accreditation of Prior Learning (APL)

The process whereby the University evaluates an applicant's previous assessed and certificated educational and professional achievements in order to determine whether they are eligible to enter a University programme of studies and, if so, whether their prior learning achievement suggests that they might be admitted to a programme with academic credit.

Sometimes also referred to as the Accreditation of Prior Certificated Learning. See Guidelines on the accreditation of prior learning, QAA, 2004.

Additional Learning Support

Additional learning Support provides advice for students and staff on ways to support students with support needs that arise from physical or other impairments. ALS can provide students with general advice and can also prepare a written summary of the adjustments to learning, teaching and assessment assessed as reasonable for a named student by ALS staff (following

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consultation with the relevant programme director). See also Learning Support Adjustment Statement.

Admission The process through which a student enters the University and is registered to follow a programme of studies.

Aegrotat Degree A degree awarded by the University in exceptional circumstances for a student prevented by illness or other occurrences from sitting the whole or part of their assessments in the year in which the programme would normally be completed. An Aegrotat degree recognises a student's degree-level achievement. Aegrotat degrees are not honours awards.

Anonymisation; anonymised

1 The removal of evident personal identification information from a document so that the facts it presents can be used (for example in case studies) without breaching an individual's right to privacy.

2 The removal of evident personal identification information from a script or piece of coursework to lessen the risk of bias in the marking process.

Assessment The process through which a student and their tutors check that the learning outcomes for a piece of work, a module or a programme have been met. See also, 'formative assessment', 'summative assessment' and 'unit of assessment'.

Assessment, formative

A formative assessment task is one that has been devised primarily to help a student check whether they have succeeded in acquiring a particular skill, technique, or facet of knowledge. Such a task is formative in that it forms (or informs) the student's understanding through performing the assessment task(s) and through receiving and acting on the feedback from their tutor(s). See also assessment, summative assessment.

Assessment, summative

A summative assessment task/unit of assessment is one that tests the student's command of the knowledge, understanding and skills required to demonstrate the achievement of some or all of the learning outcomes approved for a module. Marks given for summative assessments contribute to a student's overall mark for the module. While summative assessments are primarily to enable the student to demonstrate their mastery of a particular skill, technique, or facet of knowledge, they are also formative in that the student will normally receive feedback on their performance.

Assessment, unit of The pattern of assessments for modules in different programmes and subjects varies according to the needs of the programme and the subject(s). In many modules several summative assessments and forms of summative assessment may used by the tutor(s) to test the student's command of different parts of the learning outcomes for that module. In this context an individual assessment task is referred to as a 'unit of assessment'.

Average The arithmetic mean when used in calculations for classification or compensation.

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Award Formal recognition that a student has met the learning outcomes required by the University for a programme of studies is given in the form of an academic award, such as a Diploma or a Degree. Specified awards are normally linked to particular programmes of study. See also 'intermediate exit award'.

Bologna Process The Bologna Process dates from the mid 1990s with the signing of the Lisbon Convention in 1997 and takes its name from the Bologna Declaration of 1999. The aim of the process is to create an area extending beyond the European Union to enable students to study at any institution in one of the states of the European Higher Education Area for academic credits and qualifications that will be recognised by institutions and national authorities in other EHEA states. To realise this aim, participating states throughout the EHEA have modified their curricular structures and qualifications frameworks. The UK is a participant member of the Bologna Process through which the common European Higher Education Area (EHEA) is being constructed. See also ECTS, FQ-EHEA and FHEQ.

Class, class of award. In the context of assessment a way of providing a measure of an undergraduate student's overall performance. The University uses the following classifications for honours undergraduate and integrated Master's awards: First Class (I); Upper Second Class (II (i)) or 2(i); Lower Second Class (II (ii)) or 2 (ii); Third Class (III) or 3 (not for extended undergraduate programme/integrated Master's).

Class, Classes. In the context of describing teaching and learning or attendance, a generic term used to refer to taught or supervised sessions provided by the University or another body for its students.

Compensation Compensation is a procedure through which strong performance by a student in the greater part of the current level or stage of their programme entitles them to compensation for limited failures following reassessment.

Compulsory module A module (often in the first year of a taught programme) that is identified in a programme handbook as a module students are required to take.

Compensation may be applied to a failure in a compulsory module where the failure meets the general requirements for compensation, other than when a professional, statutory or regulatory body requires otherwise.

Core module A module the content of which is of central importance to a programme and therefore needs to be mastered (and passed) in order for the student to progress towards successfully completing the programme. Core modules are identified as such in programme handbooks and programme specifications.

Because core modules must be passed if the student is to progress and/or take their award, compensation cannot be applied to a failure in a core module.

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Credit, academic credit

A way of quantifying the amount of volume and complexity of work associated with learning and its outcomes.

In the UK one credit is normally awarded for each ten hours of study that a student is expected to complete in a module, whether that is through face-to-face tuition, group work or self-directed learning. In common with other UK higher education institutions and following the alignment of the FHEQ with the FQ-EHEA, two University of Surrey credits are equivalent to one ECTS credit.

Deferred assessments

Where a student is unable to take the assessments for one or more modules in the normal assessment period and there are confirmed extenuating circumstances the board of examiners, advised by the programme director, may permit the student to take the relevant assessments as if for the first time in the late summer reassessment period or, exceptionally, in the following academic year. These assessments are described by the University as 'deferred assessments' to distinguish them from reassessments.

Dissertation A substantial written report, usually completed by a student towards the end of their programme of studies, designed to enable them to demonstrate their command of the subject matter of the dissertation, their academic, practical and/or professional skills and understanding and to integrate concepts, theories and knowledge.

Distinction A way of describing excellent performance in final assessments for some non-honours awards. See also 'merit'.

ECTS, see also Bologna Process, 'FHEQ', 'FQ-EHEA' and 'credits'

The European Credit Accumulation and Transfer System (ECTS) assigns credits to course components based on the learning outcomes of the course and the competences to be acquired. In ECTS the workload of a full-time student during one academic year is calculated to be 60 ECTS credits. Workload refers to the average time a learner might be expected to reach the required learning outcomes. More information can be found on the web pages of the UK Europe Unit To arrive at their ECTS credit equivalent halve the number of University of Surrey credits.

Enhanced award See 'integrated Master's award' and 'Extended Award'

Examination A form of assessment (usually summative assessment) in which students undertake an assessment task(s) under specified conditions, normally under the supervision of staff acting as invigilators to ensure compliance with the University's regulations.

Extended undergraduate awards

See integrated Master's awards. An award made for successfully completing a programme of study that leads directly to an award at Master's-level (M-level, FHEQ Level 7) from undergraduate entry.

External examiner An experienced academic or practitioner who is retained by the University to act as an independent and impartial adviser. External examiners are required to provide the University with informed

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comment on the standards set for programme outcomes and awards and student achievement in relation to those standards.

Extenuating circumstances

Extenuating circumstances are unforeseen circumstances that are accepted by the University as having temporarily impaired a student's ability to participate in the work of their programme, to submit their work for assessment, or to attend an assessment.

Framework for Higher Education Qualifications in England, Wales and Northern Ireland, FHEQ

The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ EWNI, or FHEQ) is used as a reference point by higher education institutions in England, Wales and Northern Ireland to set the standards of their academic awards (Certificates, Diplomas, Degrees and Higher Degrees).

The FHEQ provides generic 'descriptors' for the levels of student achievement that lead to particular academic awards and enables universities and colleges (including the University of Surrey) to map their academic awards against the expectations of the UK higher education community generally and higher education across the participating countries in the European Higher Education Area of the Bologna process.

Framework for Qualifications of the European Higher Education Area (FQ-EHEA)

The FQ-EHEA dates from 2005. It provides means to relate national qualifications frameworks across the member states that comprise the European Higher Education Area (EHEA) of the Bologna process with the aim of improving comparability, international transparency, recognition and mobility of qualifications. It now provides the 'parameters within which the countries of the European Higher Education Area (EHEA) develop their national qualifications frameworks.' QAA certified the FHEQ for England, Wales and Northern Ireland as compatible with the FQ-EHEA in 2009.

Global Graduate Award (GGA)

A University of Surrey scheme to promote the international mobility of its students through enabling them to study a language module each year in addition to their other modules. Credits are shown on the student's transcript but do not count towards gradings (for non-honours awards) or the class of degree (for honours and integrated Master's awards). Modules are worth 10 credits each and are separately recognised through the Global Graduate Award.

Grade For students registered for some non-honours awards that require study for a substantial number of credits the University provides for performance to be graded as a way of marking the extent of students' achievements. The typical grades allowed by the University's regulations are 'distinction' for excellent performance and merit for good performance. Grades should not be confused with 'classes': the term 'class' as a way of recording achievement is used only in connection with undergraduate honours awards and integrated Master's awards.

Integrated Master's award

An award achieved by following an integrated master's degree programme through which study at bachelor's level is integrated with study at master's level. At the University of Surrey integrated master's degree programmes are studied for four academic years full-time; integrated master's degree programmes that include

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professional training periods may be studied for five years. Integrated Master's awards maybe referred to historically in some University papers as 'enhanced awards' and 'extended awards'.

Intermediate exit award.

An intermediate exit award recognises the academic achievement accrued by students as they progress towards the final award for their programme of studies. It enables a student who wishes to leave their programme without submitting for their final award to gain recognition for their achievements.

For a Foundation Degree the intermediate exit awards are the Foundation Certificate where the student has accrued 60 credits at HE level 1 and the Certificate of Higher Education, where the student has accumulated 120 credits at HE level 1.

For an honours undergraduate degree typical intermediate exit awards will include a Certificate of Higher Education where the student has accumulated 120 credits at HE level 1 and a Diploma of Higher Education where the student has accumulated 240 with 120 credits at HE Level 2.

Intermediate exit awards are graded but not classified.

The University does not permit students whose studies have been terminated for failure to make academic progress, and who have taken an intermediate exit award, to return to study on that programme.

Invigilator A person employed by the University who it charges with responsibilities for supervising and assisting the administration of assessments (normally, an examination).

Learning outcomes, Intended learning outcomes

The term learning outcomes (also 'intended learning outcomes') is used to describe what a student completing a package of work should know and be able to do. Learning outcomes are generally defined for each module and for a group of modules that together constitute a programme of studies.

Learning Support Adjustment (LSA)

Formerly known as Verified Individual Services and Adjustments (VISA).

This is a statement in a standard form through which the University's Additional Learning Support service (ALS) provides a written summary of the adjustments for physical or other impairments assessed as reasonable by ALS staff for a named student. Adjustments are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

Level Higher education in the UK and Europe uses the term 'level' to describe learning activities that make similar demands on the student. In modular higher education programmes the learning outcomes for an individual module are set at a level appropriate for the place that module occupies in the programme overall and to locate it with other modules with learning outcomes of a similar level of difficulty. The University's approach is consistent with that of the FHEQ in relation to the 'level descriptors' for the four levels

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applicable to taught programmes. See the FHEQ (2008), pages 16-23.

Level descriptor A statement that sets out the relative complexity, depth of learning and learner autonomy associated with a particular level of learning and achievement and the demands that it makes on the learner. See the definition adopted by QAA when certifying the FHEQ (2008) for the purposes of the Bologna Process, paragraph 2.6.

Merit A way of describing good performance in final assessments for some non-honours awards. Merit grades are not available for Ordinary Degrees when the latter are awarded. See also 'distinction'.

Moderation The processes followed by assessment and examination boards, closely advised by external examiners and the Academic Registry to satisfy themselves that internal examiners have applied the relevant assessment criteria consistently and that there is a shared understanding of the academic standards students are expected to achieve across the group of tutors responsible for the assessment of particular modules, levels and stages. Moderation may be limited to sampling a representative number of scripts from a cohort of students, perhaps with emphasis on borderline cases. In other cases, moderation may involve double, or second, marking. See Section 6 of QAA's Code of practice, Precept 6 and explanation.

Module A set of learning activities designed and organised to enable a student to meet a coherent set of learning outcomes. The University of Surrey expects that each module at a given level will make comparable intellectual demands on the student and will require the student to undertake about 10 hours of learning for each credit point whether in the form of face-to-face tuition or self-directed learning.

Module descriptor A statement setting out the learning outcomes the student is expected to be able to demonstrate on successfully completing the module.

OIA Office of the Independent Adjudicator. The independent body that runs the student complaints scheme for England and Wales. It reviews complaints by students against universities and makes findings and recommendations. It has no statutory powers but is widely respected.

Optional module A module that is not a core module or compulsory but is chosen for study by the student. Optional modules are listed as such in programme handbooks.

Ordinary Degree An academic award made for successfully completing a programme of studies that includes a minimum of 60 credits at HE Level 3. Ordinary degrees are not honours degrees and are therefore not classified.

Pass mark The threshold mark set by the University for completing a module

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successfully. For a module at HE Levels 1-3 the pass mark is 40 per cent. For a module at M-Level the pass mark is 50 per cent.

Personation In the context of academic misconduct, to represent oneself as another in order to deceive, or allow another to represent her- or himself in order to deceive. An act of personation does not require the impersonation of the appearance, speech or manner of another.

Plagiarism Inserting words, concepts or images from the work of someone else into work submitted for assessment without acknowledging the originator's contribution.

Professional Statutory, and Regulatory Bodies (PSRB, PSRBs)

Often used as an umbrella term to group together bodies that have an interest in an aspect of higher education for vocational and/or professional purposes. This interest may extend to a more formal monitoring of academic provision and student achievements through a process known as 'accreditation'.

Professional Training One or more periods of work-based learning integrated into the structure of a taught programme of studies in order to enable the student to develop their ability to apply their previous academic studies in a work-based professional environment and acquire the skills needed to work successfully at a professional level. Students' achievements in their period(s) of professional training are recognised by the University through the award of credits at P-Level.

Programme of studies, programme

A coherent package of modules that enables a student to study with the University to accumulate academic credit and (usually) progress to a named academic award.

Programme specification

A concise description of the intended learning outcomes of a higher education programme, and the means by which the learning outcomes are achieved and demonstrated. Programme specifications show how modules can be combined into whole qualifications and the learning and attributes developed by the programme as a whole.

Progression In the context of curriculum design, the concept that programmes and modules are designed in such a way that modules in successive years of a programme have more demanding learning outcomes. See also 'student progression'.

QAA The Quality Assurance Agency for Higher Education is an independent body funded by the higher education institutions of the UK through their representative bodies and by the bodies in the UK through which its Governments fund higher education. It provides a check on academic standards and quality in higher education institutions (including the University of Surrey) through external reviews and audits.

Reassessment The process through which a student who has failed an assessment retakes that assessment in order to pass it.

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Registration The process through which the University and the student formally record that the student has entered the University to study for a specific programme of studies, that they have exchanged information, and that the student agrees to abide by the University's academic and other regulations and pay any fees due to the University. See also: suspension of registration; termination of registration.

Semester A period roughly equivalent to half the academic year, usually about 15 weeks.

Senate Progression and Conferment Executive (SPACE)

Senate Progression and Conferment Executive.

In 2009-10 and 2010-11, SPACE serves as the body that monitors the application of the academic regulations on behalf of Senate and how bodies and individuals to which powers have been delegated by Senate use those powers. Exceptionally SPACE may review assessment and/or progression decisions made by boards of examiners and Deans of Faculty, on behalf of Senate.

Session A programme is described as being 'in session' (as distinct from being 'in vacation') when it is providing tuition and other learning and assessment opportunities for its students. For each programme the duration of a session and of vacation periods is specified in the programme handbook. The dates of vacations are also set out in the University's Calendar.

SITS SITS is the acronym for Strategic Information Technology Services Ltd. This is the provider of the University's student information system. The SITS system is used by the University to hold registration, assessment, and other data on its students.

Stage A term used in some programmes (for example, those leading to integrated Master's awards) to describe that part of the programme of studies which comprises a mix of HE Level 3 and M-Level modules.

Student progression Defined by the University as taking place when a student meets the University's requirements to move from one level or stage of a taught programme to the next level or stage, when a student terminates their programme and takes an intermediate exit award (having met the University's requirements for that award) and when a student completes their programme and, having met the University's requirements, takes their final award.

Subsidiary award See 'intermediate exit award'.

Suspension (of registration)

A student who is in difficulties with their studies through personal circumstances may be allowed to temporarily suspend their registration with the intention of returning to their studies at an appropriate time. This may be after a successful application for the consideration of extenuating circumstances.

Suspension of registration may also be initiated by the University in exceptional circumstances. These include on health grounds and

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(again, exceptionally) where it is alleged that a student has breached the University's disciplinary or other regulations.

Termination (of registration)

Where a student has failed to meet the University's requirement that they make academic progress the University will terminate their registration, at which point they cease to be a student registered to study with the University. Under the terms of University Statute 26 students have a right of appeal against such a decision.

Viva Voce examination, 'Viva'

A meeting of a student or a sample of students with one or more examiners (usually including an external examiner). Viva voce examinations for students following taught programmes are usually intended to enable a board of examiners to check the overall level of student achievement for the purposes of confirming the appropriateness of any moderation to the overall results of the cohort.

Weighting In general, modules that are taken in the final year of a programme of studies are given a higher weight than modules studied earlier in the programme for example when calculating the student's overall performance for the purposes of classifying an honours degree or integrated Master's award.

Withdrawal (from studies, from registration)

Where a student comes to the view that it is not in their interest to proceed with their studies they will inform the University that they wish to withdraw.

Unlike a decision to suspend registration, a decision on the part of the student to withdraw states their intention to end their studies and their registration with the University.

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Table 1. University of Surrey Higher Education Qualifications Map

Typical higher education qualifications within each level as described by the FHEQ (2008)

FHEQ level University of Surrey HE Level Equivalents

Corresponding FQ-EHEA cycle*

Doctoral degrees (e.g., PhD/DPhil (including new-route PhD, EdD, DBA, DClinPsy; EngD; PsychD)

8 HE Level 5 Third cycle

(end of cycle) qualifications

Master's degrees (e.g., MPhil, MLitt, MRes, MA, MSc) Integrated master's degrees (e.g., MEng, MChem, MPhys, MPharm)** Postgraduate Diplomas Postgraduate Certificate in Education (PGCE)*** Postgraduate Certificates

7 M-Level Second Cycle (end of cycle) qualifications

Bachelor's degrees with honours (e.g., BA/BSc Hons) Bachelor's degrees Professional Graduate Certificate in Education (PGCE)*** Graduate Diplomas Graduate Certificates

6 HE Level 3 First cycle

(end of cycle) qualifications

Foundation Degrees (e.g., FdA, FdSc) Diplomas of Higher Education (DipHE) Higher National Diplomas (HND)

5 HE Level 2

Short Cycle (within or linked to the first cycle)

qualifications

Higher National Certificates (HNC) **** Certificates of Higher Education (CertHE)

4 HE Level 1

* Framework of Qualifications for the European Higher Education Area (the Bologna Process)

** Integrated master's degree programmes typically include study equivalent to at least four full-time academic years, of which study equivalent to at least one full-time academic year is at level 7. Thus study at bachelor's level is integrated with study at master's level and the programmes are designed to meet the level 6 and level 7 qualification descriptors in full.

*** In April 2005, the Universities Council for the Education of Teachers, the Standing Conference of Principals, Universities UK and QAA issued a joint statement on the PGCE qualification title. The full statement may be accessed at:

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/ PGCEstatement.asp

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**** Higher National Certificates (HNCs) are positioned at level 4, to reflect typical practice among higher education awarding bodies that award the HNC under licence from Edexcel.

Taken from http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/FHEQ08.pdf

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Principles and regulations for taught modular programmes of study leading to Diplomas, Certificates, Foundation Degrees, first Degrees, and integrated Master's awards

Principles

i The University of Surrey is committed to the continuing development of its academic regulations in line with a number of key principles, set out below. The purpose of publishing the principles, together with the revised regulations, is twofold. First, to enable staff and students who need to refer to the regulations to understand the University's thinking and to appreciate why particular regulations have been adopted. Second, to enable those who refer to and apply its academic regulations in established and in novel circumstances to understand how the University expects matters to be handled (see paragraph iv).

Fairness and reasonableness

ii The University treats those who are subject to its academic regulations fairly and reasonably. That involves ensuring that students studying with the University, and for its awards with its Associated Institutions, are treated even-handedly, so that students across the University, in the Associated Institutions and studying with partners and at a distance who have similar circumstances will be treated comparably.

iii Fairness and reasonableness also involves the University

• setting out its rationale for adopting particular academic regulations (and for the way it applies them) for the benefit of students and staff and as an aid to transparency

• using plain language in setting out its academic regulations as a further aid to transparency, keeping the use of technical terms to a minimum consistent with the requirements of accuracy and certainty of meaning.

• where the use of technical terms is unavoidable, ensuring that they are defined in a glossary

• providing guidance and advice for students and staff on how its academic regulations are to be applied, and technical training and updating for University staff applying the regulations and members of the Students' Union or its staff who advise students

• making decisions that are governed by the academic regulations in a way that is proportionate to the seriousness of the consequences for those affected and is timely

• ensuring that decisions made by applying these regulations can be swiftly reviewed, if need be, through its complaints and appeals procedures.

Proportionality

iv The University ensures that its academic regulations are proportionate to its requirements and no more extensive than they need to be. For that reason the academic regulations do not cover every possible set of circumstances that students and staff are likely to encounter. They do, however, set out a sufficient framework for all but a few cases together with the principles under which they have been developed and approved. For exceptional cases and novel situations the University expects its academic staff and professional administrators will seek advice from the Academic Registry and apply the principles.

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Certainty

v It is highly desirable that students and staff should know what these academic regulations mean and how they will be applied. Students submitting work for assessment should be able to know how the mark it will be given has been arrived at and how it will contribute to their overall results. Likewise, when judging the effect of aggregating a student's marks for the purpose of making a recommendation on her or his award, academic staff and administrators need to know how the University intends them to proceed. The University therefore recognises the need to explain to students and staff what it expects from the application of its academic regulations, and why.

Deans of Faculty: operational responsibilities for quality and academic standards

vi Deans of Faculty have operational responsibility for ensuring that the University's regulations and other requirements are met, for the quality of the academic provision offered by the University through their Faculty and for ensuring that the standards of the associated taught postgraduate academic awards are safeguarded on behalf of Senate. Deans of Faculty delegate aspects of their operational responsibilities in these matters to individuals and committees they nominate. The names of individuals identified by Deans to act on their behalf in particular matters in their Faculty are provided to Senate by each Dean of Faculty at the beginning of each academic year.

vii Note. Throughout these academic regulations the term 'Dean of Faculty' is to be read as meaning the Dean of Faculty or the person nominated by them to fulfil particular responsibilities or undertake particular duties. The term 'Academic Registrar' should be read likewise.

The University's academic regulations for first Degrees, Diplomas and Certificates

viii The University's academic regulations for first Degrees, Diplomas and Certificates are made and approved by Senate, which is the only body within the University of Surrey that has the power to make, amend, suspend, approve, or revise academic regulations. Academic regulations that have not been formally approved by Senate have no force.

ix Senate monitors the application of the University's academic regulations. In 2009-10 and 2010-11 this monitoring function is conducted on behalf of Senate by the Senate Progression and Conferment Executive (SPACE).

x Where Senate has delegated powers to officers and committees to act on its behalf it also monitors how these delegated powers have been used. In 2009-10 and 2010-11 this monitoring function is also conducted on behalf of Senate by SPACE which, exceptionally, may review decisions made under delegated powers and require their reconsideration and/or amendment.

xi Senate reviews and revises the University's academic regulations from time to time. These regulations came into effect on 1 October 2010 and are the University's definitive academic regulations until further notice.

Academic regulations and the requirements of professional, statutory and regulatory bodies

The University of Surrey values its relations with professional, statutory and regulatory bodies (PSRBs) and is committed to close working with them. In some cases this close working has enabled the University to design programmes of study that meet its own requirements and those of a PSRB which then recognises some or all of the programme as exempting University students from the PSRB's own examinations or other requirements. Where this is so, and the published regulations of a PSRB or the written statements of its

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senior officers show that University programmes and/or assessments need to be handled in a particular way in order to gain or retain recognition or exemption from the PSRB's requirements the University considers that it is reasonable (and in the interests of its students) to apply the requirements of the PSRB alongside its own.

xii Where it is necessary for a modular programme to be structured in a particular way in order to gain or retain recognition for its students by a PSRB or exemption from some or all of its requirements, a statement by the PSRB of its requirements must be prepared for the Chair of the relevant validation panel who will consult with the Academic Registry. The statement will include the relevant regulations of the PSRB, or a written statement from a senior officer of the PSRB, certifying that meeting its requirements will be necessary to retain recognition or exemption for University of Surrey students.

xiii Where the Chair of the validation panel (advised, as necessary, by the Academic Registry) is satisfied that the application of a PSRB's requirements will not conflict with these regulations the validation panel may approve their adoption for the particular programme and the statement of the PSRB's requirements is appended to the programme handbook and the programme specification.

xiv Where the Chair of the validation panel (advised by Academic Registry) considers that the application of a PSRB's requirements would conflict with the University's academic regulations but that the benefits to students of exemption from the PSRB's requirements justifies following them (and thereby abridging the University's regulations) the Chair, through the Dean of the Faculty may request Senate to agree to meet the PSRB's requirements.

xv If it is agreed by Senate that the programme should be arranged to meet the PSRB's requirements this agreement, together with the statement of the PSRB's requirements, is published in the relevant programme handbook, the programme specification and in an appendix to these academic regulations for application by those contributing to the programme, its assessments and its administration.

Responsibilities of boards of examiners and equivalent bodies

xvi Boards of examiners (including external examiners) have particular responsibilities for administering and overseeing the assessment of students. Additionally, they are required by the University to apply their collective academic judgement to advise it, through the minutes of their meetings and their reports, on the maintenance of the University's academic standards for its higher awards, the improvement of the curriculum, learning and teaching and, in particular

• what light the performance of students sheds on the match between the assessment tasks set for students and the learning outcomes/intended learning outcomes for the relevant modules or the programme overall

• how the performance of the students being considered compares with the performance of their predecessors and other groups with whom they could reasonably be compared, such as students studying on comparable programmes in the associated institutions and in other Universities used by Surrey as comparators

• how well the assessment process overall has enabled them to judge the relative performance of individual students in relation to their peers.

Detailed information on the roles and responsibilities of University staff and external examiners with respect to the assessment of students may be found in the University's 'Regulations for Boards of Examiners' and 'Regulations for External Examining'.

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xvii Where it is not possible to convene a board of examiners with an external examiner present the contributions of the external examiner(s) may be taken by correspondence (including e-mail) or through teleconferencing, as agreed by the programme director, the Chair of the board of examiners, the Dean of the Faculty and the external examiners.

xviii Where a board of examiners is conducted and no external examiner is present in person the minutes of the board record this and state how the external examiner(s) were enabled to contribute to the board's work.

The University's academic regulations, the UK 'Academic Infrastructure', and the European Standards and Guidelines

xix The 'Academic Infrastructure' is a term used in higher education in the UK to refer to a suite of reference documents maintained by the Quality Assurance Agency for Higher Education (QAA) on behalf of higher education institutions collectively. The individual elements of the academic infrastructure that are relevant to the University of Surrey comprise

• The Framework for Higher Education Qualifications in England, Wales and Northern Ireland

• The Code of practice for the assurance of academic quality and standards in higher education in 10 sections

• Subject benchmark statements

In addition, a fourth element – programme specifications – are developed and maintained by individual higher education institutions drawing on advice from QAA.

xx In planning and delivering its internal quality assurance and academic standards arrangements, the University recognises the usefulness of the Academic Infrastructure as a source of advice and guidance and, similarly, the relevance of the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (Part 1) (3rd Edition)

xxi Members of the University will find that its academic arrangements, including its academic regulations are broadly consistent with the advice of the Academic Infrastructure and the European Standards and Guidelines. Staff and students are, however, required to follow the University's academic regulations, referring enquiries on matters not covered by the academic regulations to the Academic Registrar.

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Programmes of study, modules and awards 1 For the purposes of these academic regulations, programmes of study that lead to the

following awards are termed 'taught programmes of studies' or 'taught programmes' and the awards are collectively referred to as 'taught awards'. Where there are arrangements for a particular award this is indicated in the text or by a footnote. The term 'taught awards' includes:

• Certificate of Higher Education

• Diploma of Higher Education

• Foundation Degree

• Ordinary Degree

• Honours Degree

• integrated Master's Degree.1

In the University of Surrey taught students normally follow programmes of study that are constructed from blocks of learning, tuition and practical activities that are referred to as 'modules'. The University defines a module as a set of learning activities designed and organised to enable a student to meet a coherent set of learning outcomes. The University defines a programme of study as a coherent package of modules that enables a student to study with the University, usually for a named academic award – a Certificate, a Diploma, a Degree or an integrated Master's Degree, such as the MPhys or MChem.

2 Regulations for taught modular programmes leading to higher awards of the University are published separately in the University Calendar.

3 Throughout these academic regulations all references to 'assessments' are to be read as references to summative assessments that contribute marks and credits to modules unless otherwise specified.

4 The requirements of these regulations apply equally to taught programmes delivered at the University, through collaborative provision and distance learning, via a part-time or other mode, and taught programmes delivered by the University's Associated Institutions that lead to University of Surrey awards.

Compulsory, core, and optional modules

5 In the University's taught modular undergraduate and integrated Master's programmes modules may sometimes be described as 'compulsory', 'core', or 'optional' modules. The status of individual modules is set out in the programme handbook and the programme specification.

• Core modules are defined by the University as modules that are so central to the programme of studies for which the student has registered that they must be studied and passed in order for the student to progress to the next level of their studies or to gain their award. Compensation is not available for failures in core modules.

• Compulsory modules are modules that the student is required to study and may include some units of assessment that must be passed. Compulsory modules may be found in the first year of a programme of studies and in some programmes are linked to the awards of professional, statutory or regulatory bodies (PSRBs). Where it does not conflict with the requirements of any PSRB to which the programme is linked, compensation may be applied.

1 Sometimes referred to as an 'extended degree' or an 'enhanced undergraduate degree'.

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• Optional modules are modules that are not compulsory or core modules and are chosen by the student (with academic advice). Optional modules are usually at HE Level 2 or above.

6 In their programme handbooks many taught programmes specify core modules at HE Level 2 and Level 3 and some integrated Master's programmes specify core modules at M-Level. In such cases, students are required to pass the core modules for which they are registered in order to proceed to the next level in their studies or to gain their award.

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Admission and registration of students following taught programmes leading to first awards The principles governing the University's regulations for the admission and registration of students to its taught programmes are that it publishes clear and accurate statements setting out its admission requirements for the information of potential students, and for those of its staff involved in recruiting, admitting and registering students.

7 Students may only be admitted to a University of Surrey programme of studies if they fulfil its 'General admission requirements' (see below) together with any particular conditions approved by Senate for specified programmes.

General admission regulations for taught programmes leading to awards and academic credit

The University's programmes of studies are designed to provide a challenging higher education for hard-working students that lead to valuable qualifications. So that the students that it admits to its programmes will be likely to gain the academic credit and/or qualification towards which they are working, the University's entrance requirements are intended to help it identify individuals who will benefit from the opportunity to study at Surrey.

The University's entrance requirements are expressed as general requirements, that all students admitted are required to satisfy, and programme-specific requirements, where individual programmes have additional requirements linked to the content of the programme. Information on individual programme admission requirements can be found in the Prospectus entry for the programme, in the programme handbook, the programme specification, and on the programme's web page, which applicants should consult.

General entrance requirements

8 To be offered a place on one of the University's taught programmes students are required to meet the conditions set out in the University's General Entrance Requirements and any requirements for entrance to specific programmes. Students from outside the UK who wish to apply to the University should contact Undergraduate Enquiries for further information.

9 Students applying to enter some University programmes who can provide other satisfactory evidence of their academic or performance ability to follow the programme for which they are applying successfully may also be considered. Other satisfactory evidence for this purpose will normally be in the form of a portfolio. Advice on evidence that can be included in a portfolio that will meet the University's general entrance requirements and specific requirements for particular programmes is available from Undergraduate Enquiries and the director of the relevant programme.

English Language

10 The University's programmes of study are delivered and assessed through the English language other than when required for a particular programme. The University therefore requires that applicants who wish to be considered for entry to one of its programmes of studies and whose first language is not English, or who have not been educated wholly or mainly through the medium of English, should demonstrate that they have reached the level of academic competence in the English language that it considers appropriate as stated in the General Entry Requirements and programme-specific requirements.

11 The University regularly reviews the level of achievement it requires applicants to achieve or have achieved in the above tests and qualifications and publishes this information on its web site, in its prospectuses, its Calendar and in programme handbooks. To be accepted by the University an applicant who does not meet the

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minimum standard through one of the above qualifications or an equivalent will be required to undertake English language instruction before admission.2

12 Students whose qualifications and/or test results have met the University's requirements but whose proficiency in English is subsequently judged by their tutors to be hindering their academic progress will be required to attend a programme in English for academic study.

Admission to taught programmes

13 The University will not admit former students whose registration has been terminated for academic misconduct to programmes or modules that lead to its awards.

14 As noted in paragraph 8, to be admitted to a University of Surrey programme that leads to a taught award an applicant must satisfy the University's General Entrance Requirements and any specific requirements set for the programme they wish to follow.

15 Applicants registered for a programme that provides intermediate exit awards will also be considered as having registered to study for those awards. See paragraphs 60-62.

16 Where the University has terminated the registration of a student the student may not re-apply for the same programme.

17 Where a student has withdrawn from the University and taken an intermediate exit award they may apply to the University to be admitted to the same or another programme and to have the credits they formerly accrued exempt them from some part of the programme (see paragraph 57). Where exemptions are granted the student will be required to relinquish any intermediate awards they have taken before they register.

18 Applications from students who in the course of the application process are found to have supplied false information about their qualifications or other false personal information will be rejected.

19 Students who have registered with the University and are subsequently found to have provided false information about their qualifications, or false personal information when applying, will have their registration terminated under the University's disciplinary procedures.

Admission to a taught programme with advanced standing and exemptions

When the University admits a student to one of its programmes of study with advanced standing and/or exemptions from its requirements, it recognises some of the student's previous academic or practice-based achievements as equivalent to University of Surrey requirements. This process always involves an academic judgement and in such cases the University needs to be confident that it can understand and rely on the value of the certificates or statements of the student's achievements. For institutions within the European Higher Education Area (EHEA) adherence to the Bologna process and the requirements of the European Association for Quality Assurance in Higher Education (ENQA) provide a measure of confidence. For degree awarding bodies outside the EHEA international agreements, such as the Washington Accords for engineering programmes, bilateral agreements, or institutional memoranda of cooperation may also support confidence. In the absence of these structural arrangements, granting exemptions and entry to University of Surrey programmes with advanced standing requires detailed work and the application of

2 The University's Centre for Language Studies provides programmes in English for academic study that are specially designed for overseas students who are planning to study in the UK.

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academic judgement by the tutors and administrators involved, with the advice of UK-NARIC, the UK qualifications recognition agency.

20 A student who has previously studied satisfactorily with the University (including an Associated or partner institution of the University of Surrey), or another recognised or European Higher Education Area degree awarding body may apply to join a taught programme and to have their previous academic performance taken into consideration for the purpose of exempting them from some of the study requirements of the programme for which they are applying. Students from institutions outwith the EHEA, but with established links with the University, may also apply to join a taught programme and for their previous academic performance to be considered for the purpose of exempting them from some of the University's study requirements.

21 Students applying to the University for entry with advanced standing and/or exemptions should note that the class of any taught award they achieve will be determined solely on the basis of the modules they have studied with the University (see Appendix 1, page 29).

22 The University's procedures for the accreditation of prior learning (APL) and the accreditation of prior experiential learning (APEL) can be found in the University's Calendar.

Registration for taught programmes

The University requires its students to be part of its community by registering and agreeing to be bound by its regulations. Until students have formally registered their module choices (or confirmed earlier choices) the University cannot provide them with a timetable of their classes, lectures and any practical sessions. Without module registrations the University cannot finalise the assignment of classes to rooms that will be sufficiently large to accommodate students safely or attempt to avoid timetable clashes. Finalised registrations also enable the University to complete students' records and to generate the means to record the outcomes of their assessments and examinations.

Students who have been accepted by the University and who have additional learning support needs are encouraged to contact the University's Additional Learning Support service and inform the director of the programme for which they have been accepted as soon as possible after their acceptance, and before first registering. This will enable the University to make any accessibility and additional support arrangements that are needed to enable the student to register or re-register for their studies.

Programme registration and re-registration

23 Students are required to register at the start of their programme. Continuing students are required to re-register at the beginning of each academic year and may be required to pre-enrol in the preceding semester and/or session. When registering and re-registering, students agree to comply with the University's Charter, Statutes, Ordinances, and Regulations, including these academic regulations.

24 In the absence of confirmed extenuating circumstances, students who fail to register or re-register within two calendar weeks of the beginning of the academic year will not normally be considered to be a continuing student of the University.

25 The name in which a student registers or re-registers for their programme will be the name that is recorded on any transcript or certificate issued by the University. Where a

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student changes their name in the course of their studies with the University they are required to inform the Dean of Faculty3 within a month of the change.

26 As part of the University's commitment to encourage good academic practice and counter plagiarism students are required under the terms of these regulations, and as a condition of registration, to consent to the University's submission of instances of their work in electronic format for analysis by a service such as the Joint Information Services Committee (JISC) Plagiarism Detection Service.

Tuition fees

27 Full-time and part-time students, who fail to pay their tuition fees in accordance with the University's stated policies will be subject to the University's established procedures for late payment of tuition fees.

Communications between students and the University

The University uses students' email accounts to communicate important information about registration, module registrations, assessment, degree ceremonies and other matters. Students will be provided with a University email address and email account when first registering. They will also be provided with the University's requirements and regulations for the use of its information and communication technology facilities which they will be required to accept as a condition of registration.

28 The University normally uses a student's University email account to communicate important information about registration, module registrations, assessment, degree ceremonies and other matters. Students studying with the University are required to activate and use their University email account within 48 hours of first registering. Once their University email account has been activated students should regularly check and use their account.

29 Students studying for University awards with the University's Associated Institutions are required to follow the relevant Institution's requirements for communication.

30 Students studying with the University are responsible for ensuring that it has their current postal address and contact telephone number(s) while their programme is in session and their postal address and their contact telephone number(s) for vacations where this is different. This information is initially gathered through registration and re-registration. Similar responsibilities apply between students studying for University awards with the University's Associated Institutions and their Institution.

31 Where the University has agreed to the request of a student studying with it to suspend their registration for a period the student will retain their University email address which will be used by their programme director in the first instance and other University officers to contact them. See paragraphs 49-54.

32 Where a student studying with the University fails to respond to official email enquiries from the University over a reasonable period (normally, four weeks) the Academic Registrar will send a postal enquiry to the student's last known address. If there is no response to this communication, again within a reasonable period, the University will normally consider the student's registration to have lapsed.

33 Access to University services and the University's email systems will be withdrawn for students whose registration has lapsed or has been terminated by the University.

3 Throughout these academic regulations the term 'Dean of Faculty' is to be read as meaning the Dean of Faculty or the person nominated by them to fulfil particular responsibilities. The term 'Academic Registrar' is to be read similarly.

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Registration for modules

Full-time students following undergraduate taught programmes normally register to study for modules with a total value of 120 credits in each academic year. Other than for the Global Graduate Award, the University does not permit students following taught programmes to register for modules with a value greater than 120 credits in an academic year in order to ensure that the increased workload does not prejudice their ability to perform well in their required modules.

Students are responsible for their module choices; they are strongly advised to discuss their pattern of module choices with members of staff and confirm that their choices are permitted by the University's regulations, or any programme-specific requirements, before registering their choices.

34 Full-time and part-time students following taught programmes are required to register or confirm their choice of modules at the beginning of the academic year or semester (as appropriate). Full-time students other than students undertaking academic exchanges are required to register modules with a value of 120 credits (see paragraphs 72-74). Part-time students following taught programmes normally register to study modules with a value of up to 90 credits in each academic year.

35 Students who do not register or confirm an earlier provisional registration for a module within two calendar weeks of the beginning of the academic session (or semester) will not be considered to have registered for that module unless there are confirmed extenuating circumstances. Work submitted for assessment by a student on a taught programme who is not registered for a module will not be assessed.

36 Students who have failed to progress in the previous session may be permitted by a board of examiners to repeat their studies in order to be reassessed in the failed elements (with or without attendance). Such students are required to confirm their registration for the necessary modules at the beginning of the academic session or semester. If they have not registered (or confirmed an earlier registration) for a module within two calendar weeks of the beginning of the academic session or semester they will not be considered to have registered for the module and the associated assessments (or assessment elements) and their registration will lapse.

37 Students who have been permitted to repeat studies are required to pay the relevant registration and other fees to the University within the normal period and arrangements (see paragraph 27).

38 Full-time and part-time taught students may not normally change their module registrations once the module has started and may only do so with the approval of the programme director and where timetabling permits. After the second week following the commencement of a module changes to module registrations will only be permitted where the student has confirmed extenuating circumstances.

39 Full-time and part-time taught students who have registered for a credit-bearing module may not withdraw their registration from that module after the passage of four weeks or after they have submitted work for assessment, whichever is the sooner.

40 Students who withdraw from their module after four weeks or after they have submitted for assessment (whichever is sooner) will be considered to have failed the module.

41 A student who has completed a module and has been awarded the academic credit for that module by passing the associated assessments (or reassessments), or through compensation by the board of examiners, is not allowed to repeat that module in order to improve their marks.

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Transfer of programme registration

42 Students may apply to the director of their programme to transfer their registration to another programme within the same Faculty at any point within the first six months of their first year of study. Such a transfer will be permitted where the relevant programme directors consider there is sufficient commonality between the curricula of the two programmes for the student to effect a seamless transfer that will not jeopardise their academic progress.

43 Applications by students to transfer their registration from one programme to another after the first six months of study must be approved by the relevant Dean of Faculty.

44 Students transferring their registrations from one University programme to another programme under the terms of paragraph 42 will be considered to have followed a continuing programme of studies and continue to accrue credits. In such a case marks for assessments already completed by the student will remain unchanged and be transferred to their record for the second programme.

45 Where the relevant programme directors consider there is not sufficient commonality between the two programmes for the student to effect a seamless transfer, but the director of the second programme agrees to admit the student for the following academic year, the student is advised to withdraw from their registration for the first programme, with the University's agreement that it will admit her/him to the second programme in the next academic year.

Maximum periods for registration

The University's academic planning assumes that full-time and part-time taught students will normally complete their studies within a reasonable period. See Table 2 The University normally undertakes throughout this period to provide as much as possible of the curriculum and other learning opportunities that were advertised when the student applied, to allow those students who may have to suspend their registration for a time a reasonable opportunity to complete their studies (see below). This may not be possible in all cases, however; circumstances beyond the University's control may require it to withdraw or re-configure aspects of the learning opportunities advertised as available through the programme when the student initially applied.

Table 2. Indicative maximum periods for registration for taught programmes

Indicative maximum period for registration

Award title Full time Part-time

Foundation Certificate One year Two years

Certificate of Higher Education Two years Three years

Foundation Diploma Two years Three years

Foundation Degree Three years Four years

Diploma of Higher Education Three years Four years

Bachelor's Degree (without honours) Four years Five years

Bachelor's Degree (with honours) Four years Five years

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Bachelor's Degree (with honours) and professional training period

Five Years Six years

Graduate Certificate* Two years Three years

Graduate Diploma Three years Four years

integrated Master's (MPhys, MChem, MEng, MMath)

Six years Seven years

* Includes Postgraduate Certificate in Education and Professional Graduate Certificate in Education

In some cases, PSRBs state that students must complete their studies within a maximum period in order to be sure that the studies completed with the University meet the PSRB's requirements for granting exemption from its own examinations. Students following a taught programme that is linked to the requirements of a PSRB should ensure that they complete their studies within that period if they wish to gain exemption from the PSRB's examinations. In case of doubt they should check the requirements of their programme and the PSRB and seek advice from their programme director.

46 In exceptional circumstances where there are confirmed extenuating circumstances a Dean of Faculty may extend the maximum period of registration indicated in Table 2 for a given award for an individual student normally by not more than one year.

47 Where a student has been permitted by the University to suspend their registration the maximum periods of registration set out in Table 2 will be extended by a period equivalent to the period of the suspension.

48 Where a student has not completed their studies within the maximum period indicated in Table 2, and has not been granted an extension by the relevant Dean of Faculty, their registration will be terminated. In such a case the relevant board of examiners will offer a student who has accrued the necessary credits the intermediate exit award to which they are entitled if they are not otherwise in breach of University regulations.

Suspension of registration

In these academic regulations the terms 'suspension' (of registration) and 'withdrawal' (from registration) apply to procedures where the student normally takes the initiative, often with advice and support from the Students' Union or the University.

A student with confirmed extenuating circumstances may request the suspension of their registration. This enables them to suspend their studies for a defined period.

A request to withdraw from registration enables the student to end their studies.

In exceptional circumstances the University initiates the suspension of a student's registration for a defined period. The circumstances where this might occur include when a student is alleged to have acted in a manner that contravenes the University's disciplinary regulations either under Ordinance 44 or the University Disciplinary Procedures.

'Termination' (of registration) is a procedure initiated by the University, normally for failure to make academic progress or for breach of its Ordinances and academic regulations.

49 A student who is in difficulties, with their studies or through personal circumstances, may apply to the Dean of Faculty for the temporary suspension of their registration.

50 The period for which the University is prepared to allow suspension of registration for a student following a taught programme will not normally be longer than one academic year.

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51 Where a student is unable to return to their studies at the end of a period of temporary suspension, and has not applied to the Dean of Faculty for an extension to that period, their registration will be terminated by the University.

52 Where a student's request for the suspension of their registration has been accepted by the Dean of Faculty the University will maintain the student's access to its email systems to assist contacts between the student, their programme director and personal tutor and the Academic Registrar.

53 Exceptionally, a decision to temporarily suspend the registration of a student on health grounds may be taken by the Dean of Faculty on the recommendation of a Student Welfare Panel convened in accordance with University Ordinance 45. Again, exceptionally, the University may suspend the registration of a student for a defined period where they are alleged to have acted in a manner that contravenes the University's disciplinary regulations under University Ordinance 44. or the University Disciplinary Procedures.

54 Suspension of registration will be kept under review by the programme director in consultation with the student and Academic Registrar. This will normally be through the University's email facilities and by post (see paragraphs 30 and 32). Where a student's registration has been suspended they are not eligible to participate in their programme (including assessments and reassessments) before resuming their registration or re-registering.

Withdrawal from registration and termination of studies Withdrawal from registration and intermediate exit awards

55 Students who wish to withdraw from the University before they have completed their programme of studies are required to notify the Dean of Faculty of their intention by email and in writing.

56 Boards of examiners will offer students who have withdrawn from a programme of studies and have accrued the necessary credits the intermediate exit award to which they are entitled if they are not otherwise in breach of University regulations.

57 As noted in paragraph 16, students whose studies have been terminated by the University for academic reasons may not reapply to the University to register for the same programme but may apply for another programme of studies as a new entrant.

Termination of registration and intermediate exit awards

58 Where a student has not made academic progress and their registration has been terminated by the University, but they have accrued the necessary credits, the relevant board of examiners offers the student the intermediate exit award to which they are entitled if they are not otherwise in breach of University regulations (see paragraphs 76-78).

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University regulations for taught modular programmes

Taught programmes of study, modules, credits and awards: introduction and underlying principles

As noted previously (page 1), University of Surrey students who follow taught programmes of studies will normally find that they are constructed from blocks of learning and tuition referred to as 'modules'. Each programme of studies has its own distinctive learning outcomes and is regarded by the University as a coherent package of modules that enables a student to study for a named academic award of the University – a Certificate, a Diploma, a Degree or an integrated Master's Degree.

Modules contribute to programmes through developing a student's understanding of the subject area of their programme. The contribution each module makes to the student's programme is measured through assessing whether the student has met or exceeded the learning outcomes for the module. Successfully completing a module entails meeting or exceeding its learning outcomes and is usually a threshold judgement (pass/fail), where passing a module entitles the student to the full credit associated with it. In addition to credit, modules also carry marks that show how well the student has passed the module. Both credits and marks enable the University to measure the students' overall performance throughout their studies and for their final award.

The University follows established usage in equating each notional 10 hours of study successfully completed in a module (whether in face-to-face tuition or self-directed study) to one academic credit. Each module has its own learning outcomes that have been set by the tutors delivering or overseeing it, and approved through the University's quality assurance and academic standards procedures as part of the process of developing and approving a programme of studies or updating it.

The University's academic credit arrangements are consistent with UK academic practice as set out by QAA in 'Academic credit in higher education in England - an introduction' and the Framework for Higher Education Qualifications for England, Wales and Northern Ireland (FHEQ), building on earlier work by the South East England Consortium for Credit Accumulation and Transfer (SEEC) and the Northern Ireland Credit Accumulation and Transfer System (NICATS).

The UK Framework for Higher Education Qualifications (FHEQ) and the Framework for Qualifications in the European Higher Education Area (FQ-EHEA) of the Bologna Process

The University ensures that its academic programmes, their organisation and the awards to which they lead will meet the expectations of the UK's FHEQ, and the Bologna Process of harmonisation across the European Higher Education Area. Accordingly, the University's curriculum design principles require that each year of studies in a taught degree should consist of 120 credits gained through 1,200 hours of study. Modules that form part of a programme of studies where part of the design has been undertaken to meet the requirements of a PSRB may, however, carry smaller or larger amounts of credit.

The University's programmes are required to show 'progression': that is, that the learning outcomes students are expected to be able to demonstrate in modules taken in each year of their studies are more challenging (at a higher level) than those in previous years. The University's use of the concepts of 'level' and 'progression' in this context is consistent with the advice of the FHEQ and the FQ-EHEA. The University's employment of the term 'progression' in the context of 'student progression' that is, students progressing (advancing) through their programmes of studies, is addressed in paragraph 66.

The principles described above underlie the University's academic regulations for taught programmes, including its assessment regulations. Applying the concept of progression in

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curriculum design the University recognises that for many students their first year of study serves as an introduction to higher education. Accordingly the marks that students accrue while settling into their studies do not contribute to their final result. The work students undertake when beginning their studies is, however, formally recognised through the academic credits they have been awarded and enables them to progress to the next level in their programme.

For students following a modular taught programme, in their second and subsequent years of study both marks and credits contribute to their final result. Hence, in a three year full-time honours degree programme the second and third year each contribute 120 credits towards the student's credit total of 360. In order to follow the principle of progression, however, when calculating the final result of a student the marks they have gained in their final year are given greater weight than those gained in their second year. This is how the University ensures that the achievement of students at the higher level is given greater recognition. Surrey has established particular arrangements for students undertaking educational exchanges with other Universities.

For students following a four-year modular Integrated Masters programme the University's interpretation of the principle of 'progression' and the application of the concept of 'level' is slightly modified in the interests of enabling such students in the final year of studies to undertake a mix of HE Level 3 and M-Level modules in which the latter form the majority.

The principles described above also apply to the credits students can accrue through undertaking professional training placements away from the University, including programmes with a period studying abroad. Through undertaking such learning opportunities students in particular programmes may accrue up to 120 credits at P-Level.

Programmes of study

59 Programmes of study that lead to the academic awards of the University of Surrey have the following characteristics in terms of credits and levels.

Table 3. Credits and awards

Award title Number of credits*

Requirements

Foundation Certificate 60 Credits 60 credits at HE level 1 (FHEQ Level 4)

Foundation Diploma 60 Credits 60 credits at HE level 2 (FHEQ Level 5)

Certificate of Higher Education 120 Credits 120 credits at HE Level 1 (FHEQ Level

4)

Foundation Degree 240 Credits Includes 120 credits at HE Level 2 (FHEQ Level 5)

Diploma of Higher Education

240 Credits Includes 120 credits at HE Level 2 (FHEQ Level 5)

Bachelor's Degree (Ordinary)

300 Credits Includes 60 credits at HE Level 3 (FHEQ Level 6)

Bachelor's Degree (with Honours – three years)

360 Credits Includes 120 credits at HE Level 3 (FHEQ Level 6)

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Bachelor's Degree (with Honours – including professional training)

480 Credits Includes 120 credits at HE level 3 (FHEQ Level 6), with 120 credits at P-Level

Graduate Certificate 60 Credits 60 Credits at HE Level 3

Graduate Diploma 120 Credits 120 credits at HE Level 3

Integrated Master's Degree with Honours (e.g. MPhys, MChem, MEng, MMath)

480 Credits Includes 120 credits at M-Level

Integrated Master's (e.g. MEng) including professional training

600 Credits Includes 120 credits at M-Level, 120 credits at HE Level 3, and 120 Credits at P-Level

* Does not include the additional credits shown on the transcript of a student working towards the Global Graduate Award by taking a 10 credit languages module each year.

Intermediate exit awards

60 Where a student wishes to leave the University before completing their programme of studies, but after accruing sufficient academic credits to take an intermediate exit award, the University may permit them to take the relevant award to which their credits entitle them, providing that they are not in debt to the University or otherwise in breach of its regulations.

61 Intermediate exit awards made by the University are graded but not classified (see Table 3, page 12 and paragraphs 125-127). For an honours undergraduate degree the typical intermediate exit awards are as follows:

Table 4 Intermediate exit awards

Credits accrued Intermediate Exit Award indicated

60 credits at HE Level 1 Foundation Certificate*

120 credits at HE Level 1 Certificate of Higher Education

120 credits at HE Level 2. Diploma of Higher Education

300 credits, including 60 at HE Level 3 Ordinary Degree

*For Foundation Degree only.

62 Where a student has withdrawn from the University and taken an intermediate exit award the terms of paragraph 17 apply. Students whose studies have been terminated by the University for lack of academic progress and who have taken an intermediate exit award may not return to study on the same programme or one closely similar.

Participation by students in the work of their programme The University considers that the learning achieved by its students derives from the learning opportunities that it makes available to them together with the commitment of time and practical effort and the intellectual investment that the students themselves make. In line with

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the common practice of higher education in England the University defines 'learning opportunities' as the combination of the curriculum, tuition, supervision, advice and support, and facilities (information and communication technology equipment and software, teaching rooms, libraries, laboratories, workshops and studios and practice rooms) it makes available to its students so that they can learn.

The University considers that its students' contribution to their own learning derives from their readiness to take up the learning opportunities it provides; their preparation for and participation in the classes, workshops, laboratories, studio sessions, placements and other opportunities made available to them; the submission of their work for assessment; their responses to feedback on their assessments; and their feedback to the University on the learning opportunities they have experienced.

The University considers that learning best takes place when students avail themselves fully of the learning opportunities available to them and that to do so requires full-time students to commit themselves to work for 40 hours or more each week that their programme of studies is in session. This figure derives from the credit values the University assigns to students' work, where one credit is linked to a notional 10 hours of learning whether with a tutor, other students or self-directed.

Participation

63 The University requires that students participate fully in the work of their programme as set out in the programme specification and the programme handbook. For students learning at a distance, participation involves availing themselves of the virtual and other learning opportunities provided for them by the University.

64 Where a student fails to participate in the learning opportunities available to them or declines to do so, the University, through the Dean of Faculty will enquire into their participation including (for students based at the University) their attendance. Where extenuating circumstances are confirmed the student's registration continues and their performance is dealt with through the relevant examination board(s).

65 Where there are no confirmed extenuating circumstances the Dean of Faculty will warn the student that their registration will be withdrawn for non-participation unless participation in the work of their programme improves to meet the expectations of the programme specification and the programme handbook. Where, after a specified period (normally, four weeks), a student fails to respond to such a warning the student's registration will be terminated. The University's approach to extenuating circumstances is addressed in the Regulations for Extenuating Circumstances and its approach to the non-submission of work for assessment by reason of non-participation are addressed in paragraphs 79-90.

Student progression

Defining student progression

As noted previously (page 1), the University of Surrey in common with most UK higher education institutions uses the term 'progression' in two contexts: to refer to the increasing challenges that its taught programmes are designed make on students as they move through a programme and to refer to 'student progression': the movement of individual students through their programmes from one level to another.

The University of Surrey defines 'level' in the context of its modular scheme to describe learning activities that make similar demands on the student. As with other modular higher education programmes, the learning outcomes for individual modules are set at a level appropriate for the place that each occupies in the programme overall. Levels enable each module to be set alongside other modules with learning outcomes of a similar level of difficulty.

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The University uses the term 'stage' to refer to semesters in a programme that blend modules at two different levels, such as HE level 3 and M-Level, as is the case with the concluding semesters of integrated Master's programmes.

66 Student progression is defined by the University of Surrey as taking place when a student meets the University's requirements to move from one level or stage of a taught programme to the next level or stage; when a student terminates their programme and takes an intermediate exit award (having met the University's requirements for that award); and when a student finishes their programme and, having met the University's requirements, takes the final award for their programme of studies.

The University's requirements for student progression Requirement to make progress

When students are admitted to a programme of studies by the University it is with the expectation that they will be able to benefit from the higher education that it provides for them and progress through their programme successfully.

67 For a student following a taught programme of studies to progress to their award they must satisfactorily complete each level or stage of the programme. Satisfactory completion of a level or stage is demonstrated by achieving the required credits (normally, 120 credits at each level). For programmes that have part-time or other modes of study the programme handbook specifies the number of credits required to be passed in order to progress from level to level (or stage).

Pass mark

68 For taught programmes of studies at HE Levels 1-3 the pass mark is 40 per cent. For assessments at M-Level in taught programmes of study the pass mark is 50 per cent.

Requirement to achieve credits and pass core modules in order to progress

69 For a student to progress from one level or stage of a taught programme to the next level or stage, or to take their final award, the University requires that they have achieved the required credit in full for that level or stage and passed all units of assessment for any modules designated core modules in the programme handbook.

Legibility of written work

70 The University requires that coursework assessments and examination scripts be legible: it does not require internal and external examiners to mark illegible written assessments. Where an internal assessor judges an examination script or other written assessment to be illegible, there are no extenuating circumstances, and their judgement is supported by a second internal assessor and the external examiner, the board of examiners may require the student to have the written assessment transcribed under secure conditions at the student's own expense.

Exchange students: credits and marks

When a student participates in a formally agreed arrangement to study with another higher education institution in the UK, or further afield, this is often referred to as an 'educational exchange' – whether or not students from the other institution study at Surrey.

Part of the formal arrangements that underpin such exchanges is an agreement about how the work completed by the student and assessed by the other institution will be recognised and how the credits accrued by the University of Surrey student through the exchange will be recorded in their transcript or (exceptionally) through importing marks that count towards their results.

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The University's standard procedure for handling credits and marks for Surrey exchange students is not to count marks earned while away from the University towards final degree classifications. The student's transcript records the credits and marks earned while on their exchange.

71 The University encourages its students to participate in educational exchange arrangements it has established with other Universities and in other recognised international study arrangements (with its approval) such as ERASMUS.

Credits and marks

72 Students undertaking approved educational exchanges are required to pass any required assessments taken on the exchange; normally, however, only the marks they achieve at the University of Surrey count towards their degree classification unless the programme handbook advises otherwise. The final year of the programme (Level 3 or M) must be undertaken at the University of Surrey.

73 For exchange students who undertake an exchange lasting for only a single semester the marks achieved for the credits taken at Surrey are used for the full 120 credits for that level. This means that if a student in the second year has undertaken an exchange in the first semester worth 60 credits and taken 60 taught credits at Surrey in the second semester, then the mark for the 60 credits taken at Surrey will be treated as the mark for the full HE Level 2 (120 credits) and weighted accordingly as described in Table 7, page 26.

74 Credits and marks accrued by an exchange student while studying with another higher education institution are reported to the University by that institution and are appended to the student's transcript.

Academic misconduct

75 The University's arrangements for defining and dealing with academic misconduct are set out in its Regulations for Academic Integrity. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Failure to make progress: termination of registration

76 Where a student proves unable to make progress with their studies through failing assessments and/or ceasing to participate in their programme it is not normally in their interest or that of the programme that they should continue. In such circumstances (and following the offer of academic advice) if there are no confirmed extenuating circumstances the Dean of Faculty writes to the student stating that unless there is an improvement in their performance within four weeks their registration will be terminated for lack of academic progress.

77 Where, after a written warning and the passage of four weeks, there has been no improvement the Dean of Faculty informs the student that their registration is to be terminated for lack of academic progress. The student may challenge the decision to terminate their registration through the University's appeals processes. If the student's appeal is not upheld their registration is terminated within ten working days of their notification of the outcome of the appeal.

78 Where a student's registration is terminated for failure to make progress with their studies and the student has accrued sufficient credits and/or marks to achieve an intermediate exit award, the relevant board of examiners will recommend the intermediate exit award to which they are entitled (see paragraph 56).

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Arrangements for receiving required coursework

79 The University requires each Faculty to ensure that there are robust and transparent arrangements in place for collecting student work and recording the date of submission. For each programme, statements of these arrangements and where coursework is required to be submitted are to be found in the programme handbook.

Submission of coursework

80 Students following taught programmes are required to submit coursework units of assessment (including project and other reports and dissertations) on time and in accordance with the arrangements published in the handbook for the relevant programme. Compensation is not available for a module where there are no confirmed extenuating circumstances and where a unit of assessment has not been submitted.

81 Where a student has not submitted a coursework unit of assessment by the deadline specified (which shall either be a Monday at 4pm or Tuesday at 4pm), and there are no confirmed mitigating circumstances, the mark given by tutors for that unit of assessment will be reduced by 10 percentage points for work submitted for each 24 hour period after the deadline, up to and including the third day after the submission (30 percentage points). Penalties are applied after the assessed work is marked and marks are deducted until zero is reached. The mark recorded for assessed work submitted after 4pm on the third day after the deadline (72 hours), or not submitted at all, is zero and will not be marked.

E.g.

82 Where the student's marks for the remaining units of assessment for the module are sufficient to enable them to pass the module overall the mark that is recorded for the module includes the penalised mark in the relevant unit of assessment. If the student fails the module they are reassessed in the unit(s) of assessment they have failed. Where the student passes the reassessment the mark that is recorded for the unit of assessment (and is used in calculating the student's overall mark for the module) is the pass mark.

Joint or group project

In all forms of collaboratively produced work, including joint projects and jointly produced reports it is essential (in the interests of fairness) that tutors and examiners are able to distinguish the contributions made by individual students.

83 When two or more students have conducted a joint or group project, each student normally submits written work in accordance with the requirements of the relevant programme or module handbook.

84 Students who have participated in a joint or group project are required to provide an introductory note to the project report that specifies the contributions made by each person. The introductory note must be countersigned by each participant co-worker and attached to the report submitted.

Deadline Monday 4pm Deadline Tuesday 4pm Monday 4.01pm 10% Tuesday 4.01pm 10% Tuesday 4.01pm 20% Weds 4.01pm 20% Weds 4.01pm 30% Thursday 4.01pm 30% Thursday 4.01pm zero Friday 4.01pm zero

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Failure and reassessment

The University's view on reassessment is that, within specified limits and in the absence of extenuating circumstances, a student who has failed a module through failing one or more units of assessment is entitled to a single opportunity to be reassessed in the units of assessment they have failed, in order to pass the module and progress to the next level or stage of their programme or to take their award.

Where a student has failed modules worth more than 45 credits the University's view is that they should retake the units of assessment they have failed (with or without attendance) in the next academic year, rather than at the end of the current academic year, and pass them in order to progress.

If the student then passes their reassessment(s) the marks recorded for each are capped at the pass mark and that is the mark that is used to calculate the student's overall mark for the module. If the student fails they have failed overall and, where appropriate, the board of examiners recommends the appropriate intermediate exit award.

In all cases, where a student is reassessed the higher mark between that achieved in the original assessment and in the reassessment is the mark that is recorded.

Where a student fails a reassessment in modules other than core modules they may be entitled to pass the module via compensation.

85 The University requires that students achieve specified credits in each level or stage of their programme in order to progress to the next academic level or stage of their programme or take their award, other than when entering the professional training element of their programme (see paragraph 96). The specified credits (normally 120) are stated in the programme handbook.

86 Where, following reassessment, a student has failed to achieve all the credits required for a level or stage of a programme (normally, 120 credits) and there are no confirmed extenuating circumstances, they have failed to complete that level of the programme successfully and their registration is terminated by the University. Where the student has met the University's requirements for an intermediate exit award the board of examiners will recommend that award.

87 A student who has failed a module is reassessed on a single occasion in the units of assessment they have failed in order to pass the module and progress to the next academic level or stage of their programme, or to take their award (see paragraphs 106-107). Where a student passes the reassessment the mark recorded, and used in calculating the student's overall module mark, is the pass mark for the unit. Where a student fails a reassessment in modules other than core modules they may be entitled to pass the module via compensation (see below, paragraphs 101-104).

88 A student who has completed a module and has been awarded the academic credit for that module by passing the associated assessments (or reassessments), or through compensation by the board of examiners, is not allowed to repeat that module in order to improve their marks.

Status of marks achieved through reassessment

89 In all cases, where a student is reassessed the mark recorded is the better of the two marks achieved by the student (assessment and reassessment) calculated as described in paragraph 87.

Reassessment and failure to attend for assessment/examination

90 Where a student has failed an assessment for a module through failing to attend a required examination, or by attending a required examination but not making (in the judgement of the board of examiners) a reasonable attempt to address the

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examination questions, and there are no confirmed extenuating circumstances, the student has failed that unit of assessment and will be given a mark of zero. Should the student fail the module overall as a consequence they may not progress without reassessment, as described in paragraph 85, and will not be entitled to compensation.

Failure of modules with a value of more than 45 credits

91 Where a student following a taught programme fails modules with a value of more than 45 credits at that level or stage of their programme, their progression through their programme is halted and the board of examiners will require them to retake the units of assessment they have failed in order to pass any failed modules, and progress to the next stage or level of their studies. In such a case the board of examiners, advised by the director of the programme, stipulates whether the student is required to be reassessed with or without attendance.

Failure and reassessment for modules with a value up to and including 45 credits

92 Where a student following a taught programme has failed modules with a value up to and including 45 credits at that level or stage of their programme and, following reassessment and/or compensation (within the limits permitted by these regulations), passes the modules, they may progress to the next level or stage of their programme. In such circumstances the marks recorded for each reassessed unit of assessment that has been passed, and for calculating the overall mark for the module, is the pass mark. If the student does not wish to retake the failed units of assessment and wishes to withdraw, or retakes the modules and subsequently fails, the University terminates their registration.

93 Where a student has passed a module after reassessment or compensation this is recorded in their transcript.

Timing of reassessments

94 Reassessments for units of assessment failed in the first semester of the year may be undertaken with assessments for the second semester, providing the programme director and the student agree that it is in the best interests of the student to do so. The University otherwise uses a single reassessment period for students following taught programmes who have failed units of assessment or whole modules. This is normally at the end of each academic year, subject to the overriding needs of the programme. The dates for this period are published in the University Calendar and programme handbooks.

95 Students who have been permitted to repeat studies in order to be reassessed are required to pay the relevant registration and other fees to the University within the normal period and arrangements (see paragraph 27).

Reassessments for students undertaking professional training

96 Where a programme provides for a period of professional training and a student has not passed modules with a value of 120 credits in the level or stage that precedes the professional training period, the University permits the student to proceed to the professional training period where they have passed modules with a minimum value of 75 credits.

97 Before proceeding to a period of professional training, students who have been required to undertake reassessments by the board of examiners must agree with their programme director when they propose to undertake the reassessments. This may be at the end of the current session or at another time in the following session when other students undertaking that unit of assessment are scheduled to be assessed or reassessed. Such reassessments must be passed to enable the student to progress to the next academic level of their programme (see paragraph 85).

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98 Students who have registered to retake modules that have previously been failed who subsequently fail one or more such modules may not progress and may not be reassessed further (see paragraph 69).

Nature of reassessment at HE Level 3 and M-Level

In the University's experience, where a student has chosen an optional module unsuited to their strengths this can present a serious impediment to the progression of an otherwise strong student. In these circumstances exceptionally, and in a single module only, the University will permit a student to be reassessed for their credits in a module other than the module they have failed.

A student considering such a course of action will require the advice and support of their tutors and programme director, who will explain that while the reassessment is in another module it is, in effect, a replacement for the module they failed and that they must take and pass all the units of assessment in the module to pass the module. Registration for a 'substitute module' breaks the University's bar on students registering for no more than 120 credits each session, and requires the Academic Registry to re-programme the student's records. It is therefore necessary for programme directors to inform the Academic Registry immediately this procedure has been invoked so that the student can be registered for the module and the outcomes can be recorded as reassessments.

99 Students at HE level 3 and M-Level submitting for reassessment are normally reassessed in the units of assessment they have failed in the module for which they had registered. Exceptionally, for one module only, a board of examiners (advised by the programme director and with the consent of the student) may recommend that a student in their final year be reassessed in another module with the same credit value and advise Academic Registry accordingly. In such a case the student is required to pass the second 'replacement' module overall, and will not be permitted to be further reassessed in case of failure. Where the student passes the reassessments, the marks are recorded as pass marks and used in the calculation of the student's results for the module. Where the student fails but is eligible for compensation, compensation may be applied.

100 As noted in paragraph 41, a student who has completed a module and has been awarded the academic credit for that module, by passing the associated assessments (or reassessments), or through compensation by the board of examiners, is not allowed to repeat that module in order to improve their marks.

Compensation

Compensation is the procedure available to boards of examiners to enable strong performance by a student across all their other modules to compensate for weaker performance in reassessments. Compensation is available for modules worth up to and including 30 credits in the first year of studies, and up to and including 15 credits thereafter. It allows a board of examiners to address the circumstances where a student who has otherwise performed strongly has recorded a poor (failing) result in a portion of their studies. Compensation is only available following reassessment.

The University's compensation procedure is employed where the overall assessment pattern for a student is strong, as seen in their aggregate mark for the level or stage.

Compensation is not available

● for core modules, which must be passed if the student is to progress

● to students who have not failed a module.

Where a student accepts compensation they may not subsequently rescind their acceptance.

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101 Compensation is available following reassessment for failed units of assessment in modules with a value up to and including 30 credits in the first year of a programme. In subsequent years, other than for core modules, compensation is available for modules with a value up to and including 15 credits. Compensation is not available where, after reassessment the student has an overall mark for the module of less than 30 per cent (modules at HE Levels 1-3) or 40 per cent (modules at M-Level). Circumstances that can affect eligibility for compensation are described in paragraphs 90 and 104.

102 The procedure for determining compensation when a student has failed modules with a value of 30 credits or fewer in their first year (15 credits or fewer in subsequent years) is to check whether

• the weighted level aggregate of all the student's module marks at that level or stage (including the failed modules) is 45 per cent or higher (55 per cent or higher for Level M modules on Integrated Masters’ programmes)

• the lowest overall mark achieved in a failed modules is 30 per cent or more (40 percent in a failed Level M module on Integrated Master’s programmes).

103 Where the conditions set out in paragraph102 are met

• the student's overall performance compensates for their failed units of assessment

• the student's transcript shows that they achieved ('passed') credits in the module(s) following reassessment and through compensation

• the mark to be recorded for the compensated module is the aggregate module mark , including the mark awarded for the failed units of assessment

the student is allowed to progress to the next level or stage of their programme.

Final year students: availability of compensation

104 Compensation is not available to students who have not failed a module.

105 Where a final year honours undergraduate student has failed a module that is not a core module with a mark that is eligible for compensation within the terms set out in paragraphs 101-103 above, compensation is available without the requirement to submit for reassessment. Once awarded, compensation can not be refused (rescinded) by the student other than where there are confirmed extenuating circumstances that entitle the student to be re-assessed. In circumstances where a final year student has failed a module in Semester 1 they may resit the module Semester 2 (see paragraph 94).

Deferred assessments

Where a student is unable to take the assessments for one or more modules in the normal assessment period, and there are confirmed extenuating circumstances, the board of examiners, advised by the programme director, may recommend to the Dean of Faculty that the student take the relevant units of assessment as if for the first time at the next opportunity (which, exceptionally, may be in the following academic year). These assessments are described by the University as 'deferred assessments' to distinguish them from reassessments.

106 Where a student has not completed all the units of assessment for one or more modules, and it has been confirmed that extenuating circumstances apply, they are allowed to be assessed in the relevant units of assessment for the module(s) as if for the first time through a 'deferred assessment', to be taken in the next available assessment period.

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107 Where a student has taken a deferred assessment in one module and failed that module (but achieved a mark of more than 30 per cent [40 per cent for a Level M module; 30 per cent for a Level 3 module] the University will, exceptionally, and for deferred assessments only, allow compensation to be applied where eligible.

108 When the student passes the deferred units of assessment and therefore the relevant module(s) they may progress to the next level or stage of their programme. In this case the mark recorded is the mark the student has achieved. When deferred units of assessment in one or more modules are failed and the student is not eligible for compensation, they must submit for reassessment in those units of assessment at the next opportunity, subject to the limits on progression set out in paragraphs 69. In such a case the student may follow the University's procedure for reassessment without attendance. Access to email, Library and VLE facilities for such students is available subject to the payment of the appropriate fee which is refunded when the student passes their reassessment.

Fitness to practise

Students registered for a programme of study that includes one or more period(s) of clinical and/or professional experience are subject to these academic regulations and to the University's 'General Regulations Governing Fitness to Practise'. These specify the criteria and procedures the University follows when dealing with allegations of unprofessional behaviour or professional misconduct. The General Regulations Governing Fitness to Practise provide for the University to suspend or terminate a student’s registration.

109 The procedures that are followed by the University for matters to do with fitness to practise are set out in its General Regulations Governing Fitness to Practise.

110 Students registered for a programme of study that includes one or more period(s) of clinical and/or professional experience may be required at all times, and as a condition of continued registration for that programme, to act or behave in a manner

• that conforms to the relevant professional code of practice (where relevant)

• is consistent with the standards of behaviour required by the profession or the employer

• does not jeopardise or put at risk the welfare or wellbeing of others (for example, patients; pupils; clients; members of the public; fellow students; fellow employees; members of academic or professional/clinical staff) or themselves.

111 Where the University becomes aware of, or is made aware that a student has departed from the requirements set out in paragraph 109, it reserves the right to exclude or withdraw a student from a clinical or professional placement without notice, stating whether the grounds are for unprofessional behaviour, professional misconduct, or arise from the belief of the University or agents acting on its behalf, that the student’s behaviour has the potential to cause harm to others or herself/himself.

112 Where a student is withdrawn or suspended from a clinical or professional placement by the University it will investigate the circumstances and ensure that the student is aware of their rights to appeal against the withdrawal or suspension and the procedures to be followed to lodge an appeal.

Extenuating circumstances and additional learning support Extenuating circumstances

In the course of their studies students may experience circumstances that temporarily make it impossible for them to participate in their programmes, submit their assessments, or attend examinations. Where a student informs the University, through the director of their

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programme, that they have experienced circumstances such as illness or unforeseen changes in their personal circumstances that have made it temporarily impossible for them to participate in their programmes, submit their assessments, or attend examinations, the University is obliged to enquire into the facts of the matter in order to ensure that, through extenuating the effects of the circumstances that the student has reported, it does not unintentionally provide an advantage to an individual in relation to other students. It does this through requiring the student to provide evidence of the circumstances causing their difficulties. This is normally reviewed by a panel established by the University to deal with requests for mitigation.

113 The University’s arrangements for defining and dealing with extenuating circumstances are set out in its Regulations for Extenuating Circumstances. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Learning Support Adjustment (LSA) procedure

114 The University's procedures for providing a student with an individual statement of the Learning Support Adjustment (LSA) they need in order to follow their programme were previously referred to as VISA (Verified Individual Services and Adjustments). They are provided for students by the University's Additional Learning Support service (ALS).

The University's extenuating circumstances procedures are designed to address the consequences of temporary incidents or instances arising from unforeseen circumstances: they are not an appropriate means to enable the University to address the needs of students with chronic, foreseeable, or recurring circumstances that, without support and assistance will impede their progress. Where such needs arise from physical or other impairments the student may refer themselves or be referred to the University's Additional Learning Support service (ALS). This will provide them with general advice and an individualised Learning Support Adjustment statement. This gives a written summary of the adjustments to learning, teaching and assessment assessed as reasonable by ALS staff (following consultation with the relevant programme director) for a named student. Adjustments are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

115 Where a student faces chronic, foreseeable or recurring circumstances or physical or other impairments that have the potential to hinder their academic progress they may inform the University through the programme director or a member of the University's Additional Learning Support service that they wish to request advice and support with their particular learning support arrangements.

116 Under the LSA procedure ALS works with the student, their tutors and other professionals (as required), to assess the learning support needs of students with impairments. Following this assessment ALS will provide the student, where appropriate, with a written summary of the adjustments to the student's learning, teaching and assessment arrangements that ALS, in consultation with the programme director, has assessed as reasonable and a note will be added to the student's centrally held records. Adjustments suggested in an LSA statement are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

117 Where a student has secured an LSA statement, ALS will ensure that their programme director is formally notified of its contents so that the latter can notify the relevant departmental, Faculty and University officers of the adjustments suggested in the LSA statement and periodically check their continuing suitability for the student.

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Exclusion on non-academic grounds

118 A student may be excluded from the University and their registration terminated for the reasons stated in Statutes 5(5)(B) (engaging in conduct that is harmful to the University).

119 Where a student who is excluded from the University for non-academic reasons has accrued sufficient academic credits to be eligible for an intermediate exit award the relevant board of examiners will recommend the relevant award.

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Taught awards of the University of Surrey 120 The University may only make the taught awards listed in paragraph 1

• following the successful completion of the programme associated with that award

• to a student who has been registered for and who has satisfactorily followed the prescribed programme linked to that award and

• who has been awarded the required credits, as specified in Table 3. Credits page 12, and Table 10, page 30.

Certificate and date of the award

121 The award is made by the Senate. The date of the award is the date on which SPACE or another body nominated by Senate approves the award on its behalf.

Students in debt to the University

122 Academic awards of students who are in debt to the University or who have not returned articles of University property to it when requested to do so, will be withheld until the student has paid all their debts to the University and returned any items of its property that it has requested.

Classification of undergraduate honours degrees

123 Where a student following a programme of studies leading to a taught undergraduate honours degree has successfully completed their programme the award made to the student will be classified according to the following scheme

Table 5 Award classifications for undergraduate honours degrees

Formal title Other titles

First Class Honours First, I

Second Class Honours (Upper Division) Upper Second; II (i)

Second Class Honours (Lower Division) Lower Second; II (ii)

Third Class Honours Third

Awards for successful completion of integrated Master's programme

124 Where a student has successfully completed an integrated Master's programme (MEng*, MPhys, MChem, MMath) the award they will receive will be classified according to the following scheme

Table 6 Award classifications for integrated Master's degrees

Formal title Other titles

First Class Honours First, I

Second Class Honours (Upper Division) Upper Second; II (i)

Second Class Honours (Lower Division) Lower Second; II (ii)

* Awards for students entering HE Level 2 of the Master of Engineering (MEng) in 2008/9 or before are graded merit or distinction (with distinction being the higher

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award, as in Table 9). For students entering HE Level 2 of the Master of Engineering in 2009/10 and subsequently, the MEng is classified in the same way as other integrated Master's awards.

Procedures for grading non-honours awards

The University's regulations provide for some non-honours awards to be graded but its regulations do not allow for the Ordinary Degree to be graded. The University does not intend to develop an Ordinary Degree per se. Intermediate exit awards may be graded where appropriate.

125 The University provides for the following non-honours undergraduate awards to be graded to enable boards of examiners to recognise the strengths of students' performances

• Certificate of Higher Education

• Diploma of Higher Education

• Foundation Degree

126 Boards of examiners grade the performance of students for these non-honours awards as follows

• 40-59 per cent Pass

• 60-69 per cent Merit

• 70 per cent and above Distinction

For programmes where the award is a Certificate of Higher Education, grades are determined on the basis of all modules. For programmes where the award is a Diploma of Higher Education or a Foundation Degree grades are determined solely on the basis of the student's performance in their Level 2 modules. Calculations for grades apply the rules for rounding marks described in paragraph 131.

127 The University does not grade or classify Ordinary Degrees.

Procedures for classifying undergraduate honours degrees and integrated Master's awards

128 The University's requirement that programmes must become demonstrably more challenging as students progress through them is reflected in the way that marks achieved at Level HE 2 and , at Level HE 3 (and for integrated Master's programmes M-Level) are weighted when calculating the student's final results (see page 11).

129 The ways in which marks achieved by students at HE Level 2 and HE Level 3 (and for integrated Master's programmes, at Level M) are weighted is described in the programme handbook and programme specification as follows

Table 7 Undergraduate honours awards and integrated Master's awards: weightings for module marks at HE Level 2 and HE Level 3

Award title Weightings*

Bachelors Degree with Honours Level HE 2 (35):Level HE 3 (65) 35:65

Bachelors Degree with Honours with Professional Training Year, where the programme Handbook and the programme specifications require P-

Level HE 2 (25):P-Level (10):Level HE 3 (65) 25:10:65

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Level marks should contribute to the overall degree classification

Master of Engineering, Master of Mathematics, Master of Chemistry, Master of Physics

Level HE 2 (25):Level HE 3 (35):M-Level (40) 25:35:40

Master of Chemistry, Master of Engineering, Master of Mathematics, Master of Physics, where the programme Handbook and the programme specifications require P-Level marks should contribute to the overall degree classification

Level HE 2 (15):P-Level (10):Level HE 3 (35):M-Level (40) 15:10:35:40

* Students who entered HE Level 2 studies at the University in 2008-09 or earlier are subject to the weightings for the calculation of their award that were current then.

Mark thresholds for classification purposes

130 For taught honours and integrated Master's awards marks are aggregated and expressed as scores out of 100.

131 When calculating a student's aggregate mark for their final degree classification the University requires that the result of the calculation is as a whole integer. In calculations aggregate marks of 0.01-0.49 are rounded down; marks of 0.5-0.99 are rounded up.

Table 8 Mark thresholds for taught honours and integrated Master's awards

Formal title Mark threshold

First Class Honours 70 or above

Second Class Honours (Upper Division) 60-69

Second Class Honours (Lower Division) 50-59

Third Class Honours (not for integrated Master's awards)

40-49

Table 9 Mark thresholds for grading the Master of Engineering for those entering HE Level 2 in 2008-9 and earlier

Formal title Mark threshold

MEng with Distinction 70 or above

MEng with Merit 60-69

MEng 50-59

Classification method

132 When classifying undergraduate honours and integrated Master's degrees the University uses the overall (weighted) aggregate mark the student has achieved.

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Calculation of the student's overall aggregate mark for the purposes of classification

This method of classification for undergraduate honours degrees and integrated master's degrees is by the weighted aggregate mark. The rationale for this classification method is that it recognises the consistency of the students' achievements across the breadth of their programme throughout its culminating levels or stages.

133 For taught honours degree awards the student's results are classified with reference to the weighted level aggregate marks at HE level 2 and HE Level 3.

134 For integrated Master's awards the student's results are classified with reference to the weighted level aggregate marks at HE Level 2, HE Level 3 and M-Level.

135 Credits at P-Level are not used to classify honours undergraduate and integrated master's awards other than when specified in the programme handbook and programme specification.

Aegrotat Degree

136 A student prevented by illness or other circumstance from sitting the whole or part of their assessments in the year in which the programme would normally be completed may be considered for the award of an Aegrotat Degree with their consent. Aegrotat Degrees are not honours awards and are not classified or graded.

137 The decision to recommend the award of an Aegrotat Degree is made by the relevant board of examiners to SPACE, having received a report on the student's circumstances from the Chair of the board, advised by the programme director.

138 A student who chooses not to accept the award of an Aegrotat Degree may complete their assessments on one subsequent occasion. This will normally be in the following academic year. A student who continues to be unable to complete the assessments on a subsequent occasion may then choose to accept the award of an Aegrotat Degree.

Approval and Dissemination of Results

139 Boards of examiners make provisional recommendations for students' assessments and awards to Senate Progression and Conferment Executive (SPACE) as the body to which Senate has delegated authority to confirm awards (or otherwise) on its behalf.

140 The University expects that boards of examiners will make their provisional recommendations available to students, stating that these are provisional recommendations and that students should not act or rely on them until they have been confirmed by SPACE.

141 The confirmed results of assessments and awards are published and distributed to students by the Dean of Faculty. Where, following an examination board, a student's registration is suspended or terminated the Academic Registrar is responsible for notifying them of the courses of action open to them, including the University's appeals procedures and providing general advice on the University's academic regulations.

Certification of Awards

142 Awards are confirmed by SPACE on behalf of Senate and may be conferred at a Degree Congregation ceremony held for the purpose.

143 Each student is given or sent a formal certificate appropriate to their award. Students collecting their award certificates in person should be prepared to provide a form of photographic identification such as a passport.

144 Certificates not collected in person by the student are sent through the ordinary post to the graduate's address as listed in the University's records.

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Student seeking to decline award in order to re-register in order to seek to achieve an improved award

145 Where a student who has achieved their award requests the University to rescind it, so that they may apply to re-register in order to improve their classification or grade, the University will not rescind the award in the absence of extenuating circumstances.

Publication of Results

146 The names of those who have been awarded Certificates, Diplomas, and Degrees and the classes or categories associated with them, are published by the Registrar in the University Gazette and may be published elsewhere.

Transcripts

147 The University provides each of its students with an official transcript of their achievements on completing their studies. There is no charge for this service. The University's Associated Institutions similarly provide transcripts for their students who have been studying for the University's awards.

148 The transcript records each module for which the student was registered, together with the level of the module, the credits awarded, and the marks awarded. The transcript also records, where appropriate, any professional training and other work-based learning completed among other matters.

Aftercare: replacement certificates and transcripts

149 If a graduate or former student requires a replacement certificate they must apply to the Academic Registrar stating the name under which their award was made; the title of the programme they followed; the dates between which they attended the University; and the month and year of their graduation. Replacement certificates can be issued only on receipt of a written request from the holder of the award, together with evidence of the identity of the holder of the award and on payment of the appropriate fee.

150 If a graduate or former student requires a replacement transcript they should apply to the Academic Registrar stating the name under which they were known to the University; the title of the programme they followed; the dates between which they attended the University; and either the month and year of their graduation or the date when they ceased to be registered. Replacement transcripts can be issued only on receipt of a written request from the holder of the award, together with evidence of the identity of the holder of the award and on payment of the appropriate fee

Academic appeals

151 The grounds for and procedures for academic appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

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Appendix 1

Entry to a programme with advanced standing

152 A student who has previously satisfactorily studied with a recognised degree awarding body in the UK or elsewhere may apply to enter a University of Surrey taught programme and to have their previous academic performance taken into consideration for the purpose of exempting them from some of the study requirements of the programme for which they are applying.

153 In each case the decision on the level of exemption to be allowed is an academic judgement made after reviewing the student's transcript or its equivalent and considering the studies they have previously completed and the programme they have applied to join.

154 The minimum number of credits that a student transferring in to a University programme of studies must successfully complete at the University in order to achieve a University of Surrey award is indicated in Table 10, below.

Table 10. The minimum number of credits that must be taken at the University to achieve its award

Award title Credits that must be studied with the University (including with an Associated or partner institution) in order to achieve a University of Surrey award.

Certificate of Higher Education 40 out of 120 at HE Level 1

Diploma of Higher Education 120 out of 240 at HE Level 2

Foundation Degree 120 out of 240 at HE Level 2

Bachelor's Degree (Ordinary) 100 out of 300 credits with a minimum of 60 credits at HE Level 3

Bachelor's Degree (with Honours three years)

120 out of 360 credits; a minimum of 90 must be at HE Level 3

Bachelor's Degree (with Honours and including professional training)

200 out of 360 credits, of which 90 must be at HE Level 3 with 80 P-Level credits

Graduate Certificate 20 out of 60 credits at HE Level 3

Graduate Diploma 45 out of 120 credits at HE Level 3

Integrated Master's (MChem, MMath, MEng, MPhys)

240 out of 480 credits of which 120 credits must be at M-Level.

P-Level The Dean of a Faculty may exempt a student from up to one third of the total P-Level credits required by a programme where the student can show that they have previously successfully acquired experience that is the equivalent of the relevant professional

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Contribution of marks from previous study to a student's final result

155 Where a student admitted to a taught programme has been exempted from completing parts of the programme having satisfied the University's requirements their final result (including the classification of their degree, where relevant) is determined on the basis of the work they have undertaken at the University after transferring to the programme.

156 A Memorandum of Agreement or Memorandum of Cooperation with another institution may explicitly provide for marks gained at the other institution to be considered when determining the student's final result. Other than under such an agreement marks gained at another institution are not considered when determining the student's final result.

training required by the University

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Regulations for Taught Modular Programmes leading to Higher Awards Note: a version of these regulations with explanatory text is available in the University Calendar (http://portal.surrey.ac.uk/calendar/index.jsp)

Approved by Senate 12 July 2010

Revised 5 July 2011

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ii

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i

Contents

Contents.................................................................................................................... i

Tables ....................................................................................................................... i

Glossary of terms ..................................................................................................... ii

Principles and regulations for postgraduate taught modular programmes leading to higher awards of the University of Surrey................................................................xiii

Taught postgraduate modular programmes of study ................................................. 1

Admission and registration of students following taught postgraduate programmes leading to higher awards........................................................................................... 2

University regulations for postgraduate taught modular programmes...................... 10

Tables Table 1. University of Surrey Higher Education Qualifications Map .....................................xi Table 2 Higher awards linked to taught postgraduate programmes..................................... 1 Table 3. The minimum number of credits that must be taken at the University to achieve a higher award for a taught postgraduate programme .......................................................... 4 Table 4. Minimum and maximum periods for registration for taught postgraduate programmes leading to higher awards.............................................................................. 8 Table 5. Credits for completion of postgraduate taught modular programmes ................... 10

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Glossary of terms

Academic judgement A judgement that is made about a matter where only the opinion of an academic expert will suffice, for example, a judgement about assessment, a degree classification, research methodology, programme and module content, or outcomes.

Academic misconduct Academic misconduct is the term used by the University to refer to acts by a student seeking an unfair advantage in assessments. It includes personation, copying from another student in an assessment; the use of unauthorised reference material, texts, or equipment in an assessment; plagiarism; collusion between students in assessments in order to gain an advantage, and fabricating results. The University's procedures for dealing with academic misconduct can be found in paragraphs 11-18 of its Regulations for the Conduct of Examinations and Other Forms of Assessment and the University's Academic Standards Guidelines, Section V, paragraphs 3.1-3.9.

Academic year A 12 month period, normally spanning two calendar years that is used by the University to organise the delivery of the curriculum and associated assessments. It comprises two semesters or, in some circumstances, three terms and normally begins in autumn and ends the following calendar year after late summer resits. An academic year is sometimes referred to as an 'academic session'.

Accreditation In higher education accreditation is a process through which the value of academic or practice-based achievements is established and recorded in order to enable that value to be made available for the purposes of the University, another university or a body such as a Professional Statutory or Regulatory Body (PSRB).

Accreditation of Prior Experiential Learning (APEL)

The process whereby the University evaluates an applicant's previous achievements outside formal education in order to determine whether they are eligible to enter a university programme of studies.

Accreditation of Prior Learning (APL)

The process whereby the University appraisers an applicant's previous assessed and certificated educational and professional achievements in order to determine whether they are eligible to enter a University programme of studies and, if so, whether their prior learning achievements suggest that they might be admitted to a programme with academic credit.

Sometimes also referred to as the Accreditation of Prior Certificated Learning. See Guidelines on the accreditation of prior learning, QAA, 2004.

Additional Learning Support

Additional Learning Support (ALS) provides advice for students and staff on ways to support students with support needs that arise from physical or other impairments. ALS can provide students with general advice and can also prepare a written summary of the adjustments to learning, teaching and assessment assessed as reasonable for a named student by ALS staff (following

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consultation with the relevant programme director). See also Learning Support Adjustment.

Admission The process through which a student enters the University and is registered to follow a programme of studies.

Anonymisation; anonymised

1 The removal of evident personal identification information from a document so that the facts it presents can be used (for example in case studies) without breaching an individual's right to privacy.

2 The removal of evident personal identification information from a script or piece of coursework to lessen the risk of bias in the marking process.

Assessment The process through which a student and their tutors check that the learning outcomes for a piece of work, a module or a programme have been met. See also, 'formative assessment', 'summative assessment' and 'unit of assessment'.

Assessment, formative

A formative assessment task is one that has been devised primarily to help a student check whether they have succeeded in acquiring a particular skill, technique, or facet of knowledge. Such a task is formative in that it forms the student's understanding through performing the assessment task(s) and through receiving and acting on the feedback from their tutor(s). See also assessment, summative assessment.

Assessment, summative

A summative assessment task/unit of assessment is one that tests the student's command of the knowledge, understanding, and skills required to demonstrate the achievement of some or all of the learning outcomes approved for a module. Marks given for summative assessments contribute to a student's overall mark for the module. While summative assessments are primarily to enable the student to demonstrate their mastery of a particular skill, technique, or facet of knowledge, they are also formative in that the student will normally receive feedback on their performance.

Assessment, unit of The pattern of assessments for modules in different taught postgraduate programmes and subjects varies according to the needs of the programme and the subject(s). In many modules several summative assessments and forms of summative assessment may used by the tutor(s) to test the student's command of different parts of the learning outcomes for that module. In this context individual assessment tasks are referred to as a 'unit of assessment'.

Average The arithmetic mean when used in calculations for gradings and other matters.

Award Formal recognition that a student has met the learning outcomes required by the University for a taught postgraduate modular programme of studies (taught postgraduate) is given in the form of an academic award, such as a Certificate, Diploma or a Degree. Specified awards are normally linked to particular programmes of

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study. See also 'intermediate award'.

Bologna Process The Bologna Process dates from the mid 1990s with the signing of the Lisbon Convention in 1997 and takes its name from the Bologna Declaration of 1999. The aim of the process is to create an area extending beyond the European Union to enable students to study at any institution in one of the 48 participating countries of the European Higher Education Area (EHEA) for academic credits and qualifications that will be recognised by institutions and national authorities in other EHEA states. To realise this aim, participating states throughout the EHEA have modified their curricular structures and qualifications frameworks. The UK is a participant member of the Bologna Process through which the common European Higher Education Area (EHEA) is being constructed. See also ECTS, FQ-EHEA and FHEQ.

Class, Classes. In the context of describing teaching and learning or attendance, a generic term used to refer to taught or supervised sessions provided by the University or another body for its students.

Compensation Compensation is a procedure whereby strong performance by a student in the greater part of their programme entitles them to compensation for limited failures in other modules. Compensation is not available for modules designated as core modules in the programme handbook.

Compulsory module A module (often in the first year of a taught programme) that is identified in a programme handbook as a module students are required to take.

Compensation may be applied to a failure in a compulsory module where the failure meets the general requirements for compensation, other than when a professional, statutory or regulatory body requires otherwise.

Core module A module the content of which is of central importance to a programme and therefore needs to be mastered (and passed) in order for the student to progress towards successfully completing the programme. Core modules are identified as such in programme handbooks and programme specifications.

Because core modules must be passed if the student is to progress and/or take their award, compensation cannot be applied to a failure in a core module.

Credit, academic credit

A way of quantifying the amount of volume and complexity of work associated with learning and its outcomes.

In the UK one credit is normally awarded for each ten hours of study that a student is expected to complete in a module, whether that is through face-to-face tuition, group work or self-directed learning. In common with other UK higher education institutions and following the alignment of the FHEQ with the FQ-EHEA, two University of Surrey credits are equivalent to one ECTS credit. See http://www.qaa.ac.uk/academicinfrastructure/fheq/selfcertification09/fheqselfcert.pdf, 2.7. See also, ECTS.

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Deferred assessments

Where a student is unable to take the assessments for one or more modules in the normal assessment period and there are confirmed extenuating circumstances the board of examiners, advised by the programme director, may permit the student to take the relevant assessments as if for the first time in the late summer reassessment period or, exceptionally, in the following academic year. These assessments are described by the University as 'deferred assessments' to distinguish them from reassessments.

Dissertation A substantial written report, usually completed by a student towards the end of their programme of studies, designed to enable them to demonstrate their command of the subject matter of the dissertation, their academic, practical and/or professional skills and understanding and to integrate concepts, theories and knowledge.

Distinction A way of describing excellent performance in final assessments for taught modular programmes that lead to higher awards. A distinction is awarded for a performance of 70% or over.

ECTS, see also Bologna Process, 'FHEQ', 'FQ-EHEA' and 'credits'

The European Credit Accumulation and Transfer System (ECTS) assigns credits to course components based on the learning outcomes of the course and the competences to be acquired. In ECTS the workload of a full-time student during one academic year is calculated to be 60 ECTS credits. Workload refers to the average time a learner might be expected to reach the required learning outcomes. More information can be found on the web pages of the UK Europe Unit To arrive at their ECTS credit equivalent halve the number of University of Surrey credits.

Examination A form of assessment (usually summative assessment) in which students undertake an assessment task(s) under specified conditions, often under the supervision of staff acting as invigilators to ensure compliance with the University's regulations.

External examiner An experienced serving academic or practitioner who is retained by the University to act as an independent and impartial adviser. External examiners are required to provide the University with informed comment on the standards set for programme outcomes and awards and student achievement in relation to those standards.

Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ)

The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ EWNI, or FHEQ) is used as a reference point by higher education institutions in England, Wales and Northern Ireland to set the standards of their academic awards (Certificates, Diplomas, Degrees and Higher Degrees).

The FHEQ provides generic 'descriptors' for the levels of student achievement that lead to particular academic awards and enables universities and colleges (including the University of Surrey) to map their academic awards against the expectations of the UK higher education community generally and higher education across the participating countries in the European Higher Education Area

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of the Bologna process.

Framework for Qualifications of the European Higher Education Area (FQ-EHEA)

The FQ-EHEA dates from 2005. It provides means to relate national qualifications frameworks across the member states that comprise the European Higher Education Area (EHEA) of the Bologna process with the aim of improving comparability, international transparency, recognition and mobility of qualifications. It now provides the 'parameters within which the countries of the European Higher Education Area (EHEA) develop their national qualifications frameworks.' QAA certified the FHEQ for England, Wales and Northern Ireland as compatible with the FQ-EHEA in 2009.

Grade The University provides for performance in taught postgraduate programmes to be graded as a way of marking the extent of students' achievements. The typical grades allowed by the University's regulations are 'distinction' for excellent performance and ‘merit’ for good performance.

Intermediate award. See also, 'subsidiary award'

An intermediate award recognises the academic achievement accrued by students as they progress towards the final award for their programme of studies. It enables a student who wishes to leave their programme without submitting for their final award to gain recognition for their achievements. For a taught modular postgraduate programme leading to a higher award the typical intermediate awards include Postgraduate Certificate and Postgraduate Diploma. Intermediate awards may be graded.

Invigilator A person employed by the University who it charges with responsibilities for supervising and assisting the administration of assessments (normally, an examination).

Learning outcomes, intended learning outcomes

The term learning outcomes (also 'intended learning outcomes') is used to describe what a student completing a package of work should know and be able to do. Learning outcomes are generally defined for each module and for a group of modules that together constitute a programme of studies.

Learning Support Adjustment (LSA)

Formerly known as Verified Individual Services and Adjustments (VISA).

This is a statement in a standard form through which the University's Additional Learning Support service (ALS) provides a written summary of the adjustments for physical or other impairments assessed as reasonable by ALS staff for a named student. Adjustments are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

Level Higher education in the UK and Europe uses the term 'level' to describe learning activities that make similar demands on the student. In modular higher education programmes the learning outcomes for an individual module are set at a level appropriate for the place that module occupies in the programme overall and to locate it with other modules with learning outcomes of a similar level of difficulty. The University's approach is consistent with that

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of the FHEQ in relation to the 'level descriptors' for the levels applicable to taught modular programmes that lead to higher awards. See the FHEQ (2008), pages 16-23.

Level descriptor A statement that sets out the relative complexity, depth of learning and learner autonomy associated with a particular level of learning and achievement and the demands that it makes on the learner. See the definition adopted by QAA when certifying the FHEQ (2008) for the purposes of the Bologna Process, paragraph 2.6.

Merit A way of describing good performance in final assessments for taught modular programmes that lead to higher awards. Merit is awarded for a performance of 60-69%.

Extenuating circumstances

Extenuating circumstances are unforeseen circumstances that are accepted by the University as having temporarily impaired a student's ability to participate in the work of their programme, to submit their work for assessment, or to attend an assessment.

Moderation The processes followed by assessment and examination boards, closely advised by external examiners and the Academic Registrar (or their nominee) to satisfy themselves that internal examiners have applied the relevant assessment criteria consistently and that there is a shared understanding of the academic standards students are expected to achieve across the group of tutors responsible for the assessment of particular modules, dissertations, levels and stages. Moderation may be limited to sampling a representative number of scripts from a cohort of students, perhaps with emphasis on borderline cases. In other cases, moderation may involve double, or second, marking. See Section 6 of QAA's Code of practice, Precept 6 and explanation.

Module A set of learning activities designed and organised to enable a student to meet a coherent set of learning outcomes. The University of Surrey expects that each module at a given level will make comparable intellectual demands on the student and will require the student to undertake about 10 hours of learning for each credit point whether in the form of face-to-face tuition or self-directed learning.

Module descriptor A statement setting out the learning outcomes the student is expected to be able to demonstrate on successfully completing the module.

OIA Office of the Independent Adjudicator. The independent body that runs the student complaints scheme for England and Wales. It reviews complaints by students, including taught postgraduate students against universities and makes findings and recommendations. It has no statutory powers but is widely respected.

Optional module A module that is not a core module or compulsory but is chosen for study by the student. Optional modules are listed as such in

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programme handbooks.

Pass mark The threshold mark set by the University for completing a module successfully. For a module at M-Level the pass mark is 50 per cent. For a module at HE Level 3 the pass mark is 40 per cent.

Personation In the context of academic misconduct, to represent oneself as another in order to deceive, or allow another to represent her- or himself in order to deceive. An act of personation does not require the impersonation of the appearance, speech or manner of another.

Plagiarism Inserting words, concepts or images from the work of someone else into work submitted for assessment without acknowledging the originator's contribution.

Professional Statutory, and Regulatory Bodies (PSRB, PSRBs)

Often used as an umbrella term to group together bodies that have an interest in an aspect of higher education for vocational and/or professional purposes. This interest may extend to a more formal monitoring of academic provision and student achievements through a process known as 'accreditation'.

Programme of studies, programme

A coherent package of modules that enables a student to study with the University to accumulate academic credit and (usually) progress to a named academic award.

Programme specification

A concise description of the intended learning outcomes of a higher education programme, and the means by which the learning outcomes are achieved and demonstrated. Programme specifications show how modules can be combined into whole qualifications and the learning and attributes developed by the programme as a whole. QAA's advice on programme specifications can be found here.

QAA The Quality Assurance Agency for Higher Education is an independent body funded by the higher education institutions of the UK through their representative bodies and by the bodies in the UK through which its Governments fund higher education. It provides a check on academic standards and quality in higher education institutions (including the University of Surrey) through external reviews and audits.

Reassessment The process through which a student who has failed a unit of assessment retakes that assessment in order to pass it.

Registration The process through which the University and the student formally record that the student has entered the University to study for a specific programme of studies, that they have exchanged information, and that the student agrees to abide by the University's academic and other regulations and pay any fees due to the University. See also: suspension of registration; termination of registration.

Semester A period roughly equivalent to half the academic year, usually

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about 15 weeks.

Senate Progression and Conferment Executive (SPACE)

Senate Progression and Conferment Executive (SPACE). In 2009-10 and 2010-11, SPACE serves as the body that monitors the application of the academic regulations on behalf of Senate and how bodies and individuals to which powers have been delegated by Senate use those powers. Exceptionally SPACE may review assessment and/or progression decisions made by boards of examiners and Deans of Faculty, on behalf of Senate.

Session A programme is described as being 'in session' (as distinct from being 'in vacation') when it is providing tuition and other learning and assessment opportunities for its students. For each taught postgraduate programme the duration of a session and of vacation periods is specified in the programme handbook. The dates of vacations are also set out in the University's Calendar.

SITS SITS is the acronym for Strategic Information Technology Services Ltd. This is the provider of the University's student information system. The SITS system is used by the University to hold registration, assessment, and other data on all its students, including its taught postgraduate students.

Subsidiary award See 'intermediate award'.

Suspension (of registration)

A student who is in difficulties with their studies through personal circumstances may be allowed to temporarily suspend their registration with the intention of returning to their studies at an appropriate time. This may be after a successful application for the consideration of extenuating circumstances.

Suspension of registration may also be initiated by the University in exceptional circumstances. These include on health grounds and (again, exceptionally) where it is alleged that a student has breached the University's disciplinary or other regulations.

Taught postgraduate programme

Abbreviation in these regulations for postgraduate taught modular programme.

Termination (of registration)

Where a student has failed to meet the requirements of their programme the University will terminate their registration, at which point they cease to be a student registered to study with the University. Under the terms of University Statute 26 students have a right of appeal against such a decision.

Viva Voce examination, 'Viva'

A meeting of a student or a sample of students with one or more examiners (usually including an external examiner). Viva voce examinations for students following taught programmes are usually intended to enable a board of examiners to check the overall level of student achievement for the purposes of confirming the appropriateness of any moderation to the overall results of the cohort.

Withdrawal (from studies, from

Where a student comes to the view that it is not in their interest to proceed with their studies they will inform the University that they

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registration) wish to withdraw.

Unlike a decision to suspend registration, a decision on the part of the student to withdraw states their intention to end their studies and their registration with the University.

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Table 1. University of Surrey Higher Education Qualifications Map

Typical higher education qualifications within each level as described by the FHEQ (2008)

FHEQ level University of Surrey HE Level Equivalents

Corresponding FQ-EHEA cycle*

Doctoral degrees (e.g., PhD/DPhil (including new-route PhD), EdD, DBA, DClinPsy; PsychD; EngD)

8 HE Level 5 Third cycle

(end of cycle) qualifications

Master's degrees (e.g., MPhil, MLitt, MRes, MA, MSc) Integrated master's degrees (e.g., MEng, MChem, MPhys, MPharm)** Postgraduate Diplomas Postgraduate Certificate in Education (PGCE)*** Postgraduate certificates

7 M-Level Second Cycle (end of cycle) qualifications

Bachelor's Degrees with Honours (e.g., BA/BSc Hons) Bachelor's Degrees; Professional Graduate Certificate in Education (PGCE)*** Graduate Diplomas Graduate Certificates

6 HE Level 3 First cycle

(end of cycle) qualifications

Foundation Degrees (e.g., FdA, FdSc) Diplomas of Higher Education (DipHE) Higher National Diplomas (HND)

5 HE Level 2

Short Cycle (within or linked to the first cycle)

qualifications

Higher National Certificates (HNC) **** Certificates of Higher Education (CertHE)

4 HE Level 1

* Framework of Qualifications for the European Higher Education Area (the Bologna Process)

** Integrated master's degree programmes typically include study equivalent to at least four full-time academic years, of which study equivalent to at least one full-time academic year is at level 7. Thus study at bachelor's level is integrated with study at master's level and the programmes are designed to meet the level 6 and level 7 qualification descriptors in full.

*** In April 2005, the Universities Council for the Education of Teachers, the Standing Conference of Principals, Universities UK and QAA issued a joint statement on the PGCE qualification title. The full statement may be accessed at:

http://www.qaa.ac.uk/academicinfrastructure/FHEQ/ PGCEstatement.asp

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**** Higher National Certificates (HNCs) are positioned at level 4, to reflect typical practice among higher education awarding bodies that award the HNC under licence from Edexcel.

Taken from http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/FHEQ08.pdf

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Principles and regulations for postgraduate taught modular programmes leading to higher awards of the University of Surrey.

Principles

i The University of Surrey is committed to the continuing development of its academic regulations in line with a number of key principles, set out below. The purpose of publishing the principles, together with the revised regulations, is twofold. First, to enable staff and taught postgraduate students who need to refer to the regulations to understand the University's thinking and to appreciate why particular regulations have been adopted. Second, to enable those who need to refer to and apply its academic regulations in exceptional circumstances to understand how the University expects matters to be handled (see paragraph vi).

Definition

ii These academic regulations apply to postgraduate taught modular programmes that lead to the University of Surrey higher awards listed in Table 2 (page 1). For ease of reference throughout these regulations such programmes are referred to as 'taught postgraduate programmes'.

iii These regulations do not apply to the University's integrated Master's programmes for which the relevant academic regulations are the University's 'Regulations for taught modular programmes of study leading to Foundation Degrees, first Degrees, Diplomas, Certificates and integrated Master's awards'.

Fairness and reasonableness

iv The University treats those who are subject to these academic regulations fairly and reasonably. That involves ensuring that taught postgraduate students are treated evenhandedly, so that students across the University, and those studying with Associated Institutions and partners and studying at a distance who have similar circumstances will be treated comparably.

v Fairness and reasonableness also involves the University

setting out its rationale for adopting particular academic regulations (and for the way it applies them) for the benefit of taught postgraduate students and staff and as an aid to transparency

using plain language in setting out its academic regulations as a further aid to transparency, keeping the use of technical terms to a minimum consistent with the requirements of accuracy and clarity

where the use of technical terms is unavoidable, ensuring that they are defined in a glossary

providing guidance and advice for students and staff on how these academic regulations are to be applied, and technical training and updating for University staff applying the regulations and those who advise students

making decisions that are governed by these academic regulations in a way that is proportionate to the seriousness of the consequences for those affected and is timely

ensuring that decisions made by applying these regulations can be swiftly reviewed, if need be, through its complaints and appeals procedures.

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Proportionality

vi The University ensures that its academic regulations are proportionate to its requirements and no more extensive than they need to be. For that reason the academic regulations do not cover every possible set of circumstances that students and staff are likely to encounter. They do, however, set out a sufficient framework for all but a few cases together with the principles under which they have been developed and approved. For exceptional cases and novel situations the University expects its academic staff and professional administrators will seek advice from the Academic Registry and apply the principles.

Certainty

vii It is highly desirable that taught postgraduate students and staff should know what these academic regulations mean and how they will be applied. Students submitting work for assessment should be able to know how the mark it will be given has been arrived at and how it will contribute to their overall results. Likewise, when judging the effect of aggregating a taught postgraduate student's marks for the purpose of making a recommendation on her or his award, academic staff and administrators need to know how the University intends them to proceed. The University therefore recognises the need to explain to students and staff what it expects from the application of its academic regulations, and why.

Deans of Faculty: operational responsibilities for quality and academic standards

viii Deans of Faculty have operational responsibility for ensuring that the University's regulations and other requirements are met, for the quality of the academic provision offered by the University through their Faculty and for ensuring that the standards of the associated taught postgraduate academic awards are safeguarded on behalf of Senate. Deans of Faculty delegate aspects of their operational responsibilities in these matters to individuals and committees they nominate. The names of individuals identified by Deans to act on their behalf in particular matters in their Faculty are provided to Senate by each Dean of Faculty at the beginning of each academic year.

ix Note. Throughout these academic regulations the term 'Dean of Faculty' is to be read as meaning the Dean of Faculty or the person nominated by them to fulfil particular responsibilities or undertake particular duties. The term 'Academic Registrar' should be read likewise.

The University's academic regulations for taught postgraduate programmes

x These academic regulations are made and approved by Senate which is the only body within the University of Surrey that has the power to make, amend, suspend, approve, or revise academic regulations. Academic regulations that have not been formally approved by Senate have no force.

xi Senate monitors the application of the University's academic regulations. In 2009-10 and 2010-11 this monitoring function is conducted for taught postgraduate programmes on behalf of Senate by the Senate Progression and Conferment Executive (SPACE).

xii Where Senate has delegated powers to officers and committees to act on its behalf it also monitors how these delegated powers have been used. In 2009-10 and 2010-11 this monitoring function is also conducted on behalf of Senate by SPACE which, exceptionally, may review decisions made under delegated powers and require their reconsideration and/or amendment.

xiii Senate reviews and revises the University's regulations for its taught postgraduate programmes and the associated higher awards from time to time. These regulations

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came into effect on 1 October 2010 and are the University's definitive academic regulations for postgraduate taught modular programmes leading to higher awards until further notice.

Academic regulations and the requirements of professional, statutory and regulatory bodies

xiv Where it is necessary for a taught postgraduate programme to be structured in a particular way in order to gain or retain recognition for its students by a PSRB, or exemption from some or all of its requirements, a statement by the PSRB of its requirements must be prepared for the Chair of the relevant validation panel who will consult with the Academic Registry. The statement will include the relevant regulations of the PSRB, or a written statement from a senior officer of the PSRB, certifying that meeting its requirements will be necessary to retain recognition or exemption for University of Surrey students.

xv Where the Chair of the validation panel (advised, as necessary, by the Academic Registry) is satisfied that the application of a PSRB's requirements will not conflict with these regulations the validation panel may approve their adoption for the particular programme and the statement of the PSRB's requirements is appended to the programme handbook and the programme specification.

xvi Where the Chair of the validation panel (advised by Academic Registry) considers that the application of a PSRB's requirements would conflict with the University's academic regulations but that the benefits to students of exemption from the PSRB's requirements justifies following them (and thereby abridging the University's regulations) the Chair, through the Dean of the Faculty, may request Senate to agree to meet the PSRB's requirements.

xvii If it is agreed by Senate that the taught postgraduate programme should be arranged to meet the PSRB's requirements this agreement, together with the statement of the PSRB's requirements, is published in the relevant programme handbook, the programme specification, and in an appendix to these academic regulations for application by those contributing to the programme, its assessments and its administration.

Responsibilities of boards of examiners and assessment boards

xviii Boards of examiners (including external examiners) have particular responsibilities for administering and overseeing the assessment of students. Additionally, they are required by the University to apply their collective academic judgement to advise it, through the minutes of their meetings and their reports, on the maintenance of the University's academic standards for its higher awards, the improvement of the curriculum, learning and teaching and, in particular

• what light the performance of students sheds on the match between the assessment tasks set for them and the learning outcomes/intended learning outcomes for the relevant modules or the programme overall

• how the performance of the students being considered compares with the performance of their predecessors and other groups with whom they could reasonably be compared, such as students studying on comparable programmes in the associated institutions and in other Universities used by Surrey as comparators

• show well the assessment process overall has enabled them to judge the relative performance of individual students in relation to their peers.

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Detailed information on the roles and responsibilities of University staff and external examiners with respect to the assessment of students may be found in the University's 'Regulations for Boards of Examiners' and 'Regulations for External Examining'.

xix For taught postgraduate modular programmes, the timing and frequency of the meetings of boards of examiners is decided in line with

• the best interests of the students

• the availability of the external examiners

• the overriding requirements of the programme.

xx Where it is necessary to convene boards of examiners for taught postgraduate modular programmes when an external examiner is not able to be present the contributions of the external examiner(s) may be taken by correspondence (including e-mail) or through teleconferencing, as agreed by the programme director, the Chair of the board of examiners, the Dean of the Faculty and the external examiners.

xxi Where a board of examiners is conducted without the physical presence of an external examiner, the minutes of the board record this and state how the external examiner(s) were enabled to contribute to the board's work.

The University's academic regulations, the 'Academic Infrastructure' and the European Standards and Guidelines

xxii The 'Academic Infrastructure' is a term used in higher education in the UK to refer to a suite of reference documents maintained by the Quality Assurance Agency for Higher Education (QAA) on behalf of higher education institutions collectively. The individual elements of the academic infrastructure that are relevant to the University of Surrey comprise

• The Framework for Higher Education Qualifications in England, Wales and Northern Ireland

• The Code of practice for the assurance of academic quality and standards in higher education in 10 sections

• Subject benchmark statements

In addition, a fourth element – programme specifications – is developed and maintained by individual higher education institutions drawing on advice from QAA.

xxiii In planning and delivering its internal quality assurance and academic standards arrangements, the University recognises the usefulness of the Academic Infrastructure as a source of advice and guidance and, similarly, the relevance of the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (Part 1) (3rd Edition).

xxiv Members of the University will find that its academic arrangements, including its academic regulations are broadly consistent with the advice of the Academic Infrastructure and the European Standards and Guidelines. Staff and students are, however, required to follow the University's academic regulations, referring enquiries on matters not covered by the academic regulations to the Academic Registrar.

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Taught postgraduate modular programmes of study

General Programmes and modules

1 For the purposes of these academic regulations, postgraduate taught modular programmes that lead to University of Surrey higher awards are referred to collectively as 'taught postgraduate programmes'. Students following taught postgraduate programmes that lead to University of Surrey higher awards are referred to in these regulations as 'taught postgraduate students'.

2 The requirements of these regulations apply to taught postgraduate programmes delivered at the University, through collaborative provision and distance learning, via a part-time or other mode, and programmes delivered by the University's Associated Institutions that lead to University of Surrey higher awards.

3 These regulations apply to the taught postgraduate programmes that lead to the following higher awards

Table 2 Higher awards linked to taught postgraduate programmes

Award Title Abbreviation

Postgraduate Certificate PgCert

Postgraduate Diploma PgDip

Master of Arts MA

Master of Business Administration MBA

Master of Education MEd

Master of Laws LLM

Master of Music MMus

Master of Research MRes

Master of Science MSc

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Where there are different arrangements for a particular award this is indicated in the text.

4 The University defines a modular programme of studies as a coherent package of modules that enables a student to study with the University for a named academic award, in this case one of the higher awards listed in Table 2. Programmes may be studied at the University on a full-time or part-time basis, at other approved centres, or by distance learning, as specified in the relevant programme handbook and programme specification.

5 Throughout these academic regulations all references to 'assessments' are to be read as references to summative assessments that contribute marks and credits to modules unless otherwise specified.

6 Credits and requirements for programmes with other modes of attendance and other modes of study are set out in the relevant programme handbooks.

Compulsory, core, and optional modules

7 In the University's taught modular postgraduate programmes modules may sometimes be described as 'compulsory', 'core', or 'optional' modules. The status of individual modules is set out in the programme handbook and the programme specification.

• Core modules are defined by the University as modules that are so central to the programme of studies for which the student has registered that they must be studied and passed in order for the student to progress to the next level of their studies or to gain their award. Compensation is not available for failures in core modules.

• Compulsory modules are modules that the student is required to study and may include some units of assessment that must be passed. Compulsory modules may be found in some programmes that are linked to the awards of professional, statutory or regulatory bodies (PSRBs). Where it does not conflict with the requirements of any PSRB to which the programme is linked, compensation may be applied.

• Optional modules are modules that are not compulsory or core modules and are chosen by the student (with academic advice).

Admission and registration of students following taught postgraduate programmes leading to higher awards

Admission

8 An applicant may not be admitted to a taught postgraduate programme unless they have first been accepted by the Dean of Faculty1 in which the programme is offered. The admission of an applicant may be subject to conditions specified by the Dean of Faculty.

9 The University will not admit former students whose registration has been terminated for academic misconduct to taught postgraduate programmes that lead to its higher awards.

10 For some programmes applicants may be admitted to study initially for an intermediate award (for example a Postgraduate Certificate or a Postgraduate

1 Throughout these academic regulations the term 'Dean of Faculty' is to be read as meaning the

Dean of Faculty or the person nominated by them to fulfil particular responsibilities or undertake particular duties. The term 'Academic Registrar' should be read likewise.

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Diploma) or be required to study and complete specified modules before admission to the full programme. Where such arrangements, opportunities, and conditions apply they are set out in the programme handbook.

General entrance requirements for taught postgraduate programmes

11 An applicant holding a degree of the University of Surrey or of any other recognised degree awarding body may be admitted to a taught postgraduate programme leading to a higher award of the University.

12 Applications will not normally be considered where the prospective taught postgraduate student does not hold (or have the prospect of gaining before registration) at least a Lower Second Class Honours undergraduate degree (II (ii)) or its equivalent from a recognised degree awarding body.

13 Other applicants for entry to a taught postgraduate programme may be admitted provided that the Dean of Faculty is satisfied of their fitness to pursue the programme by virtue of their professional or other relevant qualifications and/or experience.

English Language

14 The University's programmes of study are delivered and assessed through the English language other than when required for a particular programme. The University therefore requires that applicants who wish to be considered for entry to one of its programmes of studies and whose first language is not English, or who have not been educated wholly or mainly through the medium of English, should demonstrate that they have reached the level of academic competence in the English language that it considers appropriate. The minimum standard required for most programmes is shown below although there are exceptions (requiring a higher level of English) which will be detailed in the specific programme pages of the prospectus

International English Language Testing System (IELTS): band 6.5 overall, with a minimum of 6.0 in each of the subtests. The IELTS test must have been taken no earlier than two years before the date the Confirmation of Acceptance for Studies is issued;

Test of English as a Foreign Language (TOEFL): 92 in the Internet-based test, normally with 22 or higher in each subtest (23 in the speaking test) (or paper-based equivalent);

Cambridge Certificate in Advanced English (grade B);

Cambridge Certificate of Proficiency in English (grade C).

An applicant with IELTS at 0.5 below the required level for their proposed programme (e.g. 6.0) and not less than 1.0 below the level in any single component (e.g. 5.0) will meet the English requirements upon successful completion of the University’s pre-sessional programme, PS10, without the need to take another IELTS test

Consideration will also be given to students who have studied and been examined in the medium of English for the final two years of a university degree in certain countries.

15 The University regularly reviews the level of achievement it requires applicants for taught postgraduate programmes to achieve (or have achieved) in the above tests and qualifications and publishes this information on its web site, in its prospectuses, its Calendar and in programme handbooks. An applicant who does not meet the

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minimum standard through one of the above qualifications or an equivalent will be required to undertake English language instruction before admission.2

16 Students registered for a taught postgraduate whose qualifications and/or test results have met the University's requirements but whose proficiency in English is subsequently judged by their tutors to be hindering their academic progress will be required to attend a programme in English for academic study.

Admission to a taught programme with advanced standing and exemptions

17 A student who has previously studied satisfactorily with

• the University (including an Associated or partner institution of the University of Surrey)

• another recognised UK or European Higher Education Area degree awarding higher education institution

• an institution that has formal links with the University

may apply to join a University taught postgraduate programme and to have their previous academic performance taken into consideration for the purpose of exempting them from some of the study requirements of the programme for which they are applying.

18 Students applying to the University for entry to a taught postgraduate programme with advanced standing and/or exemptions are required to note that, other than when the University has concluded a formal agreement for the purpose of recognising and importing marks into students' transcripts, the grade assigned to any higher award linked to a taught postgraduate programme will be determined solely on the basis of the student's studies with the University.

Table 3. The minimum number of credits that must be taken at the University to achieve a higher award for a taught postgraduate programme

Higher award title Credits that must be studied with the University (including with an Associated or partner institution) in order to achieve a University of Surrey higher award for a taught postgraduate programme

Postgraduate Certificate* 30 out of 60 credits at M-Level

Postgraduate Diploma 60 out of 120 credits at M-Level

Master's** 90 out of 180 credits at M-Level

* Does not include the Postgraduate Certificate of Education.

** For Erasmus Mundus Master's programmes 120 out of 240 credits at M-Level must be studied at the University.

19 Students who have registered with the University for a taught postgraduate programme or an individual taught postgraduate module, and are subsequently found to have provided false information about their qualifications, or false personal

2 The University's Centre for Language Studies provides programmes in English for academic study

that are specially designed for overseas students who are planning to study in the UK.

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information, will have their registration terminated under the University's disciplinary procedures.

Registration Start time

20 The start time for taught postgraduate programmes is normally the beginning of the academic year.

Registration requirements

21 A student who has applied to follow a taught postgraduate programme leading to a higher award of the University must register and undertake to comply with the Charter, Statutes, Ordinances and Regulations of the University. This normally takes place at the start of the programme. For taught postgraduate programmes that extend over more than one academic year students are required to re-register at the beginning of each subsequent academic year.

Registration for intermediate higher awards

22 In some cases, taught postgraduate programmes are so arranged that students are first registered to study for an intermediate award (such as a Postgraduate Certificate or Postgraduate Diploma) and are subsequently offered the opportunity to transfer to a Master's level award after progressing some way through their studies. In other cases students are registered directly to study for the Master's award. Where the latter is the case, a student who has registered for the Master's award will be considered to have enrolled for the intermediate award of Postgraduate Certificate and a student who has registered for a Postgraduate Diploma will likewise be considered to have registered for a Postgraduate Certificate.

23 The University requires that students may not receive more than one award for the same programme of studies. Where a student who has registered for and received a Postgraduate Certificate or Postgraduate Diploma seeks to re-enrol to study for the Master's award linked to that taught postgraduate programme the University requires that the intermediate award is relinquished before the student is enrolled for the Master's award.

Registration for individual modules in a taught postgraduate programme

24 Individuals who wish to attend individual modules in a taught postgraduate programme but who do not wish to register for a higher award may apply to the Dean of Faculty to do so. Such applications will be considered on their merits and may be accepted where this is consistent with any the overriding needs of the programme and the requirements of the programme handbook. Successful applicants must register for the module(s), agree to abide by the University's Statutes, Ordinances and Regulations, and pay the relevant fee when requested. Credits may be awarded by the University for the successful completion of such modules.

Retrospective registration

25 A student may be permitted by the Dean of Faculty to register to follow a taught postgraduate programme retrospectively, if they have not completed more than one-third of the programme. Under this provision and, following the payment of all fees due to the University and the student's agreement to meet the conditions set out in paragraphs 20-24, registrations will be back-dated to the date of commencement for the taught postgraduate programme in question.

26 The name in which a student registers or re-registers for their programme will be the name that is recorded on any transcript or certificate issued by the University. Where

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a student changes their name in the course of their studies with the University they are required to inform the Dean of Faculty3 within a month of the change.

27 In the absence of confirmed extenuating circumstances, students who fail to register or re-register within two calendar weeks of the beginning of the academic session will not normally be considered to be a continuing student of the University.

28 As part of the University's commitment to encourage good academic practice and counter plagiarism students are required under the terms of these regulations, and as a condition of registration, to consent to the University's submission of instances of their work, in electronic format for analysis by a service such as the Joint Information Services Committee (JISC) Plagiarism Detection Service.

Tuition fees

29 Full-time and part-time taught postgraduate students who fail to pay their tuition fees in accordance with the University's stated policies will be subject to the University's established procedures for late payment of tuition fees.

Communications between students and the University

30 The University normally uses students' email accounts to communicate important information about registration, module registrations, assessment, degree ceremonies and other matters. Students studying with the University are required to activate and use their University email account within 48 hours of first registering. Once their University email account has been activated students should regularly check and use their account.

31 Students studying for the University's higher awards with its Associated Institutions are required to follow the relevant Institution's requirements for communication.

32 Students studying with the University are responsible for ensuring that it has their current postal address and contact telephone number(s) while their programme is in session and their postal address and their contact telephone number(s) for vacations where this is different. This information is initially gathered through registration and re-registration. Similar responsibilities apply between students studying for University awards with the University's Associated Institutions and their Institution.

33 Where the University has agreed to the request of a taught postgraduate student to suspend their registration for a period the student will retain their University email address which will be used by their programme director in the first instance and other University officers to contact them. See paragraphs 50-54.

34 Where a taught postgraduate student studying with the University fails to respond to official email enquiries from the University over a reasonable period (normally, four weeks) the Academic Registrar will send a postal enquiry to the student's last known address. If there is no response to this communication, again within a reasonable period, the University will normally consider the student's registration to have lapsed.

35 Access to University services and the University's email systems will be withdrawn for a taught postgraduate student whose registration has lapsed or has been terminated by the University.

3 Throughout these academic regulations the term 'Dean of Faculty' is to be read as meaning the

Dean of Faculty or the person nominated by them to fulfil particular responsibilities or undertake particular duties. The term 'Academic Registrar' is to be read similarly.

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Registration for modules

36 Full-time and part-time students following taught programmes are required to register or confirm their choice of modules at the beginning of the academic year or semester or the date specified in the relevant programme handbook.

37 Students who do not register or confirm an earlier provisional registration for a module within two calendar weeks of the beginning of the academic session (or semester) will not be considered to have registered for that module unless there are confirmed extenuating circumstances. Work submitted for assessment by a student on a taught postgraduate programme who is not registered for a module will not be assessed.

38 A taught postgraduate student following a full-time programme normally registers for modules with a credit value of up to 180 credits in any one twelve month period.

39 Taught postgraduate students who have failed modules may be permitted by a board of examiners to repeat their studies in order to be reassessed in the failed units of assessment (with or without attendance). Such students are required to register for the necessary modules at the beginning of the academic session or semester. If they have not registered or confirmed an earlier provisional registration for a module within two calendar weeks of the beginning of the academic session, or semester, they will not be considered to have registered for the modules and the associated assessments (or assessment elements) and any provisional registration will lapse (see paragraphs 0-126).

40 Taught postgraduate students who have been permitted to repeat studies are required to pay the relevant registration and other fees to the University within the normal period and arrangements (see paragraphs 29 and 125-126).

Changes to module registrations

41 Full-time and part-time taught students may not normally change their module registrations once the module has started and may only do so with the approval of the programme director and where timetabling permits. After the second week following the commencement of a module changes to module registrations will only be permitted where the student has confirmed extenuating circumstances.

42 Full-time and part-time taught postgraduate students who have registered for a credit-bearing module may not withdraw their registration from that module after the passage of four weeks, or after they have submitted work for assessment, whichever is the sooner.

Completion of modules

43 Students following taught postgraduate programmes who do not complete a module for which they have registered have failed that module.

44 A taught postgraduate student who has completed a module and has been awarded the academic credit for that module by passing the associated assessments (or reassessments), or through compensation by the board of examiners, is not allowed to repeat that module in order to improve their marks.

Transfer of programme registration

45 Taught postgraduate students who wish to transfer their registration to another taught postgraduate programme in the same or another Faculty are expected to have sought the advice of the directors of both the relevant taught postgraduate programmes before making an application to transfer. Applications should be directed to the director of their current programme. Applications must have the approval of both the relevant programme directors and the Deans of the Faculties.

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46 Students transferring their registrations from one University programme to another programme under the terms of paragraph 45 will be considered to have followed a continuing programme of studies and continue to accrue credits where there is sufficient commonality between the programmes for the student to effect a seamless transfer. In such a case marks for assessments already completed by the student will remain unchanged and be transferred to their record for the second programme.

Maximum periods for registration Table 4. Minimum and maximum periods for registration for taught postgraduate

programmes leading to higher awards

Minimum period of registration

Maximum period of registration

Award title/ Mode of study

Full-time Part-time Full-time Part-time

Postgraduate Certificate 3 months 6 months 24 months 36 months

Postgraduate Diploma 7 months 14 months 36 months 48 months

Master's Degree 11 months 22 months 48 months 60 months

47 In exceptional cases where there are extenuating circumstances the maximum period of registration indicated in Table 4, or in the relevant programme handbook for a given award, may be extended by the Dean of Faculty by not more than one year for an individual student.

48 Where a student has been permitted by the University to suspend their registration the maximum periods of registration set out in Table 4 will be extended by a period equivalent to the period of the suspension.

49 Where a student has not completed their studies within the maximum period indicated in Table 4, and has not been granted an extension by the Dean of Faculty, the student's registration will be terminated. In such a case the relevant board of examiners will offer a student who has accrued the necessary credits the intermediate exit award to which they are entitled if they are not otherwise in breach of University regulations.

Suspension of registration

50 A full-time or part-time taught postgraduate student who experiences circumstances that they wish the University to mitigate through the temporary suspension of their registration should discuss their situation with the programme director, who may advise the student make an application for the temporary suspension of their registration to the Dean of Faculty.

51 The period for which the University is prepared to allow suspension of registration for a full-time or part-time taught postgraduate student following a taught postgraduate programme will not normally be longer than one academic year.

52 Where a taught postgraduate student is unable to return to their studies at the end of a period of temporary suspension, and has not applied to the Dean of Faculty for an extension to that period, their registration will be terminated.

53 Where a taught postgraduate student's request for the suspension of their registration has been accepted by the Dean of Faculty, the University will maintain

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the student's access to its email systems to assist contacts between the student, their programme director and personal tutor, and the Academic Registrar.

54 Exceptionally, a decision to temporarily suspend the registration of a student on health grounds may be taken by the Dean of Faculty on the recommendation of a Student Welfare Panel convened in accordance with University Ordinance 45. Again, exceptionally, the University may suspend the registration of a student for a defined period where they are alleged to have acted in a manner that contravenes the University's disciplinary regulations under University Ordinance 44 or the University Disciplinary Procedures.

55 Suspension of registration will be kept under review by the programme director in consultation with the student and Academic Registrar. This will normally be through the University's email facilities and by post (see paragraphs 33 and 34). Where a student's registration has been suspended they are not eligible to participate in their programme (including assessments and reassessments) before resuming their registration or re-registering.

Withdrawal from registration and termination of studies Withdrawal from registration and intermediate awards

56 Taught postgraduate students who wish to withdraw from the University before they have completed their programme of studies are required to notify the Dean of Faculty of their intention by email and in writing.

57 Taught postgraduate students whose studies have been terminated by the University for academic reasons, may not reapply to the University to register for the same programme but may apply for another programme of studies as a new entrant.

58 Boards of examiners will offer taught postgraduate students who have withdrawn from a programme of studies, but who have accrued the necessary credits, the intermediate award to which they are entitled if they are not otherwise in breach of University regulations.

Termination of registration and intermediate awards

59 Where the registration of a taught postgraduate student has been terminated by the University, but they have accrued the necessary credits, the relevant board of examiners may offer the student the intermediate exit award to which they are entitled if they are not otherwise in breach of University regulations.

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University regulations for postgraduate taught modular programmes

The UK Framework for Higher Education Qualifications (FHEQ) and the Framework for Qualifications in the European Higher Education Area (FQ-EHEA) of the Bologna Process

60 The University's academic programmes, their organisation and the awards to which they lead will meet the expectations of the UK's FHEQ, and the Bologna Process of harmonisation across the European Higher Education Area (see Table 1, page xi).

Programmes of study

61 The modules that comprise each taught postgraduate programme are set out in the relevant programme handbook. This also stipulates which modules are core, optional, or compulsory, where relevant.

62 Taught postgraduate programmes that lead to higher awards of the University of Surrey have the following characteristics in terms of credits and levels

Table 5. Credits for completion of postgraduate taught modular programmes

Award title Number of credits*

LLM; MA; MBA; MEd; MMus; MRes; MSc

180 credits. Includes a minimum of 150 credits at M-Level (FHEQ Level 7) with remainder at HE level 3* (FHEQ level 6)

Postgraduate Diploma 120 credits. Includes a minimum of 90 credits at M-Level with remainder at HE level 3* (FHEQ level 6)

Postgraduate Certificate of Education

120 credits. Includes a minimum of 40 credits at M-Level (FHEQ Level 7).

Postgraduate Certificate

60 credits. Includes a minimum of 45 at M-Level with remainder at HE level 3* (FHEQ level 6)

Professional Graduate Certificate in Education

120 credits. Includes a minimum of 40 credits at HE Level 3* (FHEQ level 6)

* Where previously validated.

63 For the MA, MBA, LLM, MMus, and MSc the credit value for the dissertation is set out in the relevant programme handbook, within the range 30-90 M-Level credits.

Master of Research

64 For the MRes the taught postgraduate programme comprises

• a dissertation with a credit value within the range 90-150 M-Level credits

• one or more modules on research methods training with a total value of not less than 30 M-Level credits

• discipline-related modules with a credit value of not more than 30 M-Level credits.

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University of Surrey co-operation with other institutions

65 Where the University has concluded formal agreements that have been approved by Senate, taught postgraduate programmes leading to University higher awards may be followed partly at the University and partly at other universities or institutions.

Participation by students in the work of their programme and requirement to make progress

66 When students are admitted to a taught postgraduate programme by the University it is with the expectation that they will be able to benefit from the postgraduate education that it provides for them and will participate in the programme and progress through it successfully by completing and passing modules. Students registered for a taught postgraduate programme are required to participate fully in its work and complete the assessments specified in the programme handbook. For taught postgraduate students who are learning at a distance, participation involves availing themselves of the virtual and other learning opportunities provided for them by the University and completing the required assessments.

67 Where a taught postgraduate student does not participate in the learning opportunities available to them or declines to do so, and/or does not submit the required assessments, the University – through the Dean of Faculty – will enquire into their participation including, where relevant, their attendance. Where extenuating circumstances are confirmed the student's registration continues and their performance is dealt with by their programme director and through the relevant board of examiners. The University's approach to extenuating circumstances is addressed in paragraphs 136-139.

Failure to make progress: termination of registration

68 Where a student proves unable to make progress with their studies, through failing assessments and/or ceasing to participate in their programme it is not normally in their interest or that of the programme that they should continue. In such circumstances (and following the offer of academic advice) if there are no confirmed extenuating circumstances the Dean of Faculty writes to the student stating that unless there is an improvement in their performance within four weeks their registration will be terminated for lack of academic progress.

69 Where, after a written warning and the passage of four weeks, there has been no improvement the Dean of Faculty informs the student that their registration is to be terminated for lack of academic progress. The student may challenge the decision to terminate their registration through the University's appeals processes. If the student's appeal is not upheld their registration is terminated within ten working days of their notification of the outcome of the appeal.

70 Where a student's registration is terminated for failure to make progress with their studies, and the student has accrued sufficient credits and/or marks to achieve an intermediate exit award, the relevant board of examiners will recommend the intermediate award to which they are entitled (see paragraph 59).

71 A student may be excluded from the University for other than academic reasons in accordance with the provisions of Statute 5 (5) (B).

Assessment

72 To qualify for a University of Surrey higher award a student following a taught postgraduate programme must pass the prescribed assessments and meet any other requirements specified in the programme handbook.

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Legibility of written work

73 The University requires that coursework assessments and examination scripts be legible: internal and external examiners are not required to mark illegible written assessments. Where an internal assessor judges an examination script or other written assessment to be illegible, there are no extenuating circumstances, and their judgement is supported by a second internal assessor and the external examiner, the board of examiners may require the student to have the written assessment transcribed under secure conditions at the student's own expense.

Module pass mark

74 For taught postgraduate programme modules at M-Level the pass mark is 50 per cent. For HE Level 3 modules included in a taught postgraduate programme the pass mark is 40 per cent.

Arrangements for receiving required coursework

75 The University requires each Faculty to ensure that there are robust and transparent arrangements in place for collecting student work and recording the date of submission. For each taught postgraduate programme, statements of these arrangements and where coursework is required to be submitted are to be found in the programme handbook.

Submission of required coursework (including the dissertation)

76 Students following taught postgraduate programmes are required to submit required coursework units of assessment (including the dissertation) on time and in accordance with the arrangements published in the handbook for the relevant programme. Arrangements for the submission of dissertations are described in paragraph 85. Compensation is not available for a module where a unit of assessment has not been submitted and where there are no confirmed extenuating circumstances.

77 Where a student has not submitted a coursework unit of assessment by the deadline specified (which shall either be a Monday at 4pm or Tuesday at 4pm), and there are no confirmed mitigating circumstances, the mark given by tutors for that unit of assessment will be reduced by 10 percentage points for work submitted for each 24 hour period after the deadline, up to and including the third day after the submission (30 percentage points). Penalties are applied after the assessed work is marked and marks are deducted until zero is reached. The mark recorded for assessed work submitted after 4pm on the third day after the deadline (72 hours), or not submitted at all, is zero and will not be marked. E.g

78 Where the student's marks for the remaining units of assessment for the module are sufficient to enable them to pass the module overall the mark that is recorded for the module includes the penalised mark in the relevant unit of assessment. If the student fails the module they are reassessed in the unit(s) of assessment they have failed. Where the student passes the reassessment the mark that is recorded for the unit of assessment (and is used in calculating the student's overall mark for the module) is the pass mark.

Deadline Monday 4pm Deadline Tuesday 4pm Monday 4.01pm 10% Tuesday 4.01pm 10% Tuesday 4.01pm 20% Weds 4.01pm 20% Weds 4.01pm 30% Thursday 4.01pm 30% Thursday 4.01pm zero Friday 4.01pm zero

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Failure to attend for assessment/examination

79 Where a student fails to attend a required examination, or attends a required examination but, in the judgement of the board of examiners, has not made a reasonable attempt to address the examination questions, and there are no confirmed extenuating circumstances, the student has failed that unit of assessment, compensation is not available for the module, and they must submit for reassessment (see paragraph 117).

Exchange students: credits and marks

80 The University encourages its students to participate in educational exchange arrangements it has established with other Universities and in other recognised international study arrangements (with its approval) such as ERASMUS Mundus.

Credits and marks

81 Students undertaking approved educational exchanges are required to pass any required assessments taken on the exchange; normally, however, only the marks they achieve at the University of Surrey count towards their award unless the programme handbook advises otherwise.

82 Credits and marks accrued by an exchange student while studying with another higher education institution are reported to the University by that institution and are appended to the student's transcript.

Dissertation Requirement to achieve specified marks in order to proceed to the dissertation

83 Programme handbooks for taught postgraduate programmes may specify the progress that a student must have made and the marks to be accrued in order to be permitted to undertake the dissertation module in the programme.

84 Where, exceptionally, a student has not accrued sufficient credits to proceed to the dissertation but the student has prepared a dissertation they may submit it for assessment. In such a case, at the discretion of the board of examiners advised by the programme director, the marks achieved may be counted towards an intermediate award.

Submission of dissertations: time limits

85 Subject to its duty of fairness to full-time taught postgraduate students, the University will not grant extensions to the deadline for the submission of dissertations that would cause the student to complete their programme more than 13 months after the date they registered. Allowing for marking, moderation and assessment board processes, extensions will not normally be granted that would cause a dissertation to be submitted more than 12.5 months after the date on which the student registered.

86 For part-time taught postgraduate students following a structured programme over two years and undertaking dissertations, the University will not normally grant extensions to the submission deadline for the dissertation that would cause the student to complete their programme more than 23.5 months after the date of registration.

Nature of dissertations or equivalent work

87 It is a requirement of the University that taught postgraduate programmes include a dissertation and/or major project module. Taught postgraduate programmes which do not include such provision are required to seek permission to do so from the Senate.

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Programme handbooks for taught postgraduate programmes therefore normally require that a Master's degree student presents, as part of their assessments, a dissertation on a subject relevant to the programme. In other cases, handbooks for taught postgraduate programmes may require the student to undertake a major project that is equivalent to a dissertation in its demands.

88 For taught postgraduate students undertaking a dissertation the way in which the subject matter and title of the dissertation (or equivalent project) are determined and approved is specified in the programme handbook.

89 Where a taught postgraduate student is required to undertake an equivalent project, rather than a dissertation the student is required to follow the regulations for undertaking and completing a dissertation as nearly as possible, having regard to the nature of the project and with the advice of their tutors and/or the programme director.

Reference to the work of others

90 In their dissertations taught postgraduate students are required to use explicit references and citations where they have drawn on the work of others or their own work and that is not part of the dissertation or other material that is submitted.

91 The University requires that work submitted by the student for- or towards- another academic award (whether of the University or another body) does not comprise part of the submission for the University degree of Master.

92 The University's requirements with respect to the avoidance of academic misconduct and, in particular plagiarism, and its procedures for dealing with academic misconduct can be found in paragraphs 28 and 140.

Joint or group project

93 When two or more students have conducted a joint or group project each student normally submits a separate dissertation in accordance with the requirements of the relevant programme handbook. Each student who has participated in a joint or group project is required to provide an introductory note to their dissertation that specifies the contributions made by each person. In the case of a jointly produced dissertation the introductory note must also clearly identify what contributions were made by each contributor to the dissertation. In each case, a copy of the introductory note(s) must be countersigned by each participant co-worker and attached to the dissertation submission.

Format of dissertations

94 It is a University requirement that dissertations be produced on A4-size paper and that all pages be numbered serially. Dissertations should be securely bound together in a manner specified in the programme handbook. Wherever possible, subsidiary papers and other material should be firmly secured to the body of the dissertation but, if appropriate, such material may be submitted separately for consideration by the examiners, with each item clearly identified with the student's full name, the year of submission, the Degree for which they are registered, and the dissertation's approved title.

95 Each dissertation is submitted with a title page that bears

the dissertation's approved title (see paragraph 87)

the student's full name

the Degree for which the student is registered

the year in which the dissertation is presented

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a statement in a form approved by the University that the dissertation is the work of the author and that the work of others is indicated by explicit references

a statement in a form approved by the University that asserts the student's right to be identified as the author of the work and the copyright owner.

For each dissertation a 300 word summary of the dissertation in English (see below) must follow the title page.

Language of the dissertation

96 The dissertation is written in English, other than when the nature of the subject requires that it be submitted in another language and prior approval has been given, in accordance with the programme handbook. As noted above, the summary must always be written in English.

Number of copies required for assessment

97 The University requires the postgraduate taught student to submit two copies of their dissertation to their Faculty for assessment, together with an electronic copy in an approved format, as stated in the programme handbook, to facilitate submission to the University's plagiarism detection service (see paragraph 28). Arrangements for receiving and registering the submission of dissertations are set out in the relevant programme handbook. Students are advised to keep paper and electronic copies of their dissertation for their personal use.

98 No alterations or additions may be made to a dissertation after it has been submitted other than with the agreement of the examiners in accordance with paragraph 100.

Examination of dissertations

99 The marking scale for dissertations is 0-100 and is used by those examining it to report to the board of examiners whether the dissertation has passed and, if so, how well it has passed. Examiners are required to make their recommendations as follows

• the dissertation is of pass standard

• that the dissertation is of pass standard, subject to specified, minor corrections being made to the copies of the dissertation

• that the dissertation is failed, but that the student is permitted to submit a revised dissertation by a specified date within 6 months.

Specified minor corrections and binding

100 Where the examiners, exercising their academic judgement, consider that the dissertation is of a pass standard but that specific minor corrections are required, they inform the taught postgraduate student of the nature of the corrections in the form of a written list.

101 Where they are required by the examiners, specified minor corrections must be completed within 40 days of the student being informed of the result of the examination unless there are confirmed extenuating circumstances, in which case the Dean of Faculty may allow a longer time. If the dissertation is to be permanently bound this takes place after the specified corrections have been made and with the inclusion in the bound dissertation of a statement, signed by one or more of the examiners, certifying that any corrections have been completed satisfactorily and included in the bound dissertation.

102 The Dean of Faculty may invite those students who have produced a dissertation that has been awarded a distinction to have their dissertation permanently hard bound so

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that it can be placed in the Library. If the student accepts this invitation it is on the understanding that they bear the cost of binding to the University's specifications.

Failure of dissertation and submission of revised dissertation

103 Where, in the academic judgement of the examiners, a dissertation has failed to meet the required pass standard the reasons for their finding are communicated to the student. Where the deficiencies are minor those to be remedied are set out and the corrections that are required (see paragraph 99).

104 A student may submit a revised dissertation once only. If the dissertation is not submitted within six months the University will normally consider the student's registration to have lapsed. Where there are confirmed extenuating circumstances, however, SPACE may grant an extension of the time permitted. The procedure for submitting a revised dissertation is set out in the programme handbook and is the same as for the original submission.

105 A revised dissertation is normally be examined by the same examiners as the previously failed dissertation. The Dean of Faculty may, however, appoint other examiners. The recommendations that may be made by examiners are that the dissertation passes or that it be failed. Examiners may not recommend a second re-submission.

106 Compensation is not available for the dissertation. If the revised dissertation is failed but the student has accrued the necessary credits elsewhere in the programme the board of examiners may recommend the relevant intermediate award.

Copyright and access to dissertation

107 Dissemination of knowledge is one of the objects of the University. Copies of dissertations with a mark of 70 per cent or higher may be placed in the University Library as stated in paragraph 102 and will be available for consultation or loan as indicated in paragraph 108.

108 As noted in paragraph 95, students are advised to mark their dissertations as copyright. It is, however, a condition of the University's acceptance of a dissertation that the University Librarian is granted the authority to reproduce the dissertation by photocopy or otherwise, and to lend copies to those institutions or persons who, in the Librarian's opinion, require them for academic purposes.

Commercial or other confidentiality of the contents of dissertations

109 If a student's sponsoring organisation or a collaborating body considers that the dissertation contains matter of a confidential nature, the student may request the University Librarian, through the programme director, to restrict access to their dissertation for a period not exceeding five years. Requests must be in writing, stating the grounds on which the restriction is sought and the requested duration of the restriction. If the Librarian agrees to this request, access to the dissertation may be allowed during this period only with the permission of the author, or those specified by them. If it is desired to extend the restriction beyond the agreed period, or restrict access on other grounds, further application must be made in writing to the Librarian stating the grounds for the request.

110 Where the author, their sponsoring organisation, or a collaborating body wishes to seek a patent based on material in the dissertation, the author may request the University Librarian, in writing, to restrict all access to the dissertation for a period not exceeding one year. Requests for such restrictions must be in writing, stating the grounds on which they are sought and the requested duration of the restriction. If it is desired to extend the restriction beyond the agreed periods, or restrict access on

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other grounds, further application must be made in writing to the University Librarian stating the grounds for the request.

Intellectual property rights

111 While the copyright of the dissertation belongs to its author or authors, the student is required to assign to the University or its nominee any intellectual property rights (whether patentable or otherwise) that the student is considered to have acquired resulting directly or indirectly from study at the University in return for a fair proportion of any net receipts in accordance with the terms of the University’s Intellectual Property Code. A student may, however, be subject to a specific agreement with the student’s sponsor concerning the assignment of intellectual property rights to the sponsor.

Failure and reassessment Pass mark

112 Where a taught postgraduate student fails units of assessment in a module but their overall mark for the module is 50 per cent or higher, the student has passed the module unless they are required to pass the failed units of assessment in order to complete their programme successfully.

113 Where a taught postgraduate student, following a programme over a full time equivalent academic year and with 180 credits has failed modules with a value up to and including 45 credits and, following reassessment and/or compensation (within the limits permitted by these regulations), passes the module(s), they may progress to complete their programme. In these circumstances the marks recorded for each reassessed unit of assessment that has been passed, and for calculating the overall mark for the module, is the pass mark.

114 Where a taught postgraduate student has failed modules with a value of more than 45 credits the board of examiners requires that they retake the units of assessment they have failed (with or without attendance) in order to pass any failed modules and progress to complete their programme. Where the student retakes the units of assessment and does not pass them, the University terminates the student's registration. In such a case the board of examiners will offer a student who has accrued the necessary credits the intermediate award to which they are entitled (if they are not otherwise in breach of University regulations). Likewise, where the student does not wish to retake the failed units of assessment, and wishes to withdraw from their programme, the board of examiners will offer them the intermediate award to which they are entitled (if they are not otherwise in breach of University regulations).

115 Where a taught postgraduate programme has a duration other than an academic year, or a credit value for the academic year other than 180 credits, the programme handbook sets out the eligibility for reassessment and/or compensation of the students. In all such cases the marks recorded for each reassessed unit of assessment that has been passed, and for calculating the overall mark for a module, is the pass mark.

Failure of core modules

116 As noted in paragraph 7, where a taught postgraduate programme handbook designates a module as a core module that module must be passed in order for the student to complete the programme successfully.

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Reassessment

117 A taught postgraduate student who has failed a module is required to submit for reassessment at the next opportunity or as recommended by the board of examiners, advised by the programme director (see paragraphs 122-124). This will normally be towards the end of the current academic year. Reassessment is in the failed units of assessment in the failed module(s). Exceptionally, the Dean of Faculty may permit a taught postgraduate student who has failed a module to continue with their studies, pending reassessment.

Status of marks achieved through reassessment

118 In the absence of extenuating circumstances, taught postgraduate students may be reassessed on one occasion only in a unit of assessment. In all cases, where a student is reassessed the mark recorded is the better of the two marks achieved by the student (assessment and reassessment) calculated as described in paragraphs 113-115.

119 Where, following reassessment, the student passes the unit(s) of assessment the marks recorded and used for calculating the overall mark for the module, is the appropriate pass mark (50 for modules at M-Level; 40 for modules at HE Level 3). The University's arrangements for compensating poor performance by a student in a limited number of modules are described in paragraphs 127-127. Where a student has passed a module after reassessment or compensation that is recorded in their transcript.

120 As noted in paragraph 43, a taught postgraduate student who has completed a module and has been awarded the academic credit for that module by passing the associated assessments (or reassessments), or through compensation by the board of examiners, is not permitted to repeat that module in order to improve their marks.

121 Where a student has completed their taught postgraduate programme and accepted their award they may not subsequently rescind their acceptance of the award in order to request reassessment.

Timing of reassessments for taught postgraduate programmes

122 Reassessments for failed units of assessment are normally undertaken at the end of the academic year. Exceptionally, reassessments may be undertaken at another time specified by the Dean of Faculty, advised by the programme director. For students with exceptional circumstances, and with the approval of the Dean, this may be up to two years after the first assessment (see below).

Nature of reassessment

123 Taught postgraduate students submitting for reassessment are normally reassessed in the failed units of assessment in the module. Exceptionally, for a single module only, a board of examiners, advised by the programme director, and with the consent of the student, may recommend that the student be reassessed in another module. In such a case the student is required to take all the units of assessment associated with the second module and will not be permitted to be further reassessed in case of failure. Where the student passes the reassessments, the marks are recorded as pass marks and are used in the calculation of the student's results for the module. Where the student fails but is eligible for compensation, compensation may be applied.

124 Alternative assessment instruments are not used in reassessments other than where they have been specifically approved at the validation of the relevant module(s) or through a subsequent programme amendment formally agreed by a board of studies.

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Repetition of modules in order to be reassessed

125 Where a student has been permitted to register (with or without attendance) to retake units of assessment that have previously been failed, and passes the units of assessment, the mark that will be recorded and contributes to the overall mark for the module is the pass mark. As noted in paragraph 40, students who have been permitted to repeat studies in order to be reassessed are required to pay the relevant registration and other fees to the University within the normal period and arrangements.

126 Students registered and attending to retake units of assessment in modules that have previously been failed and who subsequently fail one or more such modules may not progress and may not be reassessed further.

Compensation Procedure for compensation

127 Compensation is only available following reassessment. Compensation is not available for failure following reassessment in a core module.

128 Where, after reassessment, a student following a taught postgraduate programme has failed module(s) with a value of 15 credits or fewer and

• the weighted level aggregate of all the student's module marks (including the failed module(s)) is 55 per cent or higher

• the lowest overall mark achieved in a failed module is 40 per cent or more (30 percent in a failed Level 3 module)

the student is eligible for compensation.

129 Where, following reassessment, a student is eligible for compensation and it is applied, the mark recorded (and that is used in calculating the module mark overall) is the mark achieved in the reassessment. Where a student has passed a module through the application of compensation their transcript shows that they have passed following reassessment and the application of compensation. A student can not choose to reject compensation.

Deferred assessments

130 Where a student has taken a deferred assessment in one module and failed that module the University will, exceptionally, and for deferred assessments only, allow compensation to be applied where eligible.

131 When the student passes the deferred units of assessment and therefore the relevant module(s) they may progress. In this case the mark recorded is the mark the student has achieved. When deferred units of assessment in one or more modules are failed and the student is not eligible for compensation, they must submit for reassessment in those units of assessment at the next opportunity. In such a case the student may follow the University's procedure for reassessment without attendance. Access to email, Library and VLE facilities for such students is available subject to the payment of the appropriate fee which is refunded when the student passes their reassessment.

Fitness to practise

132 The procedures that are followed by the University for matters to do with fitness to practise are set out in its General Regulations Governing Fitness to Practise.

133 Students registered for a taught postgraduate programme of study that includes one or more period(s) of clinical and/or professional experience may be required at all

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times, and as a condition of continued registration for that programme, to act or behave in a manner

• that conforms to the relevant professional code of practice (where relevant)

• is consistent with the standards of behaviour required by the profession or the employer

• does not jeopardise or put at risk the welfare or wellbeing of others (for example, patients; pupils; clients; members of the public; fellow students; fellow employees; members of academic or professional/clinical staff) or themselves.

134 Where the University becomes aware of, or is made aware that a student has departed from the requirements set out in paragraph 132 and 133, it reserves the right to exclude or withdraw a student from a clinical or professional placement without notice, stating whether the grounds are for unprofessional behaviour, professional misconduct, or arise from the belief of the University or agents acting on its behalf, that the student’s behaviour has the potential to cause harm to others or herself/himself.

135 Where a student is withdrawn or suspended from a clinical or professional placement by the University it will investigate the circumstances and ensure that the student is aware of their rights to appeal against the withdrawal or suspension and the procedures to be followed to lodge an appeal.

Extenuating circumstances and additional learning support for taught postgraduate students

Extenuating circumstances

136 The University’s arrangements for defining and dealing with extenuating circumstances are set out in its Regulations for Extenuating Circumstances. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Learning Support Adjustment (LSA, formerly VISA)

137 Where a taught postgraduate student faces chronic, foreseeable or recurring circumstances or physical or other impairments that have the potential to hinder their academic progress they may inform the University through the programme director or a member of the University's Additional Learning Support service (ALS) that they wish to request advice and support with their particular learning support arrangements.

138 Under the LSA procedure ALS works with the student, their tutors and other professionals (as required), to assess the learning support needs of students with physical and other impairments. Following this assessment ALS will provide the student, where appropriate, with a written summary of the adjustments to the student's learning, teaching and assessment arrangements that ALS, in consultation with the programme director, has assessed as reasonable and a note will be added to the student's records held centrally by the University. Adjustments suggested in an LSA statement are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

139 Where a taught postgraduate student has secured an LSA statement ALS will ensure that their programme director is formally notified of its contents so that the latter can notify the relevant departmental, Faculty and University officers of the adjustments

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suggested in the LSA statement and periodically check their continuing suitability for the student.

Academic misconduct

140 The University's arrangements for defining and dealing with academic misconduct are set out in its Regulations for Academic Integrity. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Exclusion on non-academic grounds

141 A taught postgraduate student may be excluded from the University and their registration terminated for the reasons stated in Statutes 5 (5) (B) (engaging in conduct that is harmful to the University).

142 Where a taught postgraduate student who is excluded from the University for non-academic reasons has accrued sufficient academic credits to be eligible for an intermediate award the relevant board of examiners will recommend that the student take the relevant award.

Academic awards for students following postgraduate taught modular programmes of the University of Surrey

143 The University may only make the higher awards for taught postgraduate modular programmes that are listed in Table 2 (page 1)

• following the successful completion of the taught postgraduate programme associated with that award

• to a student who has been registered for and who has satisfactorily followed the prescribed programme linked to that award and

• who has been awarded the required credits, as specified in Table 3 (page 4) and Table 5 (page 10).

Requirements for awards Postgraduate Certificate

144 Subject to the terms of paragraphs 61-64 and Table 5 and any specific requirements set out in the programme handbook, a Postgraduate Certificate may be awarded to a student who has gained at least 60 credits and has achieved an average mark of not less than 50 per cent.

Postgraduate Diploma

145 Subject to the terms of paragraphs 61-64 and Table 5 and any specific requirements set out in the programme handbook, a Postgraduate Diploma may be awarded to a student who has gained at least 120 credits and has achieved an average mark of not less than 50 per cent.

146 Exceptionally, when a student has been awarded credits in excess of 120, the overall aggregate mark is calculated by reference to those modules which have attracted the highest marks and constitute 120 credits, except where the programme handbook requires that the marks for certain specific modules must be included in the calculation.

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Degree of Master

147 Subject to the terms of paragraphs 61-64 and Table 5, and any specific requirements set out in the programme handbook, the Degree of Master may be awarded to a student who has gained at least 180 credits and has achieved an average mark of not less than 50 per cent, including the dissertation module.

Certificate and date of the award

148 Higher awards are made by the Senate. The date of the award is the date on which SPACE or another body nominated by Senate approves the award on its behalf.

Students in debt to the University

149 Academic awards of taught postgraduate students who are in debt to the University or who have not returned articles of University property to it when requested to do so, will be withheld until the student has paid all their debts to the University and returned any items of its property that it has requested.

Grading of higher awards Distinction and Merit grades for higher awards

150 The Degree of Master and the Postgraduate Diploma will be awarded in accordance with the following mark thresholds:

• award with Distinction 70 per cent and over

• award with Merit 60-69 per cent

• award 50-59 per cent

151 The University's method for grading higher awards is to take the overall eligible marks, weight them in accordance with the credit value of each module including the dissertation, aggregate them and use the arithmetic mean of the weighted aggregate marks to determine the grade the student has achieved.

152 Aggregate award marks are determined with reference to the student's overall mark record, including the dissertation, weighted (if that is appropriate) in accordance with the credit value of each module and the requirements of the programme handbook, subject to the provisions of paragraph 146. The arithmetic mean of the weighted aggregate award mark for each student is rounded to the nearest whole number, and recorded as an integer on students’ transcripts.

153 When calculating a taught postgraduate student's aggregate mark for a module and for their award grade the University requires that the result of the calculation is as a whole integer. In calculations, aggregate marks of 0.01-0.49 are rounded down; marks of 0.5-0.99 are rounded up. The award grade directly reflects the weighted aggregate mark.

Approval and dissemination of results

154 For 2010-11, boards of examiners make provisional recommendations for students' assessments and awards to Senate Progression and Conferment Executive (SPACE) which normally confirms the recommendations on behalf of Senate.

155 The University expects that boards of examiners for taught postgraduate programmers will make their provisional recommendations available to students, stating that these are provisional recommendations and that students should not act or rely on them until they have been confirmed by SPACE.

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156 The confirmed results of assessments and awards are published and distributed to students by the Dean of Faculty. Where a student's registration is suspended or terminated, following an examination board, the Academic Registrar is responsible for notifying them of the courses of action open to them, including the University's appeals procedures.

Certification of Awards

157 Awards for taught postgraduate modular programmes are confirmed by SPACE on behalf of Senate and may be conferred at a Degree Congregation ceremony held for the purpose.

158 Each student is given or sent a formal certificate appropriate to their award. Students collecting their award certificates in person should be prepared to provide a form of photographic identification, such as a passport.

159 Certificates not collected in person by the student are sent through the ordinary post to the graduate's address as listed in the University's records.

Student seeking to decline award in order to re-register in order to seek to achieve an improved award

160 Where a student who has achieved their award requests the University to rescind it, so that they may apply to re-register in order to improve their classification or grade, the University will not rescind the award in the absence of extenuating circumstances.

Publication of Results

161 The names of those who have been awarded Postgraduate Certificates, Postgraduate Diplomas, and Master's Degrees and the grades associated with them, are published by the Registrar in the University Gazette and may be published elsewhere.

Transcripts

162 The University provides each of its taught postgraduate students with an official transcript of their achievements on completing their studies. There is no charge for this service. The University's Associated Institutions similarly provide transcripts for their students who have been studying for the University's awards.

163 The transcript records each module for which the student was registered, together with the level of the module, the credits awarded, and the marks awarded. The transcript also records, where appropriate, any professional training and other work-based learning completed among other matters.

Aftercare: replacement certificates and transcripts

164 If a former student requires a replacement certificate they must apply to the Academic Registrar stating the name under which their award was made; the title of the programme they followed; the dates between which they attended the University; and the month and year of their graduation. Replacement certificates can be issued only on receipt of a written request from the holder of the award, together with evidence of the identity of the holder of the award and on payment of the appropriate fee.

165 If a former student requires a replacement transcript they should apply to the Academic Registrar stating the name under which they were known to the University; the title of the programme they followed; the dates between which they attended the University; and either the month and year of their graduation or the date when they ceased to be registered. Replacement transcripts can be issued only on receipt of a

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written request from the holder of the award, together with evidence of the identity of the holder of the award and on payment of the appropriate fee.

Appeals

166 The grounds for and procedures for appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

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Regulations

Section C

Regulations for the Degrees of Master of Philosophy (MPhil), Doctor of Philosophy (PhD) and Doctor of Medicine (MD) by Research and Thesis

2

Regulations for the Degrees of Doctor of Philosophy (PhD) to Members of the Staff of the University and Associated Institutions on the Basis of Published Works

17

Regulations for Practitioner Doctorate Degrees

20

Regulations for the Award of the Degrees of Doctor of Letters (DLitt) and Doctor of Science (DSc)

34

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Regulations for the Degrees of Master of Philosophy (MPhil), Doctor of Philosophy (PhD) and Doctor of Medicine (MD) by Research and Thesis

These Regulations should be read in conjunction with the University’s Code of Practice for Research Degrees

Admission 1.1(i)

(ii)

(iii)

An applicant holding a Degree of the University of Surrey, or a Degree of any other University approved for this purpose, or a Degree awarded by the Council for National Academic Awards, may be admitted to a course of study and research leading to the Degree of Doctor of Philosophy with probationary status (with registration subject to confirmation in accordance with Regulation 3.7). The minimum requirement for registration for the degree of Doctor of Philosophy with probationary status will normally be that of an Honours Degree (Second Class, First Division) from a UK university or other qualification deemed by the Senate to be equivalent. An applicant who is not a graduate may be admitted provided that the applicant holds professional or other qualifications deemed appropriate.

An applicant holding a Degree of the University of Surrey, or a Degree of any other University approved for this purpose, or a Degree awarded by the Council for National Academic Awards may be admitted solely to the Master of Philosophy. Should the student subsequently wish to transfer their registration to the Doctor of Philosophy then they would need to apply to register and undertake the confirmation process in accordance with Regulation 3.7.

An applicant who is registered with the General Medical Council (UK) may be admitted to a programme of study and research leading to the Degree of Doctor of Medicine.

1.2 An applicant may not be admitted to a programme of study and research leading to the Degree of Master of Philosophy, Doctor of Philosophy or Doctor of Medicine unless the applicant has first been accepted by the Dean of the Faculty in which the applicant proposes to study. The admission of an applicant may be subject to conditions specified by the Dean of Faculty.

1.3 An applicant will be required to satisfy the Dean of Faculty of his/her ability to understand and communicate in both written and spoken English that is adequate for the purpose of pursuing the programme. This is normally a minimum score of 6.5 in the International English Language Testing System (IELTS) or equivalent. Either before or after the start of the programme the Dean of Faculty may require a student to attend a programme of instruction in English.

Registration 1.4 A student for the Degree of Master of Philosophy, Doctor of Philosophy or Doctor of Medicine must register at the start of the programme of study and research and shall undertake to comply with the Charter, Statutes, Ordinances and Regulations of the University. Registration shall normally be effective from 1 October, 1 January,

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1 April or 1 July in any year according to the quarter in which the programme of study and research is started. A student must re-enrol by the beginning of the Autumn semester for each year the programme of study is pursued. The registration of a student who fails to re-enrol by the end of the Autumn semester may be deemed to have lapsed. No student is entitled to register or re-enrol unless the prescribed annual fees for the year have been paid.1

Mode of Study 2.1 A programme of study and research may be pursued:

(i) on a full-time or part-time basis at the University;

(ii) on a full-time or part-time basis in collaboration with industry, a research establishment or other institution having suitable facilities for carrying out research.

2.2

2.3

A programme of study and research for the degree of PhD must include all of the following:

(i) Original research leading to a contribution to new knowledge

(ii) Sufficient study in discipline-specific matters as to permit a graduate to contribute at the forefront of the relevant profession or research.

(iii) Training in elements that allow the student to develop transferable and generic skills

At the completion of the programme of study or research a candidate for the degree shall evidence their acquisition of these skills by means of:

i) Presentation of a thesis or portfolio that:

(a) for the Degree of Master of Philosophy should embody the results of a well designed research programme or consist of an ordered and critical exposition of existing knowledge in a well-defined field;

(b) for the Degree of Doctor of Philosophy or Doctor of Medicine should form a distinct contribution to the current knowledge of the subject. The thesis should also show evidence of a systematic study of the subject, originality shown by the exercise of independent critical power, and should be worthy of publication in complete or abridged form.

(ii) Successful defence of thesis or portfolio at the viva voce examination. The purpose of such an examination shall be to:

(a) establish that the work presented arises from the candidate’s own efforts;

(b) establish that the candidate has an awareness of their broader subject discipline beyond the confines of the thesis – their knowledge being typical of a competent researcher in the discipline;

1 Detailed rules concerning payment of fees are given on page C 5.

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2.4

(c) establish that the candidate is capable of exercising independent critical analysis of data presented.

For the degree of Doctor of Philosophy and Doctor of Medicine, the examination shall in addition seek to establish that:

(a) the candidate has developed the ability to formulate investigations into appropriate questions for study

(b) the candidate is capable of designing a programme of systematic study appropriate to address questions identified as in (a) above.

Study on a Collaborative Basis

2.5 A programme of study and research carried out on a collaborative basis shall be subject to an agreement between the University and the collaborating organisation:

(i) that the research is part of the work the student is carrying out at the organisation and that the student will normally be permitted to conduct the research for a substantial part of the student's time for at least the minimum period of registration for the Degree as specified in Regulation 2.7;

(ii) that the student will be released from other duties for visits to the University as necessary and also for a period at the end of the research in order to prepare a thesis.

The Dean of Faculty may specify the exact terms of the agreement in any individual case. The University reserves the right to cancel the registration of a student if the collaborating organisation concerned is unable to carry out the agreement.

2.6 A student may pursue the programme of study and research outside the United Kingdom if permitted to do so by the Dean of Faculty.

Minimum Period of Study for MPhil/PhD

2.7 The minimum period of full-time study and research shall be twenty-one months for a student registered for the Degree of Master of Philosophy and thirty-three months for the Degree of Doctor of Philosophy (see also Regulation 4.5). The latter period may be reduced by the Research Degrees Committee to twenty-four months, on the recommendation of the Dean of Faculty for students who have had their registration for the Degree of Doctor of Philosophy confirmed under the provision of Regulation 3.7 (see Code of Practice section 15.4 for Early Submission procedures)

The minimum period of part-time study and research shall be thirty-three months for students for the Degree of Master of Philosophy and forty-five months for students for the Degree of Doctor of Philosophy (see also Regulation 4.5). The latter period may be reduced by the Research Degrees Committee to thirty-six months, on the recommendation of the Dean of Faculty if the student has their registration for the Degree of Doctor of Philosophy confirmed under the provision of Regulation 3.7 (see Code of Practice section 15.4 for Early Submission procedures)

Maximum Period of Study for MPhil/PhD

2.8 The maximum period of study and research for a student who has pursued, on a full-time basis, at least the minimum period in accordance with Regulation 2.7, shall be thirty-six months for the

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Degree of Master of Philosophy and forty-eight months for the Degree of Doctor of Philosophy. The maximum period for a part-time student shall be seventy-two months for the Degree of Master of Philosophy and ninety-six months for the Degree of Doctor of Philosophy.

Period of Study for the Doctor of Medicine

2.9 The minimum period of study and research for the Degree of Doctor of Medicine shall be twenty-four months. The maximum period shall be sixty months.

Extension of Time

2.10 A student may apply for an extension of the maximum period of study and research by writing to the Academic Registry having first obtained the approval of the principal supervisor and Dean of Faculty (or authorised signatory). Such an application shall be considered by the Research Degrees Committee after seeking the opinion of the student's supervisor(s) and Dean of Faculty if necessary. The Research Degrees Committee may extend the maximum period of study and research by not more than twelve months at any one time. The registration of a student for whom the maximum period of registration has ended, and for whom no further extension has been granted, shall be deemed to have lapsed and will be terminated.

2.11 A student pursuing a programme of study and research on a full-time basis may not simultaneously register for another award of the University, or any other University, except that:

(i) if a student has completed a programme of study for another award but the award has not been made, the student may register provisionally for a period not exceeding three months

(ii) exceptionally and subject to approval by the Research Degrees Committee, a student registered at two institutions (the University of Surrey and a collaborative partner) may submit his or her thesis for examination at both institutions. Satisfactory performance at each institution would result in a dual award for the thesis;

(iii) students registered for the PhD Psychology programme may also register concurrently for the award of PGCert in Health Practice.

Transfer from Another Institution

2.12 The Research Degrees Committee may permit a student who has started a programme of study and research at another institution to complete it as a registered student of the University of Surrey. The Research Degrees Committee shall specify the minimum and maximum periods of study and research in each case.

Temporary Withdrawal and Suspension of Registration

2.13 A programme of study and research shall be continuously pursued except that a Dean of Faculty may approve temporary suspension of registration for a period not exceeding a total of twelve months, provided the student has not already reached the period of maximum registration specified in Regulation 2.8 and 2.9 and has demonstrated good cause for such a suspension. The Dean of Faculty shall report any such period of approved temporary suspension of registration to the Academic Registrar. In such cases, the student’s maximum period of registration shall be extended by the same amount of time.

2.14 The Research Degrees Committee may, on the recommendation of the Dean of Faculty, approve:

a. a further period of temporary suspension of registration beyond that already approved by a Dean of Faculty, in accordance with 2.13 above, if the student has not yet reached the end of the

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maximum period of registration specified in Regulation 2.8 or 2.9; or

b. a period of temporary suspension of registration beyond the maximum period of registration, in accordance with the provisions of Regulation 2.8 and 2.9 above.

In either case, the period of temporary suspension of registration shall not exceed twelve months at any one time and shall extend the student’s maximum period of registration by the same amount of time.

2.15 Temporary suspension of registration shall not normally be permitted in the case of a student registered on a continuing basis under the provisions of Regulation 3.8 but the Research Degrees Committee may grant permission in exceptional circumstances.

Transfer Between Modes of Study

2.16 A student may be permitted by the Dean of Faculty to transfer between full-time, part-time and collaborative registration. The Dean of Faculty shall inform the Academic Registrar of any such transfers. The minimum and maximum periods of registration shall be determined in each case according to the periods in which the student was registered under each mode.

Supervisors 3.1 The Dean of Faculty shall appoint one or more supervisors for each student. In all cases, at least one of the supervisors shall have supervised solely or as a team member at least one research student through to successful completion of a doctoral degree. When a student is supervised by a team there shall be one clearly identified point of contact between the student and the team and between the team and the University. This will normally be the principal supervisor.

In the case of a collaborative student at least one other supervisor (i.e., the collaborative supervisor) shall be a member of the collaborating organisation. The Dean of Faculty may appoint a replacement or additional supervisor at any time if necessary or desirable and shall do so if the principal supervisor ceases to hold one of the above appointments of the University.

The Dean of Faculty shall inform the Academic Registrar of the name(s) of the supervisor(s) and any changes thereto.

Principal Supervisor

3.2 At least one supervisor, the principal supervisor, shall be a member of the university’s staff:

(i) holding at least a 0.5 fte appointment as Professor, University Director, Reader, Senior Lecturer, Lecturer or Professorial or Senior Research Fellow; or

(ii) holding an honorary or joint appointment.

The principal supervisor shall be responsible for the overall direction of the student’s programme of study towards a University qualification and for the development of the student’s related understanding and skills and general progress. He/she shall also normally be responsible for the administration related to the student’s programme of study and research.

Reports to Supervisor(s)

3.3 A student shall report on the progress of the research to the supervisor(s) in such manner and at such intervals as the supervisors

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may determine but at least once every six months.

A formal written annual report shall be made to the Dean of Faculty on the anniversary of the student’s initial registration.

The report shall comprise a section written by the student and a section written by the principal supervisor.

The Dean of Faculty shall supply to the Research Degrees Committee on a quarterly basis a complete list of postgraduate research students, indicating any for whom an annual progress review has not been completed and the reasons why.

Refusal by a student to submit a written annual report may be considered as a reasonable ground for termination of studies by the Research Degrees Committee in accordance with Regulation 3.5.

Attendance at Lectures etc

3.4 The supervisor(s) may require a student to follow a programme of lectures, seminars, colloquia or equivalent educational activities as part of the programme of study and research.

Unsatisfactory Academic Progress

3.5 The Dean of Faculty, in consultation with the supervisor(s) and at least one other member of the Faculty not previously involved with supervising the student, may recommend to the Research Degrees Committee that a student's registration should be terminated if they are dissatisfied with the student's progress, provided that the student has been given at least 3 months’ written notice of such dissatisfaction and given the opportunity to remedy the situation prior to making the recommendation to the Research Degrees Committee.

Where a Faculty decides after such a review to proceed with a recommendation for termination of registration to the Research Degrees Committee, the Dean of Faculty shall make such a recommendation in writing and may not delegate this authority (except where he/she is also a supervisor of the student).

The Research Degrees Committee may terminate the student's programme, provided that at least fourteen days before the meeting at which the recommendation is to be considered, the student has been informed of the recommendation and invited to state reasons in writing at least four days prior to the meeting why the programme should not be terminated.2

General Exclusion

A student may be excluded from the University for other than academic reasons in accordance with the provisions of Statutes 5(5)(B) and 26.

Fitness to Practise

3.6 A student registered for a programme of study which includes one or more period(s) of clinical and/or professional experience is required, at all times and as a condition of continued registration for that programme, to act or behave in a manner which:

a) conforms to the relevant professional code of practice, if any; and/or

b) is consistent with behaviour required by the profession or employer; and/or

c) does not jeopardise or put at risk the welfare or well-being of others (e.g., patient, pupil, client, members of the public, fellow

2 Relevant factual material in support of the case may be appended.

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student, fellow employee, member of academic or professional/clinical staff) or him / herself.

The University reserves unconditionally the right to exclude or withdraw a student from a clinical or professional placement without notice on grounds of unprofessional behaviour, professional misconduct, and/or if it believes that the student’s behaviour has the potential to cause harm to others or him / herself.

General Regulations Governing Fitness to Practise shall specify the criteria and procedures for dealing with allegations of unprofessional behaviour or professional misconduct. The University may suspend or terminate a student’s registration in accordance with the General Regulations Governing Fitness to Practise.

Confirmation of PhD Registration

3.7.1 Unless specified otherwise in the programme handbook, the confirmation review will normally take place twelve months after initial registration for full time students or twenty four months for part time students.

3.7.2 A student wishing to confirm his/her registration shall apply through the principal supervisor and shall be required to submit to a Progress Confirmation committee a report of the work to date and future plans as specified by the Faculty.

The principal supervisor shall arrange a meeting to consider the application. The meeting shall involve: the student; with at least one supervisor; together with one other member of the Faculty who is independent of the candidate’s research programme and, if applicable, an external assessor with knowledge of the field but independent of the candidate’s research programme. The meeting shall be conducted as specified in the Code of Practice for Research Degrees.

3.7.3 Following the meeting, and in consultation with the supervisor(s), the Dean of Faculty shall recommend to the Research Degrees Committee:

(i) that the student be permitted to continue registration on the Degree of Doctor of Philosophy or

(ii) that the student’s PhD registration should not be confirmed but that the student wishing to continue on the programme will be required to re-apply for confirmation of registration on a single occasion only, normally three months later (as in 3.7.4 and 3.7.5). The examiner(s) will supply the candidate with a written statement within 5 days after the meeting of the action to be taken in order to satisfy the criteria for confirmation of PhD registration.

The Dean of Faculty may require other evidence of fitness to continue before making the recommendation.

3.7.4 Where a student has not made sufficient progress in the first confirmation meeting (as in 3.7.3 above) they shall follow the procedures in 3.7.2 above in respect of the second confirmation meeting.

3.7.5 Following the second meeting , and in consultation with the supervisor(s), the Dean of Faculty shall recommend to the Research Degrees Committee:

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(i) that the student be permitted to continue registration on the Degree of Doctor of Philosophy or

(ii) that the student should be registered for the Degree of Master of Philosophy or

(iii) that the student’s registration be terminated

The Dean of Faculty may require other evidence of fitness to continue before making either recommendation (i) or (ii) in section 3.7.5 following the second attempt to confirm registration.

Continuing Status

3.8 A student may apply to register as a 'continuing student' while completing the thesis or portfolio. Continuing status may be granted provided that:

(i) a student has completed a minimum period of research and study as follows:

MPhil 24 months [full-time]

36 months [part-time/collaborative]

PhD 36 months [full-time]

48 months [part-time/collaborative]

MD 24 months [part-time/collaborative]

(ii) the transfer is approved by both the principal supervisor and Dean of Faculty;

(iii) the student is making use only of the University's general facilities; is no longer deemed to be using facilities of the Faculty such as laboratories or other specialist facilities such as University computing equipment and is receiving advice solely related to the writing up of his/her thesis

(iv) In the case of a student who was registered on a full-time basis, the student is no longer in full-time attendance.

On the recommendation of a Faculty and with the support of the collaborative organisation, the Research Degrees Committee may permit a collaborative student registered for the Degree of Master of Philosophy or the Degree of Doctor of Philosophy, who has completed his or her research and has embarked upon writing up the thesis, to transfer registration to that of a continuing student earlier than the minimum periods indicated in 3.8(i).

Thesis or Portfolio

4.1 A student shall present a thesis or portfolio 3 as described in 2.3

References to Work of Others and Previous Work

A student shall indicate by means of explicit references the citation of the work of others or work by the student which is not part of the submission for the Degree. Work submitted for another Degree may not comprise part of the submission for the Degree of Master of Philosophy, Doctor of Philosophy or Doctor of Medicine.

3 For the purposes of these Regulations the term “thesis” hereafter shall be taken to imply also “portfolio” or

“translation and dissertation”, as appropriate.

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Joint or Group Project

4.2 A student who has submitted work forming part of a joint or group research project, shall be required to satisfy the examiners that the student's share of the work is sufficient to justify the award of the Degree. In such cases the thesis must contain an introductory note stating the student's own claims to his or her contributions. A copy of such a note should be countersigned by the co-researchers.

4.3 A student registered for an MPhil or PhD award in the field of Performing Arts may submit, in lieu of a thesis, a portfolio of original works that the student has undertaken while registered for the Degree. The portfolio shall include notes on each item within it and either an extended analysis of one item or a dissertation on a related theme.

A student registered for an MPhil or PhD award in the field of Modern Languages may submit, in lieu of a thesis, a translation of an academically significant work. The translation shall be accompanied by a dissertation placing the student’s work in relation to research in translation theory and critically analysing the intellectual importance and the translation difficulties of the work.

In either case, the proposed work in lieu of a thesis shall be subject to the approval of the Dean of Faculty. Regulations 4.7 to 4.9 shall apply where possible.

4.4 A student shall be required to complete an examination entry form which should be returned to the Academic Registry, through the Dean of Faculty, not earlier than six months nor later than two months before the thesis is presented; the proposed title of the thesis shall be entered on the form. The title of the thesis must be approved by the Dean of Faculty. No change whatever in the approved title may be made except with the consent of the Dean of Faculty.

Time Limits 4.5 The thesis shall be submitted not earlier than the end of the minimum period of research or later than the end of the student's period of registration. In exceptional circumstances, the Research Degrees Committee may permit the student to submit the thesis at an earlier date (see Code of Practice section 15.4 for Early Submission procedures)

Format of Thesis 4.6 The thesis shall be temporarily bound before it is examined. One copy per examiner shall be submitted to the Faculty for distribution and, if required, a copy shall be submitted for use by the supervisor. Where appropriate, a copy of the thesis may also be required by a collaborating organisation.

4.7 The thesis shall be typed on A4 sized paper. All pages should be numbered. The title page shall bear the approved title, and student's name, the Degree for which the student is registered and the year in which the thesis is presented. A summary of the work, not exceeding 300 words in length and a signed Statement of Originality (see 8.2 of the Code of Practice for Research Degrees) must be included in each copy following the title page. Whenever possible, subsidiary papers and other material should form part of the thesis, but a student is at liberty to submit such material separately for consideration by the examiners.

See also Preparation and Presentation of Theses and Dissertations: http://www.surrey.ac.uk/library/subject/theses/#layout

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The thesis shall be written in English except when the Research Degrees Committee has given permission for another language to be used owing to the nature of the subject. The summary should always be written in English.

4.8 Following recommendation by the examiners that an award be made, at least one copy of the thesis, and any additional copies as deemed necessary, shall be submitted to the Faculty. One copy of the thesis of a successful student will be retained in the University Library and the others by the Faculty(s) and, where appropriate, by the collaborating organisation concerned. A student is advised to keep an additional copy for personal use.

The thesis shall be permanently bound. The binding shall be in blue cloth and hard-backed. The Degree, the year, and the student's name shall appear on the spine. The thesis will adhere to the format in accordance with 4.7. A digital copy of the final thesis shall also be submitted.

4.9 No alterations or additions may be made to a thesis after it has been submitted except with the agreement of the examiners in accordance with Regulation 5.6.

Examiners 5.1 The examination shall be conducted by at least two examiners, at least one of whom must be external to the University.

Normally, there should be one internal and one external examiner. The internal examiner will have the dual role of examining and chairing4 the viva voce examination unless an independent chair is appointed under the provisions of regulation 5.2 below.

The examiners must have expertise in examining at the appropriate level so that they are familiar with the standards expected and the achievement likely to be attained. The appointed examiners should, between them, normally have examined a minimum of six candidates at the appropriate level; an external examiner must have experience of at least one relevant examination. Where an external examiner does not have the experience necessary, an additional external examiner shall be appointed who may not hold such specialist knowledge but who could supply the necessary examination experience. This does not remove the requirement for an experienced internal examiner unless an independent chair has also been appointed and the arrangements are approved by the Research Degrees Committee.

An external examiner shall not have held any appointment of the University, other than that of external examiner, during the period in which the student had been registered for the Degree, nor had any supervisory relationship with the student.

Selection and Appointment of Examiners

5.2 The examiners shall be appointed by the Research Degrees Committee on the recommendation of the Dean of the Faculty. The examiners will not have had any prior formal involvement with the project or have acted as supervisor of the student.

Internal examiners shall normally have expertise in the area relevant to

4 In this role the internal examiner will be responsible for ensuring the proper and fair conduct of the meeting,

including conformity with General Regulations and Code of Practice. They will sign the final joint examination report to confirm that the examination took place according to the regulations, resulting in one of the permitted outcomes by the regulations. See also Code of Practice section 16.3

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Independent Chairs

the student’s field of research and be demonstrably research active, hold permanent appointments as Lecturer, Senior Lecturer, Reader, Professor, University Director, Professorial or Senior Research Fellow with the Faculty (honorary or joint appointees and retired staff members may also be eligible for appointment).

All new Internal Examiners will have undergone appropriate training in examination and in chairing vivas prior to appointment.

Nominations shall be submitted to the Academic Registry not earlier than six months and not later than two months before the thesis is presented.

Independent Chairs will be appointed by the Research Degrees Committee in the following circumstances:

(i) where a student is being re-assessed upon appeal

(ii) in cases where two external examiners are required including:

a. where the candidate is a member of the staff of the university5

b. where the university is unable to provide an internal examiner with the appropriate subject matter expertise and a second external examiner is appointed6

c. where two external examiners are required due to lack of examining experience of the preferred subject matter expert (as allowed under regulation 5.1) and the nominated internal examiner has experience of less than 6 examinations or has no prior experience of chairing a viva

(iii) in any other special case as determined by the Research Degrees Committee

The independent Chair will be internal to the University.

The Chair will be appointed by the Research Degrees Committee on the recommendation of the Dean of the Faculty. The Chair will not have had any prior formal involvement with the project or have acted as supervisor of the student.

Examiners' Reports

5.3 Each examiner shall submit via the student’s Faculty an independent report on the content and style of the thesis prior to the viva voce examination.

Viva Voce Examination

5.4 The viva voce examination should normally be held not less than 30 days and not more than 90 days after submission of the thesis. Only with the approval of the Research Degrees Committee and with the written agreement of both the examiners and the candidate, the viva voce examination may exceptionally be held after 20 days from the date of submission.

5.5 The viva voce examination shall be conducted in the presence of the examiners at the University in Guildford. Exceptionally, and subject to

5 This would not normally apply to students on a fixed-term contract where a supervisor/student relationship

pertains.

6 MD examinations usually fall in this category

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the approval of the relevant Dean, the examination may be arranged at another venue, provided all parties, including the student, agree. Exceptionally, and subject to the approval of the Chair of the Research Degrees Committee, the viva voce examination may take place via video-conference provided that the student is accompanied by at least one of the examiners.

The student's supervisor(s) may and would ordinarily expect to be present at the viva voce examination. The student may request in writing to the Dean of Faculty at the time of the thesis submission that the supervisor(s) be present or not be present at the viva voce examination. Reasons need not be given. If the supervisor(s) are present, they may only take part or comment at the invitation of the chair. If the supervisor(s) are not present, the examiners may, in consultation with and through the chair, seek answers to questions from the supervisor before, during or after the examination.

No persons other than the above shall be present at or otherwise take part in the viva voce examination, except that the Dean of Faculty, or Head of Department at the behest of the Dean of Faculty, if not an examiner or supervisor, may be present as an observer.

The purpose of the viva voce examination is described in regulation 2.3(ii).

Examiners' Recommendation

5.6 After the examination, the examiners shall report on the viva voce examination, together with any reports that may have been submitted by the supervisor(s) in response to a request by the examiners in accordance with Regulation 5.5. They shall preferably present a joint report but are at liberty to present separate ones if they so wish.

They shall jointly make one of the following recommendations, as appropriate:

(i) that the Degree be awarded;

(ii) that the Degree be awarded, subject to specified, minor corrections7 and/or additions8 being made to the thesis or portfolio to the satisfaction of the Internal Examiner within a period not exceeding six months;

(iii) that the Degree not be awarded, but that the student be permitted to submit a revised thesis, by a specified date, normally twelve months, with or without further research, and be examined with or without a further viva voce examination [the examiners may, however, recommend (iv) or (v) as an alternative to (iii)];

(iv) that for those students registered for the PhD or MD, that Degree not be awarded but that the Degree of Master of

7 The phrase “specified, minor corrections” shall be taken to include the correction of minor corrections, minor

errors of fact, typography, grammar, style, syntax and/or layout of graphs/tables etc., which would enhance the readers’ understanding of the author’s argument but which does not alter the intellectual content and reasoning of the thesis.

8 “Minor additions” are those which do not involve further supervision or any further original research. Such

additions might include, for example, additional sentences, tables, paragraphs or pages but not normally additional chapters.

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Philosophy be awarded, if appropriate, after specified minor corrections and/or additions have been made to the thesis or portfolio, and if the student submits the thesis for that Degree within six months or as otherwise agreed by the Research Degrees Committee

(v) that for those students registered for the PhD or MD, that Degree not be awarded but the student be permitted to submit a revised thesis, for the degree of Master of Philosophy, by a specified date, (normally twelve months), with or without further research, and be examined with or without a further viva voce examination

(vi) that the Degree not be awarded and with no recommendation regarding a re-submission of the thesis (normally only applicable following a re-submission)

If specified minor corrections are required in a thesis or portfolio, the Internal Examiner shall inform the student of the nature of the corrections, within 20 days of the viva, in the form of a written list, a copy of which will be appended to the Examination Entry Form9. Any corrections required in a thesis shall be completed within six months of the viva voce examination unless the Research Degrees Committee allows a longer time. The thesis shall be permanently bound within the same time limit if it was not so bound when examined. The Internal Examiner shall, within 30 days of completion by the student, certify that any specified, minor corrections have been carried out satisfactorily and included in the bound thesis or portfolio.

In the case of any resubmission, the student may be liable for additional composition and/or re-examination fees.

5.7 The recommendation of the examiners shall be considered by the Research Degrees Committee. If a recommendation that the Degree be not awarded is approved, the student's programme shall be terminated.

Submission of Revised Thesis

5.8 A student shall be informed in writing within 20 days after the viva of the reasons for the examiners' rejection of the original thesis, normally by being sent by the Academic Registrar (or nominee) a Statement of Requirements prepared by the examiners listing the principal aspects of the thesis which require improvement, a copy of which will be appended to the Examination Entry Form.

A student may submit a revised thesis once only, on the recommendation of the examiners and with the approval of the Research Degrees Committee. The Examiners shall determine the date by which the revised thesis shall be submitted, normally twelve months after the original viva voce. If the thesis is not submitted by the specified date the student's registration may be deemed to have lapsed; the Research Degrees Committee may, however, grant an extension of the time permitted.

The procedure for submitting a revised thesis shall be the same as that for submitting the original one as specified in Regulations 4.4 and 4.6.

9 The examiners may indicate in general terms a need to correct grammar and/or spelling, and, in addition, may return

to the student an annotated copy of the thesis or portfolio.

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A revised thesis shall normally be examined by both original examiners but the Research Degrees Committee may appoint other examiners. The examiners may not recommend re-submission for a second time but may make one of the recommendations, as appropriate, in accordance with Regulation 5.6 (i), (ii), (iv) or (vi) above and should do so within 90 days of receipt of the revised thesis.

Disagreement Between Examiners

5.9 If the examiners are unable to agree on a recommendation according to Regulation 5.6, the Research Degrees Committee shall appoint an additional external examiner to review the thesis and the original examiners’ reports which will be anonymised. The additional examiner may require the student to undergo another viva voce examination. The Research Degrees Committee shall consider the reports of all examiners before reaching a decision.

5.10 Matters concerning the examination of a student are confidential to those taking part in the examination and appropriate officers of the University. The contents of the thesis are similarly confidential until the award has been approved by the Research Degrees Committee and the thesis is available for dissemination in accordance with Regulation 6.1 and 6.2.

Copyright and Access to Dissertations

6.1 Dissemination of knowledge is one of the objects of the University. Copies of theses accepted for the Degree of Master of Philosophy, Doctor of Philosophy or Doctor of Medicine are placed in the University Library and are available for anyone to consult. A student is therefore advised to mark the thesis as copyright. It shall, however, be a condition of acceptance of a thesis that the University Librarian be empowered to reproduce the thesis by photocopy or otherwise and to lend copies to those institutions or persons who, in the Librarian's opinion, require them for academic purposes.10

6.2 If the sponsoring organisation or collaborating body considers that the thesis contains matter of a confidential nature, the author may instruct the Librarian to restrict access to a thesis for a period not exceeding five years. Access to the thesis may be allowed during this period only with permission of person(s) specified by the sponsoring organisation or collaborating body. Similarly, if it is desired to seek a patent from matter in the thesis, the author may instruct the Librarian to restrict access for a period not exceeding one year. If it is desired to extend the restriction beyond the above periods, or restrict access on other grounds, application must be made by writing to the University Librarian.

Intellectual Property

6.3 While the copyright of the thesis belongs to the author, a student is required to assign to the University or its nominee any intellectual property rights (whether patentable or otherwise) that the student is considered to have acquired resulting directly or indirectly from study at the University in return for a fair proportion of any net receipts in accordance with the terms of the University’s Intellectual Property Code. A student may, however, be subject to a specific agreement with the student’s sponsor concerning the assignment of intellectual property rights to the sponsor.

Award 7.1 The Degree shall be awarded to a successful student by the Research

10

A microfilm copy of a PhD thesis may be deposited with the British Library Document Supply Centre who may provide additional copies to other individuals or institutions. If a candidate completes a prescribed form, the British Library will make a payment in respect of copies supplied in certain circumstances.

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Degrees Committee. The date of the award shall be the date on which the Research Degrees Committee approves the award.

Students in Debt 7.2 No student shall be entitled to the award of a Degree unless all fees for tuition and residence and any other sums due to the University have been paid, and the rightful property of the University returned.

Formal Conferment

7.3 Degrees shall be formally conferred at a Congregation held for the purpose. The Academic Registrar shall publish the names of those who have been awarded Degrees in the University Gazette and may publish them elsewhere.

Degree Certificate

7.4 After the formal conferment, each graduate shall be given a Degree Certificate. The Certificate shall either be handed to the graduate or sent through the ordinary post to the student's address as listed in the University records. A replacement Certificate can be issued only on receipt of a written request from the graduate and on payment of the appropriate fee.

Appeals 8.1 The grounds for and procedures for appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Made by Senate: 25 June 1985

Last Revised: 19 July 2011

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Regulations for the Award of the Degree of Doctor of Philosophy (PhD) to Members of the Staff of the University and Associated Institutions on the Basis of Published Works

Eligibility 1.1 A member of the Academic Staff11 or other full-time member of the staff of the University or a member of the Academic Staff of an Institution Accredited by the University may become a candidate for the Degree of Doctor of Philosophy on the basis of published works, not earlier than three years after appointment to the staff, provided that study and research carried out during the appointment has formed the basis of a significant contribution to the published works. The Research Degrees Committee may extend this provision to a member of staff who has left the University.

The Research Degrees Committee may permit a part-time member of staff who has carried out study and research at the University to be a candidate for the Degree, and may similarly permit a member of staff of an Associated Institution to be a candidate for the Degree.

Application 1.2 The candidate shall send to the Academic Registrar a list of works on which the application is based together with a statement as to where and when the study and research on which the works were based was undertaken.

Examiners 1.3 If the Research Degrees Committee is satisfied that the member of staff is eligible to be a candidate for the award of the Degree, it shall appoint not less than two examiners after considering the advice of the candidate's Dean of Faculty. At least two of the examiners shall not currently hold any appointment of the University or of an Associated Institution, other than that of external examiner, nor have been a co-author of any of the works on which the candidate's application is based.

Submission of Published Works

2.1 The candidate shall submit to the Academic Registrar three copies12 appropriately bound, of each of the published works on which the application is based13.

Submission of Supporting Evidence

2.2 The candidate shall also submit three copies2 of an introductory statement which shall include the information required under Regulation 1.2, a discussion of the contribution of the works submitted to the general advancement of the field or fields of study and research concerned and, unless the published works

11

“Academic Staff” means all the persons holding appointments as Professors, Readers, Senior Lecturers or Lecturers of the University [full or part-time] and such other persons or holders of appointments as the Council, on the recommendation of Senate, may from time to time stipulate. Council has determined that “such other persons” shall be taken to include persons holding Visiting or Honorary/Joint Appointments with the University (Council - 17th March 2005). For the purposes of these Regulations, “Academic Staff” shall also be taken to include all persons holding appointments as tutors, Clinical Tutors, Senior Tutors and University Directors.

12 In certain cases two copies will suffice. A candidate should consult the Academic Registrar on this

point. 13

The works need not be permanently bound; a spiral or loose-leaf binding will suffice.

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themselves include it, a review of the relevant literature.

2.3 The candidate may also submit, in support of the application, unpublished works, in which case three typed copies14 must be submitted, and/or works in other than written form, in which case three copies should normally be submitted.

Joint Authorship 2.4 A candidate who submits works written in co-operation with others shall state what proportion of the work was carried out personally by the candidate. The candidate is advised to submit signed statements from co-authors to verify the share of the work claimed by the candidate.

Previous Submission of Works

2.5 The candidate shall declare if any of the works on which the application is based have formed part of the submission for any other Degree awarded to the candidate. Works submitted for another Degree awarded to the candidate shall not form a substantial part of the candidate's submission for the award of the Degree of Doctor of Philosophy.

Examination 3.1 Each examiner shall submit a report on the works submitted.

3.2 The candidate shall be examined viva voce. Normally all the examiners should be present but at least two examiners, including one external examiner, shall be present. No persons other than the duly appointed examiners shall be present at, or otherwise take part in, the examination. The examination shall be concerned with the content of the works submitted and any matters the examiners deem to be related thereto.

3.3 In examining the candidate the examiners should determine whether the works submitted show that the candidate had carried out a programme of study and research at least comparable with that required to prepare a PhD thesis in the field concerned, and whether, in the light of information supplied under Regulations 2.2 and 2.3, the works show that the candidate had personally made a systematic study, normally in a single or related fields, had shown originality by exercise of independent critical power and had made a distinct contribution to knowledge.

Examiners' Report 3.4 After the examination the examiners shall report on the viva voce examination. They shall preferably present a joint report but are at liberty to present separate ones if they so wish. They shall jointly make one of the following recommendations:

(i) that the Degree be awarded;

(ii) ii) that the degree be awarded, subject to specified, minor corrections15 and/or additions16 being made only to the introductory statement to the satisfaction of the examiners.

14

See Regulation 2.1 and the related footnote above.

15

The phrase “specified, minor corrections” shall be taken to include the correction of minor corrections, minor errors of fact, typography, grammar, style, syntax and/or layout of graphs/tables etc., which would enhance the readers’ understanding of the author’s argument but which does not alter the intellectual content and reasoning of the thesis

16 “Minor additions” are those which do not involve further supervision or any further original research.

Such additions might include, for example, additional sentences, tables, paragraphs or pages but not normally chapters.

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(iii) that the Degree be not awarded.

3.5 The recommendation of the examiners shall be considered and approved, as appropriate, by the Research Degrees Committee.

3.6 If the examiners are unable to agree on a recommendation in accordance with Regulation 3.4, the Research Degrees Committee shall appoint an additional external examiner and shall consider the reports of all the examiners before reaching a decision.

Reapplication 3.7 A candidate to whom the Degree is not awarded may submit a fresh application at any time, provided that such an application includes additional published works based upon further study and research.

Disposal of Works Submitted

4.1 The disposal of the copies of the submission shall be at the discretion of the University but normally two of the three copies shall be returned to the candidate. If the Degree is awarded, one copy of the submission shall be retained in the University Library. The candidate may, however, direct that access to any unpublished work that formed part of the submission shall be restricted, for a period not exceeding five years, to those persons having the written permission of the candidate. If it is desired to extend the restriction beyond five years, application must be made by writing to the University Librarian.

Award 5.1 The Degree shall be awarded to a successful candidate by the Research Degrees Committee. The date of the award shall be the date on which the Research Degrees Committee approves the award.

Students in Debt 5.2 No candidate shall be entitled to the award of a Degree unless all fees and any other sums due to the University have been paid, and the rightful property of the University returned.

Formal Conferment

5.3 Degrees shall be formally conferred at a Congregation held for the purpose. The Academic Registrar shall publish the names of those who have been awarded Degrees in the University Gazette and may publish them elsewhere.

5.4 After the formal conferment each graduate shall be given a Degree Certificate. The Certificate shall either be handed to the graduate or sent through the ordinary post to the graduate's address as listed in the University's records. A replacement Certificate can be issued only on receipt of a written request from the graduate and on payment of the appropriate fee.

Appeal 6.1 The grounds for and procedures for appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Made by Senate: 7 February 1989

Last Revised: 19 July 2011

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Regulations for Practitioner Doctorate Degrees

These Regulations should be read in conjunction with the University’s Code of Practice for Research Degrees

These General Regulations should also be read in conjunction with the specific Programme Regulations applicable to each of the Degree programmes specified below in Regulation 1.1.

Admission and Registration

1.1 An applicant holding an appropriate Degree of the University of Surrey, or of any other University approved for this purpose, or awarded by the Council for National Academic Awards, may be admitted to a programme of study, research and, as appropriate, practice, leading to one of the following Practitioner Doctorate awards:

Doctor of Business Administration (DBA) Doctor of Clinical Practice (DClinPrac) Doctor of Education (EdD) (offered with Roehampton and Kingston) Doctor of Engineering (EngD) Doctor of Psychology (PsychD).17

An applicant who is not a graduate may be considered for admission provided that the applicant holds professional or other qualifications deemed appropriate by the Dean of Faculty for the Practitioner Doctorate award for which the applicant wishes to register.

1.2 An applicant may not be admitted to a programme leading to a Practitioner Doctorate Degree unless the applicant has first been accepted by the Dean of Faculty in which the applicant proposes to study. The admission of an applicant may be subject to conditions specified by the Dean of Faculty.

1.3 An applicant will be required to satisfy the Dean of Faculty of his/her ability to understand and communicate in both written and spoken English that is adequate for the purpose of pursuing the programme. This is normally a minimum score of 6.5 in the International English Language Testing System (IELTS) or equivalent. Either before or after the start of the programme the Dean of Faculty may require a student to attend a programme of instruction in English.

Registration 1.4 A student admitted to a Practitioner Doctorate Degree must register at the start of the programme and shall undertake to comply with the Charter, Statutes, Ordinances and Regulations of the University. For the purposes of University records, registration shall normally be effective from 1 October, 1 January, 1 April or 1 July in any year according to the quarter in which the programme is started. The possible starting date(s) for each programme shall be specified in Programme Regulations. A student must re-enrol by the beginning of the Autumn semester

17

Special Regulations apply to a candidate holding or eligible to hold an MSc in Clinical Psychology who wishes to be a candidate for the Practitioner Doctorate in Clinical Psychology.

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for each year the programme of study is pursued. The registration of a student who fails to re-enrol by the end of the Autumn semester may be deemed to have lapsed. No student is entitled to register or re-enrol unless the prescribed annual fees for the year have been paid18.

1.5 When the Programme Regulations state that such awards are offered, a candidate for a Practitioner Doctorate Degree shall be deemed also to be a candidate for a subsidiary award.

No student may receive more than one award for a given programme of study. Exceptionally, a student who has received a subsidiary award may be permitted by the Dean of Faculty to re-enrol for the next part of the programme but may receive the more advanced award only upon surrendering the first award.

Programmes of Study

Mode of Study 2.1 A Practitioner Doctorate programme may be pursued on a full-time or a part-time basis as specified in Programme Regulations. Programme Regulations may specify that part of the programme shall be pursued at an organisation providing opportunity for professional practice or collaboration in the subject area of the programme.

Nature of Programme

2.2 A student shall follow a programme of lectures, seminars or other educational activities and shall undertake a programme of research and, as appropriate, such professional or industrial practice as shall be specified in Programme Regulations. The programme shall always involve the submission of a portfolio of work or a thesis in accordance with Regulation 4.1.

2.3 A supervisor may require a student to follow a programme of lectures, seminars, colloquia or equivalent educational activities as part of the programme of study and research, in addition to those specified in the Programme Regulations.

2.4 A student may pursue part of the programme outside the United Kingdom if permitted to do so by the Dean of Faculty.

Minimum Period of Study

2.5 The minimum period of study, research and, as appropriate, professional or industrial practice, approved by the Senate shall be:

Full-time Part-time

Distance Learning

DBA 24 months 48 months 48 months

DClinPrac - 48 months -

EdD - 45 months -

EngD 45 months - -

PsychD 36 months 60 months 19 -

2.6 With the exception of the degree of Doctor of Business Administration, the entry requirement for which is an appropriate

18

Detailed rules concerning payment of fees are given on page C 6 19

PsychD in Clinical Psychology is available only on a full-time basis only; PsychD in Psychotherapeutic and Counselling Psychology may be pursued on the basis of full-time study for the first twelve months, followed by part-time study over the following four years.

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Masters Degree, the Research Degrees Committee, on the recommendation of the Dean of Faculty, may exempt from not more than twelve months of the prescribed programme of full- or part-time study, research and practice a student who has satisfactorily pursued a previous programme of study of appropriate nature and standard (see also Regulation 4.3).

Maximum Period of Study

2.7 The maximum period of study, research and, as appropriate, professional or industrial practice, approved by the Senate shall be:

Full-time Part-time

Distance Learning

DBA 36 months 72 months 72 months

DClinPrac - 60 months -

EdD - 72 months -

EngD 54 months - -

PsychD 48 months 72 months20 -

Extension of Time 2.8 The Research Degrees Committee, on the recommendation of the Dean of Faculty, may extend the maximum period of full- or part-time registration specified in Regulation 2.7 for a given award for an individual student by not more than twelve months at one time (see also Regulation 2.13).

Continuing Status 2.9 A student may apply to register as a 'continuing student' while completing the portfolio or thesis, provided he/she has completed all the other assessment requirements. Continuing status may be granted at the discretion of the Dean of Faculty, provided that:

(i) the student has completed the minimum period of full-time or part-time registration specified in Regulation 2.5. If the student has been exempted from part of the programme of study in accordance with Regulation 2.5, the minimum period shall be reduced by that amount;

(ii) the transfer to continuing status is approved by the Dean of Faculty, in consultation with the supervisor(s) or the Programme Director (or equivalent), as appropriate;

(iii) the student is making use only of the University's general facilities and is no longer deemed to be using facilities of the Faculty such as laboratories or other special facilities such as University computing equipment;

(iv) in the case of a student who was registered on a full-time basis, the student is no longer in full-time attendance as a student 21.

2.10 The registration of a student who has not qualified for an award in the period specified in accordance with Regulations 2.6 and 2.7, and for whom no extension has been granted, shall be

20

See footnote 3 above. 21

Limited supervisory contact with the continuing student will be provided, connected to advice about writing up and

thesis submission and a general level of contact should be agreed on an individual basis prior to transfer to continuing status. Students requiring more than this level of support should apply to re-register as part-time students.

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deemed by the Research Degrees Committee to have lapsed and will be terminated. In these circumstances, the student shall be entitled to the highest level subsidiary award available within the Programme, if any, provided the student has satisfied all the requirements for that award.

2.11 A full-time student may not simultaneously register for another award of the University, or any other University, except that, if the student has completed a programme of study for another award but the award has not been made, the student may register provisionally for a period not exceeding three months.

Transfer from Another Institution

2.12 The Research Degrees Committee, on the recommendation of the Dean of Faculty, may permit a student who has started a programme of study, research and practice at another institution to complete it as a registered student of the University of Surrey. The Research Degrees Committee shall specify the minimum and maximum periods of study, practice and/or research in each case.

Temporary Withdrawal and Suspension of Registration

2.13 A programme of study and research shall be continuously pursued except that a Dean of Faculty may approve temporary suspension of registration for a period not exceeding a total of twelve months, provided the student has not yet reached the end of the period of maximum registration specified in Regulation 2.7 and has demonstrated good cause for such a suspension. The Dean of Faculty shall report any such period of approved temporary suspension of registration to the Academic Registrar. In such cases, the student’s maximum period of registration shall be extended by the same amount of time.

2.14 The Research Degrees Committee may, on the recommendation of the Dean of Faculty, approve:

a. a further period of temporary suspension of registration beyond that already approved by a Dean of Faculty, in accordance with Regulation 2.13 above, if the student has not yet reached the end of the period of maximum registration specified in Regulation 2.7; or

b. a period of temporary suspension of registration beyond the maximum period of registration, in accordance with Regulation 2.8 above.

In either case, the period of temporary suspension of registration shall not exceed twelve months at any one time and shall extend the student’s maximum period of registration by the same amount of time.

2.15 Temporary suspension of registration shall not normally be permitted in the case of a student registered on a continuing basis under the provisions of Regulation 2.9 but the Research Degrees Committee may grant permission in exceptional circumstances.

Appointment of Supervisors

2.16 The Dean of Faculty shall appoint one or more supervisors for each student. At least one supervisor, the principal supervisor, shall be a member of the University’s staff:

(i) holding at least a 0.5 FTE appointment as Professor, University Director, Reader, Senior Lecturer, Lecturer or Professorial or Senior Research Fellow;

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or

(ii) holding an honorary or joint appointment.

The principal supervisor shall be responsible for the overall direction of the student’s programme of study towards a University qualification and for the development of the student’s related understanding and skills and general progress. He/she shall also normally be responsible for the administration related to the student’s programme of study and research. The Dean of Faculty may appoint additional supervisors from the University or elsewhere, in accordance with the University’s Code of Practice for Research Degrees.

The Dean of Faculty may appoint a replacement or additional supervisor at any time if necessary or desirable and shall do so if the principal supervisor ceases to hold one of the above appointments of the University.

Components of the Programme of Study and Progression

3.1 Programme Regulations shall specify the components which comprise the programme of study, research and, as appropriate, professional or industrial experience. Programme Regulations shall specify which components of the programme are compulsory and, where appropriate, the order in which the components must be pursued.

3.2 Programme Regulations shall prescribe the assessment and progression requirements for each Degree programme to which these Regulations relate, including components other than the portfolio or thesis.

3.3 Programme Regulations shall specify the grading or marking criteria for the assessment of individual components of the programme.

Requirements for Proceeding

3.4 To proceed from one year or stage of a programme to the next, or to qualify for the award of the Degree, a student must pass such assessments and fulfil such other requirements as shall be specified in the Programme Regulations.

Board of Examiner(s)

3.5 The assessment of components of the programme other than the portfolio or thesis shall be the responsibility of a Board of Examiners established for this purpose, in accordance with the Regulations for Boards of Examiners (see also Regulations 5.1-5.9 below). Programme Regulations shall specify the composition and modus operandi of the Boards of Examiners. The examiners shall include at least one external examiner.

Repetition of Assessment

3.6 Subject to the provisions of the Programme Regulations, the Research Degrees Committee, on the recommendation of the Board of Examiners, may allow a student who has failed the assessment of a component of the programme other than the portfolio or thesis to repeat the assessment on one subsequent occasion, normally within one year of the first attempt.

The programme of a student, who has not been permitted to repeat an assessment or who has failed an assessment a second time, shall be terminated by the Research Degrees Committee.

3.7 Subject to the provisions of the Programme Regulations, a student

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who has failed the assessment of a component other than the portfolio or thesis at the first or second attempt may offer an alternative taught component in place of the failed component unless the Programme Regulations proscribe.

Ill Health 3.8 A student whose performance in an assessment has been, or is likely to be, impaired because of ill health or other circumstance must inform the Dean of Faculty in writing at the earliest opportunity and provide, where appropriate, a medical certificate or other supporting evidence22. The Dean of Faculty shall forward to the examiners copies of any documents received from the student. The examiners shall consider the information provided by the student and may take it into account in making the recommendation to the Research Degrees Committee in respect of that student.

Absence from an Assessment

3.9 A student who is unable to take any part of the assessment because of ill health or other circumstance must inform the Dean of Faculty as soon as possible and, where appropriate, submit a medical certificate or other supporting evidence within seven days. The Dean of Faculty shall forward copies of any documents received from the student to the examiners. The examiners may permit the student to be assessed on a subsequent occasion or to proceed as though the student had satisfied the examiners.

It is the responsibility of the student to determine whether to undertake the assessment or apply to defer so doing in accordance with regulations 3.8 and 3.9. Once the result of an assessment has been promulgated by the Board of Examiners this result can only be set aside in exceptional circumstances by the Research Degrees Committee.

Unsatisfactory Progress

3.10.1 Regular progress reviews are to be carried out as required by the specific programme regulations. [Provided that the progress report forms used include a “tick box” to indicate whether progress has been satisfactory or unsatisfactory as per the standard Annual Review form]

3.10.2 The Dean of Faculty, in consultation with the supervisor(s) and at least one other member of the Faculty not previously involved with supervising the student, may recommend to the Research Degrees Committee that a student's registration should be terminated or suspended if they are dissatisfied with the student's progress, provided that the student has been given at least 3 months’ written notice of such dissatisfaction and been given the opportunity to remedy the situation prior to making the recommendation to the Research Degrees Committee.

Where a Faculty decides after such a review to proceed with a recommendation for termination of registration to the Research Degrees Committee, the Dean of Faculty shall make such a recommendation in writing and may not delegate this authority (except where he/she is also a supervisor of the student).

The Research Degrees Committee may terminate the student's registration, provided that at least fourteen days before the

22

The University’s arrangements for defining and dealing with extenuating circumstances are set out in its Regulations for Extenuating Circumstances. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

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meeting at which the recommendation is to be considered, the student has been informed of the recommendation and invited to state reasons in writing why the registration should not be terminated at least four days prior to the meeting.23

Fitness to Practise 3.11 A student registered for a programme of study which includes one or more period(s) of clinical and/or professional experience is required, at all times and as a condition of continued registration for that programme, to act or behave in a manner which:

a) conforms to the relevant professional code of practice, if any; and/or

b) is consistent with behaviour required by the profession or employer; and/or

c) does not jeopardise or put at risk the welfare or wellbeing of others (e.g., patient, pupil, client, members of the public, fellow student, fellow employee, member of academic or professional/clinical staff) or him / herself.

The University reserves unconditionally the right to exclude or withdraw a student from a clinical or professional placement without notice on grounds of unprofessional behaviour, professional misconduct, and/or if it believes that the student’s behaviour has the potential to cause harm to others or him / herself.

General Regulations Governing Fitness to Practise shall specify the criteria and procedures for dealing with allegations of unprofessional behaviour or professional misconduct. The University may suspend or terminate a student’s registration in accordance with the General Regulations Governing Fitness to Practise.

General Exclusion 3.12 A student may be excluded from the University for other than academic reasons in accordance with the provisions of Statutes 5(5)(B) and 26.

Portfolio or Thesis

4.1 A student shall present for examination a portfolio or a thesis, the requirements for which shall be specified in Programme Regulations.

A portfolio or thesis should represent a distinct contribution to the current knowledge and understanding of the subject. The portfolio or thesis should also show evidence of a systematic study of the subject; of originality, shown by the exercise of independent critical power; and of material with the potential for publication in complete or abridged form.

4.2 A student shall report on the progress of the compilation of a portfolio or of the programme of research to the supervisor(s) in such manner and at such intervals as the supervisor(s) may determine but at least once every six months.

Except when a student’s initial registration was effective from 1

23

Relevant factual material in support of the case may be appended.

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July in the year in question, a formal report shall be made to the Dean of Faculty between June and September each year. The report shall consist of a section written by the student and a section written by the principal supervisor.

Time Limits 4.3 The portfolio or thesis shall be submitted not earlier than the end of the minimum period of registration in accordance with Regulations 2.5 or 2.6 or later than the end of the maximum period of registration as specified in Regulation 2.7.

In exceptional circumstances the Research Degrees Committee may permit the student to submit the portfolio or thesis at an earlier date (see Code of Practice).

4.4 Three copies of the portfolio or thesis must be submitted in the manner specified in Programme Regulations. The student is advised to retain an additional copy for personal use.

Format of Portfolio or Thesis

4.5 The portfolio or thesis shall be typed on A4 sized paper. All pages should be numbered. The title page shall bear the approved title, student's name, the Degree for which the student is registered and the year in which the work is presented. Whenever possible, subsidiary papers and other material should form part of the thesis or portfolio, but a student is at liberty to submit such material separately for consideration by the examiners. A summary, not exceeding 300 words in length, must be included in each copy of a thesis following the title page. Programme Regulations shall specify requirements for summaries related to portfolios.

4.6 The portfolio or thesis shall be written in English except when the Research Degrees Committee has given permission for another language to be used owing to the nature of the subject. The summary should always be written in English.

4.7 A student may initially submit a portfolio or thesis in loose leaf or other temporary binding. After the examination, it shall be permanently bound. The binding shall be in blue cloth and hard-backed. The Degree, the year, and the student's name shall appear on the spine.

Before the Degree of Doctor may be awarded to a student who has submitted a satisfactory portfolio or thesis, two copies must be permanently bound. One copy shall be placed in the University Library and one retained by the student’s Faculty.

Alterations 4.8 No alterations or additions may be made to the portfolio or thesis after it has been submitted except with the agreement of the examiners in accordance with Regulation 5.7.

Reference to the Work of Others and Previous Work

4.9 A student shall indicate by means of explicit references the citation of the work of others or work by the student which is not part of the submission for the Degree. Work submitted for another Degree may not comprise part of the submission for a Practitioner Doctorate Degree.

Joint or Group Project

4.10 A student who has submitted work forming part of a joint or group research project, shall be required to satisfy the examiners that the student's share of the work is sufficient to justify the award of the Degree. In such cases the portfolio or thesis must contain an introductory note stating the student's own claims to

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his or her contributions. A copy of such a note should be countersigned by the co-researchers.

Examination of Portfolio or Thesis

Examination Entry 5.1 A student shall be required to complete a portfolio or thesis examination entry form as specified in the Programme Regulations, which should be returned in accordance with the Programme Regulations not earlier than six months or later than two months before the portfolio or thesis is presented. Programme Regulations may specify that the examination entry form will require certification from the Dean of Faculty that the student has completed all other assessment requirements.

The title of the portfolio or thesis must be approved by the Dean of Faculty. The title shall be entered on the examination entry form. No change whatever in the approved title may be made except with the consent of the Dean of Faculty.

Examiners 5.2 The examination shall be conducted by at least two examiners, at least one of whom must be external to the University.

Normally, there should be one internal and one external examiner. The internal examiner will have the dual role of examining and chairing24 the viva voce examination unless an independent chair is appointed under the provisions of regulation 5.3 below.

The examiners must have expertise in examining at the appropriate level so that they are familiar with the standards expected and the achievement likely to be attained. The appointed examiners should, between them, normally have examined a minimum of six candidates at the appropriate level; an external examiner must have experience of at least one relevant examination. Where an external examiner does not have the experience necessary, an additional external examiner shall be appointed who may not hold such specialist knowledge but who could supply the necessary examination experience. This does not remove the requirement for an experienced internal examiner unless an independent chair has also been appointed and the arrangements are approved by the Research Degrees Committee.

An external examiner shall not have held any appointment of the University, other than that of external examiner, during the period in which the student had been registered for the Degree, nor had any supervisory relationship with the student.

Selection and Appointment of Examiners and Independent Chair

5.3 The examiners shall be appointed by the Research Degrees Committee on the recommendation of the Dean of Faculty. The examiners will not have had any prior formal involvement with the project or have acted as supervisor of the student.

Internal examiners shall normally have expertise in the area relevant to the student’s field of research and be demonstrably research active, hold permanent appointments as Lecturer, Senior Lecturer, Reader, Professor, University Director, Professorial or Senior Research Fellow with the Faculty (honorary or joint

24 In this role the internal examiner will be responsible for ensuring the proper and fair conduct of the meeting,

including conformity with General Regulations and Code of Practice. They will sign the final joint examination report to confirm that the examination took place according to the regulations, resulting in one of the permitted outcomes by the regulations. See also Code of Practice section 16.3

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appointees and retired staff members may also be eligible for appointment).

All new Internal Examiners will have undergone appropriate training in examination and in chairing vivas prior to appointment.

Nominations shall be submitted to the Academic Registry not earlier than six months and not later than two months before the thesis or portfolio is presented.

Independent Chairs will be appointed by the Research Degrees Committee in the following circumstances:

(i) where a student is being reassessed upon appeal

(ii) in cases where two external examiners are required including:

a. where the candidate is a member of staff of the university25

b. where the university is unable to provide an internal examiner with the appropriate subject matter expertise and a second external examiner is appointed26

c. Where two external examiners are required due to lack of examining experience of the preferred subject matter expert (as allowed under regulation 5.2) and the nominated internal examiner has experience of less than 6 examinations or has no prior experience of chairing a viva

(iii) in any other special case as determined by the Research Degrees Committee

The Independent Chair will be internal to the University.

The Chair will be appointed by the Research Degrees Committee on the recommendation of the Dean of the Faculty. The Chair will not have had any prior formal involvement with the project or have acted as supervisor of the student.

Examiners’ Reports 5.4 Each examiner shall submit a report via the student’s Faculty on the content and style of the portfolio or thesis prior to the viva voce examination.

Viva Voce Examination

5.5 Subject to the Programme Regulations, the viva voce examination should normally be held not less than 30 days and not more than 90 days after submission of the thesis or portfolio. Only with the approval of the Research Degrees Committee and with the written agreement of both the examiners and the candidate, the viva voce examination may exceptionally be held after 20 days from the date of submission.

5.6 The viva voce examination shall be conducted in the presence of the appointed Chair and examiners at the University in Guildford. Exceptionally, and subject to the approval of the relevant Dean, the examination may be arranged at another venue, provided all

25

This would not normally apply to students on a fixed-term contract where a supervisor/student

relationship pertains.

26 MD examinations usually fall into this category

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parties, including the student, agree. Exceptionally, and subject to the approval of the Chair of the Research Degrees Committee, the viva voce examination may take place via video-conference provided that the student is accompanied by at least one of the examiners

The student's supervisor(s) may and would ordinarily expect to be present at the viva voce examination. The student may request in writing to the Dean of Faculty at the time of the thesis submission that the supervisor(s) be present or not be present at the viva voce examination. Reasons need not be given. If the supervisor(s) are present, they may only take part or comment at the invitation of the chair. If the supervisor(s) are not present, the examiners may, in consultation with and through the chair, seek answers to questions from the supervisor before, during or after the examination.

No persons other than the above or those specified by the Programme Regulations shall be present at or otherwise take part in the viva voce examination, except that the Dean of Faculty, or Head of Department at the behest of the Dean of Faculty, if not an examiner or supervisor, may be present as an observer.

The viva voce examination shall be concerned with the content of the portfolio or thesis and any matters which the examiners or supervisors deem to be related to the portfolio or thesis.

5.7 After the examination, the examiners shall report on the viva voce examination, together with any reports that may have been submitted by the supervisor(s) in response to a request by the examiners in accordance with Regulation 5.6. They shall preferably present a joint report but are at liberty to present separate ones if they so wish. They shall jointly make one of the following recommendations:

(i) that the Degree be awarded;

(ii) that the Degree be awarded, subject to specified, minor corrections27 and/or additions28 being made to the portfolio or thesis to the satisfaction of the Internal Examiner within a period not exceeding six months;

(iii) that the Degree be not awarded but that the student be permitted to submit a revised portfolio or thesis, by a specified date, normally twelve months, with or without further research, and be examined with or without a further viva voce examination;

(iv) that the Degree be not awarded and with no recommendation regarding resubmission of the portfolio or thesis.

If specified, minor corrections or additions are required in a thesis

27

The phrase “specified, minor corrections” shall be taken to include the correction of minor corrections, minor errors of fact, typography, grammar, style, syntax and/or layout of graphs/tables etc., which would enhance the readers’ understanding of the author’s argument but which does not alter the intellectual content and reasoning of the thesis.

28 “Minor additions” are those which do not involve further supervision or any further original research. Such

additions might include, for example, additional sentences, tables, paragraphs or pages but not normally additional chapters.

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or portfolio, the Internal Examiner shall inform the student within 20 days of the viva, of the nature of the corrections in the form of a written list, a copy of which will be appended to the Examination Entry Form29. Any corrections required in a thesis shall be completed within six months of the viva voce examination unless the Research Degrees Committee allows a longer time. The thesis shall be permanently bound within the same time limit if it was not so bound when examined. One of the examiners shall, within 30 days of completion by the student, certify that any specified, minor corrections have been carried out satisfactorily and included in the bound thesis or portfolio.

In the case of any resubmission, the student may be liable for additional composition and/or re-examination fees.

5.8 The recommendation of the examiners shall be considered and approved, as appropriate, by the Research Degrees Committee. If a recommendation that the Degree be not awarded is approved, the student's programme shall be terminated

Submission of Revised Portfolio or Thesis

5.9 A student shall be informed in writing of the reasons for the examiners' rejection of the original thesis or portfolio, normally by being sent by the Academic Registrar (or nominee) a Statement of Requirements prepared by the examiners listing the principal aspects of the portfolio or thesis which require improvement, a copy of which will be appended to the Examination Entry Form.

A student may submit a revised thesis or portfolio once only, on the recommendation of the examiners and with the approval of the Research Degrees Committee. The Board shall determine the date by which the revised thesis or portfolio shall be submitted, normally twelve months after the original viva voce. If the thesis or portfolio is not submitted by the specified date the student's registration may be deemed to have lapsed; the Board may, however, grant an extension of the time permitted.

The procedure for submitting a revised thesis or portfolio shall be the same as that for submitting the original one as specified in Regulations 4.4 and 4.6.

A revised thesis or portfolio shall normally be examined by both original examiners but the Research Degrees Committee may appoint other examiners. The examiners may not recommend re-submission for a second time but may make one of the recommendations, as appropriate, in accordance with Regulation 5.7 (i), (ii) or (iv) above and should do so within 90 days of receipt of the revised thesis.

Disagreement Between Examiners

5.10 If the examiners are unable to agree on a recommendation according to Regulation 5.7, the Research Degrees Committee shall appoint an additional external examiner to review the portfolio/thesis and the original examiners’ reports which will be anonymised. The additional examiner may require the student to undergo another viva voce examination. The Research Degrees Committee shall consider the reports of all examiners before reaching a decision.

29

The examiners may indicate in general terms a need to correct grammar and/or spelling, and, in addition, may return to the student an annotated copy of the portfolio or thesis.

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5.11 Matters concerning the examination of a student are confidential to those taking part in the examination and appropriate officers of the University. The contents of the portfolio or thesis are similarly confidential until the award has been approved by the Research Degrees Committee and the portfolio or thesis is available for dissemination in accordance with Regulations 6.1 and 6.2.

Access to Portfolio or Thesis

Copyright 6.1 Dissemination of knowledge is one of the objects of the University. Copies of portfolios or theses accepted for a Practitioner Doctorate Degree are placed in the University Library and are available for anyone to consult. A student is therefore advised to mark the portfolio or thesis as copyright. It shall, however, be a condition of acceptance of a portfolio or thesis that the University Librarian be empowered to reproduce the work by photocopy or otherwise and to lend copies to those institutions or persons who, in the Librarian's opinion, require them for academic purposes. 30

Restricted Access 6.2 If a sponsoring organisation or collaborating body considers that a portfolio or thesis contains matter of a confidential nature, the author may instruct the Librarian to restrict access to the portfolio or thesis for a period not exceeding five years. Access to the portfolio or thesis may be allowed during this period only with permission of person(s) specified by the sponsoring organisation or collaborating body. Similarly, if it is desired to seek a patent from matter in the portfolio or thesis, the author may instruct the Librarian to restrict access for a period not exceeding one year. If it is desired to extend the restriction beyond the above periods, or restrict access on other grounds, application must be made by writing to the University Librarian.

Intellectual Property

6.3 While the copyright of the portfolio or thesis belongs to the author, a student is required to assign to the University or its nominee any intellectual property rights (whether patentable or otherwise) that the student is considered to have resulting directly or indirectly from study at the University in return for a fair proportion of any net receipts in accordance with the terms of the University’s Intellectual Property Code. A student may, however, be subject to a specific agreement with the student’s sponsor concerning the assignment of intellectual property rights to the sponsor.

Award and Conferment of Degree

Award 7.1 The Degree shall be awarded to a successful student by the Research Degrees Committee. The date of the award shall be the date on which the Research Degrees Committee approves the award.

Students in Debt 7.2 No student shall be entitled to the award of a Degree unless all fees for tuition and residence and any other sums due to the University have been paid, and the rightful property of the

30

A microfilm copy of a portfolio or thesis may be deposited with the British Library Document Supply Centre who may provide additional copies to other individuals or institutions. If a candidate completes a prescribed form, the British Library will make a payment in respect of copies supplied in certain circumstances.

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University returned.

Formal Conferment

7.3 Degrees shall be formally conferred at a Congregation held for the purpose. The Academic Registrar shall publish the names of those who have been awarded Degrees in the University Gazette and may publish them elsewhere.

Degree Certificate 7.4 After the formal conferment, each graduate shall be given a Degree Certificate. The Certificate shall either be handed to the graduate or sent through the ordinary post to his or her address as listed in the University records. A replacement Certificate can be issued only on receipt of a written request from the graduate and on payment of the appropriate fee.

Appeals

8.1 The grounds for and procedures for appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Made by Senate: 4 December 2000

Last Revised 19 July 2011

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Regulations for the Award of the Degrees of Doctor of Letters (DLitt) and Doctor of Science (DSc)

1.1 The Degree of Doctor of Letters (DLitt) or Doctor of Science (DSc) may be awarded to an eligible candidate who is considered to have made a distinguished contribution to original research or learning over a sustained period of not less than seven years on the basis of published works of high distinction in scholarship and/or research which has established or confirmed the individual as a recognised authority of international standing in his/her field.

Eligibility 1.2 Any person who satisfies one of the following criteria may be eligible for candidature for the Degree of Doctor of Letters or the Degree of Doctor of Science:

(i) a graduate of the University of Surrey of not less than ten years standing;

(ii) a person awarded a Diploma in Technology following a programme of study at Battersea College of Technology;

(iii) a member of the academic staff31 of the University of Surrey of not less than four years’ continuous standing full-time or six years part-time;

(iv) a member of the academic staff of one of the University’s Associated or Accredited Institutions of not less than four years’ continuous standing full-time or six years part-time.

1.3 A person who does not satisfy the conditions of Regulation 1.2 but who has carried out research at or in association with the University of Surrey, which has led to publications that will form a substantial component of the body of work presented in support of his/her application, may apply to the Research Degrees Committee, by writing to the Academic Registrar for permission to be a candidate for either Degree.

1.4 All submissions will be assigned to a Faculty of the University (The sponsoring Faculty). In the case of staff and former staff this would usually be the faculty in which they are/were employed. External candidates will be assigned to a sponsoring Faculty by the Research Degrees Committee whose activities and expertise most closely match those of the submission.

Preliminary Application

2.1 The candidate shall submit to the Research Degrees Committee through the Academic Registrar:

(i) a completed application form (available from the Academic Registrar);

(ii) a curriculum vitae;

(iii) a list of the published works, copies of which will be provided and on which the application is based;

(iv) a brief account of between 300 and 1000 words explaining the relevance of the works to the advancement of knowledge

31

“Academic Staff” means all the persons holding appointments as Professors, Readers, Senior Lecturers or Lecturers of the University [full or part-time] and such other persons or holders of appointments as the Council, on the recommendation of Senate, may from time to time stipulate. Council has determined that “such other persons” shall be taken to include persons holding Visiting or Honorary/Joint Appointments with the University (Council - 17th March 2005). For the purposes of these Regulations, “Academic Staff” shall also be taken to include all persons holding appointments as Tutors, Clinical Lecturers, Senior Tutors and University Directors.

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in the field or fields concerned;

(v) a statement specifying whether any of the supporting works have been submitted for any other Degree awarded to the candidate (works accepted for a Degree of the University of Surrey or another university may not form part of the submission but may be included with the submission where they are required for examiners to follow the development of a line of scholarship or research. Where works are included in this category they must be clearly identified.);

(vi) a statement specifying which, if any, of the works were written in collaboration with others and indicating the proportion of the work which was attributed to the applicant (the statement should, be supported by information about the nature of the collaboration, the role and position of the collaborator at the time the work was prepared. Where possible written verification by the collaborators would be helpful and the University retains the right to seek such verification).

(vii) the appropriate application fee.32

2.2 The sponsoring Faculty will nominate suitable assessors from within and without the University to act in the assessment of the prima facie case for submission. The Research Degrees Committee shall consult such persons and after taking such advice as it sees fit, determine whether the applicant has made a prima facie case for eligibility to be a candidate for the award of either Degree and shall inform the applicant accordingly.

2.3 If a prima facie case has been established, the Dean of sponsoring Faculty shall appoint a Mentor/Facilitator to advise the candidate in the preparation of the submission.

Submission of Works

3.1 Within twelve months of confirmation of his/her candidature for the Degree of Doctor of Letters or Doctor of Science, the candidate shall submit to the Academic Registry three suitably bound33 copies of the submission of 50 pages/15,000 words, to include:

(i) a typed list of the contents of the submission;

(ii) a statement specifying which, if any, of the works were written in collaboration with others and indicating the portion of the work which is attributed to the applicant (the statement should, be supported by information about the nature of the collaboration, the role and position of the collaborator at the time the work was prepared. Where possible written verification by the collaborators would be helpful and the University retains the right to seek such verification.

(iii) a commentary, indicating the significant contribution which each of the submitted works has made to the advancement of knowledge and how the works are related;

(iv) copies of each of the supporting published works on which the submission is based;

32

The initial application fee payable is £150. 33

It is not necessary for the works to be permanently bound but the commentary and supporting loose papers should be placed in some form of binding for ease of handling and the totality of the submission collated within some form of rigid binder/container.

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(v) the appropriate examination fee.34

The candidate may also submit

(i) a list of unpublished works which have been accepted for publication, copies of which have been provided in support of the submission.

(ii) works accepted for research degrees at the University of Surrey or another University but which are essential for the examiners to follow a line of thought or research or scholarship. These works will not form part of the assessed body and must be clearly identified as such.

Other works, copies of which have not been provided but which may support the submission, should be cited in the commentary.

Appointment of Examiners

3.2 The sponsoring Faculty shall nominate not fewer than three examiners for approval by the Research Degrees Committee. At least two of the examiners shall be persons who neither currently hold any appointment of the University, except that of external examiner, nor have co-authored any of the works listed by the candidate in his/her submission.

The Academic Registrar will issue letters of appointment to external examiners and shall confirm the appointment of any internal examiner.

Examination 3.3 The examiners shall determine whether the works submitted demonstrate that the candidate has personally made a substantial contribution to original research and knowledge and has become an authority in the field or fields concerned.

3.4 Each examiner shall report independently on the assessment to the Research Degrees Committee and shall make one of the following recommendations:

(i) that the Degree be awarded;

(ii) that the degree be awarded, subject to specified, minor corrections35 and/or additions36 being made only to the statement and/or commentary to the satisfaction of the examiners.

(iii) that the Degree be not awarded

3.5 The Research Degrees Committee shall consider the reports of the examiners and determine whether the Degree should be awarded.

If the examiners’ recommendations are not unanimous, the Research Degrees Committee shall consider the reports of all examiners before reaching a decision.

The Research Degrees Committee may, if it sees fit, appoint an additional examiner and shall consider all the examiners' reports

34

The examination fee payable when the works are submitted is £600

35

The phrase “specified, minor corrections” shall be taken to include the correction of minor corrections, minor errors of fact, typography, grammar, style, syntax and/or layout of graphs/tables etc., which would enhance the readers’ understanding of the author’s argument but which does not alter the intellectual content and reasoning of the thesis

36 Minor additions” are those which do not involve further supervision or any further original research. Such

additions might include, for example, additional sentences, tables, paragraphs or pages but not normally chapters.

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again before reaching its decision and recommendation.

If the recommendation is that the works be not awarded, the examiners’ reasons will be made known to the candidate.

Re-application 3.6 A candidate to whom the Degree is not awarded may submit a fresh application at any time, provided that such an application includes additional published works based upon further study and research.

Disposal of Works

4.1 Dissemination of knowledge is one of the objects of the University. Two of the three copies of the submission shall normally be returned to the candidate. If the Degree is awarded, one copy of the submission shall be retained in the University Library

Formal Conferment

5.1 The Degree of Doctor of Letters or Doctor of Science shall be conferred upon a successful candidate at a Congregation held for the purpose by resolution of the Senate. The Academic Registrar shall publish the names of those who have been awarded degrees in the University Gazette and may publish them elsewhere.

5.2 After the formal conferment, the graduate shall be given a Degree Certificate. The Certificate shall either be handed to the graduate or sent through the ordinary post to the graduate's address. A replacement Certificate can be issued only on receipt of a written request from the graduate and on payment of the appropriate fee.

Appeals

Appeals 6.1 The grounds for and procedures for appeals are set out in the University’s published Regulations for Academic Appeals. The regulations are available at: http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Made by Senate: 11 July 1972 Revised 19 July 2011

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Regulations

Section D

General Regulations Governing Fitness to Practice

2

Regulations for the Arrangement of Professional Training

5

Regulations for the Assessment of Professional Training and Credits for Professional Training

12

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General Regulations Governing Fitness to Practise These regulations are concerned with students’ fitness to practise in a clinical or professional placement setting and should be read in conjunction with the General Regulations of the University for award-bearing programmes and with specific Programme Regulations. 1 A student registered for a programme of study and/or

research, which includes one or more period(s) of clinical and/or professional experience, is required, at all times and as a condition of continued registration for that programme, to act or behave in a manner which:

(a) conforms to the relevant professional code of practice, if any; and/or

(b) is consistent with behaviour required by the profession or employer; and/or

(c) does not jeopardise or put at risk the welfare or wellbeing of others (e.g., patient, pupil, client, members of the public, fellow student, fellow employee, member of academic or professional/clinical staff) or him / herself.

The University reserves unconditionally the right to exclude or withdraw a student from a clinical or professional placement without notice pending the outcome of an investigation, on grounds of unprofessional behaviour, professional misconduct, and/or if it believes that the student’s behaviour has the potential to cause harm to others and/or to him / herself.

Investigative Stage

2 In the event that an allegation is made by whomsoever against a student that he/she has behaved in a manner contrary to that outlined in 1(a) to 1(c) above, the matter shall be reported immediately to the Dean of the Faculty (or their nominee), which is offering the programme for which the student is registered. The Dean of Faculty (or their nominee) shall be empowered, after consultation with the Dean of Students, to withdraw and/or exclude a student from a professional or clinical placement without notice where there is perceived to be justifiable risk.

3 The student shall be advised of the allegations in writing and be afforded a full opportunity to respond to them.

4 The Dean of Faculty (or their nominee) shall arrange for the allegation(s) to be investigated with the intention of determining whether there is a prima facie case of professional misconduct or unsuitability to practise. The Dean of Faculty (or their nominee) shall inform the Dean of Students that such a preliminary investigation is being undertaken.

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5 The investigation shall take such form as the Dean of Faculty (or their nominee) deems to be appropriate in the circumstances. It may include the establishment of a panel to consider the evidence and may require inputs from the Director of Studies, Personal Tutor and University and/or other staff involved in the supervision or assessment of the student in the clinical or professional setting. There shall be appropriate input from professional staff and the University will reserve the right to seek independent psychiatric reports as part of this stage. The Dean of Faculty (or their nominee) shall report the findings of the investigation to the Dean of Students and to the student. Such report shall normally be made within 20 working days after the allegation has been reported to the Dean of Faculty.

6 The Dean of Students, in consultation with the Academic Registrar, shall determine one of the following:

(i) that a prima facie case has not been established and that the allegations be dismissed with no further action taken by the Faculty or University

(ii) that a prima facie case has been established and that either:

(a) the Dean of Faculty (or their nominee) take appropriate action to address and resolve the case; or

(b) the case be considered in accordance with the adjudication process prescribed in Regulations 7 to 8 below; or

(c) the case be considered further in accordance with the disciplinary procedures prescribed in Statute 5.

Adjudication: Standing Fitness to Practise Panel

7 There shall be a Standing Fitness to Practise Panel, constituted in accordance the University Procedure for Hearing by Panel.

8 The Panel shall make a decision, which it shall communicate to all parties. The decision may include suspension or termination of the student’s registration for a programme. The Panel shall report its decision to the Registrar and Secretary and to the Vice-Chancellor for information.

Appeals 9 A student may appeal against the decision by the Standing Fitness for Practise Panel to suspend or terminate the student’s registration in accordance with Regulation 8 above. The grounds for appeal shall be restricted to those of procedural irregularity or new evidence.

10 A student wishing to appeal shall give notice in writing to the Dean of Students, indicating the grounds of the appeal within 10 working days of being informed of the decision. The Dean of Students shall consult with the Registrar and Secretary to establish whether the case for appeal accords with the grounds prescribed in Regulation 9 above, or

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whether the appeal shall be dismissed. 11 An appeal shall be heard by a Fitness to Practise Appeal

Panel constituted in accordance with the University Procedure for Hearing by Panel.

12 The Appeal Panel shall have authority to determine the case put to it however it deems appropriate. The decision of the Appeal Panel shall be final.

Made by Senate: June 2002

Last Revised: July 2010

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Regulations for the Arrangement of Professional Training

Set out below are the Regulations for the Arrangement of “Professional Training”, together with associated Guidelines. The Regulations are, where appropriate, augmented by associated Guidelines, presented in italicised print.

Scope 1.1 These Regulations apply to all placements in industry, research and/or educational establishments, commerce and the public services arranged and undertaken as a formal and integrated part of an undergraduate programme of study and leading to the award of credits at level P, howsoever described in the validated programme documentation. 1

1.2 These Regulations should be read in conjunction with

(i) the Regulations for the Assessment of Professional Training and Credits for Professional Training, University of Surrey (2006);

(ii) the Guidance Note on Students on Integrated Professional Training in the UK , Safety Office (Sept 1997);

(iii) the Education (Mandatory Awards) Regulations, Schedule 5: Sandwich Courses, relating to unpaid placements;

(iv) the Guidance Note on Students in Work Placements of HE Students, CVCP (1997);

(v) the UCEA Health and Safety Guidance for the Placement of HE Students, UCEA (2009);

(vi) the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 9: Placement Learning, Quality Assurance Agency for Higher Education (July 2001)

(vii) the University of Surrey Disability Policy, University of Surrey.

Appointment of Senior Tutors

2.1 For each programme of study which incorporates an integrated period or periods of professional training, the Dean of Faculty shall appoint a member of academic staff as Senior Tutor for Professional Training.

2.2 The Senior Tutor shall be responsible for the co-ordination and implementation of arrangements for professional training in accordance with the specific Programme requirements.

[G2.1 The role of Senior Tutor is perceived as essentially academic in nature. Indeed, the strength and success of Surrey’s system is that it builds upon the direct involvement of well qualified academic staff in appropriate and high quality placements. It is important that the Senior Tutor is a full academic member of both the Board of Studies and the Board of Examiners.

G2.2 The arrangements for professional training require high quality administrative support but it is important that the administrative and academic functions are not confused.]

1 Periods of study undertaken abroad as part of an exchange scheme in lieu of study at levels HE1,

HE2, HE3 or M, are excluded for the purposes of these Regulations.

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Location of Placements

3.1 Placements should be arranged in locations which will facilitate regular visits to students by University academic tutors in accordance with Regulation 7. All placements within the UK will receive regular visits by University tutors.

3.2 In cases where placements are arranged abroad and where regular visiting by University tutors is impracticable, arrangements must be made for the student(s) to be visited by colleagues who have been briefed and are familiar with the University’s objectives for professional training in general and of tutors’ visits in particular.

3.3 The placement of students as employees or students should not be made within a Faculty, Department, Centre or other unit of the University except with the prior agreement of the Chair of the Professional Training and Careers Committee.

[G3.1 The location of placements, whether in the UK or abroad, should be such that tutors from the University may visit students in the placement at regular intervals. Constraints of staff time and the cost of travel are likely to be influential factors in determining location. It is expected that all UK placements will be accessible for monitoring visits.

G3.2 When, for whatever reason, a placement is arranged which does not facilitate regular visits by University staff, it is incumbent on the Senior Tutor to ensure that alternative arrangements are put in place. These might, for example, involve a reciprocal arrangement with a colleague from an institution of higher education close to the placement to visit the student by proxy. In such cases, it is important that the colleague concerned is made fully conversant with the University’s general expectations and the Faculty’s specific requirements for professional placements and assessment and that a formal agreement is documented to this effect.

G3.3 Subject to the constraints identified in G3.1, the University encourages Faculties and students to consider placements abroad. The main reasons for the placement of students abroad include the following:

(a) when placement abroad is the only way in which students can get training appropriate to the needs of the programme, e.g. language programmes;

(b) when training appropriate to the programme can more readily be found abroad:

- where business is carried out on a world-wide scale, e.g. in multinational corporations or in specific professions, such as civil engineering;

- where the appropriate type of work cannot be found in the UK because of economic or other factors;

- where the structure of the industry abroad enables students to take on a more responsible role than would be possible in the UK;

- where an educational placement experience will broaden and enhance the curriculum of the

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programme for which they are registered;

(c) when placements can be made abroad linked to specific schemes, e.g. European Union initiatives and schemes for engineering/science students to learn foreign languages;

(d) in order that the University is better able to compete with other universities in student recruitment;

(e) where overseas students seek experience in the appropriate industry in their own countries.

The following benefits to students can be expected to accrue through having experienced a work or study placement abroad;

(a) the student will benefit from the cultural exchange element of the training in terms of personal development and general education;

(b) the student’s job prospects and value to employers are enhanced through having experience of working or studying abroad and having developed contacts abroad;

(c) working or studying abroad can promote a better appreciation of cultural and sociological differences (and similarities).]

Approval of Placements

4.1 The Dean of Faculty, through the Senior Tutor(s) for Professional Training, is responsible for the satisfactory arrangement of all placements.

4.2 Placements will ordinarily be required to meet the requirements outlined in the University’s “Placement Health and Safety Checklist”, which must be completed by a host employer before a paid or unpaid work-based placement commences.

4.3 Faculties are required to complete a University “Placement Agreement” form for every student undertaking a professional training placement.

[G4.1 Formally, the Dean of Faculty is responsible for any arrangements for students to take up positions in paid or unpaid placements or in study placements, which constitute an integrated part of the students’ programmes of study; as such, they are an important part of the learning “contract” with students. In practice, the Dean of Faculty will be advised by the Senior Tutor(s) to whom the responsibility will be delegated.

G4.2 Arrangements for any work-based placements should have regard for the following, in accordance with the “Placement Health and Safety Checklist”:

• a written employer’s or educational institution’s Health and Safety Policy;

• availability of health and safety training, where appropriate;

• appropriate insurance and indemnity cover;

• appropriate risk assessment policies and practices;

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• procedures for reporting accidents involving placement students.

Copies of the “Placement Health and Safety Checklist” may be obtained from the Quality Support Section, Academic Registry

G4.3 A copy of the University’s “Placement Agreement” should, in all cases, be signed by the Senior Tutor, the student and a representative of the placement organisation. Copies of the Agreement form may be obtained from the Quality Support Section, Academic Registry

G4.4 A placement which includes one or more study placement in another institution of higher education, whether abroad or in the UK, should be formally approved by the Faculty in the form of a written “learning agreement”. It will be the responsibility of the Faculty to ensure that, in setting up bilateral partnership agreements to provide study placements, the content and organisation of the partner’s programme(s) of study will support an acceptable, complementary and timely learning experience and that the approved learning agreement avoids unnecessary duplication of the University’s own curriculum at levels HE1, HE2 and/or HE3. The Faculty should take steps to ensure that the arrangements remain relevant and appropriate on a regular basis.]

Period of Training

5.1 The minimum aggregate period of “professional training” shall be 46 weeks, excluding local annual holiday entitlement but including any return period(s) to the University.

5.2 In unpaid work-based placements and study placements, the minimum aggregate period of professional training shall be 30 weeks, subject to 5.3 below.

5.3 The Professional Training and Careers Committee may, from time to time, approve alternative arrangements for professional training, consistent with the University’s ethos of relevant and structured professional experience, as part of the process of approval and review of programmes.

5.4 Subject to the appropriate General Regulations, such a period or periods may lead to the award of 120 credits at level P.

5.5 In exceptional circumstances, when, through no fault of his or her own, a student is prevented from complying fully with the time qualification, the Board of Examiners may recommend to the Senate Progression and Conferment Executive that the student be deemed to have satisfactorily completed the professional training period (provided that all other aspects of the training and assessment have been completed satisfactorily).

[G5.1 Regulations prescribe that the minimum aggregate period of professional training is 46 weeks, excluding local annual holiday entitlement but including any return period(s) to the University;

G5.2 The Professional Training and Careers Committee has discretion to approve arrangements which do not fully accord with the requirements prescribed in this section of the Regulations.

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G5.3 The “Regulations for the Assessment of Professional Training and Credits for Professional Training”, set out the general requirements for the assessment of professional training, for (where appropriate) the award of credit at level P and, the integration of level P credits within the Degree classification;

Pre-Placement Preparation and Briefing

6.1 Faculties shall prepare and otherwise brief in advance all students intending to undertake a training placement(s).

[G6.1 Faculties will have different ways of approaching this issue but preparation for professional training placements and detailed briefing are essential for a successful placement experience, for both the student and “employer”/partner institution. Advance briefing should include:

(a) in writing, the academic requirements of the Faculty, arrangements for placement visits during the period(s) of training/study and the assessment scheme for the professional training year;

(b) the specification of the learning outcomes and assessment of professional training within the programme;

(c) the conditions under which students will be allowed to proceed to a period of professional training (Regulations 96 and 97 of the Modular First Degree Regulations refers);

(d) the nature of the employment or study in the particular organisation in which the training is to be undertaken, and, where appropriate, the possible salary;

(e) The students’ legal and/or professional (including health and safety) responsibilities as an employee (paid or unpaid) or student to him/herself and to others; as appropriate adherence to high standards of personal conduct and/or to relevant codes of professional conduct;

(f) the Social Security, National Insurance and Income Tax requirements as they relate to sandwich course students;

(g) an appropriate preparation in the language of the country in which a placement has been arranged if not English;

(h) the social and political background of countries abroad in which placements may have been arranged and where the social and political philosophies, customs and practices are very different from those which obtain in the UK; students from overseas should be similarly briefed about the UK;

(i) arrangements for communication with the Department/Faculty during the placement (colleagues are reminded that the Professional Training and Careers Committee produces and issues annually the “Professional Training Year Mini-Guide”, providing

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guidance and advice to students on a range of practical matters associated with the placement period(s);

(j) students should be advised that they will be liable to the University for payment of composition fees, at a reduced rate in accordance with University fees policy, and that there may be financial implications for elements of their student support package. Full guidance can be found in the DfES booklet, A Guide to Financial Support for Higher Education Students.

G6.2 Consideration should also be given in the lead up to the placement to enhancing those personal, transferable skills which students are likely to require: team-working, effective communication and presentational skills. Some Faculties have developed specific programmes. The placement period(s) often represents an ideal opportunity for students to start to identify their own strengths and weaknesses in the employment or study situation. Heightening awareness of such skills and encouraging students to maintain a personal profile/record of achievement can later be used to formulate curricula vitae or help students to perform better at employment interviews.]

Tutorial and / or Assessment

7.1 A tutor (or tutors) must be appointed to visit each student on a placement.

Visits / Visiting Tutors

7.2 For all programmes, departmental staff must visit students at least three times per year on one placement and at least once per placement where two or more placements have been arranged. Under circumstances in which it is necessary to arrange more than two placements, the total number of tutors’ visits must be not less than two.

7.3 The Professional Training and Careers Committee may, from time to time, approve alternative arrangements for visits to placements by visiting tutors, consistent with the University’s ethos of relevant and structured professional experience, as part of the process of programme approval.

[G7.1 Maintenance of contact with students and visits to students in the placement are important and necessary arrangements. The University regards regular visiting as essential and the Regulations for the Arrangement of “Professional Training” set out the University’s requirements for the minimum number of visits.

G7.2 The first visit should be made as early as possible in the placement, to ensure that the student’s induction into the organisation has commenced and that he or she has identified health and safety issues in accordance with the Student Induction Checklist. The first visit should provide an opportunity to ensure that the student has settled, to identify any difficulties and to take any necessary corrective action at an early stage. Copies of the “Student Induction Checklist” may be obtained from the Quality Support Section, Academic Registry.

G7.3 The final visit should take place in the last three months of the placement period and may involve some form of presentation to the local supervisor and visiting tutor and should include an evaluative discussion of the student’s performance on

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placement.

G7.4 A third, intervening visit should be made to ensure the student’s continuing satisfactory progress.

G7.5 It is desirable that the burden of tutors’ visits should be shared widely among the academic members of the Faculty. Associate lecturers may be used to fulfil this role but should be fully briefed on the academic nature of the role. It should be noted that the University runs a programme for new academic staff that includes advice on Professional Training

G7.6 Visiting tutors must take care to ensure that any aspects of the placement which are deemed to be unsatisfactory in terms of the health, safety and welfare of the student are dealt with expeditiously.]

Supervision in the Placement

8.1 Senior Tutors for Professional Training shall ensure that each student receives suitable supervision from a member of the host “employer” or institution in the placement in accordance with the terms of the responsibilities defined in the “Placement Agreement”.

Assessment of the Placement Period

9.1 All periods of professional training must be subject to formal assessment in accordance with the “Regulations for the Assessment of Professional Training and Credits for Professional Training”.

9.2 Where level P credits are awarded for the Professional Training placement, the assessment must conform to the “Regulations for the Assessment of Professional Training and Credits for Professional Training”. In cases where level P credits are not available, the overall assessment must include the following elements:

(a) at least one report/dissertation written by each student to the requirements of the Faculty and assessed by the Faculty;

(b) a report from the local placement supervisor;

(c) an appraisal by the visiting tutor(s), based upon the visits made to each student during the professional training period.

Monitoring of Placements

10.1 The Professional Training and Careers Committee shall monitor and evaluate arrangements for professional training annually.

Made by Senate:

21 October 1997

Last Revised: 11 July 2011

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Regulations for the Assessment of Professional Training and Credits for Professional Training

Scope 1.1 These regulations relate to the assessment of periods of professional training within undergraduate programmes of the University of Surrey and its Associated Institutions, and are to be read in conjunction with the Regulations for First Degrees, Diplomas and Certificates for Students Pursuing Modular Programmes of Study Based at the University and with the Regulations for the Arrangement of Professional Training. For the purpose of these Regulations, the term ”Faculty” (of the University) shall be taken to imply also “Department” of an Accredited or other Associated Institution.

1.2 Students pursuing a modular programme leading to the award of MChem, MEng, MMath, MPhys or a Bachelor's Degree, which includes a period of supervised professional training or experience, normally undertaken away from the University or its Associated Institutions (including study placements), are required to secure credits (level P) in respect of their training period. The number of level P credits required for the award of a first Degree are specified in the General Regulations for modular Degrees.

Descriptions of Professional Training

2.1 The overall aim and objectives for the professional training period(s) must be identified in writing, together with learning outcomes as appropriate, against which the assessments should be made.

2.2 Professional Training modules should be described in a similar fashion to levels HE1, HE2 and HE3 modules. For level P credits, the level descriptor is as follows:

Level P:- develop and/or apply theory and develop skills independently in external educational settings or in practical and operational contexts; develop knowledge and skills which can contribute to subsequent project work and study; develop transferable skills and improvement in presentation, communication, team-working and inter-personal skills in a professional context.

General

The Schemes of Assessment

3.1 A Faculty of the University or of its Associated Institutions wishing to recognise the period of training or study placement followed by its students on modular programmes must submit a scheme of assessment to the Professional Training and Careers Committee of the University. Any scheme submitted must be approved prior to implementation.

3.2 Schemes submitted to the Professional Training and Careers Committee should include full information from any relevant professional bodies. Each scheme should normally assess the following:

(i) the student performance in the workplace or study placement, carried out by the employer or educational establishment in collaboration with the parent Faculty of the University or its Associated Institutions;

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(ii) the student's report(s);

(iii) any oral presentations given by the student;

(iv) report(s) from visiting tutors;

(v) student participation at briefing and de-briefing;

(vi) any additional academic work that is required of the student during the placement period(s).

Weighting 4.1 Validated programme documentation shall specify the assessment scheme, including the weightings of the various unit(s) of assessment for each module. The modules contributions towards the level P aggregate mark of students shall be within the following ranges, based upon the assessment areas listed above:

(i) Placement Skills Development which includes pre-placement learning and skills development in the workplace (37.5% or 25% for combined study/work placements);

(ii) Evaluation of Placement Learning which includes both the study and the work experiences (50%);

(iii) Transfer of Placement Learning (12.5% or 25% for combined study/work placements);

Marks 4.2 The range of marks for professional training should conform to the normal scale of marks as described in the General Regulations.

The Award of Credits in Modular Programmes

5.1 The award of P credits is intended as a recognition for students who have completed their period of professional training satisfactorily. It is therefore anticipated that most students will qualify for the award of credits as reflected in the assessment made under an approved scheme.

5.2 The number of P credits required for a specific award must be specified in the Student Handbook. Compensation credits for level P may be awarded subject to the same criteria used for levels HE1, HE2 and HE3 as specified in the General Regulations for First Degrees.

5.3 A Dean of Faculty may exempt students from level P credits on the basis of previous approved experience up to a maximum of 40 credits or one third of the total number required in the programme, whichever is the smaller.

Module Pass Mark

5.4 The pass mark for the assessment of a level P module resulting in the award of credits shall be 40%.

5.5 It is expected that 120 level P credits should arise from minimum of 46 weeks of paid professional training (or minimum of 30 weeks of unpaid professional training or study placement).

Retrieval 6.1 A student who fails to be awarded credits for a unit of assessment shall have the right, subject to the conditions of the General Regulations for First Degrees, to submit for reassessment on one subsequent occasion within one year of the first attempt, under conditions specified in the Student Handbook.

Recognition of A student who successfully completes Level P, subject to the

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Level P conditions of the General Regulations for First Degrees, will have details of the placement, such as placement provider(s) and dates of placement(s), added to the degree certificate and transcript

Made by Senate: 20 June 1995

Last Revised: 11 July 2011

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Regulations

Section E

Regulations for Academic Integrity

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Regulations for Academic Integrity

Approved by Senate 5 July 2011

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Academic Integrity The University understands that if the academic and professional achievements of its staff and the qualifications of its students are to carry weight in the world they must have been honestly and fairly gained and be seen to have been so gained. As a corollary of its commitment to maintaining the academic standards of its awards and qualifications, the University is committed to promoting academic integrity and ethical behaviour in the work of all its students and staff.

This statement reflects the University's recognition that its qualifications are used by employers and third parties (including other universities) as proxies not only for the achievements of its graduates but for their personal integrity and reliability. For that reason, academic misconduct by an individual not only casts doubt on the genuineness of their own achievement but has the potential to taint the achievements of others and the University unless it is identified and dealt with.

What constitutes academic integrity? 1 The University is committed in all it does to support academic integrity which it

considers is based on honesty, trust, fairness, respect, and responsibility. [Supporting Academic Integrity. Approaches and resources for higher education, HEA/JISC Academic Integrity Service, 2010, p. 3]

• honesty – in making and keeping commitments, in straightforward dealing with fellow students and staff, in not misrepresenting the work of others as one's own

• fairness – in the consistent way students and staff are treated, their work rated and reported, academic matters are handled, and dishonesty and misconduct are dealt with

• trust – earned by honesty and fairness, that enables ideas, scholarship, research and work to be shared, without fear that it will be misrepresented or misappropriated

• respect – for the work and contributions of others by acknowledging when they are referred to, and for the contributions of staff and students, shown by preparing in advance for learning sessions, attending on time, being attentive to the tutor or instructor and to what others have to say, being courteous, respectful, helpful, and meeting deadlines

• responsibility – recognising that all the members of the University share responsibility for safeguarding its values and reputation, upholding the University's regulations, in accepting responsibility for one's actions, in not ignoring the dishonesty of others. [Adapted from 'The Fundamental Values of Academic Integrity: Honesty, Trust, Respect, Fairness, Responsibility', Center for Academic Integrity, Duke University, NC, October 1999. Document Resumé at http://www.eric.ed.gov/PDFS/ED452778.pdf. Accessed January 2011.]

In the light of the above the University has based its approach to dealing with academic misconduct on promoting academic integrity, through explaining why it is essential, before describing what behaviours and practices constitute academic misconduct and how it deals with them.

Avoiding academic misconduct The University seeks to ensure that students studying for its awards and qualifications can be confident that academic misconduct is treated consistently. This is one reason why the area of academic misconduct has been brought into the University's Academic Regulations,

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which are required to be applied uniformly institution-wide, subject to the overriding need for individuals to be treated fairly.

Academic misconduct and poor academic practice Students who are new to the University may need to adjust to Surrey's requirements for academic integrity and its approach to academic misconduct. The University recognises it has a duty to ensure that students understand its approaches to these matters so that they can understand how to avoid being accused of academic misconduct without good cause.

The University requires that all those who teach its newly arrived students and those who act as personal tutors should be able to explain to students what is meant by the term 'academic integrity' and how, through adopting good academic practice, students can avoid being accused of academic misconduct.

For plagiarism, which is the form of academic misconduct most often encountered, the University expects all those who teach newly arrived students to encourage them to complete the plagiarism modules on the University's virtual learning environment that are appropriate to the subjects they are studying. Tutors should also advise students of the availability of advice and support from the University's Student Personal Learning and Study Hub (SPLASH). Students in Associated and Accredited Institutions should be directed to the equivalent resources provided by their own Institution.

Academic misconduct 2 Practices and actions that undermine academic integrity have the capacity to diminish

the value of the University's awards to their holders and damage the University's reputation. They constitute academic misconduct.

3 The University's definition of academic misconduct is

Acts or omissions by a student that have the potential to give an unfair advantage in assessments.

4 The University's regulations and procedures for addressing academic misconduct by undergraduate students (including students studying for CertHE, DipHE, and FD awards) and taught postgraduate students studying for higher awards, are consistent with the relevant provisions of its regulations and procedures for addressing academic misconduct by students studying for higher awards by research1.

Plagiarism

Academic misconduct: plagiarism and academic judgement Reviewing assessed work submitted by a student, and assessing whether it includes the products of academic misconduct (such as plagiarised material or material that is the product of collusion) requires the careful application of academic judgement and subject expertise by academic staff.

Academic Integrity Officers are key figures in the University's Academic Integrity procedures. Tutors who suspect that a piece of assessed work contains plagiarised material will seek the guidance of the relevant Academic Integrity Officer, who will advise how the results of the diagnostic tests the tutor has made should be interpreted, how they should be explained to the student and how, on the basis of the particular way what appears to be plagiarism has occurred, the student should be dealt with and how they should be advised to proceed in order to avoid a recurrence.

Tutors will not accept failure to understand what constitutes plagiarism, pressure of time, or conflicting deadlines for assessed work, as sufficient explanations for the submission of 1 As covered in the Annex to these regulations

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plagiarised material. Tutors will remind students that where they know that there are good reasons why they will be unable to submit assessed work by the required deadline, they are to make this known to the person designated in their programme handbook to deal with assessment deadlines, and request an extension. Individual tutors and module coordinators are not authorised to grant extensions to assessment deadlines, other than where they are the person explicitly designated to do so in the programme handbook.

5 Plagiarism is the academic misconduct most frequently encountered by the University, which defines it as

• inserting words, concepts, or images from the work of someone else into work submitted for assessment without acknowledging the originator's contribution and

• representing the work of another as one's own, whether purchased or not, or taken with or without permission.

6 Forms in which plagiarism can be encountered include

• collusion, in which work that has been set to be undertaken by an individual is undertaken by more than one person but is submitted as the work of an individual

• personation, in which one person represents themselves as another person in order to undertake an assessment (including an examination) for the person for whom they have substituted

• acquiring work to pass off as your own from services and individuals that provide essays, papers, reports, graphics, compositions, program-code, and programs

• providing work for another to pass off as their own (whether that person is a student of the University or another institution)

• passing off work as original that has already been assessed (whether by the University or another institution).

The definition of 'collusion' set out above distinguishes between work that has been set to be completed by an individual and work that has been set by the tutor to be undertaken by a group. Where, in accordance with these Regulations, group assignments provide for work to be submitted that has been undertaken collectively, with marks recorded for collective and individual achievement, students take care to identify those parts undertaken collectively and their individual contributions.

Declaration of originality

7 In order to be sure that its students understand the importance it attaches to academic integrity the University requires that work they submit for assessment is accompanied by a signed and dated 'Declaration of Originality'. The wording of this Declaration is as follows:

'I confirm that the submitted work is my own work and that I have clearly identified and fully acknowledged all material that is entitled to be attributed to others (whether published or unpublished) using the referencing system set out in the programme handbook. I agree that the University may submit my work to means of checking this, such as the plagiarism detection service Turnitin® UK. I confirm that I understand that assessed work that has been shown to have been plagiarised will be penalised.'

'In completing this work I have been assisted with its presentation by [state name and contact details of assistant] and, if requested, I agree to submit the draft material that was completed solely by me prior to its presentational improvement.' [This paragraph is to be deleted where it is not relevant.]

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Assistance by third parties and academic misconduct

The University reminds its students that being assisted by individuals or services to prepare work that is to be submitted for assessment by proof-reading and/or correcting English may bring into question whether they have engaged in academic misconduct. The University therefore requires that assistance by paid or unpaid proof-readers is declared when completing the Declaration of Originality that must be made for each piece of assessed work (see paragraph 7).

In cases where markers consider that the student's work for assessment might have been completed with the assistance of another person, the University may require that the finished work is submitted together with the draft material that was given to the person to proof-read and/or correct. This is to enable those marking the work to establish (where necessary) that the intellectual and conceptual content of the work is wholly the responsibility of the student submitting it.

8 Where the presentation (including language, syntax, spelling and layout) of a student's work for assessment has been assisted by another person, the University may, at its discretion, require that the finished work is submitted together with the draft material that was given to the person to proof-read and/or correct.

It is acknowledged good practice for authors to retain successive drafts of their work as a precaution against its loss and to enable them to trace its development and improvement for their own benefit. Students are strongly advised to keep successive copies of drafts of work that is to be submitted for assessment for their own benefit, and to enable them, if challenged, to counter any suspicion that they have been unfairly assisted to produce work to be submitted for assessment.

9 Where the presentation of assessed work has been assisted by a third party, failure to declare such assistance, or to provide the draft material submitted for proof-reading where requested, may be dealt with under the University's Academic Misconduct Procedures.

Assistance from third-parties in the presentation of assessed work where the learning outcomes for a module include demonstrating facility with written English

10 Meeting the learning outcomes for a module may include an explicit requirement that the student demonstrates their facility with written English. Where this is the case, recourse by the student to assistance in the completion of assessed work from third parties, through proof-reading and correcting English (not including the use by the student of dictionaries, thesauruses and spell-checkers) constitutes academic misconduct and may be dealt with under the University's Academic Misconduct Procedures.

Personation and impersonation

11 The University defines personation in the context of academic misconduct as

• assuming the identity of another in order to mislead or deceive

• allowing another to assume your identity in order to mislead or deceive.

[Impersonation is where the appearance of a first person is assumed by a second person. Personation may or may not involve impersonation.]

Personation (with or without impersonation) is a form of academic misconduct. An instance of personation might be associated, for example, with an individual passing themself off as another for the purpose of submitting an assessment, attending to sit for an assessment, attending an award ceremony, collecting an award qualification, or engaging in any other act or failure to act that enables someone to gain an unfair academic advantage, a financial or

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other advantage (such as a bursary) or gain an award or qualification to which they are not entitled.

12 Where there is evidence that what appears to be personation or impersonation has taken place the tutor, invigilator, or other person who has identified the possible academic misconduct reports the matter to the relevant Academic Integrity Officer. The Officer reviews the evidence and, advised by the relevant Associate Dean and Academic Registry, determines whether the matter is to be dealt with through the University's Academic Misconduct Procedures or otherwise, such as through the University's Disciplinary Procedures.

Collusion

13 The University defines collusion in assessments as two or more students working together, in an unauthorised fashion, to share materials and/or findings for submission to the University as an assessment produced separately by each.

14 Where a tutor identifies material that appears to show evidence of collusion in work submitted for assessment by two or more students, the tutor consults the relevant Academic Integrity Officer and they review the material together. Where material that appears to show evidence of collusion is identified in the assessments of two or more students, and the Academic Integrity Officer is able to confirm that the instructions provided with the assignment required that the work was to be undertaken and submitted for assessment individually, the matter is dealt with under the University's Academic Misconduct Procedures.

15 Where students whose work has been investigated for possible collusion are able to demonstrate that the terms in which the relevant assignment were set were insufficiently clear to enable them to determine whether the work was to be undertaken singly or collectively, and the Academic Integrity Officer concurs with this view, the students will not be considered to have colluded.

The phrase 'unauthorised fashion' in paragraph 13 marks the University's recognition that work may be expressly set to be undertaken by a group of students working together.

Other forms of academic misconduct Making false claims

16 Academic misconduct can also take the form of misrepresentation, such as

• falsely claiming

qualifications that are not validly held or experience (including practice-based or performance experience) that has not been acquired

to have undertaken work, including empirical investigations, research, and interviews

17 Where a student appears to have falsely claimed to have qualifications that they do not hold, experience they have not acquired, or to have undertaken work when they have not done so, the relevant Academic Integrity Officer will consult with the Associate Dean and the Academic Registry in order to determine whether to refer the matter to the University's Disciplinary Procedures, its Fitness to Practise Procedures, or its Academic Misconduct Procedures.

Fabricating results and misrepresenting data

18 Where a tutor identifies results from laboratory or other work, including research work that has been submitted for assessment that appear to have been fabricated, or data that appears to have been misrepresented, they consult the relevant Academic Integrity Officer and they review the materials together. Where they agree that the

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results appear to have been fabricated, or the data has been misrepresented, the matter is dealt with under the University's Academic Misconduct Procedures.

Introducing unauthorised materials and/or devices into an examination

19 Introducing unauthorised textual materials or bringing an unauthorised mechanical or electronic device into an examination room or ancillary area, such as a cloakroom or toilets, constitutes academic misconduct.

20 Where there is evidence that a student has brought unauthorised material or devices into an examination room or associated area the tutor, invigilator, or other person who has identified the possible academic misconduct reports the matter to the relevant Academic Integrity Officer. The Officer reviews the evidence and, advised by the relevant Associate Dean and Academic Registry, determines whether the matter is to be dealt with through the University's Academic Misconduct Procedures or otherwise, such as through the University's Disciplinary procedures.

Possible academic misconduct in work submitted by students entering a programme with advanced standing 21 Students who are admitted to the University with advanced standing part-way through

a programme may need to adjust to the University's requirements for academic integrity and its procedures for dealing with academic misconduct. For such students, the submission of work for assessment that is found to be the product of academic misconduct in the first six months of their studies with the University may be dealt with under the procedures described in paragraphs 31-38 with the agreement of the Programme Director, the Associate Dean and the Office of the Dean of Students.

Possible academic misconduct by a student registered with another University or higher education institution 22 A student studying with the University may be registered for the award of another

University or higher education institution. Where the studies undertaken by the student are subject to a formal agreement between the University and the student's 'home' institution the University follows the procedures set out in the formal agreement in any case of possible academic misconduct by the student.

Where a student who is studying with the University is registered for the award of another institution their studies may not always be conducted under a formal agreement between the two institutions. The following paragraph addresses such a case

23 Possible academic misconduct by a student studying with the University, whose studies are not covered by a formal agreement between the two institutions, is reported by the relevant Academic Integrity Officer to the Office of the Dean of Students. In such a case (and with the advice and approval of the Deputy Vice-Chancellor (Academic Development)) the Office will liaise with the student's 'home' institution. Subject to the approval of the Deputy Vice-Chancellor (Academic Development), evidence and reports collected by the University of Surrey tutor who marked the work, and the Academic Integrity Officer, may be provided to the student's 'home' institution and the student through the Office of the Dean of Students.

Academic misconduct committed by a former student 24 In cases where a former student of the University is found to have achieved their

award through academic misconduct Senate may resolve to rescind the award by the powers conferred on it by University of Surrey Statute 18. In such a case, and following the relevant meeting of Senate, the University inserts a notice in The London Gazette stating that the student's award has been rescinded.

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Academic Misconduct Procedures Responsibilities 25 Academic misconduct is of concern to all staff and student members of the University

and its avoidance requires their constant attention. Senate, on behalf of the University has delegated the responsibility for managing academic integrity and academic misconduct procedures to the Deans of the Faculties advised by, among others, the University's Academic Integrity Officers and its Associate Deans (Learning and Teaching).

26 Faculties deal with cases of possible academic misconduct through the work of the Academic Integrity Officers and cases of possible academic misconduct are heard by Academic Misconduct Panels. These Panels are convened at Faculty level under the authority of the Dean of the Faculty to address possible instances of academic misconduct and make recommendations. Further information on the work of Academic Misconduct panels can be found in paragraphs 45-74.

Academic misconduct and cross-faculty studies

27 Where a student follows a programme of studies with the University in more than one Faculty any matters to do with possible academic misconduct are initially dealt with by the Academic Integrity Officer for the relevant subject area, even when this is not in the student's home Faculty. If the matter is subsequently referred to a hearing by an Academic Misconduct Panel, however, the Panel is organised and managed by the student's home Faculty advised by the relevant Academic Integrity Officer(s) for the student's area of studies.

Confidentiality 28 The University deals with academic misconduct matters in confidence, to the extent

that this is compatible with making enquiries and holding meetings to consider the matter. Papers, emails, and telephone conversations that are connected to an instance (or possible instance) of academic misconduct are kept securely and are not disclosed where it is not strictly necessary as part of the Academic Misconduct Procedure. All those involved observe the requirements of confidentiality in all matters to do with academic misconduct and information to which the University, the University of Surrey Students' Union or their staff are party.

29 In no case will assessed work that appears to be the product of academic misconduct be submitted to the University's Academic Misconduct Procedures unless it has been checked by more than one member of academic staff, including at least one Academic Integrity Officer.

Note: fitness to practise considerations 30 In all cases where there is a fitness to practise aspect to the potential academic

misconduct the matter is handled under the University's General Regulations Governing Fitness to Practise and may involve reference to the University's Standing Fitness to Practise Panel .

How the University deals with instances of possible academic misconduct in work submitted by a newly admitted Foundation Level student or Level 1 student and in the first unit of assessment submitted by a taught postgraduate student studying for a higher degree

The University's procedures for addressing instances of possible academic misconduct recognise the need to discriminate between work submitted for assessment by a student who is new to the University, and may be the product of poor scholarly technique (or a misunderstanding of what constitutes academic misconduct), and work that is, more likely than not, the product of academic misconduct. For students new to the University its

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Academic Misconduct Procedures therefore emphasise the importance of assisting students to identify what constitutes academic integrity and academic misconduct and how to avoid the latter, while retaining sanctions where academic misconduct has been identified.

When they are dealing with work that may be the product of academic misconduct, tutors, Academic Integrity Officers, and other professional advisers are not required to enquire into a student's state of mind, or motivation, but to identify material that indicates academic misconduct and, where possible, the extent and source of such material.

In all cases where a student is notified by the University that work they have submitted for assessment appears to contain evidence of academic misconduct they will find it helpful to inform their personal tutor without delay and seek their advice, and to consult a Students' Union official and seek their advice.

31 Where a tutor identifies work what appears to be evidence of academic misconduct in work submitted for assessment by a Foundation Level or Level 1 student (see paragraphs 5, 6, 11, 13, 16, 18 or 19), or in the first unit of assessment submitted by a taught postgraduate student, the tutor consults the relevant Academic Integrity Officer. If the tutor is also the Academic Integrity Officer they will consult another tutor or Academic Integrity Officer (see paragraph 29).

32 Through joint discussions the tutor and the Academic Integrity Officer reach an initial view on whether the work appears to be the product of academic misconduct. In coming to this view they consider the advice of any specialist consulted by the Academic Integrity Officer and (where relevant) any testing service authorised by the University – such as TURNITIN®. The Academic Integrity Officer will also check

• whether the student is a newly arrived Foundation Level or Level 1 student or, for a taught postgraduate student, whether the work forms part or all of their first submitted unit of assessment

• whether the individual's Student Progression Information record in SITS shows that they have previously submitted work that has been found to be the product of academic misconduct.

33 Where the Student Progression Information record shows that the student is not a newly arrived Foundation Level or Level 1 student the potential academic misconduct is referred to an Academic Misconduct Panel for hearing. Likewise, where the individual's Student Progression Information record in SITS shows that they have previously submitted work that has been found to be the product of academic misconduct the potential academic misconduct is referred to an Academic Misconduct Panel for hearing.

Formal discussion with the Academic Integrity Officer

34 Where work submitted for assessment by a Foundation Level or Level 1 student, or by a taught postgraduate student as part or all of their first unit of assessment, appears to be the product of academic misconduct, and assessed work produced by that student has not formerly been penalised for academic misconduct, the Academic Integrity Officer writes to the student to require that they attend for a formal discussion of their work. The letter to the student explains that

• they have submitted work for assessment that appears to be the product of academic misconduct

• the discussion they are required to attend forms part of the University's approved procedures for academic misconduct; and that

• when they attend the interview they may be accompanied by a friend (who may be an official of the University of Surrey Students' Union (or its equivalent for Associated and Accredited Institutions).

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The Academic Integrity Officer will also notify the student's personal tutor of the matter, in confidence.

35 The meeting between the Academic Integrity Officer and the student is a formal discussion. It is also attended by the tutor who marked the work and the student may be accompanied by a friend. The meeting provides an opportunity for the Academic Integrity Officer and the tutor ask the student how they approached the assessment task, to show the student (and their friend) how what appears to be the product of academic misconduct was identified in the assessed work, and to hear any explanation or claim for extenuating circumstances the student may wish to advance.

Extenuating circumstances

36 Where the student claims that there were valid extenuating circumstances these are subjected to the University's standard procedures for their evaluation and verification (see Regulations for Extenuating Circumstances). Where the Academic Integrity Officer is able to confirm that extenuating circumstances apply in a particular case they advise the Chair of the relevant assessment or examination board accordingly.

Poor academic practice

37 Where the Academic Integrity Officer finds that the student's assessed work was the product of poor academic practice, rather than academic misconduct, they recommend to the relevant assessment or examination board that poor academic practice has been noted, and update the individual's Student Progression Information record in SITS to that effect so that follow-up action may be monitored. The Academic Integrity Officer will also

• direct the student to the University's SPLASH service

• direct the student to the University's Plagiarism Modules provided through its virtual learning environment

• advise the student to review their understanding of academic integrity and scholarly technique with their personal tutor

• notify the student's personal tutor so that they may support the student and follow up their work with SPLASH and the University's Plagiarism Modules.

38 Where the Academic Integrity Officer has heard the student and, advised by the tutor, comes to the view that it is likely that the assessed work was the product of academic misconduct they refer the matter to be heard by an Academic Misconduct Panel.

39 Where a student fails to attend a formal discussion with an Academic Integrity Officer in connection with a possible instance of academic misconduct the Officer refers the matter to an Academic Misconduct Panel.

Instances of possible academic misconduct in work submitted by students who are not new to the University 40 Where a student who is not new to the University submits work for assessment that

appears to contain the products of academic misconduct the procedures set out in paragraphs 31-39 do not apply but the tutor and the Academic Integrity Officer perform the checks described in paragraph 32. Where they find possible evidence of academic misconduct they convene formal discussions with the student, who may be accompanied by a friend (who may be an official of the University of Surrey Students' Union).

41 The purpose of formal discussions between the Academic Integrity Officer, the tutor and the student is to give the student an opportunity to alert the tutor and the Academic Integrity Officer to any previously undisclosed extenuating circumstances and to hear the student's account of how the work was produced. Any claim by the

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student that there are valid extenuating circumstances is tested against the University's criteria (see Regulations for Extenuating Circumstances) and may be submitted to an Extenuating Circumstances Panel.

42 Where, following these discussions, the Academic Integrity Officer and the tutor come to an initial view that the work is more likely than not the product of poor academic practice, rather than academic misconduct, they require the student to undertake the learning activities described in paragraph 37 and may refer them for follow-up sessions with their personal tutor and/or the University's learning support services.

43 Where the Student Progression Information record shows that the individual has previously been advised of poor academic practice the Academic Integrity Officer consults the relevant Associate Dean (Learning and Teaching) in order to determine with their advice the most suitable means of helping the student to improve their academic practice. The Academic Integrity Officer also updates the individual's Student Progression Information record in SITS, accordingly.

44 Where the Academic Integrity Officer and the tutor, after completing the checks described in paragraph 32, and holding formal discussions with the student, come to the view that it is likely that the work in question is the product of academic misconduct they refer the matter to be heard by an Academic Misconduct Panel.

Academic Misconduct Panels

Academic Misconduct Panels Where a student is informed that they have submitted work that appears to be the product of- or appears to contain material that is the product of- academic misconduct the University recognises the need to have the matter dealt with fairly, reasonably, and in a timely manner.

45 Academic Misconduct Panels are convened at Faculty level under the authority of the Dean of the Faculty to address possible instances of academic misconduct. They are normally convened by the Faculty Office acting on behalf of the Dean. Academic Misconduct panels conduct themselves in accordance with the relevant sections of the University's Regulations for Hearings by Panels, which can be found at http://portal.surrey.ac.uk/calendar/generalregs/index.jsp.

Communications with the student

46 Not less than five working days before a proposed Academic Misconduct Panel hearing the relevant Faculty Office writes to the student to

• confirm in writing the date time and place for the meeting

• provide a copy of the material that will be considered by the Academic Misconduct Panel and of the procedures to be followed by the Panel

• confirm whether the tutor (or tutors) who marked the relevant work and the Academic Integrity Officer are likely to attend the meeting to advise the Panel and answer its questions

• remind the student that they may be accompanied by a friend

• remind the student of the penalties that an Academic Misconduct Panel may recommend

47 The letter and/or email from the Faculty Office containing this information is sent to the student's email address and their current postal address as held by the University. The letter requests the student to acknowledge its receipt immediately.

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Failure to respond to a request to attend an Academic Misconduct Panel

48 Where a student does not acknowledge receipt of the letter and/or email that requests them to attend a hearing by an Academic Misconduct Panel within three working days the Faculty Office attempts to contact them by telephone and text message. If the student fails to respond to communications from the Faculty Office it asks the Academic Registry and the Office of the Dean of Students to advise it whether a hearing by an Academic Misconduct Panel should proceed in the student's absence.

Timing of Academic Misconduct Panel hearings

49 Where a student is registered to study with the University full-time, and the date and time proposed for the Panel hearing does not clash with the student's timetabled commitments, they will be expected to be able to attend the hearing where they have been given reasonable notice.

50 In cases where it is proposed to convene a hearing by an Academic Misconduct Panel outside the University's published semester dates, and the student states in writing that they are unable to attend the Panel hearing, the University will offer to defer the hearing until the next available opportunity within its published semester dates.

51 Where a student states in writing that they wish an Academic Misconduct Panel hearing to proceed in their absence and they are willing

• to appoint a friend to attend the panel on their behalf

• to make a written submission to the Panel in lieu of attendance

the hearing may proceed.

52 Where a student has stated in writing that they wish an Academic Misconduct Panel to proceed in their absence with representation by a friend or by making a written submission to the Panel the student may not later cite their absence from the Panel hearing as cause to reject its findings, recommendations, or outcomes.

Part-time and distance learning students

53 If a student is registered to study with the University on a part-time basis, or via distance-learning, the University makes all reasonable efforts to ensure that the student can participate in the hearing by Academic Misconduct Panel and may use video- or audio-conference arrangements where this is available and appropriate.

Membership of Academic Misconduct Panels

54 Each Academic Misconduct Panel consists of three members of staff. One of the members of staff is an Academic Integrity Officer from a Faculty that is not the student's 'home' Faculty, who acts as the Chair of the Panel. Staff invited to serve as members of an Academic Misconduct Panel are drawn from the pool of staff and students from across the University who have been briefed by it on its academic misconduct procedures and Regulations for Hearings by Panels. Panel members are required to confirm before hearing an academic misconduct matter that they have no current academic or personal connection with the student (or students) to come before the Panel. Where they are unable to do so an alternate from the pool of trained staff, who has had no academic or personal connection with the student (or students), substitutes for them.

55 When a Faculty Office establishes the provisional membership of an Academic Misconduct Panel it informs the relevant student in writing, requesting them to notify it immediately if any member of the Panel might not be impartial towards them and to state the grounds for any possible partiality. If the student states, in writing, that a member of the Panel may not be impartial in the matter and provides grounds to

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support this position, the Faculty Office may replace that Panel member with another member of the pool.

Representation of students in academic misconduct hearings, including legal representation

56 A student may be represented at an academic misconduct panel by a friend, who may be another University of Surrey student, or an official of the University of Surrey Students’ Union. Where this is the case, the student is required to inform the University of the contact details of their friend at least three working days before the Panel meeting, so that the University can confirm the date, time and place of the panel and provide the friend with the evidence that will be referred to (if required).

57 In any Academic Misconduct Panel meeting a student's friend accompanies them in a supportive role. They may speak to the student during the panel and may speak for the student (with their permission) to the Panel. The friend may also ask questions of the Panel and those providing advice or evidence with the permission of the Chair.

58 The University's Academic Misconduct Procedure is not a legal process but an academic procedure. Where a student insists on legal representation in a hearing by an Academic Misconduct Panel the University will also require legal representation.

Standard of proof

59 The standard of proof required of an Academic Misconduct Panel in reaching its findings is that of the balance of probability: in a case of academic misconduct, that it is more likely than not that the work submitted for assessment is the product of academic misconduct. In general, the more serious the consequences for the student of a finding that work is the product of academic misconduct the more cogent the evidence the Panel will need to see to support any finding.

Burden of proof in academic misconduct

The term 'burden of proof' is used in a hearing to designate who has to prove what: whether the University has to prove that the work the student submitted for assessment is more likely than not the product of academic misconduct or contains material that is the product of academic misconduct, or the student has to prove the contrary.

60 In academic misconduct matters it is for the University to show that it is more likely than not that the work the student submitted for assessment is the product of academic misconduct or contained material that is the product of academic misconduct.

Evidence

61 Prior to the meeting of an Academic Misconduct Panel the Faculty Office provides for the Panel, the student (and any accompanying friend) copies of

• the work in question that was submitted by the student for assessment, together with any earlier drafts of the work that were requested and have been provided, and the results of any analyses that the tutor who marked the work and the Academic Integrity Officer have undertaken, and copies of sources (or extracts from sources) that might have been plagiarised

• a report compiled by the Academic Integrity Officer of the outcomes of any meeting between the student (and their friend) and the tutor or tutors who originally marked the work (see paragraph 31).

62 Academic Misconduct Panels follow the procedures laid down in the University Regulations for Hearings by Panels.

63 Academic Misconduct Panels will normally expect the tutor who marked the work that has been identified as possibly the product of academic misconduct, and/or the

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relevant Academic Integrity Officer, to attend the hearing to explain to the Panel and to the student what has given rise to doubts about the authenticity of the work. The Panel may also ask the tutor or the relevant Academic Integrity Officer (as appropriate) to ask the student, in its presence, how the work was completed, including the resources used and the approach taken.

The discussions described in paragraph 62 are not a viva voce examination but provide an opportunity for the student to assist the Panel by placing the work in the context of their overall learning.

Students who commit more than one form of academic misconduct

64 Where a student appears to have committed academic misconduct in more than one of the different ways described in paragraphs 5, 6, 11, 13, 16, 18 or 19, within a short space of time (normally less than one calendar month) it is open to the Faculty Office, advised by the Academic Registry and the Office of the Dean of Students, to submit all the instances to a single Academic Misconduct Panel. In such a case it will be open to the Panel to deal with them as a single instance of academic misconduct, or as a series of instances, and to recommend any penalties accordingly.

An Academic Misconduct Panel might deal with two or more instances of academic misconduct as a single instance where a student has submitted several pieces of work for assessment at the same time, and each piece of work appears to have been the product of the same form of academic misconduct.

65 Where an Academic Misconduct Panel chooses to deal with several instances of academic misconduct as one instance, and the student's records show that they have previously been penalised for academic misconduct, the penalties available to the Panel include recommending to the Dean of Faculty that the student's registration be terminated.

Findings and recommendations that an Academic Misconduct Panel may make 66 Panels may come to one of two findings

• that the work does not include material that is the product of academic misconduct

• that the work includes material that is the product of academic misconduct.

67 At the end of the Academic Misconduct Panel meeting the Chair announces the outcome to the student. Where the finding is that the work includes material that is the product of academic misconduct, the Chair explains the penalty that the Panel will recommend to the relevant assessment or examination board, and the student’s right to appeal. The Faculty subsequently confirms the panel’s findings to the student in writing, together with their right to appeal. Following the relevant board, the Faculty Office updates the individual's Student Progression Information record on SITS if necessary.

Table 1. Penalties that may be recommended to Assessment and Examination Boards by Academic Misconduct Panels2

Instances of academic misconduct (Penalties are cumulative)

Recommended scale of penalties where academic misconduct is found to have taken place

Reassessment consequences

First instance Mark of zero for the unit of assessment

Mark of zero for the unit of assessment

2 See also Annex for penalties applying to research students

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AND If the module is passed overall – Module mark is capped at the pass mark; If the module is failed – reassessment is allowed. Reassessment penalty is applied to the re-assessed unit(s) of assessment. In cases, where following the reassessment attempt, the module is passed, the Module mark is capped at the pass mark.

AND If the module is passed overall – the module mark is capped at the pass mark; If the module is failed – no further reassessment is allowed. General regulations apply.

Second instance

Mark of zero for the unit of assessment AND If the module is passed overall – the module mark is capped at zero and module credits are awarded; If the module is failed – reassessment is allowed. Reassessment penalty is applied to the re-assessed unit(s) of assessment. In cases, where following the reassessment attempt, the module is passed, the module mark is capped at zero and module credits are awarded.

Mark of zero for the unit of assessment AND If the module is passed overall – the module mark is capped at zero and module credits are awarded; If the module is failed – no further reassessment is allowed. The module mark is capped at zero. No module credits are awarded. General regulations apply.

Third instance Termination of Registration Termination of Registration. General regulations apply.

68 The penalties that an Academic Misconduct Panel may recommend to assessment or examination boards normally escalate in severity from a first instance of academic misconduct to a third instance.

69 Where an Academic Misconduct Panel finds that a first or second instance of academic misconduct is so serious that it would be inappropriate and unfair to other students to penalise it other than by recommending the termination of the student's registration it may recommend this. Subversion of the academic integrity of other students and the University through, for example, an individual producing work for submission by other students for assessment as their own work or through cheating in an examination would be so viewed.

An Academic Misconduct Panel that finds evidence that a student has subverted academic integrity by producing and distributing work for submission by other students for assessment as their own work, might recommend termination of the student's registration where the instance dealt with by the Panel is a first or second instance of academic misconduct.

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For those cases where an Academic Misconduct Panel is convened to address a third instance of academic misconduct, or a matter that is to be treated as a third instance of academic misconduct, the University recognises that a finding that academic misconduct took place is likely to lead to the termination of the student's registration. For that reason the membership of such Panels is likely to include at least one senior member of staff with wide experience of hearing academic misconduct cases and the evidence required to come to a finding will need to be particularly cogent.

70 Where an Academic Misconduct Panel finds that work has been submitted that contains- or consists of- the products of academic misconduct, and this is a particularly serious matter, or is the third occasion that the student has been penalised for academic misconduct, the Panel recommends to the relevant Dean of Faculty or their nominee that the student's registration is terminated.

71 Should the student submit an academic appeal against the termination of their registration, the termination remains in place until the outcome of their academic appeal is known.

72 Where a student's registration is terminated following a third instance of academic misconduct the individual's Student Progression Information record in SITS states this. Where the credits the student has accrued are sufficient to entitle them to an intermediate award they may take the award but may not receive it at a University award ceremony.

Communicating the outcomes of an Academic Misconduct panel Hearing

73 At the close of a hearing by an Academic Misconduct Panel its secretary drafts letters to the student and other relevant parties setting out the Panel's findings and recommendations. In addition, the letter to the student sets out the consequences of the Panel's findings; for example, should any further finding of academic misconduct be made. The draft letters are provided for the Chair of the Panel who, when satisfied, signs them on behalf of the Panel and sends them to the relevant Faculty Office for registration and copying and transmission to their recipients.

Appeal against a finding of academic misconduct 74 Where a student has grounds for considering that in their case an Academic

Misconduct Panel

• has not followed the University's approved regulations and procedures, or not followed them with due care

• that the Panel did not act fairly towards them in that it showed (or appeared to have shown) bias in the way it made its decision

The student may appeal against the Panel's findings through the University's Academic Appeals Procedure.

Book of Precedents for Academic Misconduct Panels 75 At the end of each Academic Misconduct hearing the Chair of the Panel will notify the

Dean of Students and the Academic Registrar whether the case should be considered for inclusion in the Book of Precedents for Academic Misconduct Panels maintained by the Office of the Dean of Students. The University's Associated and Accredited Institutions may likewise nominate Academic Misconduct cases that they have conducted for the University's Book of Precedents for Academic Misconduct Panels.

76 At the end of each session the Office of the Dean of Students members of the Academic Registrar's team and the Vice-President (Education) of the University of Surrey Students' Union (or their nominee) and its equivalents for the Associated and Accredited Institutions review the cases of academic misconduct that have been

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nominated as precedents that session. Where they agree that the circumstances that constitute the facts and the outcomes of a particular academic misconduct hearing represent an instance that is likely to recur or otherwise is relevant for training future Panel members they will undertake to distil and anonymise the relevant cases

• as an aid to achieving consistency in decision making when Panels are faced with similar facts and situations

• for the information of present and future Panel members

• as an aid in training future Panel members.

77 The Book of Precedents for Academic Misconduct Panels is reviewed each year by the Dean of Students, the Academic Registrar and the Vice-President (Education) of the University of Surrey Students' Union (the latter on behalf of University students and those of the Associated and Accredited Institutions) in order to weed out precedents that no longer apply or where the University's regulations or external circumstances (such as legislation or decided cases) have changed.

Status of findings recorded in the Book of Precedents for Academic Misconduct

78 The Book of Precedents for Academic Misconduct Panels is intended for the information and support of Panels. The University expects that Panels will refer to the Book of Precedents and, where the facts of a case are identical with a case the Book records, it believes that the subsequent Panel would be well advised to follow its findings. Academic Misconduct Panels are, however, not required to follow the findings of an earlier case recorded in the Book of Precedents.

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Annex

Academic Integrity – postgraduate students undertaking research

This Annex contains supplementary academic integrity regulations that apply to

● research activities and their management undertaken by postgraduate research students and

● research components and research management that forms part of the assessed work of other postgraduate students studying for higher awards .

Who these regulations apply to 79 This section of the Academic Regulations applies to postgraduate students registered

for a higher award of the University by research. These awards include Master of Philosophy (MPhil), Doctor of Philosophy (PhD), and Doctor of Medicine (MD) by research and thesis.

80 This section of the Academic Regulations also applies to the thesis, dissertation, portfolio or other research components of programmes undertaken by postgraduate students registered for a higher award of the University. Such awards include the research components of taught modular programmes that lead to the University's higher awards and practitioner doctorate awards.

Academic Integrity and Good Research Practice 81 Students registered for the University's higher awards by research and those

undertaking the research component of taught modular programmes that lead to higher awards or practitioner doctorate awards are required to comply with the University’s Code on Good Research Practice and the Code of Practice on Misconduct and Fraud in Research. These documents set out the University's requirements for the management by students of the research process and define academic misconduct Paragraphs 4 and 5 below provide examples of academic misconduct.

Research management 82 For students registered for the University's higher awards who engage in research and

research management the University identifies the following acts, omissions and behaviours as academic misconduct related to research management:

1 Mismanagement or inadequate preservation of data and/or primary materials, including failure to

• keep clear and accurate records of the research procedures followed and the results obtained, including interim results

• hold records securely in paper or electronic form

• make relevant primary data and research evidence accessible to others for reasonable periods after the completion of the research: data should normally be preserved and accessible for ten years, but for projects of clinical or major social, environmental or heritage importance, for 20 years or longer;

• manage data according to the research funder’s data policy, and all relevant legislation

• wherever possible, deposit data permanently within a national collection

The University recognises that the proper management and preservation of data and primary materials is shared between the researcher and the research organisation.

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2 Breach of duty of care, which involves deliberately, recklessly, or by gross negligence

disclosing improperly the identity of individuals or groups involved in research without their consent, or other breach of confidentiality

placing any of those involved in research in danger, whether as subjects, participants or associated individuals, without their prior consent, and without appropriate safeguards even with consent; this includes reputational danger where that can be anticipated

not taking all reasonable care to ensure that the risks and dangers, the broad objectives, and the sponsors of the research, are known to participants or their legal representatives, to ensure appropriate informed consent is obtained properly, explicitly and transparently

not observing legal and reasonable ethical requirements or obligations of care for animal subjects, human organs or tissue used in research; or for the protection of the environment

• 3 Misrepresentation of qualifications and/or experience, including claiming or implying qualifications or experience which are not held;

• 4 Cheating or otherwise disclosing information with the intent of gaining for oneself or for another an unfair advantage;

• 5 Intentional damage to, or removal of, the research-related property of another;

• 6 Intentional non-compliance with the terms and conditions governing the award of external funding for research or with the University’s policies and procedures relating to research, including accounting requirements, ethics, and health and safety regulations.

Misconduct in respect of theses, portfolios, other assessment or confirmation review report submitted for Doctoral Awards 83 Academic misconduct identified in the thesis, portfolio, other assessment or

confirmation review report includes

Plagiarism: misrepresentation of the work or expressed thoughts of others as one’s own without permission or acknowledgement

Deliberate exploitation of ideas and concepts of others without acknowledgement

Fabrication and/or misappropriation of: participant consents; results of work which the student falsely claims to have undertaken (for example, experiments, interviews, observations or other forms of research and investigation); results which the student has not obtained or has obtained but in a context very different from that claimed, including work performed by other University staff and/or students; results by omission from analysis and publication of selected components of a data set; research attribution and credentials (for example: false claims of publication of work or denial of authorship, where an author has made a significant contribution).

Falsification, including the inappropriate manipulation and/or selection of data, imagery and/or participant consents

Misrepresentation of data or knowingly, recklessly or by gross negligence, presenting flawed interpretation of data

Undisclosed duplication of publication to gain another award.

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Academic Misconduct Panels to hear possible cases of academic misconduct by students registered for higher awards by research and in research components of taught modular programmes that lead to the University's higher awards and practitioner doctorate awards 84 The University's procedures for investigating possible academic misconduct with

respect to research or research management by a postgraduate student at any stage before or after the award of degree are set out below, in Section N of these Academic Regulations [Regulations for hearings by panels],.

85 Where a supervisor or tutor finds evidence of possible academic misconduct

• in the work, conduct, or research management of a student registered for a higher award by research or

• in the research components produced by a student following a taught modular programme or a practitioner doctorate that leads to a higher award of the University, or in the student's conduct or their research management

the supervisor or other member of staff consults the relevant Academic Integrity Officer and the relevant Faculty's Postgraduate Research Director (or a nominee of the Dean of Faculty where the Postgraduate Research Director is the student’s supervisor). Together they review the evidence in order to come to a judgment whether the evidence points to poor academic practice or to academic misconduct. In all cases where the tutor who has identified possible academic misconduct is not the student's principal supervisor the latter is informed and consulted.

86 In cases where the supervisor or other member of staff, the Academic Integrity Officer and the Faculty's Director of Postgraduate Studies (or their equivalent) having reviewed the student's work or conduct comes to the view that it represents poor academic practice or research management they require the student to attend for a formal discussion of the work or conduct in question at which the student may be accompanied by a friend, who may be another student or an official of the University of Surrey Students' Union.

87 The formal discussion provides an opportunity for the Academic Integrity Officer and one or more of the tutor, supervisor and Director of Postgraduate Studies (or their equivalent) to show the student (and their friend) how what appears to be the product of academic misconduct was identified in the student's work or conduct, and to hear any explanation or claim for extenuating circumstances the student may wish to advance.

Extenuating circumstances

88 Where the student claims that there were valid extenuating circumstances for their poor academic practice or apparent academic misconduct these are subjected to the University's standard procedures for their evaluation and verification. Where the Academic Integrity Officer is able to confirm that extenuating circumstances apply in a particular case they advise the Postgraduate Research Director (or their equivalent) and the Examinations Office accordingly.

Poor academic practice

89 Where the Academic Integrity Officer finds that the student's work or conduct was the product of poor academic practice, poor conduct, or poor research management, rather than academic misconduct, they recommend to the Postgraduate Research Director (or their equivalent) that this has been noted. The student's record is updated accordingly to enable follow-up action to be monitored.

The Academic Integrity Officer together with the student's principal supervisor and the Office of the Dean of Students assist the student to compile a remedial programme of

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activities to address the poor practice, conduct, or research management that is at issue. The supervisor monitors the student's completion of these activities and the Academic Integrity notifies the Examination Office when they are completed so that the student's record can be updated.

Possible academic misconduct

90 Where, having heard the student, the Academic Integrity Officer, the Director of Postgraduate Studies (or their equivalent) and the supervisor come to the view that the matter may be one or more of academic misconduct, a breach of the University's requirements for academic integrity, or its requirements for good research practice, they refer the matter(s) to be heard by an Academic Misconduct Panel.

Failure to attend a formal meeting with an Academic Integrity officer

91 Where a student fails to attend a formal discussion with the Academic Integrity Officer and one or more of the relevant tutor, the supervisor, and the Director of Postgraduate Studies, in connection with a possible instance of academic misconduct, the Officer refers the matter to an Academic Misconduct Panel.

Possible academic misconduct identified in a doctoral thesis submitted for examination 92 Where a doctoral thesis has been submitted for examination and one or more of the

examiners consider that it may contain material that is the product of academic misconduct they consult the relevant Academic Integrity Officer. Together they seek to identify and agree the areas of potential academic misconduct in the thesis and to establish whether, in their academic judgement, the nature of the academic misconduct is such that it should be categorised as 'minor' or 'major'.

In order to maintain consistency across the University in the way academic misconduct is handled, when deciding whether possible academic misconduct in a doctoral thesis submitted for examination should be viewed as 'minor' or 'major' the Academic Integrity Officer will seek the advice of the Academic Registry, Examinations Office, and the Office of the Dean of Students.

Possible minor academic misconduct in a doctoral thesis submitted for examination

93 The University views possible failings in the literature review or in the methods sections of the thesis or isolated instances of plagiarism as 'minor' academic misconduct when the material in question does not compromise the examiners' ability to assess the integrity of the work as a whole, and the potential academic misconduct can be addressed in the normal viva voce process.

In any case where a student has submitted a thesis in which there is evidence of possible academic misconduct and this is to be discussed in the viva voce examination the student needs to know before their viva voce examination that possible 'minor' academic misconduct has been identified in their thesis so that they can prepare themself for the matter to be raised for discussion.

94 Where the examiners for a thesis consider it possible that there is evidence of minor academic misconduct in a thesis submitted for examination the internal examiner(s) consult(s) the student's academic records. If these show that the student has previously been penalised for academic misconduct the thesis may not be put forward for viva voce examination but is put to an Academic Misconduct Panel by the relevant Faculty.

95 Where the student's records show that they have not previously been penalised for academic misconduct the examiners note the context and particulars of the possible academic misconduct in their reports, the Academic Integrity Officer informs the

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student and the examiners conducting the viva voce examination through the Examinations Office, so that the examiners are aware that the matter is to be discussed with the student as part of the viva voce examination, and the viva voce examination may proceed.

96 In the course of a viva voce examination where the possibility of minor academic misconduct by a research student has been raised by the internal examiners the examiners conducting the viva voce examination will raise the matter with the student and invite them to respond. Where the examiners are satisfied that the possible academic misconduct has not affected the integrity of the whole of the student's thesis, dissertation, project or portfolio, and the student's records show that this is their first instance of academic misconduct, the maximum positive recommendation available to the examiner shall be limited to 'not to award, but permit resubmission of a revised thesis, with or without further viva' The examiners are required to note these matters the student's account of themself, and any recommended remedial work to the thesis in their report(s).

97 In cases where the examining panel for a thesis has been informed that the internal examiners consider that 'minor' academic misconduct may have occurred those examiners conducting the viva voce will review the thesis and discuss the possible academic misconduct with the student. Where, having taken these steps the examiners come to the view that the possible academic misconduct is more serious than the examiners had previously considered they suspend the viva voce and refer the possible academic misconduct back to the relevant Faculty, to be heard by an Academic Misconduct Panel.

Possible major academic misconduct identified in a doctoral thesis submitted for examination

98 Where the examiners for a doctoral thesis, together with the relevant Academic Integrity Officer, consider that it is possible that the thesis submitted for examination includes the fabrication or plagiarism of research outputs or interpretation, or that there is extensive plagiarism in parts of the thesis, they recommend to the Research Degrees Committee that the thesis examination process be suspended and that the matter be referred to an Academic Misconduct Panel.

Hearings by Academic Misconduct Panels of matters to do with academic misconduct by postgraduate research students and students submitting dissertations, theses, portfolios, projects and other research products for higher awards 99 Academic Misconduct Panels that are convened to hear and make recommendations

on possible instances of academic misconduct by postgraduate research students or postgraduate students who are submitting dissertations, theses, and other products of research for a higher award, conduct their business as required by the University's Regulations for Hearings by Panels.

100 The membership of an Academic Misconduct Panel convened to hear and make recommendations on possible instances of academic misconduct by a postgraduate research student, or a postgraduate student who has submitted a dissertation, thesis, or other products of research for a higher award, will include an Academic Integrity Officer not linked to the student or their supervisory team; a member of academic staff from the student's Faculty who has acted as a principal supervisor to postgraduate research students and a Postgraduate Research Director from another Faculty who chairs the Panel. The Faculty Registrar or a member of their staff acts as the secretary to the Panel. If the student has been found guilty of a previous offence of academic misconduct, the panel must comprise of members not involved with the first hearing.

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Decisions open to an Academic Misconduct Panel dealing with academic misconduct by postgraduate research students and students submitting dissertations, theses, portfolios, projects and other research products for higher awards

101 Having reviewed the evidence, and heard the student, an Academic Misconduct Panel may make the following findings

• that academic misconduct took place

• that academic misconduct did not take place

102 Where the Academic Misconduct Panel finds that academic misconduct did not take place the examination process is resumed and no modifications may be made to the thesis. A letter is sent to the student (copied to the examiners) informing them of the outcome

103 Where the Academic Misconduct Panel finds that academic misconduct did take place it recommends one of the prescribed penalties to the Research Degrees Committee.

Penalties for Academic Misconduct Penalties for a first instance of academic misconduct with respect to the management of research

104 Where an Academic Misconduct Panel finds that a research student studying for a higher award has committed academic misconduct as defined in paragraph 82, and it is the first such instance recorded for that student, the Panel recommends to the Research Degrees Committee that the Committee issues a formal warning to the student and that if this recommendation is accepted that the student's record be updated accordingly by the Examinations Office.

Second instance of academic misconduct by a student registered for a higher award with respect to the management of research

105 Where a postgraduate student registered for a higher award is found by an Academic Misconduct Panel to have committed academic misconduct as defined in paragraph 82, and the student's record shows that they have already received a formal warning, the Academic Misconduct Panel may recommend to the Research Degrees Committee that the student's registration be terminated and that they should not be allowed to resubmit their dissertation, thesis or other research product for examination.

106 Where a postgraduate research student registered for a higher award award is found by an Academic Misconduct Panel to have committed academic misconduct as defined in paragraph 82 and the student's record shows that they have already received a formal warning, the Academic Misconduct Panel may recommend to the Research Degrees Committee that the student's dissertation, thesis or other research product be failed but that they should have the opportunity to resubmit it for examination.

Penalties for academic misconduct identified in a thesis, dissertation, portfolio, other work submitted for assessment or confirmation review report

107 An Academic Misconduct Panel which finds that a postgraduate research student or a student submitting a dissertation, thesis, portfolio, project or other assessment for a Doctoral award has committed, or has attempted to commit academic misconduct (listed in paragraph 83) the Panel may recommend the following penalties to the Research Degrees Committee

• the assessment is failed (if a first offence) with an opportunity to resubmit

• for cases where there are extenuating circumstances supported by independent evidence, or where the academic misconduct is the first instance where the student

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has been penalised, the Panel may recommend that the student be allowed to revise their thesis, portfolio, project or other research product in order to remove the offending material and to resubmit it within a stated period.

108 Where an Academic Misconduct Panel finds that academic misconduct has occurred, that it was identified at the point of the examination of the thesis, and that the misconduct had the potential to taint the academic integrity of the University (such as the fabrication or misrepresentation of results, plagiarism, failure to observe academic integrity and research good practice) the Panel will recommend the failure of the student's thesis, the termination of their registration and that the student shall not be permitted to resubmit a thesis for a higher award of the University

109 For serious cases of academic misconduct, such as those identified in paragraph 108, where the academic misconduct has come to light after the student has taken their higher award the University may rescind the award as provided under University of Surrey Statute 18.

Reporting of academic misconduct to Research Councils 110 Where a postgraduate student who is funded by or engaged with one of the RCUK

member Research Councils the University is required by its engagements with the Councils to report to them on the outcomes of any hearing by an Academic Misconduct Panel and subsequent decisions by the Research Degrees Committee. This obligation extends to reporting the outcomes of cases where allegations do not relate to a grant from one or more of the Research Councils.

111 The University also acknowledges its obligation under its engagements with the Research Councils to comply with any action requested by a Council with respect to duties performed by the research student for it, or on its behalf.

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Regulations

Section F

Regulations for Extenuating Circumstances

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Regulations for Extenuating Circumstances

Approved by Senate 5 July 2011

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Extenuating circumstances (formerly, 'mitigating circumstances')

Extenuating circumstances

Extenuating circumstances and mitigating circumstances The Academic Registrar's Council (ARC) prefers the term 'extenuating' to the term 'mitigating' on the following grounds

'The word mitigating often used in this context has possible legal connotations relating to the act of making a plea for leniency against sanctions; students have also reported their unease with such terminology. The term extenuating circumstances is accurate and preferable.'

The University has adopted this suggested change in terminology.

1 In the course of their studies students may experience circumstances that temporarily make it impossible for them to participate in their programmes, submit their assessments, or attend examinations. Likewise, students may fall ill or encounter circumstances that cause them to perform less well in an assessment than might have been reasonably expected, given their previous performance. Where students encounter such circumstances the University will consider an application from the student that their work and assessments have been affected by their circumstances and that these should be recognised as helping to explain their performance or under-performance.

2 The University requires that requests for the consideration of extenuating circumstances are made by the student on their own behalf. Exceptionally, and only where a student is unable to submit a request for the consideration of extenuating circumstances on their own behalf (whether through illness or other unforeseen circumstances (see paragraph 6)), the University will consider an application made by a third party on behalf of the student. For such an application to be accepted the University requires that the application on behalf of the student states why the student was unable to make the application themself; the name and contact details of the third party and their connection to the student; and that the application is supported by evidence (see paragraph 7). Where the University receives such an application it refers it to an Extenuating Circumstances Panel to determine whether it should be considered and addressed.

Authorising extensions to deadlines

3 The University considers that when a student knows before a submission or other deadline that an illness, the worsening of a chronic illness, or an otherwise unforeseen event is beginning, or about to begin, and can provide independent evidence to substantiate this, they should notify the person specified in the programme handbook to receive information on extenuating circumstances so that, where possible, any impending deadline can be adjusted. This should avoid the need for the student to apply for the consideration of extenuating circumstances after an examination or assessment deadline. For each programme, the handbook states which staff have authority to vary individual deadline for affected students by stated amounts subject to the provision of evidence to support the student's request.

Students submitting evidence of extenuating circumstances should normally seek the advice of their personal tutor or the member of staff carrying out that function for the programme they are following and notify them that they are submitting evidence of extenuating circumstances as advised in the programme handbook.

4 In cases where assessed work has been submitted after the deadline and matters are put forward by a student for consideration as extenuating circumstances, the

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University will enquire into the matters in order to ensure that it does not unintentionally provide an advantage to an individual in relation to other students. The University does this through its Faculties, by convening an Extenuating Circumstances Panel, the members of which have been trained to deal with requests for the recognition of extenuating circumstances.

An examination or the assessment of studio or workshop performances provides an example of a deadline that cannot be extended without detriment to other students and where a deferred assessment would be an appropriate way to proceed.

Circumstances that may give rise to a request for the recognition of extenuating circumstances 5 Students who encounter unforeseen circumstances affecting their ability to submit

assessed work, or that are likely to affect their attendance or their performance in an assessment, may apply to the person specified in their programme handbook to receive requests for the recognition of extenuating circumstances.

6 The University will consider requests for the recognition of extenuating circumstances where there has been

• bereavement through the death of a close relative or significant other* that in employment would lead a reasonable employer to grant compassionate leave *[in such an instance the University will require independent evidence of the nature of the relationship]

• serious short-term illness or accident of a nature that, in employment, would lead a reasonable employer to agree to absence on sick leave

• a long-term (chronic) health problem suddenly worsening

• for part-time and distance learning students in full-time employment only, an increase in their workload due to circumstances beyond their control, or being required by their employer to work through periods normally available for study and/or assessment

• other exceptional circumstances that will affect the student's ability to submit an assessment on time or to attend an assessment, or have affected them.

Examples of 'other exceptional circumstances' might include

● natural phenomena such as earthquakes, ash clouds or severe weather

● civil unrest that might make it impossible for a student to travel to the University or submit work electronically

● a requirement that the student performs military service that they are unable to defer until after their programme finishes.

Evidence required

7 Where a student encounters unforeseen circumstances that are consistent with any of the matters outlined in paragraph 6, and wishes them to be recognised as extenuating circumstances they are required to provide supporting evidence. This is to be set out in writing, in English, and be signed by the person providing it. The nature of the evidence that the University requires includes

• for bereavement, a death certificate or a signed and dated letter from a minister of religion, medical practitioner, police officer, solicitor, magistrate or other officer of the law or a person with equivalent professional standing

• for illness, a signed and dated letter from a medical practitioner (GP, clinical specialist, or registered professional in psychiatric practice) that states the dates

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when the illness affected the student and how, without breaching confidence, the circumstances affected or are likely to affect

the student's ability to prepare for an assessment, submit or attend for an assessment

the student's ability to recognise and deal with their circumstances

• for a student awaiting a diagnosis of an illness or condition, a signed and dated letter from a medical practitioner (GP, clinical specialist, or registered professional in psychiatric practice) that states the dates when the student attended for treatment, when tests were undertaken, and when a diagnosis is expected

• for accident or injury to the student, a copy of an accident report provided by a police officer, Magistrate, or Magistrate's Clerk; or a signed and dated letter from a medical practitioner. In all cases where a letter is provided it must state the dates when the accident or injury affected the student; the position and qualification(s) of the person providing the letter; and their contact details

• for significant adverse personal or family circumstances being encountered by the student, a signed and dated letter from one or more of the following: a medical practitioner; a social worker (stating their position with respect to the student); a registered psychological therapist; a registered professional in psychiatric practice; an officer of the law; a teacher outside the University; a minister of religion. The letter they provide must give their position and qualification(s) and their contact details and must provide information on the time when the circumstances occurred and whether they are continuing

• for part-time and distance learning students in full-time employment only, who have experienced an increase in their workload due to circumstances beyond their control, or have been required by their employer or a client to work through periods normally available for study and/or assessment

where they are in employment

a signed and dated letter from their employer, or their employer's authorised representative, stating that the student has been required by them to undertake work in the interests of the employer and that this was in time that had previously been agreed would be available for the student to study, prepare for assessment, or take an assessment

where they are self-employed

evidence from their client or the client's authorised representative stating that they have required the student to undertake unforeseen work that was necessary in the interests of the client's business, together with the dates and times when the student had been required to attend the client or undertake the previously unforeseen work.

• for military service, the individual's call-up papers (translated where necessary) together with evidence to show that the service cannot be deferred

• a signed and dated letter of support or explanation from a support service in the University that relates to the date(s) of the unforeseen circumstances and explains (without breaching confidence) how they affected or are likely to affect the student's ability to submit an assessment, attend for an assessment, respond to requests for information from the University or represent themself and their situation to the University.

Note for students on medical or other health-related evidence

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If you wish the University to recognise the existence of extenuating health-related circumstances that are affecting or have affected your ability to undertake an assessment, or affected your performance, you will be required by the University to provide independent evidence to support your request.

You should be aware, however, that where you ask a General Practitioner, clinical specialist or healthcare professional to provide you with evidence to support your application for the recognition of extenuating circumstances, and you have had no previous contact with the professional in question, they may not be able to provide a statement as to whether and how your health or your state of mind affected your ability to undertake an assessment or affected your performance.

If, as a student, you are unwell and believe that your work is being affected you are strongly advised to make an appointment immediately to see the medical practitioner with whom you are registered. If you are studying away from home you may register with a GP near the University, including the GPs based on the campus and, again, you are strongly advised to do so.

If you are required by your practitioner to pay a fee for a letter supporting your request for the recognition of extenuating circumstances and you are in financial difficulties you may apply for assistance from the Hardship Fund administered by the University's Advice Centre.

Note for staff Staff are asked to be mindful that when they require a student to provide independent evidence from a medical practitioner to support a request for the recognition of extenuating circumstances, unless the student is known to the practitioner, or has consulted them at the relevant time, it may not be possible for them to provide the evidence the University requires. Personal tutors may assist here by reminding tutees of the value of maintaining their registration with a medical practice.

8 Where a student submits a letter of support or explanation from a third party who is not a member of a profession, or an officer of the law, in connection with a request for recognition of extenuating circumstances, the letter should provide information about the person writing the letter, together with their contact details. They and the student should expect that the University will make follow-up enquiries to establish their good faith in providing the letter of support.

9 The University does not regard the following as sufficient evidence of grounds for recognising extenuating circumstances

• a claimed medical condition or medical circumstances where there is no medical evidence to support it

• self-certified illness or medical circumstances

• claimed medical circumstances for which appropriate adjustments have already been made by the University

• a claim for recognition of a medical condition that relies on evidence that does not relate to the time when the illness or condition occurred

• circumstances stated to be unforeseen that a reasonable person would view as foreseeable or preventable

• a long term health condition, previously notified to the University, for which the student is receiving treatment and is receiving reasonable and appropriate adjustments to their learning opportunities and assessment arrangements, and which has not been subject to change

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• a minor illness that would not normally lead a responsible and reasonable employed person to take sick leave

• holidays, including attendance at marriages, festivals and like events

• financial matters

• problems with network facilities, personal computers, or printers, other than those provided and maintained by the University expressly to support the student

• poor working practices such as

failure to back up electronic documents regularly and securely

failure on the part of the student to acquaint themselves with the times, dates, and places where assessments were to be submitted or examinations sat

poor time management

• failure on the part of the student to acquaint themself with the University's assessment procedures including its procedures for reporting illness or unforeseen circumstances affecting their studies or assessments and its support arrangements.

Request for the recognition of extenuating circumstances, including illness Burden of proof in seeking the recognition of extenuating circumstances

10 When making a request for the recognition of extenuating circumstances it is for the student to show that one of the circumstances listed in paragraph 6 applies and to provide the necessary evidence to support their request (see paragraph 7).

Requests made before an assessment deadline or the date of an examination

11 Failure to meet an assessment or other deadline notified by the University is normally penalised by the University. A request for recognition that there were extenuating circumstances is therefore a request to the University not to impose a penalty. For the University to do so requires that it deals with such requests, and the evidence provided to support them, fairly and thoroughly.

12 Where a student encounters unforeseen circumstances in advance of an assessment deadline, or an examination, they contact the person specified in their programme handbook to receive requests for the recognition of extenuating circumstances. Where the student is unable to contact the person specified in their programme handbook they contact the relevant Faculty Office to seek advice and support. They may also seek advice from officials of the University of Surrey Students' Union.

13 Requests for the recognition of extenuating circumstances are made on the University's standard form which can be found at [URL]. Requests are submitted, together with the required supporting evidence, to the person or persons specified in the programme handbook to receive such applications. Programme handbooks also state the periods by which a specified person or persons may extend a deadline where supporting evidence has been provided and accepted. Requests made in advance of an assessment deadline that are supported by relevant evidence are considered by the specified person or the Faculty's Associate Dean (as appropriate) as quickly as possible, normally within two working days.

Module coordinators, personal tutors or their equivalents are not authorised to receive or grant applications for the recognition of extenuating circumstances or to extend assessment deadlines unless they are the person specified in the programme handbook as the person for that programme or group of programmes to whom requests are to be directed.

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Requests for the recognition of extenuating circumstances in advance of a deadline or examination that are not supported by evidence, or for which the evidence provided is unclear

14 Where the person specified in the programme handbook to receive applications for the recognition of extenuating circumstances is not provided with supporting evidence the application is not accepted. Where the specified person is unsure of the validity of the evidence provided they refer the matter to the Associate Dean (Learning and Teaching) or (in the absence of the Associate Dean) the Faculty Office.

Requests for substantial extensions to deadlines

15 Where a student requests an extension that is longer than that which may be authorised by the person specified in the programme handbook, the latter will consult the relevant Associate Dean (Learning and Teaching) who may, exceptionally, grant a longer extension. Where granting such an extension would make it impossible for the student's work to be marked with equivalent work produced by their peers, without disadvantaging the latter, the Associate Dean may need to see cogent supporting evidence. Where they are satisfied that it is in the interest of fairness to recommend to the relevant assessment or examination board that a substantial extension to an assessment deadline would be appropriate the Associate Dean may either recommend that the student be set an alternative assessment task with the same learning outcomes or that they take a deferred assessment.

16 In cases where a student has requested a substantial extension to a deadline and has provided the required supporting evidence the Associate Dean (Learning and Teaching) may request that a Student Welfare Panel be convened to consider the best options for the student. The Associate Dean, advised by the programme director and the student's personal tutor may also consider whether to advise the student of the option to withdraw from the University temporarily (with its agreement and support) and until their circumstances improve.

Request for the recognition of extenuating circumstances by a student registered with another University or higher education institution Home institution

17 Where a student who is studying with the University for a time but is registered for the award of another University or higher education institution the procedures that apply for addressing a request for the recognition of extenuating circumstances both in advance of a deadline or examination and after its passage are normally specified as part of the formal agreement between the University and the other institution and the University follows these.

18 Where a student who is studying with the University for a time, but is registered for the award of another University or higher education institution, and there is no formal agreement between the University and the other institution, the student's request for the recognition of extenuating circumstances is reported to their 'home' institution, to be dealt with under its arrangements.

Requests for the recognition of extenuating circumstances by a student studying with more than one Faculty of the University Home Faculty

19 Programmes that operate across more than one of the University's Faculties are located for administrative purposes with one Faculty. This is the 'home' Faculty for the programme and its students.

20 Requests for the recognition of extenuating circumstances by a student studying in more than one Faculty that are made before an assessment deadline has passed are

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directed to the person or persons specified in the relevant programme handbook to receive requests and grant extensions (see paragraphs 13-12).

21 Requests for the recognition of extenuating circumstances by a student studying in more than one Faculty that are made after an assessment deadline has passed are submitted to the Faculty Office of the student's 'home Faculty'.

Request for the consideration of extenuating circumstances at the time of an assessment deadline or an examination 'Fitness to sit' declaration and extenuating circumstances

The University requires students who submit work for assessments and sit examinations to sign a declaration that they are fit to take the relevant assessment. Each examination booklet contains a declaration to this effect on its cover page.

22 Where a student is taken ill or is affected by unforeseen circumstances immediately before or during an examination but nonetheless chooses to continue, they will advise the invigilator of their situation and in the presence of the invigilator will endorse the fitness to sit declaration with the following statement

'Although I am taking this assessment I am unwell and/or affected by unforeseen circumstances and I have drawn this to the attention of the invigilator.' [Delete as appropriate].

23 The invigilator(s) notes in their report all cases where a student has made a statement in the format specified in paragraph 22. Where the student subsequently wishes to follow up their statement on the examination book and to the invigilator that they were unwell at the time of the assessment, or otherwise affected by unforeseen circumstances, and to request that the University should recognise that there were extenuating circumstances, the student is required to provide medical or other relevant supporting evidence within five working days after the relevant assessment or examination (see paragraphs 6-7).

24 Where medical or other relevant supporting evidence is provided within five working days that

• supports the student's claim that they were affected by illness or unforeseen circumstances immediately before or at the time of the examination or assessment, and

• the declaration of fitness to sit was endorsed as above, and reported by the invigilator

the matter is treated as a request for the recognition of extenuating circumstances, and is referred to an Extenuating Circumstances Panel.

25 Where, following an examination or assessment the invigilator(s) report does not show that the student reported their circumstances at the relevant time, or the student does not provide supporting evidence within five working days of the assessment or examination, the matter is not referred to an Extenuating Circumstances Panel and no further action is taken.

26 Exceptionally, having experienced unforeseen circumstances in an examination or assessment, the student may be unable by reason of those circumstances to request the University to recognise extenuating circumstances and to provide the supporting evidence as set out in paragraphs 23 and 24. In such a case, where the student can subsequently provide evidence to show why they were unable to provide the required evidence within the specified period, the matter may be referred to an Extenuating Circumstances Panel to rule whether the evidence to account for the delay should be

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accepted as well as whether the original circumstances should be treated as extenuating circumstances.

Request for the recognition of extenuating circumstances after an assessment deadline or an examination

In all cases, where formal requests for the consideration of extenuating circumstances are made after an assessment deadline or examination this should be as soon as possible after the deadline or examination and before the assessment or examination board meeting that will consider the relevant marks.

27 Where there is a request for the recognition of extenuating circumstances after the deadline for an assessment has passed, or after an examination, the student is required to describe the circumstances and provide supporting evidence. The student is also required to show why it was not possible for them to notify the University of their circumstances before the deadline or at the time of the examination or assessment. Students making such a request do so by completing the University's standard form and submitting it to the relevant Faculty Office. The University's standard form can be found at [URL].

28 Subject to the student being able to provide the required supporting evidence the following may be considered to be valid reasons for not having provided evidence of illness at the time

• that the student was awaiting a diagnosis or its confirmation

• that the nature of the illness affected the student's capacity to be aware of their condition and report it

• that the student did not have access at the time to their medical (including psychiatric) practitioner or registered counsellor, their minister of religion, or solicitor, to provide support and the required independent evidence.

29 Completed requests for the recognition of extenuating circumstances after an assessment deadline has passed, or after an examination, are submitted to the Faculty Office and a receipt should be requested. Confidential information should be provided in a sealed envelope, marked 'CONFIDENTIAL. REQUEST FOR RECOGNITION OF EXTENUATING CIRCUMSTANCES', with the student's name and their University identifier on the outside of the envelope, together with the name of their programme and any relevant modules.

When making a request for the recognition of extenuating circumstances students will need to provide evidence to support their request (see paragraph 7) to be submitted in sufficient time for the designated person or Associate Dean to consider. Students should be aware that a request that is submitted within one working day of the deadline in question may be dealt with as a request for consideration of extenuating circumstances after the passage of a deadline (see below).

Postal submission of requests for the recognition of extenuating circumstances after the passage of a deadline or after an assessment or examination

30 Where the time of an assessment deadline or an examination has passed, and a student wishes to submit an application for the recognition of extenuating circumstances, the University expects them to submit their application in person to their Faculty's Office. Where it is not possible for the student to lodge their application in person, they may do so by post, or digitally, via the University's email systems.

31 A student who uses the post to submit a request for the recognition of extenuating circumstances after the passage of a deadline, or after an assessment or examination, is required to enclose the request and the supporting evidence in sealed envelope

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marked as described in paragraph 29. This should be enclosed in a sealed outer envelope, addressed to the relevant Faculty Office, marked clearly 'URGENT: EXTENUATING CIRCUMSTANCES REQUEST'.

32 Where after the passage of a deadline, or after an assessment or examination, a request for the recognition of extenuating circumstances is submitted by post it is the student's responsibility to make and retain copies of the completed form and the evidence submitted with it for their own use and to secure proof of posting.

Digital submission of requests for the recognition of extenuating circumstances after the passage of a deadline or after an assessment or examination

33 A student who is unable to attend the University to present their request for the recognition of extenuating circumstances in person, after the passage of a deadline, or after an assessment or examination, may do so via email. In this case the email containing the request and evidence, as password protected attachments, should be sent to the Faculty Registrar and the subject line of the email should read: 'URGENT: EXTENUATING CIRCUMSTANCES REQUEST'. The password(s) for the documents should be sent in a separate email to the Faculty Registrar's email address.

34 For requests for the recognition of extenuating circumstances after the passage of a deadline or after an assessment or examination that are submitted by email it is the student's responsibility to keep copies of all related documentation.

Notifications by Faculty Offices

35 When a request for the recognition of extenuating circumstances is received after the passage of a deadline, or after an assessment or examination the Faculty Office, notifies the relevant Associate Dean, (Learning and Teaching) and the Office of the Dean of Students.

The Annual Report by the Dean of Students provides the University with key information to show how well various procedures are working. Requests for the recognition of extenuating circumstances are one such procedure and notifying the Office of the Dean of Students of the number of requests made each year enables the University, through the Dean's Report, to assess whether its procedures are fit for purpose and adequately supported.

36 As noted in paragraph 21, in cases where a student requesting the recognition of extenuating circumstances is based in one Faculty but studies in others, the student's 'home' Faculty Office handles the request and notifies its counterparts in the other Faculties and their Associate Dean(s).

Storage of requests for the recognition of extenuating circumstances

37 Each application by a student for the recognition of extenuating circumstances, together with the supporting information they provide is stored securely and separately by the relevant Faculty Office. Confidential information in applications is not linked to a student's individual record but the date of the application and the assessment(s) to which it relates are recorded on the Student Progression Information record.

The University requires the date of each application for the recognition of extenuating circumstances and the assessment(s) to which it relates to be recorded so that it can identify patterns and trends as it works to enhance its provision and learning support services.

Recording the date of each application and the assessment(s) to which it relate also enables the University, through personal tutors and the Additional learning Support Service, to offer support to students who might benefit from a Learning Support Adjustment statement.

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Consideration of requests for the recognition of extenuating circumstances by Extenuating Circumstances Panels Extenuating Circumstances Panels

38 Each Faculty maintains an Extenuating Circumstances Panel in order to consider requests for the recognition of extenuating circumstances submitted after the passage of an assessment deadline or an examination.

39 The membership of an Extenuating Circumstances Panel is approved by the Dean of Faculty. It consists of two members of staff from the relevant Faculty, one of whom is normally the Faculty Registrar, together with a member of staff from another Faculty. The Faculty Registrar Chairs the Panel and its work is supported by a member of the Faculty Office.

40 Staff who serve as members of an Extenuating Circumstances Panel are required to state that they have no current academic or personal connection with the student (or students) to come before the Panel. Where they are unable to do so an alternate, who has had no academic or personal connection with the student (or students), substitutes for them.

41 Extenuating Circumstances Panels are convened to consider requests for recognition of extenuating circumstances associated with

• impairment of a student's performance in an assessment arising from illness or unforeseen circumstances

• failure to provide evidence of extenuating circumstances before an assessment deadline or examination

• the late submission of an assessment

• failure to attend for an assessment (including an examination)

• failure to submit an academic appeal within the timeframe specified by the University.

Confidentiality

42 Extenuating Circumstances Panels deal with requests for the recognition of extenuating circumstances in confidence, to the extent that this is compatible with making enquiries and holding meetings to consider the matter. Papers, emails, and telephone conversations that are connected to requests for the recognition of extenuating circumstances are kept securely and are not disclosed where it is not strictly necessary as part of the Extenuating Circumstances Procedure. All parties observe the requirements of confidentiality in all matters to do with extenuating circumstances and information to which the University, the University of Surrey Students' Union, their staff, and their equivalents for Associated and Accredited Institutions, are party.

Procedure

43 When conducting their business, Extenuating Circumstances Panels follow the University's Regulations for Hearings by Panels. They review requests for the recognition of extenuating circumstances, together with the supporting evidence provided with them against the criteria set out in paragraphs 6-7.

44 In the interests of making timely decisions Extenuating Circumstances Panels do not normally invite the student to attend their meetings. Where a Panel does invite a student to attend they may be accompanied by a friend, normally another student or an official of the University of Surrey Students' Union.

45 Where the Extenuating Circumstances Panel is able to confirm

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• that the student's request for the recognition of extenuating circumstances is consistent with the criteria recognised by the University and is therefore valid, and that it is supported by the evidence submitted

• that the circumstances reported would have affected the student's capacity to undertake the activities or assessments required of them

the Panel states this in writing to the Chair of the relevant board of examiners or assessment board and recommends that they bring this information to the board's consideration of the student's performance. At the same time the Faculty Office writes to the student, on behalf of the Chair of the Extenuating Circumstances Panel, to state its recommendation.

46 Where an Extenuating Circumstances Panel is not able to confirm that the claimed circumstances are consistent with the University's criteria as set out in paragraph 5 it conveys this to the to the student in writing with a brief written explanation of the basis for its findings. Applications for the recognition of extenuating circumstances that are not confirmed by an Extenuating Circumstances Panel are not notified to Chair of the relevant assessment or examination board.

Medical and other supporting evidence provided by professionals 47 Where supporting evidence is provided from medical practitioners or other

professionals, such as professional counsellors, an Extenuating Circumstances Panel will take it at face value and will only enquire into the authenticity of the evidence. A Panel will also ask whether the supporting evidence relates to the period where the student claimed their performance was affected, and whether the evidence was provided sufficiently near in time to the circumstances stated for it to be reasonable to accept that the student was affected by the circumstances.

Appeal against the findings and recommendations of an Extenuating Circumstances Panel 48 If a student considers that their request for the recognition of extenuating

circumstances has been dealt with unfairly or unreasonably by an Extenuating Circumstances Panel they may appeal against its findings and recommendations through the University's Academic Appeal Procedures.

Repeated requests for consideration of extenuating circumstances 49 For continuing circumstances that are, by definition, foreseeable the University expects

the student to make continuing arrangements whether through arranging additional learning support through an additional learning support statement or by taking steps to improve their circumstances.

50 Where repeated requests are received from the same student for the consideration of extenuating circumstances the programme director, level coordinator or their equivalent will seek to establish whether some underlying difficulty is hampering the student's progress with the advice of the University's professional services, such as the Additional Learning Support service (ALS) and/or the Office of the Dean of Students. If the difficulty appears to the programme director, level coordinator or their equivalent to relate to illness, or an undeclared disability, they will advise the student to seek the advice of the relevant University professional services.

Learning Support Adjustment (LSA) procedure

51 The University's procedures for providing a student with an individual statement of the Learning Support Adjustment (LSA) they need in order to follow their programme were previously referred to as VISA (Verified Individual Services and Adjustments). They are provided for students by the University's Additional Learning Support service (ALS). Where a student has secured an LSA statement they are strongly advised to

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disclose this to their personal tutor, their programme director and (where relevant) to any professional staff who may be assessing them in practice.

The University's extenuating circumstances procedures are designed to address the consequences of temporary incidents or instances arising from unforeseen circumstances: they are not an appropriate means to enable the University to address the needs of students with chronic, foreseeable, or recurring circumstances that, without support and assistance will impede their progress. Where such needs arise from physical or other impairments the student may refer themselves or be referred to the University's Additional Learning Support service (ALS). This will provide them with general advice and an individualised Learning Support Adjustment statement. This gives a written summary of the adjustments to learning, teaching and assessment assessed as reasonable by ALS staff (following consultation with the relevant programme director) for a named student. Adjustments are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

52 Where a student faces chronic, foreseeable or recurring circumstances or physical or other impairments that have the potential to hinder their academic progress they may inform the University through the programme director, or a member of the University's Additional Learning Support Service, that they wish to request advice and support with their particular learning support arrangements.

Under the LSA procedure ALS works with the student, their tutors and other professionals (as required), to assess the learning support needs of students with impairments. Following this assessment ALS will provide the student, where appropriate, with a written summary of the adjustments to the student's learning, teaching and assessment arrangements that ALS, in consultation with the programme director, has assessed as reasonable and a note will be added to the student's centrally held records. Adjustments suggested in an LSA statement are designed to provide the student with an equal opportunity to participate in all educational activities: they are not intended to provide an unfair advantage.

53 Where a student has secured an LSA statement, ALS will ensure that the programme director or their equivalent is formally notified of its contents so that they can notify the relevant staff of the adjustments suggested in the LSA statement and periodically check their continuing suitability for the student. Where the LSA statement presribes particular arrangements for sitting assessments or examinations ALS and the programme director or their equivalent each copy this information to staff administering and invigilating the student's examinations and assessments.

Book of Precedents for Extenuating Circumstances Panels 54 At the end of each academic year the Chairs of the Faculty Extenuating

Circumstances Panels discuss with the Office of the Dean of Students and the Academic Registrar whether there are cases that should be considered for inclusion in the Book of Precedents for Extenuating Circumstances Panels maintained by the Office of the Dean of Students. The University's Associated and Accredited Institutions may likewise nominate extenuating circumstances cases that they have conducted for the Book of Precedents.

55 Subsequently the Office of the Dean of Students, members of the Academic Registrar's team and the Vice-President (Education) of University of Surrey Students' Union (or their nominees), review the cases of extenuating circumstances that have been put forward for inclusion in the Book of Precedents. Where they agree that the circumstances that constitute the facts and the outcomes of a particular case represent an instance that is likely to recur or would be relevant for training purposes they will undertake to distil and anonymise the relevant cases

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• as an aid to achieving consistency in decision making when Extenuating Circumstances Panels are faced with similar facts and situations

• for the information of present and future Panel members

• as an aid to training future Panel members.

56 The contents of the Book of Precedents for Extenuating Circumstances Panels is reviewed annually by the Dean of Students, the Academic Registrar and the President of University of Surrey Students' Union (or their nominees) in order to weed out precedents that no longer apply or where the University's regulations or external circumstances (such as legislation) have changed.

Status of findings recorded in the Book of Precedents for Extenuating Circumstances Panels

57 The Book of Precedents for Extenuating Circumstances Panels is maintained by the Office of the Dean of Students and is intended for the information and support of Panels. The University requires that Panels are familiar with the Book of Precedents. Panels are not, however bound by to apply precedents where this would lead to unfairness in individual cases.

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Regulations

Section G

Regulations for Academic Appeals

Procedure for Complaints about Learning Opportunities

Regulations for Hearings by Panel

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Regulations for Academic Appeals

Approved by Senate 5 July 2011

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Contents

Note ........................................................................................................................................ 3

Glossary of terms ................................................................................................................. 4 What is an 'academic appeal'?.......................................................................................... 11

The subject of an academic appeal ............................................................................... 11 The grounds for an academic appeal and the burden of proof...................................... 12 Circumstances in which the University will not consider an academic appeal .............. 13 Student registered with another University or higher education institution .................... 13 Student studying with more than one Faculty of the University of Surrey ..................... 13 Differentiating between an academic appeal and a complaint about an aspect of the learning opportunities the University provides for its students....................................... 13

Procedure for addressing academic appeals .................................................................... 16 Stage 1: Preparation and filter ....................................................................................... 17 Appeal dossier ............................................................................................................... 17 Stage 2: hearing by an Academic Appeal Panel ........................................................... 20 Follow up to the findings and recommendations of an Academic Appeal Panel ........... 20

Reference to the Office of the Independent Adjudicator (OIA).......................................... 21 Book of Precedents for Academic Appeal Panels............................................................. 21

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Note In preparing this draft material for the University of Surrey Learning and Teaching Committee the following documents have been used as points of reference.

Quality Assurance Agency for Higher Education. Code of practice for the assurance of academic quality and standards in higher education. Section 5: Academic appeals and student complaints on academic matters, October 2007.

Quality Assurance Agency for Higher Education. Code of practice for the assurance of academic quality and standards in higher education. Section 6: Assessment of students, 2006.

Academic Registrars' Council. A Reference Document on Academic Appeals and Extenuating Circumstances for University Practitioners, 2010.

JISC Plagiarism Advice Service. Academic Misconduct Benchmarking Research Project: Part 1. The Range and Spread of Penalties Available for Student Plagiarism among UK Higher Education Institutions, Tennant P, Rowell G, Duggan F, 2007.

JISC Plagiarism Advice Service. Academic Misconduct Benchmarking Research Project: Part 2. The Recorded Incidence of Student Plagiarism and the Penalties Applied, Tennant P, and Duggan F, 2008.

iParadigms europe. A benchmark tariff for the application of penalties for student plagiarism in higher education, Peter Tennant, Gill Rowell, 2009-2010.

Higher Education Academy Academic Integrity Service. Supporting Academic Integrity. Approaches and resources for higher education, 2010.

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Glossary of terms

Academic appeal A formal request by a student or students for the review of a decision affecting them that has been made by a University of Surrey academic body with authority for making decisions on student progression, assessment, and academic awards. The University recognises that, exceptionally, an academic appeal may be made in respect of programmes, modules or courses that do not lead to its award but for which it may grant academic credit.

The University's regulations do not allow for students to appeal against an academic judgement, properly made by academic staff, about assessment, degree classification, research methodology, course content, or outcomes.

Academic Appeal Panel

A Panel of three appropriately qualified and trained individuals. The membership of an Academic Appeal Panel consists of two members of staff and one officer of the University of Surrey Students' Union (normally the Vice-president (Education)), who is a full member of the panel.

Academic Appeal Panels are convened under the authority of the Dean of Students to receive and consider academic appeals and the evidence relevant to them. Panels are supported by experienced staff drawn from the Office of the Dean of Students, the Academic Registry, and the Faculty Offices who act as Secretaries to the Panels.

Academic Appeal Procedure

The University's Academic Appeal Procedure normally consists of the following stages.

First Stage (or Filter Stage), an administrative stage designed to ensure that appeals that are submitted meet the University's criteria for academic appeals and to deal with simple procedural or administrative errors highlighted in an appeal.

Second Stage (where required) – formal consideration of the appeal by an Academic Appeal Panel.

Where a student has exhausted this procedure and wishes to pursue their appeal they may complain to the Office of the Independent Adjudicator.

Academic integrity As defined by the Center for Academic Integrity, academic integrity requires 'adherence to the values of honesty, trust, fairness, respect, and responsibility'. [Center for Academic Integrity, 1999, cited in Supporting Academic Integrity. Approaches and resources for higher education, HEA/JISC Academic Integrity Service, 2010, p. 3]

Academic Integrity Officers (formerly, Academic Misconduct Officers)

Members of the University's academic staff identified for subject areas, Departments, Schools, and Faculties (as appropriate) to act as experts and advisers, to their colleagues and students, in support of academic integrity generally and more specifically in support of technical and pedagogical aspects of academic integrity.

For instances of alleged and confirmed academic misconduct,

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tutors rely on the expertise of the Academic Integrity Officers in how to diagnose and detect academic misconduct and how to deal with it.

Academic Integrity Steering Group (formerly, Academic Misconduct Steering Group)

A group of the University's Academic Integrity Officers, Faculty Registrars (or nominees) together with one or more members of the Academic Registry and the Centre for Educational and Academic Development. The Group is convened by the Dean of Students to advise the University on practical and policy aspects of academic integrity and the deterrence, detection and handling of academic misconduct.

Academic misconduct The University defines academic misconduct as

acts by a student that have the potential to give an unfair advantage in assessments.

Forms of academic misconduct include: personation; copying from another student in or for an assessment; the use of unauthorised reference material, texts, or equipment in an assessment; plagiarism; collusion; and fabricating research results.

Academic Misconduct Panel

A Panel convened at Faculty level to receive evidence of academic misconduct, to hear representations from students, and to make findings and recommendations (see also, Standing Academic Misconduct Panel).

Books of Precedents Collections of anonymised cases for each of the University's panel procedures that convey how a panel responded to evidence provided in an instance that might have more general relevance to future panels and their findings.

Burden of proof The term used in a hearing to designate who has to prove what. See also 'standard of proof'.

Collusion A form of plagiarism, in which work that has been set to be undertaken by an individual is undertaken by more than one person and is submitted as the work of an individual.

Complaint (about learning opportunities)

The University defines a complaint about learning opportunities as 'the expression of a specific concern about the provision of all or part of a programme of studies or a related academic support service. See also 'learning opportunities'.

Course 1 A term formerly used by the University to refer to provision that sat outside the University's undergraduate or taught postgraduate modular provision. It is no longer used.

2 A term used by some Associated Institutions to refer to elements of provision.

3 When coupled with 'short' (as in 'short course') a way of referring to provision (including bespoke provision) provided for continuing professional development, for employers, and for professional bodies.

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Coursework All work for assessment that is not completed by the student under examination conditions is coursework. Dissertations and theses are a form of coursework.

Deferred assessments

Where a student is unable to take the assessments for one or more modules in the normal assessment period, and there are confirmed extenuating circumstances, the board of examiners, advised by the programme director, or their equivalent, may permit the student to take the relevant assessments as if for the first time in the late summer reassessment period or, exceptionally, in the following academic year. These assessments are described by the University as 'deferred assessments' to distinguish them from reassessments.

Extenuating circumstances (formerly mitigating circumstances)

Extenuating circumstances are unforeseen circumstances, outside the control of the student, that are accepted by the University as having temporarily prevented them from submitting their work for assessment, attending an assessment, or from performing in an assessment at the level that might reasonably have been expected of them.

Filter stage (academic appeals)

The first Stage in the academic appeal procedure. Operated through the Office of the Dean of Students it serves

• as an administrative check that what has been submitted falls within the scope of the University's academic appeal procedure and contains the information and evidence the University needs in order to address the appeal

• to enable the University, where the evidence mustered by the student shows that there has been a procedural or administrative error, to advise an academic body that it would be wise to reconsider the academic decision(s) that form the subject of the appeal

• as a means of determining whether the appeal is suitable to be heard by an Academic Appeal Panel.

'Home' faculty The programme of study followed by a student may include modules or other units that are studied in another Faculty. In such circumstances the Faculty that hosts the programme on which the student is registered is their 'home' Faculty.

'Home' institution For students studying part of a programme with the University who are registered with another institution the latter is their 'home' institution.

Intermediate exit award.

An intermediate exit award recognises the academic achievement accrued by students as they progress towards the final award for their programme of studies. It enables a student who wishes to leave their programme without submitting for their final award to gain recognition for their achievements.

For a Foundation Degree the intermediate exit awards available are the Foundation Certificate where the student has accrued 60 credits at HE level 1 and the Certificate of Higher Education, where

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the student has accumulated 120 credits at HE level 1.

For an honours undergraduate degree typical intermediate exit awards will include

● a Certificate of Higher Education where the student has accumulated 120 credits at HE level 1

● a Diploma of Higher Education where the student has accumulated 240 credits of which 120 credits are at HE Level 2

● a Bachelor Ordinary (sometimes referred to as an 'Ordinary Degree') where the student has accumulated 300 credits of which 60 are at HE Level 3.

The above intermediate exit awards are graded but not classified with the exception of the Bachelor Ordinary which is not graded and not classified.

For a taught postgraduate degree typical intermediate exit awards will include

● a Postgraduate Certificate where the student has accumulated 60 credits, 30 of which are at M-Level

● a Postgraduate Diploma where the student has accumulated 120 credits, 60 of which are at M-Level

These intermediate exit awards may be graded.

Learning opportunities

The University defines 'learning opportunities' as the ensemble of the provision it makes available to students registered to study with it for academic awards or credits.

The learning opportunities provided by the University for its students comprise

● the content of the curriculum and tuition, where tuition includes lecturing, instruction, supervision, and support for students by tutors, demonstrators, personal tutors and academic advice services, and pastoral and learning support arrangements such as the Centre for Wellbeing and the Additional Learning Support Service

● the learning environment including the library and the virtual learning environment, practice, and performance spaces, lecture rooms, laboratories, computer rooms, workshops, seminar, and tutorial rooms and their fixtures and fittings.

Module Co-ordinator For the purpose of these Regulations, a 'Module Co-ordinator' is a 'tutor' (see below) designated by the University to be responsible for coordinating and managing the delivery of a module, whether at undergraduate or taught postgraduate level. Module Co-ordinators may also be responsible for coordinating and managing the assessment processes associated with that module and ensuring that students' achievements are recorded and submitted to SITS. Module Co-ordinators normally report to Programme Directors.

In rare cases, a Module Co-ordinator may be responsible for one or more free-standing modules. In such a case they have the same

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responsibilities for that provision as a Programme Director.

Office of the Independent Adjudicator (OIA)

The OIA is the independent body that operates the student complaints scheme for England and Wales. It reviews complaints by students against universities and makes findings and recommendations. It has no statutory powers but is widely respected.

Under the scheme operated by the OIA, where students have

• made an academic appeal or a complaint to the University which it has rejected, or has proposed a remedy that is unacceptable, and

• the student has worked through the procedural means provided by the University for pursuing their appeal or complaint and received a 'completion of procedures' letter from the University to that effect

they may direct their complaint to the OIA.

Note: students cannot appeal to the OIA, which has no academic jurisdiction over universities. Rather, students make a complaint to the OIA about the way in which the University has handled their appeal. The OIA has stated that it will not consider academic judgments made by academic experts. See http://www.oiahe.org.uk

Official of University Surrey Students' Union

The Students' Union uses the term 'official' to designate a paid member of its staff.

Officer of University of Surrey Students' Union

The Students' Union uses the term 'officer' to designate an elected officer of the Union, such as its President or Vice-President (Education).

Personal tutor Each University of Surrey undergraduate and taught postgraduate student is allocated a 'personal tutor'.

For the purpose of these Regulations, a 'personal tutor' is a tutor designated by the University to monitor and report on the academic wellbeing and progress of one or more students through meeting them at specified intervals throughout the session and maintaining contact with them by email and telephone. [Academic Standards Guidelines 2010, Section D pp. 12-14].

Personation In the context of academic misconduct

• assuming the identity of another in order to mislead or deceive

• allowing another to assume your identity in order to mislead or deceive.

[Personation may or may not involve impersonation.]

Plagiarism 1 Inserting words, concepts, or images from the work of someone else into work submitted for assessment without acknowledging the originator's contribution and

2 Representing the work of another as one's own, whether

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purchased or not, or taken with or without permission.

Programme Director (Programme Leader; Director of Studies)

For the purpose of these Regulations, the term 'Programme Director' is used to refer to the person designated by the University to lead the academic management of a suite of provision that may or may not lead to one or more academic awards.

Rescission of award/ rescinding of award

Where, after receiving their award from the University, a person is found to have acquired it through misrepresentation or academic misconduct Senate has the power to rescind the award. The University publishes the fact that an award has been rescinded through an announcement in The London Gazette.

[Statute 18 empowers Senate 'To deprive persons of any Degrees or other distinctions or titles conferred on them, and to revoke any Diplomas or Certificates granted to them by the University, and to withdraw all privileges connected therewith.' The Statute does not provide for this power to be limited in time.]

Research student The University uses the term 'research student' to refer to postgraduate students registered for a higher award of the University by research. Such awards include Master of Philosophy (MPhil), Doctor of Philosophy (PhD), and Doctor of Medicine (MD) by research and thesis.

[Parts of the University's regulations for its postgraduate research students also apply to the research components of studies (such as theses, portfolios, or other products of research) undertaken by postgraduate students registered for higher awards of the University, in which research forms a significant part of their assessment. Such awards include the research components of: taught modular programmes that lead to the University's higher awards and practitioner doctorate awards.]

Senate Progression and Conferment Executive (SPACE)

SPACE monitors on behalf of Senate and reports to it and to the University Executive on

● the awards made by the University and the academic standards attained by its students wherever they study

● how Faculties and Associated and Accredited Institutions use the academic authority delegated to them in academic matters in order to identify and make known good and unacceptable practice

● the fitness of the University's academic regulations for its needs.

SPLASH SPLASH is the abbreviation the University uses to refer to the Student Personal Learning and Study Hub. It is located in the Library and provides support for the development of study skills. It is staffed by Learning Advisers and Academic Liaison Librarians.

Standard of proof In University panel hearings, the standard of proof required. In panel hearings the standard of proof is that it was more likely than not that something was or was not the case (the 'balance of probability').

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Student Progression Information record

A screen in SITS on which authorised persons may record information relevant to the student's module outcomes and progression. It is used to record the outcomes of academic appeals where these are relevant to the student's progression; instances of academic misconduct in modules; instances of poor academic practice; claims for extenuating circumstances made under the 'fit to sit' procedure that are recorded as 'noted'; and other claims for extenuating circumstances.

For academic misconduct and extenuating circumstances the individual's Student Progression Information record is maintained and updated by their 'home' Faculty Office as part of its responsibilities for the support of these procedures. For the outcomes of academic appeals the Student Progression Information record is maintained and updated by the Office of the Dean of Students.

Suspension (of registration)

A student who is in difficulties with their studies through personal circumstances may be allowed to temporarily suspend their registration with the intention of returning to their studies at an appropriate time. This may be after a successful application for the consideration of extenuating circumstances.

Suspension of registration may also be initiated by the University in exceptional circumstances. These include on health grounds and (again, exceptionally) where it is alleged that a student has breached the University's disciplinary or other regulations.

Termination (of registration)

Where a student has failed to meet the University's requirement that they make academic progress, or has been found to have committed academic misconduct of such a nature that they cannot be allowed to progress in their programme, the University will terminate their registration, at which point they cease to be a student registered to study with the University. Under the terms of University Statute 26 students have a right of appeal against such a decision. Appeals against termination of registration are made through the University's Academic Appeal Procedure.

Former students whose registration has been terminated by the University for academic misconduct may not subsequently register for study with the University.

Tutor For the purpose of and as used in these Regulations, any member of academic staff who is charged by the University with teaching and assessing students.

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What is an 'academic appeal'? 1 The University defines an academic appeal as:

'A formal request by a student or students for the review of a decision affecting them that has been made by a University of Surrey academic body with authority for making decisions or advising on student progression, assessment, and academic awards'.

2 Exceptionally, an academic appeal may be made by a University of Surrey student, or students, in respect of programmes, modules, or courses that do not lead to the University's award but for which it may grant academic credit.

3 For the purposes of these Regulations, and other than where specifically provided, the University takes the term 'student' to include

• those it has formally accepted to study for its awards or credits

• current students registered to study for a University of Surrey qualification or the award of its academic credits whether at the University, studying at a distance or at an Associated or Accredited Institution

• students who have graduated from the University no more than three months previously.

For the sake of clarity, where the term 'student' is used in these Regulations it should also be taken to mean 'students' where appropriate and vice-versa.

4 Students studying for the University's awards with an Associated or Accredited Institution are required to follow the academic appeal procedures specified in the formal agreement between the University and that Institution.

The subject of an academic appeal 5 Academic appeals may be formally requested by a student with respect to the

following

• a decision by the University about their transfer or progression within a programme or from a programme leading to one award to a programme leading to another award

• a decision by the University to award them what they believe to be incorrect credits, marks, or an incorrect degree classification

• a decision by the University to penalise the student (including terminating their registration) for failure to make progress or for academic misconduct

• a decision by the University not to recognise extenuating circumstances.

6 The University will not accept an academic appeal from a third party on behalf of a student other than when the student is incapacitated or there are other extenuating circumstances. In such a case, in addition to the application to appeal together with the required supporting evidence, the third party must show why the student was unable to make the appeal on their own behalf, and provide supporting evidence. The latter is submitted to the Extenuating Circumstances Panel for the student's home Faculty to advise whether the appeal should be accepted.

7 Students may not appeal against an academic judgement made by academic staff about

• the content or learning outcomes associated with modules, courses, and programmes that have been approved by the University

• the merits of work submitted by the student for assessment

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• the research methodology followed by a student

The grounds for an academic appeal and the burden of proof 8 The University considers that an academic appeal may be made when there is

independent evidence to show

• that staff or bodies have not followed its approved regulations and procedures, or have not followed them with due care

• that staff or bodies have not acted fairly towards the student by showing or appearing to show bias in the way they have made the relevant academic decision

• that the student's performance was affected by circumstances that they could not report at the time for valid reasons and that the extenuating circumstances have not been taken into account in making the relevant academic decision.

Burden of proof

9 In making an academic appeal it is for the student to show that one of the matters listed in paragraph 8 applies.

An example of bias, or potential for bias, might be that a member of the body or board that took the academic decision had a conflict of interest that was not declared to the person presiding over the body or board at the time and which made it possible that the body or board did not act fairly towards the student.

Valid reasons for not having provided evidence of illness at the time that it or other relevant circumstance occurred might be

● that, in the case of an illness or impairment, the student was awaiting a diagnosis or its confirmation

● that illness or unforeseen circumstances affected their capacity to be aware of their condition and report it

● that the student did not have access at the time to their medical (including psychiatric) practitioner or registered counsellor, their minister of religion, or solicitor, to provide support and the required independent evidence.

Examples of circumstances where it may be possible to show that approved procedures have not been followed or have not been followed with due care might include the following

● marks that have contributed to a student's result for an assessment were incorrectly recorded

● the calculation of a result for a module, a progression stage or a degree has been incorrectly performed, or has followed a procedure not authorised by the University

● a board or body authorised by the University to make decisions about students' achievements (with or without the presence of external examiners) has followed procedures that were not authorised by the University.

Other cases where an appeal might be made against an academic decision might include where the person or body making the decision has done so without knowing of extenuating circumstances that were relevant to their decision. In such a case, where there are valid reasons why information about the extenuating circumstances was not put forward by the student at the relevant time (that is, before the decision was reached), the student may appeal against the decision and request that it be reconsidered. The University's arrangements for receiving information about extenuating circumstances and what it will consider as extenuating circumstances are set out in the Regulations for Extenuating Circumstances

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Circumstances in which the University will not consider an academic appeal 10 The University will not consider an academic appeal where it can be shown, at any

stage that

i the academic decision against which the appeal is directed has yet to be made or, if made, has yet to be confirmed

ii the academic appeal is based on evidence that relates to alleged ill-health or other extenuating circumstances that could have been reported to the University at the time they occurred, but were not, and the student is unable to provide a valid reason for not having provided the evidence at the time

iii the appeal has been made without there being any relevant evidence to show why it should be considered

iv the substance of the appeal can be shown to relate to a matter that has already been the subject of an academic appeal by that student that is in progress or has been decided

v the evidence put forward to support the appeal can be shown to have been dishonestly acquired or is itself dishonest

vi the appeal can be shown to be vexatious (that is, the appeal can be shown to be malicious, or represent a way of harassing the University by consuming the time and resources of its staff or a way of harassing members of staff or other students).

11 Where, at any stage of an academic appeal, evidence of the circumstances described in paragraphs 10 v and vi comes to light, the appeal will be dismissed and the evidence submitted to the University's disciplinary procedures.

Student registered with another University or higher education institution 12 Where a student submitting an appeal is registered to study for the award of another

University or higher education institution, the latter is their 'home' institution.

13 Where academic appeals are covered by a formal agreement between the University and the student's home institution the University follows the procedure laid down in the agreement.

14 Where academic appeals are not covered by a formal agreement the University arranges for the student's appeal to be directed to their 'home' institution, to be heard by it under its own academic regulations. In such a case, the University provides the student and the institution with support and information to enable the student's appeal to be heard.

Student studying with more than one Faculty of the University of Surrey 15 Where a student is studying with more than one Faculty of the University the Faculty

through which they register or re-register is considered to be their 'home' Faculty.

Differentiating between an academic appeal and a complaint about an aspect of the learning opportunities the University provides for its students 16 The University's definition of an academic appeal is set out in paragraph 1, above. The

University defines a complaint about the learning opportunities it provides for its students as

'the expression of a specific concern about the provision of all or part of a programme of studies or a related academic service'.

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The University's definition follows from its definition of 'learning opportunities' as 'the ensemble of the provision it makes available to students registered to study with it for academic awards or credits'.

The learning opportunities provided by the University for its students comprise

● the content of the curriculum and tuition, where tuition includes lecturing, instruction, supervision, and support for students by tutors, demonstrators, personal tutors and academic advice services, and pastoral and learning support arrangements such as the Centre for Wellbeing and the Additional Learning Support Service

● the learning environment, including the library and the virtual learning environment, practice, and performance spaces, lecture rooms, laboratories, computer rooms, workshops, seminar, and tutorial rooms and their fixtures and fittings.

17 The definitions of 'academic appeal' and 'complaint' adopted by the University are based on those published in Section 5 of the QAA Code of practice ... : Academic appeals and student complaints on academic matters, October 2007. Hence, under the University's Academic Regulations, students may not make an academic appeal about the nature of the learning opportunities they have received (tuition, library provision, teaching and learning spaces provided, equipment, and so on). The University addresses concerns about these matters through its procedures for Complaints about Learning Opportunities.

The University recognises that when a student sets out their academic appeal the grounds they cite may also constitute a complaint about the learning opportunities the University has provided for them. In all such cases the University will seek to enable the student to express the subject of their appeal, complaint, or appeal and complaint clearly, and state the nature of the outcome (the remedy) they are seeking. It will do this through providing informal advice through the Office of the Dean of Students and by encouraging students to seek the support and advice of the relevant staff of the University of Surrey Students' Union (or its equivalents for Associated and Accredited Institutions).

Where the initial view of the person or persons operating the First Stage of the Academic Appeal Procedure on behalf of the Office of the Dean of Students is that the grounds cited for an academic appeal contain within them the basis for a formal complaint they will contact the student making the appeal to clarify matters with a view to one or more of the following

● confirming that it is their intention to submit an academic appeal and that they wish to amend their submission by removing incidental references to learning opportunities

● clarifying that it is their intention to submit an academic appeal, as in the bullet point above, and to submit a formal and separate complaint through the University's procedure for Complaints about Academic Matters

● confirming that it is the student's intention to submit an academic appeal and that matters to do with learning opportunities (see above) raised in the appeal are to be regarded as evidence of extenuating circumstances beyond the student's control that affected their performance and were not notified to the University at the appropriate time. [NB. In such a case the student will need to follow the requirements of the University's extenuating circumstances procedure by providing evidence to show why they were unable to alert the University to the extenuating circumstances at the time].

The Office of the Dean of Students will also advise the student to discuss their appeal with an independent adviser, such as an official of the University of Surrey Students' Union.

Timeliness

18 A student wishing to appeal against an academic decision as defined in paragraph 1, above is required to inform the Office of the Dean of Students in writing or by email of

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their intention to appeal within 10 working days of being notified of the relevant decision and to submit their appeal within no more than 15 working days of being notified of the decision. Thereafter students are expected to respond promptly to communications and requests for information from the University. The web page for the Office of the Dean of Students can be found at [enter URL]. The Office can be contacted at [insert email address].

19 Where an academic appeal relies on the student's view that there were deficiencies in the learning opportunities the University made available to them, to enable their study and learning, the University will check with the student and the Faculty that the student made a complaint about the deficiencies when they were perceived to have occurred. The University will also check the nature of the University's response to any such complaint. Academic appeals that are based on perceived failings in the learning opportunities that the University made available to the student, and which were not the subject of a complaint at the time, will not be taken into consideration in the absence of extenuating circumstances to explain why the student was unable to complain about the perceived deficiencies to the University.

20 The University requires that the Office of the Dean of Students, Faculty, Department, and School Offices, like bodies, and examination and assessment boards, respect the student's right to have their appeal dealt with fairly and in a timely manner. Faculty, Department, and School Offices, like bodies, and examination and assessment boards are required by the University to respond promptly to requests from the Office of the Dean of Students for information on individual academic appeals. Where one of these bodies is unable to respond to a request from the Office of the Dean of Students for information on an academic appeal within 10 working days of receiving the request the responsible staff are required to inform the Office why they are unable to comply with its request for a prompt response, so that the Office can monitor the situation and keep the student informed.

Suspension of an appeal for failure to respond on the part of the student

21 Where the University has requested the student to provide evidence or additional information to support their appeal and the student has failed to acknowledge the request within five working days of receiving it and to provide the necessary information within 15 working days of receiving the request, the Office of the Dean of Students may, at its discretion, suspend the appeal until the student responds with the information or evidence requested.

22 Before the end of the academic session the Office of the Dean of Students writes to the originators of any academic appeal under suspension to notify them that their appeal will be dismissed at the end of the academic session unless the requested information or evidence is supplied. If the requested information or evidence is provided the appeal is reanimated. Where the requested information or evidence is not provided before the end of the academic session the appeal is dismissed and the Office of the Dean of Students notifies the student in writing accordingly. At the end of the academic session the Office of the Dean of Students archives the papers of any appeals that have been dismissed in this way in line with the University's policy on the retention of records.

Students will wish to note that where an academic appeal is dismissed by the University because of a failure to provide evidence or information that is needed to support an appeal and the student subsequently complains to the Office of the Independent Adjudicator the latter is unlikely to find for the student.

Confidentiality

23 The University deals with academic appeals made by students in confidence, to the extent that this is compatible with making enquiries and holding meetings to consider

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the appeal. Papers, emails and telephone conversations that are connected to an academic appeal are kept securely and are not disclosed where it is not strictly necessary as part of the Academic Appeal Procedure. All parties observe the requirements of confidentiality in all matters to do with academic appeals and information to which the University and University of Surrey Students' Union officers and officials are party. The University's Regulations for Hearings by Panels and associated guidance documents can be found at http://portal.surrey.ac.uk/calendar/generalregs/index.jsp

Representation of students in academic appeals

24 A student may be supported at an Academic Appeal Panel by a 'friend' (normally another student or an official of the University of Surrey Students’ Union). Where this is the case, the student is asked to inform the Office of the Dean of Students of the contact details of the friend at least three working days before the panel, so that the University can confirm the date, time, and place of the panel and provide the friend with the evidence. The friend may speak to the student during the panel meeting and may ask questions of the Panel or those attending to provide information with the permission of the Chair.

25 The University's academic appeals procedure is an academic not a legal procedure. Where a student insists on legal representation in an academic appeal the University will also insist on legal representation.

Appeal Panel proceedings in the absence of the student

26 Exceptionally, where a student can provide good reasons why they are unable to attend a scheduled meeting of an Academic Appeal Panel they may ask the University if they may be represented by a friend, in the interest of hearing the appeal in a timely manner. In this context, 'good reasons' include the circumstances listed in paragraph 6 of the Regulations for Extenuating Circumstances (with the appropriate evidence listed in paragraph 7). The friend will normally be a fellow student or an official of University of Surrey Students' Union.

Appeals against suspension or termination of registration

27 Where a student appeals against the suspension or termination of their registration the decision suspending or terminating their registration remains in force while the appeal is heard. In such a case the University allows the student access to their University email account for the duration of the appeal in order to facilitate mutual communication.

Appeals by students registered for higher degrees by research

28 A student who, as the result of a recommendation of their examiners, has not been given the award for which they were registered and has not been permitted to submit a revised thesis for the same award, may lodge an academic appeal in accordance with these Academic Regulations.

Procedure for addressing academic appeals 29 The University's procedures for addressing academic appeals are in two stages. Other

than where stated, appeals and supporting information and evidence are submitted to the Office of the Dean of Students.

30 Students studying for University of Surrey awards who are registered to study with Associated, Accredited or other partner institutions are advised to check with their home institution before submitting an academic appeal to the Office of the Dean of Students. In all cases, however, a student studying for a University of Surrey award is entitled to appeal to the University against academic decisions linked to the University's award.

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The University views it as essential that there are robust central arrangements for receiving academic appeals, recording their progress, storing confidential papers securely, and issuing formal communications on behalf of individuals, groups and panels associated with its procedure for academic appeals.

The University's responsibilities to its staff and students and to external monitoring bodies also require that it is able to generate reliable statistics for the number and nature of the academic appeals that are made and their outcomes, as already happens with the Annual Reports of the Dean of Students to the University Learning and Teaching Committee.

The University therefore requires all communications to do with academic appeals (including challenges to findings) to be made through the Office of the Dean of Students so that their receipt can be recorded and they can be followed up.

Stage 1: Preparation and filter 31 This Stage may take up to 30 working days after the student has lodged their appeal

and supporting evidence with the Office of the Dean of Students. Where it seems likely to take longer than 30 days to conduct this Stage, the Office of the Dean of Students’ will notify the student of the possible delay and the reasons for this.

32 This Stage is conducted by a member of the Office of the Dean of Students and begins with

• receiving and recording the written appeal and supporting evidence

• checking that the appeal is consistent with the University's criteria for academic appeals

• gathering additional information and evidence from relevant parties including the student's Faculty, Department, or School.

33 In the course of gathering additional information it may become apparent to the Office of the Dean of Students that the case made by the student, and the evidence they have submitted in support of the appeal, together with any additional information gathered, points to a procedural or administrative error in making the decision that needs to be corrected.

34 Likewise, through gathering additional information the Office of the Dean of Students may be able to identify and confirm that the student had valid grounds for not divulging extenuating circumstances at the appropriate time. In such cases the Office of the Dean of Students will show the person or body that took the decision the evidence that has been gathered, in confidence, and invite them to reconsider the decision.

35 Where either of the circumstances described in paragraphs 33 and 34 applies, and the person or body that made the original decision declines to reconsider it, the Office of the Dean of Students may refer the matter to the Chair of SPACE (or the Chair of the Research Degrees Committee in the case of postgraduate research degrees) who may, if necessary in the interests of fairness to the student, and having taken appropriate advice,

• nullify the original decision

• ask SPACE/RDC to substitute its own decision

• report the matter to Senate.

Appeal dossier 36 The appeal lodged by the student, the supporting evidence for their appeal, the

information provided by the person or body that made the decision that is the focus of

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the appeal, and any other relevant information gathered by the Office of the Dean of Students together constitute the evidence base, or 'dossier' for the appeal.

Provision of the appeal dossier

37 When the Office of the Dean of Students has compiled the dossier it provides this for the student (and their friend, where relevant) so that they can check that the appeal and the evidence base they have provided are complete and so that they can remedy any minor defects. The appeal dossier also contains the evidence and information provided by the body or person that made the academic decision that is the focus of the appeal.

The University aims to have all the material that comprises a dossier submitted electronically. Where the dossier includes a few items submitted in writing, and these are brief, the University will make digital scans of these in order to make all the contents of the dossier available electronically. Where, however, a dossier includes lengthy written or published items the University may decide that it is more practical to provide the dossier as a whole on paper.

38 Where the student is satisfied that the statement of their appeal in the dossier and the evidence they have submitted has been accurately incorporated in it, they are asked to confirm in writing, normally within five working days, that they wish to proceed with their appeal. Likewise where, having viewed the dossier, the student decides not to proceed with their appeal, they are asked to confirm in writing within five working days that they wish to close their appeal. In such a case the Office of the Dean of Students returns the appeal papers submitted by the student to them with a written statement that their appeal has been closed at their request.

39 Where the Office of the Dean of Students does not receive written confirmation from the student that they wish to continue with the appeal, or that they wish it to be closed the Office writes to the student to remind them of the need to communicate their intentions. If the student fails to respond to this enquiry within 10 working days of its despatch the Office suspends the appeal. Before the end of each academic session the Office writes to the author of any suspended appeal to remind them that their appeal is suspended and inform them that it will be closed at the end of the session. In the absence of any response from the student at the end of the academic session the Office of the Dean of Students returns the students appeal papers with a written statement that their appeal has been closed.

40 Where the student confirms that they wish to proceed with their appeal the dossier provides the basis on which the Office of the Dean of Students recommends whether and how the appeal should progress.

41 The student's friend who has seen the dossier may submit a written commentary on the dossier to the Office of the Dean of Students for the purpose of assisting the Office in clarifying matters of fact and interpretation. Where the student's friend is willing to submit such a commentary to the Office they may do so only with the formal written approval of the student.

Filter process

42 When it has finalised the compilation of the dossier, the Office of the Dean of Students sends it to a three person group with its recommendation. The three person group comprises the Dean of Students (or the Deputy Dean, where the Dean has compiled the dossier); a member of Academic Registry nominated by the University Registrar (normally the Academic Registrar) and a student officer nominated by the President of USSU.

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The three person group is, in effect, a 'standing academic appeal panel' and may be called on to act as such when an academic appeal needs to be heard urgently in the interest of fairness to the student.

43 The recommendation to the group that accompanies the dossier will be one of the following

• that the academic decision against which the student is appealing is referred back to the person or body that made the decision with a note of the additional evidence provided by the student and a recommendation that the decision be reconsidered

• that the appeal is heard by an Academic Appeal Panel

• that the appeal is dismissed on one or more of the following grounds

that the grounds cited for the appeal are not consistent with the University's criteria for academic appeals

that no evidence (or no relevant evidence) has been submitted to support the appeal

that the appeal constitutes an abuse of process in that

it makes demonstrably false claims or relies on false evidence

it represents an attempt to reopen a matter already dealt with under the University's Academic Appeal Procedure.

44 The three person group discusses the dossier and the recommendation from the Office of the Dean of Students in a meeting convened for the purpose and in consultation with the person who compiled the dossier. Where circumstances require, the group may conduct its business by correspondence. For a decision to dismiss an appeal the decision of the group must be unanimous. The group conveys its recommendation(s) to the student and other relevant parties via the Office of the Dean of Students.

Challenge to the dismissal of an academic appeal by the three person group

45 Where an academic appeal is dismissed by the three person group and there is not to be a hearing by an Academic Appeal Panel, the student submitting the appeal may challenge this decision within 10 working days of being notified of it. In this case the student submits the grounds for challenging the dismissal of their appeal to the University Registrar, advised by an Associate Dean (Learning and Teaching) not connected with the matter. The submission to the University Registrar is made in writing via the Office of the Dean of Students.

46 If the student does not challenge the dismissal of their appeal at this stage within 10 working days the Office of the Dean of Students writes to the student to state that their appeal is closed. At the end of the academic session the Office of the Dean of Students archives the papers of all closed appeals in line with the University's policy on the retention of records.

Grounds for challenging the dismissal of an academic appeal without a hearing

47 In order to challenge the dismissal of their appeal without a hearing by the Academic Appeal Panel the student is required to show one of the following

• that in making its decision on the recommendation made by the Office of the Dean of Students the three person group failed to follow the University's procedures or failed to follow them with due care

• that there was evident bias or a conflict of interest in the way that the decision was taken.

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48 The University Registrar, advised by the Associate Dean (see paragraph 45) conducts a desk-based review of the student's challenge. Where the University Registrar finds that the recommendation to the panel, or the decision to dismiss the appeal without a hearing, was procedurally flawed, or that there was bias or appeared to be bias in the way the decision was taken, they direct that the appeal is heard by an Academic Appeal Panel.

49 Where the University Registrar, advised by the Associate Dean finds that there are no grounds on which to direct the appeal to an Academic Appeal Panel they uphold the dismissal of the appeal. Subsequently the University Registrar writes to the student, via the Office of the Dean of Students to confirm that the panel's decision has been upheld, that this completes the University's academic appeal procedure for the appeal. The letter conveying this information notes that the student may complain to the Office of the Independent Adjudicator.

50 The University would normally expect to be able to review a challenge by a student of a decision to dismiss an appeal without a hearing within 10 working days of the challenge being submitted to the Office of the Dean of Students.

Stage 2: hearing by an Academic Appeal Panel 51 Stage 2 of the University's academic appeal procedure consists of a formal hearing of

the student's appeal by an Academic Appeal Panel. Panels conduct their hearings under the general provisions of the University's Regulations for Hearings by Panels [URL].

52 For an Academic Appeal Panel to be validly constituted its membership must include a student nominated by the President of the University of Surrey Students' Union. This person will normally be the Vice-President (Education) of the University of Surrey Students' Union, other than where they have been party to the decision to have the appeal heard (see paragraph 43). The University would normally expect to be able to undertake a hearing by an Academic Appeal Panel within 20 working days of the approval of a recommendation that a Panel hearing be held.

Powers of an Academic Appeal Panel

53 Academic Appeal Panels report their findings to Senate which delegates authority to such Panels, where necessary, to issue directions to examination boards, assessment boards and other bodies that deal with student progression and academic integrity to review or reconsider a decision against which a student has appealed.

Findings by an Academic Appeal panel

54 Academic Appeal Panels may

• uphold all or part of the student's appeal and direct the body or person that took the original decision to reconsider it in the light of the evidence provided to the Academic Appeal Panel and its findings

• dismiss the appeal and uphold the original decision, with or without advice to the student and the body or person that took the original decision.

55 At the end of the Academic Appeal Panel, the Chair states its findings to the student (if they are present). The findings are also conveyed in writing by the Office of the Dean of Students to the student, and the board, body, or person that took the original decision. The written statement of the Panel's findings that is sent to the student constitutes a 'completion of procedures letter'.

Follow up to the findings and recommendations of an Academic Appeal Panel 56 In cases where an Academic Appeal Panel has partly or fully upheld an academic

appeal, and has directed that an academic decision made by a body or person be

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reconsidered in the light of the evidence provided to the Panel and its findings, the Office of the Dean of Students (acting on behalf of the Chair of the Panel) contacts the relevant body or person 10 working days after the Panel's findings were communicated to them. The purpose of this contact is to enquire what action has been taken to respond to the Panel's direction and/or findings. Where the Office does not receive a satisfactory response to its enquiry within a reasonable period (usually, 10 working days) it refers the matter to the Chair of SPACE or the Chair of the Research Degrees Committee in the case of postgraduate research degrees).

57 Where, having looked into the matter, the Chair of SPACE (or the Chair of the Research Degrees Committee in the case of postgraduate research degrees) considers it necessary in the interests of fairness to the student to take action, they may convene a special meeting of SPACE (or RDC) which, having taken the advice of the relevant external examiners or assessors, may nullify the original decision and substitute its own decision which it reports to Senate.

Reference to the Office of the Independent Adjudicator (OIA) 58 Where the student does not accept the findings of the University's Academic Appeal

Panel, and has received the University's 'completion of procedures' letter, they may refer their complaint about the Panel's findings (or the conduct of the University's academic appeals procedure) to the Office of the Independent Adjudicator.

Book of Precedents for Academic Appeal Panels 59 At the end of each Academic Appeal Panel hearing the Chair of the Panel notifies the

Dean of Students and the Academic Registrar whether, in the Panel's view, the matter should be considered for inclusion in the 'Book of Precedents for Academic Appeal Panels' maintained by the Office of the Dean of Students.

60 At the end of each session the Office of the Dean of Students, members of the Academic Registrar's team and the Vice-President (Education) of the University of Surrey Students' Union (or the President's nominee) and representatives of the Associated and Accredited Institutions identified by them review the academic appeals that have been nominated as precedents that session. Where they agree that the circumstances that constitute the facts and the outcomes of a particular academic appeal represent an instance that is likely to recur or otherwise is relevant for training future Panel members appropriate staff distil and anonymise the relevant cases

• as an aid to achieving consistency in decision making when Panels are faced with similar facts and situations

• for the information of present and future Panel members

• as an aid in training future Panel members.

61 The 'Book of Precedents for Academic Appeal Panels' is reviewed each year by the Dean of Students, the Academic Registrar and the Vice-President (Education) of the University of Surrey Students' Union (the latter on behalf of University students and those of the Associated and Accredited Institutions) in order to weed out precedents that no longer apply or where the University's regulations or external circumstances (such as legislation or decided cases) have changed.

Status of findings recorded in the Book of Precedents for Academic Appeals

62 The Book of Precedents for Academic Appeal Panels is intended for the information and support of Panels. The University expects that Panels will refer to the Book of Precedents and, where the facts of a case are identical with a case the Book records, it believes that the subsequent Panel would be well advised to follow its findings.

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Academic Appeal Panels are, however, not required to follow the findings of an earlier case recorded in the Book of Precedents.

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Procedure for Complaints about Learning Opportunities

Approved by Senate 5 July 2011

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Contents

Procedure for Complaints about Learning Opportunities 3 What are 'learning opportunities'? 3 Making a complaint about a service or facility provided by the University that contributes to learning opportunities 4

First Stage: informal approaches 5 Second stage: formal written complaint 6 Reviewing a complaint 7 Formal meeting of a Complaint Panel 8 Findings of a Complaint Panel 10

Book of Precedents for Complaint Panels 10 Complaints about aspects of the University's services that are not directly part of the learning opportunities it provides for students 11

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Procedure for Complaints about Learning Opportunities Introduction The University wants its students to experience the best learning opportunities that it can provide itself or buy from contractors. When a student considers that the service they have received is not what they had been led to expect, or that it is otherwise unsatisfactory, the University wants to know about this so that it can check that problems that students experience with their learning opportunities are addressed.

This Section of the Academic Regulations deals only with complaints from students about aspect of the learning opportunities the University provides for them. Equivalent complaints procedures for services provided for students studying with an Associated Institution can be found on each Institution's web site.

Complaints procedures for services such as accommodation and estates that are not directly connected to learning opportunities can be found elsewhere on the University's intranet (see below).

The University views complaints as an important form of feedback from its students. It deals with complaints in confidence (to the extent that addressing the cause of the complaint permits) so that students can be assured that making a complaint will not be to their detriment.

The University regards the data it collects on the complaints that it has received, or that have been made to contractors working on its behalf and have been copied to it, as an important source of information to be systematically collected and analysed in order to enhance the overall learning experiences of its students.

What are 'learning opportunities'? 1 In common with most other English higher education institutions, the University defines

the 'learning opportunities' it provides for its students as

the combination of the curriculum, tuition, supervision, advice and support, and facilities (information and communication technology equipment and software, teaching rooms, libraries, laboratories, workshops and studios and practice rooms) it makes available to its students so that they can learn.

2 Learning opportunities include: Library and Learning Support; IT Services; Audio-Visual Services; the Academic Registry and other central academic support to assist students in their learning; and the administrative services and support the University provides locally, in Departments, Schools, and Faculties. A number of these services are listed in paragraph 15, others are listed on the 'Central Services' web page on the University's intranet.

3 The University has assigned overall responsibility to the Deans of Faculty for the quality of the learning opportunities associated with the programmes provided by their Faculty.

Note: complaints linked to academic appeals and/or requests for the consideration of extenuating circumstances

4 In some circumstances a student may make an academic appeal and submit a complaint about their learning opportunities at the same time. Where this is the case, and the student's aim is to support an academic appeal or a request for consideration of extenuating circumstances through securing formal recognition that there were deficiencies in the learning opportunities they experienced, it is important that those administering the student's academic appeal and administering their complaint should know that the two are linked. In such a case the University will normally require that the

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complaint and the appeal are handled together, either by the Office of the Dean of Students or by the Academic Registry.

5 Where a student submits an academic appeal and an associated complaint about learning opportunities and wishes them to be linked, this should be clearly stated

• on the standard complaint form that asks the student to set out the remedy they are seeking and in the covering letter that the student submits with the completed and signed standard form (see paragraph 20).

• in the student's statement of their appeal against the University's academic decision

Making a complaint about a service or facility provided by the University that contributes to learning opportunities Who may complain about an aspect of the learning opportunities the University provides?

6 Complaints about the learning opportunities the University provides for its students may be made by

• those it has formally accepted to study for its awards or credits

• current students registered to study for a University of Surrey qualification or the award of its academic credits, whether at the University, at an Associated Institution, or studying at a distance

• former students who have received their award from the University no more than three months previously.

7 The University will not accept complaints about learning opportunities from third parties who do not meet the criteria listed in paragraph 6, other than from the University of Surrey Students' Union. Exceptionally, the University may accept a complaint from a third party on behalf of a student when the student is incapacitated or there are other extenuating circumstances supported by the required evidence. In such a case the application will be submitted to an Extenuating Circumstances Panel to advise whether the complaint should be accepted.

8 Where a group of students registered with the University wishes to make a common complaint about an aspect of the learning opportunities it provides for them they may do so by making a single formal complaint that each signs.

9 Students considering making a complaint will find it helpful to seek advice and support from the University of Surrey Students' Union.

Complaints about learning opportunities provided by the University's Associated and Accredited Institutions

10 The scope of this Procedure is limited to the learning opportunities the University provides for students registered to study with it. Complaints by students about aspects of the learning opportunities provided by Associated and Accredited Institutions and other partners are to be directed, in the first instance, to the relevant authorities of each such institution or partner.

Confidentiality

11 The University wishes its student to be assured that making a complaint about their learning opportunities will not affect their relationship with it and their future progress. It therefore deals with informal and formal complaints made by students in confidence, to the extent that this is compatible with making enquiries and holding meetings to address a complaint. Papers, emails and telephone conversations that are connected to a complaint are kept securely and their contents are not disclosed where this is not strictly necessary as part of addressing the complaint.

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Timeliness: when to make a complaint

12 The University's Procedure for Complaints about Learning Opportunities is designed to tackle the source of a complaint quickly, so that it does not detract from a student's studies. Hence, this Procedure emphasises the importance of informal approaches to achieving immediate resolutions to difficulties. It makes specific provision for such approaches at the beginning of the process and retains provision for them as the Procedure becomes more formal.

13 A student wishing to make a complaint about an aspect of their learning opportunities should do so at the time they experience poor service or support. A complaint by a student about an aspect of learning opportunities after the passage of weeks or months, or at the end of their programme, is likely to be more difficult to pursue and resolve than one made near to the time poor service or support was experienced.

Where a student wishes to base an appeal against an academic decision on a complaint that they received poor tuition or supervision timing is especially important. Where there were opportunities for the student to inform the University that they had experienced what they believed to be poor tuition or supervision, through student representatives or other staff, and the student did not do so at the time, this may be taken into consideration by any panel that hears their complaint or appeal.

First Stage: informal approaches

The University's student representative system keeps programme leaders, Associate Deans, Deans of Faculty and other senior staff informed about matters to do with the provision of learning opportunities. The University expects its students to take an active part in their own learning and the improvement of learning opportunities through student representation arrangements at module, programme, Faculty, and University level. The University and the University of Surrey Students' Union actively support all aspects of the University's arrangements for student representation.

Complaints about tuition and supervision

14 Where a student experiences tuition or supervision that is not helping them to attain their required learning outcomes the University expects that their first step will be to discuss their concerns informally, with the relevant tutor or supervisor, and describe the difficulties they are experiencing. If this does not address the matter the student will find it helpful to discuss their concerns with the programme director, level coordinator, or their equivalent to see if they can provide an immediate resolution, before making a formal complaint.

Students considering making a formal complaint about their tuition (or any other aspect of their learning opportunities) will find it helpful to seek out and brief their representative(s) on the staff/student liaison committee, board of studies or programme committee for their area and/or an official of the University of Surrey Students' Union who may be able to raise the matter on their behalf.

Complaints about other services and facilities provided as part of the student's learning opportunities

15 The following services provide part of the University's learning opportunities for its students

• The Library and Learning Support

• Audio-visual Services

• IT Services

• Academic Registry

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• Student Support Services

• Office of the Dean of Students

16 Where a student experiences an instance of poor service that affects their learning they should consider making an informal complaint to the member of staff explaining how the poor service has affected their studies. Such an informal approach at the outset may help to avoid a repetition of the poor service and lead to improvement for the student and others.

17 A student making a complaint about the learning opportunities the University provides will find it helpful to keep a note of the informal attempts they have made to have the matter addressed, when they made approaches, and to whom they spoke (see below, paragraph 20). They may also find it helpful to discuss the matter with their local student representative and the Students' Union.

18 Where complaints made informally are not acknowledged, or do not lead to improvement, the student may make a formal written complaint to the Head of the relevant University Service, as follows

Service Postholder Contact (email and telephone)

The Library and Learning Support

Director of Library and Learning Support Services

Audio-visual Services Director of IT

IT Services Director of IT

Academic Registry The Academic Registrar

Student Support Services Director of Student Support Services

Office of the Dean of Students

Dean of Students

19 Where a formal written complaint to the Head of one of the above services is not acknowledged, or not dealt with, the student may write to the Dean of their home Faculty, via the Faculty Office and ask for the Dean's assistance in resolving the matter.

Second stage: formal written complaint

When making a formal written complaint students will find it helpful to use the University's standard form for this purpose, a link to which is provided on the Academic Registry web page on the University's intranet. The standard form provides sections for the student's current contact details (postal address, email address and mobile telephone number). Failure on the part of the student to provide this information or to inform the University of changes in their contact details may make it impossible for the University to respond to their complaint.

20 The University's standard complaint form is provided on the Academic Registry web page on the intranet. It contains a Section 'Grounds for your complaint'. In completing this standard form the student states the nature of their complaint, identifies the service complained about and briefly describes the poor service that is the focus of the complaint. A subsequent section asks the student to set out the 'Case for your complaint', and notes that this may be made on a separate sheet. In this section the student should (again) state and describe

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• the poor service that is the focus of the complaint

• how often the poor service has been experienced (with dates and times)

• the nature and number of their informal attempts to bring their complaint to the attention of the service provider

• how the service that is the focus of the complaint has been experienced by the student and how it has affected their studies.

Statement of the remedy sought

21 A further section of the standard form 'Outcome of your complaint' asks the student to state the remedy they are seeking through making their complaint. A remedy might take the form of

• official acknowledgment that poor service was provided and a statement of how the University will make recompense (for example, by refunding charges for a service or facility that did not work as it should have done)

• an apology

• agreement to take the matter into consideration when making a decision that affects the student

• agreement to review or amend how the University provides a service or conducts a procedure.

Submitting a formal complaint and the role of the complaint handler

22 For the purposes of this Procedure, the University assigns a 'complaint handler' to follow up each formal complaint and see that it is dealt with.

23 Formal written complaints about an aspect of learning opportunities provided for a programme of studies are submitted to the Dean of the student's home Faculty, via that Faculty's Office.

• For complaints addressed to a Dean of Faculty about learning support or tuition experienced by a student following a programme administered by the Faculty, the Dean designates the Faculty Registrar or a member of their staff to act as complaint handler.

• For complaints addressed to the Academic Registrar a Senior Assistant Registrar is designated to act as the complaint handler.

24 A student making a formal complaint should retain a copy of their completed complaint form, any evidence submitted with it, and their covering letter for future reference.

25 Faculty Offices provide copies of formal complaints and associated documents to the Office of the Dean of students for its records, to enable the Office of the Dean of Students to provide anonymised information to inform the University's quality enhancement arrangements. This information also enables the Office to check whether the subject of the complaint might be more properly dealt with through the University's Academic Appeal procedure or is otherwise linked to an academic appeal.

Reviewing a complaint 26 On receiving a formal complaint from a student the complaint handler acknowledges its

receipt and records the nature of the complaint and when it was received. This summary information is shared with the Office of the Dean of Students (see above).

27 Within five working days of receiving a complaint, and before convening a formal meeting of a Complaint Panel, the complaint handler invites the student, with a 'friend' (who may be another student or an official of the University of Surrey Students' Union),

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to an introductory discussion, to set out how the complaint procedure works, explore the focus of their complaint, and establish whether it is possible for the University to provide a remedy.

28 If, in the course of the introductory meeting, the complaint handler comes to the view that it is possible for the University to provide a remedy they will suggest this to the student, indicating the nature of the possible remedy and how it will address the student's complaint. The complaint handler will also suggest a timescale for implementing the remedy suggested.

29 Where, after making any necessary enquiries, the complaint handler considers that it is not possible for the University to provide a remedy for the student's complaint they will explain to the student why this is so, and offer suggestions for alternative courses of action.

30 Where an introductory meeting has taken place between the complaint handler, the student, and any accompanying friend, the complaint handler sends a note of the discussions to the student within five working days. The note summarises the student's complaint, any remedies that have been suggested, and whether they were accepted or rejected. A copy of this note is retained by the complaint handler for their records and any subsequent proceedings or hearings.

31 If the student is not satisfied with the outcome of the introductory discussion they inform the complaint handler of this in writing, within ten working days of receiving the complaint handler's note of the discussion, and request that a formal Complaint Panel is convened to address their complaint.

Unjustified vexatious and malicious complaints

32 Where a complaint handler considers that a complaint appears unjustified, vexatious or malicious, they refer the matter for review to the Dean of the Faculty, the Registrar, or the Dean of Students as appropriate. Where the reviewer agrees with the complaint handler that the student's complaint is unjustified, vexatious, or malicious they may direct the complaint handler to dismiss the complaint and write to the student accordingly.

33 Where the complaint handler and the Dean of the Faculty, the Registrar, or the Dean of Students considers that the complaint is vexatious or malicious they may refer the matter to the University's Disciplinary procedures.

A complaint might be considered unjustified when a reasonable person would take the view that the evidence put forward by the student to support their complaint does not do so or bears no relation to the student's learning opportunities.

A complaint might be considered vexatious when the nature of the complaint and achieving the remedy sought would have the effect of consuming the time and resources of the University to an unreasonable extent or to an extent that would deprive other students of the learning opportunities they could reasonably expect. A complaint may also be considered vexatious when it substantially reiterates a complaint previously made by a student and either found to have no basis in fact or to have been resolved.

A complaint might be considered malicious when the nature of the complaint, and the remedy sought, appear to seek to cause damage to the wellbeing or reputation of other students, staff or the University, rather than to resolve a difficulty with the student's learning opportunities.

Formal meeting of a Complaint Panel 34 In conducting its business a Complaint Panel follows the University's Regulations for

Hearings by Panels. The organisation of a Complaint panel is managed for the complaint handler by the Office of the Dean of Students, advised and supported where

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necessary by the Academic Registry, other than when the Academic Registry or the Office of the Dean of Students is the focus of the complaint. When this is the case the Complaint Panel is organised by one of the Faculty Offices, subject to the agreement of the relevant Dean of Faculty.

Membership of Complaint Panels

35 Complaint Panel members and secretaries are drawn from the pool of staff trained by the University to participate in panel hearings and support them.

36 A Complaint Panel normally consists of three members: two members of staff and a University of Surrey Students' Union Officer nominated by the President of USSU and drawn from the University's pool of trained panel members. The secretary of the panel supports and advises the Panel. They are normally a member of administrative staff and must be drawn from the pool of staff trained by the University to participate in panel hearings.

37 To be eligible to serve on a Complaint Panel members must not be currently linked to the student or any matters that are the focus of their complaint, or have had any previous connection with the student's complaint.

38 Potential members of a Complaint Panel must have been trained by the University as a panel member and be

• familiar with the University, its regulations and procedures

• familiar with the conduct of formal meetings

• aware of the need for fairness and confidentiality.

Convening a Complaint Panel

39 Where it is necessary to convene a Complaint Panel the Office of the Dean of Students writes to the student, normally within 10 working days of the request, to convene a formal Complaint Panel. The Office of the Dean of Students will provide the student with information about the proposed membership of the Panel that will meet to hear their complaint and the date, time, and place proposed for the meeting, together with an outline of the procedure the Panel will follow.

40 If, having been notified of the membership of the Complaint Panel, the student considers that one of the nominated members of the Panel may be biased or prejudiced and can show why this should be so, they make this known to the Office of the Dean of Students immediately which, after considering the student's objection, may adjust the membership of the panel.

Support for students making complaints

41 A student who has made a complaint may be accompanied and supported in the informal stages of a complaint and at a Complaint Panel by a 'friend' who may be another student or an official of the University of Surrey Students’ Union. The friend may ask questions of the Panel or those attending to provide information with the permission of the Chair. Where a student wishes to attend the Complaint Panel with a friend they are asked to provide the Office of the Dean of Students with the friend's contact details within three working days of the Panel meeting, so that the Office can confirm the date, time, and place of the meeting to the friend and provide them with the details of the complaint and any associated evidence.

42 Where a student insists on legal representation at a Complaint Panel the University will similarly insist on legal representation. The complaint handler may attend the Complaint Panel to assist the panel with evidence and information but does not participate in its private discussions.

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43 Full-time students who have made a formal complaint are expected to be able to make themselves available for formal and informal meetings to address their complaint when their timetable permits. For those studying part-time with the University or studying at a distance or on placement, and those who have caring responsibilities, the University will endeavour to make reasonable adjustments to the date, place, and time of meetings. For students studying at a distance or on placement this may include arranging to conduct the meeting via video- or audio-conference arrangements.

Findings of a Complaint Panel 44 A Complaint Panel may

• uphold a complaint and suggest a remedy

• uphold a complaint and ask the Dean of the Faculty to ensure that the subject of the complaint is addressed

for a complaint where the Faculty is not the provider of the service or the facility that is the subject of the complaint, the Panel may nonetheless ask the Dean to ensure, on behalf of the student, that the service provider addresses the complaint

• reject a complaint but write to the Dean of the Faculty suggesting where a service or a facility might be improved

• reject a complaint.

45 Following the conclusion of a Complaint Panel its secretary provides a brief summary of the complaint made, the information considered and the Panel's findings to the student. This letter constitutes a 'completion of procedures' letter.

46 The findings of a Complaint Panel are reported in the first instance to the student or students making the complaint, to the Dean of the relevant Faculty, and to the Dean of Students. The findings of a Complaint Panel may also be provided for the University Executive Board.

47 Where the student considers that the remedy suggested does not address their complaint, they may refer the matter to the Office of the Independent Adjudicator. Likewise, where the student considers that the way that the University operated its Complaint Procedure was unfair, they may also refer the matter to the Office of the Independent Adjudicator.

Book of Precedents for Complaint Panels 48 At the end of each academic year the Faculty Registrars, the Dean of Students the

Academic Registrar and a nominee of the President of the University of Surrey Students' Union consider whether there are complaints that should be considered for inclusion in a Book of Precedents for Complaint Panels maintained by the Office of the Dean of Students. The University's Associated and Accredited Institutions may likewise nominate hearings by a Complaint Panel that they have conducted for the Book of Precedents.

49 Subsequently the Office of the Dean of Students, members of the Academic Registrar's team and a nominee of the President of the University of Surrey Students' Union, review the complaints that have been put forward for inclusion in the Book of Precedents. Where they agree that the circumstances that constitute the facts and the outcomes of a particular complaint represent an instance that is likely to recur or would be relevant for training purposes they will undertake to distil and anonymise the relevant complaint

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• as an aid to achieving consistency in decision making when Complaint Panels are faced with similar facts and situations

• for the information of present and future Panel members

• as an aid to training future Panel members.

50 The contents of the Book of Precedents is reviewed annually by the Dean of Students, the Academic Registrar and the President of University of Surrey Students' Union (or their nominees) in order to weed out precedents that no longer apply or where the University's internal arrangements or external circumstances (such as legislation) have changed.

Status of findings recorded in the Book of Precedents for Complaint Panels

51 The Book of Precedents for Complaint Panels is maintained by the Office of the Dean of Students and is intended for the information and support of Panels. The University requires that Panels are familiar with the Book of Precedents. Panels are not, however bound by to apply precedents where this would lead to unfairness in individual cases.

Complaints about aspects of the University's services that are not directly part of the learning opportunities it provides for students

The scope of the University's procedure for complaints about the learning opportunities it provides only extends to those services listed in paragraphs 1 and 2 that are answerable to the Deans of Faculties.

Services such as accommodation, catering, cleaning, car parking, buses and the GP medical services provided on the campus at Guildford are provided by service providers and independent contractors who are not directly answerable to Deans of Faculties and who operate their own complaints procedures

52 The University expects its own service providers and any independent contractors who provide services on its behalf to receive and respond promptly to complaints from students.

The value of informal approaches

53 Where a student experiences a service that is hampering their work, or falls short of the service that they were led to expect, the University expects that their first step will be to discuss their concerns informally with the person or persons providing the service and describe the difficulties they are experiencing. If this does not lead to improvement the student will find it helpful to raise the matter with the manager of the service, again informally, to see if they can provide an immediate resolution and before making a formal complaint .

54 At the same time the student may find it helpful to check with the University of Surrey Students' Union (or its equivalents for the Associated and Accredited Institutions and other partners) to see if other students are experiencing similar difficulties. Should this be the case an approach by USSU to the service provider may be helpful or the student may wish to consider inviting others to join in making a joint complaint.

Keep a diary

55 If a student is experiencing poor service that is hampering their work or falls short of the service they were led to expect they should keep notes of when they experienced the service of which they were complaining and their attempts to resolve matters informally.

56 Should it become necessary for the student to put their complaint to the service provider in writing they should keep a copy of any letters or emails they send the

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service provider and others, so that they can show how they attempted to resolve matters.

Escalating a complaint

57 Where informal approaches, including approaches by the University of Surrey Students' Union are not acknowledged, or do not lead to improvement, the student (or USSU acting on their behalf) should escalate the complaint by writing to the Head of the relevant University Service or independent contractor setting out the source of their complaint and the attempts they have made to have it dealt with.

Who to complain to

58 Complaints about the following aspects of student life at the University of Surrey should be directed to the named postholder.

Service Postholder Contact (email and telephone)

Accommodation Director of Accommodation

Catering Director of Corporate Services

Cleaning Director of Corporate Services

Car parking Director of Corporate Services

Services provided for the University by other independent contractors

Director of Corporate Services

59 Students who have complained about one of these services and have not had their complaint resolved may complain to the Dean of their home Faculty who will ask the Faculty Office, through the Faculty Registrar to pursue the matter and report on its outcomes.

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Regulations for Hearings by Panels

Approved by Senate 5 July 2011

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Contents 

Regulations for Hearings by panels .....................................................................................3 Introduction and scope .........................................................................................................3 

Membership of panels ..........................................................................................................3 University-wide pool of potential panel members ..............................................................3 

Panel procedures..................................................................................................................8 Correspondence and communications.....................................................................................8 Support.....................................................................................................................................8 Postponement and adjournment of panel hearings..................................................................9 Panel hearing in the absence of the student ............................................................................9 Joint hearings ...........................................................................................................................9 Submission of evidence to panels and information and evidence from witnesses...................9 How panels make their decisions...........................................................................................11 Archive and books of precedents ...........................................................................................12 

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Regulations for Hearings by panels

Introduction and scope

These regulations set out how a panel charged by the University with making a recommendation or a decision on specific academic matters goes about its business.

The regulations are based on the same principles that inform the University's Academic Regulations overall, that is

● fairness and reasonableness, so that students across the University and in its Associated and Accredited Institutions are treated even-handedly

● proportionality, which in the case of hearings by panels requires that, while the overall framework for hearings is prescribed, the regulations should not seek to cover every eventuality, but rely on the experience and judgement of panel members (advised by Academic Registry and others where necessary) to apply these and other Regulations in the context of the principles that inform them

● certainty which, again in the case of hearings by panels, requires that staff and students should be able to know

▪ how a panel will conduct its proceedings and reach its recommendations or decisions

▪ what information and evidence is likely to be accepted by the panel

▪ who may participate in a panel hearing, speak and ask questions

▪ how recommendations or decisions will be communicated and to whom, and

▪ what opportunities there are to appeal against the recommendations or decisions of a panel and to whom.

1 These Regulations provide a framework for the conduct of panel hearings linked to the following

• an academic appeal by a student

• a complaint by a student about an aspect of the learning opportunities made available to them by the University

• an application by a student for the recognition of extenuating circumstances

• a hearing to make recommendations on possible academic misconduct on the part of a student or students

• a disciplinary hearing under University Ordinance 44 or an appeal linked to such a matter

• a hearing under Senate Ordinance 45, where there are serious health or welfare concerns for a student or an appeal linked to such a matter

• a fitness to practise hearing or an appeal linked to such a matter.

Membership of panels University-wide pool of potential panel members

In order to make the operation of its panel hearings fair, transparent, and consistent, the University draws panel members from an institution-wide pool of experienced academic and administrative staff and student representatives who have been nominated and have agreed to serve as panel members. In any session the size of this pool is likely to reflect the number of likely hearings and the need to ensure

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● that panel hearings are conducted in a timely manner

● that individuals asked to serve as members of panels are not overburdened

● that persons serving as panel members are not currently academically linked with the students (and staff) relevant to the appeal

● that training and the sharing of good practice between panel members can be carried out regularly and efficiently by the University.

2 The University maintains a pool of trained staff and students on whom it can call to serve as panel members. Potential members of the pool are nominated by senior members of the University and its Associated and Accredited Institutions, including the Chair of SPACE; the Dean of Students; the Deans of Faculty (or their nominees); the Heads of Associated and Accredited Institutions, the President of the University of Surrey Students' Union, and equivalent senior student representatives for the Associated and Accredited Institutions. The experienced administrative staff who serve as panel members and those who serve as secretaries to panels are likewise nominated by senior members of the University and its Associated and Accredited Institutions.

3 The Office of the Dean of Students maintains a register of staff and students trained to serve as panel members and those nominated for training as members of the pool on behalf of the Academic Registry, the Faculties, and the Associated and Accredited Institutions. Individuals who have been nominated to join the pool of potential panel members may not serve on panels (whether as members or secretaries) until they have received training to undertake their responsibilities.

Training for panel members

Studies of academic panel procedures have pointed to the need for higher education institutions to ensure that potential panel members are familiar with the institution's regulations and procedures and how they should be applied before serving on a panel or board charged with making recommendations or decisions. So that it can operate its panel procedures fairly and effectively, and disseminate authoritative information about its various academic procedures, each year the University invites a larger number of staff and students to be trained to serve as panel members than it expects to have to call on.

4 Each year, through the Office of the Dean of Students, the University organises training for new members of the pool from which panel members are drawn. This training also provides an opportunity for continuing members of the pool to be briefed on any changes to the University's panel procedures and regulations since the previous session, to exchange information about good practice, to meet fellow members of the pool, and to offer advice to the University on improvements to current practice.

The training provided for new members of the pool may be tailored to their particular needs but will cover

● the general legal and higher education context for panel hearings (including, for academic appeals and complaints about learning opportunities, information published by the Office of the Independent Adjudicator)

● the range of the University's panel procedures

● technical matters relevant to panel proceedings such as

▪ how a panel conducts its proceedings and reaches its recommendations or decisions

▪ the burden of proof

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▪ the standard of proof required in particular procedures (such as academic misconduct)

▪ how to handle evidence from witnesses

▪ what evidence may or may not be considered in a particular panel hearing

▪ how make use of precedents, including how to decide whether they are relevant

▪ when to seek specialist advice before making a decision or recommendation.

Administration and support for panel hearings

5 Several University procedures rely on panels to make recommendations or decisions (see paragraph 1). For each of the following procedures the administrative arrangements for panel hearings are handled by the named body or office

Procedure Administered by Panel secretary from

Academic Appeal Panel Office of the Dean of Students

Office of the Dean of Students/Academic Registry

Academic Misconduct Panel

Faculty Office Faculty Office/Academic Registry

Extenuating Circumstances Panel

Faculty Office Faculty Office/Academic Registry

Complaint Panel (about learning opportunities)

Office of the Dean of Students/Faculty Office/Academic Registry

Office of the Dean of Students/Faculty Office/Academic Registry

Student Welfare Panel Office of the Dean of Students

Office of the Dean of Students/Faculty Office/Academic Registry

Student Welfare Appeal Panel

Office of the Dean of Students

Office of the Dean of Students/Faculty Office/Academic Registry

Disciplinary Panel Office of the Dean of Students

Office of the Dean of Students/Faculty Office/Academic Registry

Disciplinary Appeal Panel Office of the Dean of Students

Office of the Dean of Students/Faculty Office/Academic Registry

Fitness to Practise Panel Office of the Dean of Students

Office of the Dean of Students/Academic Registry

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Panel membership

6 Where a University procedure requires that a panel be convened to make a recommendation or a decision, other than where specified in these Regulations, the membership of the relevant panel

• must be drawn from the pool of individuals trained by the University to participate in and support its panel hearings

• must include individuals from more than one Faculty in the interests of supporting and enhancing the consistency with which matters put to panels are treated.

7 The constitution of the various panels employed by the University to hear matters is as follows

Procedure Panel membership (note: in each case the secretary is a non-voting member of the panel).

Academic Appeal Panel Two members of staff from the pool; a student member (normally the USSU VP (Education), otherwise the nominee of the President of USSU); the secretary (four in total)

Academic Misconduct Panel

Three members of academic staff from the pool, the secretary - see Academic Integrity regulations for details (four in total)

Extenuating Circumstances Panel

Two members of staff from the relevant Faculty, one of whom is normally the Faculty Registrar, together with a member of staff from another Faculty – See Extenuating Circumstances regulations for details

Complaint Panel (about learning opportunities)

Two members of staff from the pool; one student member from the pool; the secretary (four in total)

Student Welfare Panel One of: the Dean of Students or the Academic Registrar to act as Chair; a member of staff from the pool; a student member from the pool; the secretary (four in total)

Student Welfare Appeal Panel

One of: the Dean of Students or the Academic Registrar to act as Chair; a member of staff from the pool; a student member from the pool; the secretary (four in total)

[A Student Welfare Appeal Panel requires a Chair and panel members who have had no connection with the Student Welfare Panel that previously heard the matter.]

Disciplinary Panel The DVC (Academic Development) or their nominee; a member of staff from the pool; a student member from the pool; the secretary (four in total)

Disciplinary Appeal Panel The DVC (Academic Development) or their nominee; a member of staff from the pool; a student

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member from the pool; the secretary (four in total).

[A Disciplinary Appeal Panel requires a Chair and panel members who have had no connection with the Disciplinary Panel that previously heard the matter.]

Fitness to Practise Panel One of: the DVC (Academic Development); the Dean of Students; the University Registrar to act as Chair; a member of staff from the pool; a student member from the pool; an independent external member qualified in the relevant practice area; the secretary (five in total)

Fitness to Practise Appeal Panel

One of: the DVC (Academic Development); the Dean of Students; the University Registrar to act as Chair; a member of staff from the pool; a student member from the pool; an independent external member qualified in the relevant practice area; the secretary (five in total)

[A Fitness to Practise Appeal Panel requires a Chair and panel members who have had no connection with the Fitness to Practise Panel that previously heard the matter.]

Secretaries to panels

8 Unless otherwise provided for in University Regulations, the role of the secretary of a panel is to

• advise the Chair

• ensure that the panel is convened and conducts its business in accordance with the relevant University Regulations

• keep a written record of the panel's discussions and decisions (see below).

9 The secretary to a panel also checks that

• the papers required to support the panel meeting have been distributed to all relevant participants in advance of the meeting, as required by the relevant University Regulations

• any individuals called to attend the panel to provide evidence or advice are notified of the date, time and place of the panel meeting

• the written records of the panel hearing and the panel's deliberations are archived in accordance with the relevant University guidance and/or regulations

• the formal decisions of the panel are sent to those to whom they are directed as soon as possible after the panel meeting or as otherwise required by University Regulations

10 Unless otherwise provided for by University Regulations the secretary to a panel does not vote when decisions are made by the panel.

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Panel procedures Correspondence and communications 11 The office or person that is responsible for communicating with those invited to attend a

panel hearing is stated in paragraph 5. In all cases the University requires that a student who is asked to attend a panel hearing or meeting is given not less than five working days' notice.

12 The University's preferred method for contacting students on any matter is via email. When contacting a student to invite them to attend a panel meeting and when sending them the details and papers for the panel hearing the University uses the current contact details for the student in SITS. These are initially provided when the student registers and are updated each session and when the student notifies their department, school or Faculty of any change of their contact details. In addition to email contacts the University may also use telephone and text messages to check that a student has received the necessary information. At all times it is the responsibility of each student to ensure the University has their correct contact details.

When convening a panel the University has to balance the interests of the student in having the matter at hand dealt with promptly, to minimise any disruption to their studies, and the overriding need to ensure that each case is dealt with fairly and reasonably through a hearing by a suitably experienced and unbiased panel. Making the arrangements for such a panel to meet at a time convenient to its members, the student and any necessary advisers is a challenging task and may be time-consuming.

13 The information provided for a student asked to attend a panel hearing will include

• the date, time, and place of the panel hearing

• a copy of the relevant University Regulations, including these Regulations

• any written evidence to be considered by the panel, including statements made by staff and other students

• the names of the panel members

• details of how to contact the person or persons administering the panel hearing

14 The information provided five days in advance of a panel hearing for a member of staff or a student asked to attend to provide information or oral evidence to the panel includes

• the date, time, and place of the panel hearing

• a copy of the relevant University Regulations, including these Regulations

• a brief summary or list of the written evidence to be considered by the panel, including statements made by staff and other students

• the names of the panel members

• details of how to contact the person or persons administering the panel hearing.

15 Once notified that they are requested to attend a hearing to advise the panel or provide evidence, individuals should not confer about the matter with other participants. To do so may prejudice the fairness of the hearing and its findings.

Support 16 A student attending a panel hearing may be supported by a 'friend', normally another

student or an official of the University of Surrey Students’ Union. Where the student intends to be accompanied in this way they are required to inform the person or office administering the panel hearing of the contact details of the friend at least three

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working days before the panel, so that the University can confirm the date, time, and place of the panel and provide any necessary papers. The friend may speak to the student during the panel meeting and ask questions of the panel, or those attending to provide information, with the permission of the Chair.

17 The University's procedures (including panel hearings) are academic not legal procedures. Where a student insists on legal representation in a panel hearing the University will similarly require that it is legally represented.

18 Where a student attends a panel hearing and is accompanied by a third party, having not previously notified the University that they wish to be accompanied, the Chair will ask the person to identify themself. If the person is a solicitor or barrister the Chair will adjourn the hearing until the University can also be legally represented.

Postponement and adjournment of panel hearings 19 Where a student requests the postponement or adjournment of a panel hearing the

decision whether to agree to the student's request is a matter for the Chair, advised by the secretary. In making their decision the Chair takes into consideration the criteria and requirements for evidence set out in the University's Academic Regulations for extenuating circumstances.

20 When deciding whether to agree to a student's request to adjourn or postpone a panel hearing the Chair will also take into consideration the following

• the grounds advanced by the student for requesting the adjournment or postponement

• any unfairness to the student if the hearing is or is not postponed or adjourned

• the consequences for the University of rearranging the hearing, possibly with another panel.

Panel hearing in the absence of the student 21 Exceptionally, where a student can show good reasons why they are unable to attend a

scheduled panel meeting, they may request the University, through the body administering the relevant panel procedure, to be represented by a friend so that the hearing can be held in a timely manner. In this context, 'good reasons' for a student being unable to attend a panel hearing include the extenuating circumstances set out in the University's Academic Regulations together with the required supporting evidence.

Joint hearings 22 In some circumstances two or more students may be invited to attend the same panel

hearing. For example, where a complaint about learning opportunities is made by group of students the Chair may view it as fair to invite more than one student to attend the panel hearing. Again, where a possible instance of academic misconduct involves more than one student (for example, in a matter of possible collusion) the University may wish more than one student to attend the panel hearing. In such a case, before agreeing to any request for a joint hearing the Chair, advised by the secretary, seeks to establish whether holding such a joint hearing might be unfair to any of the individuals concerned.

Submission of evidence to panels and information and evidence from witnesses Burden of proof

23 In panel hearings linked to academic appeals and requests for the consideration of extenuating circumstances it is for the student to show that their appeal or request meets the relevant criteria set by the University for an appeal to be allowed.

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24 For panel hearings linked to academic misconduct it is for the University show that it is more likely than not that the relevant assessed work was the product of, or contained the products of, academic misconduct.

25 For panel hearings linked to complaints about learning opportunities it is for the student to show how the circumstances of which they have complained have affected them and their studies.

26 For panel hearings linked to extenuating circumstances it is for the student to show that the circumstances they have stated have affected them, and their studies and provide independent evidence to that effect.

Standard of proof

27 In all panel hearings the standard of proof applied by panels is that of the 'balance of probability': that it is more likely than not something was or was not the case. Where, the outcome of a panel hearing may have serious consequences for the student, and particularly where the student's registration is at risk, the evidence must be particularly cogent.

Written evidence

28 In the interests of fairness to all parties the University aims to have as much as possible of the business of a panel hearing set out in writing in advance of the hearing so that the student and others involved in the hearing are able to read and consider the information and points made. Written evidence, whether from the University, staff, students or medical practitioners should therefore be submitted to the person or persons administering the panel hearing not less than three working days before the hearing.

29 Where new written evidence is presented to the panel at the hearing it may be accepted at the discretion of the Chair, who may require a short adjournment to review the evidence before accepting it. Where the Chair agrees to accept new written evidence they may grant a brief adjournment to allow all the parties to review it.

Oral evidence

30 At a panel hearing the student and the University may each call witnesses to attend to give information to the panel. Where the student or those representing the University intend to call one or more witnesses the names of the latter must be provided to all parties to the panel hearing not less than three working days before the hearing.

31 For all panel hearings, before a witness speaks on the matter under consideration the Chair will remind all those present who has called the individual to attend and whether it is to give specialist advice about a subject within their sphere of expertise, to provide information about acts or omissions by the student or others, or both.

Questioning written and oral evidence

32 Where witnesses have been called to attend a panel hearing they do so to provide evidence for the panel. Where the student has called a witness they and/or their friend may introduce the witness and ask them questions to bring out the evidence they wish to put before the panel. Panel members will subsequently question the witness to ensure that they have properly understood their evidence, to check its consistency with the facts of the matter as they are known, and to extend the scope of those facts.

33 Where the University has called a witness to attend a panel hearing the student and their friend may similarly question the witness, to ensure that their evidence is properly understood, to check its consistency with the facts as they are known, and to extend the scope of those facts.

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34 The panel, the student, and the student's friend may comment on specific items of the written evidence provided or invite a witness to clarify its relevance to the matter at hand and explain details. Where this is the case, panel members may question the student (or the friend) to ensure that they have properly understood their points (and vice-versa) and to check their consistency with the facts of the matter as they are known and to extend the scope of those facts.

The order of business in a panel hearing

35 In the interests of fairness and consistency, panel hearings normally follow this order of business

• introduction by the Chair of all individuals who are present at the hearing and a description of their role in the proceedings, together with a reminder (where relevant) of the requirement for confidentiality

• a description of the outline procedure for the hearing including the purpose of the hearing; how its proceedings will be conducted, including what opportunities there will be for the student and any accompanying friend to speak; how proceedings will be recorded; the possible outcomes; and the means by which the outcomes will be communicated to the student and all others involved

• an oral presentation of the matter to be heard by a member of staff or the student (as appropriate) introducing the written evidence and stating whether any witnesses are to be called

• an opportunity for the student to comment on the written evidence to the panel

• an opportunity for the panel to clarify the student's comments on the written evidence

• an opportunity for witnesses to attend to provide specialist advice or accounts of the matter at hand for the panel's information and consideration

• an opportunity for the panel and the student to clarify their understanding of the information provided by any witnesses

• an opportunity for the student to remind the panel of relevant items from the written evidence and that provided by any witnesses and the student's own comments on the written and witness evidence

• an opportunity for the Chair of the panel to summarise the evidence considered, identify the matters to be decided, and set out any precedents that are relevant

• a closing opportunity for the student to to present a summary statement to the panel.

How panels make their decisions 36 At the end of a panel hearing the panel discusses the matter in private, either

withdrawing to a separate room or asking others to withdraw. In the course of the discussions the Chair, assisted by the Secretary ensures the panel does not come to a finding before it has reviewed the evidence and arguments it has heard and what weight to place on each.

37 Where, as part of their presentation to the panel a student has argued that extenuating circumstances apply and has provided independent evidence to support their argument, the panel may bring these circumstances into their consideration through applying the criteria and requirement for supporting evidence set out in the Academic Regulations. Where the student has argued that extenuating circumstances apply but has provided no independent evidence to support their argument, the panel does not bring the matter into their consideration.

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Record of the hearing and the panel's discussions

38 The written record made by the secretary to the panel covers the key points made throughout the hearing, the matters discussed by the panel in its private discussions at the end of the hearing, and the grounds stated by the panel for reaching its decisions, findings or recommendations.

39 The written record made by the secretary is the sole record of the hearing and the panel's discussions. At the end of the panel's private meeting the secretary collects any private notes panel members have made for secure shredding immediately after the meeting.

The University does not lightly convene panels to hear a matter and make recommendations or take decisions. In their private meetings panels will review the evidence and information put to them and take time to give careful consideration to their findings and any recommendations.

The University requires there to be a record of the panel's private discussion and findings, recommendations and decisions, as outlined in paragraph 36, in case there is a subsequent challenge to the panel's findings and so that it can show, if asked (by the student or an external reviewer such as the OIA) that they were reached after a fair, careful and reasonable consideration of the evidence put before the panel. The secretary's record is retained by the University in its archive in line with its policy on the retention of records.

40 At the end of the panel's hearing the secretary writes a brief note for the Chair to use when stating the panel's decisions, findings, or recommendations to the student and other parties after the hearing. As a minimum, this note will cover

• the matter(s) the panel was asked to determine

• the evidence it received

• the witnesses and advisers who attended the panel hearing and any who provided evidence or advice by audio or video links

• any new written evidence received by the panel during the hearing and how it was handled

• the panel's findings on the matter(s) referred to it and any supplementary observations it may offer on the matter or on evidence given to it.

41 When stating the panel's findings to the student the Chair is likely to focus on the panel's findings and any associated observations it has made. Immediately after the hearing the secretary uses their record of the hearing and the note provided for the Chair to draft a concise formal written statement of the outcome of the hearing for the Chair's approval in the form of a letter. When the Chair is satisfied that the letter is an accurate statement of the outcomes of the hearing and the panel's findings they send the letter to the student and other parties to the hearing.

42 Where a panel hearing is the final stage in a University procedure the letter signed by the Chair of the panel may constitute a 'completion of procedures' letter; if so, this is explicitly stated in the letter which also provides information on how the student may contact the Office of the Independent Adjudicator.

Archive and books of precedents 43 The written evidence provided for the panel; any covering letters sent to panel

members and others as part of the process; the secretary's record of the hearing; the note provided by the secretary for the chair from which to state the panel's findings (paragraph 40), together with the letter sent to the student at the end of the hearing, constitutes the official record of the hearing. At the end of the hearing process this body of material is checked by the secretary and the body administering the relevant panel

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procedure and archived in line with the University's formal policy on the retention of records. This material provides the basis for any anonymised account compiled for the relevant book of precedents.

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Regulations

Section H

Regulations for the Conduct of Examinations and Other Forms of Assessment

2

Regulations for Boards of Examiners

5

Regulations for External Examining

8

Regulations for Boards of Studies

12

Regulations for Academic Dress of the University 15

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Regulations for the Conduct of Examinations and Other Forms of Assessment

1 The general arrangements for the conduct of examinations shall be approved by the University Examinations Officer in accordance with the duties delegated to him/her/her by the Senate in pursuance of Statute 18(1).

Timetable 2 A schedule of formal, timed examinations, which shall show the date and time of each examination and the place where it is to be held, shall be published by the University Examinations Officer at least four weeks before the date of any examination shown in the schedule. Notwithstanding, the University reserves the right to amend such details in advance of the examinations if necessary.

Place 3 Examinations may be held in any room considered suitable by the University Examinations Officer.

Students with Special Needs

4 The University Examinations Officer shall make special arrangements for the examination of a candidate with a disability or a condition which the Special Examination Arrangements Committee determines warrants such arrangements. So that suitable arrangements can be made, any candidate with an essentially permanent special need, must apply for consideration by a published date within the first half of the semester.

Invigilation 5 Any formal, timed examination, held in an examination room shall be subject to invigilation. There shall always be at least two invigilators appointed to each examination room. Where the number of examination candidates in any examination room exceeds 100, there shall be appointed at least one invigilator for every 50 candidates or part thereof.

6 Invigilators shall be appointed by the University Examinations Officer on the recommendation of the Faculties.

Chief Invigilator 7 There shall be a Chief Invigilator appointed to each examination room who shall be responsible for the overall conduct of the examinations in that room and shall ensure that proper provision has been made for the conduct of the examinations before their commencement. The appointee shall be a member of the academic staff of the University.

Instructions to Students

8 Invigilators shall ensure that the Instructions to Examination Candidates [see below] are observed. Any deficiencies in the general arrangements for the examinations or in the observance of the Instructions to Examination Candidates shall be brought to the attention of the Chief Invigilator.

9 Candidates shall observe the Instructions to Examination Candidates. It shall be the responsibility of the candidate to attend for examination at the prescribed place and time or submit prescribed work for assessment at the time stipulated

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by the Dean of Faculty or Programme Director, as appropriate.

Ill Health 10 A candidate who is unable to take all or part of the examination, or whose examination performance has been or is likely to be impaired, because of ill health or other circumstance, must inform the Dean of Faculty in writing and provide, where appropriate, a medical certificate or other supporting evidence in accordance with the General Regulations.

Academic Misconduct

11 See Regulations Section E – Regulations for Academic Integrity

Retention of Scripts etc

12 Examination scripts shall be retained for at least one year after they have been considered by the Board of Examiners. A copy of a dissertation accepted as part of a Masters Degree by examination and dissertation shall be retained in the University Library and a further copy may be retained by the candidate's Faculty in accordance with the General Regulations. Written work and other material presented for assessment, other than examination scripts and dissertations submitted for taught Masters' Degrees, may be returned to students during or at the end of the academic session in which it is submitted, provided always that the work will remain available to the examiners in that year.

Instructions to Examination Candidates

1 Candidates must wait outside the examination room until told to enter by an invigilator.

2 Candidates must be silent when entering or leaving the room during the examination and must not speak to anyone, other than an invigilator, between entering the room and the end of the examination. Any candidate creating a disturbance may be expelled from the examination room.

3 Coats, bags etc. should not normally be taken into the examination room. Candidates with such items who have nowhere to leave such items safely may deposit them at the front or back of the examination room as directed by the invigilators.

4 Candidates must place their University of Surrey Identity Card on the top left-hand corner of the desk in each examination they take.

5 Candidates may not bring textbooks, notes or similar aids into the examination room unless this has been specifically authorised for the examination paper concerned. If they are not in a bag, files or notes deposited in the room may be removed and destroyed by the invigilators. Dictionaries may only be introduced into the room as specified on the examination paper rubric.

6 Mobile phones must be switched off and left in bags etc.

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7 Candidates may use only Casio FX115MS calculators or any other model, which is non-programmable and with no alphanumeric memory, specified in Programme Regulations in examinations.

8 Candidates will normally be permitted to enter up to half an hour after the start of the examination. A candidate arriving more than half an hour after the start may be admitted at the discretion of the Chief Invigilator.

9 Candidates may not leave earlier than half an hour after the start of the examination, nor may they leave during the last ten minutes of the examination period.

10 At the end of the examination, candidates must remain seated until the invigilators have collected all the scripts and candidates are told that they may leave. It is the candidate’s responsibility to ensure that his or her script is handed to the invigilator.

11 A candidate leaving the examination room but intending to return must be accompanied by an invigilator.

12 The attention of candidates is drawn to the section on academic misconduct in the “Regulations for the Conduct of Examinations and Other Forms of Assessment”. Academic misconduct includes, but is not limited to, communicating with others, copying from the script of another candidate, introducing unauthorised notes, failing to acknowledge the work of others etc. A candidate who engages in any form of academic misconduct may obtain a mark of zero for the paper, or the whole set of examinations.

13 It is in a candidate’s interest that answers are legible. Boards of Examiners may return a mark of zero for illegible scripts or require the paper to be reproduced at the candidate’s expense. Only black, blue, or blue-black ink should be used, except where additional colours may be needed in diagrams etc.

14 All rough work must be carried out in the answer book(s) provided. Such work should be crossed out to distinguish it from the actual answers to questions. It is an offence to bring into, or remove from, the examination room any part of an answer book.

15 No food or drink is permitted in the examination room, except that candidates may consume sweets and plain water provided they do not disturb others and remove any litter at the end of the examination. Smoking is strictly prohibited.

Made by Senate:

17 February 1987

Last Revised 22 July 2011

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Regulations for Boards of Examiners These Regulations shall be read in conjunction with the appropriate Regulations for First Degrees or Higher Awards of the University. Terms used shall have the same meanings as defined in those Regulations.

1 For each programme of study leading to a First Degree, a Master's Degree by examination and dissertation, a Diploma or a Certificate of the University, there shall be a Board of Examiners. When two or more programmes of study have a substantial part in common the Quality & Standards Subcommittee may determine that there shall be a joint Board of Examiners.

Membership 2 The Members of a Board of Examiners shall be:

(i) the members of the Academic Staff of the Faculty(ies) responsible for the programme who teach on it;

(ii) such numbers of members of Academic Staff of other Faculties who teach on the programme as shall be determined by the Quality & Standards Subcommittee on the recommendation of the Board of Studies;

(iii) such other persons or group of persons who teach on the programme as shall be appointed by the Quality & Standards Subcommittee on the recommendation of the Board of Studies;

(iv) the Dean(s) of the Faculty(ies)/Head(s) of the Department(s) responsible for the programme, if not otherwise a member(s);

(v) the external examiner(s) (see Regulations for External Examining).

The University Registrar or his/her representative may attend meetings of the Board of Examiners. The Faculty/Departmental Examinations Officer(s), if not a member(s), may also attend meetings.

3 A member appointed under Regulations 2(i), 2(ii), and 2(iii) shall cease to be a member of a Board of Examiners if he/she ceases to teach on the programme, provided that such a person shall continue to be a member until the end of the academic year.

Chair 4 For each Board of Examiners there shall be a Chair and a Vice-Chair both of whom shall be appointed by the Dean of Faculty(ies) / Head(s) of Department(s) from persons who are members under Regulations 2(i) or 2(iv). The Chair and Vice-Chair, shall be appointed for a period not exceeding three years and shall be eligible for reappointment. References to the Chair in these Regulations shall be construed as referring to the Vice-Chair in the absence of the Chair.

Meetings 5 A Board of Examiners shall meet not less than once a year. The Chair shall be responsible for the arrangement of meetings.

Quorum 6 The quorum for a meeting shall be one third of the members. Those present shall include the Chair or Vice-Chair and, in the case of a meeting to recommend the award of Degrees, Diplomas or Certificates, at least one external examiner.

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Delegation of Functions

7 A Board of Examiners may delegate any of its functions to the Chair, Vice-Chair, a Faculty/Departmental Examinations Officer or to a group of members, provided that no recommendation for the award of a Degree, Diploma or Certificate shall be made without the involvement of an external examiner. If such a group is unable to reach unanimous agreement on a recommendation for an award, a full meeting of the Board of Examiners shall consider the matter.

Duties 8 A Board of Examiners shall be responsible for the general conduct of the assessment of the programme of study, in accordance with the General Regulations, and shall ensure that suitable arrangements are made for the setting, holding and marking of examinations and other forms of assessment.

9 A Board of Examiners shall consider and determine for each candidate at each stage of the programme the marks/grades for each examination paper or other form of assessment. It shall recommend to the Senate Progression and Conferment Executive whether each candidate should be permitted to proceed to the next stage of the programme and under what conditions, if any, and, in the case of the final examination, it shall recommend to the Senate Progression and Conferment Executive for transmission to the Senate whether each candidate should be awarded a Degree, Diploma or Certificate and with what class of honours or other mark of credit or distinction, in accordance with the General Regulations.

Voting 10 At a meeting of a Board of Examiners every effort shall be made to reach a decision by consensus. If it proves necessary to vote on any matter it shall be determined by a simple majority; each member present shall have one vote and in the case of equality the Chair shall have an additional casting vote.

11 The Chair shall be responsible for informing the Board of Examiners of any special circumstances which might have affected a candidate’s performance and of which the candidate has informed the Dean of Faculty/Head of Department in accordance with the General Regulations.

Recording of Proceedings

12 The Chair shall arrange that a record is kept of each meeting of a Board of Examiners. This shall include:

(i) the marks/grades for each candidate;

(ii) the recommendations to the Senate Progression and Conferment Executive in respect of each candidate;

(iii) the result of any vote;

(iv) any other matter the Board of Examiners shall deem necessary.

Illegible Scripts 13 It is the student’s responsibility to ensure that answers provided in examination scripts are legible and can be marked accordingly. Students are advised that only black, blue or blue-black ink or biro should be used except where additional colours may be needed in diagrams, etc.

The Board reserves the right to return a mark of zero if a script is considered by the Board of Examiners (or the Chair of the Board, in consultation with the internal examiner and external examiner(s)) to be illegible. At its discretion, however, the Board of Examiners may require the candidate, at his/her own expense, and whist retaining the original script, to reproduce the answer in legible form under such conditions

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and within a timescale as shall be specified by the Board.

Notwithstanding the foregoing clauses, the Board of Examiners shall take into consideration the particular circumstances of students who are known to have special needs and may, in cases of doubt, advise a student whose script is deemed illegible to seek professional help.

Mark Sheets 14 A copy of the agreed mark sheet, together with the recommendation in respect to each candidate, shall be signed by the Chair and, in the case of the final examination or any other stage which is externally assessed in accordance with the General Regulations, by the external examiner(s). If an external examiner is unwilling to sign a mark sheet he or she shall report the reasons to the University Registrar at the earliest opportunity. The signed mark sheet shall be taken to the Examinations Office in the Academic Registry as soon as possible after it has been completed.

Recommendations 15 The Chair shall arrange that, in addition to the mark sheet, a list of the Board of Examiners' recommendations, in prescribed form, is taken to the Examinations Office as soon as it can be prepared. The University Examinations Officer shall submit the recommendations to the Senate Progression and Conferment Executive and, where appropriate, to the Senate.

16 A Board of Examiners may promulgate a provisional list of results provided that the list includes a statement that the results are subject to consideration by the Senate Progression and Conferment Executive and, in the case of final results, by the Senate, and may be changed.

17 A Board of Examiners shall consider the views of the external examiner(s) on any matter concerning the assessment of the programme, whether they are given verbally or in the form of a written report. Written reports submitted by external examiners will be considered by the appropriate Board(s) of Studies as part of the annual programme review.

18 The proceedings of a Board of Examiners shall not be invalidated solely by any vacancy in its number or by any defect in the appointment or qualifications of its members.

19 The proceedings of a Board of Examiners shall be confidential to members of the Board and appropriate officers of the University except as provided in Regulation 16.

Made by Senate: 17 February 1987 Revised: 27 August 2009

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8

Regulations for External Examining

These Regulations apply to taught programmes of study leading to a First Degree, a Higher Degree by examination and dissertation, a Diploma or a Certificate of the University of Surrey. Regulations for the external examination of Higher Degrees by research and thesis or portfolio and of Higher Degrees by printed and published work (Master of Philosophy, Doctor of Philosophy, Doctor of Medicine, Practitioner Doctorates, Doctor of Letters or Doctor of Science) are embodied in the General Regulations for those Degrees.

The purposes of the system of external examining are to ensure, first and foremost, that Degrees and other academic qualifications awarded in similar subjects are comparable in standard in different universities and institutions of higher education in the United Kingdom, though their content will vary: and, secondly, that the system of assessment is fair and is fairly operated in the determination and, where appropriate, classification of awards made to students.

1 For each programme of study leading to a First Degree, a Masters Degree by examination and dissertation, a Diploma or Certificate of the University there shall be at least one external examiner. No Degree or other academic qualification of the University shall be awarded without participation in the examination and assessment process by at least one examiner external to the University.

Appointment 2 An external examiner under these Regulations shall be appointed by the Senate Progression and Conferment Executive, acting with the delegated authority of the University Council. The Senate Progression and Conferment Executive shall appoint an external examiner after considering the nomination of the Board of Studies, which shall have first ascertained whether the nominee is eligible, able and willing to be considered for such an appointment.

3 External examiners not already appointed, should only be appointed as a sole external examiner for a programme where they have previous external examining experience.

4 The name, position and institution of external examiners should be published in programme handbooks.

Eligibility 5 No person shall be eligible to hold an appointment as external examiner if the appointee:

(i) teaches on the programme of study to which he/she is being considered for appointment;

(ii) holds a teaching or other appointment (including being a student) of the University or of one of its Associated Institutions* or has held such an appointment within five years prior to the date of commencement of the proposed appointment as External Examiner;

(iii) is a current student at the University or at one of its Associated Institutions or has been a student within a five year prior to the date of commencement of the proposed appointment as external examiner.

(iv) is a close relative of a member of the nominating Faculty or programme team or of a candidate, or has an association with the nominating Faculty/Department which could compromise his/her role

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and independence as External Examiner.

(v) has previously served as External Examiner for the same programme at any time within the previous four years;

(vi) already holds two or more concurrent appointments as External Examiner at first degree and/or higher degree level(s);

(vii) is replacing a previous external examiner who is a colleague within the same department in the same institution;

(viii) will hold an appointment for a programme alongside an external examiner from the same department within the same institution.

* the Senate Progression and Conferment Executive (SPACE) will discourage concurrent, reciprocal appointments between institutions/Faculties in the same discipline or subject area. SPACE may consider an appointment between institutions/ Faculties, however, where it can be demonstrated that the reciprocity is not within the same discipline or subject area and is such that neither examiner’s independence is compromised in the spirit of Regulation 3(iii).

A prospective appointee as an external examiner who already holds two or more appointments as external examiner at First Degree level shall be asked to declare this when first approached by a Board of Studies.

Period of Appointment

6 An external examiner shall be appointed for a period of up to three years in the first instance. An appointment will automatically be extended for a fourth year unless the external examiner or Faculty informs the University that the appointment should not be so extended. The total period of appointment shall not normally exceed four consecutive years.

In exceptional circumstances, a further extension of appointment by one year may be permitted by the Senate Progression and Conferment Executive on the recommendation of the Board of Studies.

7 An individual, who has previously served as external examiner for a programme of study and whose appointment has ended with or without extension, may not normally be considered for appointment as external examiner for a further period until at least four years shall have elapsed.

8 An external examiner shall be appointed for a programme of study as a whole but may be appointed with particular reference to one or more components within the programme of study. The number of external examiners for a particular programme of study shall be sufficient to cover the range of studies and/or the number of students involved, whilst being able to maintain a reasonable overview of the programme of study as a whole.

Regulations to be Provided

9 Following the approval of a nomination by the Senate Progression and Conferment Executive, the Quality Support Office, Academic Registry shall send the external examiner a letter of appointment, together with a copy of the Regulations for External Examining and the appropriate General Regulations.

10 The Faculty shall send to an external examiner a copy of syllabuses and any other information pertinent to his or her duties as external examiner.

Full Member of 11 In accordance with the Regulations for Boards of Examiners, an external

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Board examiner shall be a full member of the appropriate Board of Examiners. He/she shall be entitled to be present at meetings of the Board of Examiners, or sub-groups thereof. An external examiner shall normally attend meetings of the Board of Examiners at which final examination results are to be considered and recommendations for awards determined.

To Review Draft Question Papers

12 An external examiner shall receive all draft examination question papers and, where appropriate, the titles of dissertations, which the Programme Handbooks prescribe as subject to external examination. When more than one external examiner has been appointed to a programme of study, an external examiner may determine and so advise the Chair of the Board of Examiners that he/she would wish to receive only those draft question papers and dissertation titles pertinent to those components of the programme of study for which he/she has been appointed with particular reference. An external examiner shall comment on the question papers and dissertation titles and approve them, with modifications if necessary.

Access to all Scripts etc

13 An external examiner shall have the right to see all examination scripts and coursework and performances/presentations, the assessment of which contributes directly to the award of a Degree or other qualification for those stages of a programme of study which Programme Handbooks prescribe as subject to external examination. An external examiner may choose to receive a selection of scripts/coursework etc. Where a selection of scripts/coursework is to be made, the principles for such selection shall be agreed in advance with the external examiner.

14 Where an external examiner determines that a selection of scripts/coursework, etc. is to be made, he/she shall be satisfied that he/she has sufficient evidence to determine that internal marking and classifications are of an appropriate standard and are consistent. An external examiner shall, as a minimum requirement, review the scripts/coursework etc. of a sample of candidates assessed internally at the top, the middle and the bottom of the range. The sample should normally include candidates assessed internally as having achieved first class or distinction marks/grades, fail marks/grades or borderline pass/fail marks/grades.

Viva Voce Examinations

15 An external examiner shall have the right to be present at and participate in any viva voce examination. Where Programme Handbooks prescribe a viva voce examination for all candidates, it shall be agreed with an external examiner in advance which he/she shall attend. Where a viva voce examination is held for a proportion of the candidates only, the principles for the selection of candidates should be agreed with an external examiner and such an examination shall normally be conducted by the external examiner, who may be assisted by one or more of the internal examiners.

Agreement to Mark Sheets

16 Each external examiner present at the final meeting of the Board of Examiners shall append his or her signature to the final mark sheets and list of recommendations for awards and to the mark sheets for any stage which is prescribed by Programme Handbooks as subject to external examination as evidence that he/she accepts the results and recommendations. If an external examiner is unwilling to sign a mark sheet he/she shall report the reasons to the University Registrar at the earliest opportunity. The Academic Registrar shall draw the external

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examiner's remarks to the attention of the Senate Progression and Conferment Executive and, where appropriate, the Senate when the results are presented by the Board of Examiners for approval.

17 An external examiner shall be invited to comment at the final meeting of the Board of Examiners on any matter relevant to the scheme of assessment and, where appropriate, the classification of students. When, for whatever reason, an external examiner is unable to attend a meeting of a Board of Examiners, he/she should be invited to provide, prior to the meeting, feedback on the assessments he/she has moderated.

Report 18 An external examiner shall make a written report annually to the Vice-Chancellor. Using a pro-forma provided by the Quality Support Section, Academic Registry, the external examiner may include observations on the assessment process, the schemes for marking and classification, and on aspects of the teaching, structure and content of the programme as they affect the assessment of the students.

19 The Academic Registrar shall ensure that the reports are made available to the appropriate Dean of Faculty/Head of Department who shall, in turn, ensure that they are considered by the Board of Studies or Board of Examiners as appropriate and any necessary action taken.

Confidentiality of Report

20 External examiners' reports, submitted in respect of the University's own programmes of study or those offered by Associated Institutions leading to Awards of the University, shall be regarded as confidential to the University. External examiners' reports may, however, be made available to validation panels, to the appropriate statutory or professional body(ies) and, on request, to representatives of the Quality Assurance Agency for Higher Education (QAA).

In accordance with the Data Protection Act 1998, information within the report relating to named, individual students or members of staff may also be made available to those individuals on request.

Made by Senate: February 1987

Revised: 26 July 2011

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Regulations for Boards of Studies

1 For each programme of study leading to a First Degree, a Master's Degree by examination and dissertation, a Diploma or a Certificate of the University, there shall be a Board of Studies. When two or more programmes of study have a substantial part in common, the Quality & Standards Subcommittee may determine that there shall be a joint Board of Studies.

Membership 2 The Members of a Board of Studies shall be:

(i) The Dean of Faculty responsible for the programme and, where appropriate, head(s) of designated divisions 1 ex officio;

(ii) The Programme Director, ex officio;

(iii) All members of the Academic Staff 2 of the Faculty or, where appropriate, of the designated division(s) responsible for the programme(s) who teach on it;

(iv) Such number of members of the Academic Staff of other Faculty(ies) or designated division(s) responsible for the programme and approved by the Quality & Standards Subcommittee, provided that there shall be at least one representative from each Faculty that provides service teaching;

(v) Such number of other persons or group of persons who teach on the programme(s)3 as shall be recommended by the Dean of Faculty and approved by the Quality & Standards Subcommittee;

(vi) Such numbers of representatives of the students registered for the programme(s) of study as shall be recommended by the Board of Studies and approved by the Quality & Standards Subcommittee. Student representatives shall be appointed for a period of one year from 1 September and the incumbents shall be eligible for reappointment. Student representatives shall be elected from among and by the students registered for the programme(s);

(vii) Up to three co-opted members as shall be appointed from time to time by the Board of Studies for a period not exceeding three years. Appointments of co-opted members may be renewed;

1 For the purpose of these Regulations 'designated Divisions' shall be taken to be those divisions

designated as such by the Senate and Council and located within a named Faculty. 2 'Academic Staff' shall be defined in accordance with Statute 1(1) as interpreted by Senate (SEN 6/82,

Minute 76.7) 3 'Other persons' shall be taken to include staff-tutors, part-time staff, associate and occasional lecturers,

visiting and honorary staff and research fellows. The term 'teach' shall be taken to include supervision of laboratory work or of dissertations, projects or assignments in the professional/employment setting provided by non-academic staff or professionals in the field.

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3 An ex officio member shall hold office only so long as he or she continues to occupy the position by virtue of which he or she became a member. A member appointed under Regulations 2(iii), 2(iv) or 2(v) shall cease to be a member of the Board of Studies if he or she ceases to teach on the programme, but may be appointed as a co-opted member under the provisions of 2(vii) above.

Appointment of Chair and Vice-Chair

4 For each Board of Studies there shall be a Chair and a Vice-Chair appointed by the Dean of Faculty from persons who are members under Regulations 2(i), 2(ii), 2(iii) or 2(iv). The Chair and Vice-Chair shall each be appointed for a period not exceeding three years from 1 September in any year and the incumbent may be eligible for reappointment for not more than one further consecutive period of up to three years.

Appointment of Secretary

5 For each Board of Studies there shall be a Secretary, designated by the Dean of Faculty.

Frequency of Meetings

6 A Board of Studies shall meet as and when appropriate but, in any case, shall meet not less than twice a year. The Chair shall be responsible for the arrangement of meetings, at least seven days' advance notice being given to all members. A meeting of the Board of Studies shall be arranged if five or more members request this in writing to the Chair.

Quorum 7 The quorum for a meeting shall be ten or not fewer than one third of the members, whichever may be the less. Those present shall include the Chair or Vice-Chair.

Function and Terms of Reference

8 The Board of Studies shall be advisory to the Dean of Faculty on those matters for which the Dean has executive authority. Subject to the powers of the Senate, a Dean of Faculty is responsible for the general organisation and conduct of the Faculty.

(a) In discharge of its advisory function to the Dean of Faculty, the Board of Studies, inter alia, shall:

(i) formulate, monitor and evaluate the academic policy of the programme of study, the programme entry requirements, its academic content, the professional training requirements, the method(s) of assessment and implications for resourcing and staffing;

(ii) monitor the progress of students on programme and consider requests for temporary withdrawal or other programmes of action and bring forward recommendations as appropriate;

(iii) consider arrangements for exemption from part or parts of the programme of study, including periods of professional training, and bring forward recommendations to the Dean of Faculty, as appropriate;

(iv) consider reports made to the University by external examiners and referred to the Dean of Faculty, and shall bring forward recommendations for action as appropriate;

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(b) The Board of Studies, inter alia, shall:

(v) formulate and maintain Programme Regulations for dissemination by the Faculty to students on an annual basis;

(vi) bring forward any recommendations for revisions to the programme of study and any business relevant thereto for reference to the Quality & Standards Subcommittee for consideration and approval;

(vii) nominate individuals for appointment as external examiners to the Senate Progression and Conferment Executive in accordance with the Regulations for External Examining;

(viii) consider such matters as may be referred to it by the Senate or other body and report back as appropriate;

(ix) co-opt members in accordance with Regulation 2(vii).

9 The Board of Studies may delegate any of its functions to any member or group of members.

Reserved Business

10 The business of a Board of Studies shall be subject to the University's convention on Reserved Business4. The Chair shall decide whether an item of business should be regarded as reserved business. The Chair's decision shall be final.

Voting Rights and Procedure

11 Should it prove necessary to vote on any matter, it shall be determined by a simple majority. Each member present shall have one vote. In the case of equality, the Chair shall have an additional casting vote.

12 The proceedings of a Board of Studies shall not be invalidated by any vacancy in its number or by any defect in the appointment or qualifications of its members.

Made by Senate: 7 March 1989

Last Revised: 19 October 1999

4 ‘Reserved Business’ may be taken to include matters affecting the personal position of members of

staff and students and the admission and academic assessment of individual students.

Wherever possible the Chair shall denote in the agenda prior to the meeting those items deemed to be reserved business in accordance with that convention.

Where reserved items of business do occur, student representatives should be advised of the general nature of these items and should be advised subsequently of the Board’s decision(s) on them.

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Regulations for Academic Dress of the University

Honorary Degrees

Doctor of the University (DUniv)

Gown Cardinal red fine wool cloth of design similar to Oxford Doctor's gown and trimmed (bottom of sleeve and front facings) with University brocade.

Hood Modified Aberdeen shape in gold satin, fully lined with University brocade.

Hat Black velvet bonnet with gold cord and tassels.

Master of the University (MUniv)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm gold satin band.

Hat Black cloth mortar board.

Bachelor of the University (BUniv)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 25mm gold satin band.

Hat Black cloth mortar board.

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Substantive Degrees

Higher Doctorates

Doctor of Science (DSc)

Gown Cardinal red fine wool cloth of design similar to Oxford Doctor's gown and trimmed (bottom of sleeve and front facings) with University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of University brocade continued from the lining to the outside of the hood.

Hat

Black cloth bonnet with gold cord and tassels.

Doctor of Letters (DLitt)

Gown Cardinal red fine wool cloth of design similar to Oxford Doctor's gown and trimmed (bottom of sleeve and front facings) with University brocade.

Hood Modified Aberdeen shape in cardinal red with a 64mm band of red ribbon rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with gold cord and tassels.

Higher Degrees

Doctor of Business Administration (DBA)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of gold ribbon on lining, rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with red cord and tassels.

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Doctor of Clinical Practice (DClinPrac)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of turquoise ribbon on lining, rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with red cord and tassels

Doctor of Education (EdD)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of green ribbon on lining, rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with red cord and tassels.

Doctor of Engineering (EngD)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of grey ribbon on lining, rebated 25mm from the outside edge of the hood

Hat Black cloth bonnet with red cord and tassels.

Doctor of Medicine (MD)

Gown Cardinal red, same shape as London Master’s gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of burnt orange ribbon on lining, rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with gold cord and tassels.

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Doctor of Philosophy (PhD)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade.

Hat Black cloth bonnet with red cord and tassels.

Doctor of Psychology (PsychD)

Gown Cardinal red, same shape as London Master's gown but with plain bottom to sleeve and with 64mm facings of University brocade.

Hood Modified Aberdeen shape in cardinal red, fully lined with University brocade but with a 64mm band of pale blue ribbon on lining, rebated 25mm from the outside edge of the hood.

Hat Black cloth bonnet with red cord and tassels.

Master of Philosophy (MPhil)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade extending 38mm on the outside edge.

Hat Black cloth mortar board.

Master of Arts (MA)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm band of red ribbon.

Hat Black cloth mortar board.

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Master of Business Administration (MBA)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm band of gold ribbon.

Hat Black cloth mortar board.

Master of Education (MEd)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm band of green ribbon.

Hat Black cloth mortar board.

Master of Laws (LLM)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with 64mm band of purple ribbon.

Hat Black cloth mortar board.

Master of Music (MMus)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm band of white brocade.

Hat Black cloth mortar board.

Master of Research (MRes)

Gown Black, same shape as London Master’s gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade but with a 64mm band of apricot ribbon.

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Hat Black cloth mortar board.

Master of Science (MSc)

Gown Black, same shape as London Master's gown but with plain bottom to sleeve.

Hood Modified Aberdeen shape in black, fully lined with University brocade.

Hat Black cloth mortar board.

First Degrees

Bachelor of Arts (BA)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of red ribbon.

Hat Black cloth mortar board.

Bachelor of Education (BEd)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of green ribbon.

Hat Black cloth mortar board.

Bachelor of Engineering (BEng)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of grey ribbon.

Hat Black cloth mortar board.

Bachelor of Laws (LLB)

Gown Black, same shape as London Bachelor’s gown.

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Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of purple ribbon.

Hat Black cloth mortar board.

Bachelor of Music (BMus)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of white brocade.

Hat Black cloth mortar board.

Bachelor of Science (BSc)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade.

Hat Black cloth mortar board.

Bachelor of Theology (BTh)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 25mm band of claret ribbon.

Hat Black cloth mortar board.

Master of Chemistry (MChem)

Gown

Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 64mm band of pale blue ribbon.

Hat Black cloth mortar board.

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Master of Computing (MComp)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 64mm band of pale blue ribbon.

Hat Black cloth mortar board.

Master of Engineering (MEng)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 64mm band of grey ribbon.

Hat Black cloth mortar board.

Master of Mathematics (MMath)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 64mm band of pale blue ribbon.

Hat Black cloth mortar board.

Master in Physics (MPhys)

Gown Black, same shape as London Bachelor's gown.

Hood Modified simple shape in black, fully lined with University brocade but with a 64mm band of pale blue ribbon.

Hat Black cloth mortar board.

Foundation Degrees

All hoods are of a modified simple shape in black with 25mm band of blue brocade rebated 25mm from edge

Arts hood trimmed with a 26mm band of red ribbon

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Engineering hood trimmed with a 26mm band of grey ribbon

Science no trim

Made by Senate:

Last Revised:

12 October 2004

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