Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

Learning and Teaching Handbook

11.1.10 Model terms of reference for a departmental/school education committee

Introduction

1. The standing orders of boards of studies require that all boards should have as one of their sub-committees an Education Committee 'to advise on all aspects of learning and teaching for both undergraduate and postgraduate students'. These model terms of reference for a departmental/school education committee set out the areas that would normally be covered by such a committee.

2. Boards of studies may allocate some of these core responsibilities to other departmental/school committees, but they must be able to demonstrate (for example at periodic review) where and how these issues are dealt with within their departmental/school structure. Boards of studies may also allocate to their education committee additional responsibilities to those detailed in these model terms of reference.

Model terms of reference

3. Departmental/school education committees shall:

a. Support the board of studies in the development and implementation of the departmental/school education strategy.

b. Provide a forum for the discussion and dissemination of good practice in learning, teaching, assessment and research degree supervision relating to undergraduate and postgraduate provision, supporting the board of studies in ensuring effective mechanisms are in place to promote the enhancement of educational provision.

c. Support the board of studies in ensuring that appropriate mechanisms exist to take into account student views on learning, teaching assessment and research degree supervision, relating to undergraduate and postgraduate provision.

d. Support the board of studies in monitoring the quality and standards of undergraduate and postgraduate provision (on behalf of and/or in conjunction with the board of studies) in relation to learning, teaching, assessment and research degree supervision. In relation to all taught programmes, this shall include consideration of:

i. programme specifications;

ii. outcomes of module reviews;

iii. external examiners' reports;

iv. student feedback (including national surveys, for example the NSS) and representation;

v. selection, admission and induction of students;

vi. student progression and achievement;

vii. academic support and guidance;

viii. employability and skills development, and the career destinations, of students;

ix. placement learning, both student exchanges and work-based placements (where the department/school provides placement learning opportunities);

x. collaborative partnerships with institutions other than the University, for the delivery of taught programmes (where the department/school participates in such partnerships).

In relation to relation to research degree programmes this shall include consideration of:

xi. research environment;

xii. selection, admission and induction of research students;

xiii. supervision;

xiv. progress and review arrangements;

xv. employability and skills development, and the career destinations, of students;

xvi. student feedback and representation;

xvii. assessment.

xviii.collaborative partnerships with institutions other than the University, for the delivery of research degree programmes (where the department/school participates in such partnerships).

e. Consider proposals for the department/school to:

i. establish new programmes of study, amend existing programmes of study and withdraw existing programmes of study;

ii. establish new modules, amend existing modules and withdraw existing modules;

either making recommendations to the board of studies, or taking action to approve such proposals on behalf of the board studies, as agreed by the board of studies.

f. Support the board of studies in ensuring that recommendations relating to undergraduate and postgraduate programmes in reports of periodic reviews and accreditation exercises by professional, statutory and regulatory bodies are appropriately addressed.

g. Consider any other matters relating to educational provision referred to it by the board of studies, or the University Education Committee and/or its sub-committees.