| Term/Abbreviation | Definition |
|---|
| Academic level of study |
The academic level of a student’s course or module. Various terminology is used in the Quality Manual, as described below:
Foundation Year
- Foundation Year or FY (modules at level 0)
For undergraduates:
- First year, Qualifying Year or Level 4 (modules at level 1)
- Second Year, Part I or Level 5 (modules at level 2)
- Third Year, Part II or Level 6 (modules at level 3)
- Fourth Year, Part III or Level 7 (modules at level 4)
For postgraduate taught:
- All years of study can be referred to as Level 7 (modules at level 4)
For postgraduate research:
- All years of study can be referred to as Level 8
Note that reference to academic level of study should be understood as reference to a student’s year of study, meaning the level of teaching and learning with which the student is currently engaging rather than the number of years that have elapsed since initial registration. For example, an undergraduate student repeating first year will be classed as being in first year even though if they are in their second year at university).
|
| Academic year (or academic session) |
The 12-month period, beginning in September, during which courses are taught and assessed.
[a further definition of academic year is used at the University in relation to systems and data reporting, beginning in August]
|
| Academic standards |
The standards that individual degree-awarding bodies set and maintain for the award of their academic credit or qualifications. These may exceed the threshold academic standards. They include the standards of performance that a student needs to demonstrate to achieve a particular classification of a qualification, such as a first-class honours degree classification in a certain subject or the award of merit or distinction in a master’s degree. |
| Academic quality |
How, and how well, the higher education provider supports students to enable them to achieve their award. It covers learning, teaching and assessment, and all the different resources and processes a provider puts in place to help students progress and fulfil their potential. |
| Annual Programme Review (APR) |
The process designed to support programmes in a data informed review to provide timely and efficient feedback to facilitate improvements, assure academic standards and align with regulatory requirements and sector best practice. |
| Assessment element/component |
With the Quality Manual, the terms “element” and “component” are used interchangeably and refer to sub-sections of an overall module assessment. Elements/components are not intended to be divided further. |
| Award |
The degree, certificate, or diploma which is conferred on the student following completion of their studies with the University. |
| Blended learning |
An umbrella term, defined by the Office for Students, as teaching and learning that combines in-person delivery and delivery in a digital environment |
| Course |
A structured set of academic activities pursued by students. Designed to provide students with a focused and in-depth understanding of a particular field of study, often leading to the attainment of a degree or qualification. Designed by Schools or Faculties in the institution and adhere to educational standards.
Course has previously been referred to as 'programme' and any reference to programme should be read as 'course'.
|
| Credit |
A measure of the amount of learning completed by a student, awarded in recognition of achievement of learning outcomes at a specified level and allocated per module. Each credit denotes approximately 10 hours of learning and assessment.
e.g. a standard Undergraduate course will usually be 120 credits per year, and a standard Postgraduate Taught course will usually be 180 credits per year. Further details can be found in the University's Qualifications Framework.
|
| Credit Level |
An indicator of the relative complexity, demand and/or depth of learning, as outlined in the QAA Qualifications Framework. |
| Degree Classification |
Refers to the specific category of degree awarded to a student in a Taught Programme, as defined by the University's regulations. Examples include First Class or Upper Second Class (2:1) for undergraduate degrees, and Distinction or Merit for postgraduate degrees. |
| Formative Assessment |
Formative assessments are assessments that are used to assess student understanding, provide feedback on learning and inform teaching strategy. The assessments do not count towards the overall module mark, but support learning. |
| Hybrid Teaching |
Hybrid Flexible (HyFlex) Classroom Format: teaching activities that are simultaneously delivered to in-person and remote participants within the UNUK.
Hybrid Global (HyGlobal) Classroom Format: international teaching based on partnerships with UNNC, UNM and other international institutions that are simultaneously delivered to in-person (all UNUK students in a classroom setting) and remote participants.
|
| Learning outcomes |
What a student is expected to know, understand and/or be able to demonstrate at the end of a period of learning. Learning Outcomes are described at both module and programme level. |
| Micro-credential |
A unit of learning that is credit-bearing against a recognised level of the Qualifications Frameworks. Whilst there is no upper or lower limits of credit that a micro-credential carries it is not normally an award in its own right on the Qualifications Frameworks. |
| Module |
A self-contained unit of study, with a coherent and explicit set of learning outcomes and, usually, its own assessment which forms part of the curriculum. |
| OfS |
Office for Students |
| Periodic Programme Review (PPR) |
The University’s mechanism for assuring the quality and standards of its programmes, building on annual programme reviews to provide a more in-depth review to ensure academic standards are maintained and deliver positive outcomes for students. |
| Plan |
Refer to ‘course’: a campus solutions term for ‘course’
|
| Programme |
Refer to ‘course’: course has previously been referred to as 'programme' and any references to programme should be read as ‘course’.
|
| Progression |
Refers to the formal path that students follow within a course which involves studying at specific levels and meeting required standards, typically facilitated by earning a required number of credits to advance to the next stage. For example, moving from the first year (Qualifying Stage) to the second year (Part I) in a program. |
| PSRB |
Professional, statutory or regulatory bodies (PSRBs) is a general term used to describe those organisations that work with the University in the approval, monitoring and review of programmes that lead to a professional or vocational qualification and which exist to ensure that national standards within the professions are met. |
| QAA |
Quality Assurance Agency |
| QM |
Quality Manual |
| QSC |
Quality and Standards Committee |
| Quality Assurance |
The process for checking that the academic standards and quality of higher education provision meet agreed expectations |
| Quality enhancement |
Deliberate steps taken at provider level to improve the quality of students' learning opportunities. |
| Reassessment |
Reassessment is a term used to describe situations where students are required to complete a further piece of assessment to complete the requirements of a module. This includes:
- First sits, where students have approved extenuating circumstances and are permitted a further attempt at the assessment as if for the first time
- Resits, where students have failed an assessment and have the right to a further attempt at the assessment to satisfy progression requirements
|
| Remote Delivery |
A term used by UK Visas and Immigration (UKVI). UKVI define remote delivery as 'timetabled delivery of learning where there is no need for the student to attend the premises of the student sponsor or partner institution, which would otherwise take place live in-person at the sponsor or partner institution site'.
This definition relates to the location of teaching as opposed to the mode of teaching. As a campus-based institution, our default for all teaching is face-to-face as the UoN student experience is built upon in-person interactions with staff and students and the ability for dialogue and questions to be managed in person.
|
| Student |
A person who has registered at the 海角黑料 at least once on a Foundation, Undergraduate, Postgraduate Taught, or Postgraduate Research course, and has yet to complete or exit their course.
Please note Degree Apprenticeships are included in this definition for data purposes.
|
| Student Services |
A term used to describe a range of services available to support students in their studies and wider student experience. Student Services encompasses a range of departments within the University, including:
- Registry and Academic Affairs/Student Registry
- Wellbeing
- Disability Support Services
- Careers and Employability Service
- Libraries
|
| Summative Assessment |
Summative assessments are assessments that count towards a module mark, progression decision, or the overall award classification. |
| Threshold academic standards |
The minimum acceptable level of achievement that a student has to demonstrate to be eligible for the award of academic credit or a qualification. For equivalent qualification, the threshold level of achievements is agreed across the UK |