Types of partnership
Faculty-based collaborative provision
Faculty-based collaborative provision is where the university and the partner institution both have provision in the same cognate area, or where a faculty wishes to develop a new discipline with a partner.
Programmes form part of the faculty’s academic provision but are delivered and assessed in collaborating institutions, including overseas locations. Faculty-owned collaborative provision includes a franchise of a Âéw¶¹´«Ã½ programme, such as BA (Hons) Business Administration and Management, or a programme which is developed and delivered by the partner and not in Âéw¶¹´«Ã½, such as FD Photography and Video. Faculties normally lead such initiatives and have responsibility to monitor the operation and effectiveness of the faculty-based provision.
Joint Award
Joint Award is an arrangement under which two or more awarding institutions together provide programmes leading to a single award made jointly by both, or all, participants. (Current Âéw¶¹´«Ã½ example is MA Management Law and Humanities of Sport)
Dual Award
Arrangements where two or more awarding bodies together provide a single jointly delivered programme (or programmes) leading to separate awards (and separate certification) being granted by both, or all, of them.
Modules delivered in collaboration
Students have the opportunity to study for individual modules at another institution, and to bring back credits which contribute to a Âéw¶¹´«Ã½ award. These arrangements normally operate where there is sector agreement to benefit from economies of scale for the delivery of specialist clinical subjects. (For example, Cardiology and Respiratory Physiology specialist option modules.)
Supported Distance Learning
Supported Distance Learning (SDL) involves use of a partner institution’s premises and facilities to provide academic, technical or pastoral support to students by staff employed by the partner institution. The partner is not involved in teaching or assessing students in SDL models. In cases where the achievement of the learning outcomes for the module and/or programme is dependent on the involvement of partners in teaching or assessment of distance learning this is classed as faculty based collaborative provision or validation service.
Accreditation
Accreditation involves Âéw¶¹´«Ã½ mapping a partner’s curriculum to assure the level and quality of the award. These arrangements are usually documented formally but do not constitute a Âéw¶¹´«Ã½ award upon exit. The accreditation process ensures that certification practices are acceptable, typically meaning that they are competent to test and certify third parties alongside employing appropriate quality assurance mechanisms.
Enhanced Progression Agreement (EPAs)
An EPA is an arrangement where a specific partner institution programme is recognised as appropriate for entry with advanced standing to Âéw¶¹´«Ã½ programmes. The syllabus is recognised as equivalent to part of the Âéw¶¹´«Ã½ programme. Enhanced Progression Agreements differ from Progression Agreements in that the university contributes to the partner institution programme, usually in the form of a proportion of formal teaching input to the programme or modules, consequently partner institution students and staff may have access to certain Âéw¶¹´«Ã½ resources.
Upon completion of the partner institution element of the programme, each student’s application is considered on an individual basis for direct entry, and there is no guaranteed progression. In entering into an EPA. it is important to note that the university does not underwrite the quality of the programme or modules at the partner institution, but contributes towards it through teaching input.
General Progression Agreements (GPAs)
Provision within a General Progression Agreement with a specific institution is recognised as appropriate for entry with advanced standing to certain Âéw¶¹´«Ã½ programmes. The syllabus is recognised as equivalent to part of the Âéw¶¹´«Ã½ programme. Each student’s application is considered on an individual basis for direct entry, there is no guaranteed progression route. Provision within a general progression agreement is part of an external award and is not validated by the university. In entering into a general progression agreement, the university does not underwrite the quality of the external award, but has verified that the curriculum and standards will prepare students for entry with advanced standing. Students may gain credit as part of APL.
Articulation Agreement
An articulation agreement is where the university approves all, or part of, an external award from another institution as providing specific credits towards a specified Âéw¶¹´«Ã½ programme. Guaranteed entry to Âéw¶¹´«Ã½ with advanced standing will be granted to applicants who demonstrate appropriate successful achievement on the external programme. In entering into an articulation agreement, the University does not underwrite the quality of the external award, but has verified that the curriculum and standards will prepare students for entry with advanced standing. Articulation is different to a progression agreement because the individual learners achievement is not considered (as the articulation agreement extends to a whole group of students) provided they are successful.