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Academic Approval Record

Confirmed UNIVERSITY QUALITY COMMITTEE LAW AND BUSINESS STANDING PANEL, 2003/4 to 2005/2006 ACADEMIC APPROVAL RECORD Reference- 1205

Recommendation to University Quality Committee The Standing Panel was asked to validate: Foundation Degree (FD Arts) Practice Administration for the School of Legal Studies to be delivered in collaboration with Matthew Boulton College, and also to be delivered in-house by University staff, and is pleased to recommend to University Quality Committee approval of the following proposals: REVIEW - NONE REVALIDATIONS - NONE VALIDATION Pathway Code

Pathway Title Final Award Intermediate Awards

Modes of delivery

Specialist /Joint

FS/PAD Practice Administration Foundation Degree (Arts)

CertHE Part time day/ evening

Specialist

DELETIONS - NONE MODULES All modules for the collaborative pathway to be delivered at Matthew Boulton College, by their staff with input from SLS staff. NEW MODULES Module Code Module Title Level Credits Core/Core Option

or Elective LW1043 Spine 1 – Learning Log 1 30 Core LW1042 Legal Methods 1 15 Core LW2056 Practice Finance for Administrators 2 15 Core LW2057 Spine 2 – Project Proposal and Business Plan 2 30 Core LW2058 Spine 3 – Project* 2 30 Core *Compensation not available for this module EXISTING MODULES CONTRIBUTING TO PATHWAY Module Code Module Title Level Credits Core/Core Option

or Elective LW1027 Contract 1 1 15 Core LW1028 Contract 2 1 15 Core LW1019 Tort 2 1 15 Core MK1004 Marketing Principles 1 15 Core HR1002 People Management 1 15 Core HR2002 Ethics in Organisations 2 15 Core HR2004 Human Resources for Business 2 15 Core LW2053 Employment Law 2 15 Core

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MODULES FOR DELETION - NONE DATE OF THE NEXT REVIEW The next review of the Foundation Degree (Arts) Practice Management is scheduled to take place by the end of the 2010-2011 academic year. In support of these recommendations, the Standing Panel provides the following reports of its considerations: − The Academic Approval Record (AAR), which provides an evaluative summary of significant issues and

outcomes − The Standing Panel Record (SPR), which provides a detailed account of the process undertaken and

evidence to support the statements made in the AAR. The Standing Panel is aware that the University Quality Committee reserves the right to review all decisions made by the Standing Panel, to ratify approvals and to follow up on any issues identified in the AAR as the Committee sees fit.

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Academic Approval Record 1. Background to the Proposal

Provide a brief context. The intention of the proposal is to create an award that will provide Foundation Degree graduates with the requisite education and skills to enable them to progress into a wide variety of legal practice administration roles. This progression may be directly after graduation (the Foundation Degree in Practice Administration is intended to be a qualification in its own right), or after a further course of study or training (entry of which is assured by attainment of the Foundation Degree). Law practices are becoming increasingly aware that they are a business operating in an increasingly competitive commercial environment, and need to act accordingly. Therefore, prospective students are employed within law firms in a paralegal capacity. In the main they will have ILEX qualification either Part One (NVQ Level 3 equivalent) or in addition Part Two (NVQ Level 4 equivalent). Students will have an interest in remaining within the legal environment but instead of pursuing the traditional route of further qualification as a solicitor may prefer to acquire a degree of relevance to their support skills, underpinning the functions of the practice in which they work. The programme seeks to equip students with the knowledge and skills required to fulfil their role more effectively. SLS were approached by Matthew Boulton College with a view to develop a Foundation Degree in Practice Administration. The College has established, through links with employers and information gathered by the Matthew Boulton Business Club, that there is a skills gap and an additional route for holders of the ILEX qualification is needed. Subsequent to the Validation meeting, held in March 2004, Matthew Boulton College did not recruit students as expected and the School of Legal Studies took the decision to deliver a home programme only. Standing Panel approved delivery of the pathway in the University. The following criteria were noted by the Standing Panel Chair:

• All modules are either existing modules from SLS or UWBS, or are new modules for which the School has appropriately qualified staff.

• All the materials are in the Harrison Learning Centre and there is sufficient quantity to support the

number of students expected.

• Rooming will be provided within the School timetabling exercise The addition of the cohort will not create problems for the personal tutor or the student support systems within the School. During 2004-2005, Matthew Boulton College expressed renewed interest in delivering a Foundation Degree in Practice Administration, and subsequently discussions were resumed, a current Memorandum of Co-operation drawn up, and the collaborative pathway was approved.

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2. Level of Scrutiny

Provide brief details about the level of scrutiny exercised by the Panel. The Panel visited the College in 2004, and viewed resources, met students and held full discussions with College and SLS staff, with the involvement of external advisers, as this was a new collaboration for the School with this College. Following validation for in-house delivery, the Panel visited the College again in 2005, to determine the appropriateness of the new site for the delivery of the programme, to consider the extent to which learning resources had been added to since the March 2004 validation and to explore the Team’s thinking about the delivery of the pathway in the light of developments in Foundation Degrees nationally and the College’s new environment. The Panel members confirmed that the curriculum as set out in the updated PST had been validated in March 2004 and, thus, did not discuss curriculum matters, and did not involve the external advisers in this visit.

3. Summary of findings

Provide a brief summary of the Panel’s conclusions. The Panel agreed that the aims of the proposal were sound, and noted the external’s comments on a) the need for a formal qualification for administrators within the legal system and b) the specific requirements of legal practice management which were often different from the management of other types of business. The Panel appreciated the reasons for the use of “tried and tested” modules but felt that the proposal would have benefited from new modules throughout.

4. Professional, Statutory, Regulatory Body Involvement

Was a professional, statutory or regulatory body (PSRB) involved in the process?

No

Which PSRB was involved?

Give details of accreditation / recognition processes and the PSRB’s conclusions

5. Collaborative Arrangements

Are any collaborative partners involved with the programme? Yes If yes, what is the nature of the relationship? Please make reference to the Typology of Collaborative Academic Provision. Joint Were any significant concerns about collaborative partner, the relationship or the management of the programmes raised by the Panel or the External Adviser?

No

If yes, please briefly note the areas of concern here and provide the specific detail in the appropriate section(s) below. If desired, please add any further comments about the collaborative arrangement, including any examples of good practice. The Panel advised SLS to formalise the role, described in the meeting in September 2005 by the Associate Dean of SLS, of all the SLS and UWBS module leaders, and Matthew Boulton staff, in the delivery of modules, which was undertaken satisfactorily. This was with particular reference to the appropriateness of assessment.

6. Programme Aims and Outcomes

Are the programme aims clearly specified? Yes Are the programme learning outcomes clearly described? Yes Do the programme learning outcomes relate to the programme aims? Yes Were any significant concerns about the programme aims and outcomes raised by the No

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Panel or the External Adviser? If yes, please describe below the concerns and the actions taken and the Panel’s final decision. If desired, please add any further comments about programme aims and outcomes, including any examples of good practice. The Foundation Degree will provide status to current administrators and contribute to the increasing professionalism of legal practice administration. The programme will provide students with the necessary legal and business skills to develop the legal practices in which they work.

Is the assessment strategy appropriate for the programme aims and outcomes? Yes Were any significant concerns about the assessment strategy raised by the Panel or the External Adviser?

Yes

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about the assessment strategy, including any examples of good practice.

7. Curricula and Assessment a. Curriculum Design, Content and Organisation

If a periodic review has been undertaken, is there evidence that the curriculum has been kept up-to-date?

N/A

Were any significant concerns about the currency of the curriculum raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about the currency of the curriculum, including any examples of good practice.

Is the curriculum design of the provision appropriate to the programme’s aims and outcomes?

Yes

Is the curriculum organisation of the provision appropriate to the programme’s aims and outcomes?

Yes

Is the curriculum content of the provision appropriate to the programme’s aims and outcomes?

Yes

Is the provision in line with the subject benchmark or equivalent? Yes Where appropriate, is the provision consistent with the Framework for Higher Education Qualifications (FHEQ)?

Yes

Were any significant concerns about the curriculum design, organisation or content of the provision, or on the way in which the proposal addressed the subject benchmark or FHEQ raised by the Panel or the External Adviser?

Yes

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If yes, please describe below the concerns, the action taken and the Panel’s decision. Given the innovative nature of the proposal why were there so few new modules specifically designed for the programme? The proposing team in consultation with Practice Managers had considered module content in terms of what was most relevant to the client group. QAA descriptors also influenced the selection and where the content of existing modules were considered fit for purpose they had been included, although the application of the modules may differ. Standing Panel was satisfied with this response, although it was felt that the award would have benefited from new modules throughout. Standing Panel requested the following amendments to the curriculum design:

• Replace the current accountancy module (AC2010) which was not relevant to the programme as it did not cover legal accountancy or practice/client accountancy.

• Introduce modules at level one that are more practice related and have an accountancy content. • Introduce Human Resources and Marketing Issues at level two.

Amendments were made to the pathway in the light of these comments, and approved by the Standing Panel If desired, please add any further comments about the curriculum design, organisation and content of the provision, or the use made of subject or qualification benchmarks, including any examples of good practice. The link between the Spine and other modules was articulated and illustrated. The practical nature of Level 1 was addressed by introducing the Legal Method module, and also met the recommendation to consider Legal Method as part of the programme. The inclusion of the Contract modules was to ensure that Legal Practice Administrators would have a full working knowledge of Contract Law fundamentals which forms the basis of their role. Similarly Tort covers areas such as: Health & safety, Confidentiality, Verbal and Physical Assault and Negligence which all is essential to effectively carry out their role.

b. Assessment

Is the assessment design and practice appropriate for the programme aims and outcomes?

Yes

Were any significant concerns about assessment design and practice raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about assessment design and practice, including any examples of good practice. See comments in section 5 (last sentence).

8. Learning Opportunities a. Learning and Teaching

Is the learning and teaching strategy appropriate to the programme aims and outcomes? Yes Are the learning and learning activities appropriate to the programme aims and outcomes?

Yes

Were any significant concerns about the learning and teaching strategy or activities raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision.

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If desired, please add any further comments about learning an teaching strategy or activities, including any examples of good practice.

b. Student Progression and Achievement

Are the entry qualifications appropriate? Yes If a periodic review has been undertaken, is profile of the students’ entry qualifications in line with the specified requirements?

N/A

Were any significant concerns about entry qualifications or their profile raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about entry qualifications or profile, including any examples of good practice. Prospective students are employed within law firms in a paralegal capacity. In the main they will have ILEX qualification either part One (NVQ Level 3 equivalent) or in addition Part Two (NVQ Level 4 equivalent) Students will have an interest in remaining within the legal environment but prefer to acquire a qualification in supporting the administration of the legal practice in which they work, rather than pursue the traditional route of qualification as a solicitor. In order to enhance opportunities for student progression, the Panel recommended that consideration should be given to developing short courses to look at specific points of law, which could link legal practice administration with CPD requirements

If a periodic review has been undertaken, are the rates of, and trends in, student progression satisfactory?

N/A

If a validation has been undertaken, are the rates of and trends in student completion satisfactory?

N/A

Were any significant concerns about the rates of and trends in student progression and completion raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about rates of and trends in student progression and completion, including any examples of good practice.

If a periodic review has been undertaken, is the level of student achievement satisfactory?

N/A

Were any significant concerns about the level of student achievement raised by the Panel or the External Adviser?

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about qualifications awarded or the level of student achievement, including any examples of good practice.

c. Student Support and Guidance

Are the arrangements for admission and student induction satisfactory? Yes Were any significant concerns about admission and student induction raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision.

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If desired, please add any further comments about admission and student induction, including any examples of good practice.

Are the arrangements for student support and guidance satisfactory? Yes Were any significant concerns about student support and guidance raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about student support and guidance, including any examples of good practice. Standing Panel was particularly impressed with the student support services at Matthew Boulton College.

d. Learning Resources

Is the overall availability of learning resources satisfactory, e.g. learning materials, teaching accommodation, specialist equipment ICT and learning centres?

Yes

Were any significant concerns about learning resources raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about learning resources, including any examples of good practice. The new purpose-built premises at Matthew Boulton were impressive and well designed, providing an excellent learning environment. Classrooms were extremely well equipped, all with data projectors and over half with interactive whiteboards. The Panel advised that SQC should monitor and report on a) the adequacy of MBC staffing and b) the School’s staff activities, to ensure continuing currency and that these met students’ needs, at the mid-point and the end of 2006-07. The Panel advised that SQC should receive a report based on student feedback on the adequacy of learning resources at MBC.

9. Quality

Are suitable procedures in place for monitoring and evaluating the programme? Yes Has appropriate regard been paid to relevant sections of the QAA’s Code of Practice? Yes Were any significant concerns about monitoring and evaluation procedures or regard to relevant sections of the Code of Practice raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about monitoring and evaluation procedures or the regard paid to relevant sections of the Code of Practice, including any examples of good practice.

Is there evidence of the role played by External Examiners in curriculum development and quality enhancement?

N/A

Were any significant concerns arising from External Examiners or their reports raised by the Panel or the External Adviser?

N/A

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about the contribution from External Examiners, including any examples of good practice.

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Is there evidence of the role played by student feedback in curriculum development and quality enhancement?

Yes

Were any significant concerns about the contribution and content of student feedback raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about student feedback, including any examples of good practice.

Is there evidence of the role played by staff development in curriculum development and quality enhancement?

Yes

Is there evidence of the role played by peer review in curriculum development and quality enhancement?

N/A

Were any significant concerns about staff development or peer review raised by the Panel or the External Adviser?

No

If yes, please describe below the concerns, the action taken and the Panel’s decision. If desired, please add any further comments about staff development or peer review, including any examples of good practice.

10. Identification of issues that have institutional implications

Are there any issues, which have institutional implications?

No

If yes, please list these below:

11. Action checklist for ongoing monitoring

Are there any issues the Panel feels should be considered further, developed or monitored?

Yes

If yes, please list these below, allocating for each issue the person or body responsible for closing out the issue, the date by which it must be done and the mechanism for closure. Action Required By Whom By When To be closed out by To consider developing short courses to look at specific points of law, which could link legal practice administration with CPD requirements.

Key Proposers

Ongoing

School Quality Committee

To monitor and report on a) the adequacy of MBC staffing and b) the School’s staff activities, to ensure continuing currency and that these met students’ needs.

Key Proposers Mid-point and end of 2006-7


To receive a report based on student feedback on the adequacy of learning resources at MBC

Key Proposers Mid-point and end of 2006-7


Signed (Standing Panel Chair) .........................................................………… Date .................................

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Standing Panel Record


Details of Panel and Participants Law and Business Standing Panel Academic Year: 2003/2004 to 2005/6 Chair: Harvey Woolf Officer: Christine Raven Standing Panel Membership Mike Marshall (2003-4) Mark Cook (2005-6) Marion Pope (2003-4) David Clare (2005-6) Independent Internal Advisers Name: Position: Mr Brian Herdman Practice Director – Young and Lee Solicitors, Birmingham Mr Bill Murray Senior Lecturer, Accounting and Finance Division, Staffordshire University Dr Robert Akroyd retired Head of Legal Studies, Aston University Subject/Pathway Team Representative(s) from the School of Legal Studies and Matthew Boulton College Lyn Leighton-Johnstone (Assoc. Dean, SLS) Lorraine Houlton (Award Manager, SLS) Gill Gollins (UWBS) Gay Bligh (Vice Principal, MBC) Val Clifford (MBC) Steve Porter (MBC) Fatima Casal (MBC) Paul Dolman (MBC) Tej Jhite (MBC) Patrick Gleeson (MBC) Tony Dennant (MBC) Jane Sayers (MBC) Roger Minnett (MBC) Details of Process Undertaken Summary of process: Date Activity 22/9/03 Proposal Plan approved by Academic Development Panel 11/11/03 Planning meeting with Standing Panel and Key Proposers 08/03/04 Validation meeting with Standing Panel, Proposing Team and External Advisors July 2004 Revised MSTs circulated to the Panel and External Advisors 27/08/04 Informal meeting with Harvey Woolf, Lyn Leighton-Johnstone and Christine Raven. Aug 2005 Informal Meeting of the Chair and Officer to the Standing Panel with Lyn Leighton

Johnstone. Sept 2005 Chair approved the validation of the pathway for inhouse delivery. 23/9/05 Meeting of Standing Panel and Key Proposer with Matthew Boulton College staff 5/7/06 Chair approved the validation of the pathway in collaboration with Matthew Boulton College Documentation: Validation Submission document

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Award Guide: 2004-2005 Programme Specification Template Module Specification Templates Draft Memorandum of Co-operation Staff cvs Adequacy of Documentation: Standing Panel requested that the Award Guide should be revisited to incorporate the recommendations agreed at the Validation meeting on 8th March 2004. Subsequently, a revised Award Guide was produced and circulated to Standing Panel members and External Advisors for comment, and was agreed as satisfactory. Additional and revised documentation was required at the 23rd September 2005 meeting, including Work Based Learning Handbook and complete Curriculum Vitae for Matthew Boulton staff, which were received and agreed as satisfactory. Appendices: Appendix 1: Notes from Standing Panel meeting, 8th March, 2004 Appendix 2: Notes from Standing Panel meeting 23rd September 2005 Appendix 3: Report from Mr Bill Murray, Senior Lecturer, Accounting and Finance Division, Staffordshire University Appendix 4: Report from Dr Robert Akroyd, retired Head of Legal Studies, Aston University (Mr Brian Herdman provided comments for the agenda for the March meeting, but a report was not required) APPENDIX 1 UNIVERSITY OF WOLVERHAMPTON Confirmed University Quality Committee Business and Law Standing Panel Notes of the Validation Meeting held on Monday 8th March 2004, for the validation of the Foundation Degree in Practice Administration for the School of Legal Studies for delivery with Matthew Boulton College, Birmingham. Present: Standing Panel Proposing Team Harvey Woolf (Chair) Lyn Leighton-Johnstone (Assoc. Dean, SLS) Mike Marshall Lorraine Houlton (Award Manager, SLS) Marion Pope Gill Gollins (UWBS) Chris Raven (Officer) Gay Bligh (Vice Principal, MBC) Val Clifford (MBC) Steve Porter (MBC) Fatima Casal (MBC) Paul Dolman (MBC) Tej Jhite (MBC) Patrick Gleeson (MBC) External Advisors Mr Brian Herdman – Practice Director – Young and Lee Solicitors, Birmingham Mr Bill Murray – Senior Lecturer, Accounting and Finance Division, Staffordshire University Dr Robert Akroyd – retired Head of Legal Studies, Aston University Standing Panel welcomed the Foundation Degree in Practice Administration as an innovative proposal that moved away from traditional legal qualifications. All three External Advisors felt that the new award provided a much-needed qualification in the subject area and for practitioners.

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Aims and Outcomes Question The Proposing Team was asked to identify the market for the new award and how the aims of the programme meet the market demand. Response The award is aimed at students who are interested in legal administration as a career. Suitable candidates would be ILEX students, Access students, Legal Practitioners and existing administrative employees who are seeking professional development. The Foundation Degree in Practice Administration will provide status to current administrators and contribute to the increasing professionalisation of practice administration. The programme will provide students with the necessary legal and business skills to develop the practices in which they work. It is not intended to be a substitute for “failed lawyers”. Curriculum Design Question How does the programme meet the needs of the current administrators in legal practices? Response The programme consists of a balance between law and business. The design is the result of a “down-flow” from the MA Practice Management and consultation with local Practice Managers who identified key core skills. Teaching staff will maintain links with Practice Managers to inform future development and maintain the currency of the programme. Question Given the innovative nature of the proposal why are there so few new modules specifically designed for the programme? Response The proposing team, in consultation with Practice Managers had considered module content in terms of what was most relevant to the client group. QAA descriptors also influenced the selection and where the content of existing modules were considered fit for purpose they had been included in the programme. The existing modules allowed Practice Administration examples, illustrations, case studies and assessments to be used. Question What is the rationale for the sequence of modules? Response Although there is a preferred sequence of modules, the flexibility of the programme structure will allow students to study modules in whichever order meets their needs, subject to meeting any pre-requisite requirements. Question Why are there no option modules so that students are able to develop specialisms? Response In part, this is not viable at the moment, but might well evolve as demand develops. However, the Team wants to test its current “core only” model before extending the programme. Teaching, Learning and Assessment Question How does the assessment regime of existing modules meet the requirements of this client group? Response The spine modules will contextualise the focus of student study and assessments are designed to respond to specific client demands. Existing modules in the School of Legal Studies and the Business School are already case study based, and a team made up of both University and College staff will design the assessment tasks. The University Module Team will moderate assessments written and marked by College staff.

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Question What are the teaching arrangements? Response Modules will be available at both Matthew Boulton College (MBC) and the University of Wolverhampton (UW), so that it would be possible for students who miss teaching sessions at the College, or are not able to attend at the time of the College iterations, to attend those at the University. However, the normal expectation is that students will be taught at MBC. Question Standing Panel asked for further information regarding the assessment regulations. Response Assessment has been designed with reference to the standard regulations. Compensation will be permitted for a marginal fail in two modules, providing all others are passed. Compensation will not be permitted for the project module. Student Progression onto Further Study and Employment Question Why is there little mention of opportunities for student progression in the documentation? Response To a certain extent it is expected that the catchment group would be satisfied with the existing programme in its own right as the programme provides professional status for employees already in the job. The onus is on students to further their own progression after achieving the Foundation Degree. However, in compliance with QAA benchmarks requiring student progression, the completion of the Foundation Degree would allow progression to a BA in Practice Administration. Recommendation: To develop short courses to look at specific points of law, which could link practice administration with CPD requirements. Student Support and Guidance Question The Panel requested clarification on the strategy for UW staff to interact with MBC students. Response The student’s Individual Learning Profile will be recorded by the SLS team at Induction and fed back to MBC to complement their records. A progress file will be completed during the programme. UW staff will undertake regular visits to MBC and students will be encouraged to feel part of UW through a joint induction session and by taking students to attend special lectures. They will also be encouraged to enter SLS competitions. Question What student support and guidance mechanisms are in place at MBC? Response Matthew Boulton College has a very sophisticated system for supporting students that has been complimented in recent QAA Reviews. Students experiencing difficulties are encouraged to talk to their personal tutor in the first instance who is able to deal with a wide spectrum of personal and academic problems. The Customer Services Centre offers a wide range of services to support students in their study. A dedicated Careers Service assists in planning students’ future and career choice as well as providing advice and guidance on looking for work, training schemes and applying for further and higher education. Working closely with the local Connexions service, the College also provides a comprehensive support system for students.

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The Counselling Service offers an opportunity to talk in confidence to an individual counsellor of their choice within a week. Welfare advice is also available from a specialist team who can offer assistance with general enquiries for housing, accommodation, legal matters, benefit entitlement, immigration and visa renewals. Learning Resources Standing Panel members Marion Pope and Mike Marshall visited Matthew Boulton College on the 3rd March 2004 to view Learning Resources. Noted: The facilities were inviting and well planned, incorporating open plan and small tutorial rooms. There is a generous provision of computers and substantial IT support. Concerns:

• The law book stock is small and a substantial number of books are out of date. • The library closes at 7.45p.m. and at weekends.

Response A new building is being built which will the house the new library. Appropriate funding will be made available for the purchase of new stock and continued in subsequent years. The teaching of the programme will take place in the afternoons; therefore there will be opportunity for students to visit the library in the evening or before the start of the session. Set texts will be available for loan on a yearly basis. MBC has a licence for access to legal databases and on-line journals and law reports are available through Athens. Noted: Val Davies (MBC) and Lorraine Houlton (Award Leader - UW) will monitor the currency and availability of resources regularly. Noted: The Central Reference Library and the Birmingham Law Society Library are located close to MBC and may be used by students. Recommendation:

• The External Advisor recommended that core texts be held in the library for reference only.

• To ensure that sufficient funding is made available for an appropriate level of book stock. Staffing Resources, including staff development for the Programme Question The Team was asked to identify the extent of staffing resources and the staff development undertaken for the programme. Response: Five members of MBC staff are involved with the programme delivery. Initially, this will be in addition to their current teaching commitments. However, new appointments will be made if student numbers warrant it. It was also noted that some existing MBC programmes are being phased out. All five members of MBC staff have been involved in the planning meetings dealing with the design of the proposal. A series of staff development sessions is being planned. In future, a “Review and Planning” meeting will take place in May/June each year to discuss the previous year’s programme and plan for the next year. At this meeting staff development needs will be identified. Question

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How are MBC staff to be updated with current issues in Practice Administration? Response The joint UW and MBC team will undertake a series of regular Award meetings in order to monitor the programme and ensure that College staff are kept updated. Lorraine Houlton, a lecturer on the MA Project Management programme and a member of the Law Society attending Law Society conferences, will inform MBC staff of any relevant information. Internal benchmarking for maintaining currency for the programme will be informed through student feedback and employers participating in the MBC employers’ forum Quality Management Question What quality assurance mechanisms will be used? Response The programme will use the School’s existing assessment board structure and be subject to the School Annual Monitoring processes. The External Examiner for MA Practice Management is to be approached to extend his current remit to cover the award. MBC undertakes a mid-module monitoring exercise and produces a progress report on student performance every six weeks. The management team intends to meet twice a year and there will be regular liaison meetings between staff and students. Module Specification Templates (appropriateness of existing modules and validation of new modules, module content and assessment) The Panel explored the choice of modules in some depth and the Proposing Team provided a diagram clarifying the design at each level. The spine modules were modules, providing the key mechanism for developing practical and applied knowledge and skills. This clarified and exemplified the documentation provided for the Panel. Level One (Spine One – Induction and Learning Log) Students would be required to keep a log on day-to-day issues that is designed to contextualise practice administration issues. The Panel queried the inclusion of Tort and Contract Law at level one and suggested that a Practice related module, either in Human Resources or Marketing would be more appropriate to relate what the students were doing in their practices. Level Two (Spine Two – Project Proposal and Business Plan) Students with law exemptions will progress directly to level two. Students will be required to identify a project and produce a business plan, the subject of which is intended to benefit the practice and will be agreed by the student, tutor and line manager. The Panel again queried the inclusion of Contract Law and Tort. The Team believed that it was valuable for the student to know Contract Law as it underpinned practice. However, the Team agreed that a more pertinent module introducing Legal Method could replace the Tort module. The current accountancy module (AC2010) is not relevant to the programme as it does not cover a practice’s handling of clients’ monies.. The Team was asked to include an alternative module. The reflective log will be continued from level one. Students will be required to discuss their logs with tutors on a weekly basis. Spine Three - Project Noted: The Panel was satisfied with module content in spine three.

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Recommendations and issues for further consideration

• Articulate the role of the spine modules and how the other modules relate to it.

• Revisit level one in order to introduce modules that are more practice related.

• Revisit level two to introduce Legal Method..

• Replace the module AC2010 with either a completely new accountancy module to cover legal accountancy or a module to complement another existing accountancy module without pre-requisites.

• Review the Award Guide to clarify all the points discussed by the Panel; including

o the administrative procedures for student enrolment and admissions requirement o the teaching methods o a diagram to clarify the structure of the award o assessment regulations o the respective roles of MBC and UW

• Rewrite the Award Guide to show the “jointness” of the programme and the respective roles of MBC

and UW. • Rewrite the Programme Specification Template to reflect revisions to the programme.

• Revisit the Module Specification Templates for the Spine modules at levels 1 and 2 to ensure that the

assessment is varied and appropriate for the level

• Rewrite the Memorandum of Co-operation to reflect the changes in the programme.

• To consider developing short courses to look at specific points of law, which could link practice administration with CPD requirements.

• Clarify the venue for teaching and remove all references to “stakeholders” in the documentation.

• Ensure that sufficient funding is made available for an appropriate level of book stock.

• Consider having core texts held in the library for reference only.

Agreed: The Panel agreed that it was unnecessary for the Proposing Team to submit an amended Validation Submission Document and the issues could be addressed in a revised Award Guide. The more technical parts of the Guide could be omitted for student use. Agreed: The revised Award Guide to be submitted for circulation to the Panel members and External Advisors on 30th March 2004. Conclusion

• Standing Panel commended the Proposing Team for their commitment and enthusiasm and noted the good working relationship between MBC and UW staff.

• The Panel agreed that the aims of the proposal were sound, and noted external’s comments on a) the

need for a formal qualification for administrators within the legal system and b) the specific requirements of legal practice management which were often different from the management of other types of businesses.

• The Panel appreciated the reasons behind the team using mostly “tried and tested” modules but felt

that the proposal would have benefited from new modules throughout.

• The Panel were particularly impressed by the student support services at MBC.

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SUMMARY OF CONCLUSIONS AND OUTCOME

Recommendation Outcome Ensure that sufficient funding is made available for an appropriate level of book stock. (written statement to this effect from Matthew Boulton College) Consider having core texts held in the library for reference only.

Standing Panel Chair agreed satisfactory response received

Redo the Award Guide to clarify all the points discussed by the Panel: restructure the programme to introduce Human Resources and Marketing; replace module AC2010 with a new accountancy module; ensure that assessment for the 2 spine modules is varied and appropriate; clarify the administrative procedures for student enrolment and entry requirement; clarify the teaching methods; include a diagram of modules to clarify the design of the award.


Amend and resubmit the Programme Specification Template. Standing Panel Chair agreed satisfactory response received

Amend Module Specification Templates for the Spine modules, levels 1 and 2. Standing Panel Chair agreed satisfactory response received

Meeting with Students from Matthew Boulton College Members of the Panel met with seven students enrolled on the Access to Law programme. All students were interested in progressing to a degree in Law at the University and viewed the Access programme as a stepping-stone rather than a qualification in itself. The Access course was viewed as being preferable to an A level in Law as students were introduced to legal jargon and technical language. Positive comments:

• The tutor support was considered to be excellent and the students appreciated the commitment of the staff who were readily available and prepared to offer one-to-one support. Tutors also tended to help with personal problems where they could or referred the student to dedicated counsellors.

• Assignments were normally returned in two weeks and students received written and oral feedback.

• The dropout rate was low, mainly involving students who had started the course late and had found it

difficult to catch up, or owing to personal problems.

• The variety of the courses and the variety of the cultures and ethnicity within the student body was considered valuable.

• The delivery of the programme, from 10am –3pm over 2 days allowed students to work during the days

they did not attend College.

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• Students felt that the College should be marketed more effectively. Greater involvement with employers would initiate work experience opportunities to promote the practical side of the course.

. Negative comments:

• Students criticised the availability of car parking spaces.

• The provision of the Internet service was not always reliable but overall resources were considered to be appropriate with a good availability of books. Handouts from tutors promoted further investigation.

APPENDIX 2 UNIVERSITY OF WOLVERHAMPTON Confirmed University Quality Committee Business and Law Standing Panel Notes of the Validation Meeting held on Friday 23rd September 2005, for the validation of the Foundation Degree Practice Administration for the School of Legal Studies for delivery with Matthew Boulton College, Birmingham. Present: Standing Panel Proposing Team Harvey Woolf (Chair) Lyn Leighton-Johnstone (Assoc. Dean, SLS) Mark Cook Val Clifford (MBC) David Clare Tony Dennant (MBC) Chris Raven (Officer) Jane Sayers (MBC) Roger Minett (MBC) Apologies because of illness Rosemary Higgott, Jill Gollins Summary The Foundation Degree Practice Administration was validated during 2003/04 for home delivery by the School of Legal Studies (SLS) subsequent to a validation meeting held on 8th March 2004 at Matthew Boulton College (MBC). MBC, however, did not recruit to the programme and there was no Memorandum of Co-operation drawn up. Since the recent move to new premises in Aston, which provides greater accessibility from the city centre, MBC has decided to increase its promotion of Higher Education by introducing more Foundation Degrees into its provision. Further, the current president of the Law Society in Birmingham is keen to support law-oriented courses throughout the West Midlands, and the College has procured placements with Irving Mitchell with students working in the firm. Therefore, the College has renewed its interest in delivering the Foundation Degree Practice Administration and had resumed the dialogue with the School of Legal Studies. The purpose of this validation event was to determine the appropriateness of the new site for the delivery of the programme, to consider the extent to which learning resources had been added to since the March 2004 validation and to explore the Team’s thinking about the delivery of the pathway in the light of developments in Foundation Degrees nationally and the College’s new environment. The Panel members confirmed that the curriculum as set out in the updated PST had been validated in March 2004 and, thus, they would not be discussing curriculum matters. Marketing Strategy MBC aim to recruit a cohort of 10-12 students in the first year, increasing to 15 in subsequent years. However, it has been agreed that the programme will run with an absolute minimum of 6 students.

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MBC intends to hold several promotional events over the next three months, intended to raise the College’s profile in the business community. A dedicated launch event to promote the Foundation Degree in Practice Administration will be aimed specifically at local legal firms. The School of Legal Studies will run a series of advertisements in appropriate legal periodicals (The Law Society Bulletin and the Legal Executive journal) over the coming months. A mail shot to local Training Officers has resulted in interest from 15-20 individuals in the companies concerned. However, the Panel noted that at this stage there were no commitments from employers about their formal involvement in the programme as, for example, mentors, members of an employers’ forum, participants in annual monitoring or guest lecturers. The Team intended to undertake recruitment of employers in these and other related roles in the coming months. It is intended to offer two start dates in February and September to attract ILEX students who are required to sit examinations in May and October. Curriculum Design As noted above, the curriculum design was considered at the validation meeting on 8th March 2004 and recommendations were agreed at that time. Teaching, Learning and Assessment The Panel was re-assured to hear that the assessments would be tailored to meet the specific needs of the Practice Administration students, as this would to offset students’ potential criticism that some assessments are not relevant to their needs. Modules are designed to be generic and appropriate in Law, but the teaching will be tailored to each group in order. Agreed: Standing Panel recommended the following:

• continued liaison between the University and College Teams to ensure the appropriateness of assessment in modules.

• the link between the School of Legal Studies and the Business School needed to be formalised,

especially at the level of module leaders to ensure that all module leaders were aware of the necessity of setting assignments that could be readily tailored to the requirements of the Practice Administration students.

Entry requirements and Student Progression onto an Honours Degree Being employed is required for entry onto the award. However, if during the course students subsequently become unemployed, they will be placed in a work environment to ensure that they continue to meet the employment entry criterion. On successful completion of the award, students will be eligible to progress to the BA (Hons) Law and Business. Student Support and Guidance The Standing Panel did not discuss this as at the March 2004 validation they had been impressed with the extent and quality of student support the College provided. Learning Resources

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The new purpose-built premises were impressive and well designed, providing an excellent learning environment. Classrooms were extremely well equipped, all with data projectors and over half with interactive whiteboards. A dedicated HE Centre, equipped with computers has been allocated for HE students to study away from the main Learning Resources Centre. The library facilities were inviting and well planned, incorporating open plan and small tutorial rooms. At present the College does not have a learning resources policy in relation to its HE provision. The Panel felt that such a policy would provide helpful guidance to Teams in future. Although the current law book stock is small, there is appropriate funding available and books are on order. The stock will be revisited annually and replenished where necessary. Students will be encouraged to use technology to access information and complement their reading, rather than rely solely on books that date very quickly. The Team intend to use both WOLF and the College’s own VLE for online learning materials. Recommendations:

• Ensure that the book lists in the Module Specification Templates are up to date. • Ensure that there are reference copies of the core texts in the library. • Ensure that sufficient recurrent funding is made available for an appropriate level of book stock. • As Information Technology skills appeared to be embedded into the modules, build appropriate

training into the induction programme. Staffing Resources, including staff development for the Programme Standing Panel was concerned that staff may be overworked. In one instance, a single member of staff was responsible for 4 modules. The College Directorate was in the process of recruiting additional part-time members of staff in order to develop a pool of experienced professional lecturers to further support the programme and provide cover for the core Team. Visiting Lecturers would be engaged for existing areas to allow staff to prioritise, the new award. The relationship between the University and the College is such that University staff would provide cover if necessary. It is intended to hold regular staff development events for University and College staff to engage with new information from the Law Society. Matthew Boulton College staff intend to explore the Pathway Agreement. The College will fund staff to gain appropriate masters qualifications. Standing Panel recommended that:

• Current cvs are submitted for all full-time and part time Matthew Boulton staff associated with the provision. (The CVs must include all the information required for partner CVs.)

• the currency of the staff’s work experience is clarified and the staff development programme to ensure continuing currency is set out for the Panel.

Collaboration The Standing Panel and Proposers agreed that it was important that students feel part of a collaborative partnership.

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The Award Manager: Rosemary Higgott (a member of University staff) will visit the College on a monthly basis, and it intended to hold regular module Team meetings each semester to discuss marking. College staff will be invited to attend the School of Legal Studied School Quality Committee and the annual Assessment Boards. A dedicated External Examiner with appropriate experience will be appointed as part of the moderation process for the Foundation Degree. Module Teams meet regularly in SLS, particularly during the marking process. MBC staff will be expected to be part of their module moderation group. University staff will be expected to visit MBC regularly and meet students. As noted above, the University Award Leader will visit MBC on a monthly basis and each SLS and UWBS module leader will visit the College three times a semester. Employers MCB promotes its awards through engagement with the Birmingham Law Forum and Birmingham Chamber of Commerce. Representatives of these organisations have met with members of the course Team at a variety of events. Employer induction sessions will be arranged in order to fully explain their mentoring role in the context of Foundation Degrees. This will be either as one meeting for all, or individual training sessions as students are enrolled. Standing Panel recommended that the mentoring process be formalised in the WBL Guide. Conclusion The Panel re-iterated its view about the impressiveness of the College’s new campus and the confidence it had in the determination of the new Team to ensure the programme would meet the specific needs of students and employers. The Panel was grateful to MBC colleagues for hosting the meeting during the second week of teaching on the new campus, which was obviously an extremely busy time of the academic year. The Standing Panel acknowledged the innovation and uniqueness of the Foundation Degree in Practice Administration and given the new arrangements in MBC had gained significant confidence that the collaboration would progress. In particular, the Panel noted the expertise of the new MBC senior management team in the design and delivery of Foundation Degrees, the Team’s thinking about the ways in which employers could be used and the changes in the management of the programme in SLS. However, because of its innovative nature and the changes that are likely to take place in the external environment, it was recommended that the award should be validated for four years and a review of the provision to take place in 2007/8. Recommendations and issues for further consideration Before the programme can enrol students the Team is asked to address the following matters:

• Submit CVs for all Matthew Boulton staff associated with the provision.

• Clarify the currency of the MBC Team’s work experience and present a staff development programme for the coming year in a paper on staff development.

• Check that all University electronic learning facilities can be accessed at Matthew Boulton College and

that appropriate licensing agreements are in place. (David Clare agreed to do this for the Team.))

• Provide a Learning Resources policy for Matthew Boulton College.

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• Ensure that sufficient recurrent funding is made available for an appropriate level of book stock and

provide a composite list of the current book stock for all the modules and of intended purchases. (Tony Dennant)

• Identify the core texts to be held in the library as reference copies.

• Develop a WBL Guide that includes arrangements for the preparation and use of employers as mentors. The recent WBL Handbook Guidelines could be used as a framework for the Guide.

• Revise the Award Guide to make it easier to use and to recognise the specific needs of the FDPA

students. The revisions should include clarification of student progression routes. (Harvey Woolf agreed to meet the Team to discuss the Panel’s detailed comments on the Award Guide.)

• Formalise the role described in the meeting by the Associate Dean of SLS of all the SLS and UWBS module leaders in the delivery of modules. The formal arrangements could be specified in either the revised Award Guide or a separate paper.

• Formalise the SLS and UWBS liaison and arrangements described in the meeting by the Associate

Dean of SLS. The formal arrangements could be specified in either the revised Award Guide or a separate paper.

• Formalise the SLS and UWBS liaison arrangements with MBC described in the meeting by the

Associate Dean of SLS. The formal arrangements could be specified in either the revised Award Guide or a separate paper.

• Ensure that the Annual Monitoring report is prepared jointly between MBC, SLS and UWBS and

received by the SLS and UWBS SQCs and by MBC for the College to deal with through its usual processes.

• Provide the Panel Chair with the draft Memorandum of Co-operation.

Timescale The timescale for the receipt of stock-lists for the law books and books to be purchased, and a Learning Resources policy for MBC to be received by 18th November 2005. The additional and revised documentation to be sent to the Panel, via the Panel Officer by November 30th 2005. SUMMARY OF CONCLUSIONS AND OUTCOME

Recommendation Outcome Submit CVs for all Matthew Boulton staff associated with the provision.

The following CVs were considered and approved by the Standing Panel Chair: Val Clifford Nick James Tejpal Jhite Ray Power Jane Smith

Clarify the currency of the MBC Team’s work experience and present a staff development programme for the coming year in a paper on staff development.

The School’s short term staff development plan and updated information on MBC staff work-based experience received. Standing Panel Chair agreed satisfactory response received Recommendation: SQC should monitor and report on the adequacy of MBC staffing and the School’s staff

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activities at the mid-point and the end of 2006-07.

Check that all University electronic learning facilities can be accessed at Matthew Boulton College and that appropriate licensing agreements are in place. (David Clare agreed to do this for the Team.)


Provide a Learning Resources policy for Matthew Boulton College.

It appears that MBC no longer has an Academic Board Learning Resources policy. However, the email from Val Clifford (23 May 2006) describes the college’s “normal practice” for book purchasing. Standing Panel Chair agreed satisfactory response received

Ensure that sufficient recurrent funding is made available for an appropriate level of book stock and provide a composite list of the current book stock for all the modules and of intended purchases. (Tony Dennant)

Letter from Tony Dunnant agreeing to buy ‘the resources that are reasonably necessary’ provided. (Note that in the letter the FD is described, wrongly, as FD in Practice Administration (Law). Standing Panel Chair agreed satisfactory response received Recommendation: SQC receive a report based on student feedback on the adequacy of learning resources at MBC at the mid-point and the end of 2006-07.

Identify the core texts to be held in the library as reference copies.


Develop a WBL Guide that includes arrangements for the preparation and use of employers as mentors. The recent WBL Handbook Guidelines could be used as a framework for the Guide.

Revised WBL Handbook submitted Standing Panel Chair agreed satisfactory response received

Revise the Award Guide to make it easier to use and to recognise the specific needs of the FDPA students. The revisions should include clarification of student progression routes. (Harvey Woolf agreed to meet the Team to discuss the Panel’s detailed comments on the Award Guide.)

Revised pathway guide addresses the SP’s comments in full. Standing Panel Chair agreed satisfactory response received

Formalise the role described in the meeting by the Associate Dean of SLS of all the SLS and UWBS module leaders in the delivery of modules. The formal arrangements could be specified in either the revised Award Guide or a separate paper.


Formalise the SLS and UWBS liaison and arrangements described in the meeting by the Associate Dean of SLS. The formal arrangements could be specified in either the revised Award Guide or a separate paper.


Formalise the SLS and UWBS liaison arrangements with MBC described in the meeting by the Associate Dean of SLS. The formal arrangements could be specified in either the revised Award Guide or a separate paper.


Ensure that the Annual Monitoring report is prepared jointly between MBC, SLS and UWBS and received by the SLS and UWBS SQCs and by MBC for the College to deal with through its usual processes.


Provide the Panel Chair with the draft Memorandum of Co-operation.

Draft Memorandum of Cooperation received Standing Panel Chair agreed satisfactory response

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received

Update PST Standing Panel Chair agreed satisfactory response received

APPENDIX 3 Foundation Degree in Practice Administration Comments from Dr Robert Akroyd, External Advisor

1. Legal practice administration is distinguishable from legal practice management as not necessarily undertaken with a view to obtaining a competitive advantage. This course rightly recognises its content as falling within the former.

2. The underlying philosophy of the course has been well thought through, although not fully

explained in all circumstances. The major problem for any course of this type is essentially one of integration necessary to achieve sufficient spread of topics, together with a professional focus. Some degree of compromise is inevitable. Together with a limited introduction to the law of contract and tort, this course sensibly puts the major emphasis on accessible people centred administrative topics combined with marketing, management accounting and an integrative spine. The latter is essential in a knowledge based intangible service industry, which demands a rapidly developing, markedly different approach to relationship marketing from its traditional manufacturing exemplars and in which for many firms the recently introduced management accounting system is also legal service industry characteristic.

As a foundation degree, the intended student intake will already be in employment. The demand outcomes have been cleared with target employers of intended students and a high level of professional collaboration is expected. A number of potential outcomes include further study to graduate and/or postgraduate level, although qualification as a lawyer, or legal executive is unlikely.

3. The programme design, content and organisation has also been carefully considered. In general, a

high level of coherence was achieved, but some discussion of the sequencing between legal and administrative topics resulted in a recommendation for greater parallelism between them.

4. There was some inconclusive discussion of the rationale for using existing modules, including the

appropriateness of their forms of assessment, from other programmes.

5. The level of collaboration between different institutions and schools was given high priority. Student counselling support at Matthew Boulton College was particularly well thought through and provided for. Considerable thought had also been invested in developing a balanced learning experience, which paid attention to times and locations as well as content and presentation. This extended to self learning sources on-line.

6. The level of resources overall was adequate, but the accessibility of library resources at each

institution was questioned. It was accepted that a commitment to an appropriate level and range of library resources would be provided, although the literature specifically focussed on legal service administration was very small.

7. Some clarification of the rationale for and between the all important spine modules might be

helpful, if this can be done without the loss of flexibility.

8. In the light of the different length and presentation of staff cvs, some degree of standardisation might be considered.

9. Overall, this is a timely proposal, which deserves our fullest support.

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10. It is, therefore, recommended that, subject to minor agreed changes, this degree should be

validated. APPENDIX 4 Foundation Degree in Practice Administration Comments from Mr Bill Murray, External Advisor The (proposed) foundation degree I whole-heartedly support, the more so given the clear employment opportunities available for students, and the constructive attitude of the legal profession to the course itself, and the way in which it is to be delivered. There much detailed work still to be done, details, of which will have been minuted during the meeting at Matthew Boulton College. It is clear to me that the people who have put the course together – as a proposal – are aware of the collective recommendations and the need top evolve a more coherent structure via the Student Handbook. From the Wolverhampton pro-forma: The programme title is a clear indicator of the course itself. Programme Aims and Outcomes Coherently sound. Programme Design, Content and Organisation Much of this was confused by the narrative of the initial documentation. Revision to this documentation is in hand. What was said by the programme team on the day resolved much of the confusion. Assessment I would ask the team to consider case studies, given the nature of the course and the relevance of case studies to students’ employment, otherwise assessments are appropriate. Learning and Teaching Methods. In themselves sound, given that, as with most courses, teaching evolves as courses evolves. Learning Resources There are some self evident reservations regarding Matthew Boulton library. Comments relating to the modules. These were minuted on the day as was the sequence of delivery Staff cvs Some conflict between duplicate cvs didn’t seem to be important given that the draft nature of this section in the documentation. Any other comments The makings of an excellent and very relevant course that deserves to succeed. Recommendations Made on the day.

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