Writing a Programme Specification

Dr Peter Kahn

University of Liverpool

Outline of workshop

• Effective programme specifications

– Introduction– Issues to consider– Connections

• Practical exercises

Introduction

• 'A programme specification is a concise description of the intended outcomes in terms of knowledge, understanding, skills and other attributes, and the means by which these outcomes are achieved and demonstrated.’

http://www.qaa.ac.uk/crntwork/progspec/contents.htm

Purpose of a programme specification

• To provide evidence for quality assurance purposes

• Other uses:– as a source of information for students,

potential students, employers and accrediting bodies;

– to promote discussion on a programme team.

Uses in quality reviews

To assist reviewers in their judgements:

• against national standards for subjects and qualifications;

• on the quality of learning opportunities (particularly in relation to aims, communication, curricula and assessment).

External reference points

• External reference points include: subject benchmark statements, qualifications descriptors, requirements of professional bodies, research into higher education.

Writing outcomes

• Programme outcomes should:

– be manageable in number;

– provide a strategic summary;

– apply to all students;

– be understandable by students;

– be neither too vague nor too detailed.

Examples

• You will develop ‘thinking skills’ which will enable you to outline the arguments employed in publications, identifying where relevant the following elements: premise, conclusion, appeal to authority …

• By the end of the programme students will have an understanding of principles, theory, philosophy and practice of Human Geography.

A discrete approach

• Consider listing/framing outcomes under different categories:

– knowledge and understanding;– intellectual skills;– practical skills;– transferable skills.

Issues to consider

• It is easy to write a programme specification that is identical to many other programme specifications.

• The issue is to write distinctive programme specifications that convey the thrust of the programme.

Bland skills

• A discrete approach can encourage a divorce between understanding and intellectual or practical skills.

• Ensure outcomes which concern intellectual and practical skills also refer to specific subject matter.

Bland transferable skills

• How to avoid writing bland statements of transferable skills:

– ability to work in teams– ability to use word-processing– ability to give presentations

Pay attention to level

• Ensure your programme outcomes require a high-level command of these skills.

• Provide one outcome for each key skill, with further outcomes referring to application, integration and autonomy in their development.

Dealing with choice

• Programmes usually allow significant choice.

• One or more outcomes will need to refer to the additional knowledge and skills gained by the choices that students make.

Demonstrating progression

• Specifications concern programme outcomes but outcomes should allow scope to demonstrate progression.

– Include outcomes from earlier in the programme.

– Use a Curriculum Skills map to analyse progression.

Joint/multi discipline issues

• Each distinct programme needs to be specified in some fashion.– Provide a common set of outcomes with

additional outcomes for each distinct programme.

– Provide a specification for each subject, with a rationale for each combination.

Connections to programme

The outcomes should:

– deliver the aims;

– be appropriate to admissions profile;

– match outcomes of course units;

– be assessed;

– highlight strength and hide weakness.

Teaching and learning

• Programme specifications require you to outline the teaching and learning methods employed in the programme.

• Are they suited to the programme outcomes? How can you make it evident in the programme specification that they are suitable?

Assessment

• ‘If significant intended learning outcomes appear not to be assessed , … , it would be unlikely that reviewers could have confidence in the standards of the provision.’

http://www.qaa.ac.uk/public/acrevhbook/contents.htm

• Programme specifications require you

to outline the assessment methods employed in the programme.

• Are they suited to the programme outcomes? How can you make it evident in the programme specification that they are suitable?

Commendable practice and weaknesses

• Are there any ways in which you can use a programme specification to highlight good practice and minimise weaknesses?

Practical exercises

• Initial writing/advice– Models of good practice– Focus on earlier issues

• ‘Consultancy’– Perform checks on the draft– Identify areas for improvement

Acknowledgments

This workshop was originally developed while working at the University of Manchester.

Dr Peter Kahn

kahn@liv.ac.uk

April 2013

Further reading

• See also Chapter 5 – ‘Writing for Development’ by Angela Brew, in Baume D and Kahn P E (Eds) (2004) Enhancing Staff and Educational Development, Routledge.