The Code of Practice reflects the need for all programmes to conform and align with relevant internal and external regulations, policies and other key influencing drivers. All programme developers and programme leads, therefore, must ensure that they are familiar with and follow the relevant requirements, policies and procedures for the University and appropriate external bodies and agencies.
The University of Southampton has degree awarding powers and is responsible for ensuring the delivery of appropriate and high quality programmes. It, therefore, has its own set of regulations, policies and procedures set out in the Calendar and Quality Handbook that all programmes and members of the University are expected to follow.
In addition, the University’s strategies indicate priorities, the direction of travel and focus for the University. Programmes have their part to play in helping the University fulfil its aims and goals.
Within the national context of Higher Education, quality across the sector is regulated through the Quality Assurance Agency and in particular, the UK Quality Code for Higher Education. The Competition and Markets Authority requirements for all undergraduate programmes, for example, have significant impacts for the timescales for planning programme and module validation and changes.
“Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas. They show what graduates might reasonably be expected to know, do and understand at the end of their studies [...] They are used as reference points in the design, delivery and review of academic programmes. They provide general guidance but are not intended to represent a national curriculum or to prescribe set approaches. Instead, they allow for flexibility and innovation" (QAA:2018).
The Equality Act 2010 ensures that disabled people have equal opportunities to benefit from and contribute to the learning services available in higher education institutions. The Equality Act 2010 protects disabled students on all types of courses and requires institutions to change their practice by anticipating the changes they need to make and being proactive in making them.
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