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Stage 1 Partnership and Programme Proposal

Stage 1 Partnership & Programme Proposal Form [PDF 2,448KB]

Stage 1 Partnership & Programme Proposal Form - SMD [PDF 2,449KB]

 Stage 1 Partnership and Programme Proposal

This form combines the requirements for Stage 1 Partnership Proposal with Part 1 Programme Proposal and should be used to seek approval for new taught joint/dual programmes delivered with a new external party or where an external partner contributes to part of the programme. Stage 1 Partnership Proposals need Faculty Executive approval prior to submission to PB.

 In addition to providing general partnership information, the following aspects should also be considered with the relevant professional service department: 

  • the marketing strategy for the programme with Marketing and Communications
  • library resources required with Library Services
  • proposed non-standard fees need the approval of the Marketing, Recruitment and Admissions Group. 

Depending on the type of the collaborative programme, the development process should start 12 to 18 months before the first delivery of a programme.  Proposers should also take due consideration of the timescales and deadlines for developing a new programme of study, which can be found on the Programme and Module development webpages

Particular issues for proposers to take into account when completing this form: 

  1. Summary of the proposed collaboration: a description of the nature of the proposed collaborative activity. Where known, the anticipated level of contribution from the partners should be indicated here and if there will be a lead institution.
  2. Partnership and Programme Rationale: an explanation of how the programme fits in with the academic plan and the Planning and Accountability Review as agreed between the school/institute and the relevant Faculty Vice-Principal and Executive Dean. For new programmes of study, this should include:  
  • the partnership’s ‘fit’ with the QMUL Strategic Plan and School/Institute plans, including international marketing plans, and its relevance to the QM International and Learning and Teaching Strategies;
  • the programme’s ‘fit’ with existing provision in the School/Institute and, where appropriate, to other areas of the College;
  • evidence of student demand and how the programme might broaden the recruitment base of the school;
  • how existing programmes would benefit from its introduction;
  • the programme’s position in relation to national and international trends in the area of study;
  • prospects for graduate employment and/or postgraduate study;
  • the relationship to the QAA subject benchmark statement and the National Qualifications Framework;
  • how the programme might enhance the research base of the school. 

3.     Programme Description: an outline of the proposed programme. This should include information that may be helpful for marketing the programme, e.g. distinctive     strengths in the School.

4.     Programme Delivery: a clear indication of whether the programme will be delivered on QMUL premises only or elsewhere if the partner location will be used. This information is necessary to meet requirements for Tier 4 international students.

 5.     Marketing Information: evidence of a demand in the market for the new provision. Advice may be sought from Marketing and Communications and the International Office in identifying this information. The International Office Marketing and Country Plans  should also be consulted. This section might include:

  • A level trends and UCAS or HESA data;
  • UK, EU and international economic data and regional, national or sector-specific data;
  • Consideration of whether the market is UK-only, EU or international (the International Office should be consulted);
  • Feedback from prospective, current and former students – via questionnaire or focus groups;
  • Employer feedback and feedback from Professional or Statutory Regulatory Bodies (the Careers Service should be consulted).
  • Competitor Provision: a brief summary including programme titles and length of time these have been offered, numbers of applicants and registered students.
  • Entry Requirements: details for the proposed programme, e.g. A-levels or other relevant qualifications, first degree, IELTS/TOEFEL scores, etc. Additional guidance on entry requirements can be obtained from the Admissions and Recruitment Office. For international students, details of recognised international qualifications can be provided here. The International Office can provide country specific information on recognised international qualifications.
  • Indicative Curriculum: details of the proposed modules to be studied in each academic year of study. In any marketing material this will appear as ‘subject to approval’.
  • Professional Accreditation: specification of any Professional Statutory and Regulatory Bodies (PSRBs) in relation to the programme as some professional bodies have particular rules regarding overseas provision.
  • Resources: a summary of proposed resourcing arrangements. To enable PB to be satisfied that the proposed partner can meet its obligations under the proposed agreement, the usual expectation is that the due diligence process will include a visit to the partner institution. This visit should identify any specific or additional human and physical resourcing requirements that may be needed. The proposal will be accompanied by detailed costs and a business plan for the programme. A costing model template for UG and PGT programmes has been developed and is available on the Finance web pages along with information on support for completing the template.
  • Signatures: The proposal should normally be signed by the Head of School/Institute and endorsed by the Faculty Vice-Principal. This confirms that the school or institute can cover the resources required in relation to the proposed activity.

  Joint or Double Programmes

 For joint programmes, QMUL and one or more partner institutions together provide elements of a programme that leads to a single award made jointly by both or all participants. The taught joint award programme is generally the most complex form of collaborative provision. 

 In the case of double award programmes, separate degree certificates are normally issued from each institution. Further advice should be sought from the Academic Secretariat. 

 The detailed policy and guidance can be found on the joint and adouble awards page.


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