Program Design Process

developed by the Office of the Provost

NU Academic Quality Framework

Factors to consider in the Program Design Process

Program Design

International Context

Institutional Context

National Context

School Context

International Context

Accreditation Requirements• Take note of professional body requirements• Also any statutory and/or regulatory frameworks

Strategic Partner• Consultation on program development: advice;

benchmarking; external review

International context

Bologna Process*

Bologna Cycle*

FHEQ*

ECTS*

Dublin descriptors

*

Cycle 1. Bachelor

Cycle 2. Masters

Cycle 3. Doctoral

Level 6: Bachelor

Level 7: Masters

Level 8: Doctoral

1 ECTS credit = 25-30 hours of student workload;1 academic year = 60 ECTS;Bachelor Degree = 180-240 ECTS;Masters Degree = 90-120 ECTS (note absolute min. 60 – but not at NU);Doctoral = ECTS not defined

Broadly define expectations for each cycle (outcomes-based)

Learning outcomes- based

*hyperlink

Industry and employers

National frameworks and

requirements

Students’ academic and

cultural background

Consider market needs and potential employability in design of the

learning outcomes (e.g. state priority qualifications list, etc.)

Consider as and where appropriate (e.g. National General Education

Standards)

Consider cultural context and students’ academic background in

terms of knowledge, skills, attributes and prior learning styles.

National Context

NU Academic Quality Framework

NU Teaching and Learning Strategy

Instructional Technology Strategy

Admissions Regulations and

Templates

Available at my.nu.edu.kz

See ‘Program Approval

Guidelines’

Liaise with Undergraduate/

Graduate Admissions Office

Use appropriate template

Consult relevant NU strategies and enhancement

themes

Align programs and courses

Resources (Library, IT, Facilities)

Institutional Context

School Teaching and Learning Strategy informs

program design

Program Director and Program Delivery Team

develop program

Program Justification

andSpecification

External review

Program Approval through the School Teaching and Learning Committee and

Dean

Academic Quality Committee (review & recommendation)

and Academic Council (approval)

School Context

Program Specification

Define the major thrust of the program (typically 2-4).

Define specific expectations (typically 5-7) of the program and are appropriate to the level of delivery; what students know, and what they will be able to do, on successful completion of the program. Use action verbs from Bloom’s taxonomy.

Benchmark the program content, contextualize it to national settings and align with the NU Strategy and NU graduate attributes

Apply a variety of innovative teaching methods, aligned with NU Teaching and Learning Strategy, and effective in achieving the program aims and learning outcomes.

Develop an assessment strategy which is aligned with teaching and learning methods and the achievement of the learning outcomes

Program Aims

Program Content

Teaching and Learning Methods

Assessment Strategy

Program Learning Outcomes

NU Strategy*

NU Graduate attributes*

School Learning and Teaching Strategy

*hyperlink

• Programs and courses should contribute to the delivery of the NU graduate attributes.

• Programs and courses should be benchmarked in terms of delivery level and content.

• Program and course learning outcomes should be appropriate to the delivery level, and be aligned with the graduate attributes.

• Teaching, learning and assessment methods should be aligned with course and program learning outcomes.

• Appropriate and effective use should be made of instructional technologies

• Where possible and appropriate, research and teaching should be integrated.

• Assessment should contain both summative and formative components, and should be criterion-referenced, valid, reliable, fair and transparent.

Summary

Program Design - Useful Links

Consult and employ appropriate level descriptors

http://exchange.ac.uk/learning-and-teaching-theory-guide/levels-module-descriptions.html

http://ecahe.eu/w/index.php/European_Qualifications_Framework#Level_5

http://www.ehea.info/Uploads/QF/Bologna_Framework_and_Certification_revised_29_02_08.pdf

Develop module aims http://www.seec.org.uk/wp-content/uploads/2013/seec-files/SEEC%20Level%20Descriptors%202010.pdf

Write learning outcomes https://www.heacademy.ac.uk/sites/default/files/writing_learning_outcomes.pdf

Develop ALIGNED assessment criteria and methods

http://www.reading.ac.uk/engageinassessment/assessment-design/eia-constructive-alignment-in-assessment-design.aspx

Develop an ALIGNED teaching and learning strategy to enable students to reach learning outcomes and assessment criteria

https://www.heacademy.ac.uk/sites/default/files/resources/id477_aligning_teaching_for_constructing_learning.pdf

Claus Brabrand (2006): ‘Teaching Teaching & Understanding Understanding’ - 19-minute award-winning short-film on Constructive Alignmenthttp://www.daimi.au.dk/~brabrand/short-film

Implementation Support

Academic Quality Enhancement Team:

AQE website: http://my.nu.edu.kz/