Guide for Research for Postgraduate Theses, Dissertations and ...

Guide for Research forPostgraduate Theses, Dissertationsand Projects20 th January 2011

School of Graduate StudiesContact:Strathmore UniversityOle Sangale Road, Madaraka EstateP. O. Box 59857 – 00200NairobiTel: +254 20 6006268/ 6006380/ 6006492, Ext. 2258Fax: +254 20 6007498Mobile: +254 722 205428/ 724255168/ 724255169/ 733618135Email: SGSDean@strathmore.eduWebsite: www.strathmore.edu/sgs1

WORD FROM THE DEANOn behalf of Strathmore University School of Graduate Studies my colleagues and Iwish to extend a warm welcome to you as you embark on your postgraduateresearch at Strathmore University.The School of Graduate Studies (SGS) was formally established on 1 st July 2006.Themain functions of the School are to coordinate and facilitate postgraduate studiesand activities in the faculties and schools offering graduate programmes atStrathmore University. The School also functions as an administrative and supportunit for all graduate students.Inherent in these responsibilities is the development, support and regular review ofgraduate programmes, oversight of graduate student admission in collaborationwith the relevant faculties and schools, monitoring of school standards andrequirements, and maintenance of accurate student records; in short providing therequisite environment for graduate studies and activities.In this regard we introduce to you this 2011-2013 edition of the Strathmore GraduateSchool Guide to Research for Postgraduate Theses, Dissertations and Projects. This guideprovides students and supervisors with comprehensive information about therequirements of the research component of their postgraduate degree. It aims to:• Clarify procedures required for the completion of the research component of apostgraduate degree;• Provide guidelines to students and their supervisors about how tosuccessfully proceed through the system.I hope that you will find the information in this guide useful. I welcome yourcomments and should you wish to ask more specific questions or seek clarificationabout any of the information provided please contact the School of GraduateStudies. Once again, welcome to Strathmore University and all the best with yourresearch work.Dr. Ruth KirakaDeanSchool of Graduate Studies2

TABLE OF CONTENTSContentPage1.0 Introduction …………………………………………………………... 52.0 Conduct of Postgraduate Research ………………………………… 73.0 Appointing a Supervisor …………………………………………... 84.0 Supervision of Postgraduate Students …………………………… 84.1 Introduction …………………………………………………… 84.2 Responsibilities of Supervisors ……………………………… 94.3 Conditions for Change of Supervisor……………………... 104.4 Responsibilities of Candidates ……………………………… 114.5 Responsibilities of the School/Faculty ……………………... 124.6 Roles and Responsibilities of the Graduate School.….……. 134.7 Continuing Supervision of Postgraduate Students ……… 134.8 Resolution of Conflict between Student and Supervisor …. 135.0 Periods of Study …………………………….……………………….. 146.0 Submission and Evaluation of Students’ Progress Reports …... 166.1 The Purpose and Aims of Progress Reports.…….…………. 1616 6.2 Progress Reporting …………………………………………… 166.3 Annual Assessment of Student Research Progress ……….. 167.0 Submission of Research Proposal...……………………………….. 177.1 Regulations Governing Research Proposal Submission ….. 177.2 Format of the Proposal ……………………………………….. 177.3 Steps in Proposal Evaluation ………………………………… 197.4 Criteria for Assessing the Research Proposal ……………… 208.0 Examination of Postgraduate Research …………………………… 208.1 Submission of Research Report ……………………………… 208.2 Selection of Examiners ………………………………………... 218.3 Preliminary Reports …………………………………………... 218.4 Board of Examiners …………………………………………… 228.5 Conduct of Defense/Oral Examination ……………………. 223

8.6 Mitigating Circumstances ……………………………………. 248.7 Recommendation after Examination of PostgraduateResearch ………………………………………………………. 248.8 Certification of Final Thesis…………………………………... 26AppendicesAppendix A: A Guide to Enhancing a Successful Supervisor-Student Relationship ……………………………….. 27Appendix B: Proposed Work Plan ……………………………….. 31Appendix C: Application for Academic Leave ………………….. 33Appendix D: Request for Change of Supervisor ………………... 34Appendix E: Application for Extension of Studies……………… 35Appendix F: Progress Reporting Template ……………………... 36Appendix G: Thesis Presentation Guide …………………………. 37Appendix H: Thesis Examination Assessment Criteria andScore Sheet …………………………………………... 47Appendix J: Thesis Correction Form ……………………………. 49Appendix K: Certification of Final Version of Thesis …………... 50Appendix L: Schedule of Important Dates ……………………… 514

1.0 IntroductionPostgraduate studies (except PhD studies) in the University shall normally be bycoursework and thesis, dissertation or project. This determination will be as follows:Programme1. Master of Commerce Thesis2. Master of Science in Information Technology(MSc.IT)Type of Research OutputThesis3. Master of Business Administration (MBA) Dissertation4. Master of Science in Computer-basedInformation Systems (MSc.CIS)Dissertation5. Master of Science in Education Management Dissertation6. Master of Arts in Philosophy and Ethics Dissertation7. Post-graduate Diplomas ProjectDifferentiating between Thesis, Dissertation and ProjectFor purposes of these guidelines, the terms ‘Thesis’, ‘Dissertation and ‘Research Project’ areused to denote different types of research outputs, as outlined below.Research ProjectAs a general guide, a research project should be undertaken by students enrolled forpostgraduate diplomas and should be characterised by the following:• It should demonstrate a basic understanding of the research process. Thestudent should demonstrate ability to systematically sustain a researchargument.• Be a readily applicable scenario investigation. The project will often havedirect applicability to the work environment. It will therefore tend to be awork-based research.• The scope of the research output is limited, providing insight and likelysolution to a problem within a work environment.• Should be done within 3 months, or one semester, part-time.• The length of the research project should range between 12,000 to 15,000words (Approx 40 to 60 pages).DissertationA dissertation is a scientific study or investigation meant to address a specificproblem and aimed at generating an applicable solution. It is characterised by thefollowing:5

• An in-depth understanding of the research process. Students are expected todemonstrate academic rigour in carrying out a practically oriented researchassignment.• The scope of the research output is wide to the extent that it provides insightinto an existing problem, and likely solutions to future scenarios.• Dissertation is meant for conversion masters (MBA, MSIS, MAPE etc).• Dissertation should be done within 3 – 6 months or half academic year, parttime.• Minimum of 20,000 words (Approx 70 pages) and maximum of 25,000 words(Approx 100 pages)Masters ThesisA thesis is a scientific study or investigation meant to address widely sharedproblems and aimed at generating probable solutions and generalizable results. It ischaracterised by:• Full application of the science of research. This involves developing a theory,testing or applying a theory.• The scope of the research output is wide as it contributes knowledge of boththeoretical and practical significance by providing insights, new knowledgeor new methodological approaches.• Research output should be such that it can be published in an academicjournal• Masters Thesis is meant for academic masters programmes.• Masters Thesis should be done within six months – one academic year, parttime.• Minimum pages should be 25,000 words (Approx 100 pages) to 50,000 words(Approx 200 pages).In the following guidelines, the term ‘research work’ or ‘thesis’ has been used genericallyto refer to the three different kinds of research outputs – thesis, dissertation and project.The student should therefore apply the guide to their specific research output.6

2.0 Conduct of Postgraduate ResearchFigure 1 below outlines the process of conducting postgraduate research.Figure 1: Conduct of Postgraduate ResearchStudent completescourseworkStudent eligible tograduate*Student allocated asupervisorBoard of Examinerscommunicates decisionon examinationPASSEDFAILED/REFERREDStudent attendsseminars & developsresearch proposalOral defense ofresearchRegistrationextended for 6-12monthsStudent defendsproposalResearch reportsubmitted to SGSfor examinationIf progress is notsatisfactory after12 months,student may bediscontinuedSuccessful studentproceeds toconduct researchStudent presentsresearch at facultyseminarStudent writesresearch report*Eligibility to graduate is upon successful completion of all coursework and research.Students should keep in mind the duration allowable for each research output andensure they can complete this process within the stipulated timeframe.7

3.0 Appointing a Supervisor(a)(b)(c)(d)(e)(f)(g)The term Supervisor is used to denote a subject expert who provides supervision in thestudent’s specialist field.Every postgraduate student will be assigned a Supervisor who possesses subjectexpertise in the student’s field of research.Postgraduate degree Supervisors should normally hold higher degrees of at least PhDlevel and be active researchers.A student’s Supervisor is approved by the Dean of the Academic Unit, and anychanges to supervisory arrangements must be approved by the Dean of that unit.Supervisors may be drawn from the following categories:(i) Full or part-time members of academic staff on a permanent contract.(ii) Full or part-time members of academic staff on a fixed term or rolling contract.In the case of such staff the Dean of the Graduate School should be assured thatappropriate alternative supervision arrangements can be made following theend of the contract.(iii) A Research Fellow may be appointed as Supervisor, but only with a Co-Supervisor who is a member of academic staff on a permanent contract.(iv) An Honorary Research Fellow may be appointed as a Supervisor but only with aCo-Supervisor who is a member of academic staff on a permanent contract.(v) A Supervisor may be appointed from outside of the University, but only with aCo-Supervisor who is a member of academic staff on a permanent contract. Incases (iii)-(v) above, the permanent member of academic staff will assume theresponsibilities of ensuring the student’s progress and maintaining records ofprogress.Supervisors and Co-Supervisors normally continue their supervisory responsibilitieswhile on leave.When Supervisors leave the University, the School of Graduate Studies has anobligation to provide a continuity of supervision.4.0 Supervision of Postgraduate studentsSupervision is a relationship requiring trust and respect. Students have the right to expect regular,high quality advice, support and direction in their quest for academic excellence.4.1 Introduction(a)This guide sets out the general requirements of Supervisors, Students and theUniversity in the supervision of postgraduate students. It is supplemented byindividual School codes approved by the Faculty/School Boards. See Appendix A for AGuide to Enhancing A Successful Student-Supervisor Relationship. The student andsupervisor should complete and sign the Proposed Work plan Form in order to clarifytheir expectations of each other. A copy of this form may be found in Appendix B. Thestudent and supervisor should keep in mind the Schedule of Important Dates inAppendix L of these guidelines to help them develop an appropriate work plan.8

(b)(c)(d)The Graduate School recognizes that supervision practice necessarily varies betweendisciplines and therefore this guide cannot set out prescriptive requirements formatters such as the level and nature of contact that should be maintained betweenstudent and supervisor.Unless otherwise stated this guide applies to both part-time and full-timepostgraduate students.During the period of supervision from the time of allocation of supervisor untilcompletion of all stages of the examination (including where necessary anyresubmission) responsibilities and obligations are as set out below.4.2 Responsibilities of SupervisorsThe responsibilities of supervisors are to:(a)(b)Give guidance about the nature of research and the standard expected, the planningof the research programme, relevant literature and sources and research methods.(i) Guidance about the nature of research will include some of the following: a clearunderstanding in general terms of the main aspects of graduate research, theconcept of contribution to knowledge, different kinds of research, and the formand structure of the thesis.(ii) In planning the research programme the Supervisor should ensure that theproject can be completed fully, including preparation of a thesis, within the timeavailable and advice the student accordingly.Make the student aware of relevant University research policies and regulations, andlegal issues, including but not limited to plagiarism, copyright, data protection, healthand safety, and any ethical issues that might arise in the course of research.(c) Assist in the arrangement of necessary administrative steps such as approval ofresearch proposal, research seminars, completion of progress reports, etc.(d)(e)(f)(g)Maintain contact through regular personal supervision and seminar meetings inaccordance with School policy and in the light of any agreement reached with thestudent. The frequency and nature of these sessions will vary depending on the natureof the research, and the requirements of the discipline. The Supervisor should makeprovision for the continuance of supervision when he or she is away from theUniversity or takes a period of leave. The Supervisor is responsible for maintaining arecord of all supervision with the student.Give detailed advice on the necessary completion dates of successive stages of researchin order to ensure that the research work is submitted within the time allowed by theregulations.Hold monthly meetings between the student and supervisor at which progression isdiscussed and a written note recorded. The records of these monthly meetings remainwith the student and supervisor.Request written work as appropriate and return such work with constructive feedbackwithin an agreed period of time.9

(h)(j)(k)(l)(m)(n)Carefully monitor the student’s performance relative to the required standard,ensuring that inadequate progress or work below standard is brought to the student’sattention. The supervisor should help with developing solutions to problems as theyare identified. If inadequate progress or low performance is persistently recorded, thesupervisor should communicate to the Student in writing with a copy lodged with theSchool of Graduate Studies.Advise the Student in writing of the option of interrupting their studies by applyingfor academic leave should illness or other adverse personal circumstances impedeprogress with their research with a copy lodged with the School of Graduate Studies.The student should complete the Application for Academic Leave form in Appendix Cprior to taking academic leave.Keep in contact with the student and respond to reasonable requests for assistance.The Supervisor should provide guidance on the writing and preparation of theresearch work, including commenting on the drafts. The Supervisor is not expected,however, to undertake substantial editing or revision of a draft thesis. Ultimately, theStudent is responsible for his or her work and the Supervisor’s responsibility is to giveguidance.Sign off on the submitted research work prior to examination. No research workshould be submitted for examination without the signature of the supervisor.Ensure that the Student is prepared for the oral examination and understands its rolein the overall examination process.Advise the Student subsequently of the implications of any recommendations from theexaminers and assist in the preparation of any re-submission.4.3 Conditions for Change of Supervisor(a)(b)(c)Problems may arise in the course of study between the student and supervisor. Insuch cases it is recommended that the matter is discussed with the Dean of AcademicSchool and a solution is sought. If the problem persists and is hindering the progressof the student, the student may formally write to the Dean of the Graduate Schoolrequesting change of supervisor and stating the reasons for the change.Change of supervisors may also occur when a Supervisor leaves the University.Any change of supervisor or request for an additional supervisor must be approved bythe Dean of the Graduate School or his nominee. The Request for Change of Supervisorform should be completed. A copy of this form may be found in Appendix D.4.4 Responsibilities of CandidatesSupervisors have the right to expect a high level of commitment from their candidates who shouldrespond positively to advice and guidance and will develop an increasing level of independence in theconduct of their research.The responsibilities of the Candidate include:(a) Plan and discuss with the Supervisor the research topic and timetable for the research.10

(b)(c)(d)(e)(f)(g)(h)(j)(k)(l)Discuss and agree on a schedule of meetings and appropriate feedback.Undertake study as required by the Supervisor which may include directed reading orspecialized seminars as required.Familiarize themselves and adhere to relevant University research policies andregulations, and legal issues, including but not limited to plagiarism, copyright, dataprotection, health and safety, and ethical considerations which might arise in thecourse of research. The student should also be aware of the regulations for the specificdegree for which they are registered.Raise problems or difficulties with their Supervisor, no matter how trivial they seem,and in particular inform their Supervisor of any personal circumstances which preventthem from working on their research.Maintain progress according to the agreed schedule, in particular including thepresentation of written material in time to allow for discussion and comment beforeproceeding to the next stage of research.Take note of, and respond to feedback and guidance from the Supervisor.Keep systematic records of work completed.Inform the Academic School and the Graduate School Office of any changes in addressor similar personal details.Complete the administrative requirements of the University.Discuss with the Supervisor the preparation of the thesis and decide, taking account ofadvice from the Supervisor, when it is ready for submission.(m) Write up and submit the thesis within time and in accordance with the Universityguidelines for the submission of theses.(n)(p)Take advantage of any relevant skills training offered by the School includingpreparation for an oral examination, and academic writing.Take responsibility for producing the final copies of the thesis, its content, andensuring that it is in accord with the relevant requirements, including the standard ofpresentation.4.5 Responsibilities of the School/FacultyThe responsibility for Faculty/School lies with the Dean of Faculty/School.It is the responsibility of the Faculty/School to:(a) Have regard for University regulations in the appointment of Supervisors(b)Ensure continuing supervision of postgraduate students throughout their researchwork at the University.11

(c)(d)(e)(f)(g)(h)(j)(k)Provide information and guidance on the School, Faculty and University regulationsand research policies.Ensure the provision of appropriate skills training.Ensure access to sufficient library provision.Approve the research topics for postgraduate students. These should be consistentwith the strategic direction of the School. This is done right from the time supervisorsare allocated.Monitor students’ progress and the implementation of these guidelines as they applyto Supervisors and the students. This should include formal reviews of studentprogress and supervision.Appoint a Committee independent of the supervisors to oversee the academic unit’sresearch students, ensure quality of supervision, comparability among students, andreport to the Graduate School. The committee should follow the established Proceduresfor Annual Monitoring described in sub-section 6.3 of these guidelines.Arrange appropriate staff development programmes for all academic staff to promotebest practice in research supervision.Develop a staff workload model that enables the full work involved in supervision tobe taken into consideration alongside other activities.4.6 Role and Responsibilities of the Graduate SchoolThe roles and responsibilities of the Graduate School are to:(a) Approve the Supervisors recommended by the schools.(b)(c)(d)(e)(f)Approve changes to supervisory arrangements.Liaise with the schools to ensure students complete their research work within thestipulated timeframe.Promote best practice in research supervision in the University.Ensure that a thesis is examined and the oral examination held within three months ofsubmission.Submit to the Schools the lists of students who have successfully completed theirresearch work.4.7 Continuing Supervision of Postgraduate Students(a)(b)There are occasions when, because of changes in staff, Faculties or Schools finddifficulties in continuing to provide credible supervision for individual candidatesregistered for postgraduate research.The formal acceptance of a postgraduate student by a School must imply acommitment by the School to provide either from its own resources, or with prior12

agreement, in association with another School(s), credible supervision for the period oftime necessary for the student to complete the programme of research and submit athesis.(c)When, during a student’s period of study, changes in staff make it impossible for theSchool to fulfil this obligation, the Dean of School must ensure that alternativeprovision is made, either elsewhere in the University, or, by the appointment ofanother Supervisor with the necessary specialist knowledge from outside theUniversity.4.8 Resolution of Conflict between Student and SupervisorProblems may arise in the course of research study between the Student and Supervisor. Insuch cases it is recommended that:(a)(b)(c)The matter is discussed with the Dean of Faculty and a solution is sought.If the problem persists and is hindering the progress of the Student, the Student mayformally write to the Graduate School requesting change of supervisor and stating thereasons for the change. The Request for Change of Supervisor form in Appendix D shouldbe completed in this instance.Any change of supervisor must be approved by the Dean of Faculty or his nominee.5.0 Periods of Research Study(a)These procedures for the management of periods of postgraduate research are basedon the following principles:(i)(ii)There are inherent difficulties in establishing a policy across a diverserange of disciplines and so Schools are given discretion to permitvariations to the common policy for particular disciplines and inparticular circumstances.A maximum time is only meaningful if it is upheld; i.e. students failing tosubmit their theses within the maximum period will be de-registered (andmay only be re-registered and permitted to submit theses in the mostexceptional circumstances).(iii) While Schools are able to permit early submission of a thesis, dueconsideration should be given at the time of a student’s application towhether the research in question can be properly undertaken on a parttimebasis.(vi)The statements of part-time periods of study given below are based on a parttimestudent being a 0.5 FTE. Schools need to be aware, however, that part-timestudents can sometimes make faster progress than the 0.5 figure suggests.(b)(c)Students should consult their respective schools to establish the duration allowable forthe research study they are undertaking.The Dean of School may approve early submission of a thesis where there are strongacademic reasons supported by a statement from the Supervisor. If the Dean of School13

efuses an early submission, the student has the right to have the decision referred tothe Dean of the Graduate School.(d)(e)(f)Students will be automatically de-registered at the end of the maximum period. Anyapplication for re-registration must be approved by the Dean of their School.In all instances, the recommendation for a reduced or extended period of study mustbe submitted to the Dean of the candidate’s School by the Supervisor.A Reduced Period of Study may be granted by the Dean of School in the followingcircumstances:(i) Where a candidate has transferred from another recognized institution havingalready completed a certified period of study, this shall be taken into accountwhen determining the further period of study required at Strathmore University.A reduction in the period of study will normally be no more than 1/ 3 of thenormal period of study and the student must have been registered with theUniversity during the academic year prior to completion;(ii)(iii)Where a candidate has undertaken significant research as part of his/heremployment, a reduction of no more than 1/ 3 of the normal period of study maybe granted;In exceptional cases the progress of the student may warrant the approval of theearly submission of the thesis where the above criteria do not apply.(g)(h)(j)Extensions to the overall duration of the period of study following completion of themaximum period of study will only be granted by the Dean of School in veryexceptional circumstances. In cases of illness, excessive personal work or othercommitments, it is expected that the School will recommend to students that theyinterrupt their studies at that time, by taking academic leave. Time taken for academicleave is not included when calculating the duration of study of the student. If astudent opts not to take academic leave, their total study time will be calculated, and ifthey have exceeded the maximum time, it is unlikely that an extension of registrationwill be permitted.Students wishing to apply for an extension to the overall duration of the programmemay do so by completing the Application for Extension of Studies form, available fromthe Graduate School. The form should be signed by the student’s first Supervisor, andthen forwarded to the Dean of School for consideration and recommendation. Anoutline of work completed against each chapter heading, and a work-plan andschedule should be enclosed with the form. Reasons should also be given as to whythe candidate was unable to complete their studies within the maximum time allowed.Recommendation for extension should not be given without these documents beingprovided to the Dean of School’s satisfaction. A copy of the Application for Extension ofStudies form may be found in Appendix E of these guidelines.On recommendation by the Dean of School, a copy of the extension form andsupporting documentation should be forwarded to the Dean of Graduate Studies forconsideration and approval. The Graduate School Office will notify the student andSchool of the outcome.14

(k)The student will also be notified of any requisite fees payable upon approval of theextension.6.0 Submission and Evaluation of Students‘Progress Reports6.1 The Purpose and Aims of Progress ReportsAll Schools with postgraduate research students should have procedures in place tomonitor the progress of their research students. The purpose of the reports is toallow Schools, to evaluate the effectiveness of their monitoring processes and toallow the Graduate School to ensure that there are consistent and robust processes inplace across the university. The reports from the Schools should be used as a basisfor a School’s self-appraisal of their research degree provision in the University’sQMS review process.6.2 Progress Reporting(a)(b)(c)Each School has the responsibility of monitoring the progress of its research students.The schools are required to provide reports on student research progress to the Schoolof Graduate Studies Office every six months using the Progress Reporting Templateprovided by the Graduate School. See Appendix F for a copy of the Progress ReportingTemplate.Schools should use the reports to highlight issues that have arisen during themonitoring of progress, and to indicate what action has been taken in relation to them.Within the school, students may present the key research findings at faculty seminarsorganised by the school.6.3 Annual Assessment of Student Research Progress(a)(b)(c)On an annual basis Schools are required to carry out a formal assessment of studentresearch progress.The purpose of the report is to allow Schools, on an annual basis, to evaluate theeffectiveness of their monitoring processes, and to ensure that there are consistent androbust processes in place across the University.The annual assessment has the following main aims:(i) Give feedback to the graduate school and assist in making formal decisionsabout current and future registration.(ii) Monitor the nature and frequency of research supervision and other facilitiesoffered to graduate research students.(iii) Assist the University in ensuring parity of provision and fair treatment ofstudents across the University.(iv) Identify problems either in a student’s research programme or in the studentsupervisorrelationship.(v) Identify weak students who may be asked to de-register.15

(d)(e)(f)Each School will have an Annual Monitoring Panel to conduct this assessment. Themembers of the Annual Monitoring Panel shall be the following:(i) The Dean of Faculty/School(ii) Two senior members of academic staff within the Faculty/SchoolThis panel will normally be the School’s Committee of Graduate Studies.The Academic and Research Director in each School has the responsibility for ensuringthat the assessment process is completed, that decisions on progress arecommunicated to students and to the Graduate School Office, and that a report on theSchool’s monitoring process is submitted to the Graduate School Board by thedesignated date.The exact procedures by which Schools seek to monitor the progress of their researchstudents is left to the discretion of the Schools. Schools are at liberty to designprocesses that best fit the needs of their discipline(s), as long as they meet therequirements of this section. When designing appropriate procedures it should beborne in mind that the process itself should be instructive and useful for the Studentand the Supervisor alike.7.0 Submission of Research Proposal7.1. Regulations Governing Research Proposal Submission(a)(b)Students registered for postgraduate studies are required to submit fivetemporary bound copies of their Research Proposal to their respective school.The Dean of the School will appoint a panel of at least three suitably qualifiedpersons to evaluate the proposal within one month of the student submitting theproposal to the School.7.2 Format of the Proposal(a)(b)Length of Proposal(i) In accordance with these guidelines and the subject area of study, aresearch proposal for a postgraduate research shall not normally exceed5,000 words (15 – 20 pages).(ii) The above maximum is exclusive of footnotes, list of references,appendices, table of contents and timeline.Content of the ProposalDifferent disciplines may have specific requirements for research proposals.However, the general flow of the proposal should be maintained. The researchproposal should contain (but not be limited to) the following sections:Chapter 1: Introduction to the Study1.1 Introduction1.2 Background to the study1.3 Problem definition1.4 Research objectives16

1.5 Research questions or hypotheses1.6 Scope of the study1.7 Significance of the studyChapter 2: Literature ReviewIn this section, the student should organise their argument so as to:(i) Examine the most current studies on the topic, presenting only thesignificant aspects of these studies.(ii) Compare and contrast different authors’ views on an issue(iii) Group authors who draw similar conclusions(iii) Show how their study relates to previous studies(iv) Highlight any gaps in research(v) Conclude by summarising what the literature says. From here the linkbetween previous studies and the proposed study is developed,showing the knowledge gap that the proposed study will contribute to.(vi) Develop a conceptual framework, identify and define the variables ofthe study.Chapter 3: Research Methodology3.1 The Research Design3.2 Population and sampling3.3 Data Collection Methods3.4 Data analysis3.5 Research Quality – validity, reliability and objectivity of the research.ReferencesAppendices:Appendix 1: Timeline of Activities (as agreed with the supervisor).This timeline will be used to track the student’s progress.Appendix 2: Letter of introduction (to prospective study respondents),where applicableAppendix 3: Research Instrument, where applicableAppendix 4: Any other relevant information for conducting theresearch, e.g., list of organisations in the population(c)Presentation and Arrangement of Proposal(i) Paper: International A4 (210mm x 297mm) within range 70 g/m 2 to 100 g/m 2 .No restrictions are placed on the size of the drawings, maps or similar material,which should be bound in with the proposal(ii)(iii)Margins: 40mm on the left-hand side, 25mm on the right-hand side, top andbottom margins.Typing: On one side of the paper only. One-and-a-half spacing should be used intypescript except for indented quotations or footnotes, for which single spacingmay be used. Font size 11 or 12 should be used, and an appropriate font typeselected (Times New Roman, Book Antiqua, Arial or Helvetica).17

(iv)Numbering of Pages: All pages, including abstract, appendices, drawings, maps,pages of photographs, etc, should be numbered consecutively in one sequence.Preliminary pages should be numbered using Roman numerals, while Arabicnumbering should be used for pages from Chapter 1 onwards. Numberingshould be placed at the bottom of the page and aligned at the centre. Thereshould be no running headers and footers.(v)Sequence: Material should be arranged in the following sequence:− Title Page, with the title of the research, course of study, name andnumber of student, name of university and date.− Author’s declaration (being a statement that it is the author’sindividual contribution, not submitted for a degree award anywhere)− Table of Contents− List of Tables, Figures, etc (if any)− List of Abbreviations (if any)− Text (divided into chapters, sections, etc) Chapter 1: Introduction Chapter 2: Literature Review (depending on the work, this could bemore than one chapter) Chapter 3: Research Methodology− List of References− Appendices (if any)7.3 Steps in Proposal Evaluation(a)(b)(c)(d)(e)The proposal evaluation is conducted at the Academic School in which thestudent is registered.The Dean of the Academic School shall appoint a panel comprising of at leastthree suitably qualified members of academic staff in the University to evaluatethe research proposal within a month of receiving the proposal at the School. Thepanel should include the Supervisor of the student whose proposal is beingevaluated. One of the panellists shall chair the session.The panel is required to evaluate and assess the research proposal and to satisfyitself that the proposal can provide a viable framework for conductingpostgraduate research that would make contribution to knowledge in the subjectarea of the proposed study.The student in question is required to make an oral presentation of the researchproposal before the panel and be interviewed by the panel. The defense sessionshould take no more than 45 minutes.Members of the panel will be provided with copies of the student’s proposal twoweeks before the date of oral defense.18

(f)(g)An administrative staff member of the School shall attend meetings of the paneland the oral defense for the purpose of taking minutes.Once the panel recommends that the proposal is adequate for postgraduateresearch, the student embarks to undertake the study.7.4 Criteria for Assessing the Research Proposal(a)The panel shall use the following criteria to assess the suitability of the researchproposal in relation to the degree for which the student is enrolled:(i)(ii)(iii)(iv)Academic merit, feasibility and viability of the proposed researchEvidence of the candidate’s ability to relate the subject matter of the thesis to theexisting body of knowledge within the field;The student’s capacity to successfully undertake the research within thetimeframe stipulated for the degree.Other relevant criteria as may be determined by the candidate’s School.(b)(c)(d)The panel may make any one of the following recommendations:(i) Endorse the proposal(ii) Endorse the proposal subject to amendments(iii) Reject the proposalIf the proposal is endorsed, the student embarks to undertake the study.If the proposal is rejected, the student is given three months and one more opportunityto resubmit. If the proposal is still rejected, the student will be advised that theirprogress is unsatisfactory and will be counselled about other options, which mayinclude de-registration.8.0 Examination of Postgraduate Research8.1. Submission of Research Report(a)(b)(c)All students are required to submit five copies of a loosely bound thesis to theDean of the School of Graduate Studies for assessment. The Dean willdistribute copies of the thesis received to the internal and external examinersand other members of the board of examiners. A copy of the thesis shall remainin the School of Graduate Studies Office.The research work must be presented in accordance with the Thesis/ DissertationPresentation Guide for Postgraduate Students given in Appendix G of theseguidelines.Each student is required to give one seminar on the findings contained in theresearch work to their respective faculty prior to submitting it for examination.19

8.2 Selection of Examiners(a)(b)(c)(d)(e)External and Internal Examiner(s) for the research work shall be appointed from theapproved list of examiners. This list is approved by the Academic Council andupdated annually.The External Examiner should be a recognized authority in the field and an expert inthe specific topic of the research. Unlike the External Examiner, the Internal Examinerneed not be an expert on the candidate’s specific research topic but only an expertwithin the broader disciplinary field.Once the External and Internal Examiners are appointed, the Dean of the School ofGraduate Studies will forward to each of the examiners, the letter of appointment asexaminer, together with detailed guidelines for the examination of the research workprepared by the Graduate School.The Dean of the School of Graduate studies shall send a copy of the research work toeach of the examiners within two weeks after the candidate submits the research.The two examiners are required to assess the research and submit a detailed writtenreport to the Dean of the School of Graduate Studies within four weeks of receipt ofthe research.8.3 Preliminary Reports(a)(b)Each Examiner is required to prepare in writing (prior to the date of the oralexamination), a preliminary report on the research, to inform the conduct of theexamination. The report should be submitted to the Dean, School of Graduate Studieswithin four weeks of receipt of research work by the examiners. Each report, is to besubmitted using the Thesis Examination Assessment Criteria and Score Sheet provided bythe Graduate School. A copy of this form may be found in Appendix H of theseguidelines.It shall be the responsibility of the Dean, School of Graduate Studies to collect thepreliminary reports, to circulate them between all the members of the Board ofExaminers and to ensure they have been considered by the Board prior to the oralexamination.8.4 Board of Examiners(a)(b)(c)(d)Every examination for postgraduate research shall be conducted by a Board ofExaminers and all of whom will have PhDs.The Board of Examiners will comprise of the following: the External Examiner, theInternal Examiner, and two senior members of academic staff.One of the two senior members of academic staff in the Board of Examiners to be theChair of the Board.The Dean of the School of Graduate Studies shall be responsible for resolving anyconflict of interest in the appointment of examiners.20

(e)(f)(g)(h)(j)(k)The Board of Examiners shall have the following responsibilities:(i) Consider the internal and external examiners’ reports on the thesis.(ii) Conduct oral examination for the candidate.(iii) Make a recommendation on whether to pass the research work.The Dean of the School of Graduate Studies in liaison with the Supervisors and theDean of Academic School will convene a meeting of the Board examiners within onemonth of receiving reports on the research work from the internal and externalexaminers. At that meeting the Examiners’ reports will be considered and oralexamination for the candidate will be conducted.The Supervisor may attend the oral examination of the candidate but shall notparticipate in the assessment of the candidate.The School of Graduate Studies shall provide members of the Board of Examiners withcopies of thesis and the reports from the internal and external examiners two weeksbefore the date of oral examination.The Dean of the School of Graduate Studies is responsible for scheduling the oralexamination within one month of received the examiners’ reports, liaising with thecandidate and the Examiners. Students should never arrange their own oralexamination or directly contact the Examiners.Any variation to this practice requires the written approval of the Dean of GraduateStudies.8.5 Conduct of Defense / Oral Examination8.5.1 Requirement for Oral Examination(a)(b)(c)(d)The viva voce panel will consist of the board of examiners as detailed in subsection8.4 above.An oral examination is normally required for postgraduate examinations butmay on exceptional medical or personal grounds be waived with the expressapproval of the Dean of the School of Graduate Studies.An oral examination must be held if:(i) an oral examination is judged to be necessary by one or more of the Examiners;or(ii) there is substantial disagreement between the Examiners; or(iii) the Examiner/s are not inclined to recommend the award of the degree forwhich the work was submitted; or(iv) the student wishes an oral examination to be held.In the case of a re-submission, an oral examination should normally be conducted butmay be waived if all Examiners are in agreement that such an examination will not benecessary.21

(e)(f)The examiners may, if they jointly wish, discuss aspects of the research work with acandidate’s supervisor before and after the oral examination.Oral examinations for postgraduate examinations should be held within four weeks ofreceipt of all examiners preliminary reports to the Graduate School. It shall notnormally extend beyond one hour.8.5.2 Oral Examination by Video ConferenceIn exceptional circumstances, for example, if the External Examiner is at a distance thatwould make travel costs prohibitive, or if the Student is prevented from travelling to theUniversity, the Dean of Graduate Studies may agree to an oral examination by videoconference.The agreement of the Student must also be given and the School of GraduateStudies is responsible for taking all reasonable steps to ensure that the Student is notdisadvantaged in any way compared to the normal situation of a face-to-face viva.8.5.3 Substitution of Oral Examination by Written Submission(a)(b)(c)In exceptional circumstances, and with the agreement of the Student, Examiners andthe Dean of the Faculty/School, the Dean of Graduate Studies may give permission tohold an oral examination by written submission. An oral examination by writtensubmission entails questions relating to the research work and the field being agreedby the Examiners on the basis of their preliminary reports and then put in writing tothe candidate, who will normally be permitted a fixed time, commensurate with thenature of the questions, in which to reply in writing. The written replies will bereturned immediately to the Examiners who should liaise over the answers and makethe normal recommendations following the oral examination.A timetable for the submission of questions to the student, the student’s reply and thereaching of a decision on the basis of the written reply should be submitted to theDean of Graduate Studies for approval.The Examiners should seek to assure themselves that the student has not beendisadvantaged in any way compared to the normal situation of a face-to-face viva.8.6 Mitigating Circumstances(a)(b)Between the preparation of the preliminary reports and the oral examination, the Deanof the Graduate School shall inform the board of examiners of any exceptionalcircumstances, such as medical or personal, that could have affected the candidate’sperformance in the preparation of the research report or could do so at an oralexamination. Evidence must be made available in documentary form.It is for the Examiners to decide the extent to which in their judgment suchcircumstances could have affected the candidate’s performance and to make allowanceas they see fit. They should not, however, recommend the unequivocal award of thedegree sought if the candidate fails to meet the general criteria listed in the ThesisExamination Assessment Criteria and Score Sheet.22

8.7 Recommendation after Examination of Postgraduate Research8.7.1 First Examination of a Postgraduate Research(a)(b)In assessing postgraduate research work, the Examiners are required to look for:(i) evidence of originality and creativity;(ii) evidence of the candidate’s ability to relate the subject matter of the thesis to theexisting body of knowledge within the field;(iii) integration and coherence – logical and rational links between the componentparts of the thesis(iv) a satisfactory level of presentation and clarity.Marks distribution for the Research Work shall be as follows:Research Report80% of total marksOral Defence by Candidate20% of total marksThe mark for the research report shall be the average of the two marks from thewritten assessment reports submitted by the internal and external examiners. TheOral Defence mark shall be the average of the marks of all examiners presentduring the oral defence of the research.(c)(d)A student must pass both the oral defense and the written research report. Thepass mark shall be 50% in each case.When a student fails the research, a recommendation for resubmission is made. Theresearch report must be resubmitted within 12 months (irrespective of the mode ofstudy of the candidate). Resubmission is permitted on one occasion only.8.7.2 Re-Examination of a Referred Research Project(a)(b)A referred research project is one that has failed the first examination for the degreefor which it was submitted and the revised research must be re-examined by all theExaminers (external and internal). In referring a research for further work theExaminers should indicate the maximum period in which this work should beundertaken. The maximum period should not normally exceed twelve months.Following re-examination of a postgraduate research the maximum mark the researchmay be awarded is 50%.8.7.3 Making Recommendations(a)(b)In making a recommendation, the Examiners may take into account any circumstanceswhich might make it impracticable for a candidate to undertake a further period ofstudy.When making recommendations to pass or fail the research work the Examiners arerequired to indicate for the information of the candidate the reasons for their decision,and where amendments are required, to indicate those aspects or parts of the researchwork which they regard as inadequate and the nature and extent of the re-writingrequired.23

(c)(d)(e)(f)In the case of either first examination or re-examination, the Examiners’ report shouldbe completed and signed by the Examiners and then submitted to the Graduate SchoolOffice. In the case of the oral examination, each member of the Board of Examinersshould sign the report which should be submitted to the Dean of the School ofGraduate Studies as soon as possible and no later than a week after the oralexamination has taken place.Under the exceptional circumstance that the appointed Examiners are unable to reachagreement, the Examiners shall submit independent reports, and the Dean of GraduateStudies shall appoint a third Examiner. The third Examiner shall examine the researchwork and submit a report and recommendation to the Dean of the Graduate School.The Dean of the Graduate School will then make the final decision on the marks to beawarded to the research work.Candidates should seek the advice of their Supervisor regarding any revisions ofmaterial in the research required by the Examiners before submitting the amendedresearch report to the Internal Examiner.A Student submitting their research work to the Internal Examiner afteramendments must complete a Thesis Correction Form and include a detailedreport addressing the changes made to their research report. The form andreport will be forwarded to the examiner along with the revised thesis. A copyof this form may be found in Appendix J of these guidelines.8.8 Certification of Final ThesisOnce the thesis is corrected and bound, it should be certified as final. The candidateshould complete a Certification of Final Version of Thesis Form. This form is aconfirmation by the candidate and supervisor that all required corrections have beenmade and that the thesis is to be submitted for archiving with no further alterations.The form should be signed by the candidate and supervisor and submitted to theGraduate Office together with four permanently bound copies of the thesis and anelectronic copy of the thesis. Please note that the thesis submission is not complete ifand electronic copy has not been submitted. A copy of the Certification of FinalVersion of Thesis Form may be found in Appendix K of these guidelines.24

APPENDIX AA GUIDE TOENHANCING A SUCCESSFUL SUPERVISOR-STUDENT RELATIONSHIPINTRODUCTIONThe role of a supervisor is to assist their student to devise and complete anindependent research program within the allotted time by providing appropriatedirection, guidance, feedback and support. For this to occur, the supervisor must befamiliar with the practice of research supervision and know what helps and whatdoes not help different sorts of students at different times in the research program.Supervisors must be familiar with the area in which the student works and with theways of researching and writing within that area.Whilst the supervisor’s role can be seen as primarily a teaching one, it is important toappreciate that the student is ultimately responsible for the work produced. Thesupervisor will give advice on the theoretical basis of the project, suggestappropriate reading, provide guidance on research methods and methodology, andgenerally assist with planning and preparing the research output. The supervisoralso has a key role in introducing the student to scholarly networks and encouragingstudents to participate in the activities of the research community outside of theactual preparation for the thesis. The supervisor should be alert to any difficulties,professional or personal, that the student encounters and where they are unable tohelp, offer advice on where assistance can be obtained.The responsibility for meeting the expected standard of work lies with the student.The supervisor acts as a guide, offering advice, encouragement and criticism, and itis up to the student to incorporate this advice into the development of a finalproduct that meets the standard expected by the examiners. For a successfulsupervisory relationship to occur, both sides of the supervisor-student relationshipneed to be aware of each other’s expectations.AREAS FOR DISCUSSION BETWEEN THE SUPERVISOR AND STUDENTThe following areas of discussion should help to clarify the supervisor and thestudent’s expectations of the supervisory arrangement. If there is more than onesupervisor it may be appropriate to involve co-supervisors in the initial discussions.If this is not practical, the principal supervisor should ensure that the expectationsare communicated to the co-supervisors. Discussing supervisory issues at the outsethelps to lay foundations for a good working relationship, but it may also benecessary for aspects of the supervisory relationship to be renegotiated as thestudent progresses.The overriding question at the back of both the supervisor and the student’s mindsduring these initial discussions will be “Can I work with this person?” Differentviewpoints and methods of interaction and work styles may become apparent25

during this process. It is important for each party to identify those differences and todetermine whether workable solutions can be agreed and maintained.Questions you might ask your SupervisorSome of the following questions should be asked at the beginning of the project,whilst others are more appropriately tackled a little later as the issues become morerelevant:• What kinds of knowledge are needed and what level of ability is required forwork in the project? For example, the student should be clear on the level ofunderstanding for aspects of the research process, the style of academic writingrequired, the types of statistical analysis that might be involved, etc;• What resources does the supervisor know of? How much help can the studentexpect from the supervisor and/or the University community?• Development of the research proposal. What is involved? How much input can beexpected from the supervisor?• What are the supervisor’s and student’s responsibilities for the development ofthe research abilities of the student?• What methods/standards of record keeping does the supervisor expect/recommend, or what does the University have in place?• Expectations of feedback. How often, how much, in what form, with how muchnotice? What type of feedback does the student prefer/benefit from, findhelpful/unhelpful?Questions regarding the Postgraduate ResearchIssues to discuss may include:• What does a ‘project’ or a ‘dissertation’ or a ‘thesis’ mean?• What is the appropriate structure, length, presentation?• What referencing conventions should be used?• What is meant by ‘contribution to knowledge’?• Titles of good examples in this field?• What is the difference between a pass thesis and a first class thesis?Questions regarding MeetingsIssues to discuss might include:• Frequency and duration of meetings;• Structure of meetings;• Access to the supervisor outside of scheduled meeting times?• If meetings aren’t regularly planned, whose responsibility is it to schedulemeetings?• If one person can’t make the meeting, what should be done?Irrespective of the arrangement agreed upon between the student and supervisors,they should aim for at least one meeting per month.26

Questions regarding Time FramesIssues to discuss might include:• Α rough guide to how long each stage of the research process should take tocomplete;• What would be a realistic completion date in view of separate commitments anduniversity policy? In this regard, completing the Proposed Work Plan documentfound in Appendix B becomes very important.Role of Supervisor in Research Work Submission and ExaminationPrior to Submission of the Thesis• Comment critically on the first draft of the whole thesis. It should not take longerthan three weeks for the supervisor to comment on the draft thesis;• Certify that the thesis is properly presented, conforms to the regulations and isworthy of examination.After Thesis Submission• Liaise with the appropriate officer of the University to ensure that the researchwork has been examined (including the oral defense).• Ensure that any revisions required by the examiners are completed and informthe School of Graduate Studies when this has been done.RESPONSIBILITIES OF THE STUDENT IN THE SUPERVISORYARRANGEMENT• Take full responsibility for the design, methodology and presentation of yourproject;• Pay close attention to editing of the text. This includes ensuring that theattributions, footnotes, bibliography and other technical details are accurate andcomplete, the language technically correct, and the argument logically clear andconsistent. Students may seek assistance with the proof reading of written work tocorrect typographical errors and mistakes in spelling or punctuation. Wherespecial assistance is required with editing, for instance students from non-Englishspeaking backgrounds who require assistance with English expression, thestudent must acknowledge the assistance;• Accept responsibility for producing the final copies of the research work. Thisincludes the content and ensuring that it is written in accordance with all relevantrequirements, including standard of presentation;• Maintain progress in accordance to stages agreed with the supervisor. Submitmaterial in sufficient time to allow for comment and discussion before proceedingto the next stage;• Maintain a schedule of contact with the supervisor and the academic environmentof the University;• Take the initiative in raising problems or difficulties and sharing responsibility forseeking solutions;• Discuss your intentions to take leave with your supervisor;27

• Make applications to change your candidature status, (e.g., academic leave) ingood time;• Adopt and adhere to the ethical and safe working practices relevant to thediscipline.• Evaluate their work for plagiarism by subjecting it to Turnitin.org and attachingthe Turnitin report to the research work.• Ensure that the supervisor has had time to adequately peruse the thesis beforesubmitting a final draft for examination;• Prepare five temporary bound copies of your thesis for submission to theGraduate School.Examination Process and After• You must present yourself for the oral defense of your thesis• You must make any amendments to your thesis within the time stipulated by theGraduate School after receiving notification of the examination results• If your thesis is passed, you will submit four permanently bound copies to theGraduate School in the format stipulated in other parts of these guidelines.PROBLEMS WITH THE SUPERVISORY RELATIONSHIPIf there is a difficulty with the supervisory relationship, talk about your concernswith the supervisor. It is important to outline your difficulties or differences earlyon. The relationship between student and supervisor is an important one and it willnot always be easy. Supervisors need at times to give comments that are difficult totake and students at times may believe it is essential that they ignore advice. Suchevents in themselves are to be expected but if it becomes clear that the research is notprogressing satisfactorily or that the student or the supervisor continues to bedissatisfied with some aspect of the relationship then something needs to be done.The candidate and the supervisor may independently make their concerns known tothe Dean of their faculty at the first instance. If a solution cannot be found, theyshould forward the issue to the Dean of the Graduate School. If it becomes evidentthat the relationship between the student and supervisor is untenable, the candidatemay apply for a change in supervisor.It is important to not let too much time slip away with nothing very positivehappening. Anything longer than two months may be considered too long.PROBLEMS OUTSIDE THE SUPERVISORY RELATIONSHIPNot all problems relating to your research arise from the supervisory relationship.The importance of meeting with your supervisor regularly and discussing anydifficulties has been discussed. Discussing difficulties allows remedial action to betaken before problems become major. The supervisor may be able to act as amediator or advocate for problems concerning administration or resources.28

APPENDIX BSchool of Graduate StudiesSTRATHMOREUNIVERSITYPROPOSED WORK PLANDraft Title of Thesis: _______________________________________________________________________________________________________________________________________________________________________________________________________________________WORK PLAN (Use the Schedule of Important Dates in Appendix L of these guidelines tohelp you develop an appropriate work plan)ProgressStageStage Description1 Scoping of the Research study2 Choice of Research Topic3 Research Problem clarification, Researchobjectives, Purpose and Significance4 Foundation Literature survey5 Proposal of Research Methodology6 Advanced Literature Review (Chapter ByChapter)7 Detailed Proposal of Research Methodology8 Data Collection9 Data analysis and Interpretation10 Thesis Report writing11 Thesis Report Assessment By Supervisors12 Thesis Correction Upon Assessment BySupervisorsProposed datesAny remarks:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________29

THESIS EXAMINATION PROCESS AND CLEARANCE FOR GRADUATIONStep Activity Call1 Submit thesis for Examination2 Thesis Examination3 Thesis Oral defense4 Correction of thesisProposedDeadlineProposedGraduation Yr.*5 Thesis Content confirmation andRegistration for graduation*Note: Graduation is on the last Friday in June. A student needs to have been registered tograduate by the last week of May.SIGNATURES AND DATES:Candidate’s Name Signature DateSupervisor: Signature DateCo-Supervisor (if applicable) Signature DateFaculty Dean: Signature DatePlease forward to Dean, SGSDean (School of Graduate Studies):Name Signature Date:30

APPENDIX CSCHOOL OF GRADUATE STUDIESSTRATHMOREUNIVERSITYAPPLICATION FOR ACADEMIC LEAVESurname Other Names Student NumberAddress Email: Phone No.To proceed on Academic Leave fromDate ……………………… Month ……………………………….. Year …………………….. Reason for taking Academic Leave Work Constraints Financial Problems Medical Grounds Compassionate Grounds Others (Specify)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Expected Date of Return from Academic Leave (Please note that the minimum Academic LeavePeriod for PhD students is one month and the maximum Academic Leave period is Two Years).Date ……………………Month ………………………………….. Year ………………………..Student Signature:Date:Supervisor (Name) Signature DateAuthorized by Faculty Dean(Name)SignatureDateReceived: School of Graduate StudiesSigned:Date:31

APPENDIX DSCHOOL OF GRADUATE STUDIESSTRATHMOREUNIVERSITYREQUEST FOR CHANGE OF SUPERVISORStudent Name:Student No:Faculty/School/Institute enrolled in ………………………………………………………………Title of Thesis: ………………………………………………………………………………………………………………………………………………………………………………………………..……Current 1 st SupervisorName:Current 2 nd SupervisorName:Current 3 rd Supervisor (ifany)Name:Proposed 1 st Supervisor (Name) Signature Date:Proposed 2 nd Supervisor (Name) SignatureDate:Proposed 3 rd Supervisor (Name) Signature Date:Changes to be effective fromDate:Reason(s) for proposed change:Approved at School of Graduate Studies Committee Meeting of (Date):Signed (Dean of Graduate Studies)Name:Date:Forwarded to StudentDate:32

APPENDIX ESCHOOL OF GRADUATE STUDIESSTRATHMOREUNIVERSITYAPPLICATION FOR EXTENSION OF STUDIESSurname Other Names Student NumberAddress Email: Tel:Commencement date of Studies:Programme:Extension to commence on:Date ……………………..Month ……………………. ………….. Year …………………………Reason for taking the extension (supporting documentation may be required to explain why thestudent was not able to complete their studies within the maximum time allowed). In addition anoutline of work completed against each chapter heading, and a work-plan and schedule should beattached to this form.□ Work Constraints□ Financial Problems□ Medical Grounds□ Compassionate Grounds□ Others (Specify) ……………………………………………………………………………………………...………………………………………………………………………….………………………………………………………………………………………………………………….……………………………………………Expected date of expiry of the Extension (Please note that the Extension Period must not exceed 12months)Date……………………… Month …………………………………… Year …………………………….Signature of StudentDateI Recommend/ Do Not Recommend an Extensionof Study for this CandidateFaculty Dean (Name)SignatureDateI approve/Do Not Approve an Extension ofStudy for this CandidateDean, SGS (Name) Signature Date33

APPENDIX FSCHOOL OF GRADUATE STUDIESPROGRESS REPORTING TEMPLATESTRATHMOREUNIVERSITYTHIS FORM SHOULD BE COMPILED BY THE COORDINATOR OF THE GRADUATE STUDIES IN EACH SCHOOLS/No. Student Name Student ID AcademicStatus*1.2.3.Intake(Year)Research Topic Supervisor ProposalDefenseSeminarpresentationNotes*Academic Status refers to whether the student is on-going, on academic leave, taken an extension of study, or withdrawn from the programme.34

APPENDIX GTHESIS/DISSERTATION PRESENTATION GUIDE1.0 INTRODUCTIONFOR POSTGRADUATE STUDENTSThe primary purpose of a thesis or dissertation is to train the student in the processes ofscholarly research and writing under the direction of members of the Graduate Faculty.After the student has graduated and the work is published, it serves as a contribution tohuman knowledge, useful to other scholars and perhaps even to a more generalaudience. The requirements in this guide apply to all Strathmore University theses anddissertations. The general term “thesis” is used in this text to represent both.You have a fair amount of discretion with regard to writing style, but you must beconsistent in format throughout. The work should be written in clear, grammaticallycorrect English, with words spelled and divided correctly and punctuation standardand appropriate. Paragraphing should also be appropriately done.1.1 The Role of the School of Graduate StudiesThe School of Graduate Studies is responsible for certifying that theses and dissertationshave been prepared in accordance with the regulations in this guide. When a thesis issubmitted to the Graduate Office, it must meet the requirements set forth here. The textshould be proofread and free of grammatical errors and typos. However, the GraduateOffice reviews the document for format and compliance to Graduate Schoolrequirements only.1.2 Responsibility for the ThesisThe author bears ultimate responsibility for meeting all of the Graduate Schoolrequirements. He or she must meet deadlines for review and final submission, andobtain faculty signatures. The best advice is to start early and make certain that therequirements outlined in this guide are fully met.2.0 TECHNICAL REQUIREMENTS2.1 Type SpecificationsMost important in typing a thesis or dissertation is consistency of format and adherenceto the specific instructions given in this guide. The text of a thesis should be one-and-ahalf-spaced.Use a standard typeface of 11-, or 12-point size. Limit the use of italic print to foreignwords, book and journal titles, and special emphasis. If you wish, you may use larger35

size type for the title of the thesis and for chapter headings, as long as it is not largerthan 18-point. Boldface type may also be used on the title page and for headings, as wellas in the text, for special symbols or for emphasis.Reduced type may be used within tables, figures, and appendices. It should be at least9-point in size and must be completely legible. It is permissible to use color in thedocument, but keep in mind that multiple copies will show black-and-white only.Begin each chapter on a new page. Do the same with each element of the front matter(list of tables, acknowledgments, etc.), the reference section, and each appendix. Try toavoid typing a heading near the bottom of a page unless there is room for at least threelines of text following the heading. Instead, you should simply leave a little extra spaceon that page and begin the heading on the next page. Do not use “display” pages (thatis, a page that shows only the chapter title) at the beginning of chapters.2.2 PaperInternational A4 (210mm x 297mm) within range 70 g/m 2 to 100 g/m 2 . No restrictions areplaced on the size of the drawings, maps or similar material, which should, however, be boundin with the thesis or placed in a wallet affixed to the inside of the back cover.2.3 Length of ThesisIn accordance with these guidelines and the subject area of study, a thesis/dissertationfor a Masters degree shall not normally exceed 50,000 words.The above maximum is exclusive of footnotes, list of references, appendices, and allfront matter (see 3.0 below for what constitutes front matter).2.4 MarginsA 25mm margin on all sides is acceptable, but a wider left margin (40mm) is requiredfor binding purposes.2.5 Typing and FormattingType on one side of the paper only. A spacing of 1.5 should be used in typescript except forindented quotations or footnotes, for which single spacing may be used.Font: Size 11 or 12, using a true type font such as Times, Times New Roman, Arial, BookAntiqua or Helvetica.Headings:Level 1 Headings: Font size 14, boldLevel 2 Headings: Font size 12, bold (indent one place)Level 3 Headings: Font size 12, bold, italics (indent 2 places)Level 4 Headings: Font size 12, italics (indent 3 places) (if applicable)36

2.6 Page NumberingEvery page in the document, including those with tables and figures, must benumbered. Use lower case Roman numerals for the front matter and Arabic numbersfor the text. The text (or body) of the thesis must begin on page 1. Do not number apage with “a” or “b” or skip numbers; do not embellish page numbers withpunctuation (dashes, periods, etc.); and do not type the word “page” before the pagenumber. Running headers and footers are not permitted.Page numbers should be centered at the bottom of the page. Allow a reasonabledistance between the page number and any text; in no instance may the page numberoverlap the text.2.7 Documentation of Sources in the TextSource citations are required in the text whenever you use a direct quotation,paraphrase another author’s words, or include specific information that is not commonknowledge (and is not the result of your own research reported in the thesis). The onlysystem of source citation allowed is parenthetical author-date-page documentation. Youmust not use footnotes or endnotes for citations.References in the text must correspond exactly to the listing of sources at the end of thethesis. Be certain that all items are included in the bibliography or reference list,authors’ names are spelled consistently and correctly, and dates are the same in boththe text and the reference list. Use the APA Style for referencing.3.0 FRONT MATTERThe term “front matter” refers to all the pages in front of the main text of the thesis.Front matter pages are numbered with lower case Roman numerals. These pages are:− Cover page (for permanent binding only, unnumbered)− Title page (unnumbered)− Declaration by candidate, and approval of thesis (page ii)− Abstract (begins on page iii)− Table of contents− Lists of figures, abbreviations, maps, tables or other illustrations (each a separatelist)− acknowledgments− dedication (optional)The sequencing of the front matter pages should be as shown above.The abstract is required in all theses and begins on page iii. The table of contents andacknowledgments are also required. Dedication is optional and should be at the end ofthe front matter. Chapter 1 then begins on Page 1.37

3.1 Cover PageThe cover page is the navy blue hard cover of the thesis that appears in permanentbinding only. It should be written in gold, using the Title Case (that is capitalizing thefirst letter of each word). It should contain the title of thesis, name of student as appearsin the student’s record, degree for which the thesis is submitted (e.g., Master ofCommerce) and the year of degree conferral. The format should be as shown below Onthe spine a shortened title, surname and initials of candidate, the degree for which thework was submitted and the year of submission should appear. The spine should beprinted in such a way as to be readable when the volume is lying flat with the frontcover uppermost.SAMPLE OF MASTERS COVER PAGE[Title]:[Sub-Title] (if applicable)[Name of Candidate]Master in/of….[name of programme][Year]38

3.2 Title PageThe title page is the first page of the thesis appearing immediately after the cover page.It must appear as shown below. Type the title of the thesis using Title Case throughout.Use your legal name as it appears on your student record. Your name must appear inexactly the same form each time it is used in the thesis. On the date line, indicate themonth and year of degree conferral, not the date of the defense or the date you submityour thesis.SAMPLE OF MASTERS TITLE PAGE[Title]:[Sub-Title] (if applicable)[Name of Candidate]Submitted in partial fulfillment of the requirements for the Degree of[Name of programme...…] at Strathmore University[Name of Faculty/School/Institute]Strathmore UniversityNairobi, Kenya[Month, Year]This thesis is available for Library use on the understanding that it is copyright material and that noquotation from the thesis may be published without proper acknowledgement.39

3.3 Declaration and Approval PageThe declaration and approval page appears immediately after the title page and shouldappear as below:DeclarationI declare that this work has not been previously submitted and approved for the award of adegree by this or any other University. To the best of my knowledge and belief, the thesiscontains no material previously published or written by another person except where duereference is made in the thesis itself................................................ [Name of Candidate]............................................... [Signature]............................................... [Date]ApprovalThe thesis of [Name of Candidate] was reviewed and approved* (for examination)** by thefollowing:Name of SupervisorFaculty AffiliationInstitutionHead of School/Institute/FacultySchool NameDean, School of Graduate Studies40

*Signatures should be on a separate form on file in the School of Graduate Studies. There shouldbe no signatures in the final thesis. However, there should be the signature of the supervisor onthe thesis submitted for examination.**The words ‘for examination’ should be deleted when the final thesis is being submitted.A separate signed approval page is found at the end of this guide titled: Certification ofFinal Version of Thesis form. A copy of this form is found in Appendix K of theseguidelines. This form should be signed by the student and supervisor and submitted tothe Graduate Office together with the four copies of the permanently bound thesis andan electronic copy of the thesis. Please note that your submission is not complete if youhave not submitted the electronic thesis. As such, this form is only completed when thefinal thesis is being submitted.The Certification of Final Version of Thesis form is retained at the Graduate Office. Thesignatures on the approval page indicate that the thesis is approved as a complete andfinal work requiring no further alteration. This page is required for approval of thedocument by the Graduate Office and to recommend graduation of the candidate to theAcademic Council.3.4 AbstractEvery thesis must contain an abstract. An abstract is a concise summary of the thesis,intended to inform prospective readers about its content. It usually includes a briefdescription of the research, the procedures or methods, and the results or conclusions.An abstract should not include internal headings, parenthetical citations of items listedin the reference section, diagrams, or other illustrations.The abstract follows the declaration/approval page and begins on page iii. The abstractshould normally not exceed 500 words.3.5 Table of ContentsThe Table of Contents is essentially a topic outline of the thesis. It is compiled by listingthe headings in the thesis. You may choose to include first-level headings, first- andsecond-levels, or all levels. Keep in mind that a fairly detailed table of contents serves asa useful guide for the reader. The table of contents must appear immediately after theabstract and should list everything in the thesis, except, the table of contents itself.Be sure that the headings listed in the table of contents match word-for-word theheadings in the text. Double check to be sure that correct page numbers are shown. Inlisting appendices, indicate the title of each appendix.3.6 List of Figures, Tables and other IllustrationsInclude a list of figures (illustrations) and a list of tables if you have one or more itemsin these categories. Use a separate page for each list. Show the caption and page numberof every figure and table in the thesis. Also include lists for abbreviations,nomenclature, maps, etc.41

3.7 AcknowledgmentsAn acknowledgments page is required to recognize those that the author has interactedwith in the course of the research, including respondents of the research, readers,editors, copy typists, etc. It is used to express the author’s professional and personalindebtedness.3.8 Dedication (optional)Some authors include a statement of dedication as the last page of the front matter. Aquotation (epigraph) may also be included in this page. The source of an epigraph isindicated below the quotation but need not be included in the list of references.4.0 BODY OF THESISThe body of the thesis should be divided into chapters, sections, etc as below:• Chapter 1: Introduction• Chapter 2: Literature Review• Chapter 3: Research Methodology• Chapter 4: Presentation of Research Findings• Chapter 5: Discussion• Chapter 6: Conclusion and RecommendationsYou may have up to Level 4 heading if desired. However, levels 1 to 3 are usuallyadequate. Ensure you number the levels correctly.Please note that depending on the work, some aspects such as literature review orfindings may have more than one chapter. This is allowable. However, the overall orderof the thesis should be maintained.5.0 BACK MATTERThe back matter (or end matter) of the thesis includes the following items:—list of references—appendices (must come after the references)5.1 List of ReferencesA thesis must include a list of references section listing all works which are referred toin the text. This section must appear before the appendices (if any). The APA style ofreferencing is to be used for all theses and dissertations.42

5.2 AppendicesMaterial that is pertinent but is somewhat tangential (e.g., questionnaires, interviewguides, letters of introduction) or very detailed raw data, procedural explanations, etc.,may be placed in an appendix. Appendices should be designated A, B, C or I, II, III. Ifthere is only one appendix, call it simply Appendix, not Appendix A. Titles ofappendices must be listed in the table of contents. The page numbering of theAppendices must be consecutive from the text of the thesis (do not number the pagesA-1, A-2, etc.).6.0 TABLES AND FIGURESA table is a columnar arrangement of information, often numbers, organized to savespace and convey relationships at a glance. A rule of thumb to use in deciding whethergiven materials are tables or figures is that tables can be typed, but figures must bedrawn or scanned from a source.A figure is a graphic illustration such as a chart, graph, diagram, map, or photograph.6.1 Captions and NumberingEach table and each figure in the text must have a number and caption. Number themconsecutively throughout by chapter using a decimal system. For example, the firsttable appearing in chapter 1 will be Table 1.1, and the first table in Chapter 2 will beTable 2.1. The first figure in Chapter 1 will be Figure 1.1 and the first figure in Chapter 2will be Figure 2.1. Each table or figure number must be followed by a caption thatbriefly explains it.6.2 Placement of Tables and FiguresIt is best to place a table or figure immediately after the first mention of it in the text—on the same page if there is room, or on the following page. Tables and/or figuresMUST NOT be grouped together at the end of the chapter or thesis. Only tables orfigures of peripheral importance to the text may be placed in an appendix. Tables andfigures must be referred to in the text by number, for example, ‘Table 4.1 below…’ andnot by a phrase such as “the following table”, or “the table below.”6.3 SourcesIf a figure or table is taken from another source, indicate the source at the bottom righthand side of the figure or table beginning with the word: “Source:… ” The source mustinclude the page number from which the illustration was taken. Source notes are notnumbered, even if there are other numbered notes. If a figure or table is copied from itssource, be sure it is large enough to be readable.6.4 Use of footnotesFootnotes should be used sparingly in a thesis. They may only be used to explain a termof phrase, whose explanation may not fit well within the text. They must not be used forcitations and referencing.43

7.0 OVERSIZED MATERIALSIf you are having trouble fitting a table or figure within the margins, even after relaxingeach margin by 0.25 inch, consult the following options and select the method youprefer.Landscape PagesPlace a table or figure sideways (landscape style) on the page by rotating it 90 degreescounterclockwise from its normal position. Rotate the caption or heading also, so thatall parts can be conveniently read together. The page number may be rotated with thefigure if the author chooses.Reduced Type SizeReduce the font size of the table or figure. The size should be no smaller than 9-point.Split the materialIn some instances (especially for tables), you may choose to split the table into two andlabel each table in alphabetical order. For example, Table 4.3A and Table 4.3B. Explainthat the A and B represent a continuous table. Do not have tables running over twopages.Print in larger paperIn some instances, a figure or map may be so large that reducing its size makes itillegible. In this instance, you may print the illustration on a larger paper, say A3 or A2,but find an appropriate way to fold and bind it with the thesis, so that a reader is able tounfold and read it.44

APPENDIX HSCHOOL OF GRADUATE STUDIESTHESIS EXAMINATION ASSESSMENT CRITERIA ANDSCORE SHEETSTRATHMOREUNIVERSITYName of Candidate:Student Number:Faculty/School/Institute:Degree:Title of ThesisExaminer’s Name:THESIS ASSESSMENT CRITERIA AND SUMMARY OF SCORES – REFER TO THEELEMENTS OF DETAILS TO BE CHECKED OVERLEAFNo. Major area of assessment Potentialscore1 Principles and procedures in scientific research 20Actual Score2 Familiarity with research methods appliedwithin the subject discipline3 Ability to use published and other sourcescritically15204 Scientific processing of content: Justification 20statements and conclusion5 Technical and linguistic editing of the thesis 156 Contribution of the study 10Total Score (Scores are for Masters Degrees only. ForPhD use examiners comments for each case)100Signed By Examiner: _____________________________ Date: ____________________Please forward to Dean, School of Graduate StudiesDean (School of Graduate Studies):Date:45

DETAILED ASSESSMENT CRITERIA FOR EACH MAJOR AREA OF THESISEXAMINATIONNO ASSESSMENT FOCUS AND DETAILSSCOREPrinciples and procedures in scientific research (20)1 Justification and clarity of the problem statement and research objectives2 Relationship between this research and other related research criticallyexpounded.3 Is methodology appropriate, applicable, justifiable and properly described4 Provisions for variables that can influence the research outcome5 Reliability and validity of data collection instruments6 Proof that data was collected, recorded, and summarizedaccurately/carefully7 Proof of students’ knowledge of relevant data sources and their application8 Acknowledgement of inherent limitation of the research9 Justification of conclusions in view of data and their analysisFamiliarity with research methods applied within the subject discipline (15)10 Methods applied in gathering/analyzing data within the circumstances ofthe study11 Custom techniques selected justified and described in details12 Was the technique the best way to attain the research objectivesAbility to use published and other sources critically (20)13 Literature sources consulted directly relevant to the research14 Extent of literature cited being effective, up to date and authoritative15 Evidence of students’ ability to locate primary and secondary literaturesources16 Sufficient credit given to other researchers and authors17 Competence to deal with literature critically/analytically (Noecho/compilation)Scientific processing of content: Justify statements and conclusion (20)18 Systematic thought of content planning19 Justification of analyses, descriptions and explanations of phenomenonobserved20 Justification of statements formulated by the student21 Scientific justification of conclusions and their substantiation by totalcontentTechnical and linguistic editing of the thesis (15)22 Content structuring: schematization, chapter planning, annexure andbibliography23 Acceptability of style for scientific reportage (Formal and 3 rd person innature)24 Appropriate, correct and consistent referencing technique25 Suitable readability in the consistent and correct use of terminologies26 Suitability of language standard relative to the level of learning27 Editorial completeness of the thesis: no typing errors, omissions, andlanguage46

Contribution of the study (10)28 General significance of the study29 Generation of new knowledge30 Relevance to faculty/school or university47

APPENDIX JSCHOOL OF GRADUATE STUDIESSTRATHMOREUNIVERSITYName of Candidate:THESIS CORRECTION FORMStudent Number:Faculty/School/Institute:Degree:Title of ThesisSummarise the types of corrections done in your thesis. (Attach a detailed report)(1) _______________________________________________________________________________(2) _______________________________________________________________________________(3) _______________________________________________________________________________(4) _______________________________________________________________________________(5) _______________________________________________________________________________Committee Members:Principal Supervisor Signature: Date:Co-Supervisor Signature: Date:Internal Examiner Signature: Date:Dean, School of Graduate Studies Signature: Date:48

APPENDIX KSCHOOL OF GRADUATE STUDIESSTRATHMOREUNIVERSITYName of CandidateCERTIFICATION OF FINAL VERSION OF THESISStudent NumberFaculty/School/InstituteTitle of Programme:Title of Thesis:Postal AddressEmail:Expected date of Graduation:Number of Permanently bound copies submitted:Electronic Thesis submitted: Yes NoPlease ensure that you show punctuation and italics exactly to ensure that your titleappears correctly on your academic transcript. The title recorded here should be EXACTLYas appears on the cover page of your thesis.Candidate’s signature:Date:DECLARATIONWe, the undersigned, agree and certify that this is the final version of the thesis and no furtheralterations will be made.Candidate Signature DatePrincipal Supervisor Signature DateCo- Supervisor (if applicable) Signature DateDean, School of Graduate Studies Signature Date49

STRATHMOREUNIVERSITYAPPENDIX LSCHOOL OF GRADUATE STUDIESSCHEDULE OF IMPORTANT DATESAs you plan your postgraduate research studies, please have the following schedulein mind. This schedule is a guide to help you organise your work plan as shown inAppendix B of these guidelines. You must, however, discuss the specifics of yourindividual work plan with your supervisor.ACTIVITYDUE DATE1. Student is allocated asupervisor2. Research ProposalDefense3. Submission of thesisto Graduate Schoolfor examinationProject Dissertation ThesisWithin onemonth ofcompletingcourse workWithin one month ofcompleting courseworkWithin one monthof completingcourse workWithin 1 month Within 2 months Within 3 monthsWithin 3 months4. Thesis examination Within 4 weeksafter submissionWithin 3 – 6 months(part time)Within 4 weeks aftersubmission5. Oral defense Not done Within 4 weeks ofreceipt of examinersreports6. Amendments tothesis7. Approval byGraduate School ofthe Candidate toGraduateWithin 2 weeksof notification ofcandidateLast Week of May each year8. Graduation* Last Friday of June each yearWithin 4 – 8 weeks ofnotification ofcandidateWithin 6 months –1 year (part-time)Within 4 weeksafter submissionWithin 4 weeks ofreceipt ofexaminers reportsWithin 4 – 8 weeksof notification ofcandidate*Please note that you must have successfully completed all your coursework as well asthe research to be eligible to graduate.50

APPENDIX 7: ANNUAL MONITORING OF TAUGHT PROGRAMMES1 Introduction1.1 Schools should understand the importance of monitoring on an annual basis theirprogrammes of study, to assure themselves of their continuing quality and relevance.1.2 Schools should consider the appropriate balance between regular monitoring and periodicreview of programmes. Monitoring should consider the effectiveness of the programme inachieving its stated aims, and the success of students in attaining the intended learningoutcomes. Periodically, the continuing validity of those aims and outcomes themselvesshould be reviewed.1.3 In general, monitoring is an activity to be undertaken within the providing School. Reviewwill normally be an institutional process.1.4 The rationale for regular monitoring should therefore be self-evident. The aim of annualmonitoring is for the School and the University collectively to provide a secure mechanismwith which to assure themselves that a programme is meeting its aims and learningoutcomes effectively.1.5 Responsibility for monitoring of both undergraduate and graduate programmes is devolvedto Schools and, for this system to work, it is important that a School is able to identifyconcerns,(a) that apply to a particular programme in its portfolio;(b) that are common to a number of its programmes;and to take appropriate action before the next review.2 Monitoring Process2.1 The University recognises that the process of annual programme monitoring is iterative,and that much of this business (both of review and amendment of programmes andmodules) takes place at different times and through a variety of mechanisms during themonitoring year. Annexes 1 and 2 illustrate the way in which monitoring is envisaged towork.2.2 While the process of programme monitoring is iterative, Schools are expected to ensurethat there is at least one meeting per year of the programme team, known as the ProgrammeReview Meeting (PRM), at which a programme report (submitted on Form 1) is51

considered. Form 1 requires a series of simple yes/no responses and only where concernsare identified are further details required. The programme team is also invited to highlightgood practice that could benefit others. A written record of the PRM’s discussion must bekept.2.3 A School will therefore document, on an annual basis, its performance in each of itsprogrammes, both undergraduate and graduate, against a range of quality parameters:• Admissions, progression and completion data• Previous monitoring report• Monitoring of core (and optional) modules• External examiner’s reports and University and School responses• Any CHE/accrediting body or other external reports• Consultation with employers and former students• Staff evaluation• Student evaluation• Programme aimsSee section 3 below for observations about the consideration of statistical data.2.4 This process is instrumental in maintaining and enhancing the quality of programmesoffered by Schools, but a mechanism is still required in which to audit this process withinthe School. This should be managed through a Programme Audit Meeting (PAM) whichmay, for instance, subsume a meeting of a School Teaching and Learning Committee.Student representatives, undergraduate and/or graduate as appropriate, should be present.To ensure accountability, the PAM should be overseen by a member of the School who isindependent of the process of annual programme monitoring (e.g. Dean of School,Programme Co-ordinator.)2.5 The PAM will consider the monitoring reports for all School programmes, undergraduateand graduate, using the minutes of the PRM meetings and completed programmemonitoring forms (Form 1) as evidence. The PAM will wish particularly to discussunresolved matters of concern identified in the reports, along with the action proposed toaddress them and the identification of the person or body responsible for resolving them.Where there is a lack of clarity, the School may wish to consider its own documentationrelating to such topics as those listed under 2.3 above.52

2.6 To ensure accountability at University level, Schools should complete a separate proforma (Form 2) which reports on unresolved issues of concern arising from themonitoring process and which they consider should be reported to the University’sTeaching and Learning Committee.2.7 An important aim of annual programme monitoring should be to promote enhancement ofquality and to disseminate good practice, not only within the School, but also across theUniversity. It is therefore important that programme teams and Schools consider andrecord good practice for all programmes and treat this issue carefully when completingForms 1 and 2.2.9 For Schools that operate a large number of programmes, it may be possible to treat someof them collectively for the purposes of their review and audit while, at the same time,identifying and addressing any matters of concern in individual programmes.Programmes that are similar in content and structure, but with minor variation may betreated in this way. Nonetheless, the School should complete a separate Form 1 for eachprogramme.2.10 The Chair of Teaching and Learning Committee will meet annually with the Deans ofSchool to consider the completed returns (Form 2) from Schools. An overview of theyear’s review will be prepared for the School Boards, which in turn will be able tocomment to Learning and Teaching Committee.2.11 The University will use its programme quality review (PQR) process to test theeffectiveness of a School’s use of the annual monitoring process and makerecommendations where it judges there to be failings. Minutes of the PRM, for instance,should be available as part of the review, and will form a major part of the evidence withwhich to write the self-evaluation document for PQR.3 Statistical Data3.1 One of the purposes of this monitoring exercise is to be able to interpret meaningfulchanges in the statistical data associated with each programme and to do something aboutthem if they signal problems (or to build on strengths if they indicate successes).Monitoring should therefore aim to reveal changes that are likely to be statisticallysignificant, or trends in that direction, rather than small, possibly random, differencesfrom year-to-year. Statistical data should be considered analytically (e.g. have53

numbers/percentages increased or decreased compared with previous 3 cohorts and withcurrent University target figures). It is important that data are analysed for each stage ofthe programme.For undergraduate programmes, for example, particular points for discussion will include thefollowing:• Have numbers admitted to the programme increased/decreased?• Have numbers in each degree category increased/decreased?• Have numbers of withdrawals and interruptions increased/decreased?• Have numbers of deferrals, referrals and failure rates increased/decreased.3.2 Monitoring should not just focus on broad questions but should also examine eachprogramme in terms of its particular profile, its aims and learning outcomes, and those of theUniversity in general:• How do mature students fare in terms of their progression and achievement on thisprogramme?• How does 'input' profile compare with 'outcome' measures like degree classification andretention rates (examined in this way, data can be used to help to develop wideningaccess and participation initiatives).3.3 A data template (Annex 3) has been designed to enable Schools to present the relevant datain a simple and consistent format. It is hoped that use of a standard format and of graphicalmeans of data presentation will assist Schools and the panel to answer the questions aboveand more readily identify patterns in the data. Schools may wish to include additional data tothat included in the template.3.4 The data template is consistent with that being used in the PQR process and therefore looksat the entry population rather than the student population as a whole.3.5 Questions on progression data in the monitoring Form 1 directly refer to informationsummarised in the tables of the data template.54

ANNEX 2ANNUAL CYCLE OF PROGRAMME MONITORING AND AUDITSchool Undergraduate/graduate Teaching and Learning Committee (or equivalent) considers inits meetings throughout the annual monitoring cycle:• Entrant profiles, progression and award data, external examiners’ reports, and Schoolresponse• Progression and retention data; most recent annual programme monitoring report• Student evaluation and staff evaluation (including peer review) of 1 st semester modules;progression and retention data after 1 st semester examinations; monitoring of 1 st semestercore and option modules• Student evaluation and staff evaluation of 2 nd semester modules; progression andretention data after 2 nd semester examinations; monitoring of 2 nd semester core and optionmodulesProgramme Review Meeting (PRM) considers:• Overview of admissions, progression and award data• Overview of evaluation reports including those of former students and employers• Summary of key points from monitoring of 1 st and 2 nd semester core and option modules• Any amendments to modules and programmes;• Matters of concern and/or good practice;• Any matters of concern that have not or cannot be resolved.School Programme Audit Meeting (PAM) considers:• Minutes of PRM and programme monitoring forms (Form 1)• Any matters of concern that have not or cannot be resolved• Good practice that the School or partner wishes to highlight• Prepares a report (Form 2) to the University Teaching and Learning CommitteeDean of School submits to University Teaching and Learning Committee:• School audit report (Form 2)• Associated PAM minutes55

FORM 1ANNUAL MONITORING OF PROGRAMMES: PROGRAMME REPORTProgrammecovered in thisReportProgrammeDirector(s)/CoordinatorsMonitoring YearSummary ofWere there any matters of concernassociated with this programme?YES/NOMonitoring If YES, do they remain unresolved? YES/NOProcessAre any matters of good practicehighlighted?YES/NOPROGRESSION DATA1 Please answer the following questions on key features of the programme’sadmissions, progression and award data (Table numbers refer to annualprogramme monitoring data template – see Annex 3)Have admissions increased/decreased significantly over the last five years? (Tables1,7) YES/NOHas the average KCSE score of your standard student intake changed over thepreviousfive cohorts? (Table 1) YES/NOHave proportions in any award category (1 st , 2.i, etc; pass, distinction, etc)increased/decreased significantly over the last five years? (Tables 5,9) YES/NOAre there any differentials in attainments among sub-groups (e.g. gender, full-time,evening, exempted, scholarship)? YES/NOHave rates of withdrawal and interruption increased/decreased significantly over thelast five years? (Tables 2,3,8) YES/NOHave deferrals, referrals and failure rates increased/decreased significantly over thelast five years? (School’s own data) YES/NO56

Where the answer is YES to any of the first four questions, please record here anyunresolved matters of concern, any action proposed and the person/body responsiblefor taking action.PROGRAMME MONITORING REPORT(Not to be completed if this is the first monitoring year for the programme)2 Please answer the following question concerned with the previous annualmonitoring reportAre there any unresolved matters of concern arising from the previous annualmonitoring report? YES/NOIf the answer is YES, please record here the matters of concern, any action proposedand the person/body responsible for taking action.PROGRAMME CONTENT3 Please answer the following statements concerning the annual monitoring reportsof core modules contained within this programme for the monitoring year.Please state here if significant matters of concern have arisen from annual review ofcore modules YES/NOWhere the response is YES to the first statement, please record here any unresolvedmatters of concern, any action proposed and the person/body responsible for takingaction.Describe any matters of good practice that you wish to highlight.57

EXTERNAL EVALUATION(sections 4, 5, 6)4 Please answer the following statements concerning the external examiners’reports for the monitoring year.Please state here if there are significant matters of concern arising from the externalexamining process YES/NOWhere the response is YES to the first statement, please record here any unresolvedmatters of concern, any action proposed and the person/body responsible for takingaction.Describe any matters of good practice that you wish to highlight.5 Please answer the following statements concerning any CHE/accrediting bodyreports during the monitoring year.Please state here if there are significant matters of concern raised by CHE/accreditingbody reports YES/NOWhere the response is YES to the first statement, please record here any unresolvedmatters of concern, any action proposed and the person/body responsible for takingaction.Describe any matters of good practice that you wish to highlight.6 Please answer the following statements concerning consultation with employersand former students during the monitoring year.Please state if consultation about the programme was carried out:With employers YES/NO58

With former students YES/NOWhere the response above is NO, please state here any plans to consult withemployers and/or former students.If your answer is YES to either of the above statements:Please state here if there are significant matters of concern raised by employeesYES/NOPlease state here if there are significant matters of concern raised by former studentsYES/NOWhere the response is YES to either of the first two of the above statements, pleaserecord here any unresolved matters of concern, any action proposed and theperson/body responsible for taking action.Describe any matters of good practice that you wish to highlight.INTERNAL EVALUATION(sections 7, 8)7 Please answer the following statements concerning staff evaluation of thisprogramme during the monitoring year.Please state here if there are significant matters of concern raised by staff evaluationYES/NOWhere the response is YES to the first statement, please record here any unresolvedmatters of concern, any action proposed and the person/body responsible for takingaction.59

Describe any matters of good practice that you wish to highlight.8 Please answer the following statements concerning student evaluation of thisprogramme during the monitoring year.Please state here if there are significant matters of concern raised by studentevaluation YES/NOWhere the response is YES to the first statement, please record here any unresolvedmatters of concern, any action proposed and the person/body responsible for takingaction.Describe any matters of good practice that you wish to highlight.PROGRAMME AIMS9 Based on the responses to 1-8 state whether the programme is meeting its statedaims and whether students attained the intended learning outcomes for themonitoring year.The programme met its stated aims YES/NOThe students have attained the programme’s intended learning outcomes YES/NOWhere the response is NO, please record here any unresolved matters of concern, anyaction proposed and the person/body responsible for taking action.PROGRAMME AMENDMENT10 Based on the responses above, state whether the programme requiresamendment in any way.60

The programme requires amendment YES/NOIf YES, have necessary amendments been submitted to the Deans CommitteeYES/NOHave these been approved? YES/NOWhere the response is NO to the second question, please review here key points ofaction and timescale.Signed ……………………………………………………………..Date ………………………………….(Programme Director(s)/Co-ordinators)Signed …………………………………………………………….Date ………………………………….(Chair, Programme Audit Meeting or equivalent)61

FORM 2ANNUAL MONITORING OF PROGRAMMESSCHOOL AUDIT REPORTTO UNIVERSITY TEACHING AND LEARNING COMMITTEEThe completed form should be returned to the University Teaching and Learning Office.SchoolName and Capacity ofPerson completingFormMonitoring YearPlease summarise in the following boxes the outcome of the School’s annual monitoring of itsprogrammes of study.1 Please list here the programmes for which no unresolved matters of concernwere identified.62

2 Please list here the programmes for which unresolved matters of concern wereidentified.3 What issues (if any) among the unresolved matters of concern does the Schoolwish to draw to the attention of the University Teaching and LearningCommittee?Include here concerns that relate to:- University-wide issues- Major issues arising from external examiners’ reports- Matters of import for professional accreditation63

4 Please highlight good practice that could be of benefit beyond the School. Thereshould be sufficient details to ensure that the description is immediatelyinformative to other readers about the nature of the good practice cited. In doingso, indicate the programme(s) concerned and a contact point for furtherinformation.Signed ………………………………………………….Date ……………………………….(Dean of School)64

APPENDIX 8: ANNUAL REVIEW OF MODULESThe Review Processa) The University requires Schools and other academic units to review on a regular basis theiracademic provision.b) As part of this process of review but also for sound pedagogical reasons, it is good practicefor staff to evaluate on an annual basis the modules that they teach.c) Such review should use feedback from student achievement and progression, studentevaluation , peer review , and where appropriate, from external examiners and professionaland statutory bodies such as CHE .d) The review should consider the appropriateness of• the module's stated aims and intended learning outcomes• teaching processes• assessment strategies• specialist and generic skills development• resources providede) To facilitate the process of review, the adoption of a simple pro forma is suggested thataddresses the issues raised above. A one-page example (which can be extended as required)is attached below.f) The annual process of review should be initiated and co-ordinated by the module coordinator,who should also sign the review form.g) The School should have in place a system to ensure that all modules are reviewed annually.h) As well as allowing those teaching a module the opportunity to evaluate its performance on anannual basis, the annual review report should be made available as follows:• The School's Teaching and Learning Committee (or equivalent)• Any programme review process• CHE and other external review65

ANNUAL MODULE REVIEW TEMPLATE (Example)Year/Semester ofReviewModule CodeModule TitleModule CoordinatorOther ModuleTeachersNumber of Studentstaking the ModuleAverage Mark and Distribution of Marks/ Degree Classifications orOther Relevant Cohort Results DataSummary of Student Evaluation ofModule66

Internal Peer Review, External Examiner andCHE CommentsModuleEvaluationCoodinator’sPlease comment below on aspects of the module that have worked well and on thosethat have fared less so. What development of the module is planned?Please also evaluate the module against the following criteria:Do the module's stated aims and intended learning outcomes remainappropriate?Is the module effective in meeting its stated aims and learning outcomes?Do the chosen teaching processes remain appropriate to the intendedlearning outcomes?Do the assessment strategies remain appropriate to the intended learningoutcomes?YES/NOYES/NOYES/NOYES/NOYES/NOYES/NOIs the module contributing fully to specialist and generic skillsdevelopment?Is the resourcing of the module (staffing, classroom, library, laboratory,etc) adequate?67

Where you have answered NO please indicate the corrective action that is plannedand the time scale for it.Comment on how last year's corrective action plan wasaddressed and implemented.SignedDate68

APPENDIX 9: MODERATION OF EXAMINATIONSINTERNAL EXAMINATION MODERATION FORMUnit Code: _______________________Unit Name: _______________________Moderator’sName: ___________________________Examiner’sName: __________________________Signature: ________________________Signature: ________________________Date: ____________________________Date: ___________________________Items receivedCourse outlineExam paper receivedExam marking scheme/rubric receivedExam model solutionContinuous assessment test paperPrevious end of semester exam paper69

Items to check in the exam paper and the marking schemeItem Exam Paper MarkingScheme/RubricSuggestedsolutionInstructions are correct Format is correct Number of questions is correctMarks per question are correctMarks per sub-question are correctQuestion numbering is correct Grammatical syntax is correct Properly typed using asuitable application (word,excel etc) 1. Is the time allocated adequate/appropriate for the tasks given?Moderation comments: _________________________________________________________________________________________________________________________________________________________________2. Are the exam items aligned to the learning outcomes listed in the courseoutline? (depth)Moderation comments: _________________________________________________________________________________________________________________________________________________________________70EXM-02-08-09/09

3. Are the question statements clear and unambiguous? Do they provide adequateguidance to the examinee?Moderation comments: _________________________________________________________________________________________________________________________________________________________________4. Is the examination comprehensive and appropriate, given the course contentand learning outcomes? (breadth coverage and testing methods)Moderation comments: _________________________________________________________________________________________________________________________________________________________________5. Does the examination attain similar standards (where applicable) whencompared to examination papers for other sections of the same course?(University standards)Moderation comments: _________________________________________________________________________________________________________________________________________________________________6. Is the examination appropriate for the level it is set? (cognitive skills)Moderation comments: _________________________________________________________________________________________________________________________________________________________________7. Do the exam items test the various levels of knowledge, comprehension,analysis, synthesis, application, evaluation etc? (deep learning) – Refer toBloom’s taxonomy verbs71EXM-02-08-09/09

Moderation comments: _________________________________________________________________________________________________________________________________________________________________8. Does the model solution provide adequate detail and direction for anotherexaminer to mark the exam? (linked to learning outcomes, understandable,clearly expressed, explicit about what is expected from students)Moderation comments: _________________________________________________________________________________________________________________________________________________________________9. (a) Are the marks allocated commensurate with the expected responses?(b) Is sufficient credit awarded to candidate’s effort?Moderation comments: _________________________________________________________________________________________________________________________________________________________________10. Does the examination differentiate the capabilities of the students? (excellent,average and below average students)Moderation comments: _________________________________________________________________________________________________________________________________________________________________11. Is there progressive assessment? (no repeat questions from previousexaminations and all topics adequately tested either in continuous assessmenttests or end of semester examination)72EXM-02-08-09/09

Moderation comments: _________________________________________________________________________________________________________________________________________________________________12. List any corrections/suggestions/comments___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Internal moderator’s verdict:• Examination is inadequate • Examination is adequate subject to proposed corrections • Examination is adequate and can be administered as it is Action taken by examiner____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Approved by the DeanName __________________________________________________________Signature _______________________________________________________Date ___________________________________________________________73EXM-02-08-09/09

EXTERNAL EXAMINATION PAPER MODERATIONFORMUnit Code: _______________________Unit Name: _______________________External examiner’sName: ___________________________Signature: ________________________Date: ____________________________Internal examiner’sName: __________________________Signature: ________________________Date: ___________________________Items receivedUniversity & Faculty Examination Structure ___ Exam paper _______Exam suggested solutionExam marking scheme/Rubric receivedCourse outline ____________________ Previous end of semester exam paper ____________________Continuous assessment test paper ____________________ 74EXM-02-08-09/09

Items to check in the exam paper and the marking schemeItem Exam Paper Suggested Solution MarkingScheme/RubricInstructions are correct Format is correct Number of questions is correctMarks per question are correctMarks per sub-question are correctQuestion numbering is correct Properly typed using asuitable application (word,excel etc) 13. Is the time allocated adequate/appropriate for the tasks given?Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________14. Are the exam items aligned to the learning outcomes listed in the course outline?(depth)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________15. Are the question statements clear and unambiguous? Do they provide adequateguidance to the examinee?Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________75EXM-02-08-09/09

16. Is the examination comprehensive and appropriate, given the course content andlearning outcomes? (breadth coverage and testing methods)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________17. Does the examination attain similar standards (where applicable) when compared toexamination papers for courses of the same program? (University standards)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________18. Is the examination appropriate for the level it is set? (cognitive skills)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________19. Do the exam items test the various levels of knowledge, comprehension, analysis,synthesis, application, evaluation etc? (deep learning) – Refer to Bloom’s taxonomyverbsExaminer’s comment(s): _________________________________________________________________________________________________________________________________________________________________20. Does the suggested solution provide adequate detail and direction for anotherexaminer to mark the exam? (linked to learning outcomes, understandable, clearlyexpressed, explicit about what is expected from students)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________21. (a) Are the marks allocated commensurate with the expected responses?(b) Is sufficient credit awarded to candidate’s effort?Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________76EXM-02-08-09/09

22. Does the examination differentiate the academic capabilities of the students?(excellent, average and below average students)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________23. Is there progressive assessment? (no repeat questions from previous examinations andall topics adequately tested either in continuous assessment tests or end of semesterexamination)Examiner’s comment(s): _________________________________________________________________________________________________________________________________________________________________24. List any corrections/suggestions/comments___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________External examiner’s verdict:• Examination is inadequate • Examination is adequate subject to proposed corrections • Examination is adequate and can be administered as it is 77EXM-02-08-09/09

Action taken by internal examiner____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Approved by the DeanName __________________________________________________________Signature _______________________________________________________Date ___________________________________________________________A copy received by the examination officerName __________________________________________________________Signature _______________________________________________________Date ___________________________________________________________A copy availed to the external examiner (at moderation of the marked scripts)Name __________________________________________________________Signature _______________________________________________________Date ___________________________________________________________78EXM-02-08-09/09

EXTERNAL EXAMINER’S REPORT FORMName of Examiner (CAPITALS, please) ……………………......................................Title (Prof/Dr/etc)…….……………...............................................................................Subject(s) examined……………………………………………………………Degree(s)/Awardexamined..………………………………………………………………………………Faculty/School/Institute…….......................................................................................................………….Academic Year examined.........................................................................................................................Home Institution and/or Other Professional/Institutional Affiliation of External Examiner………………………………………………………………………………………………Date report completed……………………………………………………………………………………………Notes:1 Each External Examiner appointed for taught programmes in the University is required tocomplete this report form each year, and is asked to return it to the University as soon aspossible after the examination has been completed, at the latest within two weeks ofcompleting the examination.2 The University takes seriously its External Examiners’ reports and regards them as a majorcontribution to its quality assurance processes. It hopes to receive constructive feedback thatwill assist it in maintaining and improving its programmes of study, together with examplesof good practice for wider dissemination. Please complete the sections overleaf as fully aspossible, paying special regard to the issues listed.3 Your report will be received by the Vice-Chancellor and considered by the Dean of theappropriate Faculty, School, or other Academic Unit. It will also be made available tomembers of panels conducting official academic audits of the School concerned, includingexternal subject review and accreditation.4 An External Examiner who considers it appropriate may send an additional report to theVice-Chancellor under separate cover marked ‘Strictly Confidential’.79EXM-02-08-09/09

5 External Examiners are asked to note that reports should not include any reference to anindividual candidate or member of staff by name.6 Please complete this form and submit it electronically to vc@strathmore.edu__________________________________________________________________________________________A. Academic Standards and Student Achievement___________________________________________________________________________________________Are the stated aims of the course(s) consistent with:(a) The structure of the course(s)YES/NO(b) The content of the course(s)?YES/NOAre the learning outcomes stated in the course outline(s) met?YES/NOPlease comment in detail below if you have answered NO to any of these questions and pleasealso report any noteworthy examples of good practice or other matters of relevance.Is the internal assessment of what the students have achieved consistent with the expectedstandard of the grade/score(s) in the subject?YES/NODid the marks awarded by internal examiners match the stated grade/score criteria?YES/NOPlease comment in detail below if you have answered NO to any of these questions and pleasealso report any noteworthy examples of good practice or other matters of relevance.___________________________________________________________________________________________B. Delivery of the Course___________________________________________________________________________________________80EXM-02-08-09/09

From your knowledge of the course(s) and its assessment:(a) Was the delivery of the course, as revealed through the assessment process, appropriateto the standard of the grade/score(s)?YES/NO(b) Were the assessment methods appropriate to the learning outcomes set for the course?YES/NO(c) Was it clear to students what they were expected to achieve in order to gain a grade/score?YES/NO(d) Was there evidence in sampled student work of student attainment of intended learningoutcomes(such as knowledge and understanding, key skills, subject-specific skills)?YES/NOPlease comment in detail below if you have answered NO to any of these questions and pleasealso report any noteworthy examples of good practice or other matters of relevance.___________________________________________________________________________________________C. Processes___________________________________________________________________________________________Please answer the following questions about processes:Was the marking appropriate and consistent?YES/NOWas the use of marking schemes appropriate to the subject?YES/NOWas the use of model answers appropriate to the subject?YES/NOWere you given sufficient access to assessed academic assignments (coursework and previousexamination papers)?YES/NOWere you satisfied with the level of comment on scripts and other forms of assessmentprovided by the internal examiners?YES/NOWas effective and appropriate use made of the moderation of assessed work? YES/NOWas the administration of the examination process, to the extent of your involvement and/orknowledge, satisfactory in the following respects:The management of draft coursework assignments and examination papers(including the time allowed for your input)YES/NOThe management of completed scriptsYES/NOThe judgement of all elements that contributed to the final resultYES/NOThe time available for marking and moderationYES/NOThe impartiality with which the examinations were conductedYES/NOThe procedures followed by the Board(s) of ExaminersYES/NOThe opportunities and support you were given to exercise the function of an External ExaminerYES/NO81EXM-02-08-09/09

Please comment in detail below if you have answered NO to any of the above questions andplease also report any noteworthy examples of good practice or other matters of relevance.___________________________________________________________________________________________D. General Comments___________________________________________________________________________________________Has proper consideration been given to any recommendation made by you or by the previousExternal Examiner in the last session’s report? Are there any issues from previous years thatcontinue to raise concern?General Comments (continued)Are there any aspects of the University’s general assessment processes on which you wish tocomment?Do you have any other comments? For those Examiners in their final year of appointment,please summarise the achievements of the course(s) during your period of office and suggest anyopportunities for further development.82EXM-02-08-09/09

APPENDIX 10: PROGRAMME QUALITY REVIEW (PQR)1. Scope and Frequency of the process1.1 The aim of the University is to offer excellent and lifelong learning opportunities to a widespectrum of students. We promote a learning culture that enables students to acquire integraleducation that encompasses a sound grasp of their chosen discipline and developing theirintellectual capacities and transferable personal skills, in order that they may graduate asresponsible and productive members of society.1.2 The PQR process is managed on the basis of separate subject areas (e.g. accounting, finance,management, actuarial science, telecommunications, languages, humanities, computerscience, mathematics...). Some Schools may carry responsibility for more than one subjectarea and will therefore be involved in more than one cycle of reviews.1.3 All taught programmes and research student provision within a subject area will fall withinthe scope a review.1.4 A subject area will be reviewed under the process every three years, according to a scheduleapproved by the University’s Teaching and Learning Committee.1.5 All reviews will attract the participation of a subject-specialist assessor external to theUniversity.2. Procedures2.1 A schedule is agreed at an early stage with the subject area team for the submission of itsself-appraisal, and for the date of the subsequent day for meetings between the team and thereview panel.2.2 Following the preparation of the PQR self-appraisal, review events begin with the firstmeeting of the panel.2.3 Following the meeting, the panel will produce a draft report. The subject area team willhave the opportunity to correct any errors of fact before being asked to prepare an actionplan in response to the report. Both the report and the action plan, which will be agreedwith the review chair, are submitted to the University’s Teaching and Learning Committee.2.4 PQR reviews will be managed by the Teaching and Learning Office.83EXM-02-08-09/09

3. Panel3.1 The membership of the panel will comprise: Chair nominated by Teaching and LearningCommittee, generally from its members; one member of the academic staff; a studentrepresentative. All these members will be independent of the subject area.3.2 Additionally, an external, subject-specialist assessor will be appointed to the panel by theChair of the Learning and Teaching Committee. The assessor will be selected from a listagreed with the subject area team but will not be a serving or recent external examiner.3.3 It is anticipated that internal panel members will have received training in the PQR process.4. Supporting DocumentationFurther details relevant to the scheme are contained in the following documents appended below.(a)(b)(c)(d)(e)PQR self-appraisal template as annex1: this template should be viewed as the key PQRdocument and should be completed in full.Programme specification template as annex2: the self-appraisal should be supported byprogramme specifications for each of the programmes subject to review.System checklist as annex3: the purpose of this document is to allow a subject area tocheck the elements of its system for assuring and enhancing the quality of its provisionagainst a standard checklist. The document also serves as a list for panels to check thepresence of system elements.Panel evaluation checklist as annex4: This checklist is for use by panel members, toallow an initial assessment ahead of the meeting with the subject area team of the area’sperformance within specific elements of the PQR self-appraisal template.Report template as annex5: this template provides guidance to panels on the drafting oftheir final report.84EXM-02-08-09/09

ANNEX 3PQR SELF-APPRAISAL TEMPLATEThe self-appraisal should take the form of a reflection upon the quality of the educationalprovision, and the standards of its awards, of the programme(s) that come within the subject areaunder review. It should address all programmes that come within the subject area, including thoseoperated through collaborative arrangements or at a distance, that lead to a Strathmore award. Itshould be cross-referred to the teaching and learning development plan of the School, or Schools,with responsibility for this programme or group of programmes.The self-appraisal should address all of the matters set out under the nine main headings of thistemplate; it will help the Review Panel if the paragraph numbering follows that of the template.1. Contextual informationa) Name of subject group that covers the programme(s) included in this reviewb) A list of the programmes included in this review (identifying the providing School(s))c) A list of any collaborative provision relating to this programme or group ofprogrammesd) Attach copies of the programme specification(s) for this programme or group ofprogrammese) Attach copies of programme monitoring reports for this programme or group ofprogrammes for the period under reviewf) Attach copies of the teaching and learning plans relevant to this programme or group ofprogrammesg) Attach the following statistical indicators:Student admissions; student progression; classified degree results; first career destinations85EXM-02-08-09/09

1. Action taken in response to previous reviewThis section is about the outcomes of previous internal processes or validation reviews duringthe review period, and about how these have been taken forward.a) Summary of action taken as follow-up to the previous review of the providing School as itrelates to the programme(s).b) An evaluation of the effectiveness of that action on the quality of the educational provisioncovered by the programme(s).c) Summary of action taken as follow-up to review of the programme(s) or to the report(s) of anyexternal accrediting bodies as appropriate.d) An evaluation of the effectiveness of that action on the quality of the educational provisioncovered by the programme(s).e) Summary of action taken as follow-up to comment by Teaching and Learning Committee onthe School’s teaching and learning plans as it relates to the programme(s) as appropriate.f) An evaluation of the effectiveness of that action on the quality of the educational provisioncovered by the programme(s).2. Educational aims of the programme(s)A statement of the overall aims of the programme or group of programmes. In the case of asingle programme this might be taken directly from the programme specification. In the caseof a group of programmes the statement of overall aims of the group might be compiled fromthe specifications of the individual programmes. The statement should show how theprogramme(s) aims link to the University’s educational aims.a) How well do these overall aims match the aims of the University?b) How well do these overall aims match the research portfolios of the providing School(s)?c) Outline any proposals for change and enhancement of the overall aims, and the reasons forchange.86EXM-02-08-09/09

3. Programme learning outcomesThis section is about the intended learning outcomes of the programme(s) and their relation tointernal and external reference pointsa) How well do the intended learning outcomes as set out in programme specifications – theknowledge and understanding, skills and attributes of graduates – support the stated overallaims? Comment on any particularly strong or weak links.b) How well do the intended learning outcomes match external reference points such assubject benchmark statements, and any statutory or professional body requirements?Comment on any features that clearly exceed external requirements, or any gaps.c) How do you ensure that teachers and students have a clear understanding of the intendedlearning outcomes of the programme(s)? Comment on your evidence that this clearunderstanding is, or is not, being achieved.d) Outline any proposals for changes to the intended learning outcomes of the programme(s)and the reasons for change4. Curricula and assessmentThis section is about the ways in which programme content and methods of assessmentsupport the intended learning outcomes of the programme(s), and how curricula andassessment together determine the academic level of the award(s) to which theprogramme(s) leada) How do you monitor the content and design of the programme(s) to ensure that they makeit possible for the intended learning outcomes to be achieved? Comment on theeffectiveness of such monitoring for improving the achievement of intended learningoutcomes.b) How do you monitor the content and design of the programme(s) to ensure that theysupport academic and intellectual progression through the intended learning outcomes?Comment on the extent to which such progression is achieved, outlining any particularstrengths or limitations.87EXM-02-08-09/09

c) How do you ensure that the methods of student assessment employed by the programme(s)promote student learning? Comment on the relative roles in the programme(s) of formativeand summative assessment in supporting student learning.d) How do you monitor the methods of student assessment employed by the programme(s) toensure that they make it possible for students to demonstrate their achievement of theintended learning outcomes? Comment on the effectiveness of such monitoring atimproving the achievement of intended learning outcomes.e) How do you ensure that the methods of student assessment employed by the programme(s)make it possible to measure or classify student achievement of the intended learningoutcomes? Comment on the effectiveness of such methods - for example, published criteriaof assessment – at reliably discriminating between different levels of performance.f) How do you monitor the content of the programme(s) and the methods of studentassessment to ensure that the level of the award(s) to which the programme(s) lead satisfiesthe stated level of the award framework?g) How do you ensure that current developments in the subject, and in teaching and learningin the subject, are brought to bear on the content of the programme(s) and the methods ofstudent assessment? Comment on the impact of any such developments on the delivery andassessment of the programme(s).h) If a programme, or programmes, in this group are delivered through collaborativearrangements or at a distance, are there any aspects of (a) -( g) above that present particularchallenges to achieving the educational aims and intended learning outcomes? Commenton any particular successes or difficulties in meeting such challenges.i) Outline any proposals for major change to the content of the programme(s), and/orassessment methods, and the reasons for change5. Teaching and learningThis section is about the effectiveness of the teaching and learning strategies employed by theprogramme(s) in providing students with good learning opportunities.88EXM-02-08-09/09

a) How do you take an overview of the teaching, learning and assessment strategies employedwithin the modules that make up the programme(s) to ensure that students experience a richand appropriate mix of learning opportunities in the programme(s) as a whole? Commenton the effectiveness of such an overview at producing any action necessary to maintain agood balance of learning opportunities.b) How do you take an overview of the teaching, learning and assessment strategies employedwithin the modules that make up the programme(s) to ensure that students experience areasonable and well-distributed workload throughout the programme(s)? Comment on theeffectiveness of such an overview at producing any action necessary to maintain anappropriate and balanced workload.c) How do you ensure that the quality of teaching and learning materials used within themodules that make up the programme(s) is of a suitable standard? Comment on theeffectiveness of any action taken to improve any materials that fell below your criteria ofsuitable quality.d) How do you ensure that the modules that make up the programme(s) encourage students tobe active participants in the learning process? Comment on features that you consider to beexamples of good practice in gaining student engagement in active learning.e) How effectively do the teaching and learning strategies of the programme(s) address thedevelopment of students’ learning skills? Comment in particular on the planneddevelopment of students as independent learners, and on any features that you consider tobe examples of good practice.f) How do you ensure that staff involved in these programmes have opportunities to assesstheir effectiveness as teachers, or as teaching teams, at providing students with goodlearning opportunities? Comment on the use made of peer observation and review forproviding feedback from colleagues, and of feedback from students.g) How do you use the outcomes of the procedures outlined in (f) above to provide staff withopportunities for development and enhancement of teaching performance? Comment onfeatures that you consider to be good examples of such development and enhancement.h) If a programme, or programmes, in this group are delivered through collaborativearrangements or at a distance, are there any aspects of (a)-(g) above that present particular89EXM-02-08-09/09

challenges to achieving the educational aims and intended learning outcomes? Commenton any particular successes or difficulties in meeting such challenges.i) Outline any proposals for major change to your approach to the teaching and learningstrategies for the programme(s), and the reasons for change7. Student admission and progressionThis section is about the way that you support and monitor students’ progression through theprogramme(s), from intake to completion.a) Include here a summary of the entry profiles for the programme(s) during the reviewperiod. Comment on any trends shown by these profiles, and the impact of these trends onyour approaches to teaching learning and assessment.b) How well do your recruitment procedures allow you to match the entry profile to thepreferred set of student abilities and background at the start of the programme(s)?Comment on the strengths and weakness of the student intake in relation to the aims andoutcomes set out in the programme(s) specification(s).c) How effective are your approaches to pre-entry guidance and post-entry induction atgetting students off to a good start with the programme(s)? Comment on any particularaction taken during the review period relating to widening access, promoting equality ofopportunity, supporting students with disabilities or supporting students with speciallearning needs.d) How effective are the procedures for providing students on the programme(s) with helpfulinformation on their academic progress? Comment on the implementation of theprocedures in respect of regularity and formality, and on student feedback on theirsatisfaction with these procedures.e) To what extent are the procedures for providing students on the programme(s) withguidance on their academic development (including selection of options) different fromthose in (d) above? Comment on the effectiveness of these procedures and on any featuresthat you consider to represent particular good practice.90EXM-02-08-09/09

f) To what extent are the procedures for providing students on the programme(s) withpersonal or mentoring support different from those in (d) and (e) above? Comment on theeffectiveness of these procedures, and on any features that you consider to representparticular good practice.g) To what extent are students on the programme(s) encouraged or required to keep personalprofiles of progress and achievement? Comment on the effectiveness of such profiles atsupporting the procedures outlined in (a), (e) and (f) above.h) If a programme, or programmes, in this group are delivered through collaborativearrangements or at a distance, are there any aspects of (a)-(g) above that present particularchallenges to achieving the educational aims and intended learning outcomes? Commenton any particular successes or difficulties in meeting such challenges.i) Outline any proposals for major change to your approaches to student admission andsupport, and the reasons for change8. Learning ResourcesThis section is about the resources, both material resources and human resources, that support thelearning of students on the programme(s).a) How well are you able to link resource allocation at University level (eg. thebusiness planning process) to the material resource requirements of theprogramme(s)? Comment on the effectiveness of the deployment of the materialresources available for operating the programme(s).b) To what extent are you able to support the stated aims and intended learningoutcomes of the programme(s) with library and/or IT-based learning resourcesavailable to students?c) How well are you able to prepare students on the programme for their effective useof learning resources, including those referred to in (b) above? Comment inparticular on resources for independent learning.d) How well are you able to use University level processes (e.g. business plans anddiscussion of staffing plans) to meet the requirements of the programme(s) for91EXM-02-08-09/09

teaching and support staff? Comment on the effectiveness of those processes forsecuring an appropriate staffing base for operating the programme(s).e) How effective have been the induction, monitoring and support of any staff(academic and support) who are involved with the programme(s) and who wereappointed during the review period?f) How effective has been the take-up by established staff (academic and support) ofprofessional development opportunities for improving the quality of educationprovided by the programme(s)? Comment on features that you consider to be goodexamples of such professional development.g) If the programme(s) involve part-time staff or graduate teaching assistants, apply(e) and (f) above to them. Comment on the extent to which part-time staff andgraduate teaching assistants have been able to benefit from the developmentopportunities offered to full-time staff.h) If a programme, or programmes, in this group are delivered through collaborativearrangements or at a distance, are there any aspects of (a)-(g) above that presentparticular challenges to achieving the educational aims and intended learningoutcomes? Comment on any particular successes or difficulties in meeting suchchallenges.i) Outline any proposals for development or enhancement of the learning resourcesavailable to the programme(s), including the staff resource9. Maintenance and enhancement of standards and qualityThis section draws upon annual programme monitoring reports to provide a ‘stock take’ of theeffectiveness of your annual procedures for maintaining and enhancing the quality of provisionand the security of academic standards in respect of the programme(s). The progression andaward data of the most recent annual programme monitoring report should be attached here.Include also the most recent data on first destination employment.92EXM-02-08-09/09

a) Summarise the key features of the progression and award data during the review period,with particular reference to any trends. Comment on the effectiveness of any action takenas a result of these data or trends to enhance or improve the programme(s).b) Summarise the key features of strengths and weaknesses emerging from studentevaluations during the review period of the core modules contained within theprogramme(s). Comment on the effectiveness of action taken to disseminate good practiceand address matters of concern.c) Summarise the key features of strengths and weaknesses emerging from staff evaluationsduring the review period of the core modules contained within the programme(s).Comment on the effectiveness of action taken to disseminate good practice and addressmatters of concern.d) Summarise the key features of strengths and weaknesses emerging from the reports ofexternal examiners during the review period for the programme(s), noting any trends.Comment on the effectiveness of action taken to disseminate good practice and addressmatters of concern raised in them.e) Summarise the key features of strengths and weaknesses emerging from CHE/accreditingbody reports during the review period of relating to the programme(s). Comment on theeffectiveness of action taken to disseminate good practice and address matters of concernraised in them.f) Summarise the key features of strengths and weaknesses emerging from evaluation of theprogramme(s) by former students and/or employers during the review period. Comment onthe effectiveness of action taken to disseminate good practice and address matters ofconcern.g) Summarise the key features of strengths and weaknesses emerging from evaluation by staffand/or students during the review period for the programme(s) as a whole where this differsfrom (b) or (c) above. Comment on the effectiveness of action taken to disseminate goodpractice and address matters of concern relating to the programme(s) as a whole as opposedto the modules contained within the programme(s).h) How have you approached the analysis of the management information summarised in (a)-(g) above to take a measure of the general health of the programme(s) during the review93EXM-02-08-09/09

period? Comment in particular on the ability, and the continuing ability, of theprogramme(s) to deliver the stated educational aims and intended learning outcomes.i) How have you approached the analysis of the management information summarised in (a)-(g) above to take a measure of the output standards of the programme(s) during the reviewperiod? Comment in particular on the ability, and the continuing ability, of the awards ofthe programme(s) to meet or exceed the subject benchmark standards.j) If a programme, or programmes, in this group are delivered through collaborativearrangements or at a distance, are there any aspects of (a) to (i) above that present particularchallenges to the maintenance and enhancement of standards and quality? Comment onany particular successes or difficulties in meeting such challenges.k) Outline any proposals for improvement of the School’s procedures for assuring the qualityof the education that it provides, and enhancing the quality of the student experience10. Academic management of the providing School(s)This section allows programme directors to comment upon how the academic management of theproviding School(s) supports the quality and standards of the programme(s), and of the learningopportunities offered to studentsWhile this review is about programmes, not about Schools, there are features of standards andquality in the programmes that cannot be separated from aspects of School management. Haveany particular aspects of the academic management of the providing School(s) during the reviewperiod helped, or hindered the programme(s) to achieve the stated educational aims and intendedlearning outcomes? You may, for example, wish to comment on School policies and proceduresfor the management of student support including personal mentor arrangements, resources andstaffing, workload allocation or space allocation as they affect the delivery of the programme(s).Where more than one School is engaged in delivery of the programme(s), comment onconsistency of approach to academic management might be appropriate.94EXM-02-08-09/09

ANNEX 4PROGRAMME SPECIFICATION TEMPLATE1 Awarding Institution:2 School(s)/Teaching Unit:3 Programme accredited/validatedby:4 Final Award(s):5 Programme Title:6 Date of Production/Revision7 Programme Structures and Requirements, Levels, Modules, Credits and Awards8 Educational Aims of the ProgrammeReference to additional information on the School’s website would be appropriate.The following two sections offer advice on the drafting of information about programmeoutcomes and teaching, learning and assessment methods. Advantage may be gained fromcombining the two sections in the way suggested by the template that follows these sections.Schools are advised to adopt the latter approach after noting the issues raised immediatelybelow.95EXM-02-08-09/09

9 Programme Outcomes(a) Subject knowledge and skills(b) Core academic skills these headings link to those used in module descriptors(c) Personal and generic skillsNot as extensive as a summary of Outcomes drawn from all the modules within theprogramme, but at least consistent with any such summary. It should demonstrate harmonywith the subject benchmark statements, although this should happen automatically if theprogramme outcomes are consistent with the descriptors of the modules that contribute to theprogramme.(d) Confirmation of conformity with the relevant subject benchmark statement, or rationalefor non-conformity10 Teaching, Learning and Assessment MethodsRelating to (a), (b) and (c) in 9 aboveThis could be a largely standard set provided centrally as a default entry, but drawingattention to special features to support particular intended outcomes, for example, teamskills development workshops to support particular skills achievement or IT-basedapproaches to learning and assessment.96EXM-02-08-09/09

11 &12Programme Outcomes and Teaching, Learning & Assessment MethodsOn successfully completing theprogramme, a graduate should be able todemonstrate:A Teaching/learning methods andstrategiesAssessmentB Teaching/learning methods andstrategiesAssessment97EXM-02-08-09/09

C Teaching/learning methods andstrategiesAssessmentD Teaching/learning methods andstrategiesAssessment13 Support for Students and Students’ LearningTo include reference to personal mentor arrangements, and recording of achievement.14 Admission Criteria98EXM-02-08-09/09

Prepared from current admissions data.Reference to particular features such as approaches to widening participation.15 Regulation of Assessment and Academic StandardsStandard entry on the University’s procedures for security of assessment and academicstandards.16 Indicators of Quality and StandardsStandard entry on other indicators, such as progression data and completion rates, that areincluded in the internal monitoring and review process.17 Methods for Evaluating and Improving Quality and StandardsStandard entry on the University’s procedures for module and programme monitoring andperiodic review.99EXM-02-08-09/09

ANNEX 5SYSTEM CHECKLISTAlthough the PQR process is focused at the level of the subject or programme, some parts of theoperation of the programme will be governed by systems for assuring quality and standards thatwork at the level of the School or other academic unit. There will therefore be some aspects ofthe management of quality and standards that the subject provider does not need to dwell upon atlength in the self-appraisal report as long as it can be demonstrated that these aspects exist, andwork effectively, as part of the School’s quality system. This system checklist identifies featuresof a quality assurance system that would be expected to operate at the level of the School butwould apply to the level of the subject or programme. They might be expected to apply to allprogrammes within the School, but any variations that apply, or don’t apply, to the subject underreview should be explained. This system checklist is therefore intended:o for use by subject providers in identifying the quality assurance arrangements oftheir School that are relevant to their PQR self-appraisal;o for use by PQR Panels in checking the quality assurance arrangements of thesubject provider’s School.The ‘Status’ column should be completed as either‘Yes’ = the statement or supporting material is available‘No’ = the statement or supporting material is not available‘N/A’ = the statement or supporting material is not applicableIn the ‘Reference’ column, the subject provider should give a reference or index number to showwhere the statement or supporting material can be found in the School’s filing system.100EXM-02-08-09/09

Section AAcademic management of the SchoolSYSTEM ELEMENT Status Reference1. Statement of the management structure of the School,identifying the roles of key committees and individuals withspecial responsibility for the management of the quality ofeducation provided by the School2. Statement of procedures for monitoring and reviewing thesuitability of the resources available for meeting theSchool’s educational aims and intended learning outcomesSection BEducational aims of the SchoolSYSTEM ELEMENT Status Reference1. School’s mission statement, including statements of theaims and objectives of its educational provision in relationto the University’s mission.2. School’s Code of Practice for teaching and learning3. Statement of the School’s policy for linking its portfolio oftaught programmes and modules to its research portfolio101EXM-02-08-09/09

Section CStudent admissionsSYSTEM ELEMENT Status Reference1. Statement of the School's policy for equality ofopportunities for applicants, including the policy forAccess, students with special requirements, the assessmentof prior learning and prior experiential learning2. Statement of the mechanism(s) within the School forensuring that such information is useful, accurate andrealistic3. Statement of the mechanism(s) for supplying other preentryguidance to applicants4. Statement of the selection process, to include theinformation given to staff and applicants on the selectionprocess and selection criteriaSection DStudent assessment, classification of awards and academic standardsSYSTEM ELEMENT Status Reference1. Statement of the School’s policy for assuring the academicstandards of the awards of its programmes of study.2. Statement of the School’s mechanism for ensuring theeffective implementation of its policy on academicstandards, including its procedures for follow-up action onexternal examiners’ reports102EXM-02-08-09/09

Section EQuality Assurance of Educational ProvisionSYSTEM ELEMENT Status Reference1. Statement of the School’s internal procedures for qualityassurance, including responsibilities of individuals andcommittees for monitoring and reporting on the quality ofeducational provision, including that for students onplacement/attachment2. Statement of the procedures for monitoring theimplementation of the School’s Codes of Practice forteaching and learning and the supervision of researchstudents3. Statement of the procedures for seeking evaluation ofmodules by module leaders and teams4. Statement of the School’s procedures for seekingevaluation of modules by students5. Statement of the mechanism(s) for seeking studentfeedback on the quality of their experience of theprogramme as a whole, and in relation to expectationsraised by promotional/publicity material6. Statement of the School’s procedures for seeking feedbackon its programmes from graduates7. Statement of the School’s procedures for seeking commenton its programmes from employers or other externalstakeholders8. Statement of the School’s procedures for taking anoverview of evaluation of, and feedback on, its programmesfrom all sources103EXM-02-08-09/09

Section FStudent SupportSYSTEM ELEMENT Status Reference1. Statement of the personal and academic support systems forstudents in the School including students onplacement/attachment2. Statement of the mechanism for ensuring that individualstudents receive regular feedback of formative andsummative assessments3. Statement of the mechanism for ensuring that the academicprogress of student cohorts is monitored by course/module4. Statement of the mechanism(s) for providing remedialsupport for students, when necessary, and how this is madeknown to studentsand the information given to students advising them of support through:5. Personal mentors/subject tutors, including the procedure forrequesting change of personal mentor6. Guidance in study skills7. Guidance in effective use of resources (e.g. Library,computers, self study resources), including those relating toplacement/attachment8. Mentoring/welfare services9. Grievance and appeals procedures104EXM-02-08-09/09

Section GStaff SupportSYSTEM ELEMENT Status Reference1. Statement of the School’s policy on induction of new staff,with reference to mentors for teaching and research, and themaximum level of administrative and teaching duties duringprobation2. Statement of the School’s policy on part-time teachers;their induction, training and development, and managementof workload3. Statement of the School’s policy for staff development,with reference to continuing professional development inteaching4. Statement of the School’s policy and procedures for peerreview of teaching, including how peer review informs staffappraisal105EXM-02-08-09/09

ANNEX 6PANEL EVALUATION CHECKLISTSECTION…………………….This sheet should be completed by the panel member with the lead responsibility for this section. Acopy should be made available to all panel members at the start of the review meeting, andamended as necessary at the close of the meeting.Strengths: initial proposals, to be checked against evidence at the review (identify good practicethat deserves wider dissemination)Weaknesses: initial proposals, to be checked against evidence at the review (are these weaknessesrecognized in the self-appraisal or have they emerged from review?)Quality of the self-appraisal of this section: how evaluative, self-aware, supported by evidence?(how realistic are any plans for future action proposed in the self-appraisal?)106EXM-02-08-09/09

ANNEX7REPORT TEMPLATEThis template is for reports by the PQR panels.a) Outline the PQR scheme- whether this review had external subject specialist input; themembership of the Panel.b) Contextual information taken from (a), (b) and (c) of the self-appraisalc) The Panel’s view of each of the topics covered in the self appraisal, with reference to:i) the quality of the evaluation in the self-appraisalii) the extent to which the self-assessment is supported by the evidence available tothe Paneliii) features of strengthiv) weaknesses, distinguishing between those recognized in the self appraisal andthose that did not emerge until the reviewv) the Panel’s endorsement, or otherwise, of any action proposed in the self-appraisalto build on strengths or address weaknessesd) Where the review has external input from a subject specialist, each section should containan external review, particularly against external reference points such as subjectbenchmarks.e) Each section should conclude with a narrative judgement of the general well-being andsecurity of matters covered in that section.f) Summary-of matters of concern, distinguishing between those recognized in the selfappraisaland those that emerged from review.g) Summary-of identified good practice.h) Summary-of general health of the subject provision as revealed by the self-appraisal andthe review, with emphasis on the external view where this is included.i) To the final report to the Teaching and Learning Committee should be added the ActionPlan proposed by the subject provider for building on strengths and addressingweaknesses-with timescales.107EXM-02-08-09/09

j)108EXM-02-08-09/09