Design and Approval of Programmes
Document Control Record
 | Quality Assurance Handbook 2024 Volume 1: Internal Quality Assurance System |
| CoROM Policy on Design and Approval of Programmes | |
| Document Status: Approved | Revision No: 2.0 |
| Document Owner: Office of the Executive Dean | |
| Date of Approval Board of Regents: June 2024 | Date of Approval Board of Administrators: February 2024 |
Revision History
| Revision No. | Date | Comments |
| 2.0 | 11 Sept 2024 | Reviewed for MFHEA submission |
Design and Approval of Programmes
IQA Chapter 3
MFHEA Standard 3: Programme design, monitoring and review
Objective
This policy outlines the procedures and standards for designing, monitoring, and reviewing educational programmes within the College. It aims to ensure that all programmes are aligned with MFHEA Standard 3: Programme design, monitoring and review. Additionally, it seeks to meet the needs of students and stakeholders and maintain high levels of quality and relevance.
Scope
This procedure applies to all new programme proposals for accreditation and ECTS credits on the Maltese Qualifications Framework under the College MFHEA licence.
3.1 Course Approval Procedure
Any member of the faculty can suggest a new course. Upon initial suggestion, the Executive Dean reviews the proposal for suitability and relevance to existing programmes. Interested faculty experienced in the proposed topic can provide insights into the educational content.
The course approval process is as follows:
3.1.1 Initial Review:
- The faculty member submits the course proposal to the Executive Dean.
- The Executive Dean reviews the proposal for suitability and relevance.
- The Executive Dean presents the proposal to the Board of Regents for discussion.
3.1.2 Review and Development:
- If the proposal is approved by the Executive Dean, it is sent to the allocated department faculty for review and development.
- The Executive Dean creates a Review Team consisting of department faculty and a member of the Board of Regents. The Review Team assesses the programme for content and clinical accuracy, including input from a student representative using the following checklist:
- Does the programme fit with the Mission and Strategy?Â
- Does this type of programme already exist in the field, and if so, how does our programme compare?
- What pedagogical approach is required?
- What are the Educational and skills requirements for a programme?
- Are the requisite resources (faculty, teaching & learning resources) available in the College to support this programme development?
- Are there any Unique Features of the Programme?
- Does the programme require Work/Clinical placement?
- What are Employment opportunities offered for graduates of the programme?
- If adjustments are needed, the Review Team returns the programme to the author for corrections.
- This review process is repeated until the Executive Dean is satisfied with the content.
3.1.3 Departmental Review:
- The Executive Dean passes the proposed programme to the Heads of Faculty for further review.
- The Heads of Faculty review the programme and may return it to the original author for additional corrections.
- This process continues until the Heads of Department are satisfied with the content.
3.1.4 Final Approval:
- Once the Heads of Department are satisfied, the course is approved for trial.
- The final approval of any new programme rests with the Executive Dean.
Faculty members continually improve and develop CoROM courses. Each programme is reviewed and updated as required to maintain high standards of academia and clinical practice.
3.2 Sectoral Guidance in Programme Design
The design process incorporates up-to-date sectoral knowledge, including market analysis, PEST analysis, and demographic research, to ensure the programme’s relevance and alignment with current and future trends.
3.2.1. Market Analysis:
a. The College will conduct comprehensive market research to identify current trends in the healthcare industry, such as emerging technologies, changes in patient care standards, and shifts in healthcare delivery models.
b. Gather data on job market demands, focusing on areas with a high demand for healthcare professionals, such as nursing, medical technology, and healthcare administration. Update the curriculum regularly based on market research findings to include new skills and knowledge areas that are increasingly valued by employers in the healthcare sector.
3.2.2. PEST Analysis (Political, Economic, Social, Technological):
a. Political: Stay informed about healthcare policies, regulations, and legislation at both national and international levels. Adjust programme content to include compliance training and education on current healthcare laws and ethical considerations.
b. Economic: Monitor economic trends affecting the healthcare industry, such as funding for public health initiatives or economic downturns that impact healthcare spending. Incorporate these insights into courses that prepare students for the financial aspects of healthcare management.
c. Social: Address demographic shifts, such as ageing populations or increasing diversity, by incorporating relevant topics into the curriculum. This might include cultural competency training, senior care, and community health.
d. Technological: Keep up with advancements in medical technology, such as telemedicine, electronic health records, and AI in healthcare. Integrate these technologies into the programme, offering practical training and certifications where possible.
3.2.3. Demographic Research:
a. Utilise demographic data to identify the healthcare needs of different populations, ensuring that programmes are tailored to meet the needs of diverse communities.
b. Modules on public health that emphasise the importance of demographic factors such as age, ethnicity, and socioeconomic status in designing effective healthcare interventions should be included.
3.2.4. Stakeholder Engagement:
a. Engage with healthcare professionals, employers, and alumni to gather feedback on industry needs and trends. Use this feedback to refine and update the programme content continually.
b. Establish advisory boards that include representatives from the healthcare sector to provide ongoing input into programme design.
3.2.5. Continuous Review and Adaptation:
a. Implement a continuous review process that continuously incorporates sectoral research findings into the curriculum.
b. Set up regular meetings with faculty and industry experts to review the relevance of programme content and make necessary adjustments to keep up with sectoral changes.
3.3 The programme design process
The programme design process incorporates twelve characteristics that will give the design process direction and accountability.
3.3.1. ECTS Credits and Student Workload: All programmes will have the expected student workload regarding ECTS credits, with 1 ECTS credit equating to 25 study hours.
3.3.2. Target Audience and Eligibility: The programme specifies the target audience, including geographic or regional focus, minimum eligibility, and selection criteria.
3.3.3. Learning Outcomes: Programmes are based on academic learning outcomes, distinguishing between knowledge, skills, and competencies.
3.3.4. Learning Dynamics and Interaction: Appropriate learning dynamics are defined, including the expected levels of tutor-student and peer interaction.
3.3.5. Resources and Assessment: The programme outlines the necessary resources and forms of assessment.
3.3.6 Elective Components: Students can elect non-compulsory components to personalise their learning experience.
3.3.7 Teaching Staff Requirements: The programme specifies minimum qualifications and competencies for teaching staff.
3.3.8 Responsibilities: Identifies persons responsible for course design, content development, technical support, and student interaction and support.
3.3.9 Alignment with Frameworks: The programme aligns with the Malta Qualifications Framework (MQF) and the Malta Referencing Report 2012, including any updates.
3.3.10 Stakeholder Involvement: External stakeholders are involved in identifying training and programme needs. Employment-oriented programmes involve relevant stakeholders from the world of work.
3.3.11 Student Progression: The programme is designed to support smooth student progression through its levels.
Student Involvement: Students are actively involved in the design process.
3.3.12 Institutional Approval: The programme undergoes a formal institutional approval process.
3.4 Internal and external stakeholder engagement
Programme design is conducted closely with internal and external stakeholders, including administrative staff, academic peers, students, and employers. The College incorporates this policy with the Board of Regents, including stakeholders from the academic community and a non-academic representative from Malta.
3.5 Access to a regulated profession
Our programmes do not lead to a regulated profession. However, we have reviewed the regulations for healthcare professionals from other countries to make sure that our programmes meet the recommendations of national and international professional associations.
3.6 Programme monitoring and review
Programme content is constantly monitored to align with international best practices. The Executive Dean is responsible for reviewing best practices and passing observations and suggestions to the Heads of Department for further review.
Monitoring and review processes ensure that programmes achieve their objectives, align with strategic goals, incorporate the latest sectoral research and practices, and respond to evolving student needs.
This policy:
3.6.1 ensures that each programme achieves its objectives and is still aligned with the strategic and Collegiate goals.
3.6.2 review programme content, structure and methodologies with current research and practices found in the sector to ensure that all programmes remain up to date
3.6.3 responds to the changing needs of students
3.6.7 gathers feedback from students, graduates, and employers through surveys, focus groups, and other methods.
3.6.8 collects teaching staff reflections and observations to inform continuous improvement.
3.6.9 feedback from external examiners, when applicable, is included in the review process.
3.6.10 programme self-assessment reports and other objective metrics validate programme quality.
3.8 Programme monitoring policy
3.8.1 this policy will collect an analysis of admissions, progression, drop-outs, completion and student achievement and submit this report to the Executive Dean each term.
3.8.2 this policy will collect analysis of student, graduate and employer feedback using the feedback forms given out after each module and course.
3.8.3 this policy will collect teaching staff reflections and observations using faculty discussions and an open-door policy from the Executive Dean.
3.8.4 this policy will collect external examiner feedback when applicable.
3.8.5 this policy will collect programme self-assessment reports.
3.8.6 this policy and the Executive Dean will collect additional metrics, providing objective input into the quality validation.
3.9 Major and minor modifications of programmes
The College distinguishes between a major modification of a program and a minor modification. A major modification occurs when any learning outcomes, ETCS changes, or programme modifications require MFHEA involvement and resubmission to MFHEA. A minor modification does not alter the program in a way that would require resubmission to MFHEA for reapproval.
3.10 Internal and External Stakeholder Involvement
The College will employ or invite internal and external experts to participate in programme design to ensure relevance to the employment market. This collaboration guarantees that our courses remain current, both clinically and academically, providing our graduates with the highest opportunities for employment in their chosen fields.
Key elements of our student-centred approach include:
3.10.1 Industry Relevance:
Engaging industry experts in programme design to maintain relevance and applicability in the job market.
Ensuring that tutors with practical industry experience contribute to course content and delivery.
3.10.2 Course Currency:
Continuously updating courses to reflect the latest clinical and academic advancements.
Striving to provide graduates with the most up-to-date knowledge and skills required for their careers.
3.10.3 Faculty Expertise:
Leveraging the extensive experience of senior faculty in teaching and course design to develop robust and effective programmes.
Recognising the resource requirements for effective course design through experienced faculty input.
3.10.4 Student Feedback:
Encouraging face-to-face and written feedback from students on how CoROM can improve programmes.
Actively incorporating student suggestions to enhance the educational experience.
3.11 Programme closure
The College incorporates a policy for programme closure and considers the grounds and legal implications. The institution ensures the legal interests of students are respected, providing opportunities for them to complete their studies smoothly.
3.12 Indicative evidence for compliance
3.12.1 Design, Monitoring, and Review Policies: Documentation of policies and procedures guiding programme design, monitoring, and review.
3.12.2 Labour Market and Employer Analysis: Reports and analyses of market trends and employer demands.
3.12.3 Comparative Analysis: Comparative studies of similar programmes.
3.12.4 Student Data Analysis: Data on student admissions, progression, completion, and achievements.
3.12.5 Self-Assessment Reports: Programme self-assessment reports detailing ongoing evaluations.
3.12.6 Feedback Surveys: Templates and consolidated data from student, graduate, and employer surveys; focus group notes.
3.12.7 Alumni Studies: Tracer studies tracking alumni career progression.
3.12.8 Review Documentation: Meeting minutes from programme reviews.
3.12.9 Programme Termination Procedures: Mechanisms to support students if a programme is terminated.
3.12.10 Peer Review Records: Records of interviews conducted by peer review panels.
3.13 Student-centred approach to programme design
The College of Remote and Offshore Medicine (CoROM) takes a student-centred approach to programme design led by clinically qualified academics. Our programmes are either industry-specific or Continuous Professional Development (CPD) based. All tutors have practical experience in the fields students aspire to work in, thus bringing valuable industry knowledge to the classroom.
By focusing on these elements, CoROM ensures that our programmes are designed to meet the needs of both students and the industry, fostering a learning environment that prepares students for success in their professional careers.